THE EFFECTIVENESS OF AUDIO-LINGUAL TEACHING METHOD AS

AN ALTERNATIVE METHOD IN TEACHING SPEAKING

An action research given to first year student of PBI

Name : Yuliana (160203160)

CHAPTER I

INTRODUCTION

1.1 Background of study

Speaking is one of important skill in learning English. Without speaking people can not

communicate with other, especially with foreigner. In Indonesia, English as a foreign

language. Therefore Indonesian people have learned English since at Elementary school. But

they can not speak until they study in college.

Consider the explenation above, the English teacher have big responsibility to help

student speak and improve their skill. It seem that teacher need use method in teaching

speaking to make learning more interesting. One of the method is audio-lingual method.

English learning instruct the students to be able to use English communicatively. In

other word, the students are expected to be competent users of English in communicating

with others. For example, in teaching speaking, they are expected to be able to do and realize

the speech in developing competency. Based on that statemanet, teaching method becomes

one of the important thing teaching learning activities.

The audio-lingual method is defined as a method which emphasize on repitition of the

words to help the students to be able to use target language. The purpose of repitition drills is

to break down the troublesome sentences into smaller part. Drilling is a key feature of audio-
lingual approaches to language teaching which placed emphasison repeating structural

patterns through oral practice (Brown, 1998:137)

According to Larsen-Freeman(2000) show that teacher need to drills student to make

student able to speak communicatively. In addition, they stated that drills, as part of

audiolingual method. It’s because the most important goal of audio-lingual method is to use

target language communicatively which suitable for teaching speaking.

1.2 Research question

Audio-lingual is a method that can be used when teaching speaking which focus on oral

skill. it aims to improve students’ speaking achievment. Teacher may use this method to

make student interested learning English speaking and improve their skill.

Based on the background of study, statement of problem can be stated as followimg:

1. How effective is audiolingual as an alternative method in teaching speaking?

2. How to implement the audio-lingual method in classroom?

3. What is impact of audio-lingual method for student’ speaking skill?

4. Do students enjoy audio-lingual method in the class?

1.3 Objective

The most important of teaching method is can get improvement from the

students’.Every method have their own strategy to improve students’ skill. Maesrina(2009)

stated that audiolingual method emphasize on students’ habit formulation, memorizing

grammatical structures through substitution, using the target language ant the culture where

the language is spoken. Furthermore the main aim of this research is to know the

effectiveness of audio-lingual method in teaching speaking. There are another objective of

this research as following:

2) to improve students’ speaking skill through audio-lingual method

3) to know the weakness of audio-lingual method in the class

4) to know students reaction for audio-lingual method

The finding of this research will so meaningful for teacher and student. Teacher can use

this method in class room. Student can improve their English speaking skill by following

audio-lingual method. Not only that, this reasearch will valuable for education.

1.4 Preliminary literature review

As the comparison of this research , here are some researches of The Effectiveness of

Audio-lingual Method as An Alternative Methon in Teaching Speaking. The first researcher

is Any Yuliana(2013) with title The Application of Audio-lingual Method to Improve

Students’ Speaking Ability In SMA PGRI 1 Sidoarjo. In this research the researcher want to

know the effectiveness of audio-lingual method application in first year students’ SMA PGRI

1 Sidoarjo. The researcher give pretest and postest to students to see their speaking skill

improvement. In addition the result of the post-test was higher than pre-test. Its mean audio-

lingual method has positive impact to students. Based on that research, student show good

attitude toward audio-lingual method. Students show their enthusiastic during learning

process by using audio-lingual method. In this method teacher motivate students to be more

confident when speaking.

The another research is from Thailand which has conducted by Wichuda Kunnu and

Aungkana Sukwises (2014) with title Teaching Speaking Skills to Adult English Language

Learners Through Audio-lingual Method. This research is qualitative, the participant of this

method is 9 students of university in Thailand. This research show that audio-lingual method

help student speak English confidently. Since in this method student will not worry if they
make mistake teacher will help them to correct it. Furthermore student can adapt their

knowledge and practice in conversation by using audio-lingual method. Not only that, student

also can implement the material which they have gotten in class when speaking with other.

By the explanation above researcher conclude that audio-lingual method help student

to speak in class room and in outside. In this reasearch, researcher the impact of

implementation audio-lingual method in Aceh, especially for PBI first year student.

1.5 Methodology

In this research “The Effectiveness of Audio-lingual Method As An Alternative Method

In Teaching Speaking” uses quantitative method. The sample of this resarch is first year

students of PBI. The sample are 100 students of first year student of PBI. The researcher will

come to each class of first year student to do this reseach.

This research will use three kind of data collection, which are: a) observation, the

researcher will see the process of teaching learning; b)quotionare, the researcher use this

method to measure how far the audio-lingual method influence students’ speaking skill;

c)test, the researcher will give pretest before learnig process dan postest after learning

process, to see students’ improvement in speaking. Instrument of this research are quotionare,

note field for observation, and test item

Freeman, D. L. (2000). Techniques and Principles in Language Teaching. Oxford University

Maerina, R. (2009). The Implementation of Audio-lingual Method to Improve Students'

Sukwises, W. K. (2014). Teaching Speaking Skills to Adult English Languge Learner

Yuliana, A. (2013). The Application of Audio-lingual Method to Improve Students' Ability in