Modul PLPG Bahasa Inggris Rayon 113 UNS Surakarta 42
D. Teaching Speaking through Audio-lingual Method by Using Video
1. Teaching Speaking through Audio-lingual Method
The teaching of listening comprehension, pronunciation, grammar, and vocabulary are all related to development of oral fluency. Reading and writing
skills may be taught, but they are dependent on prior oral skills. Richards and Rodgers 2001: 58 state that language is primarily speech in audio-lingual theory,
but speaking skills are themselves dependent on the ability to accurately perceive and produce the major phonological features of the target language, fluency in the
use of the key grammatical patterns in the language, and knowledge of sufficient vocabulary to use with these patterns. In addition, Coady 1997: 10 states that the
audio-lingual method paid attention to pronunciation and intensive oral drilling of basic sentence patterns.
From the statement above, it can be concluded that in the audio-lingual method the dominant emphasis is placed on the fundamental skills, example
speaking. Audio-lingual tries to develop target language skills without reference to the mother tongue.
2. The use of YouTube video in Teaching Speaking through Audio-lingual
Method
Tape recorder and audiovisual equipment often have central roles in an audio-lingual course. Richards and Rodgers 2001: 63 state that if the teacher is
not a native speaker of the target language, the tape recorder provides accurate models for dialogues and drills. A language laboratory may also be considered
essential. In a typical audio-lingual lesson, the following procedures would be
observed: a.
Students first listen to a model dialogue either read by the teacher or on tape containing the key structures that are the focus of the lesson. They repeat each
line of the dialogue, individually and in chorus. The teacher pays attention to pronunciation, intonation, and fluency. Correction of mistakes of
pronunciation or grammar is direct and immediate. The dialogue is memorized gradually, line by line. A line may be broken down into several
phrases if necessary. The dialogue is read aloud in chorus, one half saying
Modul PLPG Bahasa Inggris Rayon 113 UNS Surakarta 43
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
Kategori