i. Strengths and Weakness of Audio-lingual Method
The writer concludes the strengths and weakness of Audio-lingual Method from the book of Jack C. Richard “Approach and Method in Language Teaching”.
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1 Strengths of Audio-lingual Method
The strengths of Audio-lingual Method as mention below: Students are able to make sentence pattern, which have been drilled.
Students have good pronunciation. It makes students to have a good comprehension in listening.
2 Weakness of Audio-lingual Method
Beside the strength, the weakness of the Audio-lingual Method likes mention below:
Students do not always understand the meaning of word that they are
repeating. Studying using Audio-lingual procedures is boring and unsatisfying.
The students are not really active because it is a teacher dominated
method.
B. CONCEPTUAL FRAMEWORK
Learning is a process. It is said to be a process, because there is something to do input and result of the process output. In the teaching-learning process, a learner as raw input has
specific characteristics. The factors influencing learners in the teaching-learning process are curriculum, teachers, facilities, and management that work in a school.
The student’s successful is influenced by the English teacher method in teaching English. If the teacher uses a good method and interest for students, so the teaching learning
process will be good too and make students enjoy for learning English. In learning English, the students sometimes have a problems especially with grammar,
some students think that it is boring subject and when they learn English they try to avoid the grammar because it is such confusing rules and hard when they have to study grammar
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Jack Richard and Theodore S. Rodgers, Approaches and Methods ... p. 44-63
especially with tenses, the example tense is the simple present tense, they find some difficult to understand when they learn rules of using this tense.
In English language teaching, there are many kinds of method that can be used by the teacher. One of the methods used in English teaching is the communicative approach.
Theoretically, the communicative approach is more effective than audio-lingual method because one of the principles of communicative approach is meaning is primary importance.
And one of the principles in audio-lingual method is great important is attached to pronunciation
. It proven that meaning is more important that pronunciation. In audio-lingual method, the students only have a good pronunciation. They don’t always understand the
meaning of the word that they are repeating. But in communicative approach, the students are able to use the language communicatively because communicative competence is desired
goal. The other reason to prove that communicative approach is more effective than audio-
lingual method is the studying using audio-lingual procedure is boring and unsatisfying for students, and in communicative approach the activities and strategies for learning are varied
according to learner preferences and needs. It means that using communicative approach is more satisfying and not making the students bored. So, the students become more active and
communicative because students as the student center in teaching learning process. Based on the statements above, the writer assumes that communicative approach is
effective in teaching the simple present tense at the seventh year students of SMP Islam Al- Fajar Kedaung-Pamulang.
C. HYPOTHESES
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