THE IMPLEMENTATION OF AUDIOLINGUAL
METHOD TO IMPROVE STUDENTS’ SPEAKING SKILL
(To fulfill the Seminar On ELT course)
by:
1. Brilian Fatimatul Kamilah 208820300621
2. Muhammad Toha Tobibi 208820300
3. Muhammad Yunus Tantowi A. 208820300371
ENGLISH EDUCATION DEPARTMENT
LANGUAGE AND ART FACULTY
PGRI BANYUWANGI UNIVERSITY
2023
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ACKNOWLEDGMENT
By reciting Bismillahi Rahmani Rahim, the writer would like to
express her praise and thankfulness to Allah SWT for blessing, love, mercy,
guidance and most of all,writer finished writing the paper entitled THE
IMPLEMENTATION OF AUDIOLINGUAL METHOD TO IMPROVE STUDENTS’
SPEAKING SKILL
The purpose in writing this paper is to fulfill the assignment that given
by Mrs. Wulan Wangi, M. Pd as lecturer in seminar on ELT major.
Banyuwangi, 11 Maret 2023
The Writters
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Table Of Content
COVER ........................................................................................................................... 1.
ACKNOWLEDGMENT ................................................................................................ 2.
TABLE OF CONTENT ................................................................................................. 3.
CHAPTER I
A. Background ............................................................................................................................ 4.
B. Problem Statement ............................................................................................................. 4.
C. Objective of the study ......................................................................................................... 4.
D. Significance of the study ................................................................................................... 4.
CHAPTER II
A. Literature Review about speaking ............................................................................... 5.
B. Research Implementation ............................................................................................... 6.
c. The classifications are as follows ................................................................................ 11.
REFERENCES ........................................................................................................................... 14.
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CHAPTER I
INTRODUCTION
A. Background
A Speaking is oral communication consisting of at least a speaker and
a listener to receive and send messages. Using English to communicate means
using it to express ideas and opinions to others. Communication provides an
easy way for the speaker to convey his message and for the listener to catch
all foreign English language learners to communicate in English.
As students of the English language, we hope to acquire communicative
use in mastering the English language, especially good spoken language It
makes sense to consider this because the way people communicate is a
common spoken language. When people use spoken language to
communicate with each other, it is not as simple as generating the idpeopl
they express.
B. Problem Statement
Based on the background above, the writer stated that of How is the
improvement of the first year students speaking skill by implementing
Audiolingual Method at student
C. Objective of the study
In relating to the problem statement, the writer decided the objective
of the problem is to know whether teaching speaking using Audiolingual
Method effective increase students’ speaking at student.
D. Significance of the study
By this study, the writer really hopes the students’ speaking skill can
be improved by using Audiolingual Method. Besides, the writer also hopes
the students can speak English fluently, arrange some words into a good
sentence, and to be brave to speak English.
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CHAPTER II
TOTTALLY PHYSICAL RESPONSE (TPR) METHOD
A. Literature Review about speaking
Speaking is the second skills among the four skills that should be
comprehended by the people chronologically in their life. It is also one of the
language arts that is very complex used by people all over the world. That is
why, people should learn and practise the ability of speaking skills to master
it. Nunan (2000: 39) states that the art of speaking is the single most
important aspect of learning second or foreign language, and success is
measured in terms of the ability to carry out a conversation in the language.
Bygate (2000: 5) states that students must be good in speaking skill which
involves: choosing the right form, putting them in the correct order, sounding
like a native speaker, and even producing the right meanings.
speaking skill: comprehension, grammar, vocabulary, pronunciation, and
fluency.
1. Furthermore,
Syakur (1987: 3) states that there are, generally, at least four
components of Comprehension. Oral communication certainly requires a
subject to respond to speech as well as to initiate it.
2. Grammar.
It is needed for students to arrange a correct sentence in conversation,
and to distinguish appropriate grammatical form in appropriate ones. The
utility of grammar is also used to learn the correct way to gain expertise in a
language in oral and written form.
3. Vocabulary.
One cannot communicate effectively and express their ideas both
orally and in written form if they do not have sufficient vocabulary. So
vocabulary means the appropriate diction which is used in communication.
4. Pronunciation.
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Pronunciation is the way students produce clearer language when
they speak. It deals with phonological process that refers to the component of
a grammar made up of the elements and principles that determine how
sounds vary and pattern in language.
5. Fluency.
Signs of fluency include a reasonably fast speed of speaking and only a
small number of pauses. These signs indicate that the speaker does not spend
a lot of time searching for the language items.
Teaching speaking is a crucial part of second language learning and
teaching. Despite its importance, for many years, teaching speaking has been
undervalued and English language teachers have continued to teach speaking
just as a repetition of drills or memorization of dialogues. However, today's
world requires that the goal of teaching speaking should improve students'
communicative skills, because, only in that way, students can express
themselves and learn how to follow the social and cultural rules appropriate
in each communicative circumstance (Nunan, in Kayi, 2006: 3). The skill of
communication in a second language clearly and efficiently contributes to the
success of the learner in school and success later in every phase of life.
Therefore, it is essential that language teachers pay great attention to
teach speaking rather than lead students to pure memorization, providing a
rich environment where meaningful communication takes place is described.
With this aim, various speaking activities can contribute a great deal to
students indeveloping basic interactive skills necessary for life. These
activities make students more active in the learning process and at the same
time make their learning more meaningful, fun and communicative.
B. Research Implementation
1. Cycle I
It had been stated that the fifth grade students of SDN Tunas bangsa
got some problems on speaking. They faced the problem on comprehension,
fluency, vocabulary, pronunciation, and grammar. The suitable method
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chosen was audio-lingual method. It was used to make the goal of the
research come true. The first cycle was used to describe the process of
teaching and learning by using audio-lingual method in order to improve the
students’ skill on speaking. It was done in four steps such as;
1) planning;
2) acting;
3) observing; and
4) reflecting.
a. Planning
In this step, the researcher planned the lesson plans in order to
achieve the goal. Audio-lingual method was chosen as the way to bring the
students get out of their daily activity of the curriculum. It was chosen as it
could make the students learn English especially on speaking in the relax
situation. The lesson plans were as follows:
1) designing the indicators achieved;
2) choosing the activities, dialog memorization and grammar game;
3) using some dialogs in the blank spaces;
4) arranging the students’
task; and
5) designing spoken assessment.
b. Acting
The action was done for four meetings. The first meeting, the
researcher discussed about the pattern and the usage of simple present on
full verb and linking verb version. The second meeting, the researcher
explained the use of simple present in a dialog. The third meeting the
researcher explained and gave examples to fulfill the blanks in the dialog
using simple present. In the fourth meeting, the researcher invited all the
students to perform the descriptions in group in front of the class.
c. Observing
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The observation was aimed to know the influence of the method
applied during the process of teaching and learning. The observation
consisted of three phases such as observing the class during Audiolingual
method; interviewing the students after practicing Audiolingual method; and
holding spoken test to know the improvement of the speaking indicators.
d. Reflecting
In the cycle I, the students said that the activities of drilling dialogs
motivated them to learn English more especially on speaking. They felt that
it was easy to practise English as it was full of teacher guidance. The
students also felt comfortable as they could learn while practising under the
control of the guidance of the teacher.
2. Cycle II
The students faced some difficulties in repeating some pronunciation,
choosing words and arranging words into sentences in fulfilling the blank of
the dialogs during the first cycle. The researcher continued the research to
the second cycle which consisted of:
1) revised planning;
2) acting;
3) observing; and
4) reflecting.
a. Revised planning
Some students faced some difficulties in memorizing some difficult words,
and arranging them into sentences while the others were on pronouncing
some words during audio-lingual Method. The researcher made the lesson
plans to solve the problems. They were as follows:
1) designing the indicators achieved;
2) choosing the activities, repitition drill, and Chain drill;
3) using some dialogs;
4) arranging the students’ task; and
5) designing spoken assessment.
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b. Acting
The action was done for four meetings. The first meeting, the
researcher discussed about the pattern and the usage of simple present on
full verb and linking verb version. The second meeting, the researcher
explained the use of simple present in a dialog. The third meeting the
researcher explained and gave examples to fulfill the blanks in the dialog
using simple present. In the fourth meeting, the researcher invited all the
students to perform the descriptions in group in front of the class.
c. Observing
The observation was aimed to know the influence of the method
applied during the process of teaching and learning. The observation
consisted of three phases such as observing the class during Audiolingual
method; interviewing the students after practicing Audiolingual method; and
holding spoken test to know the improvement of the speaking indicators.
d. Reflecting
In the cycle I, the students said that the activities of drilling dialogs
motivated them to learn English more especially on speaking. They felt that it
was easy to practise English as it was full of teacher guidance. The students
also felt comfortable as they could learn while practising under the control of
the guidance of the teacher.
3. Cycle III
Based on the evaluation of the second cycle, the researcher found
some students made mistakes on structure during arranging words into
sentences especially the differences between statement and interrogative,
and interrogative and question words. The researcher continued the research
to the third cycle which consisted of:
1) revised planning;
2) acting;
3) observing; and
4) reflecting.
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a. Revised planning
Some students faced some difficulties in using different structures of
statement and interrogative, interrogative and question words. The
researcher made the lesson plans to solve the problems. They were as
follows:
1) designing the indicators achieved;
2) choosing the activities, Structure in dialogs and question and answer drill;
3) using some blanks in the dialogs in consist of the different usage of
structure;
4) arranging the students’ task; and
5) designing spoken assessment.
b. Acting
The action was done for four meetings which were based on the
revised planning. The first meeting, the researcher reminded the different
structures of statement and interrogative, interrogative and question words.
The second meeting, the researcher explained the use of the structure
in the sentences of the dialogs and gave many examples. The third meeting
the researcher drilled the students in using the structures in spoken skill. In
the fourth meeting, the researcher gave opportunities to all the students to
show their ability of communication based on the dialogs in front of the class.
c. Observing
The observation was aimed to know the influence of the method
applied during the process of teaching and learning. The observation
consisted of three phases such as observing the class during audio-lingual
method; interviewing the students after practicing audio-lingual method; and
holding spoken test to know the improvement of the speaking indicators.
d. Reflecting
The students said that the activities of audio-lingual method, structure
in dialogs and question and answer drill, in the cycle III motivated them to
learn English more especially on speaking. They felt that it was easy to
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practise English as it was full of teacher guidance. The students also felt
comfortable as they could learn while practising under the control of the
guidance of the teacher.
Based on the research finding, there were some important points of
the improvements that could show the target of the research. They were the
improvement of:
1) comprehension;
2) fluency;
3) vocabulary;
4)pronunciation;
5) grammar;
6) the strengths and weakness of communication games.
c. The classifications are as follows
1. The Improvement of Students Speaking Skill
The observation of cycle 1, 2, and 3 showed the indicators of speaking
improvement during teaching and learning process. The proofs of the
improvement were on:
1) comprehension. Most of the students could response their friends during
applying audio-lingual method;
2) fluency. Some students could deliver their sentences and expression in the
dialogs fluently;
3) vocabulary. Most of the students could choose the words to fullfil the blank
of the different dialogs;
4) pronunciation. Most of the students could pronounce the words well in
good intonation and stress;
5) grammar. Some students can use the basic structures in fulfilling the
dialogs and practising them during the class using audio-lingual method.The
students speaking scores improved from cycle to cycle which is shown in the
following tables.
2. The strengths and the Weaknesses of Audio-lingual Method
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The application of audio-lingual method from cycle to cycle showed the
strengths such as:
1) balancing the ability. It made the students gather in the same situation. So
that there is no differences between the fastest and slowest
students;
2) interest. The students changed their perception that English was difficult.
They also felt comfortable as the teacher guided them all the time during the
theory of the subjects;
3) Teacher-centered. The students can focus only to a figure, teacher, during
the class. The teacher also could manage and transfer the knowledge well as
the method always invited the students to repeat what the teacher said.
Audio-lingual Method also had some weaknesses such as.
1) uncreative students. The students only follow the teacher and fullfil the
blanks;
2) dependence. The students only relayed on the teacher. They were
passive as they only practising the subject being transfered.
Conclusion Audio-lingual method can improve the students speaking skill.
The speaking skills such as comprehending the topics being communicated
fluently; choosing the proper vocabularies for the blanks in the dialogs;
pronouncing the words and expressing sentences in good intonation and
pronunciation; and using the correct grammar stuctures during applying the
audio-lingual method.
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CHAPTER III
CONSLUSION AND SUGGESTION
Speaking is the second skill among the four that people have to master
chronologically in their lives. It is also one of the most complex language arts
used by people all over the world. This is necessary for students to construct
correct sentences in conversation, and distinguish the correct grammatical
form in the correct form. The use of grammar is also used to learn the correct
way to gain proficiency in a language in its spoken and written forms.
A person cannot communicate effectively and express his ideas both
orally and in writing if he does not have adequate vocabulary. So vocabulary
means appropriate diction used in communication. Pronunciation is how
students produce clearer language when they speak. It deals with the
phonological process which refers to the grammatical component which
consists of the elements and principles that determine how the variations
and sound patterns in language.
Signs of fluency include a fairly fast pace of speech and only a small
number of pauses. However, today's world demands that the goal of teaching
speaking should be to improve students' communicative skills, because only
in that way can students express themselves and learn how to follow
appropriate social and cultural rules in any state of communicative
dependence. They are passive because they only practice the subjects that
are transferred.
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REFERENCES
Brooks, N. (1964). Language and Language Learning: Theory and
Practice. 2nd. ed. New York: Harcourt Brace.
Bygate, Martin. (2000). Speaking. Oxford: Oxford University Press.
Harmer, Jeremy. (2003). The Practice of English Language Teaching.
Malaysia: Pearson Education Limited.
Larsen, Diane. (2000). Techniques and Principles in Language Teaching.
Hong Kong: Oxford University Press.
Luoma, Sari. (2005). Assessing Speking. Cambridge University press.
Mc. Niff, Jean. (1988). Action Research: Principles and Practice, Mac Millan
Education Ltd.
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