Audio Lingual & Drilling method by A.Febriana perfome 01

AUDIO LINGUAL METHOD (AKBA PERFOME)

EXCERSISE  1

AUDIO LINGUAL METHOD & DRILLING

A.   BACKGROUND

1.     The world war II (1940s)

The Audio Lingual Method (ALM) is method which was introduced in the United Stated Of america (USA) in 1940.

In the condition of worl war II the government used this method to make their personnel understand quickly about variety of language like Japan, German, China, Malay, etc. The Audio Lingual Language is the solussion method that could be the answere. At the time this method be known as Army Specialized Training Program (ASTP). At the time, Americants unstatisfied fett with the reading aim and they thought that speaking was more important than reading.

2.     Physichology Behavior

Advent of behaviorism psychology streams who believe that all human behavior (including language) are taught through repetition  and is influenced by the reinforcement-reinforcement (reinforcement) to reinforcement learning that are either positive or negative.

 Behaviorism flow through their understanding of the behavior or action and  reaction  that we are familiar with the terms of stimulus and response, different stimuli produce and also had the different respons. The relationship between a particular stimulus with a particular responsiveness called custom or habit.
Watson, a prominent stream of classic behaviorism psychology never argues that the stimulus can bring the response, it can be concluded if the stimulus occurred regularly trained and directed the response was still eventually be able to happen automatically.

B.   DEFINITION

Audio Lingual Method is a method for teaching foreign Language.

The Audio-Lingual method is the method which focuses in repetition some words to memorize (Diane Larsen and Freeman)

Audio-Lingual method is a method which use drills and pattern practice in teaching language.(RICHARDS)

“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“ (Jill Kerper Mora)  .

The Audio Lingual Method, like the Direct Method, we have just examined, is also an oral-based approach.

Like the Direct Method, the Audio lingual Method does not use the students’ native language.For example, if you are in an English class in INDONESIA, the teacher only speaks English, and no Indonesia .

However, unlike the Direct Method, the Audio lingual Method does not teach vocabulary.This method focus on training activities, drill, memorizing vocabulary, dialogues, reading text.                                                           

C.     Principle of  Audio Lingual Method

The principle of a method built based on goals established at the beginning of time. Audio-Lingual Method has four the main purpose which includes learning English as a foreign language. The goal is,

1.     Learners can understand the foreign language when spoken at normal speed and care with the usual things that happen around the conversation.

2.      Language learners are able to speak in received  pronunciation  and grammar right.

3.     Language learners have no difficulty in understanding printed materials.

4.     Language learner is able to write to a good standard.

D.   THE TECHNIQUES  & ACTIVITIES

a.                 Memorizing Dialog

1.     Student memorize the dialog through  mimicry.

2.     After the dialog has been memorized, pairs or individual student might perform the dialog for the rest of the class.

 

Example:

JIMY     :         Good morning, Lina.

LINA     :         Good morning, Jimy.

JIMY     :         How are you?

LINA     :         Fine, thanks. And you?

JIMY     :         Fine. Where are you going?

LINA     :         I’m going to the library

JIMY     :         I am too. Shall we go together?

LINA     :         Sure. Let’s go.

b. Backward Bulld-up (Expansion) Drill

Drill is used when students have difficulty in memorizing the long dialogue. The trick is to divide teachers into several pieces the long dialogue sections. Then, the First, teacher  gives examples of students mimicked the phrase (usually at the end of the phrase).

EX:

Teacher: It is a beautiful scenery

Teacher : It is a beautiful ………

Student : It is a beautiful scenery

c.      Repitition drill

Students were asked to imitate the teacher as accurately and quickly as possible.

Example:

    Teacher : This is the seventh month

student : This is the seventh month

d.                 Chain Drill

A chain drill gets its name from the chain of conversation that forms around the room as students,

 one by one, ask and answer question of each other.

           e.        Single Slot Subtitution

Teacher reads one line of dialogue, and then the students say a word or group of words. Students are asked to imitate by inserting a word or group of words that are appropriate to the verse earlier dialogue.

Example :

    Teacher : I know Him. (Hardly)

Student       : I hardly know him

         f.         Multiple Slot Subtitution Drill

This Drill are the same as the single slot substitution drill, but more extensive. Not just one verse dialogue, but the full of dialogue.

g.     Transformational Drill

The teacher gives the students a sentence, then the students were asked to change the sentence into different forms such as: interogative, negative, positive, passive, imperative and so on.

Example:

 

Kind of Sentence	formula	Example of Simple Past Tense
positive (+)	S + Verb-2 (past tense) S + be(was/were)	The teacher came
		I was a stamp collector
negative (-)	S + did + not + bare infinitive S + be(was/were) + not	The teacher didn’t come
		I wasn’t a stamp collector
interogative (?)	Did + S + bare infinitive be(was/were) + S	Did the teacher come
		Was I a stamp collector

h.     Question and Answer Drill

Drill this model train students to answer questions correctly.

i.       Use Minimal Pairs

Teachers use a different word pair one sound, eg ship and sheep. Students are asked to find the difference in the two words, then practice to pronounce the word correctly.

J.    Complete The Dialog

Selected words are erased from a dialog students have learned. Students complete the dialog by filling the blanks with the missing words.

k.   Grammar Game

The games are designed to get students to practice a grammar point within a context. Students are able to express themselves, although it is rather limited in this game.

Name          ; A. Febriana S

Semester     : VI

Unit            : 5

Prody         : PBI