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Journal articles on the topic 'Audio-lingual method (Language teaching)'
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Bobosher Kizi, Shovkieva Shohida. "AUDIO-LINGUAL METHOD IN TEACHING LANGUAGE AND ITS BENEFITS AND DRAWBACKS." International Journal Of Literature And Languages 02, no. 05 (May 1, 2022): 29–32. http://dx.doi.org/10.37547/ijll/volume02issue05-06.
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Ahmadjonovna, Bakhromova Gulmira. "Audio lingual method of teaching English language." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 5 (2022): 1170–72. http://dx.doi.org/10.5958/2249-7137.2022.00587.0.
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Yani, Damai. "METODE AUDIO-LINGUAL DALAM PEMBELAJARAN KAIWA." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 10, no. 1 (July 3, 2016): 9. http://dx.doi.org/10.24036/ld.v10i1.6325.
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AUDIO-LINGUAL METHOD IN TEACHING KAIWAJapanese is one of the foreign languages studied in Indonesia nowadays. As a means of communication, one of the the most important skill is speaking or conversation skill or kaiwa in Japanese. This paper aims at describing the audio-lingual method in teaching kaiwa for the first year of Japanese language students. The audio-lingual method emphasizes on repetition. It is done for time efficiency in learning a language. The mimicry-memorize technique is used in the implementation of the audio-lingual method in learning kaiwa. The students are promoted to kaiwa and are asked to memorize it. After memorizing it, they are later asked to practice. This technique requires them to be actively involved especially in speaking despite of their fear. Keywords: audio-lingual, kaiwa , mimicry-memoize, percakapan
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Rustamova, Adash, Odina Bakhridinova, and Gulmira Juraboyeva. "Audio-Lingual teaching method with digital language laboratory." ASIAN JOURNAL OF MULTIDIMENSIONAL RESEARCH 10, no. 4 (2021): 88–91. http://dx.doi.org/10.5958/2278-4853.2021.00203.2.
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Kakunta, Kebson, and Webster Kamanga. "Microteaching: Audio-lingual Method." Journal Educational Verkenning 1, no. 1 (November 19, 2020): 25–30. http://dx.doi.org/10.48173/jev.v1i1.27.
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The aim of this paper is to know the history, definition, principles, characteristic, technique of the audio-lingual method. This method are using in the microteaching class which is have many methods in particular. The audiolingual method is basically a development of direct methods which are considered to have weaknesses, especially in explaining things that are difficult for students to understand. For this reason, besides emphasizing language teaching through listening and imitating, this method is also possible to use mother tongue for explanation. This method is usually applied more in the form of a drill pattern. The use of the drill approach is commonly used in military circles. Because at first this method was widely used in the military, this method was also called the army method.
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Qizi, Fazilatkhon Ikromova Vohidjon, and Qarshiyeva Shakhnoza Valiyevna. "The Usage Of An Audio-Linguistic Method Of Learning English As A Foreign Language By Intermediate Students." American Journal of Social Science and Education Innovations 03, no. 02 (February 28, 2021): 300–305. http://dx.doi.org/10.37547/tajssei/volume03issue02-48.
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This article describes the aspects of audio- lingual method of language learning. As a conclusion, the main advantages of the method, in the case of its application as an integral part of the methodology of teaching English as a foreign language, and disadvantages that may occur in the case of its autonomous or remote use. Thus, we can say that the audio-lingual method will be a weighty addition to the general methodology of teaching English as a foreign language.
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Ika Purnama Sari and Jernih Sinurat. "Improving Students’ Vocabulary Mastery by Using Audio-Lingual Method on Grade VIII Students of SMP Negeri 4 Pematang Siantar." Journal of Classroom Action Research 1, no. 1 (February 3, 2022): 1–7. http://dx.doi.org/10.52622/jcar.v1i1.49.
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This study is based on the important of vocabulary. Vocabulary is an important component of language use because Vocabulary is one of the aspects of language besides grammar and pronunciation. In this research, the researcher using Audio-Lingual Method to improve students’ mastery vocabulary. The main objective of this study is to describe the use of Audio-Lingual Method in teaching and to identify how much students’ mastery in vocabulary improvement after being taught by using Audio-Lingual Method. This study is classroom action research that was done in two cycles. The data collection was done using observation and test. The data from the observation that had been taken from every cycle analyzed descriptively while the data from test were analyzed quantitatively. The use of Audio - Lingual Method in teaching at class VIII - 2 Students of SMP Negeri 4 Pematangsiantar was conducted in two cycles including cycle one and cycle two. The participant of this study was 32. The result of this study shows that using Audio-Lingual Method can improve students’ mastery vocabulary. This is proven by students’ test score that improved in every cycle. In the first cycle, the students’ average score was 60,00 and in the second cycle students got 68,90 and the Post cycle 76,56. Audio-Lingual Method is an appropriate technique used to improve students’ mastery vocabulary. The result of this study is helpful information for English teachers in teaching vocabulary Key words: Improving, Mastery Vocabulary, Audio-Lingual Method, Classroom Action Research
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Qizi, Abduraximova Farida Komiljon. "Modern Methods of Teaching English in Higher Educational Institutions." International Journal for Research in Applied Science and Engineering Technology 9, no. 11 (November 30, 2021): 612–13. http://dx.doi.org/10.22214/ijraset.2021.38892.
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Annotation: The article discusses various methods of teaching foreign languages in universities. Special attention was paid to the following methods: direct method, grammar-translation, audiovisual, audio-lingual and communicative. It is concluded that the communicative method begins to occupy a more dominant position. Keywords: foreign language, English, methods
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Shenderuk, O. B. "The audio-lingual method as a second-language teaching approach." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 1, no. 2018 (December 19, 2018): 169–77. http://dx.doi.org/10.32755/sjeducation.2018.01.169.
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Maaliah, Eda, Yulius Harry Widodo, and Muhyiddin Aziz. "USING AUDIO-LINGUAL METHOD TO IMPROVE THE STUDENTS’ SPEAKING SKILL." Jurnal Bahasa Inggris Terapan 3, no. 1 (February 21, 2017): 45–59. http://dx.doi.org/10.35313/jbit.v3i1.1278.
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Language teachers play an important roles on teaching and learning process, choosing the methods, and designing the goal of the study. All their targets are based on how well they collaborate the methods and designs through the experiences and knowledge they have during the process of teaching and learning. Audio-lingual method was chosen to know the effectiveness, advantages, disadvantages, strenghts, and weaknesses in improving the speaking skill of the fifth grade students of elementary school. The qualitative and quantitative data were used in this research. Qualitative data were taken from the scores of the pre-test and all cycles. The quantitative data were taken through the observation, interview, and questionnaire. Based on the discussions and conclusions, audio-lingual method is recommended to improve the speaking skill of elementary students.Key words: audio-lingual method, speaking skill, teaching learning process
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Aslamiah, Suaibatul. "English Language In Teaching Methodology." PEEL (PASER ENGLISH EDUCATION AND LINGUISTIC) 1, no. 1 (July 15, 2022): 8–18. http://dx.doi.org/10.56489/peel.v1i1.72.
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Abstract
This paper contains an English learning methodology that focuses on learning strategies and learning activities. This article uses the literature study method to reveal the leaning strategies and activities of learning English with using a variety of English teaching methods that can be used to teach at school or on campus. The methods that can be used are Multiple Intelligences, Situational Language Teaching, Audio lingual, CLT, Total Physical Respond, Communicative Language Learning, Natural approach, and Suggestopedia method. All methods are combined in English teaching activities designed to develop students’ multiple intelligences and improve English skills together with easy and fun activities.
Key words: English, Teaching, and Methodology
Abstrak
Tulisan ini berisikan tentang metodologi pembelajaran bahasa Inggris yang fokus pada strategi pembelajaran dan aktifitas belajarnya. artikel ini menggunakan metode studi literatur untuk mengungkap tentang strategi pembelajaran dan aktifitas belajar bahasa Inggris dengan
menggunakan berbagai macam metode pengajaran bahasa Inggris yang bisa digunakan untuk mengajar di sekolah maupun di kampus. Adapun metode yang bisa digunakan adalah Multiple Intelligences, Situational Language Teaching, Audio lingual, CLT, Total Physycal Respon, Communicative Language Learning, Natural approach, and Suggestopedia method. Semua metode yang dikombinasikan dalam aktivitas pengajaran bahasa Inggris yang dirancang untuk mengembangkan kecerdasan majemuk siswa serta meningkatkan English skill secara bersama sama dengan kegiatan easy and fun.
Kata Kunci: Bahasa Inggris, Pengajaran, dan Metodelogi.
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Grin, Nadezhda. "LINGUAL METHODS IN LEARNING OF SPOKEN FOREIGN LANGUAGE." Scientific Papers Collection of the Angarsk State Technical University 2021, no. 1 (July 5, 2021): 356–61. http://dx.doi.org/10.36629/2686-7788-2021-1-1-356-361.
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This article discusses the lingual methods of training foreign language. Special attention is paid to audio-linguistic method for teaching dialogic speech in English. This method allows you to simulate a language situation that is close to the real situation of communication, without using your native lan-guage.
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Williyan, Aldha. "TEACHING SPEAKING: EXPLORING METHOD OF TEACHING AND ORAL CORRECTIVE FEEDBACK IN EFL LEARNERS’ CLASSROOM." J-ELLiT (Journal of English Language, Literature, and Teaching) 3, no. 2 (December 31, 2019): 10. http://dx.doi.org/10.17977/um046v3i2p10-16.
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This study investigates teaching speaking in EFL learners' classroom as teaching speaking is a vast area of research. This study, however, limits the focus to types of methods and oral corrective feedback. This study involves two groups of participants, namely a group of EFL learners and an English teacher. This qualitative study employs observation. Afterward, the unstructured interview with the English teacher is conducted to give further data. Through the observation, it is found that the teacher does some particular activities in teaching speaking. The lesson is opened by group work and the teacher conducts a dialogue and chain drill. The lesson eventually is closed by pair work and role play. The analysis shows that the teacher uses several methods in doing those five activities. Those are communicative language teaching, audio-lingual method, and cooperative language learning. From those three, the audio-lingual method dominates the class activities. Additionally, this study finds that the teacher employs several types of oral corrective feedback. Those are recast, explicit correction, clarification requests, and elicitation. These findings indicate that there is a relationship between methods and oral corrective feedbacks used by the teacher.
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Rahim, Mohammad Naim, and Sayed Ali Reza Ahmadi. "The Teachers’ Roles in Reducing the Interference of L1 in Audio-lingual Classrooms: A Qualitative Case Study in Malaysian Primary School." REiLA : Journal of Research and Innovation in Language 3, no. 2 (August 19, 2021): 96–104. http://dx.doi.org/10.31849/reila.v3i2.6335.
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This research article explores the teachers’ roles in reducing L1 (First Language) interference in audio-lingual classrooms. The main concern of the audio-lingual method is to focus less on grammar and teaching it inductively. There is also an emphasis on pronunciation in this method. Using tapes, visual language aids, and new materials are presented in an interactive model. The teacher presents a new structure using communicative models, and there is less focus on L1. The study applies a qualitative case study and uses observation and interview data collection techniques in a particular primary school of Malaysia during the English language sessions. The thematic analysis technique is performed to categorize the significant findings into three main themes: teacher as a role model, teacher as an orchestra leader, and teacher as a motivator. The data from classroom observation is triangulated to determine how the data is closed to the interview. The finding shows the problematisation of using L1 in teaching L2 (Second Language) since the interference of L1 negatively impacts learning L2. The study contributes to the perspective that English teachers in audio-lingual classrooms are expected to understand their objective roles. The result also implies the teachers' significance to accept that using L1 in maxim spoils learning L2, especially in an audio-lingual classroom.
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Sihombing, Rutlina Elfeliani, Yerani Apriyanti Silalahi, Trimeli Tamara Sianturi, Kristen Panjaitan, and Selviana Napitupulu. "Using Audio-Lingual-Method to Overcome Student’s Listening Problem In Senior High School Kartika Pematangsiantar." International Journal of Education and Humanities 2, no. 2 (February 27, 2022): 42–47. http://dx.doi.org/10.58557/ijeh.v2i2.74.
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Listening is one of the basic skills in learning English. Teaching listening to students is significant, as listening to itself is crucially important in life. Those who do not know how to listen cannot listen to their family friends and understand what is said. Listening has been taught since junior high school through audio, video, songs, games. However, there are still many students who have difficulty listening. Then after we made observations in Senior High School Kartika Pematangsiantar, we researchers found that students did not catch every word they heard. So, as a solution to these problems, teachers can use exciting teaching methods to present teaching materials that also help them create fun classes, namely the Audio-lingual teaching method. The audio-lingual method is one method that aims to emphasize word repetition, which allows students to more easily use the target language so that it is easy to understand
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Putra, Muhammad Ashari, Didha Fridayanto, Bayu Prasetyo Aji, Sayit Abdul Karim, and Suryo Sudiro. "ENHANCING EFL LEARNERS’ SPEAKING SKILLS THROUGH THE AUDIO-LINGUAL METHOD." Journey: Journal of English Language and Pedagogy 5, no. 1 (March 17, 2022): 30–38. http://dx.doi.org/10.33503/journey.v5i1.1818.
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The teaching method is one of the contributing factors to successful English language learning. The appropriate use of a teaching method is one of the ways to enhance learners’ speaking skills. The present study aims at reviewing the use of the Audio-Lingual Method (ALM), one of the teaching methods to enhance EFL learners’ speaking skills. The present study employs library research to delineate the use of ALM to enhance learners' mastery of speaking skills. The data were obtained from documentation study and previous research findings and further analyzed qualitatively. Therefore, it reviews the brief of ALM, the purposes of ALM. Moreover, it scrutinizes the strategies used in ALM, the benefits of using and the implication of using ALM in classroom teaching. Finally, some important points on the use of ALM are highlighted in the conclusion part.
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Adi, Sugeng Susilo. "PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA." Jurnal Kwangsan 5, no. 1 (June 11, 2017): 1. http://dx.doi.org/10.31800/jkwangsan-jtp.v5n1.p1--20.
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AbstractThe composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.
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Adi, Sugeng Susilo. "PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA." Jurnal Kwangsan 5, no. 1 (June 11, 2017): 1. http://dx.doi.org/10.31800/jtp.kw.v5n1.p1--20.
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The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.
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Adi, Sugeng Susilo. "PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA." Jurnal Kwangsan 5, no. 1 (June 11, 2017): 1. http://dx.doi.org/10.31800/jtpk.v5n1.p1--20.
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AbstractThe composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.
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Adi, Sugeng Susilo. "PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA." Jurnal Kwangsan 5, no. 1 (June 11, 2017): 1. http://dx.doi.org/10.31800/jurnalkwangsan.v5i1.36.
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AbstractThe composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.
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Abdul, Nurdevi Bte, and Hijrah Hijrah. "THE USE OF AUDIO-LINGUAL METHOD IN TEACHING LISTENING COMPREHENSION AT THE SECOND YEAR STUDENTS OF SMK YAPIP MAKASSAR SUNGGUMINASA." EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS 2, no. 2 (November 15, 2013): 189. http://dx.doi.org/10.26618/ejpbi.v2i2.787.
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Listening is one of the four basic skills in learning a foreign language besides listening, reading, and writing. It has been taught since the students entered a junior high school, however, there are some difficulties faced by vocational school students to listen to the recording. After doing observation, some teachers say that they still have difficulties in teaching listening to students since students are not able to express what are on their minds because their lack of actual language. To help the teachers in teaching listening to students, teachers may use an interesting teaching method to present their teaching materials that also help them in creating fun class. One of the alternative methods is Audio-lingual teaching method. The objectives of the study were to explain the students’ ability to recognize word meaning in the context and to recognize the content of text.The design of the research used a collaborative classroom action research (CAR). This kind of research was designed by group which consisted of teacher and researcher from educational university. The place of this research was in SMK YAPIP MAKASSAR. The samples in this research were the students at the second year of class 2 Akuntansi 1. After conducting the research, the students’ means score showed the improvement in cycle 2. It is concluded that using audio-lingual could help to improve students’ listening comprehension.Keywords: listening comprehension, audio-lingual, recognizing word meaning and the content of the text, classroom action research
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Abduh, Nurdevi Bte. "THE USE OF AUDIO-LINGUAL METHOD IN TEACHING LISTENING COMPREHENSION AT THE SECOND YEAR STUDENTS OF SMK YAPIP MAKASSAR SUNGGUMINASA." EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS 5, no. 1 (May 15, 2016): 43. http://dx.doi.org/10.26618/ejpbi.v5i1.808.
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Listening is one of the four basic skills in learning a foreign language besides listening, reading, and writing. It has been taught since the students entered a junior high school, however, there are some difficulties faced by vocational school students to listen to the recording. After doing observation, some teachers say that they still have difficulties to teach listening to students since students are not able to express what is on their minds because of their lack of actual language. To help the teachers in teaching listening to students, teachers may use an interesting teaching method to present their teaching materials that also help them in creating a fun class. One of the alternative methods is Audio-lingual teaching method. The objectives of the study were to explain the students’ ability to recognize word meaning in the context and to recognize the content of the text. The design of the research used a collaborative classroom action research (CAR). This kind of research was designed by a group which consisted of teacher and researcher from the educational university. The place of this research was in SMK YAPIP MAKASSAR. The samples in this research were the students at the second year of class 2 Akuntansi 1. After conducting the research, the students’ means score showed the improvement in cycle 2. It is concluded that using audio-lingual could help to improve students’ listening comprehension.Keywords: listening comprehension, audio-lingual, recognizing word meaning and the content of the text, classroom action research
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Vika, Aina Diah, and Heri Yusup. "TOTAL PHYSICAL RESPONSE DAN AUDIO LINGUAL METHOD DALAM BIMBINGAN BELAJAR BAHASA INGGRIS." DEVOSI 1, no. 2 (February 24, 2021): 23–27. http://dx.doi.org/10.33558/devosi.v1i2.2505.
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In this era of globalization, more and more developments are taking place in this country. More and more foreign companies are established in Indonesia, so English is an important language that must be learned. The implementation of the activity is teaching English using the Total Physical Response and Audio Lingual Method at SD Islam Plus Al-Marzukiyah. Which in learning activities uses learning media such as audio and flash cards. Then given practice questions related to the material that has been taught. By using the Total Physical Response and Audio Lingual methods in learning English, SDI Plus Al-Marzukiyah students are more active and enthusiastic in learning English in class. They are also more enthusiastic about learning and prefer English lessons even though some of them are still in the process of getting used to learning English.
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Wangru, Cao. "Vocabulary Teaching Based on Semantic-Field." Journal of Education and Learning 5, no. 3 (April 22, 2016): 64. http://dx.doi.org/10.5539/jel.v5n3p64.
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<p>Vocabulary is an indispensable part of language and it is of vital importance for second language learners. Wilkins (1972) points out: “without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. Vocabulary teaching has experienced several stages characterized by grammatical-translation method, audio-lingual method and communicative teaching method before obtaining great attention from second language teachers and researchers finally.</p><p>This study states four proposals for the improvement of vocabulary teaching, which refer that: (1) apply componential analysis to vocabulary teaching; (2) foster learners’ awareness of the difference between English and Chinese; (3) introduce lexical phrases; (4) develop effective word meaning acquisition strategies.</p>
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Albukbak, Omar A., and Amel M. Msimeer. "Methods and Approaches of Teaching English: a Historical Review." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 17 (June 30, 2021): 79–98. http://dx.doi.org/10.36602/faj/2021.n17.14.
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It might be quite difficult to say that one teaching method or approach is the best to be adopted in English classes. A little knowledge of the history of these methods and approaches can lead to unsuccessful application inside language classrooms. Therefore, this methodological research paper presents a historical background of some teaching methods and approaches which have been used in language education throughout history of teaching/learning English. It introduces the principles on which each teaching method and approach is based. Furthermore, it provides details about the advantages and disadvantages of each method and approach besides their limitations. The paper deals with only five methods and approaches of teaching English because of the limited number of pages determined by the journal. Namely they are: Grammar Translation Method, Direct Method, Oral Approach and Situational Language Teaching, Audio-Lingual Method, and Communicative Language Teaching. Finally, the paper ends with a conclusion showing the result of its research and intended work to be done in the near future.
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Nama, Darius Yonatan, and Christmas Prasetia Ate. "THE MOST EFFECTIVE ENGLISH TEACHING METHODS IN RURAL SCHOOLS." Jurnal As-Salam 6, no. 2 (August 29, 2022): 134–44. http://dx.doi.org/10.37249/assalam.v6i2.381.
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Effective teaching methods in many contexts are still a concern when it comes to teaching English as a foreign language in Indonesia. It relates to a lack of English proficiency. Even after six years of formal language learning, students can still not acquire productive English abilities such as speaking and writing. This study's main objective is to find the English teachers' perspectives concerning the most effective teaching methods in rural schools throughout four districts, Malaka, Kupang, Timor Tengah Utara, and Timor Tengah Selatan. The mixed-method was administered through a questionnaire, data collected from 26 English teachers at Senior High School who met the criteria. In addition, eight respondents were interviewed to learn how to apply effective methods. The most effective methods of teaching English in rural areas include Suggestopedia, Audio-Lingual Method, Communicative Language Teaching, and Task-Based Language Teaching.
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Nagy, Imola Katalin. "In between Language Teaching Methods: Do We Need (to Know About) Methods at All?" Acta Universitatis Sapientiae, Philologica 11, no. 3 (December 1, 2019): 119–39. http://dx.doi.org/10.2478/ausp-2019-0030.
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AbstractIn this study, we attempt to approach the problem of foreign language teaching from the viewpoint of language pedagogy development in different historical periods: from the grammar translation method through the audio-lingual approaches and up to communicative and post-communicative methods. We have come today to reconsider the role and status of language teaching not only because globalization has produced an increase in the number of speakers of English all around the world but also due to the fact that the issue of localization (of language teaching methods and techniques) has also come to the fore. This meta-analytical article circumscribes a number of popular methods amongst which teachers can choose, and we also try to summarize the most important foreign language teaching methods that can be spotted in the era of what is presently called the post-method condition.
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Bhandari, Bhim Lal. "Methods and Techniques Used by English Teacher Educators in Nepal." Journal La Edusci 1, no. 4 (December 12, 2020): 9–15. http://dx.doi.org/10.37899/journallaedusci.v1i4.211.
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This qualitative research study aims to explore the methods and techniques used by teacher educators in Nepalese English Language Teaching (ELT) contexts. Four teacher educators from two campuses of Rupandehi district of Nepal were selected purposively. Open-ended questions were used to collect information from the participants. The results of the study reveal that grammar-translation method (GTM), audio-lingual method and communicative language teaching (CLT) were three major methods like-wise, role play, group, and pair work techniques were found to be used frequently used in the ELT classrooms by teacher educators. The study reveals a positive perception of teachers towards the methods and techniques used by them. It also shows the necessity of the eclectic method with the idea that no method or technique is the best and worst in English language teaching.
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Nuraini, Kristi. "Materials for Writing – Was This the Case of the Runaway Bandwagon?" ELLITE: Journal of English Language, Literature, and Teaching 2, no. 2 (December 12, 2017): 84–93. http://dx.doi.org/10.32528/ellite.v2i2.1507.
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The teaching of language has developed from time to time. Writing as oneof the skills in language learning has also gone through different concerns;starting from less concerned in the Audio Lingual Method (ALM), becoming tohave more concerned in the Communicative Approach of Language Teaching(CALT). The materials also differ for the focus of language learning are different;from forms or structure focused into meaning or communicative focus; fromcontrolled activities into more natural and communicative ones. This paper will cover the teaching of writing, techniques of gathering ideas for writing and the influences of methodologies in writing tasks.
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Bidenko, Larysa, and Hanna Bespalova. "IMPLEMENTING AUDIO-LINGUAL METHOD TO TEACHING UKRAINIAN AS A FOREIGN LANGUAGE AT THE INITIAL STAGE." Advanced Education 3, no. 7 (June 19, 2017): 23–27. http://dx.doi.org/10.20535/2410-8286.82711.
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Solodchuk, Alona. "MODERN APPROACHES TO TEACHING AND LEARNING ENGLISH." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (October 12, 2021): 162–69. http://dx.doi.org/10.31499/2307-4906.3.2021.241764.
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The article deals with methods of interactive learning of English, ways how to use it at different stages of learning, increasing scientific interest in understanding global trends in the methodology of teaching English. Based on the analysis of the scientific literature as well as a comprehensive analysis of the practice of teaching and learning English in Ukraine and abroad, certain problems and challenges facing the methodology of teaching English today have been identified. The various methods and approaches developed today are an attempt to answer these questions.The United States and Europe became the founders of the so-called Epoch of Methods. During that period, such teaching methods as Total Physical Response, Suggestopedia, as well as Community Language Learning, Audio Lingual Approach were developed. The suggested approaches and methods differ in terms of their principles, understanding of the nature of language and features of the educational process, the role of teachers and students, learning goals, the ratio of target and native language. The list of methods and approaches is by no means exhaustive and reflects only a part of all variety of teaching English methodology.Among the most interesting methods we distinguish the TPR method (Total Physical Response). Nowadays, there are many published works of TPR and studies, which create an understanding of its long-term prospects. The most important skill is to understand new sentences when learning a foreign language.It was concluded that there is a need to diversify approaches to learning, focused on keeping students’ attention, encouraging them to active cooperation and ensuring student-centeredness in the process of teaching and learning, as well as stress-free educational environment.
Keywords: teaching methods; interactive learning; suggestive approach; student-oriented learning; English language; pedagogy; teaching; audio-lingual approach.
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Mufidah, Nuril. "Metode Pembelajaran Al-Ashwat." al Mahāra: Jurnal Pendidikan Bahasa Arab 4, no. 2 (December 31, 2018): 199–218. http://dx.doi.org/10.14421/almahara.2018.042-03.
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In Arabic learning, al-Ashwat plays an essential role because al-Ashwat or phonetic is a crucial element in every language. If al-Ashwat is not well understood, Arabic proficiency cannot be mastered perfectly. Often there will be a lack of understanding in the language process. So that the communication process will also be hampered. Learning methods are a way or means to present subject matter. With learning, the approach can simplify and accelerate the learning process towards understanding. There are at least two learning methods that pay attention to the teaching of sound language, including Phonetic Method and Mim-mem Method which is better known as an Audio-Lingual Method.
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Trihastutie, Nopita, and Eka Fadilah. "TASK BASED LANGUAGE TEACHING TO IMPROVE STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH CLASS." Berumpun: International Journal of Social, Politics, and Humanities 2, no. 2 (December 19, 2019): 59–75. http://dx.doi.org/10.33019/berumpun.v2i2.20.
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The changing of English language teaching method from Audio-lingual Method to Communicative Language Teaching (CLT) has given great impact to the pedagogy of teaching English as a Foreign Language (EFL) and/ or English as a Second Language (ESL). Task Based Language Teaching (TBLT) method which emphasizes more on the meaning of a language and targeted tasks, then, dominates the English teaching world as a response to the un-satisfaction towards the previous methods (Long, 2015). This current study aims at seeing to what extent the task variety influences students’ willingness to communicate based on three contexts which include trait-like, situation, and linguistic. Three communicative tasks which emphasizes both on focused meaning and focused form were given. The communicative tasks include game, problem solving, and jigsaw. Observation was done during class interaction and continued with in depth interview. The result shows that emotion, class situation, and cognitive simultaneously influence the students’ willingness to communicate in English class. Those factors are inseparable, interact and influence interchangeably on the students’ willingness to communicate in English class as elucidated in complex dynamic theory.
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Gautam, Pitamber. "Integrated and Segregated Teaching of Language Skills: An Exploration." Journal of NELTA Gandaki 1 (June 14, 2019): 100–107. http://dx.doi.org/10.3126/jong.v1i0.24464.
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This article attempts to explore some existing dimensions of integrated and segregated approaches to teaching language skills along with their psychological and methodological foundations. The body of language is built out of various components of skills and aspects fitted together in a natural harmony. They are substantial elements for teaching and learning endeavour. But, nowadays there are serious arguments about whether to choose segregated or integrated approach for teaching language skills in an ESL/EFL classroom. Although the behavioural psychology and structural linguistics pleaded for segregated approach of teaching through Grammar Translation Method and Audio-lingual Method, the communicative movement supported by cognitive psychology and functional linguistics has a strong adherence to integrated approach in teaching language skills with a sole aim of attaining communicative competence. This article is entirely based on document analysis method, a major component of qualitative research design. The study arrived to conclude that the current communicative movement in foreign language teaching significantly stresses on integrated teaching of language skills. This approach of teaching was proposed in different language teaching methods and models. Among them, Content Based Instruction and Task Based Instruction are the two major methods introduced for integrated language teaching. Now, it has been inferred that integrated approach of language teaching is sure to pursue its hegemony at least for some decades unless a new powerful approach appears to challenge it.
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Moh Munir. "تعليم اللغة العربية في المعهد الإسلامي بفونوروغو." Studi Arab 10, no. 2 (December 30, 2019): 151–72. http://dx.doi.org/10.35891/sa.v10i2.1860.
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Learning Arabic in Indonesia has experienced the ups and downs along with the dynamics of education in Islamic educational institutions. It gives good attention in Arabic teaching is Islamic boarding school. The Islamic boarding school students have not been able to master language skills well, like Arrisalah concerns with speaking skill and Al amin Hudatul Muna 1 concerns with reading skill. This research focused on three aspects: the materials, the instrutions process and the kinds of languages activities in Arabic teaching in modern and salaf Islamic boarding school for class two. It is kind of qualitative study design to describe the results and collecting the data.The results of this study are: (1) the Arabic teaching materials in modern Islamic boarding school consist of 7 subjects, and salaf consist of 5 subjects. (2) the instructional method in modern Islamic boarding school are used grammar translation method, direct method, audio lingual method, reading method and inductive method. The instructional method in salaf islamic boarding school are used grammar translation method and deductive method. (3) the kinds of language activities in modern Islamic boarding school devided into two kinds namely language activities inside the class and language activities outside the class.
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Raissi, Reza. "On the Relationship of Peer-Review Training and Writing Proficiency among Iranian EFL Learners." Journal of Education and Vocational Research 3, no. 12 (December 15, 2012): 399–403. http://dx.doi.org/10.22610/jevr.v3i12.91.
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Nowadays most of the scholars in the field of foreign/second language learning emphasized on the role of peer-reviewing and students’ feedback to each other’s work in writing composition. In many educational systems different educational reformations have been happened and many educational systems in the field of foreign/second language teaching changed the English teaching methods from old language teachings like Audio-lingual Method (ALM) and Grammar Translation Method (GTM) to modern language teaching methods like Task Based Language Teaching (TBLT) and Communicative Language Teaching (CLT). In CLT approach it has been emphasized that students should work with each other in group or pair work and the role of the teacher is as a facilitator or coachin order to push the students to discuss and challenge in the classroom; that walks around the class and gives feedback to the students’ works. In this study researcher used a quasi-experimental research design in which he had two different groups namely experimental and control groups. Students at the experimental group received peer-review writing instruction and feedback while students in the control group did not. Results of the study showed that peer-review of students can increase students’ writing proficiency to a high extent. At the end of the study some pedagogical implications have been suggested by the researcher which can help researchers in this field.
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Fhonna, Rahmi, and Yunisrina Qismullah Yusuf. "Indonesian Language Learning Methods in Australian Elementary Schools." Journal of Language and Education 6, no. 2 (June 30, 2020): 106–19. http://dx.doi.org/10.17323/jle.2020.10080.
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Previous studies have largely focused on the importance, problems, and challenges of teaching second languages in Australian schools, but very few have investigated the teaching methods used in the classroom to do so. Therefore, the purpose of this study is to identify the methods applied by teachers who teach Indonesian as a second language in one of the public primary schools in South Australia to enable their Australian students to comprehend the instruction in the Indonesian class. The data were collected through observational field notes and video recordings of three class meetings from two teachers. Evidence gives validity to analysis, and thus the data were analysed using the transcription conventions as proposed by Burns, Joyce & Gollin (1996). The results showed that the most frequently used methods by the teachers in teaching Indonesian to the Early Year level students were TPR (total physical response) and GTM (grammar-translation method). TPR was useful as the act of moving around seemed to help the children remember the vocabulary. Furthermore, GTM helped the teachers clarify the meanings of words and sentences for the students by translating them into their first language, i.e. English. These methods were not taught in isolation but were integrated by the teachers with other methods such as the direct method and audio-lingual method. The reflection of this teaching practice is considered a worthwhile contribution for other teachers who are also teaching Indonesian in other countries and as additional insights to immerse themselves in their language teaching practice. Moreover, considering the benefits of becoming bilingual, such as in communication, culture, cognition, character, curriculum, and economy, schools should provide more training for teachers to help them be able to use the best techniques in teaching the second language to enable and empower them to integrate other languages into their classes.
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Gamal Abdel Nasser and Montasser. M. A. Mahmoud. "Teaching English Language Vocabulary to EFL Learners in the Arab Region: A Preliminary Reading." Middle East Journal of TEFL 2, no. 1 (June 3, 2022): 24–39. http://dx.doi.org/10.56498/399212022.
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This study is intended to have an in-depth discussion on the chief subject of this research paper, which is the most appropriate method of teaching English language vocabulary to EFL learners in the Arab region. To conduct this study, the two researchers investigated and gathered a large set of notable sources of information and research papers having dealt with vocabulary instruction to find an answer to the main question of this study. Both researchers attempted to provide theoretical coverage of specific areas applicable to English language vocabulary instruction. This theoretical coverage investigated the basic methods and strategies employed by each one of them, which specialists have classified as specific media for teaching vocabulary. They are, in order, Grammar-translation, Direct Method, Audio-lingual, Total-physical Response and Communicative Learning. These methods have proven their efficiency, seriousness, quality, and practical validity in educational circles, whether there or here in the Arab region. However, these methods, despite their importance, did not prove their worth as did other simple techniques and strategies that were effective and more influential on the EFL learners. These include the use of visual aids, bi-lingual dictionaries, the introduction of repeated verbal/written drills and guesswork exercises to find the appropriate meanings of words or phrases. To attain such conclusions, the collected data ought to be comprehensive and insightful, with study results arising from detailed review of related literature.
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Gudu, Benter Oseno, and Napwora Wekesa Jesse. "Teaching Methods and Strategies on Learners’ Motivation in English Language Lectures in Higher Education in Kenya." American Journal of Education and Practice 7, no. 1 (February 10, 2023): 36–60. http://dx.doi.org/10.47672/ajep.1344.
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Purpose: This paper sought to determine the teaching methods and strategies increasing learners’ motivation in English language lectures at the university level. The study was based on social cultural theory of learning.
Methodology: The study adopted quantitative design, descriptive statistics method to understand the problem at hand. The target population consisted of 375 Bachelor of Education Arts students. Simple random sampling was used to sample 100 third year Bachelor of Education (Arts) students in a public university. Questionnaires and document analysis of research articles were used to collect raw data from 100 students. The data was analyzed using SPSS computer package.
Findings: The teaching methods that highly motivated students were explanation, discussion, interactive lectures and demonstration, teaching methods that moderately motivated learners were task-based method, case study and communicative language teaching and least motivating was audio lingual method. Highly motivating teaching strategies were group discussion and presentation, CATs and drama and moderately motivating teaching strategies were class assignments, debate, term paper assignments, pair work and dialogues.
Recommendation: Based on the study findings the study recommends that lecturers to strive to determine their learner’s needs and specific learning styles in order to adopt the correct teaching methods and strategies that motivate them to learn English language.
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Obitube, Kelvin Francis Olisaemeka, Boniface Monday Mbah, and Olusanmi Babarinde. "The impact of audio-lingual and TPR methods in teaching Igbo to L2 learners." Southern African Linguistics and Applied Language Studies 38, no. 1 (January 2, 2020): 16–26. http://dx.doi.org/10.2989/16073614.2019.1698304.
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Azam, Azmi. "Teaching Grammar and Vocabulary." JOURNAL OF ADVANCES IN LINGUISTICS 2, no. 1 (February 8, 2014): 61–79. http://dx.doi.org/10.24297/jal.v2i1.2009.
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The teaching of grammar and vocabulary is a complex but crucial process in the course of an educationaland epistemological programmeforlearning any language, especially English. It is all mandatory fora teacher of English to teach vocabulary and grammar so that the learner can develop the four basic skills of learning a language. In every teaching strategy, a method followed by a theory, objectives determination (general and specific), syllabus designing, curriculum scheduling, checklist assembling, material selecting, and lesson planning are marked as the mandatory steps to be taken by a teacher of English. In case of methods, generally four types of method i.e. Grammar Translation method, Directmethod, Audio-lingual method and Communicative Language Teaching method can be specified. Further, in case of teaching vocabulary, diverse methods particularly- keyword method, word map,restructuring reading materials, root analysis and so on can also be marked as necessary. While we come across syllabus designing, we find: Grammatical syllabus, Structural syllabus, Situational syllabus and Notional-functional syllabus. In case of materials we have textbooks, workbooks, reference books, teachers manual, supplementary materials, remedial materials and so on. After selection of materials, the selection of gradation comes including linear and cyclic gradation. The checklist is a kind of manual or work-plan provided by the teacher to the students. As a whole, the checklist includes daily programme of topics selected in specific to be taught in a lecture or several lectures whereas a lesson plan is a detail discussion of the topic with the division of time scheduling for each and every class.
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Diana, Lani, and Septerianie Sutandi. "The Students’ Perception of the Teaching Methods and Media on Mandarin Conversation Online Learning at University." LITE: Jurnal Bahasa, Sastra, dan Budaya 18, no. 2 (September 10, 2022): 110–22. http://dx.doi.org/10.33633/lite.v18i2.6391.
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Mandarin is the second most widely used foreign language in the world. Teaching Mandarin needs appropriate teaching methods and media to achieve learning objectives. Researchers researched the learning of Mandarin conversation in one of the private universities of Bandung to analyze the influence of teaching methods applied and teaching media used during online learning. The research involved a descriptive analysis method with a qualitative approach. Data collection was done by filling out questionnaires and interviews to determine the alignment of teaching methods and teaching media used and the influence of teaching methods and media on online learning of Mandarin conversation in that university. The results showed that learning Mandarin conversation online using three learning methods (audio-lingual, communicative approach, and task-based methods) and online teaching media Zoom Meeting, YouTube, Morning, and WhatsApp was perceived as effective. It could improve university students’ Mandarin conversation skills.
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Ghofur, Abd, I. Nyoman S. Degeng, Utami Widiati, and Punaji Setyosari. "The Effect Of Communicative Language Teaching And Audio-Lingual Method On English Speaking Skill Across Different Learning Styles." KnE Social Sciences 1, no. 3 (April 13, 2017): 1. http://dx.doi.org/10.18502/kss.v1i3.719.
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<p>This study aims to determine whether there is an interactive effect between learning methods (Communicative Language Teaching/CLT and Audio-Lingual Method/ALM) and learning styles (Visual, Auditory, and Kinesthetic) on English speaking skill. The researchers used a quasi-experimental research design with a population of 383 students and samples of 70, assigned into two groups: experimental and control. The data were collected using three instruments (i.e., a pretest, a posttest, and a questionnaire) and then descriptively analyzed. A 2x3 factorial of Two-Way Analysis of Variance (ANOVA) with parametric statistical method was utilized because the data were normally distributed as well as homogeneous. The results of the analysis of the pretest scores show that the English speaking skills of the two groups of students applying the two different methods are the same at the significance level of 0.080. The analysis of the posttest scores show that there was no interactive effect between the learning methods and the learning styles on the English speaking skill at the significance level of 0.138. This implies that no matter what learning styles they have, students in CLT class performed better in speaking English than those in ALM.</p><p> </p><p><strong>Keywords: </strong>CLT, ALM, learning styles, English speaking skill<strong><em></em></strong></p>
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Kurniasih, Novita. "Method of Teaching Arabic Language in Program Diniyah Formal (PDF) at Pondok Pesantren Al-Mubarak Wonosobo/طريقة تعليم اللغة العربية بتربية الدينية الرسمية فى معهد المبارك وونوسوبو." ATHLA : Journal of Arabic Teaching, Linguistic and Literature 1, no. 1 (December 19, 2020): 17–32. http://dx.doi.org/10.22515/athla.v1i1.3043.
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This study aims to find out Arabic language learning method at Pondok Pesntren Al-Mubaarak Wonosobo year lesson 2018/2019. This research uses qualitative type. Located at the Islamic boarding school Al-Mubaarak Wonosobo in January 2019-March 2019. The subject in this study is the Arabic language teacher and students at the Islamic boarding school Al-Mubaarak Wonosobo. Methods of collecting data with observations, interviews and documentation. Test the validity of the data by using source triangulation. Data analysis starts with data collection, data reduction and data presentation and delivery.The conclusion of this research is the method of learning Arabic at the Islamic boarding school Al-Mubaarak Wonosobo by using method Grammer Translation, method of audio lingual, direct method. and elektik method.
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Rahmah, Tities Hijratur. "The Effectiveness of Task-Based Language Teaching in Developing Speaking Skills at SMKN 2 MALANG." Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya 23, no. 1 (January 10, 2017): 53–56. http://dx.doi.org/10.33503/paradigma.v23i1.369.
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In this study the researcher proposed using a procedure based on the use of tasks as the core unit of planning and instruction in language teaching called Task-Based language Teaching (TBLT) to enhance the speaking ability of EFL learners. The present study was focused on seeing whether the TaskBased Language Teaching more effective to develop the students’ achievement in speaking. In this study the researcher used the population of the tenth grade students of SMKN 2 Malang in 20014/20015 academic year. In conducting this research, the researcher used the quasi-experimental design in terms of using one experimental group and one control group. These groups were chosen randomly from tenth grade classes from the two classes. The result of this study shows that there is a signifcant difference in the scores for Task- Based Language Teaching method and Audio lingual method after controlling for scores on the test. From the ANCOVA computation, it can be concluded that the students in experimental group had better achievement than those in control group.
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Anarbay, A. A. "FORMATION OF STUDENTS’ SPEECH SKILLS USING AUDIO MATERIALS IN TEACHING A FOREIGN LANGUAGES." Vestnik of M. Kozybayev North Kazakhstan University, no. 1 (53) (March 30, 2022): 28–32. http://dx.doi.org/10.54596/2309-6977-2022-1-28-32.
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The article analyzes the features of the use of audio materials in teaching students speaking in a foreign language, the description of the introduction into practice of innovative technologies for teaching foreign languages, the specifics of using the audio methods in the classroom in the learning process. The purpose of the work is to determine the optimal conditions for teaching students speaking, as well as to show the ways of the most complete disclosure audio methods based on the development speaking. The article solves the problems of finding ways to implement conversational speech in a foreign language lesson; optimal directions for activating students' conversational skills when using the audio method. The scientific and practical significance of the article lies in its development and implementation of the pedagogical practice of teaching speaking. The paper presents didactic materials approved for the use of audio materials in teaching. An example of an audiovisual method exercise system based on the development of speaking is also given. The article focuses on the effectiveness of audio methods as a tool for improving language skills and abilities. The results of the study prove that audio materials provide an opportunity for deeper mastery of speaking while learning a foreign language.
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Fang, Yuwei, Shuohang Wang, Zhe Gan, Siqi Sun, and Jingjing Liu. "FILTER: An Enhanced Fusion Method for Cross-lingual Language Understanding." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 14 (May 18, 2021): 12776–84. http://dx.doi.org/10.1609/aaai.v35i14.17512.
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Large-scale cross-lingual language models (LM), such as mBERT, Unicoder and XLM, have achieved great success in cross-lingual representation learning. However, when applied to zero-shot cross-lingual transfer tasks, most existing methods use only single-language input for LM finetuning, without leveraging the intrinsic cross-lingual alignment between different languages that proves essential for multilingual tasks. In this paper, we propose FILTER, an enhanced fusion method that takes cross-lingual data as input for XLM finetuning. Specifically, FILTER first encodes text input in the source language and its translation in the target language independently in the shallow layers, then performs cross-language fusion to extract multilingual knowledge in the intermediate layers, and finally performs further language-specific encoding. During inference, the model makes predictions based on the text input in the target language and its translation in the source language. For simple tasks such as classification, translated text in the target language shares the same label as the source language. However, this shared label becomes less accurate or even unavailable for more complex tasks such as question answering, NER and POS tagging. To tackle this issue, we further propose an additional KL-divergence self-teaching loss for model training, based on auto-generated soft pseudo-labels for translated text in the target language. Extensive experiments demonstrate that FILTER achieves new state of the art on two challenging multilingual multi-task benchmarks, XTREME and XGLUE.
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Nagy, Imola Katalin. "Translation in ESL Classes." Acta Universitatis Sapientiae, Philologica 7, no. 3 (December 1, 2015): 87–107. http://dx.doi.org/10.1515/ausp-2015-0057.
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Abstract The problem of translation in foreign language classes cannot be dealt with unless we attempt to make an overview of what translation meant for language teaching in different periods of language pedagogy. From the translation-oriented grammar-translation method through the complete ban on translation and mother tongue during the times of the audio-lingual approaches, we have come today to reconsider the role and status of translation in ESL classes. This article attempts to advocate for translation as a useful ESL class activity, which can completely fulfil the requirements of communicativeness. We also attempt to identify some activities and games, which rely on translation in some books published in the 1990s and the 2000s.
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Kapurani, Evis. "Students’ Points of View About Learning English as a Foreign Language Through Communication and Interaction in 9-Year Elementary Schools (Albanian Context)." European Journal of Multidisciplinary Studies 1, no. 2 (April 30, 2016): 110. http://dx.doi.org/10.26417/ejms.v1i2.p110-116.
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Communicative Language Teaching (CLT) is an interactive method which helps learning English language through communication, in a theoretical point of view CLT is a more effective method compared with traditional methods such as Grammar Translation Method and Audio lingual Method, and it is a preferred method to be used nowadays in foreign language learning. This is a descriptive study which aims to analyze and discover the 9-year elementary schools students’ opinions and points of view about learning a foreign language based on the principles of contemporary interactive student-centered methods and traditional ones. It is introduced a theoretical analyses about methods of language teaching in general, characteristics description and principles of CLT, accuracy and fluency in CLT, teacher and student role, communicative competence, CLT application, significance, impact, comparison of CLT with traditional methods. The data are collected from students of 9-year elementary schools on sixth, seventh, eighth and ninth grades through a survey questionnaire. Questions on the questionnaire are focused on finding students’ opinions and points of view about language learning in a certain context in practice, according to their needs and preferences on learning a language based on CLT premises about communication, accuracy, fluency, learning grammar and vocabulary, teacher roles etc. and principles of other traditional methods. Results are converted into percentages which show students preferences about the way they are used to, need and want to learn a foreign language and with which principles of the foreign language teaching methods they agree or not. Findings are described and analyzed according to their relation with theoretical issues. From the analyses it results that using CLT may prove to be a very successful method in both learning and teaching because students welcome the principles used in this method despite their “attachment” to the principles of previous teaching methods that they are used to.
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Novitri, Novitri, and Melor Md Yunus. "PREFERED TEACHING METHODOLOGY USED BY UNIVERSITY LECTURERS IN TEACHING EFL READING IN RIAU." International Journal of Educational Best Practices 2, no. 1 (August 18, 2018): 14. http://dx.doi.org/10.31258/ijebp.v2n1.p14-25.
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Abstract: Teachers and lecturers still play significant roles in guiding their learners in EFL classes in achieving academic success during their study and these educators may become exemplary to foster their learners’ reading habit so they discern reading any types of texts needed, This research objective is to investigate the types of EFL teaching methodologies in teaching reading frequently used by all lecturers teaching both at public and private universities in Riau. There were three methodologies were studied: Audio Lingual and Grammar Translation Methods (traditional or lecturers’ centered) and Communicative Language teaching (as learners’ centered). This study implemented a quantitative research design using 5-Likert Scale questionnaire and 97 respondents were involved in the research. The data were analysed by using descriptive statistics (measuring percentage, standard deviation, mean, and overall mean scores) and inferential statistics (independent t-test and one-way MANOVA). The research has revealed that CLT tended to be used more than AL and GTM. This implied that both public and private universities in Riau preferred using the CLT method. From the quantitative research findings, it showed that lecturers aged between 30 and 40 years old felt more confident in their use of this method compared to other age groups