Audio-lingual Approach Research Articles

ANALISIS PENGGUNAAN DUOLINGO SEBAGAI MEDIA PEMBELAJARAN MAHARAH ISTIMA' PADA ABAD 21

In the context of Arabic language learning, the role of media is very important to achieve learning success, especially in the development of listening skills. In the 21st century learning era, the emphasis on literacy, practical knowledge, skills, and attitudes is integrated with the understanding and utilization of technology. Duolingo application, as a representation of technology, has a very important role in the learning process, especially in language learning. This study aims to analyze the use of Duolingo as a learning medium and also analyze Duolingo's Lingual Audio for istima learning. The research method used in this study is a qualitative approach with descriptive analysis. The collection of information in the framework of this research involves interview techniques and the interviews used are semi-structured interviews. The research participants consisted of active users of Duolingo application who focus on learning maharah istima' in Arabic language learning. The results showed that the users appreciated the interactive and engaging design offered in the "gamified" aspect of the Duolingo app. Ease of use and user-friendliness were also considered as positive aspects in the learning context. Duolingo's voice features and audio-lingual approach are considered effective in improving Arabic learners' listening skills without causing boredom.

Upaya Meningkatkan Kemampuan Berbicara Bahasa Arab Siswa dengan Menggunakan Metode Audiolingual

This research is motivated by students who still have difficulty learning to speak, especially when using the dialogue model. The aim of this research is to find out how the application of the audiolingual approach in Arabic language learning improves the speaking skills of 38 class IX students at Ibnu Sina Middle School, Purwakarta. This research was carried out from May to June 2023, the type of research was Classroom Action Research (PTK) which was carried out cyclically. The research data sources are teacher and student observations and evaluation of student abilities. Data collection techniques are observation and evaluation. Data analysis techniques determine individual completion, classical completion, and average scores. The results show that the audiolingual approach can improve student learning achievement in Arabic speaking skills. Growing student involvement in the learning process shows the effectiveness of the method, and the growing importance of learning outcomes reveals that the students' speaking skills in Cycle I was 77.96 (Fairly Good) and Cycle II was 80.59 (good), indicating the effectiveness of the results. Engagement rates ranged from 83.8% (good) in Cycle 1 to 89.1% (excellent) in Cycle 2.

The Use of Tiktok Based on Audiolingual Method in Arabic Learning at an Islamic Junior High School in Indonesia

There have been various discussions on the use of TikTok in Arabic learning today, and they indicate that it has the potential as an interactive learning media. However, using TikTok in Audiolingual-based Arabic learning needs more attention. Therefore, this research aims to fill the gap by describing the utilization, stages, and supporting and inhibiting factors in using TikTok in Arabic learning based on an Audiolingual approach at an Islamic Junior High School in Indonesia. This study used descriptive qualitative research. The researcher carried out observations and interviews to obtain research data. The research data were analyzed using the Miles and Huberman technique. The results of this study report that 1) the use of TikTok in learning Arabic is based on media support, teaching skills, and variations in delivery. 2) There are three stages in the learning process: preparation, implementation, and evaluation. 3) Supporting factors found are students' ability to understand lessons and adequate school facilities. The inhibiting factor is the limited time available for applying the audiolingual method, which takes quite a long time and makes students feel bored. This study recommends research on the effectiveness of TikTok on interest, motivation, and achievement in learning Arabic.

The Effects of Task-based Language Teaching and Audio-lingual Teaching Approach in Mandarin Learning Motivation

This study investigates the effects of Task-based Language Teaching (TBLT) and the Audio-Lingual Teaching Approach (ALTA) on learning motivation among non-native Mandarin learners in the Teaching of Mandarin as a Third Language (TMTL). The TBLT applied is an adaptation of Willis's TBL Framework, while the ALTA applied is an adaptation of Sarıçoban's dialogue memorisation. A quasi-experimental design was used in this study, with 21 students selected through convenience sampling for TBLT and 22 students for ALTA. Motivational Strategies for Learning Questionnaire (MSLQ) was employed. A descriptive analysis was conducted to compare if any changes in learning motivation and learning anxiety components for both groups before and after TBLT and ALTA were adopted in the learning interventions. The descriptive analysis showed that there were changes in the aspect of learning motivation and learning anxiety component. The result indicated that there was an increment in the number of students of the group with a very high level of learning motivation for TBLT. The result ranged from 8 students (38%) to 11 students (52%); the ALTA group remained unchanged as 11 students (50%) had a high level of learning motivation, and 11 students (50%) had a very high level of motivation. As for the learning anxiety component, the TBLT group showed a decrease in the number of students having very high anxiety, from 2 students (10%) dropped to 0 student (0%). Meanwhile, for the ALTA group, the results indicated that anxiety level for students had increased; the number of students who experienced a very high level of anxiety had increased from 2 students (9%) to 6 students (27%). The study indicates that TBLT has a positive effect on Mandarin learning motivation, which TBLT might help in reducing students' learning anxiety. Still, ALTA might, on the other hand, increase learning anxiety. The study implies that TBLT might be a better approach to learning Mandarin and might promote better performance among non-native speakers.

The Impact of EFL Teachers’ Pedagogical Beliefs and Practices: Communicative Language Teaching in A Saudi University Context

This study aims to explore the pedagogical beliefs of Saudi instructors of English as a foreign language (EFL), and the extent to which they apply the values of the communicative language teaching (CLT) approach in their classroom practice. The study was conducted with 42 Saudi EFL teachers and employed a mixed methods approach. A descriptive analysis of classroom observation data was conducted. The results showed that teachers hold positive views of CLT, but that there are some discrepancies between their beliefs and their implementations of the approach. For example, most of the instructors continued to apply traditional teaching methods (i.e., grammar translation and the audio-lingual approach). The study concludes that it is essential in the Saudi EFL context for teachers to cultivate relations between their beliefs and practices to assure better language learning outcomes. The key contribution of this study lies in disclosing the reasons for the discrepancies between Saudi EFL teachers’ beliefs and practices to help them develop congruence, and in highlighting the pedagogical implementations.
  

MODERN APPROACHES TO TEACHING AND LEARNING ENGLISH

The article deals with methods of interactive learning of English, ways how to use it at different stages of learning, increasing scientific interest in understanding global trends in the methodology of teaching English. Based on the analysis of the scientific literature as well as a comprehensive analysis of the practice of teaching and learning English in Ukraine and abroad, certain problems and challenges facing the methodology of teaching English today have been identified. The various methods and approaches developed today are an attempt to answer these questions.The United States and Europe became the founders of the so-called Epoch of Methods. During that period, such teaching methods as Total Physical Response, Suggestopedia, as well as Community Language Learning, Audio Lingual Approach were developed. The suggested approaches and methods differ in terms of their principles, understanding of the nature of language and features of the educational process, the role of teachers and students, learning goals, the ratio of target and native language. The list of methods and approaches is by no means exhaustive and reflects only a part of all variety of teaching English methodology.Among the most interesting methods we distinguish the TPR method (Total Physical Response). Nowadays, there are many published works of TPR and studies, which create an understanding of its long-term prospects. The most important skill is to understand new sentences when learning a foreign language.It was concluded that there is a need to diversify approaches to learning, focused on keeping students’ attention, encouraging them to active cooperation and ensuring student-centeredness in the process of teaching and learning, as well as stress-free educational environment.
 Keywords: teaching methods; interactive learning; suggestive approach; student-oriented learning; English language; pedagogy; teaching; audio-lingual approach.

Pelatihan Peningkatan Berbicara Bahasa Inggris Dengan Metode Audio Lingual

The Audio Lingual (MAL) method refers to a very large learning competence in the ability to speak English. PPA Filadelpia Medan Foundation is an educational foundation that is oriented towards the progress of students to make children who are moral and achievers. This foundation also accommodates the children of the community who have a weak or underprivileged economy. Teachers who teach students have been set to become teachers who have a holistic spirit and dreams. Teachers who teach English and non-English subjects are very interested in learning English in order to develop their students. The trainer for Community Service Activities has a big heart to develop this foundation through English speaking training for teachers and foundation employees. The results conclude that the implementation of PKM activities starts from May 2021 to July 2021 for 12 times with meeting times with a total of 16 participants with system clusters. The Audio Lingual (MAL) method with a combination of Screen Cast O Matic becomes an instrument to carry out face-to-face training and online learning. The results of the observations prove that under the answers and learning outcomes through the audio lingual approach there is a tendency to learn, speak English and explore sources and information that are shown. This is evidenced by the statements of the respondents to prepare them in the world market which must be full of creativity that is flexible, directed, and achieved with high quality..

TREND, POTENTIAL AND CHALLENGES OF LOCAL LANGUAGES LEARNING DURING THE COVID 19 PANDEMIC

In Malaysia, and other countries around the globe, it appears that one who speaks a native language enters the sector of employment with abilities and talents. The reason is that they are able to communicate not only with the foreigner when they also speak international as well as the key national language, but also handsomely be able to explain as well as understand what the locals need through communication. Accordingly, in Malaysia and specifically in Sabah, children are encouraged to learn their native language either via a formal or informal learning process. This includes the use of the audio-lingual model, communicative approach, direct instruction, grammar-translation model, and total physical response. Nevertheless, the advent of the COVID-19 pandemic led to the change in the trend, potential, and challenges of native or local language learning. This paper presents a discussion on the trend, potential, and challenges of local language learning during the COVID-19 pandemic through the use of a qualitative approach, an approach in which required an examination of information gathered from various sources such as books, journals, and media reports. It is hoped that the paper helps readers to understand exactly is the new trend, potential, and challenges of local language learning during the COVID-19 pandemic.

ENSINO E APRENDIZAGEM DE LÍNGUA ESTRANGEIRA (LE) PARA PESSOAS COM SÍNDROME DE DOWN ATRAVÉS DO MÉTODO AUDIOLINGUAL

A Síndrome de Down é uma alteração cromossômica causada pela existência de um cromossomo extra nas células do indivíduo (GONZÁLEZ, 2007). Indivíduos com Síndrome de Down apresentam atrasos intelectuais, dificuldades auditivas, problemas referentes à linguagem e à aprendizagem. O seu processo de desenvolvimento da linguagem é particularmente problemático devido a problemas referentes à memória de curto prazo e ao processamento auditivo. No entanto, apesar de tais dificuldades, a criança com Down tem direito a aprender línguas estrangeiras (LE) e capacidade para isso, embora seja necessário planejamento de atividades e atendimento diferenciados em sala de aula em comparação com aqueles utilizados com crianças sem Down. O principal objetivo deste artigo é analisar os benefícios e desafios do método audiolingual para o ensino de LE a aprendizes com Down. Para tanto, é feito um estudo exploratório sobre o conceito e as características da síndrome de Down, a aquisição de L2 na educação especial através da abordagem audiolingual (BUCKLEY, 2002; GOMES, 2012; GONZÁLEZ, 2007; PUESCHEL, 1993; BROWN, 2007; LARSEN-FREEMAN, 2001; RICHARDS e RODGERS, 1986).

In between Language Teaching Methods: Do We Need (to Know About) Methods at All?

Abstract In this study, we attempt to approach the problem of foreign language teaching from the viewpoint of language pedagogy development in different historical periods: from the grammar translation method through the audio-lingual approaches and up to communicative and post-communicative methods. We have come today to reconsider the role and status of language teaching not only because globalization has produced an increase in the number of speakers of English all around the world but also due to the fact that the issue of localization (of language teaching methods and techniques) has also come to the fore. This meta-analytical article circumscribes a number of popular methods amongst which teachers can choose, and we also try to summarize the most important foreign language teaching methods that can be spotted in the era of what is presently called the post-method condition.

English for Students in Faculty of Economic Studies IAIN Curup

Since the issue upon ASEAN as a single market and production base becomes tangible, people in business field are encouraged to compete with others. According to this, the working competition will be very tight. In finding a job, they will not only compete with people in their countries but also in South East Asia. Therefore, a good communicative skill in English is needed to broad their networking and knowledge. The issue does not only affect businessmen, but also other people from other fields regarding business, for instance, education. In this case, students from economic major should prepare themselves to face the competition. Thus, the present paper aims to discuss a new curriculum design for students in faculty of economic studies in IAIN Curup through conducting R and D. The writers believe that students are better taught using PPP method which is one of the methods in Audio-lingual approach. This approach derives from behaviorist theory in which students are deductively taught English since they have low level of English proficiency. The design also generates a module which is especially designed for students in faculty of economic studies in IAIN Curup. The curriculum are in the form of syllabus employs PPP method which uses communicative function as the orientation.Keywords: R and D, Audio-lingual, behaviorist, PPP, and ESP

International Faculty in Chinese Universities’ Foreign Language Teaching Preferences

ABSTRACTInternational college faculty in China are stakeholders in foreign language teaching. This project was designed to find out what international instructors’ pedagogical choices were in regards to English as a Foreign Language instruction. Twenty-eight international college instructors who taught oral English or English writing participated in interviews. Interviewees were employed at various tertiary institutions in large and small cities throughout China. Some interviewees described an audiolingual approach to foreign language teaching. Most interviewees took a situational approach to teach English as a Foreign Language. Finally, remaining international faculty described an intercultural approach when delivering EFL instruction.

Historical Study of Drill Patterns Technique in Acquiring Arabic Language Skill as a Foreign Language

This study aims to explain the drill pattern technique as an old historical technique that still exists and used by foreign language teachers to date. This technique is in fact used as the effective main technique of audio-lingual approach and its variants in learning a foreign language. This research is a qualitative research because it does not touch on the results of nouns or quantity values. As for the type, including library research whose primary data is in the form of qualitative data which sourced from books and literature references relating to the theme under study.The results of this study found that drill patterns techniques in its development lived in two periods, namely during the environmentalist period and the nativist period.

APPROACHES AND METHODS IN ENGLISH COMMUNICATION

This paper presents various definitions of methods and ways of English communication. The general purpose of our study is to highlight the methods of English communication over generations and centuries. We will be analysing the various communication methods which have prevailed in the society, including the pros and cons of the methods used. We will make a comparative study of the methods used during the medieval times to the ones made in the modern society, the modifications that prevailed in the methods with time. In this paper, we will primarily emphasis on three factors. Firstly, we will thoroughly describe and define the methods and focus on the growth and build up on English language as a whole. Secondly, we discuss the various methods used for English communication during different historic time zones or the particular teaching methods prevalent during particular regimes of different English rulers. Thirdly, we will be comparing the methods used between then and now, whether our methods excel from the ‘then methods’ or not. With time the theories and methods of communication are constantly improving. Recent trends, methodologies and developments play a vital role for the education sector in general with internalization of education process. This education process and ways pertaining to English language in particular is what our paper looks to emphasize on. Generally, each method or approach has its own merits and demerits in their practicability and adaptability in real classroom situations. Some of the common methods used are drills, dialogues, role plays, sentence completion, etc. Also there are methods like the oral approach, situation approach, audio-lingual approach which are language communication techniques. Following are the four necessary requirements of a method-selection, gradation, technique, and practise. We will discuss further ahead in the paper. With technology and advancement of science the methods and approaches of communication have been modified. With time we need to adjust to these changes to come out stronger in this world of fighting foes. We conclude by drawing English literature over centuries and new trends in foreign language teaching inspired by English literature.

オーラル・アプローチ再評価試論 : 戦後英語教育史の一環としての山家保氏の宮城県に於ける実践研究指導

オーラル・アプローチ再評価試論 : 戦後英語教育史の一環としての山家保氏の宮城県に於ける実践研究指導

Student Voices on the Teaching & Learning of Pronunciation

This research study focuses on the importance of teaching our students pronunciation, on looking at the difficulties students have, and finding solutions for them. In the past, questions were raised about the importance of pronunciation as an instructional focus. Recent discussions have focused on whether or not to teach pronunciation. Today learners too are seen as active learners with needs, not passive recipients. The results from the survey questions in this study show the importance of teaching pronunciation today, difficulties students are facing in this area of English language learning, and some possible solutions. In the past, we knew little about pronunciation, how it was taught or learned, although it was emphasized in language teaching at the time of the audio-lingual approach. Today, students can go online and get pronunciation practice too. Our goal is not to make our students perfect, but it is to make them intelligible and communicative users of English to serve their purposes in and outside the classroom.

A potted history of PPP with the help ofELT Journal

This article charts the chequered history of the PPP model (Presentation, Practice, Production) in English language teaching, told partly through reference to articles in ELT Journal. As well as documenting its origins at the dawn of communicative language teaching (and not in audiolingual approaches, as some have suggested), I chart its history through the 1980s, discuss key criticisms directed at it in the 1990s, and also document its close relationship with ELT coursebook syllabi ever since its emergence. Recent evidence from second language acquisition research in support of explicit, practice-oriented instruction such as PPP is also discussed, along with other recent references to the model, suggesting not only that it can no longer be rejected as incompatible with research evidence, but that it may be enjoying a revival in its fortunes.

Translation in ESL Classes

Abstract The problem of translation in foreign language classes cannot be dealt with unless we attempt to make an overview of what translation meant for language teaching in different periods of language pedagogy. From the translation-oriented grammar-translation method through the complete ban on translation and mother tongue during the times of the audio-lingual approaches, we have come today to reconsider the role and status of translation in ESL classes. This article attempts to advocate for translation as a useful ESL class activity, which can completely fulfil the requirements of communicativeness. We also attempt to identify some activities and games, which rely on translation in some books published in the 1990s and the 2000s.

APLIKASI MEDIA AUDIO-VISUAL DALAM PEMBELAJARAN SPEAKING SKILL DENGAN PENDEKATAN AUDIOLINGUAL: Studi Kasus di MAN Batang

The research to study the application of audio and visual medium in order to learn speaking skill by audiolingual approach is a good contribution to educational world of senior high school and the Islamic one, particularly, in finding a way to improving the learning component relating directly to the medium and method of learning speaking skill. This research is to find out its significance and relevance. The main variable of this research includes the whole activities of the application of audio and visual medium in learning speaking skill by audio-lingual approach. The data were collected through observation, interview, questionnaire and documentation. This research took place in state Islamic senior high school of Batang in Central Java. The result shows that the application helps the students to speak English correctly and accurately and stresses the message of the speaking skill learning.

The Communicative Approaches Revisited and the Relevance of Teaching Grammar

AbstractThe field of English as a second language has gone through a number of changes in the last decades and has seen extreme adjustments throughout the methods of teaching and curriculum planning. This article finds the relevance of the old methods to the new methods. After providing the background it becomes apparent that almost all the older methods have some relevance to the contemporary classroom and linguists are reaching out and calling on teachers to use the old techniques alongside the new techniques. Emphasis in this article, however, is put on the relevance of introducing grammar to the learner, what to introduce, how and when is discussed in light what we know of the communicative.Keywords: Communicative approaches, Teaching grammar1. IntroductionIt has been noted that a great deal of development has been taking place in the field of foreign language teaching. Paradoxically, most of these changes have been taking place in the field of methods and strategies of teaching rather than teaching content. Over the years a great diversity has developed in the methods of teaching as opposed to stability in the principles underlying the choices of the materials prepared for teaching. Syllabus is seen rather to be controlled in terms of grammatical and pedagogical considerations.2. Historical BackgroundSince it has been accepted that language learning consists of acquiring a mastery of the grammatical system, it is not surprising that language programs have a grammatical basis. There are, however, varieties of ways in which language can be presented to the learner. Wilkins drew the attention to two main approaches, the synthetic and the analytic, in his book Notional Syllabus.2.1 The Synthetic ApproachesIn planning courses based on this approach, language items to be taught are broken down to grammatical structures and lexical items. These grammatical structures are taught to the learner carefully and a step-by-step. Such approaches accentuate what Chomsky calls competence as opposed to performance as we will see later on in the development of the communicative syllabuses. (Canal and Swain 1980, Quoted in Brown, 1987: 199) The synthesis of the elements usually takes place in the final stages of learning. Using such syllabus the teacher may use the grammar-translation method or the audio-lingual approach for teaching.Over the years, syllabus constructors have learned to reduce the number of items to be learned in a given unit. By doing so the learning task is simplified. As a result the same linguistic content can be spread over more units and over a longer period of time and the method of presentation differ from course to another. Thus, the presentation may be explicit grammatical rules or it may be embedded in a dialogue. The vocabulary content, however, can be chosen according to certain criteria. The criteria for choosing words are formed in relation to their usefulness, frequency, range, availability, familiarity, and coverage.Syllabus constructors commonly choose vocabulary items that mainly operate the basic patterns of the language. The term frequency, however, refers to the words that are thought to have an immediate use in the classroom. Range refers to the distribution of lexical items over a number of different types of text; whilst availability refers to the lexical items which may not be frequent, but are available to the speaker when he needs them. Familiarity is commonly measured by means of the speaker's responses rather than by the statistical analysis of texts. The term coverage refers to the lexical items which have a wide range of meaning and which could replace other items in a particular context (Wilkins 1976).It is equally important also to select and grade the grammatical component of the foreign language course in using a synthetic approach. The criteria that are most often related to grammatical content of teaching are: simplicity, regularity, frequency, and contrastive difficulty. …