Teaching speaking using the audio-lingual method is one of the effective methods for improving speaking ability. The researcher is therefore interested in preparing a thesis titled “The Use of Audiolingualism in Teaching Speaking to Grade Eight Students of MTS Walisongo”. In this research, we will focus on the use of audio-linguistic teaching of speaking to the eighth graders of Wali Songo Ngabar Ponorogo Junior High School in the academic year.
How is the implementation of the audio-lingual method in teaching speaking to eight-grade students of Wali Songo Ngabar Ponorogo Junior High School during the academic year. What are the advantages and disadvantages of the audio-lingual method in teaching speaking to the eighth grade students of Wali Songo Ngabar Junior High School who are half-horned in the academic year. To describe the implementation of the audio-lingual method in teaching speaking to the eight grades of Wali Songo Ngabar Ponorogo Junior High School in the academic year.
To find the advantage of audio-language method to teach speaking to the eight grade students of Wali Songo Ngabar Ponorogo junior high school in the academic year.
Techniques of Data Collection
An interview has the advantage of yielding large amounts of in-depth data fairly quickly. By using this technique, the researcher will diligently explore the different interpretations and interactions and different opinions about a given fact. In this research, this method is used to find the implementation of the audio-lingual method in speaking education.
Researcher-generated documents are prepared by the researcher or for the researcher by the participants, in which participants are asked to keep a diary or draw a picture. The researcher uses all classified categories of documents except personal documents, as this is a source used in this research.
Technique of Data Analysis
A display is an organized, compressed compilation of information that allows conclusions and action.20 The data display can make the collected data easier to understand. Deciding what things mean is nothing regularities, pattern, explanations, possible configurations, causal flow and proposition.21 At this stage the conclusion can be in a form of thick description. The conclusion is the answer of the researcher problems, the implementation of audio-linguistic method.
Checking the Data Validity
Research Procedure a. Planning
Organization of the Thesis
TEACHING
The Nature of Teaching
Component of Teaching and Learning Process a. Methodology
Teaching can be called a set of components in improving the student's knowledge, positive behavior, to get. An approach to language pedagogy is not just a set of static principles "set in stone". 29 Developing the right pedagogical approach, the teacher's skill is not only the development of theories, but also the development of the teacher's experience.
In conclusion, it can be said that an approach defines assumptions, beliefs and theories about the nature of language and language learning. The approach is not just a set of static principles, but a dynamic composition of energies within a changing teacher. The method is described as a general plan for the systematic introduction of language based on the chosen approach.
Douglas Brown, Principles of Language Learning and Teaching: Second Edition (New York: Addison Wesley Longman. They are almost always thought to be broadly applicable to a variety of audiences in a variety of contexts.31. According to Richard and Rodger, a method is ' an overarching term for the specification and interrelation of theory and practice.32 Theory and practice are two important things in education and related.
This means that a teaching method is a method used by teachers to communicate with their students during the teaching-learning process. We can conclude that a curriculum is a curriculum development that contains examples of learning materials. A technique is any type of exercise, activity or task used in the language teaching classroom to achieve the objectives of the lesson.34 Anthony stated that techniques are specific activities that manifest in the classroom that are consistent with the method and are therefore in harmony with also an approach.35 In short, a technique is a form of exercise, activity or task that is used for the learning process in realizing the objectives of the lesson.
Speaking
- Definition of Speaking
- The Characteristic of Successful Speaking Activities
- The Problems with Speaking Activities
- The Components of Speaking a. Fluency
- Teaching Speaking
Accuracy in this context refers to the ability to speak properly—that is, to choose the correct words and expressions to convey the intended meaning. As much as possible of the time allocated to the activity is actually taken up by student talk. Class discussion is not dominated by a minority of chatty participants, everyone gets a chance to speak, and contributions are fairly evenly distributed.
Learners are eager to talk. because they are interested in the topic and have something new to say about it or because they want to contribute to achieving a task objective. As much as possible of the time allocated to the activity is actually taken up by learners' speaking. Learners are eager to speak, because they have felt an interest in the subject and have something new to say about it, or because they want to contribute to the achievement of a task objective.
From the statement above it can be known that fluency is the ability to speak clearly and smoothly, the ability to choose suitable words involves the use of few hesitation expressions. Leo said: "Accuracy means not making too many mistakes".43 Nuri and Erlik said: "Accuracy in this context refers to the ability to speak well that choosing the right words and expressions to convey the intended meaning transfer, and the use of English grammatical patterns ”.44. Anne and Stephanie said: "Pronunciation refers to the phonology of the language - or the meaningful perception and production of the sounds of that language and how it has an impact on the listener".45 From the statements above we know that pronunciation is how the speakers pronounce. the language well.
Students should be able to make themselves understood and use their current skill to the fullest. Teachers can also help students tailor their speech and informal conversations to the intended audience, the information to be communicated, and the circumstances of the occasion on which they will be speaking. They can learn to speak on a topic of their choice or on topics assigned by the teacher.
Audio-Lingual Method
The teacher can illustrate how well-known speakers have adapted their presentations to these different circumstances. The main principles of the audio-lingual method were that the spoken word takes precedence over written text, that the four language skills of speaking, listening, reading and writing can be separated, and that grammar is a set of structures that must be learned inductively.49 . There is little or no grammar explanation: grammar is taught by inductive analogy rather than deductive explanation.
There is a tendency to manipulate language and disregard content.50 In conclusion, the audio-lingual method enjoyed many years of popularity, and even today adaptations of the audio-lingual method are found in contemporary methods. Using contrastive The Audio-lingual Method, also known as the auditory oral, Functional skills, new key or American method of language teaching was considered a "scientific" approach in language teaching.51. According to Bushra Noori, the last four decades of the 29th century witnessed a phenomenal increase in global communication.
This theory is an interpretation of language learning in terms of stimuli and response, operant conditioning and reinforcement with an emphasis on successful errorless learning. With the explanation above, the researcher concludes that Audio-lingual method is a kind of method of teaching language through dialogues which. However, it is very different in that the audiolingual method, rather than emphasizing the acquisition of vocabulary through exposure to its use in situations, practices students in the use of grammatical sentence patterns.
It was thought that the way to acquire target language sentence patterns was through conditioning which helped learners to respond to stimuli through shaping and reinforcement.53. Bushra Noori describes the principles of the audio-lingual method as follows: (1) instructions are given in the target language (2) language forms occur within a context (3) students' native language interferes as little as possible with students' efforts to acquire the language target (4). He also enumerates other principles of the audio-linguistic method are as follows: (11) a comparison between the mother tongue and the target language is supposed to help teachers find areas where their students may be struggling: this is expected to help. students to overcome the habit of the mother tongue (12) language is not seen as separate from culture.
Teaching speaking using 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 Game
The student remembers the conversation with facial expressions, the student usually takes the role of one person in the dialogue, and the teacher takes the role of the other. When the student learns the first-person lines, he switches roles and memorizes the second-person part. Once the conversation is memorized, pairs of individual students can perform the dialogue for the rest of the class.
That student answers, the first student greets or asks a question of the second student, and the chain continues. The student repeats the line given by the teacher, replacing the mark with the line in the correct place. The main purpose of this exercise is to give the student practice finding and completing sentence points.
The single slot substitution exercise, the difference is that the teacher gives clues, one at a time that fit into different slots in the dialogue lines. The student must recognize which part of speech each clue is, or at least, where it fits in the sentence, and make any other changes, such as subject-verb agreement. The teacher gives students a certain type of sentence pattern, for example an affirmative sentence. Student is asked to turn this sentence into a negative sentence.
Other examples for transformation to ask of student are changing a statement into a question, an active sentence into a passive one, or direct speech to supported speech. Although we did not see it in our lesson here, it is also possible for the teacher to cue. Games like the supermarket alphabet games described in this chapter are used in the audio-lingual method.
Previous Study
