AUDIO-LINGUAL

1.      METHOD OF AUDIO-LINGUAL

1.      Understanding the Audio-Lingual Method

Basically the Audio-Lingual method is similar to other methods. The method appears before this method is a direct method (Direct Method). The Audio-Lingual method is the method focuses roomates in repetition some words to memorize.
Audio-Lingual Method is a method roomates use drills and pattern practice in language teaching.

As Jill Kerper Mora of San Diego University says: "This method is based on the principles of behavioral psychology. It adapted many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach". Audio-Lingual Method is a method whose implementation is focused on training activities, drill, memorizing vocabulary, dialogues, reading texts. The students are encouraged to learn in practice (in this case English directly) without having to bring native language. Basic instruction in the methods and procedures is also much taken from pre-existing methods, namely the direct method (Direct Method). In addition, Audio-Lingual goal was also not different from the Direct Method is to create communicative competence in students. As known, pronunciation (pronunciation), the composition and other aspekaspek between foreign language and the mother tongue is different. Therefore, in learning a foreign language (English in this case) and the students are required to pronounce or read repeated verbatim given by the teacher as much as possible so as not affected by mother tongue.

Repetitions performed over time will become a habit (habit). So also in the case of pronouncing the words of foreign language (English), if it has become a habit, students will be able to do it automatically and reflexively. Thus, in practice, so that the business can run smoothly it is necessary to require the seriousness of both teachers and students.

2.      Teaching Techniques Used in the Audio-Lingual Method

Teaching techniques used in the Audio-Lingual method is as follows:

a.       Memorizing Dialog (Dialog Memorization)

In this technique the students memorize a short dialogue or conversation between two people at the beginning of the lesson. In practice, the students played a role in the dialogue, while the teacher played a character partner. After students learn a conversation or dialogue of one character, the teacher and students switch roles. Then the students memorize a new dialog. Another way that can be used is to divide the students into two groups. Each group plays a role and the dialogue memorized. After each group is able to memorize dialogue, they asked for to switch roles. After all of the students memorized dialogue, the teacher asks the students to practice the dialogue in pairs in front of the class.

b.      Repetition Drill

Students were asked to imitate the teacher as accurately and quickly as possible.
Example:
Teacher: This is the seventh month
Students:This                 is                      the                   seventh            month

c.       Chain Drill

This drill is done by asking students to sit in a circle in the room, and then one by one the students ask and answer questions. Teachers begin this drill with the greeting or ask one of the students. The students then answer the question, then he asked a friend at his side. Students were asked to answer and was then asked again to friends at his side, and so on.

d.      Single Slot Subtitution

Teacher reads one line of dialogue, and then the students say a word or group of words. Students are asked to imitate by entering a word or group of words that are appropriate to the temple earlier dialogue.
Example:
Teacher: I know Him. (Hardly)
Student: I hardly know him

e.       Multiple Slot Drill Subtitution

Drill is the same as the single slot substitution drill, but more extensive. Not just one verse dialogue, but the dialogue is full.

f.       Transformational Drill

The teacher gives the students a sentence, then the students were asked to change the sentence into different forms such as: interrogatif, negative, positive, passive, imperative and so on.

g.      Question and Answer Drill

Drill this model train students menajwab questions correctly.

h.      Use Minimal Pairs

Teachers use a different word pair one sound, eg ship and sheep. Students are asked to find the difference in the two words, then practice to pronounce the word correctly.

i.        Complete the Dialog

Some of the words in a dialogue removed, then the students are required to complete the dialogue

j.        Grammar Games

This game is similar to the supermarket alphabet game, designed to train students in a context grammar. That way students express themselves biased, although in a limited portion.
Of the various techniques mentioned above can be summed up in the implementation of the Audio-Lingual method a teacher will give an example of the correct model, in this case enunciate (pronounce) and how to pronounce (how to pronounce) a sentence and the students should be mimicked. Later on other occasions the teacher will continue to introduce new words with the same word structure. Subject of this method and its relation to learning pronunciation is how to train the students to continue to practice pronouncing correctly until they can do it spontaneously. Therefore, as explained in the beginning, the students were given only enough vocabulary (especially those commonly used in daily life) so that the implementation of this method can be run smoothly.

2.      Application of Audio-Lingual Method

Audio-Lingual method prioritizes drill. This method appears as too the length of time taken and the target language. In fact, for such purposes, it is necessary to quickly mastering the language of war, for example, visits and so on. In the Audio-Lingual is based on the structural approach, the language is taught devoted to the pronunciation of words and repeatedly training intensively in sentence patterns. Teachers can force students to repeat until no errors.

a.       Lesson in the Audio-Lingual Method

In the Audio-Lingual method, there are some common steps in the learning process. The steps that include: The steps that are performed can be :
a) Presentation of the dialog text or short text read by the teacher and the students repeated listening without seeing the text being read.

b) Mimicry and memorization of the text and the students memorize simultaneously.
c) Presentation of sentences trained with repetition.

d) Dramatization of dialogue or text which students demonstrate drilled later in front of the class.

e) The establishment of another sentence in accordance with drilled.

As explained earlier, this method gives primary attention to the activities of training, drills, memorizing vocabulary, dialogues, reading texts, and on the other hand prefer the outer shape of language (patterns, structures, rules) of the content of it, and put the validity and accuracy of students' ability to interact and communicate.
The application of this method is almost the same as the first application of language teaching to children, the children master the native language through imitation. Impersonation is usually followed by a compliment or improvement. Through activities that develop children's knowledge about the structure, patterns of native language habits. Then the same thing can also be applied in the teaching of a second language or a foreign language. By way of imitation and reinforcement, the students identify the relationship between the stimulus and the response that is in the habit of speaking a second or foreign language.

b.      Evaluation of Audio-Lingual Method

As explained at the beginning of the study that is devoted to the discussion of the use of Audio-Lingual method in teaching pronunciation. As for the Audio-Lingual method itself is not mentioned clearly about the evaluation. One thing that is raised if the test is held each question will be focused on the point of what is learned at that time (as for that matter is the pronunciation).

In this study, researchers gave an oral test to measure students' pronunciation improvement. In addition, because this study was intended to determine the pronunciation peningakatan students, the researcher will conduct an assessment on the ability to recite (the skill to pronounce). Adapaun things are assessed include sounds (discriminate sound), rhythm and emphasis (rhythm and word stress), intonation (intonation) and fluency (fluency).