THE IMPLEMENTATION OF AUDIO LINGUAL METHOD IN

TEACHING SPEAKING TO THE EIGHTH YEAR STUDENTS OF

MTs. AL-IKHLAS MAYUNG- CIREBON

A THESIS
Submitted to the English Education Study Program Department of IAIN Syekh
Nurjati Cirebon in partial fulfillment of the requirements for Islamic Scholar in
English Education (S.Pd.I)

By:
PUTRINDA DWI AMELIA
Reg. Number: 07430262

ENGLISH STUDY PROGRAM TARBIYAH FACULTY

SYEKH NURJATI STATE INSTITUTE FOR ISLAMIC STUDIES
CIREBON
2012

ABSTRACT
PUTRINDA DWI AMELIA: The Implementation of Audio-Lingual Method in
Teaching Speaking to the Eighth Year Students of
MTs. Al-Ikhlas Mayung Cirebon
As it is known that teaching speaking is not an easy job. There are many
problems in teaching speaking. First, it relates the condition of the students who are
lack of vocabulary. Second, the students get used to speak their Javanese language;
third, they rarely practice to use English to communicate. The aim of this research is
to get the data about the students response to the implementation of Audio-Lingual
Method, the problem faced by the teacher and students in the implementation of
Audio-Lingual Method in teaching speaking, to know the implementation of AudioLingual method in teaching speaking.
The Audio-Lingual Method, or the Army Method, is a style of teaching used
in teaching foreign languages, that based on behaviorist theory, which professes that
certain traits of living things, and this case humans, could be trained through a system
of reinforcement-correct use of a trait would receive positive feedback while incorrect
use of trait would receive negative feedback (Barker: 2001).
The writer uses qualitative method. To collect the data, she uses some
techniques namely observation, interview, questionnaire and documentation. The
population of this study was the eighth year student of Junior high School. The
sample of this research was class VIII C. The number of the student was 30 students.
Researchers is a key instrument. To increase the degree of confidence in the data
acquisition, carried out by the technique: (1) the extension of participation, (2)
persistence of observation, (3) triangulation, (4) peer examination, (5) checking
members. The technique analyzing data in this thesis is conducting 4 steps to analyze
data: (1) Collecting data, (2) Classifying data, (3) Analyzing data by matching the
data with relevant theories.
The result of this research is the implementation of Audio-Lingual Method in
teaching speaking to the Eighth year students is good response that evidence with
who choose yes are 41.10% students, who choose no are 22.77%, who choose
doubtful are 19.45%. Refers to the finding of the research, that the implementation
of Audio-Lingual method in teaching speaking is an impact on the students speaking
skills. Beside that the problem faced by the teacher and the students in the
implementation of Audio-Lingual method are many problems in teaching speaking, it
relates to the condition of the student who are lack vocabulary, the students get used
to speak their Javanese language, and than they rarely practice to English
communicate, the teacher sometimes cant control the class and this situation makes
them impossible to continue the learning process.
In conclusion that Audio-Lingual Method teaching is very important for
increasing speaking skills. In line with the result, the writer suggests that the AudioLingual Method is one of the effective methods as to increase students enthusiasm in
learning English.

PREFACE
In the name of Allah, the most gracious, and the most merciful. All
praises due to Allah SWT and thankfulness to be Allah because of HIS
permission the writer has been able to finish this thesis. My invocation and
safety always given to the prophet Muhammad SAW (peace be upon him) his
family, his companion and followers up to the end of the world.
This thesis is entitled in The Implementation of Audio Lingual
Method in Teaching Speaking To The Eighth Year Students of MTs. AlIkhlas Mayung Cirebon. Presented to the English Educational Department
of Tarbiyah Faculty IAIN Syekh Nurjati Cirebon in partial fulfillment of
requirement for Scholar Degree in English Education.
In writing this thesis, there are so many people who have participated,
supported, helped and advised. So in this opportunity the writer would like to
convey sincere propound thankfulness to:
1. Prof. Dr. H.Maksum, MA: The Rector of Syekh Nurjati State Institute for
Islamic Studies.
2. Dr. Hj.Huriyah Shaleh, M.Pd: The chairwoman of English Education
Department.
3. Dr. Ilman Nafia, M.Ag: as the first supervisor, who guided, advised, and
gave motivation to the writer
4. Drs. Tohidin Masnun, M.Pd: as the second supervisor, who guided,
advised, and gave motivation to the writer

ii

5. H. Muhammad Ikhlas, S.Ag: The headmaster of MTs.Al-Ikhlas Mayung

Cirebon, and the teacher who permitted and guided the writer in
conducting the thesis
6.

All the teachers and school staff of MTs.Al-Ikhlas Mayung Cirebon. who
gave their valuable participation in this research.

7. The students at the eighth year of MTs.Al-Ikhlas Mayung Cirebon. who

gave their valuable participation in this research.
8. The lecturer and staff Syekh Nurjati State Institute for Islamic Studies
Cirebon, who gave their valuable participation in this research
The writer also realizes that this thesis is far from perfect. For this
reason, writer invites the readers to give any suggestion, correction, and
comment for revision if it is needed.
Hopefully, this thesis will become a great valuable contribution to the
thoughts of anybody who reads it, especially for the writer herself and all
readers who wants to improve their English.

Cirebon, July, 2012

The writer

iii

TABLE OF CONTENTS
ABSTRACT ............................................................................................................. i
PREFACE ................................................................................................................ ii
TABLE OF CONTENTS ........................................................................................ iv
LIST OF TABLES .................................................................................................. vi
CHAPTER I INTRODUCTION
A. The Background of The Problem ............................................................ 1
B. The Identification of The Problem .......................................................... 7
C. The Limitation of The Problem ............................................................... 8
D. The Questions of The Research .............................................................. 8
E. The Aims of The Research ...................................................................... 8
F. The Uses of The Research ....................................................................... 9
G. Assumtion ............................................................................................... 10
H. The Frame of Thinking ........................................................................... 12
CHAPTER II THEORITICAL FOUNDATION
A. Main Theory ............................................................................................ 15
B. Audio-Lingual Method ............................................................................ 16
1. Definition of Audio-Lingual Method ................................................ 16
2. The Principles of Audio-Lingual Method ......................................... 19
3. Techniques of Audio-Lingual Method .............................................. 22
4. Application of Audio-Lingual Method ............................................. 30
5. Advantages and Disadvantages of Audio-Lingual Method .............. 29
C. Speaking .................................................................................................. 34
1. Definition of Speaking ...................................................................... 34
2. Speaking Skills .................................................................................. 39
3. The Elements of Speaking ................................................................ 42
4. The Purpose of Speaking .................................................................. 44
CHAPTER III METHODOLOGY OF RESEARCH
A. Objective of The Research ...................................................................... 46
B. The Time and Place of The Research ..................................................... 46
1. The Time of The Research ................................................................ 46
2. The Place of The Research ................................................................ 47
C. The Method of The Research .................................................................. 47
D. Data and Source of Data ......................................................................... 49
E. The Technique of Collecting Data .......................................................... 50
F. The Technique of Analizing Data .......................................................... 54
G. Checking Validity of Data ...................................................................... 55
CHAPTER IV THE RESEARCH FINDING AND DISCUSSION
A. The Objective Condition of The School ................................................ 59

iv

1. Historical Background of The School .............................................. 59

2. Condition of The School Facilities and Equipment ........................ 61
The Teacher, Administrators, and The Students Condition of MTs. AlIkhlas Mayung Cirebon .......................................................................... 62
3. The English Curriculum of MTs. Al-Ikhlas Mayung Cirebon ........... 64
4. The Process of Teaching and Learning ............................................ 65
B. The Research Findings
1. The Implementation of Audio-Lingual Method in Teaching Speaking
to The Eighth Year Students of MTs Al Ikhlas Mayung Cirebon ..... 67
2. The Problem Faced by the Teacher and Students in
the Implementation of Audio-Lingual Method in Teaching Speaking
to The Eighth Year Students of MTs Al Ikhlas Mayung Cirebon ..... 70
3. The Students Response to the Implementation Audio-Lingual Method
in Teaching Speaking ......................................................................... 75
C. Discussion .............................................................................................. 85
CHAPTER V CONCLUSION & SUGGESTION
A. Conclusion .............................................................................................. 89
B. Suggestion ............................................................................................... 91
BIBLIOGRAPHY
APPENDIXES
1. List of Students Name ............................................................................ 92
2. Questionnaire for the Students ................................................................ 93
3. The Percentage of the Students Response ............................................. 98
4. The Process Of Implementation Of Audio-Lingual Method In Teaching Speaking
To The Eighth Year Students Of Mts Al Ikhlas Mayung ............................... 101
5. The Organization Structure of MTs. Al-Ikhlas Mayung Cirebon ........ 103

6. The Map Of MTs Al-Ikhlas Mayung Cirebon .................................... 104

LIST OF TABLE
Number
1.2
2.2
3.2
4.2
5.2

Title

Page

Facilities of MTs. Al-Ikhlas Mayung Cirebon ........................................... 56

The Condition of Teacher of MTs. Al-Ikhlas Mayung Cirebon ................ 57
The Condition of Administration of MTs.Al-Ikhlas Mayung Cirebon ...... 58
Education Administration Medium of MTs.Al-Ikhlas Mayung Cirebon ... 58
The Member of Students of MTs. Al-Ikhlas Mayung Cirebon .................. 59

vi

CHAPTER I
INTRODUCTION
In this chapter, the writer explain about the background of the
problems why the writer choose this title The Implementation of Audio
Lingual Method in Teaching Speaking To The Eighth Year Students of MTs.
Al-Ikhlas Mayung Cirebon it is very important to make introduction of the
research first before makes a thesis because it used as a project proposal and
submitted to Tarbiyah Faculty before make a thesis.

A. Background of the Problem

We never stop learning language-from the babbling of babies to the
vicarious preschool years, from our early encounters with print and our first
attempts at writing through to the secondary textbooks and then beyond to the
new demands of the adulthood, where we still continue to learn and refine the
language needed in every new situation in which we find ourselves.
(Derewianka, 1990:3) People use language to express their mind, wishes, and
ideas.
Language is a means of communication people use to share ideas with
others. Language predicts attitude and wishes of the users. Ramelan (1992:14)
says: the use of language enables the members of a social group to
cooperate with one another for their own benefits. Language has to be learned
and used in a social community, without which the existence of language is
beyond understanding.
1

Language is not only used for daily conversation but also used in
education, research and science both spoken and written. Considering those
functions of language, people study language both formal or in class and
informal or outside the class. English is one of the widely used international
languages. Both as a means of oral and written communication, including the
broadcasting and the writing of newspaper, magazine and technological as
well as scientific books. Therefore, people who want to be acquainted with
technology and scientific advances have to master this language well since it
is much used in science and technology in almost all countries.
In countries where English is neither the first nor the second language,
it is taught or learned as the first foreign language for practical necessary uses
of communication. English can serve as the language of instruction in higher
education or as a lingua franca among those whose native is not English.
According to Harmer (2001:1) a lingua franca can be defined as a language
widely adopted for communication between two speakers whose native
languages are different from each others and where one or both speakers are
using it as a second language. In other words, it is used for communication
between two speakers who have different native languages and they use more
than one language as a second language.
In Indonesia English is taught at SMP (junior high school), SMU
(senior high school), in University, many courses and it has also been taught
at SD (elementary school). Knowing that English is quite significant for
Indonesia in the future, the government always makes efforts to improve the

quality of English teaching. By improving the quality of teachers and other

components in educational process, hopefully the English teaching can be
improved. One of the improvements of the English teaching deals with the
syllabus which is reflected in the materials given to the students.
According to Kurikulum Tingkat Satuan Pendidikan 2006 (KTSP,
2006:278) the aim of the English teaching in Indonesia especially teaching
English to junior high school is to enable students to have the ability in
developing communicative competence in both oral and written form in
achieving functional literacy level, to have the awareness about the essence
and the important of English in increasing competition in global community,
and the last is developing the students comprehension about interrelatedness
between language and culture.
The result of teaching English in some of the Junior and Senior High
Schools at South-East Asia, especially speaking, is still considered
unsatisfactory. The students still have very poor ability to use English
for oral communication. Due to the fact, it needs some efforts to
improve the students ability in speaking. (Noparat 1994:21)
One of the improvements of the speaking ability deals with the method
which is reflected in the material and the way of teaching given to the
students. Brown explained:
The next revolution in terms of language teaching methodology
coincided with World War II, when America became aware that it
needed people to learn foreign languages very quickly as part of its
overall military operations. The Army Method was suddenly
developed to build communicative competence in translation through
very intensive language courses focusing on aural/oral skills. (Brown,
1994:45)

He adds that this in combination with some new ideas about language
learning coming from the disciplines of descriptive linguistics and behavioral
psychology went on to become what is known as the Audio-lingual Method
(ALM) (Brown, 1994:47). According to Nagaraj (1996:79) the Audio-lingual
method can be traced back to the language teaching programs devised in
America during the Second World War. Its focus was on the learners ability to
gain the communicative skills required in everyday discourse, particularly the
skills of listening and speaking in the target language. Meanwhile Moulton, as
quoted by Nagaraj (1996:79) enumerated five slogans which formed the basis
of the Audio-lingual Method is as follows: (1)Language is speech, not
writing,(2) A language is set of habits,(3) Teach the language, not about the
language,(4) A language is what native speakers say not what someone thinks
they ought to say,(5) Languages are different.
As the writer said in the previous paragraph one of the methods which
can be used to teach speaking is Audio-lingual Method. Just as with the Direct
Method, the Audio-lingual Method represents a major step in language
teaching methodology that was still aimed squarely at communicative
competence. A teacher that can use the method well will generally be able to
create what appear to be very productive students.
Moreover, being able to use the target language communicatively is
the goal of this method. Therefore, students need to over learn the target
language, to learn and use it automatically without stopping to think by

forming new habits in the target language and overcoming the old habits of
their native language. (Freeman, 2002:45)
He also adds that the main characteristics of this method are that new
vocabulary items and structures are represents through dialogues. Those
dialogues are learned through imitation and repetition. Drills are conducted
based upon the patterns presented in the dialogues. According to Freeman
(2002:46) we have to use drills if we want the students to be able to speak
English communicatively. Furthermore, they explain that drills, as part of
audio-lingual method, have been used in teaching speaking. Since the primary
goal of the audio-lingual method is to use the target language
communicatively, drills are suitable for teaching speaking.
Teaching speaking is not an easy job. There are many problems in
teaching speaking. First, it relates to the condition of the students who are lack of
vocabulary. Second, the students get used to speak their Javanese language.
Third, they rarely practice to use English to communicate. For instance, when the
teacher asks them to come forward to have a conversation with their friends, they
refuse it. Another problem related to the students is that they are not interested in
the material given to them. Those problems are faced by the students of MTs. Al-

Ikhlas Mayung Cirebon at the eighth year. The teacher sometimes cant control
the class and this situation makes them impossible to continue the learning
process.
The other problem is their pronunciation, such as: in pronouncing the
word type they pronounce it //tI:p//. The indication that we can see from the

students difficulties in pronouncing the English words is still influenced by

Indonesian pronunciation (e.g. when the students pronounce the word sir they
pronounce //sir//).
The problems are found by the writer at the eighth year in MTs. Al-Ikhlas

Mayung Cirebon, when the writer interviewed the English teacher on April
15, 2012. It is the responsibility of the writer as the teacher to solve those
problems. The writer wants to do research using Audio lingual Method to find a
good method in teaching English speaking.
Audio lingual Method is one of the methods in English teaching learning
process. In this method, Audio lingual Method trains students in order to attain
conversational proficiency in a variety of foreign language, and puts the emphasis
on behaviorism. Audio lingual method uses repetition, replacement and answer
the question to drill speaking skill especially students speaking. By Audio
lingual Method, the teacher is easier to control the students behavior and
students pronunciation. The teacher can serve as a model, give the stimuli, listen
with a critical ear and provide the langue reinforcement to the stimuli presented.

Based on the condition above, in this research the writer will focus on
analyzing the implementation of Audio Lingual Method (ALM) in teaching
speaking to the second year students of MTs. Al-Ikhlas Mayung Cirebon In
this research the writer focuses the research to analyze The Implementation
Of Audio Lingual Method In Teaching Speaking To The Eighth Year
Students of MTs.Al-Ikhlas Mayung Cirebon.

B. The Identification of The Problem

1. Research Area
This thesis, which is entitled: The Implementation Of Audio
Lingual Method In Teaching Speaking To The Eighth Year Students of
MTs.Al-Ikhlas Mayung Cirebon, try to make the students can speaking in
English language, the students will be better if make a conversation and
interaction with other people.
2. The Kinds of The Problem
There are many problems in English, especially about speaking.
Would like to mention the kind of the problems in the thesis:
a. The students arent given enough practice in speaking English
b. The students motivation in speaking English is still less
c. The students are less in basic pronunciation, vocabulary and Grammar
3. The Main of Problem
The main of problem in this research in the students weakness
of ability in speaking, as the problem solving to solve the problem.

C. The Limitation of the Problem

The limitation of the problem in this thesis, the researcher will be
obtained are follows:
1. The researcher has limited the problem of the implementation of AudioLingual Method in teaching speaking.
2. The researcher has limited only in the lack of the students speaking skills.

D. The Question of the Research

Based on the reason above, the writer has tried to give close attention
to know:
1. How do the students response to the implementation of Audio-Lingual
Method?
2. What are the problems faced by the teacher and students in the
implementation of Audio Lingual Method in teaching speaking to the
Eighth year students of MTs.Al- Ikhlas Mayung Cirebon?
3. How is the implementation of Audio-Lingual Method in teaching speaking
especially to the eighth year students of MTs.Al-Ikhlas Mayung Cirebon?

E. The Aims of the Research

Based on the reason above, So, The aims of the research in this thesis
are:
1. To know how do the students response to the implementation of AudioLingual Method.
2. To know what are the problems faced by the teacher and students in the
implementation of Audio Lingual Method in teaching speaking to the
Eighth year students of MTs.Al- Ikhlas Mayung Cirebon.
3. To know how is the implementation of Audio-Lingual Method in teaching
speaking especially to the eighth year students of MTs.Al-Ikhlas Mayung
Cirebon.

F. The Uses of Research

There are two major uses in this research; they are practical and
theoretical uses.
1. Practical Use
a. For the writer, she can get the larger knowledge and experience about
how to teach English using Audio Lingual Method, especially to teach
the second year student of senior high school.
b. For the teachers of MTs.Al-Ikhlas Mayung Cirebon, it can be a source
of information and knowledge about the kind of teaching methods
especially in teaching speaking and also it can be implemented by the
teacher in teaching and learning English especially in speaking skill.
2. Theoretical Benefit
a. The results of this research paper can be used as an input and reference
in teaching speaking process especially in teaching speaking to the
second year students of senior high school.
b. The finding of this research will be useful to the readers who are
interested in analyzing teaching speaking process to the students of
senior high school.

G. Assumption
The assumption of Audio-Lingual according to Brown (1994:57)
explains that:

10

The Audio-lingual Method was widely used in the United States and
other countries in the 1950s and 1960s. It is still used in some
programs today. This method is based on the principles of behavior
psychology. It adapted many of the principles and procedures of the
Direct Method, in part as a reaction to the lack of speaking skills of the
reading approach. This new method incorporated many of the features
of the earlier Direct Method, but the disciplines added the concepts of
teaching linguistics patterns in combination with habit forming.
He also explains that this method was one of the first to have its roots
firmly grounded in linguistics and psychological theory (Brown,1994:57),
which apparently added to its credibility and probably had some influence in
the popularity it enjoyed over a long period of time. It also had a major
influence on the language teaching methods that were to follow and can still
be seen in major or minor manifestations of language teaching methodology
even to this day. According to Brown (1994:57): Another factor that
accounted for the methods popularity was the quick success it achieved in
leading learners towards communicative competence. Through extensive
mimicry, memorization and over-learning of language patterns and forms,
students and teachers were often able to see immediate results. Just as the
Direct Method that preceded it, the overall goal of the Audio-lingual Method
was to create communicative competence in learners. However, it was thought
that the most effective way to do this was for students to over learn the
language being studied through extensive repetition and a variety of elaborate
drills. The idea was to project the linguistics patterns of the language into the
minds of the learners in a way that made responses automatic and habitual.
To this end it was held that the language habits of the first language would

11

constantly interfere, and the only to overcome those problem was to facilitate
the learning of a new set of habits appropriate linguistically to the language
being studied.
By the explanation above the writer concludes that Audio-lingual
method is a kind of method for teaching language through dialogues which
stresses on the students habit formation by repetition, memorizing
grammatical structures through substitutions, singular-plural and tense
transformations etc, using the target language and the culture where the
language is spoken.

H. The Frame of Thinking

The Audio-Lingual Method, like the Direct Method we have just
examined, is also an oral-based approach. However, it is very different in that
rather than emphasizing vocabulary acquisition through exposure to its use in
situations, the Audio-Lingual Method drills students in the use of
grammatical sentence patterns. It also, unlike the Direct Method, has a strong
theoretical in base in linguistics and psychology (Larsen Freeman 2000: 35)
According to (Brooks 1964:111) In Audiolingualism, as in Situational
Language Teaching, the teacher's role is central and active; it is a teacherdominated method. The teacher models the target language, controls the
direction and pace of learning, and monitors and corrects the learners'
performance. The teacher must keep the learners attentive by varying drills
and tasks and choosing relevant situations to practice structures. Language

12

learning is seen to result from active verbal interaction between the teacher and
the learners.
Model the various types of language behavior that the student is to
learn:
a. Teach spoken language in dialogue form.
b. Direct choral response by all or parts of the class.
c. Teach the use of structure through pattern practice.
d. Guide the student in choosing and learning vocabulary.
e. Show how words relate to meaning in the target language.
f. Get the individual student to talk.
g. Reward trials by the student in such a way that learning is reinforced.
h. Teach a short story and other literary forms.
i. Establish and maintain a cultural island.
j. Formalize on the first day the rules according to which the language class
is to be conducted, and enforce them.
This method of Language Learning is also called the Aural-Oral
Method. This method is said to result in rapid acquisition of speaking and
listening skills. The audio-lingual method drills students in the use of
grammatical sentence patterns. When this method was developed it was
thought that the way to acquire the sentence patterns of the second language
was through conditioning or helping learners to respond correctly to stimuli
through shaping and reinforcement.

13

The Audio-lingual Method is based on the following principles

(Harmer: 2001):
1. Speaking and listening competence preceded reading and writing
competence.
2. Use of German is highly discouraged in the classroom.
3. The development of language skills is a matter of habit formulation.
4. Students practice particular patterns of language through structured
dialogue and drill until response is automatic.
5. Structured patterns in language are taught using repetitive drills.
6. The emphasis is on having students produce error free utterances.
7. This method of language learning supports kinesthetic learning styles.
8. Only everyday vocabulary and sentences are taught. Concrete vocabulary is
taught through demonstration, objects, and pictures. Abstract vocabulary is
taught through association of ideas.
9. The printed word must be kept away from the second language learner as
long as possible.
As Harmer (2001:79) notes, Audio-lingual methodology seems to
banish all forms of language processing that help students sort out new
language information in their own minds. As this type of lesson is very
teacher centered, it is a popular methodology for both teachers and students,
perhaps for several reasons but in particular, because the input and output is
restricted and both parties know what to expect.

14

According to Kifuthu (2002:43) one of the key principles of the

Audio-Lingual method is that the language teacher should provide students
with a native-speaker-like model. By listening, students are expected to be
able to mimic the model. Based upon contrastive analyses, students are
drilled in pronunciation of words that are most dissimilar between the target
language and the first language. Grammar is not taught directly by rule
memorization, but by examples. The method presumes that second
language learning is very much like first language learning.

93

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