EXPLORING ENGLISH TEACHERS’ PERCEPTIONS ON USING SITUATIONAL LANGUAGE TEACHING METHOD IN TEACHING VOCABULARY
The research was accomplished to investigate the perceptions of elemantary- school teachers on using Situational Language Teaching method in teaching vocabulary. The aims of this study were to examine the advantages of using situational language teaching method in teaching vocabularies and to investigate English teachers’challenges of using Situational Language Teaching method in teaching vocabulary. This research was completed by using a qualitative approach and the reseachers employed a semi-structured inteview to collect the data. The research participants were five English teachers who teach English subject at elementary schools in Aceh Barat. The results of this research indicate that the advantages of using this method were enhancing students’ motivation ,and creating an effective teaching-learning process. Then, the challenges of using Situational Language Teaching methods in teaching vocabulary were preparing course material and dealing with students’ boredom.
Anyiendah, M, S. (2017). Challenges faced by teachers when teaching English in public primary schools in Kenya. Frontiers in Education, 2(13), 1-3.
Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed method approaches(3rd ed.). Thousand Oaks, CA: Sage.
Du, J. (2017). On the application of situational language teaching method to Mongolian English majors. English Language and Literature Studies, 7(4), 98-104.
Fidyati. (2018). Improving architecture students’ English vocabulary through the use of architectural drawings. Universitas Malikussaleh, Lhokseumawe, Indonesia.
Gruss, J. (2016). Games as a tool for teaching English vocabulary to young learners. World Scientific News, 53(2), 67-109.
Huang, A, F, M., Yang, S, J, H., & Hwang, G, J. (2010). Situational language teaching in ubiquitous learning environments. Knowledge Management & E-Learning: An International Journal, 2(3), 312-327.
Husniati. (2010). Improving the second year students’ vocabulary through situational language teaching method at MTsS Ujung Jampea Pasi’masunggu Timur Kab. Kepulauan Selayar. (Unpublished bachelor’s thesis). Universitas Islam Negeri Alauddin Makassar, Makassar, Indonesia.
Hussain, S., & Sajid, S. (2015). Oral approach and situational language teaching: A short review. Paripex - Indian Journal of Research, 4(6), 196-199.
Jain, P.M., & Patel, M.F. (2008). English Language Teaching (Methods, Tools & Techniques). Jaipur: Sunrise Publishers & Distributors.
Jin-e li. (2019). The revelation of Situational Language Teaching in English teaching at middle schools. Frontiers in Educational Research, 2(2), 1-17. Retrieved from : https://doi.org/10.25236/FER.033001.
Intarapanich, C. (2013). Teaching methods, approaches and stratgies found in EFL classroom: A case study in Lao PDR. Procedia-Social and Behavioral Sciences, 88, 306-311.
Koran, S. (2015). The role of teachers in developing learners’ speaking skill. 6th International Visible Conference on Educational Studies and Applied Linguistics. Retrieved from
Lišková, M. (2017). Methods and approaches in teaching English at a lowersecondary school level. Retrieved from: https://theses.cz/id/15d3ue/STAG83042.pdf
Manalullaili. (2015). Applying communicative language teaching in teaching English for foreign language learners. Ahmad Dahlan Journal of English Studies, 2(3), 1-8.
Mareva, R. & Nyota, S. (2012). Structural or communicative approach: A case study of English language teaching in Masvingo urban and peri-urban secondary schools. International Journal of English and Literature, 3(5), 103-111.
Mohajan, H. K. (2018). Qualitative research methodology in social sciences and related subjects. Journal of Economic Development, Environtment and People, 1(7), 23-48.
Nam, J. (2010). Linking research and practice: Effective strategies for teaching vocabulary in the ESL classroom. TESL Canada Journal/Revue TESL Du Canada, 133(28), 127-135
pdf downloads: 25