Second Group

The Audio Lingual Method (ALM)

Dialog Memorization
Dialogs or short conversations between two people are often used to begin a new lesson.
Students memorize the dialog through mimicry; students usually take the role of one person
in the dialog and the teacher the other. After the students have learned the one person’s line,
they switch roles and memorize the other person’s part. Another way of practicing the two
roles is for half of the class to take one role and the other half to take the other. After the
dialog has been memorized, pairs of individual students might perform the dialog for the rest
of the class.
In the Audio-Lingual method, certain sentence patterns and grammar points are included
within the dialog. This patterns and points are later practiced in drills based on the line of the
dialog.
The Lesson Plan of the class we observed, Day 2:

Observations Principles

The teacher introduce a new dialog. Language forms do not occur by themselves; they
occur most naturally within an context.

The language teacher uses only the target The native language and the target language
language in the classroom. Action, pictures, or should be kept apart so that the student’s native
realia are used to give meaning otherwise. language interferes as little as posible with the
student’s attempts to acquire the target
language.

The language teacher give an emphasis on The language’s teacher become the model for
certain practice technique: Dialog the students to reach the target language and
memorization. should provide the good model. By listening to
how it supposed to sound, students should be
able to mimic and memorize the model.

The teacher says, ‘very good’, when the Positive reinforcement helps the students to
students answer correctly. develop correct habits.
 The teacher provides the students with cues; The teacher should be like an orchestra leader-
she calls on individuals; she smiles conducting, guiding, and controlling the
encouragement. student’s behavior in the target language.

Students are given no grammar rules; gramatical The learning of a foreign language should be the
points are taught through examples and drills. same as the acquisition of the native language.
We do not need to memorize rules in order to use
our native language. The rules necessary to use
the target language will be figured out or induced
from examples.
The teacher does a contrastive analysis of the The major challenge of foreign languagr teaching
target language and the student’s native is getting students to overcome the habits of
language in order to locate the places where she their native language. A comparison between the
anticipates her students will have trouble. native and the target language will tell teacher in
what areas her students will probably experience
difficulty.

Technique strategies of using Dialog Memorization:

1. Before the teacher give a new dialogue, the teacher gives an explanation about the material
2. Then the teacher read the new dialogue more than once; students listen and try to memorize the
dialogue
3. Teacher practices the dialogue with the students
4. Teacher asks students to memorize the dialogue with the pairs
5. Teacher divides the students in to the two whole groups and ask them to practice the dialogue
appropriate with each characters
6. Then teacher asks several students to practice the dialogue in front of the class
7. Then the teacher gives some evaluation to the student’s errors
8. And finally, the teacher closing the class

Students Procedures in Dialog Memorization

(Opening by the teacher)
(The language teacher asks students to memorize the dialogue)
The Dialogue
Baim : Where are you Going, Febi?

Febi : Oh, I'm going to the Canteen ..

Baim : Can I join?

Febi : Sure,let's Go.

Baim: Anyway, what's your favorite Food?


Febi : I Love fried noodle so much , but i can't stand with fried Prawn.I'm alergy.What about you
Baim?

Baim: I see , Well i enjoy vegetable soup and i hate nuts.