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one speakers part and other half responding. The students do not consult their book throughout this phase.
b. The dialogue is adapted to the students’ interest or situation, through
changing certain key words or phrases. This is acted out by the students. c.
Certain key structures from the dialogue are selected and used as the basis for pattern drills of different kinds. These are first practiced in chorus and then
individually. Some grammatical explanation may be offered at this point, but this is kept to an absolute minimum.
d. The students may refer to their textbook and follow-up reading, writing, or
vocabulary activities based o the dialogue may be introduce. At the beginning level, writing is purely imitative and consists of little more than copying out
sentences that have been practiced. As proficiency increases, students may write out variations of structural items they have practiced or write short
compositions on given topics with the help of framing questions, which will guide their use of the language.
e. Follow-up activities may take place in the language laboratory, where further
dialogue and drill work is carried out. In this research, the researcher lists the following procedures in teaching
speaking using audio-lingual method and video such as: a.
The modelling of all learning using YouTube video. b.
Teacher drills with pause the video, students repeat each line. c.
Teacher asks students to grammatical drilling, students changing certain key word or phrase.
d. The students may refer to their textbook, and then retell the story orally.
E. Review on Related Research
1. Review on Related Research to the use of Audio-lingual Method in
Teaching Speaking
Hussin, Maarof, and DCruz 2001 write “Sustaining an Interest in
Learning English and Increasing the Motivation to Learn English: An Enrichment Program
” They state that often, English language teachers who subscribe to the behaviourist approach to language teaching adopt the Audio-lingual Method
ALM or Direct Method which focus o n forms and accuracy of the students’
Modul PLPG Bahasa Inggris Rayon 113 UNS Surakarta 44
output or performance. Thus, many teachers are found drilling the students with continuous grammatical exercises especially at the primary school level. Despite
exposure to training in the communicative approach, may teachers still avoid practicing the approach because the communicative component, i.e. oral
communication makes up only ten percent of the exam score on the English test. In other words, many teachers are more interested in training students how to read
and write well in addition to teaching students to master the grammar component
of the language.
Often, we find students who become good test-takers, and yet they are not able to speak and write competently when they graduate from high schools. What
is more important is that teachers realize that given an environment in rural areas where the English language input is limited and non-conducive to learning the
target language, teachers need to find creative ways to teach the language and increase the students motivation to learn the language and to eventually
appreciate the language. Undoubtedly, possessing some knowledge about various language teaching methodologies e.g. ALM is crucial, but it is more important
for teachers to know what the most appropriate approach to teaching the language in that particular environment is and what activities are suitable for a given group
of learners. Based on our general observation of language teaching in schools, at least
in the Maran District schools where we conducted our language teaching workshops, teachers tended to ignore the importance of such factors as positive
self-concept, high self-esteem, positive attitude, clear understanding of the goals for language learning, continuous active participation in the language learning
process, and the relevance of a conducive environment that could contribute to the success of language learning. In most cases, teachers are worried about how to
drill the students to obtain high scores on the English paper in the national examination. The problem for many English teachers, especially the non-
specialists, is how to encourage genuine interest among students to continue to learn and use the English language once the examinations are over. The question
that needs to be addressed is how do teachers create a healthy balance between preparing students for the standardized examinations and for life-long language
skills.
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2. Review on Related Research to the use of YouTube Video in Teaching
