Audio Lingual Method

The Audio-Lingual method is the method which focuses in repetition some words to memorize. Audio-Lingual method is a method which use drills and pattern practice in teaching language.

Basic instruction in the methods and procedures are also many who have been taken from existing methods, namely the direct method (Direct Method). In addition, Audio-Lingual goal was also not different from the Direct Method is to create communicative competence in students.

The principle of a method built on the goals established at the beginning of time. Audio-Lingual Method has four main objectives which include teaching English as a foreign language. The goal are: -      Learners can understand a foreign language when spoken at normal speed and care with the usual things that happen around the conversation. -      Language learners are able to speak in received pronunciation and grammar. -      Language learners have no difficulty in understanding printed materials. -      Language learners are able to write with a good standard.

v Teacher role/ Student role

·        The teacher is like an orchestra leader.

·        Providing students with a good model for imitation.

·        Students are imitators.

·        New vocabulary and structural patterns are presented through dialogs.

·        Dialogs– learning through imitation and repetition

·        Positively reinforced

·        Grammar is induced from the examples.

v Teaching Techniques Used in the Audio-Lingual Method

a.  Dialog Memorization

In this technique the students were divided into two groups. Each group plays a role and memorize the dialogue. After each group is able to memorize dialogue, they were asked to switch roles for. After all of the students memorized dialogue, the teacher asks the students to practice the dialogue in pairs in front of the class.

b.  Backward Bulld-up (Expansion) Drill

Drill is used when students have difficulty in memorizing lengthy dialogue. The trick is to divide the teachers into several pieces long dialogue sections. First time the teachers giving examples of students then mimic part of the sentence (usually at the end of the phrase).

c.  Repetition Drill

Students are required to imitate the teacher as accurately and quickly as possible.

Example:
Teacher: This is the seventh month

Students: This is the seventh month

d.  Chain Drill

This drill is done by asking students to sit in a circle in the room, and then one by one the students ask and answer questions. Teachers start this drill with the hello or ask one of the students. The students then answer the question, then he asked a friend at his side. Students were asked to answer and was then asked again to friends at his side, and so on.

e.  Single Slot Substitution

Teacher reads one line of dialogue, and then the students say a word or group of words. Students are required to imitate by entering a word or group of words that are appropriate to the temple earlier dialogue.
Example:
Teacher: I know Him. (Hardly)

Student: I hardly know him

f.  Multiple Slot Drill Substitution

The same drill with drill single slot substitution, but more extensive. Not just one verse dialogue, but the dialogue is full.

g.  Transformational Drill

Teachers give students the sentence, then the students are asked to change the sentence into different forms such as: introgative, negative, positive, passive, imperative and so on.

h.  Question and Answer Drill

Drill this model train students answer the questions correctly.

i.   Use Minimal Pairs

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

j.  Complete the Dialog

Some words in a dialogue removed, then the students are asked to complete the dialogue.

k.  Grammar Game

This game is similar to supermarket alphabet game, designed to train students in a context grammar.

That way students express themselves biased, although in a limited portion.