http://blog.uin-malang.ac.id/azis/2011/04/08/implementing-audio-lingual-methods-alm-in-englishfor-young-learners-eyl-in-indonesia/ http://www.tcnj.edu/~eslsla/Methodologies/Audiolingual.

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Implementing Audio lingual Methods (ALM) in English for Young Learners (EYL)

in Indonesia

Introduction

English is not a strange thing for children in most of countries in the world. In other world English has been spoken by most countries. Its widely separated development drove it become an international language. Some countries teach it as second language even not few countries admit it as their first language. However, many countries still adopt it as a foreign language especially Indonesia.

There are many numerous kinds of developing methods and approaches nowadays in teaching languages. An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. It describes the nature of the subject matter to be taught. Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. (Richards And Rodgers, p.15). A approach is a set of correlative assumption dealing with the nature of language teaching and learning. The methods are such as communicative learning methods (CLM), Audio-lingual Methods (ALM), and communicative learning methods (CLT).

ALM uses for students whose age between 9-13 years old. Since English is thought as a foreign language, it focuses on introducing students to English in the early ages. Hence, It is used to fulfill the purpose to drills students in grammatical sentence patterns which can train the students in pronouncing and acquiring English. Later in its development, principles from behavioral psychology (Skinner 1957) were incorporated because the students are trained to build their confidence in doing the classroom activities.

Why should be ALM in EYL?

The approach ordered by Audio-lingual Method is drilling students toward a particular sentence (Larsen-Freeman, 2008). This method is applicable for children in which English are thought as foreign language especially Indonesian students.

Furthermore, this method takes a status quo that students characteristics are different from Adolescent in case of studying (Harmer, p.38) which is not only to receive the explanation but to adopt what they hear and see from what happens around them, crucially they can touch it. in the light of these characteristics, it can be concluded that good teachers at this level need to provide a rich died of learning experience which encourage their students to get information from a variety source.

This will uphold the students memory due to the way the teacher teaches the students using Audio Lingual Method because in this method the students are not merely taught the pattern of the target language, English, but they are introduced by sufficient vocabulary and how to pronounce the words.

English has become a global language. However, in Indonesia this is not really spread, meaning that English is not spoken in daily life.

Audio-Lingual Method in Teaching EYL

Even though one says that this method is not really effective to be taught in countries which English are their native even second language but this method will be very useful for countries whose first and their second language are not English. This method introduces the students to sufficient vocabulary to use with grammar pattern.

a. Types of learning Pattern and activities

There are two kinds of pattern used in this method:

1.

Dialogue

The students are given some dialogues which structurally and grammatically accepted. Then the teacher orders the students to repeat the dialogues. The dialogues introduced in every meeting are only few lines.

It can be once to have a conversation among the students. it is handled by the students in pairs. The students have their own conversation yet in dialogues which have been given by the teachers. However, the teacher must have a significant role in this activity that can control the mistakes that students do and directly corrects it.

2. Dialog Memorization

Students are given a short dialog to memorize then they must use mimicry and applied role playing to present the dialog. Examples of dialogs that could be used are included in the materials section.

3. Backward Build Up

Provide students with the sentence fragments found in the materials section. Students repeat each part of the sentence starting at the end of the sentence and expanding backwards through the sentence adding each part in sequence.

Examples: the teacher gives one sentence I went to great mall yesterday. This is a simple sentence that all students can imitate it. To prevent the drabness of the students, the teacher read the sentence from the last word and add it with the before word. It is done until the entire sentence.

4. Complete the Dialog

Have the students fill in the blanks in the dialogs provided. The proper English word must be inserted into the text. This activity is much like a cloze activity.

5. Dictation

Dictation using any piece of literature at the students reading level, read the piece aloud several times. Have the students write down what they hear. The idea is to write what they have heard as literally as possible.

6. Flashcards

Using flashcards with words that are relevant to them brainstorm other words about the word on the card. A new word could be chosen each day.

7. Chain Drill

A chain of conversation forms around the room as the teacher greets or questions a student and that student responds then turns to the next student and greets or asks a question of the second student and the chain continues.

8. The Alphabet Game

The teacher picks a category, such as the supermarket. Then the first student says, I am going to the supermarket. I need a few apples. (The first student names something beginning with A.) The second student says, I am going to the supermarket. I need a few apples and I need a few bananas. The game continues in this manner with each consecutive student adding an item beginning with the next letter after repeating the items named before their own.

b. Suggested Activity

TPR (total physical responses) activity

This is technique which is extremally useful and really adapted especially in primary classes (Philips, 2003 p.17). Besides this technique can improve their ability in Engish, The very beginning studets will be very anthusiastic doing this activity. This orders student to practice or act what the teacher says then this will combine with other technique that they have repeat the instruction. Hence they got twice competence.

Theme : Travelling

Aim and discrption of the activity

Intensive listening skills, to develop intuitive listening, to present and practice structres and vocabulary. The teacher must prepare twice more setences than the number of the students related what activities will be in the classroom. Such as touch your partners back and many else. The student must obey the instruction from the teacher.

Preparation and warm up

the teacher give instruction o the students to what he said and epeat by doing that (e.g, touh your nouse). The students imitate it by shouting the sentences saying (I touch my nouse). In the next opportunity those who will read the sentences are the students themselves.

Procedures

The students are divided into groups containing 5 students each group. Every sentence will be read by different students. every student will have oportunty to read twice and more times to act and shout because the number of the sentences are twice more than students. every students should remember who does wrong what is wrong.

Follow up

Those who act not based on the instruction or sentence will react in oce more time infront and the others also act in their seat se, this will not embarrass the students.

Conclusion

ALM (audio-Lingual Method) is an old method which used in america in world war two around 1997. However, this teaching method is really applicable in a country which english is taught as a foregh language (AFL). Moreover the objects are children or young learners. in EFL environment, english is

uncommon although english is a compulsory in that country. This method is to make students recognize english by memorizing some vocabularies or dialogues or drilling some sentences in order that they are accostum to speaking english. It is based on children characteristics which are memorizing and remembering what they see, hear even touch (Harmer, p.38).

In ALM, the competences are not only teaching grammar but speaking, listening involving as well. Such the proses in this the classroom which dialogue is used, the teacher gives short dialogue and order the students to repeat that dialogue. The students indirectly study 3 competences that are listening because they listen, speaking because they repeat the sentences and grammar because the teacher informs them about the structure then.

Reference

Harmer, Jeremy. The practice of English Language teaching (3th ed.), pp.38, Longman.

Larsen, Diane & Freeman, (2008). Techniques and Principles in Language Teaching (2nd ed.). Oxford University Press.

Philips, Sarah, (2003). Young Learners, pp.13-23, Oxford University Press.

Richards, Jack, C., & Rodgers, Theodore, S. (1999). Approaches and Methods in Language Teaching, PP. 18, Cambridge University Press,

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