The Audio-Lingual Method: An Easy way of Achieving Speech

Mart, Çağrı Tuğrul

doi:10.6007/ijarbss/v3-i12/412

Cited by 25 publications

(23 citation statements)

References 3 publications

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“…The exercises and continuous dialogues conducted both by the teachers and students make them accustomed to expressing relevant phrases and giving responses using the needed English expressions. This pattern is more effective, especially for those who have poor English language skills [9]. Furthermore, this method gives students the opportunity to practice what they have learned, including grammatical knowledge [10].…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Some studies [1,7,12] have come to a point that Communicative Language Teaching Method (CLT) can increase students' English speaking skill, and so can the Audio Lingual Method (ALM) [5,6,9,13]. For example, [1] concludes that one of the methods that can be effectively applied in teaching spoken English was CLT.…”

Section: Introductionmentioning

confidence: 99%

“…Different results, however, have been indicated in a study by [5], which showed that ALM plays an important role in developing students' speaking skills in a short span of time. In addition, [9] has also concluded that the ALM aims to develop students' communicative competence by using dialogs and exercises. Repetition of dialogues and exercises allow the students to make responses quickly and accurately in spoken language.…”

Section: Introductionmentioning

confidence: 99%

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The Effect Of Communicative Language Teaching And Audio-Lingual Method On English Speaking Skill Across Different Learning Styles

Ghofur¹,

Degeng²,

Widiati³

et al. 2017

KSS

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This study aims to determine whether there is an interactive effect between learning methods (Communicative Language Teaching/CLT and Audio-Lingual Method/ALM) and learning styles (Visual, Auditory, and Kinesthetic) on English speaking skill. The researchers used a quasi-experimental research design with a population of 383 students and samples of 70, assigned into two groups: experimental and control. The data were collected using three instruments (i.e., a pretest, a posttest, and a questionnaire) and then descriptively analyzed. A 2x3 factorial of Two-Way Analysis of Variance (ANOVA) with parametric statistical method was utilized because the data were normally distributed as well as homogeneous. The results of the analysis of the pretest scores show that the English speaking skills of the two groups of students applying the two different methods are the same at the significance level of 0.080. The analysis of the posttest scores show that there was no interactive effect between the learning methods and the learning styles on the English speaking skill at the significance level of 0.138. This implies that no matter what learning styles they have, students in CLT class performed better in speaking English than those in ALM.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Effect Of Communicative Language Teaching And Audio-Lingual Method On English Speaking Skill Across Different Learning Styles

Ghofur¹,

Degeng²,

Widiati³

et al. 2017

KSS

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show abstract

“…The technique that teachers can use is by making English more like habits e.g. using simple English as a medium to teach English to EFL students, doing scaffolding (Mart, 2013) where teachers model the correct pronunciation of English vocabulary and then let the students try themselves where teachers still pay attention and correct students' mispronunciation. There are many strategies that teachers can apply in teaching EF students including repetition, inflection, replacement, restatement, completion, transposition, expansion, contraction, transformation, integration, rejoinder, and restoration (Richards & Rodgers, 2014).…”

Section: Strategies To Solve Students' Problems In Learning Englishmentioning

confidence: 99%

Teacher’s Strategy in Solving EFL Students’ Problems in Learning English

2019

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Learning new language is never been so easy to master where there must be challenges that teachers face in classroom. The aim of this research is to investigate an English teacher in teaching English as a foreign language to junior high school students at Ma’had Tahfidzul Qur’an, Samarinda, East Kalimantan, Indonesia. The matters to be investigated include barriers the teacher faced as well as her strategies to solve the problems. The result of semi-structured interview showed that the biggest challenge faced by the English teacher is the condition where the students are less-motivated in learning English. Several strategies are used by the teacher such as encourage the students through verbal motivation as well as provide joyful activities such as conducted different kind of games to build positive mood and interest of students in leaning a new language. The use of proper teaching strategies is demanded in order to have English learning become students’ habit. Therefore, implication of language teaching methodologies is also discussed in this research.

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“…This will take the benefit that the students will be custom and easily recognize sounds of words that they will also come up with the understanding of the content. Mart (2013) defines audiolingual method as a language teaching method which focuses on oral skill and is used to gain the target language communicatively. Moreover, Oral instruction becomes the ideas in the implementation of audiolingual method (Richard & Rogers, 2001, p. 65).…”

Section: B Situational Factorsmentioning

confidence: 99%

Phonetic Symbols through Audiolingual Method to Improve the Students’ Listening Skill

Samawiyah¹,

Saifuddin

2016

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Phonetic symbols present linguistics feature to how the words are pronounced or spelled and they offer a way to easily identify and recognize the words. Phonetic symbols were applied in this research to give the students clear input and a comprehension toward English words. Moreover, these phonetic symbols were applied within audio-lingual method which provided repetitions, memorizations, and drills through audio media. This research used Classroom Action Research (CAR) design. The objective of this research was to improve the students' listening skill through phonetic symbols applied within audiolingual method. The instruments used were observation and test. The result showed that the students were encouraged to identify spoken words based on phonetic symbols. They were able to differentiate phonetic symbols used that helped them to identify words on spoken text. Meanwhile, the result of test showed that there were 30 students of 40 students who achieved the passing grade, 75. The percentage of students' achievement test met the target of this research success that was 75% of the students got score ≥ 75. As the target of the research was successfully done that it showed to the students' improvement, this CAR was able to improve the students listening skill.

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The Audio-Lingual Method: An Easy way of Achieving Speech

Cited by 25 publications

References 3 publications

The Effect Of Communicative Language Teaching And Audio-Lingual Method On English Speaking Skill Across Different Learning Styles

The Effect Of Communicative Language Teaching And Audio-Lingual Method On English Speaking Skill Across Different Learning Styles

Teacher’s Strategy in Solving EFL Students’ Problems in Learning English

Phonetic Symbols through Audiolingual Method to Improve the Students’ Listening Skill

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