INTRODUCTION
Speaking
is one of the four basic skills in learning foreign language besides,
listening, reading, and writing. Speaking is a productive skill, where it can
produce a language. According to the Oxford Advance Learner’s Dictionary, speak
means to say words; to say or to talk somebody about something, to have a
conversation with somebody; to address somebody in word etc. While speech means
the power, act or the way of speaking. It
has been taught since the students in junior high school, however, there
are some difficulties faced by students to communicate in English. They have to
think more often when speaking English. Students are not able to express what
is on their minds because their lack of actual language. To help them, teachers
may use an interesting teaching method to present their teaching materials that
also help them in creating fun class. One of the alternative methods is Audio
Lingual Teaching Method.
Audio
Lingual Teaching Method is a method for teaching foreign language. In the Audio Lingual method, students first hear a language, later they speak the language. This way of language
teaching is similar to the Direct
Method. Like the Direct Method, the AudioLingual
Method does not use the students’ native language. However, unlike the Direct
Method, the Audio Lingual Method does not teach vocabulary, rather the teacher drills grammar. In the Audio Lingual
Method, grammar is most important for the student. In other words, the students
must repeat grammar pattern after the teacher. This means that the students
should repeat a correct model of a sentence. The role of the teacher is to
present new words within the same sentence structure. The teacher is like an
orchestra leader, directing and controlling the language. The teacher also
responsible for providing students with a good model for imitation. While the
students are imitators of the teacher’s model. Students follow the teacher
directions and respond as accurately and as quickly as possible
Audio Lingual Method also uses psychology. The students get a
reward for speaking correctly. They get punishment if they speak incorrectly;
because it is based on habit formation, which is established by stimulus,
response and reinforcement. It gives priority to speaking the target language,
and using the native language is not allowed. In teaching speaking through
Audiolingual Method there are some techniques that use to make the students
easy to understand. For example : Dialogue Memorization, Repetition Drill,
Backward Buildup Drill, Substitution Drill, Transformation Drill and Chain
Drill.
EXPLANATION
1.
Dialogue
Memorization
Dialogue or
short conversation between two people are often used to begin a new lesson.
Students memorize the dialogue through mimicry, students usually take the role
of one person in the dialogue, 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. In the Audio Lingual Method, certain sentence patterns and
grammar points included within the dialogue. These patterns and points are
later practiced in drills based on the lines of the dialogue.
Here is the the simple example :
Sally : Good Morning , Bill.
Bill : Good Morning , Sally?
Sally : How are you?
Bill : Fine ,thanks. And you?
Sally : Fine. Where are you going?
Bill : I’m going to the post office.
Sally : I am too. Shall we go together?
Bill : Sure. Let’s go.
At first teacher repeat the
dialogue and the students should listen carefully each line, after that the
teacher saying Bill’s line and the students saying Sally’s line. The teacher
stop the students from time to time when
she feels they are straying too far from the model. And once again provides a
model, then for further practice the lines of the dialogue, the teacher divides
the students into two group. All the girls take Sally’s part and all the boy in
the class take Bill’s part.
2.
Repetition
Drill
Students are asked to
listen carefully to the teacher's model, and then they have to repeat as
accurately and as quickly as possible. This drill is often used to teach the
lines of the dialogue.
Here is the example :
Teacher:
"Hi, Mark. How's it going?......(repeat)
Students:
"Hi, Mark. How's it going
3.
Backward
Buildup Drill
This drill is used to break down the
troublesome sentence into smaller parts. The teacher starts with the end of the
sentence and has the class repeat just the last two words. Since they can do
this, the teacher adds a few more words, and the class repeat this expanded
phrase. Little by little the teacher builds up the phrases until the entire
sentence is being repeated.
For example:
Teacher :
Repeat after me : post office.
Class :
Post office.
Teacher :
To the post office.
Class :
To the post office.
Teacher :
Going to the post office.
Class :
Going to the post office.
Teacher :
I’m going to the post office.
Class :
I’m going to the post office.
Through this step by step procedure, the
teacher is able to give the students help in producing the troublesome line.
4.
Substitution
Drill
The teacher leads a single slot
substitution drill in which the students will repeat a sentence from the
dialogue and replace a word or phrase in the sentence with the word or phrase
the teacher gives them. This word or phrase is called the cue. The students are
supposed to take the cue which the teacher supplies, and put it into its proper
place in the sentence. The purpose of this drill is to give the students
practice in finding and filling the slots of a sentence.
The
following is the example :
Teacher :
I’m going to the post office.........(.repeat)
Students :
I’m going to the post office.
Following this, the teacher shows the
students a picture of a” restaurant” and says the phrase, “ The restaurant “.
Teacher pauses, then says, “ I’m going to the restaurant”. From that example
students realize that they should put the cue that has given by the teacher in
its proper place. In here the students are expected to respond very quickly,
without pausing.
5.
Transformation
Drill
Teacher gives the
students a cetain kind of sentence pattern, an affirmative sentence for
example. Students are asked to transform this sentence into a interrogative
sentence. Other example of transformation to ask of students are changing a
statement into a question, an active sentence into a passive. Here the example
of transformation drill, which is the teacher ask the students to transform an
affirmative sentence into interrogative sentence.
Teacher:
"Sandra is in the classroom."
Students:
"Is Sandra in the classroom?"
Teacher:
"The girls are in the classroom."
Students:
"Are the girls in the classroom?"
Teacher:
"I am in the classroom."
Students:
"Am I in the classroom?"
6.
Chain
Drill
A chain drill gives students an
opportunity to say the lines individually. The teacher listens and can tell
which students are stuggling and will need more practice. A chain drill also
lets students use the expressions in communication with someone else, eventhough
the communication is very limited. The teacher begins the chain by greeting a particular
students or asking him question. That students responds then turn to the
students sitting next to him and continue until all the students get it.
The teacher adresses the student nearest
her with :
Teacher :
Good Morning Mary.
Mary in turn, responds : Good Morning teacher. Mary says.
Teacher :
How are you?
Mary answers : Fine, thanks. And you?
The teacher replies : Fine.
That student understand through the
teacher’s gesture that she is to turn to the student sitting beside her and
greet her.
CONCLUSION
Audio Lingual Method is a good method for teaching foreign language especially for the students between thirteen and
fifteen years old because it uses psychology. The students get a reward for speaking
correctly. They get punishment if they speak incorrectly, because
it is based on habit formation. In the Audio Lingual
Method, students first hear a language, later they speak the language, in here the mother
tongue is not allowed. In other words, the students must repeat grammar pattern
after the teacher. This means that the students should repeat a correct model
of a sentence. The teacher is like an orchestra leader, directing and
controlling the language. The teacher also responsible for providing students
with a good model for imitation. In the Audio Lingual Method there are some effective
techniques that can use in order to make the students easy to accept the
lesson. Such as : dialogue memorization, repetition drill, backward buildup
drill, substitution drill, transformation drill, repetition drill, and chain drill.
REFFERENCES
Freeman, L. D. (2000). Techniques and
Principles in Language Teaching. New York : Oxford University Press
Paul, D. (2003). Teaching English to
Children in Asia. Hongkong : Pearson Education Asia Limited
Oxford Learner’s Pocket Dictionary. New
York : Oxford University Press
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