1

DOMINICAN REPUBLIC
UNIVERSIDAD AUTÓNOMA DE SANTO DOMINGO
PRIMADA DE AMÉRICA
FUNDADA EL 28 DE OCTUBRE DE 1538
FACULTAD DE HUMANIDADES
ESCUELA DE IDIOMAS

REPERCUSSION OF THE AUDIO-LINGUAL METHOD ON THE IMPROVEMENT

OF ORAL AND LISTENING SKILLS ON STUDENTS OF SIXTH (6TH) GRADE AT
DONA SOCORRO ELEMENTARY SCHOOL DURING SCHOOLING YEAR 2022-
2023

Supported by:

BR: ARISLEYDA DE LA CRUZ

BR: JOSEFINA GUZMÁN

BR: GÉNESIS RODRÍGUEZ

ADVISOR:

DR. MIGUEL LENÉ

SANTO DOMINGO, D.N.

2023
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Acknowledgements

I want to thank Jehovah for helping me and guiding me in this path.

To my Grandparents, Rafael A. García and Mercedes Rivas, who always supported me

unconditionally, and gave me the strength to carry on.
To my parents, Joaquín de la Cruz and Lourdes García, who were the supporters of
this career and gave me the necessary encouragement.
To my sister, Kirsys de la Cruz who contributed to this process of my career and was a
great support on this long journey.
To each person involved such as my classmates and teachers who gave me their support
and teachings.
And finally, to my partners, Josefina and Genesis for your support during this project.

Arisleyda de la Cruz
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I dedicate this work to my God for giving me this opportunity I finally reached.
To my parents Felix and Candida for their love, support, encouragement, and patience.
I want to thank my partners Arisleyda and Genesis for your support and friendship in this
final project.
To my Advisor Dr. Miguel Lené for his guidance and help during this process. Thank
you all!

Josefina Guzmán
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I would like to thank God profoundly for guiding my path; my mom, for she was the one
to instruct me through this journey. And last, I would like to thank every friend and
relative who, in one or more instances, served as support and guidance and provided with
their feedback and instructions in this process. Without them, I am certain this would not
have been possible.

Génesis Rodríguez
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Abstract

The purpose of this qualitative study is to identify helpful teaching strategies based on the
Audio-lingual method that aid students enrich their acquisition of the English language by
developing active and fun activities in sixth grade Elementary School students. This study
concerns the issue of Determination of the current impact of the audio-lingual method on
the improvement of oral and listening EFL skills in sixth grade Elementary School
students. The population was a group of students from Dona Socorro Elementary School,
in the school year 2022-2023. Results showed that audio lingual methods had a high
repercussion on the aspects of fluidity and stress on pronunciation and on clarity and
fluency on listening while had weaknesses on clarity and Intonation on pronunciation,
and comprehension on listening.

Keywords: Oral and listening skills; repercussion, teaching strategies.

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Table of content

Acknowledgements 2

Abstract 5

INTRODUCTION 7

CHAPTER I. INTRODUCTORY ASPECTS 8

1.1. Justification 8

1.2. Problem Statement 8

1.3. Research Questions 11

1.4. Objectives 12

Chapter II. Theoretical Framework 15

2.1.1. International Backgrounds 17

2.6 Definition of Terms 32

Chapter III- Methodology 34

3.1. Research Design 34

3.2. Type of Investigation 34

3.3. Population, universe and Sample 35

3.4. Methods and techniques 35

3.4. Description of the instrument. 36

3.5 Validity of the instrument 36

3.6. Procedures: 36

3.7. Delimitation 37

Chapter V. Findings and Discussion 38

Chapter V. Conclusion and Recommendations 43

References 45
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INTRODUCTION

English is one of the international languages which are known widely. Therefore,
English is present in almost all curricula as primary lessons from elementary, junior and
high schools.
The Audio-lingual method is an English teaching approach that is centered on the
repetition of some words to memorize. In the implementation of the learning process, the
Audio-lingual method provides more practice, memorizing vocabulary, and drills
(Samawiyah & Saifuddin, 2016).
The present study whose name is “Repercussion of the Audio-lingual Method on
the improvement of oral and listening skills on students of sixth(6th) grade at Dona
Socorro Elementary School during schooling year 2022-2023” Is divided in five (5)
chapters, the first chapter is about the introductory aspects, the second (2 nd) chapter is
about the theoretical framework, the third chapter is referred to the methodological
framework, the fourth (4th) chapter is about the presentations of the results, the fifth (5 th)
and last chapter is about the analysis of the results.
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CHAPTER I. INTRODUCTORY ASPECTS

1.1. Justification

Today, English is one of the most spoken languages in the world, for this reason, it
is important to learn it. In the Dominican Republic, the teaching of the English language
is incorporated as a subject in the curriculum, but there are still deficits in the learning
and development of this foreign language.
The present work arises from the need to improve the learning of the English
language, considering that this language is essential to have good opportunities and a
successful future. Through this research, the aim is to develop the level of English of the
students and their ability to be fluent when speaking, applying the audio linguistic
method. Likewise, it will contribute significantly to the development and improvement of
English listening skills, since this form of teaching would allow students to experiment
and practice in the English classroom where they will be able to demonstrate their
knowledge through active participation. In addition, it will allow them to develop their
motivation to learn that language.
This project is feasible since it will reveal the most relevant aspects of the audio-
lingual method, detailed in the literature review, contributing to the pedagogical area so
that teachers can make appropriate use of this method to develop oral and listening skills.
It will also benefit them in improving their teaching practice to achieve their objectives
and implement new activities for their class.

1.2. Problem Statement

The audio-lingual teaching method is defined as a method which emphasizes on

repetition of the words to help the students to be able to use the target language
communicatively. The purpose of the repetition/drills is to break down the troublesome
sentences into smaller parts. Drilling is a key feature of audio-lingual approaches to
language teaching which placed emphasis on repeating structural patterns through oral
practice (Brown, 1998: 137).
The Audio-Lingual method focuses on oral skills. It aims to improve students’
speaking achievement. Language items are presented to students in spoken form without
reference to the mother tongue so that they can learn language skills effectively. The goal
 9

of the Audio Lingual method is, via teaching vocabulary and grammatical patterns
through dialogues, to enable students to respond quickly and accurately in spoken
language. The dialogues are learnt through repetition and such drills as repetition,
backward build-up, chain, substitution, transformation, and question-and-answer are
conducted based upon the patterns in the dialogue (Larsen-Freeman, 2000, p.45).

In the same way, Nunan (2000) argued that Audio-Lingual method “has probably
had a greater impact on second and foreign language teaching than any other method. It
was, in fact, the first approach which could be said to have developed a ‘technology’ of
teaching and based on ‘scientific’ principles”.

According to Bowen (2013), he said that spoken language comes before written
language. Dialogues and drills are central to the approach. Accurate pronunciation and
control of structure are paramount; and adds that while some of this might seem
amusingly rigid in these enlightened times, it is worth reflecting on actual classroom
practice and noticing when activities occur that can be said to have their basis in the
audiolingual approach. Most teachers will at some point require learners to repeat
examples of grammatical structures in context with a 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
practice a particular form can also be argued to have its basis in the audio-lingual
approach, as can, without doubt, any kind of drill.

In the same way, Cagri Tugrul Mart (2013) says that the Audio-Lingual Method
aims to develop communicative competence of students using dialogues and drills. The
use of dialogues and drills are effective in foreign language teaching as they lead the
students to produce speech. Repetition of the dialogues and the drills will enable students
to respond quickly and accurately in spoken language. According to the studies of
Castillo Piña, L. A., Algara, A., & González, J. E. (2009) in the 40s with the Audio-
lingual Method (MA) when the teaching of pronunciation reached its most relevant
position in the teaching of L2. Several authors (Richards and Rodgers, 1988; Morley,
1991; González and Romero, 2003) agree in recognizing the great importance that this
 10

method gives to the explicit teaching of pronunciation from the beginning in the teaching
of a foreign language.

For these authors, the precision of the pronunciation and the correct use of the
grammar constituted the fundamental and highest priority objectives in the acquisition of
an L2. As in the Direct Method (DM), the teacher (or the recording) models a sound,
word or phrase that the students must repeat until they imitate it exactly. But, in the MA,
the teacher makes explicit use of phonetic information and devotes extensive and special
attention to the articulatory explanations of isolated sounds present in words, phrases or
decontextualized sentences. For this, he resorts to the use of articulatory descriptions with
posters of the speech apparatus and frequently uses the International Phonetic Alphabet.

The main point of view of the authors mentioned above is that the audio-lingual
method is an effective approach to develop oral and written skills in a second or foreign
language. This study is identified with Bowen, who argues that although the audio-lingual
approach in its purest form has many weaknesses (notably the difficulty of transferring
learnt patterns to real communication), to dismiss the audio-lingual approach as an
outmoded method of the 1960s is to ignore the reality of current classroom practice which
is based on more than 2000 years of collective wisdom.

For this reason, the issue concerning this study is: Determination of the current
impact of the audio-lingual method on the improvement of oral and listening EFL skills
in sixth grade high school students from Dona Socorro Elementary School, in the school
year 2022-2023.

In the present literature review, several research studies have been found regarding
the audiovisual method for teaching a second language, however, there is a controversy
regarding its validity and effectiveness at present, in addition, none were found to address
the issue of its helpfulness for these current times. Therefore, due to this problem, this
study is proposed to determine the repercussion of the audio-lingual method on the
improvement of oral and listening EFL skills.

The purpose of this qualitative study is to identify helpful teaching strategies based
on the Audio-lingual method that aid students enrich their acquisition of the English
 11

language by developing active and fun activities in sixth grade high school students from
Dona Socorro Elementary School, in the school year 2022-2023.

1.3. Research Questions

1. How is the repercussion of the audio-lingual method in terms of the oral skills of
students of sixth (6th) grade at Dona Socorro Elementary School during the schooling
year 2022-2023?
2. How is the repercussion of the audio-lingual method in terms of the listening skills of
students of sixth (6th) grade at Dona Socorro Elementary School during the school year
2022-2023?

1.4. Objectives

General Objective:

Determine the repercussion of the audio-lingual method on the improvement of

oral and listening skills in students of the sixth grade of high school at Dona Socorro
Elementary School in schooling year 2022-2023.

Specific Objectives:

1. - To identify the repercussions of the audio-lingual method in terms of the oral skills
of students of sixth (6th) grade at Dona Socorro Elementary School during the school
year 2022-2023?
2. - To verify the repercussions of the audio-lingual method in terms of the listening
skills of students of sixth (6th) grade at Dona Socorro Elementary School during the
school year 2022-2023?

4
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Operation of Variables

Specific objectives Variables Definition Indicator

-To identify the Are speech enhancers that are

repercussions of the used to produce clear sentences Clarity,
audio-lingual method Oral skills  that are intelligible to an Fluidity,
in terms of the oral audience. Oral skills are used Intonation,
skills of students of to enhance the clarity of speech Stress
sixth (6th) grade at for effective communication
Dona Socorro
Elementary School
during the school year
2022-2023?

-To verify the Listening skills are skills that

repercussions of the Listening contribute to your ability to Clarity,
audio-lingual method skills accurately receive information Fluidity
in terms of the when communicating with Understanding
listening skills of others.
students of sixth (6th)
grade at Dona Socorro
Elementary School
during the school year
2022-2023?
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1.5. Description of the Research Environment

The Dominican Republic is currently ranked with a moderate English proficiency.

According to Education First, in 2022 we were in position 53 out of 111 countries in their
ranking of Global English proficiency. In Latin America, we were in position 11 out of
20, with a moderate level of English.

English as a subject has been part of the educational curriculum in the Dominican
Republic since 1961, when it started to be taught in schools by the ordinance of the
dictator Rafael Leonidas Trujillo who wanted to create the most modern entity to teach
foreign languages in the Caribbean. Today, English is taught in public schools from the
first grade of high school until the sixth grade, which is the last of secondary school.

Speaking English has become a need in modern times. In means of

communication, job opportunities and even academic studies, English as a second
language opens many doors to young adults. It is important for our high school graduates
to have dominance of English listening and oral skills. This will help them find better
jobs and have broader options for university careers.

Dona Socorro Elementary School is located in Los Girasoles, Santo Domingo

Oeste, Dominican Republic. It was founded on November 26th, 2014, by the ex-president
Danilo Medina. It works under the ordinances of the Ministry of Education of the
Dominican Republic. It is an Elementary School level institution which teaches students
from Kindergarten to 6th grade. The students of this institution receive 2 to 4 hours of
English every week.
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Chapter II. Theoretical Framework

In this chapter we will review the background that leads to the current problem that
we will study and review the corresponding literature regarding our research topic. It
contains the Investigative Background and the Literature Review. We will also see the
relevant information in previous investigations done and define concepts that help better
understand our research subject.

2.1 Investigative Backgrounds

This chapter makes an approximation to the historical evolution and decline of the
audiolingual method, through the findings of different authors who have previously
investigated the subject, highlighting the advantages and disadvantages of this method in
teaching, as well as its contributions and limitations; in order to bring it closer to our
research proposal; trying to make an observation of its approach and principles in relation
to the place that it has arranged for the teaching of grammar and oral skills. Next, we will
see how the use of the audiolingual method has varied through the ages, occupying a
leading role in some, as at the beginning, or being displaced to the background in others,
but always being, in one way or another, present.
The Audiolingual Method also called Audio Linguistic, Structural Method, Audio-
Oral (Martín Sánchez, M., 2010), Aural-Oral or Mim-Mem (Hernández Reinoso, 2012)
emerged in the middle of the XX century. Much of the literature credits its development
to the structural linguist and language teacher C. C. Fries. This method is based on the
linguistic theory of structuralism and the behavioral theory of stimulus, response and
reinforcement. With it, higher priority is given to the spoken and listen language.
Learning is pursued from the habit of repetition (in phonetics) and in carrying out written
exercises that lead to fixing structures (in grammar). González Sánchez (2016) mentions
that for this method "the acquisition of the second language was best done through
automatic production, analogy, learning in linguistic and cultural contexts, and not in
isolation" (p. 22). To this statement Martín Sánchez (2010) adds: The teaching of
grammar is inductive, the student must learn L2 automatically, by repeating a model until
 15

he learns it. The repetitive and memory gap exercises are a means of learning and
evaluating the results. Grammatical structure is more important than language vocabulary
(p. 67). However, among the weaknesses of the method, it is attributed that grammatical
explanations were infrequent, likewise, few translation tasks were given or only at
advanced levels, and that the method considered that "the error was caused exclusively by
the interference of the language the student's mother" (González Sánchez, 2016, p. 22).
In the classroom, this method evolved in the context of large-scale language
teaching programmers in the 1950s and 60s. It is unusual in modern language learning
and has largely fallen out of use as a methodology, as cognitive views of language
learning and communicative accounts of language have led to other methodologies
(Hamidova 2022). It is based on behavioral theory, which argues that certain
characteristics of living beings and in this case, humans, can be taught through a system
of reinforcement. Proper use of a feature leads to positive feedback, while misuse of a
feature leads to negative feedback.
According to Bowen (2013), some contributions that his method has led to the
foreign language teaching context are:
“Most teachers will at some point require learners to repeat examples of
grammatical structures in context with a 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 practice a particular
form can also be argued to have its basis in the audio-lingual approach,
as can, without doubt, any kind of drill.”

This approach has its roots in the USA during World War II, when there was a
pressing need to train key personnel quickly and effectively in foreign language skills.
The results of the Army Specialized Training Program are generally regarded to have
been very successful, with the caveat that the learners were in small groups and were
highly motivated, which undoubtedly contributed to the success of the approach.
This approach was theoretically underpinned by structural linguistics, a movement
in linguistics that focused on the phonemic, morphological and syntactic systems
underlying the grammar of a given language, rather than according to traditional
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categories of Latin grammar. As such, it was held that learning a language involved
mastering the building blocks of the language and learning the rules by which these basic
elements are combined from the level of sound to the level of sentence.

2.1.1. International Backgrounds

According to the studies of Castillo Piña, L. A., Algara, A., & González, J. E.
(2009) in the 40s with the Audiolingual Method (MA) when the teaching of
pronunciation reached its most relevant position in the teaching of L2. Several authors
(Richards and Rodgers, 1988; Morley, 1991; González and Romero, 2003) agree in
recognizing the great importance that this method gives to the explicit teaching of
pronunciation from the beginning in the teaching of a foreign language. For these authors,
the precision of the pronunciation and the correct use of the grammar constituted the
fundamental and highest priority objectives in the acquisition of an L2. As in the Direct
Method (DM), the teacher (or the recording) models a sound, word or phrase that the
students must repeat until they imitate it exactly. But, in the MA, the teacher makes
explicit use of phonetic information and devotes extensive and special attention to the
articulatory explanations of isolated sounds present in words, phrases or decontextualized
sentences. For this, he resorts to the use of articulatory descriptions with posters of the
speech apparatus and frequently uses the International Phonetic Alphabet.

The Concepts of Audio-Lingual Method

Using contrastive The Audio-lingual Method, also known as the aural-oral,

Functional skills, new key or American method of language teaching was considered a
“scientific” approach to language teaching (Lado in Omaggio, 1986:61). Many people,
across the world, showed an intense and abiding interest in modern languages.
Dissatisfaction with the traditional methods, their validity, and adequacy, especially with
their treatment of spoken language led to the birth of the Audio-lingual method which is
based on the aural-oral approach. It put the accent on the acquisition of oral language
skills through oral practice based on repetition and analogy (Larsen, 2000). Haycraft
(2002) Audio-lingual theory is derived from linguistics and psychology. It is a
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combination of structural linguistics theory, contrastive analysis, aural-oral procedures,

and behaviorist psychology. In this theory language is seen as having its own unique
system. The system comprises several different levels: phonological, morphological, and
syntactic. Each level has its own distinctive patterns. Language learning is viewed as the
acquisition of a practical set of communication skills. It entails language and learning the
rules by which these elements are combined from phoneme to morpheme to word or
phrase to sentence. Language is primarily spoken and only secondarily written.

The Principles of Audio-Lingual Method

Bushra (2001) 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 the students’
Attempts to acquire the target language
(4) Teaching is directed to provide students with a native –speaker like
Model
(5) Analogy provides a better foundation for language learning than analysis
(6) Errors are carefully avoided because they lead to the formation of bad
Habits
(7) Positive reinforcement helps the student to develop correct habits
(8) Students are encouraged to learn to respond to verbal and non-verbal
Stimuli
(9) The teacher is regarded as an orchestra leader conducting, guiding and
Controlling the students’ behavior in the target language
(10) Learning a foreign language is treated on par with the native language.
Techniques of the Audio-Lingual Method
Larsen (2000:45-50) provides expanded descriptions of some common or typical
techniques closely associated with the Audio-lingual Method. The listing here are as
follows:
1. Dialogue memorization. Students memorize an opening dialogue using
mimicry and applied role playing.
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2. 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” backward
through the sentence, adding each part in sequence.
3. Repetition drill. Students repeat the teacher's model as quickly and accurately
as possible.
4. Chain drill. Students ask and answer each other one by one in a circular chain
around the classroom.
5. Single-slot Substitution drill. Teacher states a line from the dialogue, and then
uses a word or phrase as a “cue” that students, when repeating the line, must substitute
into the sentence in the correct place.
6. Multiple-slot Substitution drill. Same as the single slot drill, except that there
are multiple cues to be substituted into the line.
7. Transformation drill. The 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.
8. Question and Answer drill. Students should answer or ask questions very
quickly.
9. Use Minimal Pairs. Analysis, the 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.
10. Complete the dialogue. Selected words are erased from a line in the dialogue-
students must find and Insert.
11. Grammar games. Various games designed to practice a grammar point in
context, using lots of repetition.
Theoretical Basis of Listening Comprehension
According to Howatt and Dakin (1974), listening is the ability to identify and
understand what others are saying. This process involves understanding a speaker's accent
or pronunciation, the speaker’s grammar and vocabulary, and comprehension of meaning.
An able listener is capable of doing these four things simultaneously. Thomlison's (1984)
definition of listening includes "active listening," which goes beyond comprehending as
understanding the message content, to comprehension as an act of empathetic
understanding of the speaker. Furthermore, Gordon (1985) argues that empathy is
 19

essential to listening and contends that it is more than a polite attempt to identify a
speaker's perspectives. Rather, more importantly, empathetic understanding expands to
"egocentric prosocial behavior". Thus, the listener altruistically acknowledges concern for
the speaker's welfare and interests. Ronald and Roskelly (1985) define listening as an
active process requiring the same skills of prediction, hypothesizing, checking, revising,
and generalizing that writing and reading demand and these authors present specific
exercises to make students active listeners who are aware of the "inner voice" one hears
when writing.
Audio Lingua Method for Achieving an L2 Language

According to River Wilga (1970), in Communicative and Audio lingual method

stated that “Audio lingual method stress and learning to understand and speak English at
least some of the language to read it, out rather than any partial under study should be
mastered orally before being introduced in printed or written form ”. In the Audio Lingual
method in acquiring the second language, the teacher is expected to emphasize on the
accuracy of the language itself. Accuracy in this context refers to the students' ability to
create sentences based on grammatical rules and their ability to pronounce the language
as accurately as a native speaker.
The Audio lingual Approach emphasis on oral skill. The Audio Lingual approach
aims to teach vocabulary and grammatical structures through dialogues so that students can
answer questions and commands in spoken language with speed and accuracy. Students
must listen to, repeat, and learn a variety of dialogues as part of audio-lingual exercises that
go beyond short pattern training.
Alemi (2016) Audio-lingual method, like the direct method, is also an oral
approach. However, it is very different in that rather than emphasizing vocabulary
acquisition through exposure to its use in situations, the Audio-lingual method drills
students in the use of grammatical sentence patterns, in addition Larsen-Freeman (2000),
they added that it was thought that the way to acquire the sentence patterns of the target
language was through conditioning helping learners to respond correctly to stimuli through
shaping and reinforcement. As a result, the term "audio lingual approach" refers to a
technique that emphasizes memorization and repetition in order to avoid speaking
incorrectly while mastering the target language.
 20

Aims of Audio Lingual Method

The Audio-Lingual Method aims to develop communicative competence of students

using dialogues and drills. The use of dialogues and drills are effective in foreign language
teaching as they lead the students to produce speech. Repetition of the dialogues and the
drills will enable students to respond quickly and accurately in spoken language.
The main purpose of the Audio-lingual method is to use the target language
communicatively. By this method, the priority is given to speaking in foreign language
teaching. The Audio-lingual method teaches the language through dialogues that focus on
the creation of new habits of the students. The Audio-Lingual method contemplates the
language as a form of behavior of the learner to be learned through the development of
speech habits (Thornbury, 2000). To rephrase it, the goal of this method is to form native
language habits in the students.

Characteristics of Audio Lingual Method

Many teaching strategies and approaches have been developed and tested
throughout the history of teaching languages, with some being more popular and
successful than others. According to academic research, there is not one single best
method for everyone in all contexts, and that no one teaching method is inherently
superior to the others. Audio lingual is one of them; this method was called the Army
method. Also, it was the first method based on linguistic theory and behavioral
psychology. In addition, learning the target language's sentence patterns required
conditioning students to respond appropriately to inputs through shaping and
reinforcement. As a result, the Audio lingual method refers to techniques that emphasize
memorization and repetition in order to avoid speaking incorrectly while mastering the
target language.
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Characteristics of Audio-lingual Method

● Structural patterns are taught through drills.

● Use of Audio-visual aids.
● Focus on Pronunciation.
● Little Grammatical explanations are used.
● Vocabulary is taught in context.
● Phrases are memorized with an emphasis on intonation.
● Correct responses receive immediate positive reinforcement.

The classroom environment is the major player in the audio-lingual method.

Establishing a calm classroom, non-threatening learning environment is vital for
achieving the success of the learning process. The main goal is that students might absorb
the content of the lesson without feeling stressed or bored.

Audio-lingual method as a mean to transfer knowledge

Eda Maaliah (2017) found that the teacher can transfer the knowledge with the full
guidance that makes the students comfortable and has strength that is useful for the
students and the teachers. It means that the Audio-lingual method is good to be used in
teaching speaking skill.

Repetition Drill Technique as a Tool to Improve Pronunciation Skill

Hidayati (2016) stated the use of Audio Lingual Method through Repetition Drill
Technique can improve Thai students pronunciation ability, it means that students
improved pronunciation was due to the reasons the students pronunciation ability
improved through repetition drill since they got used to pronounce words intelligibly as
what the teacher modeled.

Another study in Indonesia carried out by Siska Arisnita (2012) about the
Involving Audio Lingual Method (ALM) and Communicative Language Teaching (CLT)
in Teaching Speaking Skill at Junior High School. The findings are that ALM is a
method focused on pronunciation, in this method, the teacher drills the students’
 22

pronunciation. The teacher asks students to repeat and memorize what the teacher says.
Moreover, CLT is a method emphasized in interaction and real life situations. It means
that Audio Lingual is one of methods that can be used in learning, especially to motivate
students in the speaking classroom, so teachers should create fun and active learning to
make students actively involved in the classroom.

Challenge ALM Represent in learning the skills of a foreign language

As Nunan (2003) points out, speaking is challenging and inherence to skills in

learning a foreign language. As explained by Hedge (1993), the term "fluency" has two
meanings: "the ability to link units of speech together with ease and without strain,
improper slowness, or unnecessary hesitation...and...Natural language use" (p. 275).
Gilbert (1995) perceives that accurate pronunciation is essential for successful listening
comprehension. The hearer is critical; if they cannot hear clearly and quickly understand
what is being said, they will become lost in the dialogue with the target speaker. Then
there's the fact that hearing content is extremely crucial in all parts of language learning,
especially in terms of oral communication skills.
Aside from the traditional grammatical and semantic principles, those who are
teaching or learning to speak must also absorb information about how native speakers use
language in the context of structured interpersonal exchange (Richards & Rodgers, 2002;
Namaziandost, Homayouni, & Rahmani, 2020).
In the same way, Lingzhu (2003) and Ziafar and Namaziandost (2019) stated that
top-down is very important for the listening process. Then extra listening is a beneficial
strategy for speaking proficiency (fluency or accuracy). Accordingly, Brown (2001)
found that audio-lingual exercises are provided not only in drill short patterns but also in
a variety of dialogues, which students must listen to, repeat, and recall, as well as
in drill short patterns (Brown, 2001; Namaziandost, Neisi, & Banari, 2019). Dialogs
are therefore critical in that they provide students with the proper structure as well as an
understanding of how to use the various types of patterns inappropriate situations because
dialogues usually illustrate socio-cultural concerns of the target language, i.e., speech acts
such as greetings and expressing approval or disapproval, opinion exchanges, or
discussion of standard topics (weather, hobbies, etc.). This genuinely aids kids in
recognizing which speech is appropriate for the situation they are in. Apart from that, by
 23

repeating and memorizing the entire dialogue or at least some key passages, learners in
the ALM should pay close attention to the correct pronunciation, intonation, stress, and
rhythm patterns.
ALM emphasizes the habit-formation model of learning, according to Brown
(2001), which is entirely compatible with mimicking drills and repetition and other
instructional strategies.The term "listening" refers to "the practice of paying attention to
and attempting to make sense of something we hear (p. 12)," as defined by Underwood
(1989). According to Mendelsohn (1994), listening comprehension is defined as the
ability to comprehend the spoken language of native speakers. According to O'Malley,
Chamot, and Kupper (1989), listening comprehension is an active and conscious process
in which the listener generates meaning by using signals from contextual
information and current knowledge while relying on numerous strategic resources to
complete the task needed. According to Brown (1994), teaching listening skills using
ALM improves the students' listening skills because (1) new material is presented in
dialog form, (2) there is reliance on mimicry, memorization of set phrases, and
over learning, (3) there is a strong emphasis on active listening, and (4) there is a
strong emphasis on active listening during the course.
The contrastive analysis method is used to sequence the structures, which are
then taught one by one. (4) Repetitive drills are used to teach structural patterns. (5)
There is little or no grammatical justification for the statement. Grammatical concepts
are taught using inductive analogy rather than reasoned explanation, (6) vocabulary is
rigorously constrained, and students learn vocabulary in context, and a great deal of
emphasis is placed on using recordings, language lab sessions, and visual aids. A great
deal of emphasis has been placed on pronunciation. Teachers are only permitted to use a
limited amount of their native language. The reinforcement of successful reactions occurs
immediately after they occur. The goal is to have pupils make utterances free of errors,
and there is much effort put forward in this direction. The inclination is to modify
language while ignoring the content of the message (12).Prayoga (2012) attempted to
study the effectiveness of the audio-lingual method in teaching listening skills to first-
grade students enrolled in the Asrama Bengkel Bahasa course."
 24

Type of Learning and Teaching activities in Audio lingual method

Practices in audio lingual classrooms are based on dialogues and drills. Dialogues
are important in this method because of the use of repetition and memorization. Stress,
rhythm, intonation and correct pronunciation are highlighted.

The audio lingual method is characterized by the use of drill and pattern practices,
several types of drill are employed. Brooks (1964: 156-61) mention the following:

1. Repetition

The student repeats an utterance aloud as soon as he has heard it. He does this
without looking at a printed text. The utterance must be brief enough to be retained by the
ear. Sound is as important as form and order.

Example.

This is the seventh month. -This is the seventh month. After a student has repeated
an utterance, he may repeat it again and add a few words, then repeat that whole utterance
and add more words.

2. Inflation

One work in an utterance appears in another form when repeated.

Example

I bought the ticket. -I bought the tickets.

He bought die candy.- She bought die candy.

I called the young man.- I called the young men.

3. Replacement.

One word in an utterance is replaced by another.

Example.

He bought this house cheap. He bought it cheap.

 25

Helen left early. – She left early.

They gave their boss a watch. -They gave him a watch.

4. Restatement.

The student rephrases an utterance and addresses it to someone else, according to

instructions.

Example.

Tell him to wait for you. - Wait for me.

Ask her how old she is. - How old are you?

Ask John when he began. - John, when did you begin?

5. Completion

The student hears an utterance that is complete except for one word, then repeats
the utterance in completed form.

Example.

I'll go my way and you go… - I'll go my way and you go yours.

We all have ... our own troubles. - We all have our own troubles.

6. Transposition

A change in word order is necessary when a word is added.

Example.

I'm hungry, (so). - So am I.

I'll never do it again, (neither). - Neither will I.

7. Expansion

When a word is added it takes a certain place in the sequence.

 26

Example

I know him. (hardly). I hardly know him.

I know him. (well). - I know him well…

8 .Contraction

A single word stands for a phrase or clause.

Example.

Put your hand on the table. - Put your hand there. They believe that the earth is
flat. They believe it...

9. Transformation

A sentence is transformed by being made negative or interrogative or through

changes in tense, mood, voice, aspect, or modality.

Example.

He knows my address.

He doesn’t know my address.

Does he know my address?

He used to know my address

If he had known my address

10. Integration

Two separate utterances are integrated into one.

Example

They must be honest. This is important. - It is important that they be honest.

11. Rejoinder
 27

The student makes an appropriate rejoinder to a given utterance. He is told in

advance to respond in one of the following ways;

Be polite.

Answer the question.

Agree.

Agree emphatically.

Express surprise.

Express regret.

Disagree emphatically. Question what is said. Fail to understand.

12. Restoration

The student is given a sequence of words that have been cut from a sentence but
still bear its basic meaning. He uses these words with a minimum of changes and
additions to restore the sentence to its original form. He may be told whether the time is
present, past, or future.

Example

Students/waiting/bus - The students are waiting for the bus.

Boys/build/house/street - The boys built a house in a street.

Teacher's Role in Audio Lingual method

The teacher Plays an active role in the Audio lingual method he is the authority to
control and direct the learning process. He corrects and examines the student's
Performance. In addition he is in charge of giving the students an example role model to
follow and he has to make an effort to maintain the students’ focus by switching up the
drills and assignments and choosing appropriate contexts in which to apply the structures.
 28

Advantages of Audio Lingual Method

The audio-lingual Method has a unique charm despite being a frequently used
approach for teaching foreign and second languages. There are a variety of advantages to
this Method. Firstly, the use of the mother tongue is limited. Teachers are required to try
to teach exclusively in English or use very little of the student´s mother tongue. By
reducing the interruption from mother tongue thought patterns, this activity will gradually
train students to think in English thought patterns. As we know that the majority of
foreign language beginners get used to translating, they have to listen in their native
language for memorization, before they must be expressed. Beginners will translate what
they learned to the target language with the help of thinking of their mother tongue, in
that case the expression has obviously been changed. Because of that the main goal of the
audio lingual method is to motivate the student to use the second language from the
beginning.

2.6 Definition of Terms

Learning. According to the Oxford dictionary, learning is ‘‘the acquisition of knowledge

or skill through study, experience or being taught”.

Methodology is the systematic, theoretical analysis of the methods applied to a field of

study. It comprises the theoretical analysis of the body of methods and principles
associated with a branch of knowledge. Methodology does not set out to provide
solutions. Instead Methodology offers the theoretical underpinning for understanding the
method, set of methods or best practice.

Strategies refer to the techniques; processes, procedures, and methods teachers use to
apply the methodology of teaching.

Teaching has been defined as a system of actions intended to induce learning through
interpersonal relationships.
 29

Chapter III- Methodology

3.1. Research Design

This study is proposed under the constructivist philosophical worldview, where

individuals seek understanding of the world in which they live and work. Individuals
develop subjective meanings of their experiences— meanings directed toward certain
objects or things (Lincoln and colleagues 2011).
The qualitative research approach was chosen to conduct this study because the
purpose was to collect data from individuals for exploring and understanding the meaning
they attribute to the implementation of the repercussions of the audio-lingual method on
the improvement of speaking and oral skills on students; in order to interpret the social
problem to the benefits that it can bring to the EFL students' development.
The method used will be primarily phenomenological, through open-ended
interactions with the participants, because the focus of the research study is based on the
individual experience of the interviewee who was useful to understand the experience of
other people in similar situations, since in them we work with people as cases from a
comparative perspective (Flick, 2015).The analysis will be performed following the steps
of thematic analysis suggested by Braun and Clark (2006, 2012). Thematic analysis is the
process of identifying patterns or themes within qualitative data. Braun & Clarke (2006)
suggest that it is the first qualitative method that should be learned as‘..it provides core
skills that will be useful for conducting many other kinds of analysis’ (p.78).

3.2. Type of Investigation

This research was designed to be descriptive. Descriptive studies measure,

evaluate, or collect data about different variables, aspects, dimensions, or components of
the phenomenon to be researched. In a descriptive study, a series of variables are selected,
and their information is measured and collected to describe what is being researched
(Hernández. Sampieri & Fernandez. Collado, 2006).
This research is descriptive because it covers information such as factors about the
issue of the acquisition of the English language and the development of speaking and oral
skills through the audio-lingual method, in 6th -level students at Dona Socorro
 30

Elementary School. Then to recognize the variables those affect the development of
speaking skills and give relevant suggestions for learners of the English language.

3.3. Population, Universe and Sample

The population of this study is composed of 6th grade students at Dona Socorro
Elementary School, which is a universe of 73 students. The questionnaire was conducted
on 30 students, picked randomly from this population.

3.4. Methods and techniques

The method used was an evaluation test, which starts from a small universe, and
with which was possible to establish the correlation of variables. It also employed the
analytic-synthetic method, which permitted the analysis of data resulting from the
research. The techniques used were: the card index, with which was possible to register
all concerns to the bibliographical references of the consulted texts.

3.4. Description of the instrument.

An evaluation exam of oral exercises to evaluate oral and listening English skills
was applied to students involved in this study. This is a 14 oral exercises guide for the
students in order to measure and identify strengths and weaknesses of the students, in
each of the exercises their learning and the feasibility of the Audio-lingual method.

These exercises were elaborated to the researcher's own criteria, but with the
approval of the advisor after consulting with specialists of the area, who considered it in
accordance with the contents of sixth grade of elementary school. The seven exercises of
the test evaluated the repercussions of the audio-lingual method in terms of oral and
listening skills on students of sixth (6th) grade at Dona Socorro Elementary School during
schooling year 2022-2023.
 31

3.5 Validity of the instrument

To validate the instrument a rehearsal proof was applied to 10 students of the

sixth grade, a prudent time was given to answer the exercises and each exercise was
repeated twice, and it was determined that the instrument was of easy comprehension and
interpretation and with absence of ambiguity.

3.6. Procedures:

This study comprised the application of one text comprising two sections: 1-
Pronunciation and II- Listening. In the first section students were asked to pronounce
several questions in order for the researchers to evaluate the fluidity, clarity, intonation
and stress of words while pronouncing. In the second section, students were asked to
listen to researchers pronouncing several sentences in order for the researchers to evaluate
the clarity, fluidity, and comprehension of the words and text when listening.

The test was designed to find out what repercussion the audio-lingual method has
on those two aspects. This study was conducted in one meeting which comprised
introduction in the first five minutes, next the selection of the participants and finally the
application of the test. The school provided 60 minutes for the implementation of this
study. Later, the researchers divided the 30 students in 3 groups and evaluated them
separately. This included asking questions, allowing students to answer, and grading their
responses. The last but not least is the reflection in which the researchers along with their
collaborator analyzed the data that had been collected.

3.7. Delimitation

The study was conducted at the campus of Dona Socorro Elementary School in
Los Girasoles, Santo Domingo Oeste. It required and involved students of 6 th grade of
Elementary school in the morning shift, and their designated English teacher. With a total
of 30 students and 1 teacher, the study was conducted in the second period of scholar year
2022-2023.
 32

Chapter V. Findings and Discussion

4.1. Findings
The researchers conducted a test as they would like to know the students’
pronunciation problems in detail. The test was designed to find out what English sounds
were challenging (problems) for them. From the result of the test, the researcher found
out that the challenging words for Dominican students generally were challenging for
them as well, especially the English sounds that they found did not exist in their native
language. The data used in this study were an oral and a listening test. The analysis is as
the following formulas:

The students’ pronunciation test score was analyzed by using percentages with
qualifications as follow:
Interval Qualification
≥7 Excellent
5-6 Very Good
3-4 Good
2 Low
≤1 Failed

The result of the students’ pronunciation and listening tests was analyzed into
several qualifications based on some intervals; ≥7 was considered excellent, 5-6 was very
good, 3-4 was good, 2 was low and ≤1 was a failed qualification. Thus, both tests were
analyzed as follows: Since the target score of the study was ≥3, then those who had
achieved at least “Good” category were considered to have achieved the score.
 33

Repercussion of the audio-lingual method in terms of the oral skills on students of

sixth (6th) grade

The Results of Pronunciation Test.

Fluidity
In the oral test there were only 11 out of 30 of the total number of the students
being qualified as excellent who had achieved the highest score; next, 6 six students
achieved very good, 4 were good and 8 got failed in the target score as provided in the
table. This means that the majority of students achieved the target score.
This confirms the success of the fluidity test since there had been 22 students who
had achieved the target score that were qualified as good, very good, and excellent. In
addition, only 8 of the students qualified as failed, and none of the students qualified as
low. The Fluid test was, then, successful.
Clarity
In the clarity pronunciation test, 23 was the number of the students who scored
lower than score 3, meaning that the majority of students had not achieved the target
score. While 3 of them scored ≥5 which means the minority of students had achieved the
target score.
Intonation
In the evaluation for intonation, 10 of the 30 students had achieved the target score
and the other 20 of them had not achieved it yet in detail; The total was 3 (excellent), 7
(very good), 0 (good), 0 (low) and 20 (failed). The conclusion, therefore, was that the
minority of the number of students (10 out of 30) had achieved the target score that
qualified as excellent and very good. This suggests that the evaluation was considered
failed.
As mentioned above, there were two possible defects affecting the failure of the
clarity and intonation evaluation. Firstly, the students did not practice the pronunciation
perfectly due to the punctuality of the teaching that could not be as what had been
planned. This was because the use of 100% English in the teaching makes the students
hardly understand some of the instructions given. Secondly, the material being taught
 34

included some words that were not familiar so that they could not repeat the teacher well.
The intonation test was, therefore, unsuccessful.
Stress
The result of stress evaluation was 16 students (excellent), 6 (very good), 5 (good),
3 (low) 0 (failed), of the 30 students joining the pronunciation test. This confirms the
success of the stress evaluation since there had been the majority of students who had
achieved the target score that were qualified as very good, good, and excellent. In
addition, none of the students qualified as failed, and only 3 students qualified as low.
Therefore, this evaluation was successful.
These findings show that the Audiolingual method improved pronunciation and
stress but it was not successful on clarity and intonation, in the oral aspect of EFL
language learning.
Repercussion of the audio-lingual method in terms of the listening skills on students
of sixth (6th) grade.
The Results of the Listening Test.

Clarity on listening
In the evaluation of clarity there were only 13 out of 30 of the total number of the
students being qualified as excellent who had achieved the ≥ 7 score ; next, 5 students
achieved very good, 4 were good, 2 were low and 0 got failed in the target score as
provided in the table. The majority of students achieve the target score. It means that
applying audio visuals in teaching could improve students’ listening comprehension,
especially in recognizing words' meaning.
Fluidity on listening
In the fluidity listening test, 9 was the number of the students who achieved an
excellent score; 6 achieved very good, and 4 were good. Meaning that the majority of
students had achieved the target score. While 10 scored ≥1 which means the minority of
students had not achieved the target score. The audiolingual method improved the
students’ recognition of word meaning and content of the text.
 35

Comprehension
In the evaluation for comprehension, 11 students had achieved the target score and
the other 19 of them had not achieved it yet in detail; Being the total 4 (excellent), 2 (very
good), 5 (good), 0 (low) and 19 (failed). The conclusion, then, was that the minority of
the number of students (11 out of 30) had achieved the target score in listening
comprehension that qualified as excellent and very good. In this case the evaluation can
be considered failed.
This finding shows that the audiolingual method was successful on developing
clarity and fluidity on listening, but on the contrary it was weak on the comprehension
improvement, on the listening aspect of the EFL language learning.

4.2. Discussion

Repercussion of the audio-lingual method in terms of the oral skills on students of

sixth (6th) grade
The Improvement of Students’ Pronunciation Ability
Pronunciation ability in the study refers to the ability of 30 Dominican students to
pronounce English words. Since the students’ pronunciation ability was mostly found
unintelligible, Audio Lingual Method was expected to improve their pronunciation ability
to be intelligible. The overall result, then, has proven that Audio Lingual Method helped
the students get used to pronouncing words intelligibly. This is like Lynch and Anderson
(2012, p. 11) state that pronouncing words several times make us familiar with the words
and therefore get used to pronounce them as what we often practice. And like to Larsen-
Freeman, (2000, p.45) who estates that the dialogues are learnt through repetition and
such drills as repetition, backward build-up, chain, substitution, transformation, and
question-and-answer are conducted based upon the patterns in the dialogue This was
proven from the result of the fluidity and stress pronunciation tests where most of the
students achieved the target score. This means that the more they practice the words, the
better they can pronounce them
 36

Repercussion of the audio-lingual method in terms of the listening skills on students

of sixth (6th) grade
The improvement of listening Skills on Students´s Listening Ability
Listening is one of the four basic skills in learning a foreign language besides
speaking, reading, and writing. In these findings the students’ scores showed the
Audiolingual method gave an improvement on the clarity and fluency of listening. It also
improved the students’ recognition of word meaning and content of the text. This
coincides with Abduh, (2016) who argued that with this method, the researcher hopes the
students will be able to improve their listening comprehension at the end of the lesson.
 37

Chapter V. Conclusion and Recommendations

5.1. Conclusion
This research study was concerned with the repercussions of the Audiolingual
method on oral and listening skills of 30 6th grade students of an elementary school of
Dominican Republic, taught by this teaching method. The students were tested in
pronunciation and listening of complete sentences during one meeting of teaching. The
success of the study was achieved in the pronunciation, in the aspects of fluidity and
stress, with 22 of the total number of the students achieved score ≥ 3 which only 8 of
those achieving the score ≤ 1, in fluidity; and in stress 27 of the total number achieved
achieved the score ≥ 3, and 2 students score 2. Concerning the listening evaluation, the
method got a strong repercussion on clarity and fluidity where 28 of the total number of
students achieved score ≥ 3 and only 2 stated low. And as for the fluidity aspect 20 of the
total achieved score ≥ 3, while the other 10 got failed.
This was after applying the repetition drill technique of the audiolingual method.
This resulted the success of the study by concluding that audiolingual method had a high
repercussion on the aspects of fluidity and stress on pronunciation and on clarity and
fluency on listening while had weaknesses on clarity and intonation pronunciation, and
comprehension on listening.

5.2. Recommendations
Considering the result of this study, the researcher fully recommended teachers or
other researchers to apply Audio Lingual Method in teaching pronunciation and listening
to students. However, due to the imperfection of the study, the researcher suggested the
following points to be considered:

1. The Audio Lingual Method was considered boring. This needs teachers’ creativity
whether to provide variations, media, etc. in the teaching. Teachers or other researchers
are better off trying to use media by still considering the principles of the method such as
recalling that this method is an oral based approach which spoken comes first before
written, so the media might be such a tape, or other audio media.
 38

3. In the pronunciation test, the subjects of the study were tested by repeating after the
researcher pronouncing each word instead of pronouncing the words by themselves. This
was due to the fact that more than a half of the class could not read English (writing).
Other researchers, however, are recommended to conduct pronunciation tests in different
ways considering the ability of subjects.

4. Considering the focus of the study which seemed to be more on the students’
pronunciation and listening ability, other researchers might continue such study
focusing also on grammar.
 39

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Sungguminasa. Exposure, 5(1), 43-52.
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Mendelsohn & J. Brown, H.D. (2001). Principles of Language Learning and
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Hamidovna, E. N. (2022). Audio lingual method of language teaching. Web of
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and Teaching, 1(1).
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 41

APPENDIX

UNIVERSIDAD AUTÓNOMA DE SANTO DOMINGO

PRIMADA DE AMERICA
FUNDADA EL 28 DE OCTUBRE DE 1538
FACULTY OF HUMANITIES
SCHOOL OF LANGUAGES

Repercussion of the Audiolingual Method on the improvement of oral and listening

skills on students of sixth(6th) grade at Politecnico Maria Altagracia of Villa Duarte
during schooling year 2022-2023.

Annexe 1. Data Collection Instruments for the study

Questionnaire for Students.

A. Personal information.

1. Average Age: (9-11) b) (11-12) c) (13-

14)

2. Gender: a) M b) F
 42

3. Place of origin: a) Urban b) Rural c) Semi-Urban

B. Answer the following questions: (to evaluate oral skills) (oral section) (using the
cell phone) (repeating twice).

Assessment of oral skills

4. How are you today?

5. What course are you?

6.Where do you live?

7. What do you do?

8. How old are you?

9. When do you go home?

10. What color do you like?

11. Who is your English teacher?

C. Assessment of listening skills ( to evaluate the listening )

12. What is your name?

13. How many brothers do you have?

14. What is your nationality?

 43

15. How old are you?

16.. Who is your father?

17. How do you feel?

 44

Annexes 2. Score of Students

1. How are you today? (Fluidity)
Score Students
1 8
2
3 2
4 2
5 5
6 1
7.14 11

2. What course are you?(fluidity)

Score Students
1 5
2 1
3 2
4
5 2
6 20
7.14

3. Where do you live? (Clarity)

Score Students
1 10
2
3 2
4
5 4
6 14
7.14
 45

4. What do you do? (clarity)

Score Students
1 10
2
3
4 1
5 2
6 14
7.14 3

5. How old are you? (Intonation)

Students
1 10
2
3
4 10
5 6
6 1
7.14 3

6 When do you go home?(intonation)

Score Students
1 10
2 1
3 1
4 1
5 1
6 15
7.14 1
 46

7 What color do you like?(stress)

Score Students
1
2 11
3 1
4
5
6 2
7.14 16

8 Who is your English teacher?(stress)

Score Students
1 14
2 2
3
4 2
5 1
6
7.14 11

Assessment of listening skills (to evaluate the listening)

 47

9 What is your name? (clarity on listening)

Score Students
1 7
2
3 1
4 2
5 1
6 4
7.14 15

10 How many brothers do you have?( clarity on listening skill)

Score Students
1
2 2
3
4 4
5 2
6 3
7.14 13

11 What is your nationality? (fluidity on listening skill)

Score Students
1 10
2
3 2
4 2
5 5
6 1
7.14 9

12 How old are you? (Fluidity on listening)

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Score Students
1
2
3 3
4
5 2
6 24
7.14 1

13 Who is your father? (Comprehension on listening skill)

Score Students
1
2 1
3 2
4 2
5 3
6 1
7.14 10

14. How do you feel? (Comprehension on listening skill)

Score Students
1 9
2
3 3
4 2
5 10
6 2
7.14 4
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