PAPER
Second Language Learning and Language Teaching Style
By :
FAKULTAS
TARBIYAH JURUSAN TADRIS BAHASA INGGRIS
INSTITUTE
AGAMA ISLAM NEGERI MADURA
TAHUN
2018
Audio-lingual Method is a method for foreign language
teaching which point out the teaching of listening and speaking before reading
and writing. History before World War II, there were three methods, there are
the first is a modified direct method approach, the second is a reading
approach and the third is reading-oral approach. Based on the three methods
above, there were two problems. One is the method lacked standardization of
vocabulary and grammar, while the other is no one could agree the importance of
teaching beginners, intermediate, and advanced students. The lacked structure.
World War II changed everything.[1]
This method combines behavioural psychology and linguistic.
It is also known as the 'Army Method' because this method occurred since the
World War II for the American armies who has a need to learn the language
quickly and intensively. The structural theory of language constituted its
backbone. One of the theory underlies this method is called the
"Structural Linguistics". Structural Linguistics influenced
audio-lingualism as a more practical interest in language study. It viewed
language as a system of structurally related elements for the expression of
meaning. These elements is based on language samples that could be described at
any structural level(phonetic, phonemic, morphological, sentence types).
Linguistic levels are structured in a pyramid. Phonemic systems led to
morphemic and these led to phrases, clauses, and sentences.[2]
The language theoreticians and methodologists is behavioural
psychological which is an empirically based approach to the studying of human
behaviour. Behaviourism attempts to explain how an external event (stimulus)
caused a change in the behaviour of an individual( response) without using 'concept'
or an 'idea'. In the Audio-lingual Method, students first hear a language.
Then, they speak the language and proceed with reading and writing. Mother
tongue is not allowed to use in the classroom when we used this method. The
Audio Lingual Method does not focus on lots of vocabulary. The teacher drills
speaking and grammar. Grammar is the most important in this method,
particularly when the student have to repeat the grammar pattern after the
teacher. This method also similar to the direct method.[3]
There was a time came when audio-lingual method is no longer
being as a popular method in teaching English Language. In the 1950s, a
linguists name Noam Chomsky documented that there were many shortfalls in this
method. The behaviourist psychology to language learning was also questioned
and this method was quickly phased out.
DISCUSSION
The
definition of Audio Lingual Method (ALM)
The
Audio Lingual Method (ALM) is a method which was introduced in the United
States of America (USA) in 1940s. Even though the method is considered very
old, many language teachers still like it and believe that it is a powerful
method. The emergence of the method was a response to the need for a radical
change of foreign language teaching due to the unfriendly relationship between
USA and Russia, which lunched its first satellite in 1957. The United States
prevented from its people from becoming isolates people from scientific
advances made in other countries. The method was much influenced by a method
called Army Specialized Training Program (ATSP). The ATSP was triggered by the
condition from which USA entered World War II and tried to send its army to
take up positions in other countries.[4]
USA government found itself in a need of personnel trained in a large number
and wide variety of language, and the audio-lingual method could be the answer.
The method was also a response to the Reading Method and the Grammar
Translation Method. At that time many Americans felt unsatisfied with the
reading aim and they thought that speaking was more important then reading.
The
method was finally developed from the combination of the principles of
structural linguistic theory, contrastive analysis, aura-oral procedures, and
behaviorist psychology (Richard and Rodgers, 2001: 54-55). The method was
accepted by people in other countries and introduced in Indonesia in 1960’s.
Not much literature on the audio-lingual method is now available and most of
the ideas in this part have been adapted from how to Teach Foreign Languages
Effectively (Huebener, 1969).
The
Principles of Audio Lingual Method (ALM)
Laser-Freeman
(2003: 45-47) provides principles associated with the audio lingual method as
follows:
The goal of the teacher use the audio lingual method is want their students to be able to use their target language communicatively and learn to use it automatically without stopping think.
The role of the teacher are like an orchestra leader, controlling the language behavior of the students and providing with a good model for imitation. The role of the students is became imitator from the teacher.
The goal of the teacher use the audio lingual method is want their students to be able to use their target language communicatively and learn to use it automatically without stopping think.
The role of the teacher are like an orchestra leader, controlling the language behavior of the students and providing with a good model for imitation. The role of the students is became imitator from the teacher.
The characteristic of the teaching/learning process is by
presented through dialogs. The dialogs are learned through imitation and
repetition. Drill (such as repetition, backward build-up, chain, substitution,
transformation, and question and answer) are conducted based upon the patterns
present in the dialog.[5]
The
student and teacher interaction is directed and initiated by the teacher. The
student and student interaction is in chain drills or when students take different
roles in dialogs.
The view of language is by descriptive linguists. And the view of culture is in the everyday behavior and lifestyle of the target language speakers.
The view of language is by descriptive linguists. And the view of culture is in the everyday behavior and lifestyle of the target language speakers.
The
area of language are emphasize is vocabulary is kept to a minimum while the students
are mastering the sound system and grammatical patterns. The area of language
skills are emphasize is presentation adhered to listening, speaking, reading
and writing. The oral skills receive most of the attention.
The role of the students native language is should not to be
use the native language but use the target language in the classroom.
The
evaluation accomplish is the question on the test would focus on only one point
of the language at the time.
The
teacher respond the students errors is avoided if at all possible through the
teachers awareness of where the students will have difficulty and restriction
of what they are taught to say.
The
Techniques of Audio Lingual Method
Laser-Freeman
(2003: 45-47) provides typical techniques associated with the audio lingual
method as follows:[6]
Dialog
Memorization
Students
memorize the dialog through mimicry , the students usually take the role of one
person in the dialog. In the audio lingual method certain patterns and
grammatical points are included within the dialog. These patterns and points
are later practiced in drills based on the lines of the dialog.
Backward
Build-up (Expansion) Drill
This
drill is used when a long line of a dialog is giving students trouble. The
teacher break down the line into several parts. The students repeat a part of
the sentence, usually the last phrase of the line. Then, the following the
teachers cue, the students expand what they are repeating part by part until
they are able to repeat the entire line. The teacher begins with the part at
the end of the sentence (and works backward from there) to keep the intonation
of the line as natural as possible. This also directs more students attention
to the end of the sentence, where new information typically occurs.[7]
Repetition
Drill
The
students are asked to repeat the teachers model as accurately and as
quickly as possible. This drill is often used to teach the lines of the
dialog.
Chain
Drill
A
chain drill gets its name from the chain of conversation that forms around the
room as students, one by one, ask and answer question of each other. A chain
drill allows some controlled communication, even though it is limited. A chain
drill also gives the teacher an opportunity to check each students speech.[8]
Single
Slot Substitution Drill
The
teacher says a line, usually from the dialog. Next, the teacher says a word or
phrase called cue. The students repeat the line the teacher has given them,
substituting the cue into the line in its proper place. The major purpose of
this drill is to give the students practice in finding and filling in the slots
of a sentence.
Multiple
Slot Substitution Drill
This
drill is similar to single slot substitution drill. The difference is that the
teacher gives cue phrases, one at a time, that fit into different slots in the
dialog line. The students must recognize what part of speech each cue is, or at
least where it fits into the sentence, and make any other changes, such
as subject-verb agreement. They then say the line, fitting the cue phrase into
the line where it belongs.
Transformation
Drill
The
teacher gives a certain kind of sentence pattern, an affirmative sentence for
example, the students are asked to transform this sentence into a negative
sentence. Other examples of transformation to ask of students are changing a
statement into a question, an active sentence into a passive sentence one, or
direct speech into reported speech.[9]
Question
and Answer Drill
This
drill gives students practice with answering question. The students should
answer the teacher question very quickly. Although we did not see it in our
lesson here, it is also possible for the teacher to cue the students to ask
questions as well. This gives students practice with the question patterns.
Use
of Minimal Pairs
The
teacher works with pairs of words which differ in only one sound, for example,
‘ship/sheep’. Students are first asked to perceive the difference between the
two words and later to be able to say the two words. The teacher selects the
sound to work on after she has done a contrastive analysis, a comparison
between the students native language and the language they are studying.
Complete
The Dialog
Selected
words are erased from a dialog students have learned. Students complete the
dialog by filling the blank with the missing words.
Grammar
Games
Games
like the supermarket alphabet game describe in this chapter are used in the
audio lingual method. The games are designed to gets students to practice a
grammar point within a context. Students are able to express themselves. Although
it is rather limited in this game. Notice there is also a lot of repetition in
this game.[10]
The
Advantages of Audio Lingual Method
According
to Charles C Fries, the advantages of audio lingual method are :
Learners be able speaking the target language communicatively.
Learners have no difficulties to understand the lesson as it is carried out in the mother tongue.
Learners are able to give correct response directly.
Learners be able speaking the target language communicatively.
Learners have no difficulties to understand the lesson as it is carried out in the mother tongue.
Learners are able to give correct response directly.
Learners
more concern about the combination between behavioral psychology and linguistic.
The
Disadvantages of Audio Lingual Method
According to Charles C Fries, the advantages of audio
lingual method are :
Speaking or any kind of spontaneous creative output was missing from the curriculum.
Students lacked an active role in the classroom.
Very little attention is paid to communication.
Very little attention is paid to content.
Process of learning only focus in speaking.
CONCLUSION
The Audio Lingual Method has been explained in detail. The Audio Lingual Method (ALM) is a method which was introduced in the United States of America (USA) in 1940s. The method was accepted by people in other countries and introduced in Indonesia in 1960’s.
Form the explaining in the first chapter until second chapter it can be concluded that the Audio Lingual Method is the teaching method which emphasize the speaking and listening skill. It makes the students can pronoun and listen well. The Audio Lingual Method can make circumstance of teaching in the class more life. The Audio Lingual Method is more effective to make pronunciation and listening skill. However, this method does not emphasize grammar in detail.
Speaking or any kind of spontaneous creative output was missing from the curriculum.
Students lacked an active role in the classroom.
Very little attention is paid to communication.
Very little attention is paid to content.
Process of learning only focus in speaking.
CONCLUSION
The Audio Lingual Method has been explained in detail. The Audio Lingual Method (ALM) is a method which was introduced in the United States of America (USA) in 1940s. The method was accepted by people in other countries and introduced in Indonesia in 1960’s.
Form the explaining in the first chapter until second chapter it can be concluded that the Audio Lingual Method is the teaching method which emphasize the speaking and listening skill. It makes the students can pronoun and listen well. The Audio Lingual Method can make circumstance of teaching in the class more life. The Audio Lingual Method is more effective to make pronunciation and listening skill. However, this method does not emphasize grammar in detail.
[1]
Tim penyusun,Kamus Besar Bahasa Indonesia,(Jakarta:
Balai pustaka,2008)
[2]
Bambang Setiyadi,Teaching English as a
foreign language the fifth semester bppk of TEFL1,(Yogyakarta:Graha
ilmu,2006).
[3]
Larsen freeman Diane,Techniques and
principles in language teaching Second Edision. (New York : Oxford
University Press,2003).
[4] Suyatno,
Teknik Pembelajaran Bahasa dan Sastra, (Surabaya: Penerbit ISC, 2004)
[5] Brown,
H.D., Teaching by principles: An Active Approach to Language Pedagogy.
(2nd ed.), (San Francisco: Addison Wesley Longman, Inc, 2001).
[6]
Richards, Jack C and Theodore S. Rodgers,
Approaches and Methods in Language Teaching,( New York: Cambridge
University Press,2003)
[7]
Sutrisno Hadi,Research Methodology,(Yogyakarta:
Fakultas Psikologi,1987)
[8]
Richards, Jack C and Theodore S. Rodgers,Approaches
and Methods in Language Teaching,(New York: Cambridge University
Press,2003).
[9]
Setiyadi, Bambang Ag,Teaching English as
Foreign Language,(Yogyakarta: Graha Ilmu.,2006)
[10]
Mukarromah, H. MODUL,Easy Speaking
English For Young Learners,(sUnpublished,2014)
