TEACHING SPEAKING BY USING AUDIO LINGUAL METHOD TO BEGINNER

STUDENTS

A LESSON PLAN
Submitted as a Fullfillment of English For Target Group final test

By:
Lita Tri Lestari
(7777160094)

MAGISTER PROGRAM OF ENGLISH EDUCATION

TEACHER TRAINING AND EDUCATION FACULTY
SULTAN AGENG TIRTAYASA UNIVERSITY
2017
 THEORITICAL FRAMEWORK

1. Speaking Skill
1.1 Definition of Speaking Skill
Speaking skill, as the writer writes in the previous chapter is one of the basic language
skills that has important role rather than other skills due to its significant and its use for
communication. So that, the writer will explain about the nature of speaking itself in
order that gives the obvious information about what speaking is.
In the point of view of Jones (1989: 14), speaking is a form of communication, so it
is important that what you say is conveyed in the most effective way. How you say
something can be as important as what you say in getting meaning across”. Based on that
opinion, speaking is realized as communication, therefore, speakers are required to be able to
express what they want to say as effectively as possible in order to convey the message.
Bygate (1997: 8) says, “Speaking is a skill which deserves attention every bit as much
as literary skills, in both first and second language. It is the skill which the students
are frequently judged. It is also the vehicle parexcellent of social solidarity, of social
ranking, of professional advancement and of business”.
It indicates that as one of the language skills, speaking should get the attention from
teachers and learners because it plays the important role in our society. Meanwhile, Donough
and Shaw state (2003: 134), “There are some reasons for speaking involved expressing
ideas and opinions: expressing a wish or a desire to do something; negotiating and/or
solving a particular problem; or establishing and maintaining social relationships and
friendships. Besides, fluency, accuracy, and confidence are important goal in speaking”.
Therefore, as a language skill, speaking becomes an important component to master
by the students as the main tool of verbal communication because it is a way to express
ideas and opinions directly what we have in our minds. Based on the previous definitions
above, it can be synthesized that speaking is the process of using the urge of speech
to pronounce vocal symbols in order to share the information, knowledge, idea, and opinion
to the other person. Moreover, speaking cannot be dissociated from listening aspect, because
speaking involves speaker and listener.
2.1 Types of Speaking
Based on Brown (2001), there are six types of classroom speaking performance that
students are expected to carry out in the classroom.
a) Imitative
A very limited portion of classroom speaking time may legitimately be speech
generating “human tape recorder speech, where, for example, learner practice an
intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried
out nit the purpose of meaningful interaction, but for focusing on some particular element
of language form.
b) Intensive
Intensive speaking goes one step beyond imitative to include any speaking performance
that is designed to practice some phonological or grammatical aspect of language.
Intensive speaking can be self initiated or it can even form part of some pair work activity,
where learners “going over” certain forms of language.
c) Responsive
A good deal of student speech in the classroom is responsive: short replies a teacher or
student. Initiated questions or comments. Such speech can be meaningful and authentic.
d) Transactional (dialogue)
Transactional language, carried out for the purpose of conveying or exchanging specific
information is an extended form of responsive language.
e) Interpersonal (dialogue)
The other form of conversation mentioned in the previous was interpersonal dialogue,
carried out more for the purpose of maintaining social relationship than for the
transmission of fact and information. Learners would need to learn how such features
as the relationship between interlocutor, casual style, and sarcasm are coded linguistically
in this conversation.
f) Extensive (monologue)
Students at intermediate to advanced levels are called on to give extended
monologues in the form of oral reports summaries of perhaps short speeches.

1.3 Elements of Speaking

Speaking is a complex skill requiring the simultaneous use of anumber of
different abilities, which often develop at the different rates. Either four or five
components are generally recognized in analyzing the speech process according to
Heaton (1990: 70-71):
a) Pronunciation (including the segmental features–vowels and consonants and the stress and
intonation patterns).
As stated by Harmer (2007: 343), if students want to be able to speak fluently in
English, they need to be able pronounce phonemes correctly, use appropriate stress and
intonation patterns and speak in connected speech. The speaker must be able to articulate
the words, and create the physical sounds that carry meaning. At the level of word
pronunciation, second language learners regularly have problems distinguishing between
sounds in the new language that do not exist in languages they already know.
b) Grammar
It is obvious that in order be able to speak foreign language, it is necessary to know a
certain amount of grammar and vocabulary. According to Fromkin and Rodman (1998:
14), grammar is the sounds and the sound patterns, the basic units of meaning, such
as words, and the rules to combine them to form new sentences. Therefore, grammar
is very important in speaking because if the speaker does not mastering grammar
structure, he cannot speak English well.
c) Vocabulary
As we know, vocabulary is a basic element in language. Based on Flore’s ecplanation
(2004: 2), vocabulary is single words, set phrases, variable phrases, phrasal verbs, and
idioms. It is clear that limited vocabulary mastery makes conversation virtually
impossible.
d) Fluency
In simple terms, Riddle stated (2001: 118) that fluency is the ability to talk freely without
too much stopping or hesitating. Meanwhile, Gower proposed (1995:100) proposed that
fluency can be thought of as ‘the ability to keep going when speaking spontaneously’.
When speaking fluently students should be able to get the message across with
whatever resources and abilities they have got, regardless of grammatical and other
mistakes
e) Comprehension
The last speaking element is comprehension. Comprehension is discussed by both
speakers because comprehension can make people getting the information they want.
Comprehension is defined as the ability to understand something by a reasonable
comprehension of the subject or as the knowledge of what a situation is really like.
2. Audio Lingual Method
2.1 General Concept of Audio Lingual Method
Using contrastive The Audio-lingual Method, also known as the aural oral, Functional
skills, new key or American method of language teaching was considered a “scientific”
approach in language teaching (Lado, 1972: 61). Based on Freeman (1986), the Audiolingual
Method was developed in the United State during World War II. At that time, there was a
need for people to learn foreign language rapidly for military purposes. The objective
of the army programs was for students to attain conversational proficiency in a variety
of foreign languages. Since this was not the goal of conventional foreign languages
courses in the United States, new approaches were necessary.
Audio-lingual Method or Audio-lingualism is a theory or style of teaching used in
teaching foreign languages. It is based on behaviorist theory which is the belief that
learning should be based on psychological stud of observable and measurable psychology
only; psychological theory based on stimulus-response influenced audiolingualism. This
concept is strongly associated with the American psychologist B. F. Skinner (1904-1990).
The philosophy behind behaviourist models is that learning takes place through interaction
with the world through exposure to examples, possitive and negative stimuli, and then trial
and error rather than from any inner faculty (Hughes, 2002: 17).
Audio-lingual theory is derived from linguistics and psychology. It is a combination
of structural linguistics theory, contrastive analysis, aural-oral procedures and behaviorist
psychology. In this theory language is seen as having its own unique system. The system
comprises several different levels: phonological, morphological, and syntactic. Each level
has its own distinctive patterns. Language learning is viewed as the acquisition of a
practical set of communication skills. It entails language and learning the rules by which
these elements are combined from phoneme to morpheme to word or phrase to
sentence. Language is primarily spoken and only secondarily written. Therefore, it is
assumed that speech has priority in language teaching. This theory is an interpretation of
language learning in terms of stimuli and response, operant conditioning and reinforcement
with emphasis on successful error-free learning.
Furthermore, Brown (1998: 57) explains that the Audio-lingual Method was
widely used in the United States and other countries in the 1950’s and 1960’s. It is still used
in some programs today. This method is based on the principles of behaviour psychology. It
adapted many of the principles and procedures of the Direct Method, in part as a
reaction to the lack of speaking skills of the reading approach. This new method
incorporated many of the features of the earlier Direct Method, but the disciplines added
the concepts of teaching “linguistics patterns” in combination with “habit forming”.
This approach is similar to the previous one, the direct method. Like the direct
method, the Audio-lingual Method supposed that the students are taught a foreign
language directly, without using the students' native language to explain new words or
grammatical rule in the target language. However, unlike the direct method, the Audio-
lingual Method doesn’t focus on teaching vocabulary. Rather, the teacher drills the students
in the use of spoken grammar. On the other hand, Freeman (2000: 37) states the Audio-
lingual Method drills students in the use of grammatical sentence pattern. It indicates
that the focus of this lesson is to improve students’ target language communicatively. The
The goal of this method for the students is to be able to use target language.
By the explanation above the writer concludes that Audio-lingual method is a kind
of method for teaching language through dialogues which stresses on the students’ habit
formation by repetition, memorizing grammatical structures through substitutions, singular-
plural and tense transformations etc, using the target language and the culture where the
language is spoken.

2.2 Techniques of Audio Lingual Method

There are many language learning techniques that have been developed by the
pioneers in the language learning scenario. Some techniques which exist in the Audio-
lingual Method are dialog memorization, backward build-up (expansion) drill, repetition
drill, chain drill, single-slot substitution drill, multiple-slot substitution drill, transformation
drill, question-and-answer drill, use of minimal pairs, complete the dialog and the last one
is grammar game.
All of them are mostly drills. The drills, as part of the Audio-lingual Method,
have been applied to the teaching of English especially speaking. In this case, teaching
English as a foreign language makes teachers and students try to use English as often
as possible. The more we use spoken English as much as possible, the better of speaking skill
we get.
The use of the drill techniques focus on one feature or a set of languages. This means
that doing a particular process repetitively untill it is reproduced without errors. Activities
that present a model must be performed untill mastery is gained. Simple correction is not as
effective as reinforcement. The language learning techniques recommend the usage of
visuals like slides, pictures, magazines, real life situations, stick figures and student position
in relation to the helper, for new text drills.
Furthermore, drills and pattern practices are type of the Audio-lingual Method.
(Richards, 1986). These include:
a) Repetition: where the student repeats an utterance as soon as he or she hears it.
b) Inflection: Where one word in a sentence appears in another form as repeated.
c) Replacement: Where one word is replaced by another.
d) Restatement: The student re-phrases an utterance

2.3 Objectives of Audio Lingual Method

Basically, there are two kinds of objectives in Audio-lingual Method.
a) Short-range objectives
This includes training in listening comprehension, accurate pronunciation, recognition of
speech symbols as graphic signs on the printed page and ability to reproduce these
symbols in writing (Brooks, 1964: 111).
b) Long-range objectives
It must be language as the native speakers use it (Richards, 2001: 58). It means
that the implication of audio-lingual method needs long term rehearsal to get used to
creating the skill of spoken language as the native speakers do. In practical level, the focus
in the very early stages is on oral skills, with gradual links to other skills as learning
develops. Meanwhile, the development of oral fluency is all related to the teaching of
listening comprehension, pronunciation, grammar and vocabulary.

2.4 Procedures of Audio Lingual Method

Richards & Rodgers (1986) explained the procedures of Audilingual Method:
 Students hear a model dialogue
 Students repeat each line of the dialogue
 Certain key words or phrases may be changed in the dialogue
 Key structures from the dialogue serves the basis for pattern drills of different kinds
 The students practice substitutions in the pattern drills
 LESSON PLAN

Subject : English
Level : Beginner
Target Skill : Speaking
Time : 4x 40 minutes
Topic : Giving, asking, and declining service and things expression

Indicator : -to question and answer about giving, asking and declining service
-to question and answer about giving, asking and declining things
Learning objectives :-Students are able to recognize and apply sentences about giving,
asking and declining service and things orally
-Students are able to identify various types of sentence about giving,
asking and declining service and things
Learning Material : -List of verb
-Language Usage (sentences about giving, asking and declining service
and things)

Teahing method : Audio lingual method

Teaching technique : repetition audio lingual technique
Media : English book

Learning steps
 First meeting
1. Beginning activity :
a. Teacher greetings with students
b. Teacher invites students to pray to instill a strong sense of love and confidence in
God
c. Teacher checks the attendance list
d. Teacher explains the learning process that will be conducted
2. Main activity :
a. Exploration
1) Students get preparred to themselves to catch the material that will be taught by
the teacher confidently.
2) Students accept all explanation related to material that will be taught by the
teacher politely and friendly.
b. Elaboration
1) Teacher gives the student a preliminary test relating to requesting, giving and
decllining services to measure his or her initial abilities.
2) Students ask questions relating to materials requesting, giving and declining
services
3) Teacher provides answers and examples of student questions
c. Confirmation
1) Students pay attention to teacher's explanation of materials requesting, giving
and declining services
2) Students ask questions about the material presented
3) Teacher answers the student's questions and gives a conclusion
4) Students give feedback to the conclusions of the learning outcome that day with
friendly and courteously.
3. Final Activity :
a. Teacher asks students' difficulties in understanding the material
b. Teacher concludes the material.
 Second meeting
1. Beginning activity :
a. Teacher greetings with students
b. Teacher invites students to pray to instill a strong sense of love and confidence in
God
 c. Teacher checks attendance list
d. Teacher conveys the basic competencies and learning objectives
e. Teacher explain the process of learning activities to be implemented
2. Main activity :
a. Exploration
1) Students prepare to receive the material to be taught with confidence.
2) Students receive all introductions and explanations concerning the material to be
received with friendly and courteous
3) Students and teachers ask questions about the material to be taught in a friendly
and courteous manner
b. Elaboration
1) Teacher introduces the method to be used in the learning process
2) Teacher explains the material about the sentence requesting, giving, declining
services verbally briefly
3) Teacher reads a dialogue about asking to give and reject services by using correct
expression and intonation
4) Students repeat what the teacher read and memorize
5) Teacher corrects student errors
6) Teacher asks how far students understand the dialogue
7) Students are asked to practice the dialogue (see apppendix) given by the teacher
by dividing the class into two groups
c. Confirmation
1) Students pay attention to teacher's strengthening of the subject matter carefully
and critically
2) Students give feedback to the conclusions of the learning outcome that day with
friendly and courteous.
3. Final Activity :
a. Teacher asks students' difficulties in understanding the material
b. Teacher concludes the material

Assessment of speaking skill

No Name Language skill and component
Pronunciation Grammar Vocabulary Fluency Comprehension
Rubric of assessment

Criteria Rating score Remarks

Pronunciation 5 Has a few traces of foreign
language
4 Always intelligible, though
one is conscious of a definite
accent
3 Pronunciation problem
necessitates concentrated
listening and occasionally
lead to misunderstand
2 Very hard to understand
because of pronunciation
problem, most frequently be
asked to repeat
1 Pronunciation problem to
serve as to make speech
virtually unintelligible.
Grammar 5 Make free, if any noticeable
errors of grammar and order.
4 Occasionally makes
grammatical or word order
errors that do not, however,
obscure meaning.
3 Make frequent errors of
grammar and word orders,
which occasionally obscure
meaning.
2 Grammar and word order
errors make comprehension
difficult, must often rephrase
sentences.
1 Errors in grammar and word
order, so, severe as to make
speech virtually
unintelligible.
Vocabulary 5 Use of vocabulary and
idioms is virtually that of
native speaker.
4 Sometimes uses
inappropriate terms and must
 rephrase ideas because of
lexical and equities
3 Frequently uses the wrong
words, conversation
somewhat limited because of
inadequate vocabulary.
2 Misuse of words and very
limited vocabulary makes
comprehension quite
difficult.
1 Vocabulary limitation so
extreme as to make
conversation virtually
impossible.
Fluency 5 Speech as fluent and efforts
less as that of native speaker.
4 Speed of speech seems to be
slightly affected by language
problem
3 Speed and fluency are rather
strongly affected by language
problem.
2 Usually hesitant, often forced
into silence by language
limitation.
1 Speech is so halting and
fragmentary as to make
conversation virtually
impossible.
Comprehension 5 Appears to understand
everything without difficulty
4 Understand nearly everything
at normal speed although
occasionally repetition may
be necessary
3 Understand most of what is
said at slower than normal
speed without repetition
2 Has a great difficulty
following what is said can
comprehend only ”social
conversation” spoken slowly
and with frequent repetition
1 Cannot be said to understand
even simple conversation
English
 APPENDIX

Choose one of the dialogues below and practice it in front of the class with you pair!

Dialogue 1
Mona : Hi, can you help me?
Lisa : What can I do for you?
Mona : I lost my pen. May I lend your pencil?
Lisa : Of course. Here it is.
Mona : And... one more. Do you have an English dictionary? May I lend it too?
Lisa : I'm sorry. I use it now.
Mona : It's okay. Thank you.
Lisa : Your welcome.

Dialogue 2
Waiter : Good morning, sir? Anything I can help?
Customer : Well, yes. Can you give me a cup of coffee?
Waiter : Of course. Anything else, sir?
Customer : I think I want to have tomato soup too.
Waiter : Okay, we will serve the dish as soon as possible.
Customer : Thank you very much.
Waiter : Your welcome, sir.

Dialogue 3
Aqil : Can I help you?
Mrs. Ida : Thank you, I really appreciate it. It’s very hot here. Would you please turn on
the air conditioner?
Aqil : I’m very sorry, ma’am. The air conditioner is out of order. How about
turning on the fan?
Mrs. Ida : It’s OK. Could you do that?
Aqil : Never mind. Anything else, ma’am?
Mrs. Ida : Can you also open the window? I need some fresh air
Aqil : Yes, sure.
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