Professional Documents
Culture Documents
INTRODUCTION
the poor quality of communication for example, poor selected pattern, poor
foreign language.
formation. Good habits are formed by giving correct responses rather than by
1
H Douglas Brown. Teaching the Spoken Language. (New York: Cambrige, 1983)
learned by inducing the students to do likewise. Language skills are learned
more effectively if the items to be learned in the target language are presented
words, and grammar patterns of English.3 These are parts of language that can
became one packet with other language skills, where speaking and writing as
students willing to learn and to use English language. So the teacher needs an
2
Jack C Richard and Theodore S Rodger, Aproach and Method in Language Teaching, (New
York: Cambridge univercity press, 1986), 51.
3
Kathleen M Bailey and David Nunan, Practical English Language Teaching Speaking, (New York:
McGraw-Hill Education (Asia),2005), 3.
4
Kathleen M Bailey and David Nunan, Practical English Language Teaching Speaking, (New York:
McGraw-Hill Education (Asia),2005), 2
5
Jejen Jaenudin, “Teaching Speaking Using Direct Method at the second Grade Students of
SMPN 2 Kutawaluya-Karawang”, (thesis, Bandung: 2012), 2
effective strategies or methods to make the students willing to learn and to
There are many methods have been used to teach language. The
method has been used over the years to teach language. The researcher
From the stated above, we know that Audio-lingual method is appropriate use
in language teaching. This method helps the students to learn the sounds,
with repeat, recite, and memorize the dialogue from the textbook. And the
effect is the students are easy to practice and produce the language. Then, it
increase their speaking skill. Likewise their speaking achievement will be up.
6
Kathleen M Bailey and David Nunan, Practical English Language Teaching Speaking, (New
York: McGraw-Hill Education (Asia),2005), 17
According to Nagaraj the Audio-lingual method can be traced back to
the language teaching programs devised in America during the Second
World War. Its focus was on the learner’s ability to gain the
communicative skills required in everyday discourse, particularly the
skills of listening and speaking in the target language.7
This theory explains that the learner needs to familiarize their communicative
good activities for the learners. It increases their communication skill. The
Tim Bowen explains that “Most teachers will at some point require
learners to repeat examples of grammatical structures in context with
number of aims in mind: stress, rhythm, intonation, ‘consolidating the
structure’, enabling learners to use the structure accurately through
repetition, etc. Question and answer in open class or closed pairs to
practise a particular form can also be argued to have its basis in the
Audio-lingual approach, as can, without doubt, any kind of drill.” 8
This quotation shows that the Audio-lingual method has a crucial contribution
7
Purwita Anggraeni, “Audio Lingual Teaching As An Alternative Method In Teaching Speaking
An Action Research Given To The First Year Students Of Smp Negeri 2 Pemalang In The
Academic Year 2006/2007, (thesis, semarang: 2007), 4
8
Cagri Tugrul Mart, The Audio-Lingual Method: An Easy way of Achieving Speech, (Iraq:
International Journal of Academic Research in Business and Social Sciences December 2013,
Vol.3)
the first approach which could be said to have developed a
‘technology’ of teaching and based on ‘scientific’ principles9
There are some research that appropriate with the researcher’s title
result of this study revealed that the post-test scores were better than the pre-
test scores. So, the students’ speaking test achieved by taught using Audio-
significant effect on the first year students’ speaking skills of Junior High
9
Cagri Tugrul Mart, The Audio-Lingual Method: An Easy way of Achieving Speech, (Iraq:
International Journal of Academic Research in Business and Social Sciences December 2013, Vol.
3)
10
Purwita Anggraeni, “Audio Lingual Teaching As An Alternative Method In Teaching Speaking
An Action Research Given To The First Year Students Of Smp Negeri 2 Pemalang In The
Academic Year 2006/2007, (thesis, semarang: 2007), 4
11
Cagri Tugrul Mart, The Audio-Lingual Method: An Easy way of Achieving Speech, (Iraq:
International Journal of Academic Research in Business and Social Sciences December 2013, Vol.
3)
between the pretest and posttest scores of the students’ speaking skills, in
which the posttest’s mean is significantly higher than those of the pretest.12
dialogues and drills are effective in the foreign language teaching as they lead
the students to produce speech. Repetition of the dialogues and the drills will
Audio-lingual method leads the teacher to train the students’ speaking and
This method can increase not only speaking skill but also listening
skill. The students are easier to use the target language, because the students
always use the target language in teaching learning process, and they also
receive new vocabulary in each meeting. This method also can build up the
students’ attention. So, the teacher is easy to control and deliver the
12
Siti Rohmah,”Teaching speaking using audio lingual method at the first grade Students of smpn
2 karawang barat,” edukasi (bandung)
13 Cagri Tugrul Mart, The Audio-Lingual Method: An Easy way of Achieving Speech, (Iraq:
International Journal of Academic Research in Business and Social Sciences December 2013, Vol.
3)
B. Limitation of Problem
identified as follow:
follows: (1) the theoretical significance (2) the practical significance and
follows:
1. Theoretical Significance
familiarize Audio lingual teaching method, in this case the overall goal
findings about the English skill, especially speaking skill that teaching
2. Practical Significance
teachers, the curriculum makers and the effort to develop the learning
14
Purwita Anggraeni, “Audio Lingual Teaching As An Alternative Method In Teaching Speaking
An Action Research Given To The First Year Students Of Smp Negeri 2 Pemalang In The
Academic Year 2006/2007, (thesis, semarang: 2007), 8
15
Alice Omaggio Hadley, Teaching Language in Context 2nd edition, (USA:Heinle & Heinle
Publisher)
be used as the alternative method because the students can imitate the
native speaker so that the students can practice and produce the
fluency in speaking.16
students to use the foreign language. So, the researcher gives the
method and Drill method have the same goal; familiarize the students
skill. But the Audio-lingual method has more wide range than Drill
researcher think that for the future reseacher is better to conduct the
method.
understanding this thesis. This thesis is divided in five chapters. Those are
16
Ibid 4
problems, objectives of the study, significance of the study, and organization
of the thesis.
designed to make reader easy who takes subsistence from thesis find some