Improving Students’ Motivation in Studying English Using Audio-Lingual Method

Wullur, Alfa E. J.; Liando, Nitha V. F.; Rorimpandey, Rinny

doi:10.36412/jellt.v5i1.2434

Cited by 4 publications

(5 citation statements)

References 3 publications

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“…This could be seen by the lack of attention and participation of the students during English lessons, and also by the value of the students' participation in English lessons, which shows a lack of motivation to learn English. Similar to what is conveyed (Wullur, Liando, & Rorimpandey, 2020), the factors that make students unmotivated to learn English are because the teacher must have a good personality and good strategies to make students interested and motivated to learn.…”

Section: B Low Motivationmentioning

confidence: 88%

Exploring Teacher's Implementation of Audio Lingual Method, Challenges, and Techniques for Improving Student's Vocabulary Mastery

Suwarno,

Retnowati,

Sundari

2023

ENGLISH

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This study aimed to explore the EFL teacher's implementation of the Audio-lingual Method, investigate his challenges and explain his technique to improve students' vocabulary mastery. The case study was carried out in SMA Pasundan Cikalongkulon Cianjur. The respondents were 32 students and an English teacher chosen purposively to be involved in this study. The instruments of data collection were observation and interview. The result showed that the EFL teacher implemented Audio-lingual Method well. It was proved that he applied its principles namely imitation, using the target language communicatively, separating the native and the target language linguistic system, modeling, repetition, reinforcement, verbal and nonverbal stimuli, and English culture. Moreover, the student's average score improved, There were some challenges namely limited time, student motivation, different capabilities, and the classroom condition. Moreover, there were some techniques such as dialog memorization, repetition drill, transformation drill, and question and answer drill, and the most applied techniques were repetition drill, transformation drill, and question and answer drill. It is recommended that English teachers implement Audio-lingual Method for teaching vocabulary. Further study could be conducted to investigate how the students feel when learning vocabulary using the Audio-lingual Method.

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Section: B Low Motivationmentioning

confidence: 88%

Exploring Teacher's Implementation of Audio Lingual Method, Challenges, and Techniques for Improving Student's Vocabulary Mastery

Suwarno,

Retnowati,

Sundari

2023

ENGLISH

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“…Recent studies on the aforementioned teaching strategies were applied separately as language learning and vocabulary learning interventions. Studies (Aprianto et al, 2020;Wullur et al, 2021) have examined the Audiolingual Method's effectiveness in boosting the vocabulary of English-first language learners and in raising the learners' willingness to learn English. On the other hand, Santika et al (2020) intended to ascertain the effect of the Total Physical Response (TPR) strategy on Senior High School students' speaking abilities.…”

Section: Discussionmentioning

confidence: 99%

“…Previous studies on ALM, on the other hand, discussed how it can address students' speaking skills (Aprianto, Ritonga, Marlius, & Nusyur, 2020), grammar (Maaliah, Widodo, & Aziz, 2017;Vidhiasi & Lengari, 2018), and second language acquisition (Tassev, 2019). Likewise, recent studies (Aprianto et al, 2020;Wullur et al, 2021) on ALM and TPR were applied separately as language learning and vocabulary learning interventions through a quasi-experiment on college and senior high students.…”

Section: Introductionmentioning

confidence: 99%

Learning by Doing Intervention: Addressing Phonological Difficulties of Children through Audiolingual Method and Total Physical Response

Romupal

Rubio

Toquero

2021

Elsya

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Phonological awareness is a critical skill that children must master during the early foundations of literacy. It is considered a highly accurate predictor of a child’s success in learning to read. However, at the expected age, there are cases in which children have not developed phonological awareness that consequently result in poor reading skills. This case study sought to determine the alphabet knowledge of two seven-year-old children and address their difficulties in phonological awareness through the alphabetic code. The researchers conducted ten sessions of phonological interventions to children with identified language learning difficulties in reading. The data analysis and collection process included curriculum document reviews, diagnostic assessments, phonological interventions, and evaluation. Diagnostic results indicated that the children have difficulties in letter recognition of Consonant-Vowel-Consonant (CVC) patterns, blending, and segmentation of phonemes. However, anchoring on the principles of learning-by-doing delivered through oral-situational as a core language approach, the interventions in this case study were found effective for phonics instruction. The audio-lingual method and the total physical response in learning phonics, or letter sounds, activated children’s basic phonological skills. Repetition, drilling, memorisation and performing language or vocabulary concepts using physical movement to react to verbal input can lessen the phonological difficulties of children. In light of the current global situation, no previous studies have applied a case study utilizing both audiolingualism and total physical response to address the phonological issues of non-readers. Hence, this study offers scientific and pedagogical implications.

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“…Anyone could not able to express ideas such as expressing an opinion, requesting, rejecting, persuading, and so on without using language. In line with that, Wullur, Liando, & Rorimpandey, (2021) stated that language refers to the communication instrument which is an effective and efficient way to establish a company that delivers to community members. Everything cannot be accessed well without language communication, learning a language is very tender for communication, to help another from various aspects of the existing community or a group of people.…”

Section: Introductionmentioning

confidence: 92%

The Implementation of Project Based Learning (PBL) in Improving Students’ Speaking Skill at SMA Yadika Kopandakan II

Wuntu

Singal

Rorintulus

2022

IJEAL

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This study was intended to find out whether the Project Based Learning implementation is effective in improving students’ speaking skill. The researcher used quantitative research by giving pretest and posttest in measuring students’ productive skill especially in speaking. There were 27 students as the respondents. Third grade student of natural science became as the experimental class and third grade student of social science became as controlled class. The mean score showed that the pretest was 51.18. On the other hand, the mean score showed that the posttest was 74,71. The percentage and frequency of the students’ scores of pretest for experimental class showed that nine or 53% got average score, seven or 41 % got poor score and one or 0,06 % student got very poor score. On the other hand, the researcher used project based learning method in the classroom then the result for pretest showed that three or 18 % students who got very good score, six or 35 % students who got good score, and eight or 47% students who got average score. There was significant difference between the pretest and the posttest. Based on the result, there was significant difference between experimental class and controlled class on their speaking achievement. It means that the implementation of Project Based Learning was beneficial in improving students speaking ability in reporting procedure text.

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Improving Students’ Motivation in Studying English Using Audio-Lingual Method

Cited by 4 publications

References 3 publications

Exploring Teacher's Implementation of Audio Lingual Method, Challenges, and Techniques for Improving Student's Vocabulary Mastery

Exploring Teacher's Implementation of Audio Lingual Method, Challenges, and Techniques for Improving Student's Vocabulary Mastery

Learning by Doing Intervention: Addressing Phonological Difficulties of Children through Audiolingual Method and Total Physical Response

The Implementation of Project Based Learning (PBL) in Improving Students’ Speaking Skill at SMA Yadika Kopandakan II

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