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The changing of foreign language teaching methodology happens over the years due to the shift of the changes of language teaching’s goals in different periods and in different places regarding the nature of language and the nature of learning. The aims of the paper are contextualizing behaviorist theory for Situational language teaching (SLT) and its relevance in current language teaching from practical experiences. The paper follows a narrative approach to review the previous works of literature on behaviorist theory, SLT, and its implementation. The findings are behaviorist theory becomes the fundamental learning theory of SLT that flourishes in SLT’s teaching and learning activities in the classroom. Influenced by behaviorist theory, SLT becomes a teaching method that provides more guided repetition and substantive activities. In addition, along with the existence of the trend of communicative language teaching and scientific approach, SLT is still implemented by teachers for various education levels to achieve teaching objectives. In conclusion, unfashionable methods do not mean that they are not able to apply in current teaching practice. Some modification activities can be created to attain meaningful learning. Therefore, it is suggested that in applying certain methods in teaching practice, practitioners or teachers should consider the following question: who the learners are, what their current level of language proficiency is, what their goals want to be achieved through learning activities, what sort of communicative need they have, and so forth.

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This paper aims to develop ESP Supplementary book for mechanical engineering students in high level education. This is a Borg & Gall Research and Development (R&D) by using questionnaire and unstructured interview instrument. The research subject is 20 fourth semester students of mechanical engineering major in UNU Blitar. The limitation of this study is developing ESP supplementary book based PBL with engineering materials as the topic of the book. The process development of Engineering Materials Supplementary Book Based on ESP and PBL consists of some steps those are (1) Need analysis; (2) Product arrangement; (3) Product testing; and (4) Product revision if it is necessary. This research finds that the supplementary book is valid in three aspects of media (77.5%), content (83.3%) and language (83.3%) and feasible to use as supplement material for the mechanical engineering students. Based on the satisfaction questionnaire this product is appropriate for the mechanical engineering students to learn about English for Specific Purposes in form of Project Based Learning model implementation in percentage about 80% agree and 15% very agree.

Language plays a crucial part in the foundation of communication in daily life and academic activity. Learning an additional language such as English in school is very important. Mastery of English grammar is required to compose a word or sentence in English.  It takes grammar proficiency to create words or phrases in English. Students in class X IIK 2 MA Bustanul Muta'allimin comprise the study's sample population. Most of the students in this class had trouble putting simple sentences together. According to the results of the needs analysis, the result of the questionnaires, 77% of the students had difficulties constructing their simple sentences in English. Furthermore, 80% of the 13 samples indicated they wished to learn using engaging media. This research was conducted aiming to develop learning media in teaching grammar. The ADDIE model design, created by Dick and Carry in 1996, is used in this research process, known as research and development (R&D). There are five steps in this development that are following the ADDIE model, that is Analysis, Design, Development, Implementation, and Evaluation. The result of media expert validation and material expert validation achieved scores of 80.26% and 68.05%, respectively. A score of 76% was obtained when the questionnaire about using learning media was completed by student respondents. Flashcard media have a level of validity that makes them appropriate for usage, according to the result of expert validation and student response. As a result, this learning media is used effective tool for increasing students' interest in studying.