Exploring English Teachers’ Perceptions on Using Situational Language Teaching Method  in Teaching Vocabulary

Masna, Yuliar; Dahliana, Syarifah; Martaputri, Nurul Aulia

doi:10.46244/geej.v7i2.1192

Cited by 4 publications

(4 citation statements)

References 11 publications

(6 reference statements)

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“…It could be due to the fact that SLT is a simple method to be applied in the classroom. According to Masna et al (2020), Situational Language Teaching is an easy method to be implemented by the English teachers in the teaching process and it is effective enough for students to understand the material given. Further, this study result was consistent with the previous study conducted by Uleng (2021) which found that Situational Language Teaching method is effective to improve teaching English grammar and it is decreasing or minimizing students` difficulties in learning grammar.…”

Section: Discussionmentioning

confidence: 99%

Teachers` Method of Teaching English Grammar at the Senior High Schools

Nurbaiti

Yunita

Syahrial

et al. 2023

Ta'dib

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This study aimed to find out the most frequently used method in teaching English grammar at the senior high schools of Mukomuko regency and to reveal the reasons of using the most frequently used method. An explanatory mixed method design was carried out to collect and analyze the data quantitatively and qualitatively. Three instruments were used; Questionnaire, interview, and classroom observational checklist. Thirty-one English teachers filled out the questionnaire, four teachers were selected to be interviewed, and two of them were observed. The results of this study showed; first, Situational Language Teaching was the most frequently used method in teaching English grammar at the senior high schools of Mukomuko regency. Second, the English teachers implemented the most frequently used method for four reasons; 1) to encourage the students` motivation in learning the English language, 2) to facilitate the students to achieve the learning’s objective, 3) to teach English grammar to the students contextually, and 4) to evaluate the students` understanding about the material given. Based on the results, it seemed that the English teachers picked the method of teaching grammar based on its simplicity and effectiveness to activate the EFL teaching and learning process. Moreover, the result provides teachers more insight and reference regarding to the method in teaching English grammar and applied it into their teaching process

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Section: Discussionmentioning

confidence: 99%

Teachers` Method of Teaching English Grammar at the Senior High Schools

Nurbaiti

Yunita

Syahrial

et al. 2023

Ta'dib

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“…One teacher in the research said that situational teaching builds communication students and teachers so that it makes students understand vocabulary easily and arouse their motivation, and another teacher said that teachers can teach vocabulary through oral practice so that students can repeat themselves, motivating them to memorize the words especially when their friends mastered the words ahead of them. [2] Moreover, it is concluded by Jiang (2021) that teachers can use a special way of situational teaching-competition in the class to stimulate students. The author suggested that teachers can divide students into several groups, and then ask them to answer questions about the English words they have learned.…”

Section: Arousing Students' Motivation To Learn Englishmentioning

confidence: 99%

“…(2020) stated that it can be inferred that though situational methods are effective, teachers will face many difficulties in preparing the situational teaching materials in advance according to the survey. [2] In addition, (Liang, K., Hao, Y., & Zhao, J.,2021) also said that teaching by lecturing form is still supported by many teachers because the limited time and exam-oriented mode. They may do not have many opportunities to use more situational teaching methods.…”

Section: Introductionmentioning

confidence: 99%

Integrated Application of Situational and Traditional Teaching in Primary School English Vocabulary Teaching

2023

IJNDE

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As an international language, English has become an important bridge for people from all over the world to interact with each other. Therefore, English is one of the most significant subjects in the education area in China. With implementation of the China's new English curriculum reform, students now have to master more English vocabulary. This paper mainly analyzes the integrated application of Situational Teaching Method and traditional teaching mode, aiming to demonstrate the benefits of situational teaching and use situational teaching to help students master all the vocabulary by making good use of both the time in the school and the time at home.

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“…Even though more than a century of SLT has existed, it is still used in English Language Teaching (ELT) today. English teachers' perception of using situational language teaching method for teaching vocabulary has been investigated (Masna et al, 2020). This research was conducted at the elementary school level.…”

Section: Empirical Studies Of Situational Language Teachingmentioning

confidence: 99%

Framing Behaviorist Theory toward Situational Language Teaching (SLT)

Widiarini

2022

int

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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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Exploring English Teachers’ Perceptions on Using Situational Language Teaching Method in Teaching Vocabulary

Cited by 4 publications

References 11 publications

Teachers` Method of Teaching English Grammar at the Senior High Schools

Teachers` Method of Teaching English Grammar at the Senior High Schools

Integrated Application of Situational and Traditional Teaching in Primary School English Vocabulary Teaching

Framing Behaviorist Theory toward Situational Language Teaching (SLT)

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