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The video contained the application of Audio-lingual Method (ALM) in language teaching. This review consists of the scenario of the activities in video and the analysis of it, to make a clarification about the method. The background of the method, and the strength and weaknesses of the method were also provided.
Analysis of the Video
The first doings comprised the elaboration of the things, i.e., a salesman and a housewife, that the teacher introduced to the students. The picture of the salesman and the housewife was already drawn on the board. He also added the signifier of the both things by writing the names of each picture. He then commanded the students to only listen to what he would say and watch what he would do. The students were also asked to understand the movements the teacher acted. Meanwhile, he took some instruments, i.e., a box and a ribbon. He brought the box in the middle of the class and wore the ribbon on his chest. Then the teaching began.
In this moment, the teacher pretended to be the salesman and also the housewife.
Salesman : Ring ring ring ring!
Housewife : Hello!
Salesman : Hello, Madam. Would you like to have the cleanest house in town?
Housewife : Of course, I would.
Salesman : Then, Madam, you need the amazing proffer vacuum cleaner.
Housewife : No, I don’t.
Salesman : Why not?
Housewife : Because my husband does the cleaning in our house.
Salesman : Ough
The teacher tried to do it again and the students listened carefully what he did. The intention of the repetition was based on one of the principles in Audio-lingual Method, that is, language is a habit formation. As stated by Setiyadi (2004), language learners are able to comprehend the foreign language when it is spoken at normal speed and concerned with ordinary matters. When the students really paid attention on the role conducted by the teacher, they were using listening skill to comprehend the sounds from the teacher.
The next thing that the teacher and the students did was drilling. The teacher, together with the students utters the conversation between the salesman and the housewife. He first asked them to speak and repeat after him. In the process of saying the sentences, he paid close attention on the utterances carried out by the students. Direct correction from him was applied in the class. Teacher’s correction made the students know that they had made mistakes and were being corrected. They felt secure when they know that that was wrong and now was correct. It points out that they would never do the same mistakes later. In ensuring that every student could produce the sound correctly, the teacher asked the students to repeat after him over and over.
According to Setiyadi (2004), the second principle of this method is language learners are able to speak in acceptable pronunciation and grammatical correctness. In this section, the teacher, as well as the students performed the conversation. The teacher exchanged the role with the students, who were sometimes the salesman and the housewife. He still paid attention on the mistakes the students made. Doing this a lot makes the students fell independent that he would never do it again.
Some of the students were asked to act upon in front of their friends. The teacher still paid attention on the mistakes the students made. The teacher also helped the students when they forgot the utterances. In the middle, the teacher carried out the drilling which forced the students to change the noun in a sentence. The students said the complete sentence while the teacher only uttered the noun.
Teacher : The prettiest house
Students : Would you like to have the prettiest house in town?
Afterwards, the students took the printed material about the conversation under their chairs. The teacher asked the students to repeat after him by reading the conversation. This activity, as usual, was conducted repeatedly in order that (Setiyadi, 2004) language learners have no difficulties in comprehending printed materials.
Unfortunately, the writing process could not be done due to the limited time. The students’ homework was to memorize the conversation and perform it tomorrow with no paper. In my opinion, the writing skill should be implemented since the last principle of ALM is (Setiyadi, 2004) language learners are able to write with acceptable standards of correctness on topics within their experience. It means that at the end, the students could know how to write the conversation perfectly after recognizing the words for each sentence in the conversation in order the students to really acquire the language at one time.
Background of Audio-lingual Method
The Audio-lingual Method was a popular method used to teach foreign languages in the 1950s and 1960s. The foundations of the method rested on two important theories: the linguistic theory of Structuralism and the educational theory of Behaviorism. Key concepts of the method included a focus on language as speech and an emphasis on imitation, memorization and drill practice.
The Audio-lingual/Audio-visual Method (also called Army Method; mim-mem method, Aural oral approach.) is derived from “The Army Method,” so called because it was developed through a U.S. Army programme devised after World War II to produce speakers proficient in the languages of friend and foes. It was the first scientific method since it has roots in both psychology and linguistics. In this method, grounded in the habit formation model of behaviourist psychology and on a Structural Linguistics theory of language, the emphasis was on memorization through pattern drills and conversation practices rather than promoting communicative ability. The ALM has been described as the product of a marriage of Stimulus-Response (B.F. Skinner) and behaviourism.
Behaviourism is a philosophy of psychology based on the proposition that all things which organisms do, including acting, thinking and feeling can and should be regarded as behaviours. It contends that learning occurs through associations, habit formation and reinforcement. When the learner produces the desired behaviour and is reinforced positively, it is likely that behaviour be emitted again. Behaviourist theory professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement. The correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback.
The behaviourist view of learning emphasises the repetitive conditioning of learner responses. Behaviourism is based on the proposition that behaviour can be researched scientifically. Learning is an automatic process which does not involve any cognitive processes in the brain.Pavlov’s “Respondent Conditioning” results from the association of two stimuli, such as causing dogs to salivate at the sound of a tuning fork.Skinner developed “Operant Conditioning” where the “Stimulus-Response” association is elicited through selective reinforcement (rewards or punishments) to shape behaviour. Behaviourists argued that teachers could link together content involving lower level skills and create a learning ‘chain’ to teach higher skills. Nevertheless, while circumstances and classroom practice might still benefit from such an approach, the limitations of behaviourism are apparent as it lacks recognition of problem solving and learning strategies.
Theory of Language
Behaviourist Language Theory is based upon Structuralist Linguistics and is identified with the Audio-lingual / Audiovisual method, associated with the use of rote learning with repetitive drills.
• Language is composed of structural building blocks (sounds, syllables, morphemes, words, sentences, phrases).
• particular parts of speech occupy particular slots in sentences; in order to create new sentences, students learn which part of speech can go into which slot.
• Language forms do not occur by themselves; they occur in context.
• native language and target language have separate systems; they should be kept apart so that students’ native language interferes as little as possible with target language.
• Speech is more basic than writing.
• The “natural order” (i.e. the order in which children learn) is listening, speaking, reading, writing.
• Each language has a finite number of patterns; pattern practice helps students to form habits which enable them to use the patterns.
• Language cannot be separated from culture.
Theory of learning
Learning is a process of forming habits; the teacher controls the learning environment and learners are empty vessels into which the teacher pours knowledge.
• Language learning is a process of habit formation; the more often an item is repeated, the stronger the habit formation and the greater the learning.
• It is important to prevent learners from making errors; errors lead to bad habits, and should be immediately corrected by the teacher.
• Positive reinforcement helps the students to develop correct habits.
• Students should “overlearn,” i.e. learn to answer automatically with no analysis.
• The major objective of language teaching should be the acquisition of structural patterns; students will learn vocabulary afterward.
• The learning of a FL should be the same as the acquisition of the native language; we do not need to memorize rules in order to use our native language; the rules necessary for target language use will be figured out or learned through induction.
• Contrastive analysis will reveal those areas where native language habits need to be replaced by target language habits.
Based on these ideas, the audio-lingual method was designed around a progressive exposure to the language beginning with the spoken system and then moving to the written system. First, students listen in order to learn the sounds of the system. Then students learn to speak by repeating what they have heard. Finally, students read and write the same language that they have already used orally. Because the system was designed to move from the bottom-up, students were expected to form their own understanding of the grammar through the processes of making analogies, generalizing and discriminating. This is in direct contrast to the traditional method of the time known as grammar-translation which presented grammatical rules first and followed the rules with practice. Unlike traditional teachers, teachers operating within the audiolingual paradigm do not give explanations of language principles until students were believed to have their own perceptions of how the language worked (Smith, 1970).
Everyday speech is emphasized in the Audio-Lingual Method. The level of complexity of the speech is graded so that beginning students are presented with only simple forms. The structures of the language are emphasized over all other areas. ALM enables the students to use the target language communicatively. In order to do this, here are the principles of ALM in language teaching (Setiyadi, 2006).
1. Language learners are able to comprehend the foreign language when it is spoken at normal speed and concerned with ordinary matters.
2. Language learners are able to speak in acceptable pronunciation and grammatical correctness.
3. Language learners have no difficulties in comprehending printed materials.
4. Language learners are able to write with acceptable standards of correctness on topics within their experience.
Advantages of Audio-Lingual Method
The Audiolingual Method, as any other approach, has made some good contributions to the educational field. In spite of various refutations made against this method, it also has certain advantages (Ochoa, 2011) that are worth to be analyzed and taken into account for the purposes of this work.
1. The Audiolingual Method has been based on a real psychological approach: Behaviorism If a method is related to a serious and reliable psychological approach with fundaments on pedagogy, it is a good method. All these characteristics have made the audio-lingual method become an adequate and truthful tool which the objective is to teach through certain kinds of proved processes.
2. The native language is not used to teach a foreign language. In this same way, teachers should try to remember that students are inside an environment where they deal with the new language and listen to it during the whole class hour. As a result of that, students will not have another option but use the foreign language and it will make them feel more comfortable when saying things in English.
3. No translation is permitted to teach vocabulary. The Audiolingual Method states that we must not use translation as an activity to teach vocabulary; we should create and use new ways to explain an unknown word. We can use realia, flashcards, gestures, mimicry, synonyms, and antonyms to explain a word definition or meaning. Then, teachers push their students to understand a meaning inside the context or to use the dictionary.
4. Students are encouraged to use the foreign language and to speak. Since the native language cannot be used, students must have to use the foreign language to express any idea they have. If a teacher perseveres with that, they can get students not to feel frightened or shy when using some words or even complete phrases to express some ideas or opinions.
5. Through teacher’s modeling, students learn pronunciation, intonation and stress. As the teacher models word stress, students learn the correct sounds of the different terms. The teacher must use repetition, choral work, and a set of words to practice the new vocabulary. It is important that articulation has to be taken into account when those kinds of pronunciation activities are used in the class because in Spanish speakers do not have some sounds that English has. Moreover, it demands the teacher to be a master in the language so he can teach it correctly.
6. The teachers’ creativity can be used to give positive reinforcement. As it was said before, the Audio-lingual Method is based on operant behaviorism where reinforcement plays a very important part in the teaching - learning process. According to it, teachers can create a system of rewards for their own students. We are not suggesting that the teacher gives some students a prize and a punishment to others. The idea is to motivate students to do their best and plan some interesting activities that all the class can enjoy.
Disadvantages of Audio-Lingual Method
The following are the disadvantages of ALM in language teaching (Cherpack, 2012):
1. Basic method of teaching is repetition, speech is standardized and pupils turn into parrots that can reproduce many things but never create anything new or spontaneous. Pupils became better and better at pattern practice but were unable to use the patterns fluently in natural speech situations.
2. Mechanical drills of early Audio-Visual approach criticised as being not only boring and mindless but also counter-productive, if used beyond initial introduction to new structure.
3. Audio-Visual materials were open to same sort of misuse. Tendency to regard audio-visual materials is as a teaching method in themselves, not as a teaching aid.
4. Soon became clear to teachers that audio-visual approach could only assist in presentation of new materials. More subtle classroom skills were needed for pupils to assimilate material and use it creatively. This final vital phase was often omitted by teachers.
5. New technology caught publishers and text-book writers unprepared - very few commercial materials were available in the early stages. Those that did exist stressed oral and aural skills and didn't develop reading and writing skills.
V. REFERENCES
Setiyadi, A. B. (2006). Teaching English As A Foreign Language. Yogyakarta: GrahaIlmu.
Cherpack. O. (2012). Audio-lingual and audio-visual methods of teaching. National Technical University of Ukraine. http://confesp.fl.kpi.ua/de/node/1060. Last time retrieved : December 18, 2015.
Ochoa, F. G. (2011). The Audiolingual Method and Meaningful Activities to Improve the Productive Skills (Thesis). Universidad de Cuenca, cuenca-ecuador.
Smith, P.D. (1970). A comparasion of the Cognitive and Audiolingual Approaches to Foreign Language Instructions: The Pennsylvania Language Project. Philadelphia: Center for Curriculum Development.
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