Audio Lingual Research Articles

Exploring english language needs: Non-english major students at University of Al-Qolam Malang

This research investigated English language needs for new students majoring in non-English who are taking courses in the Foreign Language Center program. This research approach used qualitative with descriptive methods. The subjects in this research were new students majoring in non-English. The data in this research was obtained through two stages, namely Focus Group Discussion (FGD) involving six students who were representatives from each study program; Indonesian Language Tadris, Mathematics Tadris, Islamic Religious Education, Sharia Economic Law, Ahwal Al-Shakhsyiyyah, and Islamic Teaching Communication, and distribution of questionnaires filled in by 127 students. Here the researcher found that most students (75%) who took part in the Foreign Language Center (English) program wanted to master all English language skills; listening, speaking, reading, and writing. Apart from that, the English components they need are vocabulary and grammar with a percentage (78%). Furthermore, regarding the abilities and components of English, students want the lecturer's strategy used in the learning process to be text-based teaching. Therefore, researchers provide recommendations so that learning is implemented using relevant methods such as the Grammar Translation Method (GTM), Direct Method (DM), Audio Lingual Method (ALM), and Communicative Language Teaching Method (CLT).

The most suitable English learning methods for young learners

The aim of this article was to know the most suitable and effective methods to apply to young learners as elementary graders. The researcher got 17 female and male students. Their grade varied from class 1 to class 6. Before conducting this study, the problems faced by the students are they seemed got difficulty memorizing English words, lacked motivation, and lacked concentration in learning English. There were 3 methods used in this study: Grammar Translation Method (GTM), Audio Lingual Method, dan Total Physical Response. The students were taught English once a week. The researcher observed the effectiveness of each method in each meeting. Those methods were used all together in each learning process. The finding showed that GTM was not effective to apply, while the two latter were good and effective to apply for those students.

Peningkatan Kemanpuan Listening Mahasiswa Sastra Daerah, Indonesia, Ilmu Perpustakaan dan Sastra Inggris Fakultas Ilmu Budaya Melalui Audio Lingual Method

This article is entitiled, “The Improvement of Listening Ability of Local, Indonesian, English and Librarianship Study Program Students of Humanities Faculty, Lancang Kuning University. The research was aimed at improving the ability of the students in listening audio discourse. Teaching pronunciation or sound seems to be very fundamental and requires exposure much. Using audio lingual can help improve students’ ability. The result showed that all students succeeded in comprehending the test provided.

The Effect Of Using Audio Lingual Method In The Listening Comprehension Of Grade Ten Students Of SMA Swasta Kampus Nommensen Pematang Siantar

The aim of this research is to find out whether there is a significant effect of using the audio-lingual method on the listening comprehension of tenth grade students at Nommensen Private High School, Pematang Siantar Campus. In addition, the aim of this research is to make teachers consider appropriate methods that they can implement in the classroom to teach students about listening comprehension. Therefore, teachers must pay attention to the appropriate methods that can be used to achieve maximum listening comprehension indicators. Another aim of this research is to help students understand listening comprehension material using the Audio Lingual Method and to entertain them with various ways of teaching in the learning process by providing them with music or other educational entertainment to increase their motivation in learning and creating. they are interested in listening to the material to achieve good habits from the learning process in the classroom which is the main goal of the Audio-Lingual Method. This research is quantitative research with the form of an experimental design. This research involves two variables; there is an independent variable, namely the Audio Lingual Method (X) and a dependent variable, namely students' listening comprehension (Y). In this research, the researcher used a purposive sampling technique to select the sample, and decided class X-3 as the Experiment Class and X2 as the Control Class to be the sample for this research where the number of students in the class was 30 students. Researchers also use research instruments which are divided into two instruments, namely instrument blueprints and instrument calibration. Researchers use tests, observation, and documentation as data collection methods. After calculating the average and standard deviation of the two classes, the researcher uses the t-test formula, the results of the t-test must be higher than the t-table with a significance level of 5% (2.265 > 1.680). Based on the research findings, the researcher concluded that the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. So, it can be concluded that the use of the audio lingual method influences the listening comprehension of tenth grade students.

THE EFFECT OF AUDIO LIGUAL METHOD (ALM) IN MANDALORIAN MOVIES ON LISTENING ABILITY IN 11TH STUDENT OF SMA 12 BENGKULU UTARA

Nowadays, teaching media is developed well in many kinds especially for English listening skill. Listening is the first communication skill human acquired. It is an important process which has vital role in the daily activity. The example of teaching media to be used in listening class is English Movie. The researcher conducted watching English movie activity in the class and he realize that the teaching media is interesting to be used because students are easy to get bored when they have listening activity without visual media. Then, he wants to know the students’ perception about the use of this method, The objective of the research was to find out the Effect of Audio Lingual Method (ALM) In Mandalorian Movies On Listening Ability and it was using quantitative experimental research. The population of this research was the students in SMA 12 Bengkulu Utara. It takes 60 students consisted of 30 as experimental and 30 as a control class. The result of t-test value of the post test was greater than t-table value (116,0>2.042). The hypothesis testing above showed that the listening comprehension scores of the students in experimental group had a significant difference after the use ALM (Audio Lingual Method) in Mandalorian movies, strategy was done in compared to the control’s group achievement who did not receive the ALM (Audio Lingual Method) in Mandalorian movies as on the experimental group, it showed Audio Lingual Method (ALM) In Mandalorian Movies On Listening Ability was effective to be used to improved students’ ability in listening. By using this strategy, it maybe improves students to learn proper English by using a movie as a learning method so the student can enjoy studying a English by watching a movie.
 Keywords: Listening Ability, Audio Lingual Method (ALM), Mandalorian Movie

Online-based English Reading Learning Model in the New Normal Era (Post-Pandemic Covid-19)

This article is part of research entitled "Online-based Student English Learning Models in Facing Curriculum Changes in the New Normal Era." This research was conducted to see and identify online-based reading learning models for students. The research method is a descriptive qualitative method using a questionnaire and the final assignment of the Project course (Lesson Plan and Instruction). The number of samples used was 52 students who took the Project course (Lesson Plan and Instruction). Of the 52 students, 7 students chose to teach the reading skill. Data analysis includes observation, open coding, and axial coding. The results reveal that the media used by students in learning reading skills is divided into online media 57.14% (4 students) and 42.85% offline (3 students) in learning reading skills. Applications used by students in learning reading are divided into Zoom, face-to-face/ offline, Quizzes, PPT, and YouTube. The learning methods that students apply in learning reading are Communicative Language Teaching (14.28%), Guided Discovery Learning (14.28%), Audio Lingual Method (14.28%), Suggestopedia (14.28%), Discovery Learning (14.28%), Total Physical Response (14.28%) and Community Language Learning (14.28%). The topics presented included: Comparison; Narrative text; Personal Letters; Description, and Notice.

Film Clips to Improve Listening Skills in Teaching English as a Foreign Language

A qualitative method and an exploratory research study were carried out to analyze the use of film clips to improve Module III students' listening skills at the Universidad Estatal Peninsula de Santa Elena language center. The aim was to analyze and establish the relevance of using audio-visual materials as communicative activities in which students participate in their teaching-learning process. There are many approaches and methods, such as Audio Lingual, which according to theories such as Cognitivism, prove that students are more attracted to learning through graphics in which they can understand the context of the situation. In addition, using film clips opens up opportunities for students to improve their pronunciation and communicate in a natural environment. It is foreseen that more studies are needed in order to implement activities that reinforce the advantages of this type of activity in which films play an important role.

TEACHING METHODS USED BY LECTURERS IN TEACHING LISTENING IN THE SECOND SEMESTER AT ENGLISH LANGUAGE EDUCATION DEPARTMENT

The purpose of this study are to know the appropriate teaching methods used by the lecturers in teaching listening II at an English Language Education Department. This study is conducted due to the reality that students are not interested in listening classes because they face challenging times understanding the audio. This research used descriptive qualitative research. In this case, teaching listening II was investigated by the researcher to explore the teaching methods used by the lecturers. The data of the study were analyzed to report the teaching methods used by the lecturers. The instruments to collect the data were observation, questionnaire, and interview. The result of the analysis of teaching methods showed that the lecturers used different methods in teaching listening II. The methods used by the lecturers are: Direct Method, Audio Lingual Method, Grammar Translation Method, and Task-Based Learning. Those methods are appropriate for teaching listening because there are some characteristics and goals in those methods that make the students interested in listening class.

Improving English Vocabulary Mastery through Audio Lingual and Drill Methods for Class VII-I in English Subjects at MTs “Wali Songo” Ngabar Ponorogo

This study was structured with the aim of knowing the effectiveness of the Audio Lingual and Drill learning method in improving vocabulary mastery of the VII-I grade students of MTs "Wali Songo" Ngabar Ponorogo. The subjects of this study were students of class VII-I, totaling 25 female students. This research is an action research classroom and was conducted in two cycles. Each cycle is carried out with the stages of planning, implementing, observing, and reflecting. This research was conducted in the even semester of the 2021/2022 academic year, namely in December. Data were analyzed descriptively and presented in the form of tables and graphs. The results showed an increase in students' vocabulary mastery in English, namely in the first cycle by 64% then in the second cycle, it increased to 80%. It is said that there is an increase of 16%, with the use of the Audio Lingual and Drill method in English subjects can improve the understanding and mastery of words of students in grades VII-I MTs “Wali Songo” Ngabar Ponorogo.

On Discussing the Application of Language Education Theories in Teachers’ Questioning Practice in EFL Classrooms

Over the past few decades, “the field of applied linguistics and second language acquisition and teaching have accumulated a respectable repertoire of teaching approaches” [1] for language education. Approaches including Grammar-Translation Method (GTM), the Audio Lingual Method (ALM), the Direct Method, the interactional approach and the CLT approach thus have enabled language education professional and researchers to reach to a variety of methods to be utilized in English language education to effectively improve learning and teaching. This paper aims to provide an in-depth discussion on relevant theories of second language instruction understood and appreciated in a more applicable manner if applied in particular research settings. Pedagogical suggestions are expected to be drawn on how these theories could effectively support the potential research centering on the study of teachers’ questioning practice in ELT classrooms in mainland China’s universities. A proposed study is preliminary designed with a clear guided conceptual framework indicating potential results and contributions.

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..

TOTAL PHYSICAL RESPONSE DAN AUDIO LINGUAL METHOD DALAM BIMBINGAN BELAJAR BAHASA INGGRIS

In this era of globalization, more and more developments are taking place in this country. More and more foreign companies are established in Indonesia, so English is an important language that must be learned. The implementation of the activity is teaching English using the Total Physical Response and Audio Lingual Method at SD Islam Plus Al-Marzukiyah. Which in learning activities uses learning media such as audio and flash cards. Then given practice questions related to the material that has been taught. By using the Total Physical Response and Audio Lingual methods in learning English, SDI Plus Al-Marzukiyah students are more active and enthusiastic in learning English in class. They are also more enthusiastic about learning and prefer English lessons even though some of them are still in the process of getting used to learning English.

English Teacher’s Strategy in English Teaching Learning at the Fourth Grade of SD Negeri Kowel 3 Pamekasan in 2013 Curriculum

English is not a core curriculum for elementary school based on the new Curriculum (2013 Curriculum). However, SDN Kowel 3 Pamekasan, is an elementary school that has implemented the 2013 curriculum since 2013 and has taught English to their students. This research tries to analyze about how does the English teacher formulate the strategy in English teaching-learning and how is the implementation of it while English is not one of Core Curriculum in 2013 Curriculum at the fourth grade of SDN Kowel 3 Pamekasan. This research is qualitative descriptive research. Interview, observation, and documentation were utilized to collect the data. The result shows that the English teacher used the previous curriculum, School-Based Curriculum (SBC), as the basis of the English teaching-learning process when the subject is not in the 2013 curriculum. In this case, the school changes the position of English from an extra curriculum into a local curriculum. Moreover, the English teacher develops the lesson plan from the English material book following School-Based Curriculum format which is different from the lesson plan format of 2013 Curriculum. While the implementation is the English teacher commonly used Audio Lingual Method (ALM) through repetition drill at the beginning of the class.

PREFERED TEACHING METHODOLOGY USED BY UNIVERSITY LECTURERS IN TEACHING EFL READING IN RIAU

Abstract: Teachers and lecturers still play significant roles in guiding their learners in EFL classes in achieving academic success during their study and these educators may become exemplary to foster their learners’ reading habit so they discern reading any types of texts needed, This research objective is to investigate the types of EFL teaching methodologies in teaching reading frequently used by all lecturers teaching both at public and private universities in Riau. There were three methodologies were studied: Audio Lingual and Grammar Translation Methods (traditional or lecturers’ centered) and Communicative Language teaching (as learners’ centered). This study implemented a quantitative research design using 5-Likert Scale questionnaire and 97 respondents were involved in the research. The data were analysed by using descriptive statistics (measuring percentage, standard deviation, mean, and overall mean scores) and inferential statistics (independent t-test and one-way MANOVA). The research has revealed that CLT tended to be used more than AL and GTM. This implied that both public and private universities in Riau preferred using the CLT method. From the quantitative research findings, it showed that lecturers aged between 30 and 40 years old felt more confident in their use of this method compared to other age groups

Materials for Writing – Was This the Case of the Runaway Bandwagon?

The teaching of language has developed from time to time. Writing as oneof the skills in language learning has also gone through different concerns;starting from less concerned in the Audio Lingual Method (ALM), becoming tohave more concerned in the Communicative Approach of Language Teaching(CALT). The materials also differ for the focus of language learning are different;from forms or structure focused into meaning or communicative focus; fromcontrolled activities into more natural and communicative ones. This paper will cover the teaching of writing, techniques of gathering ideas for writing and the influences of methodologies in writing tasks.

The Development of English Language Teaching Skills for Graduate Students through the Process of Learning by Doing

The purposes of this investigation were 1) to examine the findings of effectiveness of the process of learning by doing conducted with 5 linguistic graduate students at Srinakharinwirot University, Bangkok, Thailand 2) to develop the linguistic graduate students skill of designing English teaching materials and teaching English language and 3) to find out the efficient format of learning by doing used for training the student teachers skill of teaching English. The subjects of the study were 5 graduate students majoring in Linguistics at Srinakharinwirot University. This investigation is a qualitative research. The research instrument was a questionnaire designed to ask the students’ opinions towards learning by doing of constructing English teaching materials and teaching English language of their own and their friends. The qualitative data from brainstorming in a group discussion were taken into account. The results showed that the students get the benefits from the process of learning by doing. It can assist them to discover the knowledge of designing English teaching materials and English teaching skill by themselves. It is also found out that the efficient format for training teaching skill of the student teachers should integrate with the activity of brainstorming in a group discussion in every teaching-learning step i.e. from the preparation step when the principles and teching techniques of language teaching input of Audio Lingual Method, Cognitive Code Learning Theory and Communicative Language Teahing Approach were presented, during the step of adaping teaching materials and experimenting the practical teaching in school as well as after the students completed their self reflection and peer reflection.

Domestication of Audiolingualism in ELT in China: From the Perspective of Cultural Accommodation

Audio Lingual Method (ALM) or Audiolingualism is a language teaching methodology introduced in the 1950s in the western world. It was later domesticated in a painless way in Chinese foreign language pedagogy －in contrast to the Chinese cultural resistance to Communicative Language Teaching (CLT) in China. The paper explores why Audiolingualism is not inimical to the Chinese culture of learning while CLT seems to have encountered cultural resistance, although both approaches are of foreign origin. By putting a number of issues under scrutiny, the paper contends that the Chinese adoption of ALM, and coolness towards CLT, had deep roots in traditional Chinese culture and philosophy of education.

Using Audio Lingual Method to Improve Students Pronunciation Ability of Darul Mahdiah Private School

This study aims at finding out how the use Audio Lingual Method through Repetition Drill Technique improves Thai students’ pronunciation ability. This is a Classroom Action Research (CAR) conducted in Darul Mahdiah private school Songkhla-Thailand. The subjects of the study are 16 Thai students of class 6/2 at the school. The data were collected from pronunciation tests and analyzed by using percentages analysis. The result of the students’ pronunciation improvement was as follows; in the pre-pronunciation test the students’ pronunciation score was 0% (excellent), 0% (very good), 31.25% (good), 31.25% (low) and 37.5% (failed), in the cycle 1 post test the score was 0% (excellent), 14.29% (very good), 50% (good), 21.42% (low) and 14.29% (failed), and the score of the cycle 2 post test was 6.25% (excellent), 37.5% (very good), 43.75% (good), 12.5% (low) and 0% (failed). This leads to the conclusion that the students’ improved pronunciation was due to the two reasons; first, the students’ pronunciation ability improved through repetition drill since they got used to pronounce words intelligibly as what the teacher modeled.Keywords: audio lingual method, repetition drill, pronunciation, thai students

Changing paradigms in teaching English pronunciation: A historical overview

The role of pronunciation has varied widely in different methods and approaches of language teaching. In Grammar Translation Method (GTM) and the cognitive learning it received virtually no role. In Audio Lingual Method (ALM), on the other hand, it had a pivotal role. In communication-oriented approaches and within the broad context of EFL/ESL teaching in which successful communication is emphasized, it has been argued that pronunciation pedagogy deserves neither fate. This paper provides a historical overview of pronunciation teaching from GTM to communicative language teaching (CLT) highlighting the fact that until CLT, pronunciation pedagogy witnessed some drastic fluctuations; nevertheless, from then on, most of the researchers and practitioners in the field have come to the conclusion that the most reasonable and logical goal for pronunciation pedagogy should be intelligibility and functional communicability rather than nativeness.