aspect of the target language learning is enhanced in that students are found to have freedom and high motivation in the community language learning class.
But there are some practical and theoretical problems with CLL. The counselor-teacher can become too non-directive. The learner often needs
direction, especially in the first stage. Supportive but assertive direction from the counselor could strengthen the method. Despite its weakness CLL is a
potentially useful method for the foreign language teaching if the teachers adapt it properly to the curricula.
3. Situational Language Teaching a. Basic Concept of Situational Language Teaching
The main characteristics of the Situational Language Teaching that Richards and Rodgers 2001: 39 stated as follows:
1 Language teaching begins with the spoken language. Material is taught orally before it is presented in written form.
2 The target language is the language of the classroom.
3 New language points are introduced and practiced situationally.
4 Vocabulary selection procedures are allowed to ensure that an essential general service vocabulary covered.
5 Items of grammar are graded following the principle that simple forms should be taught before complex ones.
6 Reading and writing are introduced once a sufficient lexical and grammatical basis is established.
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a Theory of Language
The theory of language underlying Situational Language Teaching can be characterized as a type of British structuralism. Speech was regarded as the
basis of language, and structure was viewed as being the heart of speaking ability. Richards and Rodgers 2001: 40 states that the theory of that
knowledge of structures must be linked to situations in which they could be used to give situational language teaching one of distinctive features. This may
have reflected the functional trends in British linguistics since thirties. Many British linguists had emphasized the close relationship between the structure of
language and the contexts and situations in which language is used. British linguists such as Firth and Halliday developed powerful views of language in
which meaning, contexts, and situations were given a priment place. The emphasis now is on the description of language activity as part of the whole
complex of events which, together with the participants and relevant objects, make up actual situations Halliday, McIntosh, and Strevens in Richards,
2001:40.
b Theory of Learning
Situational Language Teaching is based on behaviorist habit learning theory. This method laid down a set of guiding methodological principles,
based firstly on behaviorist stimulus and response concept and secondly on an assumption that second language learning should reflect and imitate the
perceived process of mother tongue learning. perpustakaan.uns.ac.id
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Situational Language Teaching, like the direct method, adopts an inductive approach to the teaching of grammar. The meaning of words or structure is not
to be given through explanation in either the native tongue or the target language but is to be induced from the way the form is used in a situation.
Explanation is therefore discouraged, and the learner is expected to deduce the meaning of a particular structure or vocabulary items from the situation in
which is presented. The learner is also expected to apply the language learned in a classroom to situation outside the classroom.Richards and Rodgers, 2001:
41
b. Designing Task for Situational Language Teaching Classroom 1 Objectives
