CHAPTER I
INTRODUCTION
A. Background of Study
In this paper, we would like to discuss about The Audio-lingual Method, its principal and its procedures.
Base on the Oxford Advance Leaner’s Dictionary, Audio-lingual is “relating to a method of language teaching that teaches speaking and listening rather than reading and writing. Method is the way of doing something or quality of being well planned and organized and audio has a meaning as the adjective of using sound or hearing sound”.
According to Wikipedia The Audio-lingual method is “a style to teach that use in teaching foreign languages, it’s based on behaviorist story which professes that certain traits of living things, and in this case humans could be trained use of trait would receive positive feedback”.
Sally, wide the Audio-lingual method is “thematic that adheres to the natural presentation of skill in this order: listening, speaking, reading, and writing. It plays priority on the development of listening and speaking skill first”.
Richards (1987), audio lingual method “this method claimed to have transformed language teaching from an art to science, which would enable learners to achieve mastery of a foreign Language effectively and efficiently”
Diane Larsen and Freeman, The Audio-Lingual method is “the method which focuses in repetition some words to memorize”.
J.C Richards in 1986 an Audio-Lingual method is “a method which use drills and pattern practice in teaching language”.
From some meanings above we can take a conclusion that The Audio-lingual Method is one Method of teaching native language by using audio or audio visual media to increase the speaking skill and listening skill first, it based of behaviorist story which certain in the living things. The Audio Lingual Method is like the direct method but they both have a little differences because the goal of The Direct Method is the good communication in the target language and it exiting new ideas about language and learning emanating we call it by The Audio Lingual Method.
Like direct method, the audio-lingual method advised that the student be thought a language directly, without using the student’s native language to explain new word or grammar in the target language. The audio-lingual method did not focus on the teaching vocabulary. Rather, the teacher drilled students in the use of grammar. The method is also based on the premise that student’s native patterns interfere with the learning of a second language, and consequently, the use of native language should be minimized and used primal for clarifying information.
CHAPTER II
DISCUSSION
A. Definition of The Audio Lingual Method
From Sally, Audio-lingual method is thematic that adheres to the natural presentation of skill in this order: listening, speaking, reading, and writing. It plays priority on the development of listening and speaking skill first. In Audio Lingual Method language learners are equipped with the knowledge and skill required for effective communication in a foreign language. The language learners also required to understand the foreign people whose language they are learning and the culture of the foreign people. The language learners have to understand everyday life of the people, history of the people and their social life.
The advocates of the audio Lingual Method believe that learning is essentially the process of change in mental and physic behavior induced in a living organism by experience. This principle was much influenced by a theory of psychology known as behaviorism. Formal experience can be gained at formal schools and the aim of learning is habit. Learning is simply habit formation. To learn a new language means to acquire another set of habits. The speech habit can be formulated through the observance of rules. Therefore, successful language learners are those who finally become spontaneous in communication and the rules have been forgotten.
The method, which was originally introduced to prepare people to master foreign language orally in a short time, emphasizes oral forms of language. However, the method still considers the other language skills. The method considers that the oral forms: speaking and listening should come first, and reading and writing come later. The advocates of the method believe that language learners learn foreign language as a child learns his/her mother tongue. First, he hears sound and tries to understand the sound; he/she then attempts to reproduce the sounds. Next, he/she learns to read the written forms. The phases can be described that learning a foreign language there are the passive or receptive phase and the active or reproductive phase.
B. The Approach of Audio Lingual Method
1) Theory of language
An important tenet of structural linguistic was primary medium of language is oral. Speech is language since many languages do not have of written form and we learn to speak before we learn or write, it was argued that language is “primarily what is spoken and only secondarily what is written, “(Brook 1964). Therefore, it was assumed that speech had priority in language teaching. It was contrary to popular views of the relationship of the spoken and written form of language, since it has been widely assumed that language existed principally as symbol written in pepper, and that spoken language was an imperfect realization of the pure written version. This scientists approach to language teaching.
2) Theory of learning
Some teaching theoreticians and methodologist who developed audio lingual not only had a convincing and powerful theory of language to draw upon but they were also working in a period when prominent school of American psychology known as behavioral psychology claimed to have tapped the secret of all human learning including language learning. Reinforcement is a vital element in the learning process, because it increase the likelihood that behavioral will occur again and eventually become a habit. The descriptive practices of structural linguist suggested a number a hypotheses about language learning, and hence about language teaching as well. For example, since linguist normally described language beginning with the phonological level and finishing with the sentence level, it was assumed that this was also the appropriate sequence for learning and teaching.
C. Principle of Audio Lingual Method
The principle of the method derives from the aims of learning a foreign language. The linguistic aims of the Audio Lingual Method are:
1) Language learner are able to comprehend the foreign language when it is spoken at normal speed and concerned with ordinary matters,
2) Language learner are able to speak in acceptable pronunciation and grammatical correctness
3) Language learners have no difficult in comprehending printed materials
4) Language learners are able to write acceptable standards of correctness on topics within explain.
Besides the linguistic aims above the method also has cultural aims. The cultural aims are:
1) Language learners understand daily life of the people, including customs, works, sports, play, etc.
2) Language learners are able to speak in acceptable pronunciation and grammatical correctness
3) Language learners have no difficulties in comprehending printed materials
4) Language learners are able to write acceptable standard of correctness on topics within their explain.
In short, Johnson (1968) states that the principles of the audio-lingual method are:
1) Language is a system of arbitrary vocal symbol used for oral communication, the teacher introduces as a new dialogue, language forms don’t occur by themselves; they occur almost naturally within a context.
2) Writing and printing the graphic representation of the spoken language, the language teacher uses only the target language in the classroom. Action, picture, are used to give meaning otherwise.
3) Language can be broken down into three major component parts: the sound system the structure, and the vocabulary. The language teacher introduces the dialogue by modeling it two times. The teacher should provide student with a native speaker like model by listening to how it is suppose to sound.
4) The only authority for correctness is actual use of native speakers. The teacher say that “very good” when the student answer correctly positive reinforcement helps the student to develop correct habit.
5) One can learn to speak and understand the language only being exposed to spoken language and by using the spoken language.
6) Language can be learned inductively far more easily than deductively, and there is no grammatical except taught by inductive analogy.
7) Grammar should never be taught as an end in it self, but only a means to the end of learning the language.
8) Use of the student’s native language in class should be avoided or kept to a minimum in second language teaching.
9) The structures to which the student are exposed to should always sound natural to native speakers.
10) All structural material should be presented and practiced in class before the student attempt to study it at home.
D. Types of pattern drills of Audio Lingual Teaching Method
Larsen-Freeman, in her book Techniques and Principles in Language Teaching (1986:45-47) provides expanded descriptions of some common/typical techniques closely associated with the Audio-lingual Method. The listing here is in summary form only.
- Dialog Memorization.
Students memorize an opening dialog using mimicry and applied role-playing. - Backward Build-up (Expansion Drill).
Teacher breaks a line into several parts, students repeat each part starting at the end of the sentence and “expanding” backwards through the sentence, adding each part in sequence. - Repetition Drill.
Students repeat teacher’s model as quickly and accurately as possible. - Chain Drill.
Students ask and answer each other one-by-one in a circular chain around the classroom. - Single Slot Substitution Drill.
Teacher states a line from the dialog, and then uses a word or a phrase as a “cue” that students, when repeating the line, must substitute into the sentence in the correct place. - Multiple-slot Substitution Drill.
Same as the Single Slot drill, except that there are multiple cues to be substituted into the line. - Transformation Drill.
Teacher provides a sentence that must be turned into something else, for example a question to be turned into a statement, an active sentence to be turned into a negative statement, etc. - Question-and-answer Drill.
Students should answer or ask questions very quickly. - Use of Minimal Pairs.
Using contrastive analysis, teacher selects a pair of words that sound identical except for a single sound that typically poses difficulty for the learners – students are to pronounce and differentiate the two words. - Complete the Dialog.
Selected words are erased from a line in the dialog – students must find and insert. - Grammar Games.
Various games designed to practice a grammar point in context, using lots of repetition.
Leela Mohd. Ali (1989) explains that new vocabulary and structures are presented through dialogues. Dialogues are learned through imitation and repetition. Drills/pattern drills are presented in the dialogue. The correct responses of pupils are positively reinforced. Grammar rules are not provided. Cultural information is contextualized in the dialogues or is presented by the teacher. Students’ reading and written work is based upon the oral work they did earlier.
E. Teaching technique of Audio Lingual Method
The ALM has a relatively complete procedure of presenting language materials. The method has a set of procedures of teaching each language skill. The following is the first produce of teaching the target language. This procedure is a set of the typical steps in teaching the target language through the ALM. Since the listening and speaking ability is the first skill to consider, the first procedure of teaching is more related to listening and speaking ability (Huebener, 1969: 17). The procedure can be as follows:
- The language teacher gives a brief summary of the content of the dialogue. The dialogue is not translated but equivalent translation of key phrases should be given in order for the language learners to comprehend the dialogue.
- The language learners listen attentively while the teacher reads or recites the dialogue at normal speed several times. Gestures and facial expressions or dramatized actions should accompany the presentation.
- Repetition of each line by the language learners in chorus is the next step. Each sentence may be repeated a half dozens of times, depending on its length and on the alertness of the language learners. If the teacher detects an error, the offending learner is corrected and is asked to repeat the sentence. If many learners make the same errors, chorus repetition and drill will be necessary.
- Repetition is continued with groups decreasing in size, that is, first the two halves of the class, then thirds, and then single rows or smaller groups. Groups can assume the speaker’s roles.
- Pairs of individual learners now go to the front of the classroom to act out of the dialogue. By this time they should have memorized the text.
F. The strengths and weaknesses of Audio Lingual Method
The Audio Lingual Method is not perfect method. The strengths and weaknesses of Audio Lingual method will be explained as follows:
1. The strengths of Audio Lingual Method (ALM)
a. All the students are actives in the class
b. The circumstance classes are more interesting and life
c. The speaking and listening skill are more drilled, so the pronunciation skill
and listening skill are more controlled
2. The weaknesses of Audio Lingual Method (ALM)
a. For the smart students this method is bored, because the procedure of the
ALM method is majority repeat the sentence.
b. Sometimes the students are confused because the teacher explain the
material in simple way not in detail way.
c. The grammar skill is not more drilled
CHAPTER III
CONCLUSION
From the explanation above, we can get the conclusion that Audio Lingual Method is the teaching method which emphasize the speaking and listening skill. It makes the students can pronoun and listen well. The Audio Lingual Method can make circumstance of teaching in the class more life. The Audio Lingual Method is more effective to make pronunciation and listening skill. However, this method does not emphasize grammar in detail.
Types of Pattern Drill of The audio Lingual Method:
- Dialog Memorization.
- Backward Build-up (Expansion Drill).
- Repetition Drill.
- Chain Drill.
- Single Slot Substitution Drill.
- Multiple-slot Substitution Drill.
- Transformation Drill.
- Question-and-answer Drill
- Use of Minimal Pairs.
- Complete the Dialog.
- Grammar Games.
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