The Effectiveness Of Using Audio-Lingual Method In Teaching The Simple Past Tense : An Experimental Study at Smart Education Center ciputat
THE EFFECTIVENESS OF USING AUDIO-LINGUAL
METHOD IN TEACHING THE SIMPLE PAST TENSE
(An Experimental Study at Smart Education Center Ciputat)
A Paper
Presented to the Faculty of Tarbiya and Teachers' Training
in Partial Fulfillment of the Requirements
for the Degree of S.Pd (Bachelor of Arts) in English Language Education
by:
MUTIARA FANI
NIM 104014000303
\0. tnduk
DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYA AND TEACHERS' TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
THE EFFECTIVENESS OF USING AUDIO-LINGUAL
METHOD IN TEACHING THE SIMPLE PAST TENSE
(An Experimental Study at Smart Education Center Ciputat)
A Paper
Presented to the Faculty of Tarbiya and Teachers' Training
in Partial Fulfillment of the Requirements
for the Degree of S.Pd (Bachelor of Arts) in English Language Education
by:
MUTIARA FANI
NIM 104014000303
Approved by the Advisor
hruYMasibuan, M.Ed.
DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYA AND Ｇｓｾｒｅｈｃａｔ
TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC lUNIVERSITY
JAKARTA
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ENDORSEMENT SHEET
A paper entitled "THE EFFECTIVENESS OF USING AUDIO-LINGUAL
METHOD IN TEACHING THE SIMPLE PAST TENSE" (An Experimental
Study at Smart Education Center Ciputat), written by Mutiara Fani, student's
registration number 104014000303 was examined in the examination session of
the Faculty of Tarbiya and Teachers' Training, Syarif Hidayatullab State Islamic
University Jakarta on 16th of December, 2008. The paper has been accepted and
declared to have fulfilled one of the requirements for the degree ofS.pd (Bachelor
of Arts) in English Language Education in the department of English Education.
Jakarta, 16th of December, 2008
Examination Committee:
(
Chairman
Drs. Syauki, M.pd
NIP. 150246289
Secretill)'
Neneng Sunengsih, S.pd
NIP. 150293236
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Exanliners: 1. Drs. Nasnlll Mabmud, M.pd
NIP. 150041 070
(.\.7:
2. Drs. Sunill'di KaTtowisastro, Dipl.It..cr-(:-:
NIP. 150002279
Acknowledged by:
Dean of the Faculty ofTill'biya and Teachers' Training
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ABSTRACT
Language is as means of international communication in the world. As an
international language, English has an· impOliant position in most fields, such as
education, politics, economics, tourism and many others. Indonesian govemment
has been aware of the importance of English, therefore it has become an
unelectable subject among the other foreign langnage subjects taught in primary
school up to university level in Indonesia.
Since many languages do not have a written form and we learn to speak
before we leam to read or write, it was argued that language is "primarily what is
spoken and only secondary what is written" (Brooks 1994). Therefore, it was
assumed that speech has the priority in language teaching. Based on the statement
above, the writer may infer that speech is the first thing for students to acquire in
order to make language being a set of habit, so that they can use the language they
have learned, as Audio-lingual Method taught. Grammar as one of the most
confusing part of English also must be taught through habit formation to make
students accustom in using it, especially the irregular form of simple past verb
which often make Indonesian students confused in using it.
Based on the background above, question rises "are there any different
achievement between teaching Simple Past Tense using Audio-lingual Method
and without using Audio-lingual Method?" Therefore, the writer made a research
about the effectiveness of using Audio-lingual Method in teaching the Simple Past
Tense. Through this research it is hoped this can give a positive influence in
teaching grammar especially the irregular form of simple past verb.
In this research, the writer used quantitative method. The writer conducted
experiment in two different classes with two different methods. Audio-lingual
Method was employed in an experiment class and Grammar Translation Method
was employed in a controlled class. The data were collected through the
achievement of pre-test and post-test from two classes.
The result of the analysis in the research showed that there is positive
significant difference between the teaching of the Simple Past Tense using Audiolingual Method and using Grammar Translation Method. Audio-lingual Method
has served a positive influence to students tlu·ough its habit formation, so it can be
used as an altemative method in teaching grammar.
ACKNOWLEDGEMENT
In the name of Allah, the Beneficcnt, the Merciful.
All praise be to Allah, the lord of the worlds, through His guidance and
blessing, the writer is able to finish this paper. Peace and blessing be upon Prophet
Muhammad SAW, his families, his relatives and all of his followers.
This paper is written to fulfill one of the requirements for the degree of S.Pd
(Bachelor of Arts) in English Language Education in the Faculty of Tarbiya and
Teachers' Training, SyarifHidayatullah State Islanlic University.
In this opportunity, the writer would like to express her greatest gratitude to
her beloved family, her parents, Fadly Fadhlullah Nasution and Tati Ika Nmaini,
her beloved little sisters, Adinda Peimata Fani and Siti Berliana Fani, also her
relatives in Depok and Medan, for their uncountable loving, caring and support in
finishing her study.
The WIiter also would like to address her thanks and gratitude to her advisor,
Drs. Bahrul Hasibuan, M.Ed., for spending his time, guidmlce, valuable helps mld
cOlTections in completing this paper.
The writer realizes that she would have never completed writing this paper
without the help of people around her. Therefore, she would like to give her
gratitude mld appreciation to:
I. All lecttu"ers in English Department who always gIve their preclOUS
knowledge.
2. Drs. Syauki, M.Pd., the head of English Department and Neneng Sunengsih,
S.Pd., the secretary of English Depmiment.
3. Prof. Dr. Dede Rosyada, M.A., the dean of the Faculty of Tarbiya and
Teachers' Training of State Islamic University.
4. Drs. Ahmad Subarja, the head of Pondok Bina Ildlwan, Lily Kartika, S.Pd.,
the head of Smmi Education Centre, the teachers and students of Smmi
Education Centre who had sincerely spent their time lmd valuable help in
collectinrr the data that the writer needed.
5. The very best friend, Amy KI-MP 2004 and Priyo Bayu S. (thanks for being
the greatest motivator!)
6. All friends in English Department, especially in class A-2004 (thank you for
this very unforgettable friendship. Keep in touch, pals!)
Words are not enough to say much appreciation for all of their help and
contribution in finishing this paper. May Allah guide and give them the happiness
throughout their life. May Allah, the almighty bless them all.
Finally, the writer admits that her writing is still
tar
from being perfect;
therefore, she expects constructive suggestion and criticism for this simple paper
and for a better thing in the future.
Jakmia, 20th of November, 2008
Writer
TABLE OF CONTENTS
Legalization of Advisor
.
Endorsement Sheet
11
Abstract
III
Acknowledgement
IV
Table of Contents
VI
List of Tables
viii
Chapter I
Introduction
1
A. Background of the Research
]
B. Limitation and Formulation of the Problem
5
C. Objective ofthe Research
6
D. Significance of the Research
6
E. Method of the Research
6
F. Hypothesis of the Research........
6
G. Organization of the Research.............................................. 7
Chapter II
Theoretical Franlework
8
A. Audio-lingual Method
8
1. The Understanding of Audio-lingual Method
8
2. The Characteristics of Audio-lingual Method
9
3. The Techniques of Audio-lingual Method
]]
B. Grammar Translation Method
12
1. The Understanding of Grammar Translation Method.. 12
2. The Characteristics of Grammar Translation Method.. 13
3. The Techniques of Gral11mar Translation Method
C. Simple Past Tense
14
]5
1. The Understanding of Simple Past Tense
]5
2. The Fonn of Simple Past Tense
20
3. The Use of Simple Past Tense
22
4. The TeachinQ of Simule Past Tense
5. The Teaching of Simple Past Tense
Using Grammar Translation Method
Chapter III : The Implementation of the Research
26
28
A. Methodology of the Research
28
I. Objective of the Research
28
2. Place and Time of the Research
28
3. Population and Sample of the Research
29
4. Instrument of the Research
29
5. Techniques of Data Collecting
29
6. Techniques of Data Analysis
30
7. Procedures of the Research
31
E? Findings of the Research .................................................•. 32
I. Description of the Data
32
2. Analysis of the Data
35
3. Test of Hypothesis
::
4. Interpretation of the Data
Chapter IV
Bibliography
Appendixes
37
37
Conclusion and Suggestion
39
A. Conclusion
39
B. Suggestion
39
41
Assalamu'alaikum WI. Wb.
Dengan honnat,
Yang bertanda tangan dibawah ini:
Nama
: Mutiara Fani
Tempat, tanggallahir : Jakarta, 2 Mei 1986
NIM
104014000303
Jurusan
: Pendidikan Bahasa Inggris
Fakultas
: Fakultas Umu Tarbiyah dan Kegmuan
Judul Skrlpsi
The Effectiveness of Using Audio-Lingual Method in
Teaching the Simple Past Tense
Menyatakan bahwa:
1. Skripsi yang penulis ajukan untuk memenubi salah satu persyaratan untuk
memperoleb gelar Sarjana Pendidikan di Universitas Islam Negeri Syarif
Hidayatullah adalah benar-benar hasil karya sendiri, buk!m basil karya orang
lain atau hasil plagiat.
2. Semua sUlllber yang penulis gunakan dalam penulisan skripsi ini telah penulis
cantumkan sesuai dengan ketentuan yang berlaku di Universitas Islam Negeri
Syarif Hidayatullah.
3. Apabila terbukti bahwa pernyataan ini tidak benar, maka sepenubnya menjadi
tanggungjawab penulis.
Demikianlah surat pernyataan ini dibuat dengan sebenamya untuk digunakan
sebagaimana mestinya.
Wassalamu'alaikum WI. Wh.
Jakarta, 20 November 2008
Penulis, ,
(Mutiara Fani)
CHAPTER I
INTRODUCTION
A. Background of the Research
Language is as means of communication in the world. As in Webster's New
World College Dictionary, Language is htl111an speech or a system of vocal
sounds and combinations of such sOll11ds to which meaning is attributed, used
for the expression or communication of thoughts and feelings. 1 Oxford
Advanced Learner's Die/ionDlY also states that language is the system of
sOll11ds and words used by humans to express their thought and feelings. 2
We live in a world of words. As a result, hardly is a moment of our life free
from words and fi:ee from using any kind of language. Through language, we
can communicate; express OID' feelings, emotions and ideas. The possession of
language distinguishes human from animals. It is only human who can make,
use and learn the verbal communication. According to the philosophy
expressed in the myths and religions of many people, it is language which is
the SOID'ce of human life and power. 3
1 Michael Agnes, Webster's New World College Dictionary, (Cleveland: Wiley Publishing tnc.,
2002), 4th ed., P. 805.
2 A. S. Hornby, Oxford Advanced Learner's Dictionary, (New York: Oxford University Press,
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There are only five languages that claimed a really large number of
speakers: Chinese, English, Hindi-Urdu, Russian and. Spanish. Of these
languages, only English can claim to have attained the enviable position of a
more or less lll1iversallanguage. 4
The growth of the use of English as the world's universal language has
been obviously continuing for several decades. English has become a lingua
franca which can be defined as a language widely adopted for cOlrummication
for two speakers whose native language are different from each other's and
where one or both speakers are using English as a se ...
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From the statement above, the writer may infer that using Audio-lingual
Method in teaching and learning oral skill by imitating and repeating the form
of the grammar tenses such as the Simple Past Tense through dialogues about
everyday situations will improve a greater degree of automaticity, so that the
students can apply it in their daily life.
The fact is, the way of teaching grammar is mostly still using the classical
method, as Grammar Translation Method, the teacher only translates the text,
gives the rule of some tenses and then asks tlle students to do some exercises
using instruction which is given mostly in students' native language, with very
little attention is given to speaking and listening, Imd almost none to
pronunciation. Because speaking or any kind of spontaneous creative output
was missing from the teaching-learning process, students would often fail at
speaking or even Wliting in the target language. This kind of learning gives a
little possibility for the students to make language being a set of habit
especially in oral proficiency.
Considering this statement, the Wliter is interested in holding an
expeliment that is related to the students' language acquisition especially
teaching grammar using the Audio-lingual Method. On the title: "The
effectiveness of using Audio-lingual Method in teaching the Simple Past
Tense". The writer believes tllat Audio-lingual Method serves more "habitforming" than the classical method as Grammar Translation Method.
B. Limitation and Formnlation oCtile Problem
The problem that will be discussed in this paper is limited only on the
effectiveness of using Audio-lingual Method and Grammar Translation
Method in teaching the Simple Past Tense which covers the irregular verbs
required in New Standard for Elementary Schools as a Smart Education
Center's course book of Beginner IV.
The formulation of the problem which is going to be discussed in this paper
is as follow: Is there any significant different achievement of students in
6
learning Simple Past Tense usmg Audio-lingual Method and Grammar
Translation Method?
C. Objective of the Research
The objective of the research is to find out whether or not there is any
significant different achievement of students taught using Audio-lingual
Method and Grammar Translation Method in learning the Simple Past Tense.
D. Significance of the Research
The result of this research is expected to l:!e useful for broadening the
writer's perspective and for giving the English teachers an alternative method
in teaching grammar especially the Simple Past Tense by using Audio-lingual
Method.
E. Method of the Research
In this research, the WI'iter employs experiment method. The writer
conducts experiment in two different classes with two different methods.
Audio-lingual Method is employed in an experiment class and Grammar
Translation Method is employed in a controlled class.
In analyzing the data, the writer employs t-test to analyze the students'
achievement, by holding a pre-test to know whether or not the two different
classes aTe at the same level, and post-test to know whether or not there is any
significant different achievement of using Audio-lingual Method and
Grammar Translation Method in teaching the Simple Past Tense.
F. Hypothesis ofthe Research
a. Alternative hypothesis : Alternative hypothesis (Ha) means tha.t there is
positive significant difference in the result of
teaching the Simple Past Tense using Audiolingual
Method and
Grammar Translation
7
b. Null Hypothesis
Null hypothesis (Ho) means that there is not any
significant difference in the result of teaching
the Simple Past Tense using Audio-lingual
Method and Grammar Translation Method.
G. Organization of the Research
This paper is divided into four chapters.
The first chapter discusses the introduction which consists of six parts:
background of the research, limitation and formulation of the problem,
objective of the research, significance of the research, method of the research,
hypothesis of the research and organization of the research.
The second chapter discusses the theoretical franlework which consists of
three parts. Part A presents the Audio-lingual Method which discusses the
understanding of Audio-lingual Method, the characteristics of Audio-lingual
Method and the teclmiques of Audio-lingual Method. Part B presents the
Grammar Translation Method which discusses the lmderstanding of Granlmill'
Trilllsiation Method, the characteristics of Grillnmar Translation Method and
the teclmiques of Grammill' Translation Method. Then in part C presents the
Simple Past Tense which discusses the understanding of Simple Past Tense,
the form of Simple Past Tense, the use of Simple Past Tense, the teaching of
Simple Past Tense using Audio-lingual Method and the teaching of Simple
Past Tense using Grammar Translation Method.
The third chapter discusses the implementation of the research which
consists of two pillis. Part A presents methodology of the research which
discusses objective of the research, place and time of the research, population
and sample of the research, instrument of the research, techniques of data
collecting, techniques of data illlalysis illld procedures of the research. Then in
part B presents findings of the research which discusses the description of the
data, analysis of the data, test of hypothesis and intelpretation ofthe data.
The fOlllih chapter deals with conclusion and suggestion.
CHAPTER II
THEORETICAL FRAMEWORK
A. Audio-lingual Method
1. The Undei'standing of Audio-lingual Method
The Audio-lingual Method was developed in the United States dm-ing
the World War II as the combination of stmctural linguist theory,
contrastive analysis, aural-oral procedures and behaviorist psychology.
This method was originally called "oral approach" or "amal-oral
method". I Audio-lingual Method comes as a reaction to the Reading
Approach which is lack of emphasis on oral-amal skills.
Audio-lingual Method teach the language directly which is presented in
the spoken form, this is based on the native language as learned behavior
which was firstly acquired by the infant is the spoken form, so it was
assumed that students will acquire a foreign language more easily if it is
presented in the spoken form first?
Based on one of the five linguistic principles, which is proclaimed by
William Moulton, "Languages are different", it is believed tllat students'
native language and the target language have separate linguistic systems.
I
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Theo Van Els, el. aI., Applied Linguistics and Ihe Learning and Teaching of Foreign
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The structural or pronunciation requirements of the new language
contrasted with the native language habits of the students,3 so in order to
avoid the interference between those two languages, the explanation of
new words are delivered without using the student,,' native language.
The explanation of grammar also delivered in the target language and
through extensive mimicry, memorization and over-learning the language
pattems and fonns, this method brings an immediate result into
.
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commWllcatlOn competence.
4
Reading and writing the foreign language aTe not neglected in this
method, but it will be introduced gradually after the students are
considered capable enough and the material should be kept suictly to what
the students have heard and repeated. 5
The writer may infer that the Audio-lingual Method spends a great deal
of time of teaching-learning activities on the oral skills and habitformation. Stimulus, correct response and reward that are occwTed again
and again in the teaching-learning activities form the students' habit, the
more fi'equently these happen, the stronger tile habit become.
2. The Characteristics of Audio-lingtllal Method
The characteristics of the Audio-lingual Method may be sUll11ned up in
tile following list:
1. Lessons begin with dialogues.
2. Mimicry and memorization are used, based on the assumption
that language is habit formation.
3. Gnumnatical structmes are sequenced zuld rules are taught
inductively.
4. Skills are sequenced: listening, spealdng - reading, writing
postponed.
5. Pronunciation is sU'essed from the beginning.
6. Vocabulary is severely limited in initial stages.
3
4
W. M. Rivers, Teaching Foreign-Language Skills, ... , P. 43.
rd
http://en.wikipedia.org/wiki/Audio-Lingual Methmi (Accessed on Vvednesday, 23 of July,
10
7. A great effort is made to prevent leamers' errors.
8. Language is often manipulated withou.t regard to meaning or
context.
9. The teacher must be proficient only in the stmctures,
vocabulary, etc. that he or she is teaching since leaming and
materials are carefully controlled. 6
10. Structural patterns are taught using repetitive drills.
I!. There is much use of tapes, language labs, and visual aids.
12. Very little use of the mother tongue by teachers is pennitted.
13. Successful responses are immediately reinforced.?
Rivers (1964) also lists six central characteristics of Audio-lingual
Method:
I.
2.
3.
4.
5.
6.
Primary 0 f speech.
Stimulus-response-Reinforcement (S-R-R) model.
Habit fonnation through repetition.
Incrementalism.
Contrastive linguistics.
Inductive learning. 8
Brooks lists the classroom procedure which the teacher should adopt in
using Audio-lingual Method as the following:
I. The modeling of all learning by the teacher.
2. The subordination of the mother tongue to the second language
by rendering English inactive while the nt:w language is being
learnt.
3. The early and continued training of the ear and tongue without
recourse to graphic symbols.
4. The learning of structme through the practice of pattems of
sound, order, and fonn, rather by explanation.
5. The gradual substitutions of graphic symbols for sounds after
sow1ds are thoroughly known.
6. The summarizing of the main principles of structure of the
student's use when the structures are already familiar,
especially when they differ fi'om those oftl1e mother tongue.
7. The shOliening of the time span between a perfOlmance and the
pronoW1cement of its rightness oj' wrongness, without
intenupting the response. This enhances the factor of
reinforcement in leaming.
6 Marianne Celee-Murcia (cd.), Teaching English as a Second or Foreign Language, (Boston:
Heinle & Heinle, 2001), 3'd ed., P. 7.
7 H. Donglas Brown, Principles of Language Learning and Teaching, (New York: Addison
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8. The minimizing of vocabulary until all common structures has
been learned.
9. The study of vocabulary only in context.
10. Sustained practice in the use of the lal1guage only in the
molecular form of speaker-hearer-situation.
11. Practice in translation only as a literary exercise at an advanced
level. 9
From those lists, the wTiter may conclude that the teaching-learning
activities of Audio-lingual Method aTe managed not only by teacher but
also by the students. Students do a lot of listening. speaking activities and
memorizing the structure, while the teacher's role is as a helper who
creates a learning environment for students to try the language out. This
method emphasizes on spoken language as its teaching objective and a
direct approach as its teaching strategy.
3. The Techniques of Audio-lingual Method
There are several common techniques which is closely associated with
the Audio-lingual Method, they are:
1. Dialog Memorization
Students memorize an opening dialog using mimicry and
applied role playing.
2. Backward Build-up (Expansion Drill)
Teacher breaks a line into several palis; students repeat each
part staliing at the end of the sentences and expanding
backwards through the sentence, adding each part in sequence.
3. Repetition Drill
Students repeat teacher's model as quickly alld accurately as
possible.
4. Chain drill
Students ask and answer each other one··by-one in a circular
chain around the classroom.
S. Single-slot Substitution Drill
Teacher states a line from a dialog, and then uses a word or a
phrase as a cue for the students. The students repeat the line
and substituting the cue into the line in its proper place.
12
6. Multiple-slot Substitution Drill
This is similar to the Single-slot Substitution Drill, except that
there are multiple cues to be substituted into the line.
7. Transfol1uation Drill
Teacher provides a sentence that must be turned into something
else, for example a question to be turned into a statement, an
active sentence to be turned into a negative statement, etc.
8. Question and Answer Drill
Students should answer or ask question very quickly.
9. Use of Minimal Pairs
Using contrastive analysis, teacher selects a pair of words that
sound identical except for a single sound that typically poses
difficulty for the learners - students are to pronounce and
differentiate the two words.
10. Complete the dialog
Selected words are erased from a line in the dialog - students
must find and complete the blanks with the missing words.
11. Grannuar Game
The games are designed to get students to practice a granilllar
point within a context. There is also a lot of repetition in this
game. 10
Those techniques are intended to make the students involve in the
teaching-learning activity actively through oral exercises and to form the
foreign language habit effectively through reinforcement.
B. Grammar Translation Method
1. The Understanding of Grammar Translation Method
GranmlaI' Translation Method is a foreign language teaching method
derived from the classical (sometimes called traditional) method which is
originally used to teach Greek aIld Latin, this firstly known in the United
States as the Pmssian Method. II This method was applied to the teaching
of modem language in the late nineteenth and early tVl'entieth century.I2
10 Diane Ｌｮ｡ｭ･ｲｆｾｳｌ
Techniques and Principles in Language Teaching, (New York:
Oxford University Press, 1986), P. 45-47.
II J, C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching: A
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Grammar Translation Method requires students to translate accurately
the whole texts word by word from students' native language into target
language or from the target language to students' native language, much
stress on memorizing numerous granlmatical rules and exceptions as well
as enOlIDOUS vocabulary lists, but little training in using the language
actively to express one's own meaning, even in writing. 13 Oral skills are
clearly neglected and little or no attention is paid to pronunciation
practice. 14
This method uses the students' native language in delivering the target
language and textbooks often dominate the work of the teacher. The
objective of Grammar Translation Method is that students would be able
to read and appreciate foreigu language literature and also translate literary
masterpieces and classics. ls
From those statements above, the writer may infer that Grammar
Translation Method concerns only on translation and the students'
granlmar knowledge without giving much attention to the context and
spoken language. Through this method, the students are lack of an active
role in the classroom and strictly following their textbook.
2, The Characteristics of Gl'ammar Translation Method
The major characteristics of the Grammar Translation Method can be
summed up in the following list:
I. Instruction is given in the native language ofthe students.
2. There is little use of the target language for communication.
3. Focus is on grammatical parsing, i.e., the form and inflection of
words.
4. There is early reading of diffi.cult text.
5. A typical exercise is to translate sentences fi'om the target
language into the mother tongue,
6. The result of this approach is usually an inability on the part of
the student to use the language for communication.
13
W. M. Rivers, Teaching Foreign-Language Skills, ... , P. 31.
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14
7. The teacher does not have to be able to speak the target
language. 16
8. Much vocabulary is taught in the form of lists of isolated
words.
9. Long elaborate explanations of the intricacies of grammar are
gIven.
10. Little attention is paid to the content of texts, which are treated
as exercises in grammatical analysis. I?
The writer may conclude that Grammar Translation Method gives
much stress on knowing rules and exceptions, but little training on oral
skills especially on speaking the target language. The role of the students
in the classroom is as the passive one; they only absorb and then
reconstitute what they have absorbed.
3. The Techniqnes of Grammar Translation method
There are some nseful techniques associated with the Grammar
Translation method as described in the following list:
1. Translation of a literary passage
Students tral1slate a reading passage from the target language
into their native language. The translation may be written or
spoken or both.
2. Reading comprehension questions
Students answer questions in the target language based on their
understanding of the reading passage.
3. Antonyms/ synonyms
Students are given one set of words and are asked to find
antonyms in the reading passage. A simillar exercise could be
done by asldng students to find synonyms for a particular set of
words.
4. Cognates
Students are taught to recognize cognates by learning the
spelling or sound patterns that cOlTespond between the
languages.
5. Deductive application of rule
Grammar rules are presented with examples. Exceptions to
each rule are also noted. Once students understand the lUle,
they are asked to apply it to some different examples.
15
6. Fill in the blanks
Students are given a series of sentences with words missing.
They fill in the blanks with new vocabulary items of a
particular grammar type, such as prepositions or verbs with
different tenses.
7. Memorization
Students are given lists of target language vocabulary words
and their native language equivalents and are asked to
memorize them. They are also required to memorize
grammatical rules and grammatical paradigms such as verb
cOl1iugations.
8. Use words in sentences
In order to show that students understand the meaning and use
of a new vocabulaTY item, they make up sentences in which
they use the new words.
9. Composition
The teacher gives the students a topic to write about in the
target language. The topic is based upon some aspects of the
reading passage of the lesson. IS
From those lists of techniques which is used in GrammaT Translation
Method, the writer may infer that this method only focus on the
development of reading and writing skills in the context of translation,
while very little attention was placed on any productive aspeets of the
language.
C. Simple Past Tense
1. The Understanding of Simple Past Tense
Simple Past Tense eonsists of three words; simple, past ,md tense
whieh eaeh word has its own meaning etymologically. The writer would
like to describe them one by one according to Oxford Advanced Learner's
Dictionary. Simple is (I) easy; easily done or understood, (2) grammar;
used to describe the present or past tense of an active verb that is formed
without an auxiliary verb. I9 Past is (1) gone by in time, (2) grammar;
indicating a state or an action in the past,20 Tense is any of the form of a
n
'"
1 A
16
verb that may be used to indicate the time of the action or state expressed
by the verb: the present! past! future tense. 21
Some grammarian defines the Simple Past Tense using their own
languages so there are several definitions of it. According to Azar, Simple
Past Tense is used to indicate that an activity or situation was began and
ended at a particular time in the past. 22 While according to Greenbaum,
Simple Past Tense is used to refer to a situation set at a definite time in the
past. 23 Hopper also stated that the Simple Past Tense excludes the presents
and covers those events that took place at a definite time or habitually in
the past. 24
From those statements above, the writer may infer that the Simple Past
Tense is a simple sentence which is used to talk about events, actions or
situations are happened in the past and have finished at the time it's
spoken or written.
English verbs are divided into two classes: regular and irregular. These
classifications come from the way the verb forms its simple past and past
participles.
Most verbs in English are regular verbs, they add the -ed or --d ending
to form both the simple past and the past participle fonns, but the vowel
doesn't change, for example: walk, walked, walked. While the irregular
verbs have their own pattern, these verbs do not ta.ke an -ed ending in the
simple past and past participle.
The pronunciation of a vowel sound may be changed, or the spelling of
the simple past and past participle form may be different from the spelling
of the infinitive fonn. 25
A. S. Hornby, Oxford Advanced Learner's Dictionary, ... ,P. 123 I.
Betty Schrampfer Azar, Understanding and Using English Grammar, (New Jersey: Prentice
Hall Inc., 1989),2" ed., P. 24.
23 Sidney Greenbaum, et. af., A Student's Grammar ofthe English Language, (Harlow: Pearson
Education Limited, 1990), P. 50.
24 Vincent F. Hopper, et. al., Essentials of English, (New York: SalTOn'S Educational Series
21
22
ｾＢ ａ
_II.
•
....
."
17
There are many different fonns in ilTegnlar verbs, for example, some
irregular verbs do not change the fonn at all, as in hit-hit-hit. In some
irregular verbs, the simple past is the same as the past participle, the vowel
changes and a -d or -I is added, as in tell-told-told. With other irregular
verbs, all three forms are different, the vowel changes and an
-)1
or --e is
added, as in break-broke-broken. 26 Thus, the writer may conclude that the
form of simple past and past participle in irregular verbs has no pattern to
follow.
The following chmi lists some of the most common irregular verbs that
have the smne infinitive, simple past, and past pmticiple fonns. 27
Infinitive
Simple Past
bid
burst
cost
hit
hmt
let
put
quit
set
shut
bid
burst
cost
hit
hurt
let
put
quit
set
shut
Past Participle
-bid
burst
cost
hit
hurt
let
put
quit
set
shut
The infinitive and the simple past form m'e same, but the past participle
is different?8
Infinitive
Simple Past
beat
beat
Past Participle
.-
-
!
I
I
beaten
i
(sometimes beat)
I
!
26 Raymond Murphy, English Grammar in Use, (Cambridge: Cambridge University Press,
1994), 2nd ed., P. 265.
27 ｮｾｴＮ
r.
ｉＮｔｾ ＬＮ ｬｾ｟
ｾ
"I
ａｉ｟ｾＮ
•• ［Ｎｾ
d .... ｾ •• ［ｾ｟Ｎ
ｌＧＮｾ｟ＱＺｨ
ｻｦｴｔｾ
••• ｔ ｾ Ｂ Ｎ Ｌ
n_,,_.. ｾＬＺ
ｬ ｾｔＮ｟
ｾｔ
'\
18
The following chart lists some of the most common irregular verbs that
have the same infinitive and past participle f0n11s. 29
Infinitive
Simple Past
Past Pmrticiple
become
come
run
became
came
ran
become
come
nm
The next chart lists some of the most common in'egular verbs that have
the same simple past and past participle forms. 3D
Simple Past al[l(l
Infinitive
bring
build
buy
catch
dig
feed
feel
fight
find
get
hang
have
hear
hold
keep
lay
lead
leave
lend
Past Participle
brought
built
bought
caught
dug
fed
felt
fought
found
got (also gotten)
hung
had
heard
held
kept
laid
led
left
lent
Simple Past ami
Infinitive]
lose
make
meet
pay
read Irid!
say
sell
send
shoot
sit
sleep
spend
stand
teach
tell
think
understand
win
Past Particillle
lost
made
met
paid
read Ired!
said
sold
sent
shot
-sat
slept
spent
stood
taught
told
thought
understood
won
19
The following chart lists some of the most common irregular verbs that
have different infinitive, simple past and past participle fonns. 3l
Infinitive
Simple Past
Past Participle
arise
be (is/ ami are)
begin
bite
blow
break
choose
do
draw
drink
drive
eat
fall
forget
give
go
know
ride
ring
rise
see
smg
speak
steal
SWIm
take
throw
wear
write
arose
was/were
arisen
been
begun
bitten
blown
broken
chosen
done
drawn
dnrnk
driven
eaten
fallen
forgotten
began
bit
blew
broke
chose
did
drew
drank
drove
ate
fell
forgot
gave
went
knew
rode
rang
rose
saw
sang
spoke
stole
swanl
took
threw
wore
wrote
given
gone
known
ridden
rung
rIsen
seen
sung
spoken
stolen
swum
taken
thrown
worn
written
20
There are several expressions of past time which specify the time in the
past when an action was completed. Here are some of the examples of
expression for past time that we can use in the Simple Past Tense:
Yesterday
Last year
Last night
The day before yesterday
Last Monday
A long time ago
Yesterday moming
Last week
A year ago
A few minutes ago
In April 1992
Then, etc.
2. Tile Form of Simple Past Tense
As written in the Interactions 1 Grammar, the jXJlm of Simple Past
Tense is divided into three parts, they are statements, yes/no questions and
informative questions. 32 The further explanations are as below:
a. Statements
Statements in English is divided into two, affitmative and negative
statements.
An affirmative statement is fomled with:
Subject + Verb 2 + ...
Examples
Notes
• I saw many people in the book- All irregulm' verbs do not take an
shop.
-ed ending as in regular verbs.
• Father bought me two story The fOl1n is used for all subjects,
books.
both singulm' mld plural.
• She went home at noon.
A negative statement is formed with:
Subject + did not + Verb ] + ...
21
Examples
• r did
Notes
not see many people in For negative past tense verbs,
the book-shop.
use did not before the simple
• Father did not buy me two form of the, main verb. The
story books.
contraction for did not is didn ·t.
• She did not go home at noon.
b. Yes! No Questions and Short Answers
Questions in English is divided into two, affinnative and negative
questions.
An affirmative question is fonned with:
Did -I- Subject -I- Verb 1 -I-
•••
Possible Answers
Examples
Affirmative
• Did you see many people in the Yes, I did.
Negative
No, r didn't
book-shop?
Yes, she did.
• Did she go home at noon?
No, she didn't.
A negative question is fOlmed with:
Didn't -I- Subject -I- Verb 1 -I-
Examples
'"
Possible Answers
Affirmative
• Didn't you see many people in Yes, I did.
Negative
No, r didn't
the book-shop?
• Didn't she go home at noon?
Yes, she did.
No, she didn't.
22
c. InfOl'mation Questions
Examples
Possible Answel's
Notes
• What did you see • I saw many people Information questions
in the book-shop?
in the book-shop.
with did and didn't,
• When did she go • She went home at the main verb is in
home?
noon.
the simple form.
• Who ate a lot this • My sister ate a lot When who or what is
morning?
this morning.
th., subject, the main
• What made her • The death of her cat verb is in the simple
cry?
made her cry.
past tense and did is
not used before the
subject.
3. The Use of Simple Past Teuse
According to Wishon and Burks, there are some uses of Simple Past
Tense, they are:
a. It is used to report a state or activity which can be ascribed to a definite
past time that is concern on single activities that were occurred and
were finished at a specified time.
Example:
• I had a busy day yesterday, I wrote many letters.
• I smv him three years ago.
b. It is used for activities that were occurred over period of time in the
past, but are now finished, or that were occurred at intervals in the
past, but don't occurred now.
Example:
• Last week, I took a taxi to my office.
• His mother wrote to him every day.
c. It is used to describe customary or habitual action in the past. The past
,.
23
Example:
• I used to be a scout boy.
• I used to get up at 05.00 every morning.
d. The past form of do as an auxiliary is used with simple form of the
verb to express emphasis.
Example:
• I did study for the examination.
• No matter what Liza said, she didfinish the work. 33
While according to Greenbaum, the Simple Past Tense is used to refer
to a situation set at a definite time in the past as follows:
a. The event past is used with dynamic verb sense to refer to a single
definite event in the past.
Example:
• The Norn1ans invaded England in 1066 (The event may take place
over an extended period)
• The plane lejl at 9 a.m. (The event may also take place at a point of
time)
b. The habitnal past is used with dynamic verb sense to refer to past
events that repeated occur.
Example:
• We spent our holidays in Spain when we were children.
c. The state past is used with static verb senses to refer to a single
tmbroken state of affairs in the past.
Example:
• I once liked reading novels.
• I used to go to the beach for relaxing.
34
24
4. The Teaching of Simple Past Tense Using Andio-Iingual Method
The writer concludes the illustrations of the activities of Audio-lingual
Method from W. M. Rivers and Diane Larsen Freeman as written below:
In Audio-lingual Method, the first level of instmction is based on
dialogues which are containing commonly used everyday expressions and
basic structures of high frequency.35 The teacher acts out a new dialogue
between two people, she asks the students to listen carefully to the
conversation. The students expected to eventually memolize the dialogue
which is the teacher introducing. All of the instmctions are in English, and
here is the example of dialogue containing the Simple Past Tense:
Sally: Good Morning, Bill!
Bill : Good Morning, Sally!
Sally: How are you?
Bill : I'm fine, thanks. What about you?
Sally: Not too bad. Anyway, where did you go yesterday?
Bill : I went to the book-shop.
Sally: Did you buy some books?
Bill : Yes, I did. I bought two story-books.
Sally: Can I borrow them?
Bill : Sure.
Sally: Thank you, Bill.
After the teacher acts out the dialogue, she has the whole class repeat
each lines of her dialogue after her model. It is repeated several times.
When the class comes to the line, "I went to a book-shop", they stumble a
bit in their repetition. Then the teacher uses backward build-up drill
(expansion drill) to break down the troublesome:
･｣ｮ ｴ ｾＧｳ
into smaller
parts.
After students have repeated the dialogue several times (repetition
dlill), the teacher gives a chance to the students to do a role-play. Switch
roles between the teacher and the students in order to practice a little more.
25
Then the teacher initiates a chain drill with fom of the lines from the
dialogue. A chain drill gives students an opportunity to say the lines
individually and also lets them use the expression in conm1Ul1ication with
someone else. Finally, the teacher selects two students to pelfOlw the
entire dialogue for the rest of the class. When they are finished, two others
do the same.
The teacher then moves to the next major phase of the lesson, named
single-slot substitution drill. Teacher states a line fTOm a dialog, and then
uses a word or a phrase as a cue for the students. The students repeat the
line and substituting the cue into the line in its proper place. The teacher
changes "the book-shop" into another one phase like "the bank", "the
market", "the cinema" and so on by showing the pictme. After every
single response, the teacher should give some reward, as Politzer (1961)
stated; correct responses are learned better if they are immediately
reinforced by reward. 36
Finally the teacher increases the complexity of the task by leading the
students in a multi-slot substitution drill. This is th,; smne as the single-slot
drill, except that there are multiple cues to be substituted into the line.
Then followed by a trm1sfonnation drill, tins type of drill asks students to
change one type of sentence into another, an affirmative into negative
sentence, active into passive sentence and so on.
After that, by holding up a pictme used before, a picture of market, the
teacher ask "did you go to the market?", then she answer it by herself "yes,
I did". The teacher also gives a negative answer with different picture. The
teacher repeats the same pattern questions for several times, this pattern
drills had a central position in the Audio-lingual Method. 37 Then the
students have to answer the question correctly by looking the certain
pictme. This called question m1d answer drill.
26
At the final few minutes of the class, the teacher returns to the dialogue
with which the teacher began the
METHOD IN TEACHING THE SIMPLE PAST TENSE
(An Experimental Study at Smart Education Center Ciputat)
A Paper
Presented to the Faculty of Tarbiya and Teachers' Training
in Partial Fulfillment of the Requirements
for the Degree of S.Pd (Bachelor of Arts) in English Language Education
by:
MUTIARA FANI
NIM 104014000303
\0. tnduk
DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYA AND TEACHERS' TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
THE EFFECTIVENESS OF USING AUDIO-LINGUAL
METHOD IN TEACHING THE SIMPLE PAST TENSE
(An Experimental Study at Smart Education Center Ciputat)
A Paper
Presented to the Faculty of Tarbiya and Teachers' Training
in Partial Fulfillment of the Requirements
for the Degree of S.Pd (Bachelor of Arts) in English Language Education
by:
MUTIARA FANI
NIM 104014000303
Approved by the Advisor
hruYMasibuan, M.Ed.
DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYA AND Ｇｓｾｒｅｈｃａｔ
TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC lUNIVERSITY
JAKARTA
ｾ
.1")0 U I ")OOS! M
ENDORSEMENT SHEET
A paper entitled "THE EFFECTIVENESS OF USING AUDIO-LINGUAL
METHOD IN TEACHING THE SIMPLE PAST TENSE" (An Experimental
Study at Smart Education Center Ciputat), written by Mutiara Fani, student's
registration number 104014000303 was examined in the examination session of
the Faculty of Tarbiya and Teachers' Training, Syarif Hidayatullab State Islamic
University Jakarta on 16th of December, 2008. The paper has been accepted and
declared to have fulfilled one of the requirements for the degree ofS.pd (Bachelor
of Arts) in English Language Education in the department of English Education.
Jakarta, 16th of December, 2008
Examination Committee:
(
Chairman
Drs. Syauki, M.pd
NIP. 150246289
Secretill)'
Neneng Sunengsih, S.pd
NIP. 150293236
ｾ
\
Exanliners: 1. Drs. Nasnlll Mabmud, M.pd
NIP. 150041 070
(.\.7:
2. Drs. Sunill'di KaTtowisastro, Dipl.It..cr-(:-:
NIP. 150002279
Acknowledged by:
Dean of the Faculty ofTill'biya and Teachers' Training
J
..ｾ
)
J
｜ｴ［ｲＧｊＬ［ ｐｬＧＢｾ ｚＪｾＭＧ
ｾＬ
ｾ
)
=: ｾＮＩ
'"
ABSTRACT
Language is as means of international communication in the world. As an
international language, English has an· impOliant position in most fields, such as
education, politics, economics, tourism and many others. Indonesian govemment
has been aware of the importance of English, therefore it has become an
unelectable subject among the other foreign langnage subjects taught in primary
school up to university level in Indonesia.
Since many languages do not have a written form and we learn to speak
before we leam to read or write, it was argued that language is "primarily what is
spoken and only secondary what is written" (Brooks 1994). Therefore, it was
assumed that speech has the priority in language teaching. Based on the statement
above, the writer may infer that speech is the first thing for students to acquire in
order to make language being a set of habit, so that they can use the language they
have learned, as Audio-lingual Method taught. Grammar as one of the most
confusing part of English also must be taught through habit formation to make
students accustom in using it, especially the irregular form of simple past verb
which often make Indonesian students confused in using it.
Based on the background above, question rises "are there any different
achievement between teaching Simple Past Tense using Audio-lingual Method
and without using Audio-lingual Method?" Therefore, the writer made a research
about the effectiveness of using Audio-lingual Method in teaching the Simple Past
Tense. Through this research it is hoped this can give a positive influence in
teaching grammar especially the irregular form of simple past verb.
In this research, the writer used quantitative method. The writer conducted
experiment in two different classes with two different methods. Audio-lingual
Method was employed in an experiment class and Grammar Translation Method
was employed in a controlled class. The data were collected through the
achievement of pre-test and post-test from two classes.
The result of the analysis in the research showed that there is positive
significant difference between the teaching of the Simple Past Tense using Audiolingual Method and using Grammar Translation Method. Audio-lingual Method
has served a positive influence to students tlu·ough its habit formation, so it can be
used as an altemative method in teaching grammar.
ACKNOWLEDGEMENT
In the name of Allah, the Beneficcnt, the Merciful.
All praise be to Allah, the lord of the worlds, through His guidance and
blessing, the writer is able to finish this paper. Peace and blessing be upon Prophet
Muhammad SAW, his families, his relatives and all of his followers.
This paper is written to fulfill one of the requirements for the degree of S.Pd
(Bachelor of Arts) in English Language Education in the Faculty of Tarbiya and
Teachers' Training, SyarifHidayatullah State Islanlic University.
In this opportunity, the writer would like to express her greatest gratitude to
her beloved family, her parents, Fadly Fadhlullah Nasution and Tati Ika Nmaini,
her beloved little sisters, Adinda Peimata Fani and Siti Berliana Fani, also her
relatives in Depok and Medan, for their uncountable loving, caring and support in
finishing her study.
The WIiter also would like to address her thanks and gratitude to her advisor,
Drs. Bahrul Hasibuan, M.Ed., for spending his time, guidmlce, valuable helps mld
cOlTections in completing this paper.
The writer realizes that she would have never completed writing this paper
without the help of people around her. Therefore, she would like to give her
gratitude mld appreciation to:
I. All lecttu"ers in English Department who always gIve their preclOUS
knowledge.
2. Drs. Syauki, M.Pd., the head of English Department and Neneng Sunengsih,
S.Pd., the secretary of English Depmiment.
3. Prof. Dr. Dede Rosyada, M.A., the dean of the Faculty of Tarbiya and
Teachers' Training of State Islamic University.
4. Drs. Ahmad Subarja, the head of Pondok Bina Ildlwan, Lily Kartika, S.Pd.,
the head of Smmi Education Centre, the teachers and students of Smmi
Education Centre who had sincerely spent their time lmd valuable help in
collectinrr the data that the writer needed.
5. The very best friend, Amy KI-MP 2004 and Priyo Bayu S. (thanks for being
the greatest motivator!)
6. All friends in English Department, especially in class A-2004 (thank you for
this very unforgettable friendship. Keep in touch, pals!)
Words are not enough to say much appreciation for all of their help and
contribution in finishing this paper. May Allah guide and give them the happiness
throughout their life. May Allah, the almighty bless them all.
Finally, the writer admits that her writing is still
tar
from being perfect;
therefore, she expects constructive suggestion and criticism for this simple paper
and for a better thing in the future.
Jakmia, 20th of November, 2008
Writer
TABLE OF CONTENTS
Legalization of Advisor
.
Endorsement Sheet
11
Abstract
III
Acknowledgement
IV
Table of Contents
VI
List of Tables
viii
Chapter I
Introduction
1
A. Background of the Research
]
B. Limitation and Formulation of the Problem
5
C. Objective ofthe Research
6
D. Significance of the Research
6
E. Method of the Research
6
F. Hypothesis of the Research........
6
G. Organization of the Research.............................................. 7
Chapter II
Theoretical Franlework
8
A. Audio-lingual Method
8
1. The Understanding of Audio-lingual Method
8
2. The Characteristics of Audio-lingual Method
9
3. The Techniques of Audio-lingual Method
]]
B. Grammar Translation Method
12
1. The Understanding of Grammar Translation Method.. 12
2. The Characteristics of Grammar Translation Method.. 13
3. The Techniques of Gral11mar Translation Method
C. Simple Past Tense
14
]5
1. The Understanding of Simple Past Tense
]5
2. The Fonn of Simple Past Tense
20
3. The Use of Simple Past Tense
22
4. The TeachinQ of Simule Past Tense
5. The Teaching of Simple Past Tense
Using Grammar Translation Method
Chapter III : The Implementation of the Research
26
28
A. Methodology of the Research
28
I. Objective of the Research
28
2. Place and Time of the Research
28
3. Population and Sample of the Research
29
4. Instrument of the Research
29
5. Techniques of Data Collecting
29
6. Techniques of Data Analysis
30
7. Procedures of the Research
31
E? Findings of the Research .................................................•. 32
I. Description of the Data
32
2. Analysis of the Data
35
3. Test of Hypothesis
::
4. Interpretation of the Data
Chapter IV
Bibliography
Appendixes
37
37
Conclusion and Suggestion
39
A. Conclusion
39
B. Suggestion
39
41
Assalamu'alaikum WI. Wb.
Dengan honnat,
Yang bertanda tangan dibawah ini:
Nama
: Mutiara Fani
Tempat, tanggallahir : Jakarta, 2 Mei 1986
NIM
104014000303
Jurusan
: Pendidikan Bahasa Inggris
Fakultas
: Fakultas Umu Tarbiyah dan Kegmuan
Judul Skrlpsi
The Effectiveness of Using Audio-Lingual Method in
Teaching the Simple Past Tense
Menyatakan bahwa:
1. Skripsi yang penulis ajukan untuk memenubi salah satu persyaratan untuk
memperoleb gelar Sarjana Pendidikan di Universitas Islam Negeri Syarif
Hidayatullah adalah benar-benar hasil karya sendiri, buk!m basil karya orang
lain atau hasil plagiat.
2. Semua sUlllber yang penulis gunakan dalam penulisan skripsi ini telah penulis
cantumkan sesuai dengan ketentuan yang berlaku di Universitas Islam Negeri
Syarif Hidayatullah.
3. Apabila terbukti bahwa pernyataan ini tidak benar, maka sepenubnya menjadi
tanggungjawab penulis.
Demikianlah surat pernyataan ini dibuat dengan sebenamya untuk digunakan
sebagaimana mestinya.
Wassalamu'alaikum WI. Wh.
Jakarta, 20 November 2008
Penulis, ,
(Mutiara Fani)
CHAPTER I
INTRODUCTION
A. Background of the Research
Language is as means of communication in the world. As in Webster's New
World College Dictionary, Language is htl111an speech or a system of vocal
sounds and combinations of such sOll11ds to which meaning is attributed, used
for the expression or communication of thoughts and feelings. 1 Oxford
Advanced Learner's Die/ionDlY also states that language is the system of
sOll11ds and words used by humans to express their thought and feelings. 2
We live in a world of words. As a result, hardly is a moment of our life free
from words and fi:ee from using any kind of language. Through language, we
can communicate; express OID' feelings, emotions and ideas. The possession of
language distinguishes human from animals. It is only human who can make,
use and learn the verbal communication. According to the philosophy
expressed in the myths and religions of many people, it is language which is
the SOID'ce of human life and power. 3
1 Michael Agnes, Webster's New World College Dictionary, (Cleveland: Wiley Publishing tnc.,
2002), 4th ed., P. 805.
2 A. S. Hornby, Oxford Advanced Learner's Dictionary, (New York: Oxford University Press,
, .......... "....
",th __•
.....
rr",
2
There are only five languages that claimed a really large number of
speakers: Chinese, English, Hindi-Urdu, Russian and. Spanish. Of these
languages, only English can claim to have attained the enviable position of a
more or less lll1iversallanguage. 4
The growth of the use of English as the world's universal language has
been obviously continuing for several decades. English has become a lingua
franca which can be defined as a language widely adopted for cOlrummication
for two speakers whose native language are different from each other's and
where one or both speakers are using English as a se ...
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From the statement above, the writer may infer that using Audio-lingual
Method in teaching and learning oral skill by imitating and repeating the form
of the grammar tenses such as the Simple Past Tense through dialogues about
everyday situations will improve a greater degree of automaticity, so that the
students can apply it in their daily life.
The fact is, the way of teaching grammar is mostly still using the classical
method, as Grammar Translation Method, the teacher only translates the text,
gives the rule of some tenses and then asks tlle students to do some exercises
using instruction which is given mostly in students' native language, with very
little attention is given to speaking and listening, Imd almost none to
pronunciation. Because speaking or any kind of spontaneous creative output
was missing from the teaching-learning process, students would often fail at
speaking or even Wliting in the target language. This kind of learning gives a
little possibility for the students to make language being a set of habit
especially in oral proficiency.
Considering this statement, the Wliter is interested in holding an
expeliment that is related to the students' language acquisition especially
teaching grammar using the Audio-lingual Method. On the title: "The
effectiveness of using Audio-lingual Method in teaching the Simple Past
Tense". The writer believes tllat Audio-lingual Method serves more "habitforming" than the classical method as Grammar Translation Method.
B. Limitation and Formnlation oCtile Problem
The problem that will be discussed in this paper is limited only on the
effectiveness of using Audio-lingual Method and Grammar Translation
Method in teaching the Simple Past Tense which covers the irregular verbs
required in New Standard for Elementary Schools as a Smart Education
Center's course book of Beginner IV.
The formulation of the problem which is going to be discussed in this paper
is as follow: Is there any significant different achievement of students in
6
learning Simple Past Tense usmg Audio-lingual Method and Grammar
Translation Method?
C. Objective of the Research
The objective of the research is to find out whether or not there is any
significant different achievement of students taught using Audio-lingual
Method and Grammar Translation Method in learning the Simple Past Tense.
D. Significance of the Research
The result of this research is expected to l:!e useful for broadening the
writer's perspective and for giving the English teachers an alternative method
in teaching grammar especially the Simple Past Tense by using Audio-lingual
Method.
E. Method of the Research
In this research, the WI'iter employs experiment method. The writer
conducts experiment in two different classes with two different methods.
Audio-lingual Method is employed in an experiment class and Grammar
Translation Method is employed in a controlled class.
In analyzing the data, the writer employs t-test to analyze the students'
achievement, by holding a pre-test to know whether or not the two different
classes aTe at the same level, and post-test to know whether or not there is any
significant different achievement of using Audio-lingual Method and
Grammar Translation Method in teaching the Simple Past Tense.
F. Hypothesis ofthe Research
a. Alternative hypothesis : Alternative hypothesis (Ha) means tha.t there is
positive significant difference in the result of
teaching the Simple Past Tense using Audiolingual
Method and
Grammar Translation
7
b. Null Hypothesis
Null hypothesis (Ho) means that there is not any
significant difference in the result of teaching
the Simple Past Tense using Audio-lingual
Method and Grammar Translation Method.
G. Organization of the Research
This paper is divided into four chapters.
The first chapter discusses the introduction which consists of six parts:
background of the research, limitation and formulation of the problem,
objective of the research, significance of the research, method of the research,
hypothesis of the research and organization of the research.
The second chapter discusses the theoretical franlework which consists of
three parts. Part A presents the Audio-lingual Method which discusses the
understanding of Audio-lingual Method, the characteristics of Audio-lingual
Method and the teclmiques of Audio-lingual Method. Part B presents the
Grammar Translation Method which discusses the lmderstanding of Granlmill'
Trilllsiation Method, the characteristics of Grillnmar Translation Method and
the teclmiques of Grammill' Translation Method. Then in part C presents the
Simple Past Tense which discusses the understanding of Simple Past Tense,
the form of Simple Past Tense, the use of Simple Past Tense, the teaching of
Simple Past Tense using Audio-lingual Method and the teaching of Simple
Past Tense using Grammar Translation Method.
The third chapter discusses the implementation of the research which
consists of two pillis. Part A presents methodology of the research which
discusses objective of the research, place and time of the research, population
and sample of the research, instrument of the research, techniques of data
collecting, techniques of data illlalysis illld procedures of the research. Then in
part B presents findings of the research which discusses the description of the
data, analysis of the data, test of hypothesis and intelpretation ofthe data.
The fOlllih chapter deals with conclusion and suggestion.
CHAPTER II
THEORETICAL FRAMEWORK
A. Audio-lingual Method
1. The Undei'standing of Audio-lingual Method
The Audio-lingual Method was developed in the United States dm-ing
the World War II as the combination of stmctural linguist theory,
contrastive analysis, aural-oral procedures and behaviorist psychology.
This method was originally called "oral approach" or "amal-oral
method". I Audio-lingual Method comes as a reaction to the Reading
Approach which is lack of emphasis on oral-amal skills.
Audio-lingual Method teach the language directly which is presented in
the spoken form, this is based on the native language as learned behavior
which was firstly acquired by the infant is the spoken form, so it was
assumed that students will acquire a foreign language more easily if it is
presented in the spoken form first?
Based on one of the five linguistic principles, which is proclaimed by
William Moulton, "Languages are different", it is believed tllat students'
native language and the target language have separate linguistic systems.
I
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Theo Van Els, el. aI., Applied Linguistics and Ihe Learning and Teaching of Foreign
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The structural or pronunciation requirements of the new language
contrasted with the native language habits of the students,3 so in order to
avoid the interference between those two languages, the explanation of
new words are delivered without using the student,,' native language.
The explanation of grammar also delivered in the target language and
through extensive mimicry, memorization and over-learning the language
pattems and fonns, this method brings an immediate result into
.
.
commWllcatlOn competence.
4
Reading and writing the foreign language aTe not neglected in this
method, but it will be introduced gradually after the students are
considered capable enough and the material should be kept suictly to what
the students have heard and repeated. 5
The writer may infer that the Audio-lingual Method spends a great deal
of time of teaching-learning activities on the oral skills and habitformation. Stimulus, correct response and reward that are occwTed again
and again in the teaching-learning activities form the students' habit, the
more fi'equently these happen, the stronger tile habit become.
2. The Characteristics of Audio-lingtllal Method
The characteristics of the Audio-lingual Method may be sUll11ned up in
tile following list:
1. Lessons begin with dialogues.
2. Mimicry and memorization are used, based on the assumption
that language is habit formation.
3. Gnumnatical structmes are sequenced zuld rules are taught
inductively.
4. Skills are sequenced: listening, spealdng - reading, writing
postponed.
5. Pronunciation is sU'essed from the beginning.
6. Vocabulary is severely limited in initial stages.
3
4
W. M. Rivers, Teaching Foreign-Language Skills, ... , P. 43.
rd
http://en.wikipedia.org/wiki/Audio-Lingual Methmi (Accessed on Vvednesday, 23 of July,
10
7. A great effort is made to prevent leamers' errors.
8. Language is often manipulated withou.t regard to meaning or
context.
9. The teacher must be proficient only in the stmctures,
vocabulary, etc. that he or she is teaching since leaming and
materials are carefully controlled. 6
10. Structural patterns are taught using repetitive drills.
I!. There is much use of tapes, language labs, and visual aids.
12. Very little use of the mother tongue by teachers is pennitted.
13. Successful responses are immediately reinforced.?
Rivers (1964) also lists six central characteristics of Audio-lingual
Method:
I.
2.
3.
4.
5.
6.
Primary 0 f speech.
Stimulus-response-Reinforcement (S-R-R) model.
Habit fonnation through repetition.
Incrementalism.
Contrastive linguistics.
Inductive learning. 8
Brooks lists the classroom procedure which the teacher should adopt in
using Audio-lingual Method as the following:
I. The modeling of all learning by the teacher.
2. The subordination of the mother tongue to the second language
by rendering English inactive while the nt:w language is being
learnt.
3. The early and continued training of the ear and tongue without
recourse to graphic symbols.
4. The learning of structme through the practice of pattems of
sound, order, and fonn, rather by explanation.
5. The gradual substitutions of graphic symbols for sounds after
sow1ds are thoroughly known.
6. The summarizing of the main principles of structure of the
student's use when the structures are already familiar,
especially when they differ fi'om those oftl1e mother tongue.
7. The shOliening of the time span between a perfOlmance and the
pronoW1cement of its rightness oj' wrongness, without
intenupting the response. This enhances the factor of
reinforcement in leaming.
6 Marianne Celee-Murcia (cd.), Teaching English as a Second or Foreign Language, (Boston:
Heinle & Heinle, 2001), 3'd ed., P. 7.
7 H. Donglas Brown, Principles of Language Learning and Teaching, (New York: Addison
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8. The minimizing of vocabulary until all common structures has
been learned.
9. The study of vocabulary only in context.
10. Sustained practice in the use of the lal1guage only in the
molecular form of speaker-hearer-situation.
11. Practice in translation only as a literary exercise at an advanced
level. 9
From those lists, the wTiter may conclude that the teaching-learning
activities of Audio-lingual Method aTe managed not only by teacher but
also by the students. Students do a lot of listening. speaking activities and
memorizing the structure, while the teacher's role is as a helper who
creates a learning environment for students to try the language out. This
method emphasizes on spoken language as its teaching objective and a
direct approach as its teaching strategy.
3. The Techniques of Audio-lingual Method
There are several common techniques which is closely associated with
the Audio-lingual Method, they are:
1. Dialog Memorization
Students memorize an opening dialog using mimicry and
applied role playing.
2. Backward Build-up (Expansion Drill)
Teacher breaks a line into several palis; students repeat each
part staliing at the end of the sentences and expanding
backwards through the sentence, adding each part in sequence.
3. Repetition Drill
Students repeat teacher's model as quickly alld accurately as
possible.
4. Chain drill
Students ask and answer each other one··by-one in a circular
chain around the classroom.
S. Single-slot Substitution Drill
Teacher states a line from a dialog, and then uses a word or a
phrase as a cue for the students. The students repeat the line
and substituting the cue into the line in its proper place.
12
6. Multiple-slot Substitution Drill
This is similar to the Single-slot Substitution Drill, except that
there are multiple cues to be substituted into the line.
7. Transfol1uation Drill
Teacher provides a sentence that must be turned into something
else, for example a question to be turned into a statement, an
active sentence to be turned into a negative statement, etc.
8. Question and Answer Drill
Students should answer or ask question very quickly.
9. Use of Minimal Pairs
Using contrastive analysis, teacher selects a pair of words that
sound identical except for a single sound that typically poses
difficulty for the learners - students are to pronounce and
differentiate the two words.
10. Complete the dialog
Selected words are erased from a line in the dialog - students
must find and complete the blanks with the missing words.
11. Grannuar Game
The games are designed to get students to practice a granilllar
point within a context. There is also a lot of repetition in this
game. 10
Those techniques are intended to make the students involve in the
teaching-learning activity actively through oral exercises and to form the
foreign language habit effectively through reinforcement.
B. Grammar Translation Method
1. The Understanding of Grammar Translation Method
GranmlaI' Translation Method is a foreign language teaching method
derived from the classical (sometimes called traditional) method which is
originally used to teach Greek aIld Latin, this firstly known in the United
States as the Pmssian Method. II This method was applied to the teaching
of modem language in the late nineteenth and early tVl'entieth century.I2
10 Diane Ｌｮ｡ｭ･ｲｆｾｳｌ
Techniques and Principles in Language Teaching, (New York:
Oxford University Press, 1986), P. 45-47.
II J, C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching: A
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Grammar Translation Method requires students to translate accurately
the whole texts word by word from students' native language into target
language or from the target language to students' native language, much
stress on memorizing numerous granlmatical rules and exceptions as well
as enOlIDOUS vocabulary lists, but little training in using the language
actively to express one's own meaning, even in writing. 13 Oral skills are
clearly neglected and little or no attention is paid to pronunciation
practice. 14
This method uses the students' native language in delivering the target
language and textbooks often dominate the work of the teacher. The
objective of Grammar Translation Method is that students would be able
to read and appreciate foreigu language literature and also translate literary
masterpieces and classics. ls
From those statements above, the writer may infer that Grammar
Translation Method concerns only on translation and the students'
granlmar knowledge without giving much attention to the context and
spoken language. Through this method, the students are lack of an active
role in the classroom and strictly following their textbook.
2, The Characteristics of Gl'ammar Translation Method
The major characteristics of the Grammar Translation Method can be
summed up in the following list:
I. Instruction is given in the native language ofthe students.
2. There is little use of the target language for communication.
3. Focus is on grammatical parsing, i.e., the form and inflection of
words.
4. There is early reading of diffi.cult text.
5. A typical exercise is to translate sentences fi'om the target
language into the mother tongue,
6. The result of this approach is usually an inability on the part of
the student to use the language for communication.
13
W. M. Rivers, Teaching Foreign-Language Skills, ... , P. 31.
l A _ . .
_
14
7. The teacher does not have to be able to speak the target
language. 16
8. Much vocabulary is taught in the form of lists of isolated
words.
9. Long elaborate explanations of the intricacies of grammar are
gIven.
10. Little attention is paid to the content of texts, which are treated
as exercises in grammatical analysis. I?
The writer may conclude that Grammar Translation Method gives
much stress on knowing rules and exceptions, but little training on oral
skills especially on speaking the target language. The role of the students
in the classroom is as the passive one; they only absorb and then
reconstitute what they have absorbed.
3. The Techniqnes of Grammar Translation method
There are some nseful techniques associated with the Grammar
Translation method as described in the following list:
1. Translation of a literary passage
Students tral1slate a reading passage from the target language
into their native language. The translation may be written or
spoken or both.
2. Reading comprehension questions
Students answer questions in the target language based on their
understanding of the reading passage.
3. Antonyms/ synonyms
Students are given one set of words and are asked to find
antonyms in the reading passage. A simillar exercise could be
done by asldng students to find synonyms for a particular set of
words.
4. Cognates
Students are taught to recognize cognates by learning the
spelling or sound patterns that cOlTespond between the
languages.
5. Deductive application of rule
Grammar rules are presented with examples. Exceptions to
each rule are also noted. Once students understand the lUle,
they are asked to apply it to some different examples.
15
6. Fill in the blanks
Students are given a series of sentences with words missing.
They fill in the blanks with new vocabulary items of a
particular grammar type, such as prepositions or verbs with
different tenses.
7. Memorization
Students are given lists of target language vocabulary words
and their native language equivalents and are asked to
memorize them. They are also required to memorize
grammatical rules and grammatical paradigms such as verb
cOl1iugations.
8. Use words in sentences
In order to show that students understand the meaning and use
of a new vocabulaTY item, they make up sentences in which
they use the new words.
9. Composition
The teacher gives the students a topic to write about in the
target language. The topic is based upon some aspects of the
reading passage of the lesson. IS
From those lists of techniques which is used in GrammaT Translation
Method, the writer may infer that this method only focus on the
development of reading and writing skills in the context of translation,
while very little attention was placed on any productive aspeets of the
language.
C. Simple Past Tense
1. The Understanding of Simple Past Tense
Simple Past Tense eonsists of three words; simple, past ,md tense
whieh eaeh word has its own meaning etymologically. The writer would
like to describe them one by one according to Oxford Advanced Learner's
Dictionary. Simple is (I) easy; easily done or understood, (2) grammar;
used to describe the present or past tense of an active verb that is formed
without an auxiliary verb. I9 Past is (1) gone by in time, (2) grammar;
indicating a state or an action in the past,20 Tense is any of the form of a
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16
verb that may be used to indicate the time of the action or state expressed
by the verb: the present! past! future tense. 21
Some grammarian defines the Simple Past Tense using their own
languages so there are several definitions of it. According to Azar, Simple
Past Tense is used to indicate that an activity or situation was began and
ended at a particular time in the past. 22 While according to Greenbaum,
Simple Past Tense is used to refer to a situation set at a definite time in the
past. 23 Hopper also stated that the Simple Past Tense excludes the presents
and covers those events that took place at a definite time or habitually in
the past. 24
From those statements above, the writer may infer that the Simple Past
Tense is a simple sentence which is used to talk about events, actions or
situations are happened in the past and have finished at the time it's
spoken or written.
English verbs are divided into two classes: regular and irregular. These
classifications come from the way the verb forms its simple past and past
participles.
Most verbs in English are regular verbs, they add the -ed or --d ending
to form both the simple past and the past participle fonns, but the vowel
doesn't change, for example: walk, walked, walked. While the irregular
verbs have their own pattern, these verbs do not ta.ke an -ed ending in the
simple past and past participle.
The pronunciation of a vowel sound may be changed, or the spelling of
the simple past and past participle form may be different from the spelling
of the infinitive fonn. 25
A. S. Hornby, Oxford Advanced Learner's Dictionary, ... ,P. 123 I.
Betty Schrampfer Azar, Understanding and Using English Grammar, (New Jersey: Prentice
Hall Inc., 1989),2" ed., P. 24.
23 Sidney Greenbaum, et. af., A Student's Grammar ofthe English Language, (Harlow: Pearson
Education Limited, 1990), P. 50.
24 Vincent F. Hopper, et. al., Essentials of English, (New York: SalTOn'S Educational Series
21
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There are many different fonns in ilTegnlar verbs, for example, some
irregular verbs do not change the fonn at all, as in hit-hit-hit. In some
irregular verbs, the simple past is the same as the past participle, the vowel
changes and a -d or -I is added, as in tell-told-told. With other irregular
verbs, all three forms are different, the vowel changes and an
-)1
or --e is
added, as in break-broke-broken. 26 Thus, the writer may conclude that the
form of simple past and past participle in irregular verbs has no pattern to
follow.
The following chmi lists some of the most common irregular verbs that
have the smne infinitive, simple past, and past pmticiple fonns. 27
Infinitive
Simple Past
bid
burst
cost
hit
hmt
let
put
quit
set
shut
bid
burst
cost
hit
hurt
let
put
quit
set
shut
Past Participle
-bid
burst
cost
hit
hurt
let
put
quit
set
shut
The infinitive and the simple past form m'e same, but the past participle
is different?8
Infinitive
Simple Past
beat
beat
Past Participle
.-
-
!
I
I
beaten
i
(sometimes beat)
I
!
26 Raymond Murphy, English Grammar in Use, (Cambridge: Cambridge University Press,
1994), 2nd ed., P. 265.
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The following chart lists some of the most common irregular verbs that
have the same infinitive and past participle f0n11s. 29
Infinitive
Simple Past
Past Pmrticiple
become
come
run
became
came
ran
become
come
nm
The next chart lists some of the most common in'egular verbs that have
the same simple past and past participle forms. 3D
Simple Past al[l(l
Infinitive
bring
build
buy
catch
dig
feed
feel
fight
find
get
hang
have
hear
hold
keep
lay
lead
leave
lend
Past Participle
brought
built
bought
caught
dug
fed
felt
fought
found
got (also gotten)
hung
had
heard
held
kept
laid
led
left
lent
Simple Past ami
Infinitive]
lose
make
meet
pay
read Irid!
say
sell
send
shoot
sit
sleep
spend
stand
teach
tell
think
understand
win
Past Particillle
lost
made
met
paid
read Ired!
said
sold
sent
shot
-sat
slept
spent
stood
taught
told
thought
understood
won
19
The following chart lists some of the most common irregular verbs that
have different infinitive, simple past and past participle fonns. 3l
Infinitive
Simple Past
Past Participle
arise
be (is/ ami are)
begin
bite
blow
break
choose
do
draw
drink
drive
eat
fall
forget
give
go
know
ride
ring
rise
see
smg
speak
steal
SWIm
take
throw
wear
write
arose
was/were
arisen
been
begun
bitten
blown
broken
chosen
done
drawn
dnrnk
driven
eaten
fallen
forgotten
began
bit
blew
broke
chose
did
drew
drank
drove
ate
fell
forgot
gave
went
knew
rode
rang
rose
saw
sang
spoke
stole
swanl
took
threw
wore
wrote
given
gone
known
ridden
rung
rIsen
seen
sung
spoken
stolen
swum
taken
thrown
worn
written
20
There are several expressions of past time which specify the time in the
past when an action was completed. Here are some of the examples of
expression for past time that we can use in the Simple Past Tense:
Yesterday
Last year
Last night
The day before yesterday
Last Monday
A long time ago
Yesterday moming
Last week
A year ago
A few minutes ago
In April 1992
Then, etc.
2. Tile Form of Simple Past Tense
As written in the Interactions 1 Grammar, the jXJlm of Simple Past
Tense is divided into three parts, they are statements, yes/no questions and
informative questions. 32 The further explanations are as below:
a. Statements
Statements in English is divided into two, affitmative and negative
statements.
An affirmative statement is fomled with:
Subject + Verb 2 + ...
Examples
Notes
• I saw many people in the book- All irregulm' verbs do not take an
shop.
-ed ending as in regular verbs.
• Father bought me two story The fOl1n is used for all subjects,
books.
both singulm' mld plural.
• She went home at noon.
A negative statement is formed with:
Subject + did not + Verb ] + ...
21
Examples
• r did
Notes
not see many people in For negative past tense verbs,
the book-shop.
use did not before the simple
• Father did not buy me two form of the, main verb. The
story books.
contraction for did not is didn ·t.
• She did not go home at noon.
b. Yes! No Questions and Short Answers
Questions in English is divided into two, affinnative and negative
questions.
An affirmative question is fonned with:
Did -I- Subject -I- Verb 1 -I-
•••
Possible Answers
Examples
Affirmative
• Did you see many people in the Yes, I did.
Negative
No, r didn't
book-shop?
Yes, she did.
• Did she go home at noon?
No, she didn't.
A negative question is fOlmed with:
Didn't -I- Subject -I- Verb 1 -I-
Examples
'"
Possible Answers
Affirmative
• Didn't you see many people in Yes, I did.
Negative
No, r didn't
the book-shop?
• Didn't she go home at noon?
Yes, she did.
No, she didn't.
22
c. InfOl'mation Questions
Examples
Possible Answel's
Notes
• What did you see • I saw many people Information questions
in the book-shop?
in the book-shop.
with did and didn't,
• When did she go • She went home at the main verb is in
home?
noon.
the simple form.
• Who ate a lot this • My sister ate a lot When who or what is
morning?
this morning.
th., subject, the main
• What made her • The death of her cat verb is in the simple
cry?
made her cry.
past tense and did is
not used before the
subject.
3. The Use of Simple Past Teuse
According to Wishon and Burks, there are some uses of Simple Past
Tense, they are:
a. It is used to report a state or activity which can be ascribed to a definite
past time that is concern on single activities that were occurred and
were finished at a specified time.
Example:
• I had a busy day yesterday, I wrote many letters.
• I smv him three years ago.
b. It is used for activities that were occurred over period of time in the
past, but are now finished, or that were occurred at intervals in the
past, but don't occurred now.
Example:
• Last week, I took a taxi to my office.
• His mother wrote to him every day.
c. It is used to describe customary or habitual action in the past. The past
,.
23
Example:
• I used to be a scout boy.
• I used to get up at 05.00 every morning.
d. The past form of do as an auxiliary is used with simple form of the
verb to express emphasis.
Example:
• I did study for the examination.
• No matter what Liza said, she didfinish the work. 33
While according to Greenbaum, the Simple Past Tense is used to refer
to a situation set at a definite time in the past as follows:
a. The event past is used with dynamic verb sense to refer to a single
definite event in the past.
Example:
• The Norn1ans invaded England in 1066 (The event may take place
over an extended period)
• The plane lejl at 9 a.m. (The event may also take place at a point of
time)
b. The habitnal past is used with dynamic verb sense to refer to past
events that repeated occur.
Example:
• We spent our holidays in Spain when we were children.
c. The state past is used with static verb senses to refer to a single
tmbroken state of affairs in the past.
Example:
• I once liked reading novels.
• I used to go to the beach for relaxing.
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4. The Teaching of Simple Past Tense Using Andio-Iingual Method
The writer concludes the illustrations of the activities of Audio-lingual
Method from W. M. Rivers and Diane Larsen Freeman as written below:
In Audio-lingual Method, the first level of instmction is based on
dialogues which are containing commonly used everyday expressions and
basic structures of high frequency.35 The teacher acts out a new dialogue
between two people, she asks the students to listen carefully to the
conversation. The students expected to eventually memolize the dialogue
which is the teacher introducing. All of the instmctions are in English, and
here is the example of dialogue containing the Simple Past Tense:
Sally: Good Morning, Bill!
Bill : Good Morning, Sally!
Sally: How are you?
Bill : I'm fine, thanks. What about you?
Sally: Not too bad. Anyway, where did you go yesterday?
Bill : I went to the book-shop.
Sally: Did you buy some books?
Bill : Yes, I did. I bought two story-books.
Sally: Can I borrow them?
Bill : Sure.
Sally: Thank you, Bill.
After the teacher acts out the dialogue, she has the whole class repeat
each lines of her dialogue after her model. It is repeated several times.
When the class comes to the line, "I went to a book-shop", they stumble a
bit in their repetition. Then the teacher uses backward build-up drill
(expansion drill) to break down the troublesome:
･｣ｮ ｴ ｾＧｳ
into smaller
parts.
After students have repeated the dialogue several times (repetition
dlill), the teacher gives a chance to the students to do a role-play. Switch
roles between the teacher and the students in order to practice a little more.
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Then the teacher initiates a chain drill with fom of the lines from the
dialogue. A chain drill gives students an opportunity to say the lines
individually and also lets them use the expression in conm1Ul1ication with
someone else. Finally, the teacher selects two students to pelfOlw the
entire dialogue for the rest of the class. When they are finished, two others
do the same.
The teacher then moves to the next major phase of the lesson, named
single-slot substitution drill. Teacher states a line fTOm a dialog, and then
uses a word or a phrase as a cue for the students. The students repeat the
line and substituting the cue into the line in its proper place. The teacher
changes "the book-shop" into another one phase like "the bank", "the
market", "the cinema" and so on by showing the pictme. After every
single response, the teacher should give some reward, as Politzer (1961)
stated; correct responses are learned better if they are immediately
reinforced by reward. 36
Finally the teacher increases the complexity of the task by leading the
students in a multi-slot substitution drill. This is th,; smne as the single-slot
drill, except that there are multiple cues to be substituted into the line.
Then followed by a trm1sfonnation drill, tins type of drill asks students to
change one type of sentence into another, an affirmative into negative
sentence, active into passive sentence and so on.
After that, by holding up a pictme used before, a picture of market, the
teacher ask "did you go to the market?", then she answer it by herself "yes,
I did". The teacher also gives a negative answer with different picture. The
teacher repeats the same pattern questions for several times, this pattern
drills had a central position in the Audio-lingual Method. 37 Then the
students have to answer the question correctly by looking the certain
pictme. This called question m1d answer drill.
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At the final few minutes of the class, the teacher returns to the dialogue
with which the teacher began the