The situational language teaching method was developed by British educators in the 1930s-1960s. It focuses on teaching language through real or imagined situations. New vocabulary and grammar points are introduced situationally and practiced through drills and repetition to build accuracy. The target language is used in the classroom, with reading and writing introduced after oral proficiency is established. The teacher acts as a model for students to repeat, using questions to elicit correct sentence structures from students. The approach values practical language skills but can be teacher-controlled and boring for students.

1. NAMA : ELLA RAHAYU
SEMESTER/UNIT : VI/6
METHOD
OF
TEACHING ENGLISH

2. SITUATIONAL LANGUAGE TEACHING

3. Developed by British in the 1930s to the 1960s.
1. Developed by British in the
1930s to the 1960s.

4. The language that is being taught
is realistic, all the words and sentences
must grow out of some real situation or
imagined real situation.

5. THE ASPECTS OF
APPROACH
Vocabulary control
Grammar control

6. THE CHARACTERISTICS OF APPROACH
Language teaching begins with the spoken language.
The target language is the language of the classroom.
New language points are introduced situationally.
Vocabulary selection procedures are followed.
Items of grammar are graded following the principle
that simple forms should be taught before complex
ones.
Reading and writing are introduced once sufficient
lexical and grammatical basis is established.

7. Approach
Design

8. a. Theory of language
It can be characterized as a type of British “structuralism”.It can be characterized as a type of British “structuralism”.
Language as speech/Language was identified with speech,Language as speech/Language was identified with speech,
and speech ability was approached through oral practice ofand speech ability was approached through oral practice of
structure.structure.
b. Theory of learningb. Theory of learning
Behaviorist habit-learning theory.
Primarily processes rather than the conditions
of learning.

9. 2. DESIGN
a. OBJECTIVES
 A practical command of the four basic skills of a language through
structure
 Accuracy in both pronunciation and grammar
 Errors are to be avoided at all costs
 Automatic control of basic structures and sentence patterns

10. b. THE SYLLABUS
Structural syllabus
A word list
c. TYPES OF LEARNING AND TEACHING
ACTIVITIES
 A situational presentation of new sentence
patterns
 A drill-based manner of practicing
( chorus repetition, dictation, controlled oral-
based reading and writing tasks)

11. d. Learner roles
 Listening and repeating
what the teacher says
 Responding to questions
and commands
 No control over the content
of learning
e. Teacher roles
♦ A model
(modeling the new structure for
students to repeat)
♦ A skillful manipulator
(using questions, commands, etc to
make the learner produce correct
sentences)
♦ A review organizer
(timing, oral practice, revision, testing
and developing language
activities)

12. f. The role of instructional materials
A textbook (as a guide)
Visual aids (wall charts, flashcards,
pictures, stick figures and so on)

13. 3. Procedure
a. Procedures move from controlled to freer practice of
structures.
b. Procedures move from oral use of sentence patterns
to their automatic use in speech, reading and writing.

14. 4. Advantages
 Suitable for introduction to the
language
 Values practical grammar and
vocabulary
 An accessible method for teachers if
they have good curriculum
 Inexpensive to use
5. Disadvantages
•Teacher-controlled
•Ineffective
•Boring