TEACHING ENGLISH SPEAKING USING AUDIO LINGUAL METHOD AT THE SECOND GRADE STUDENTS OF JUNIOR HIGH SCHOOL 1 CISALAK KAB.SUBANG Nur Fahmi Faridatusolihah e-mail: fahmyfarida@rocketmail.com English Education Study Program Language and Arts Department Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Siliwangi Bandung ABSTRACT The objective of this research entitled Teaching English Speaking Using Audio Lingual Method at the Second Grade Students of Junior High School 1 Cisalak Kab.Subang was to find out whether or not teaching English speaking using audio lingual method was effective to improve the students speaking ability. The research used quantitative method and non-equivalent groups pretest-posttest design. The population of this research was 84 of the second grade students of Junior High School 1 Cisalak Kab.Subang while the sample was entire population, divided into two groups (2A as experimental group and 2C as control group). Each of them consisted of 42 students. The data of this research were collected by giving pretest and posttest to the students sample. The collected data were analyzed by using t-test formula. The results of the data analysis showed that: the mean score of posttest of experimental group was 8.0476, the mean score of posttest of control group was 6.47, the t obs was 3.13, the t crit value at the significance level 0.05 with degree of freedom (df) 82 was 1.67. Based on the data analysis above, the alternative hypothesis was accepted because the t obs was higher than t crit (3.13>1.67). It also meant that teaching English Speaking using Audio Lingual Method was effective to improve the students speaking ability. Key words: Teaching, Speaking, Audio Lingual Method. A. Background English is the world language. It is spoken almost by half of the world population. It has the most roles in human life. Why not? In this global era, we speak English to communicate with people from other countries. Scientists and experts use it to transfer their spectacular science because of that, English is one of the subjects needed to learn at school. In Indonesia English is taught at primary school, junior high school, senior high school, University and many courses. Knowing that English is quite significant for Indonesia in the future, the government always makes efforts to improve the quality of English teaching. By improving the quality of teachers and other components in educational process, hopefully the English teaching can be improved. One of the improvements of the English teaching deals with the syllabus which is reflected in the materials given to the students. According to Kurikulum Tingkat Satuan Pendidikan (2006:278) the aim of the English teaching in Indonesia especially teaching English to junior high school is to enable students to have the ability in developing communicative competence in both oral and written form in achieving functional literacy level, to have the awareness about the essence and the important of English in increasing competition in global community, and the last is developing the students comprehension about interrelatedness between language and culture. 1 One of the improvements of the speaking ability deals with the method which is reflected in the material and the way of teaching given to the students. Based on descriptive above, the writer is interested in conducting a research entitled: Teaching English Speaking Using Audio Lingual method at the Second Grade students of Junior High School 1 Cisalak Kab.Subang. B. Theoretical Foundation 1. Speaking Speaking is one of the four basic skills in learning foreign language besides listening, reading, and writing. It has been taught since the students entered a Junior High School; however it is not easy for the students to communicate in English. They have to think more often when speaking English. Of course, students need interaction with others (teachers, friends) to communicate. Bygate (2000:7) acquaints that interaction skill involves the ability to use language in order to satisfy particular demands. First, it is related to the internal conditions of speech. Second, it involves the dimension of interpersonal interaction in conversation. 2. The Elements of Speaking Harmer (2001:269) stated that the ability to speak English presupposes the elements necessary for spoken production as follows:
1. Language features The elements necessary for spoken production, are the following: a. Connected speech b. Expressive devices c. Lexis and grammar d. Negotiation language 2. Mental / social processing Success of speaker s productivity is also dependent upon the rapid processing skills that talking necessitates: a. Language processing b. Interacting with others c. (On the spot) information processing. 3. Teaching Speaking Teaching speaking is sometimes considered as a simple process of commercial language school around the world, which hires people with no training to teach conversation. Although speaking is totally natural, speaking in a language other than our own is anything but simple (Nunan, 2003:48). Based on the statement above that teaching conversation to the students in foreign language is simple. Because learning spoken language sometimes ignores the grammar rule and the other hand the students need to form good habit in English speaking practice. 4. Technique of Teaching Speaking Technique are the specific activities manifested in the classroom that are consistent with a method and therefore in harmony with an approach as well (Brown, 1994:48). In this research, the writer wants to describe the conversation or dialogue as teacher s technique in teaching speaking. However, dialogue is the interaction between people with different viewpoints, intention learning from one another. The purpose of this learning is to lay the foundation for creating new solutions (Phillips, 2004:1). The writer concludes that dialogue is one of teacher s techniques in teaching speaking. Dialogue is a talk between one with another. There should be more than one person to create a dialogue. Today dialogue is used in educational program. Fact, dialogue used in such school to improve the students speaking ability by treat them to represent their conversation in pairs to the class. 5. The Principles of Audio Lingual Method The Audio-lingual method, like the direct method, is also an oral approach. However, it is very different in that rather than emphasizing vocabulary acquisition through exposure to its use in situations, the Audio-lingual method drills students in the use of grammatical sentence patterns. In its development, 2 principles from behavioral psychology were incorporated. It was thought that the way to acquire the sentence patterns of the target language was through conditioning helping learners to respond correctly to stimuli through shaping and reinforcement. 6. Techniques of the Audio Lingual Method The Audio Lingual Method has a relatively complete procedure of presenting language materials. The method has a set of procedures of teaching each language skill. The following is the first produce of teaching the target language. This procedure is a set of the typical steps in teaching the target language through the audio lingual method. Since the listening and speaking ability is the first skill to consider, the first procedure of teaching is more related to listening and speaking ability (Huebener, 1969:17). The procedure can be as follows: 1. The language teacher gives a brief summary of the content of the dialogue. 2. The language learners listen attentively while the teacher reads or recites the dialogue at normal speed several times. 3. Repetition of each line by the language learners in chorus is the next step. Each sentence may be repeated a half dozens of times, depending on its length and on the alertness of the language learners. If the teacher detects an error, the offending learner is corrected and is asked to repeat the sentence. 4. Repetition is continued with groups decreasing in size, that is, first the two halves of the class, then thirds, and then single rows or smaller groups. Groups can assume the speaker s roles. 5. Pairs of individual learners now go to the front of the classroom to act out of the dialogue. By this time they should have memorized the text. 7. Application of Teaching English Speakingusing Audio Lingual Method at Junior High School Larsen-Freeman (2002:32-33) states that the first in application Audio Lingual Method in teaching is, the writer as a teacher presenting a new dialogue, a conversation between two people: Then sally and bill have conversation Sally : Good morning, Bill Bill : Good morning, Sally Sally : How are you? Bill : Fine, thank. And you? Sally : Fine, where are you going? Bill : I m going to the post office Sally : I am too. Shall we go together? Bill : Sure let s go Secondly, after that give order to the whole class repeats each of the lines of the dialogue. After the
class has repeated several times, then the teacher applied role playing to present the dialogue. This called as Dialogue Memorizing, one of the techniques or strategies in teaching Audio Lingual Method. The third is the writer sees the pronunciation of each student. C. Research Methodology 1. Research Design The research used quasi experimental with non equivalent pretest-posttest control design. McMillan and Schumer, (2001:342) explained that: This design is very prevalent and useful in education, since it is often impossible to randomly assign subject. The researcher uses intact, already established groups of subjects, given a pretest administers the treatment condition to one group, and gives the posttest. The only difference between gives this design, then and the pretest-posttest control group design is in lack of random assignment of subjects. The folowing shows the formula of quasi experimental non-equivalent pretest posttest control design (McMillan and Schummer, 1989:323). Nonequivalent Group Pretest-Posttest Design Group Pretest Treatment Posttest A O X O B O O Time 2. Research Method The main purpose of the research was to find out how effectively audio lingual method in teaching speaking. This research used quantitative method. Quantitative study is an experiment design that test hypothesis through the use of objective instrument and statistic analysis (Larsen-Freeman and Long, 1991:11). 3. Research Instrument The instruments that were used for gathering the data were test (pretest and posttest). Experimental class and control group were given assignment to make conversation between two students or fill the blank of dialogue. 4. Research Population According to Burns (1995:65) population is an entire group of people or object or events The population of the research was the second grade students of Junior High School Cisalak Kab.Subang, which consist of two classes, is class A and class C, they are 84 students. 3 5. Research Sample According to Burn (1995:63) a sample is any part of population regardless of whether it is representative or not. Sample of the research were two classes. For example, they were 2-A and 2-C. each class consisted 42 students. Class 2-A was experimental class and class 2-C was control class. In this research, the researches taught audio lingual method in class 2-A, whereas in class 2-C using three phase technique. Table 3.1 Population Research No Class Name Total Students 1 2-A 42 2 2-C 42 Total 84 6. Research Data Collecting The writer collected the data from the pre-test and post-test. The pretest and the posttest gave to experiment class and control class. The pre-test was given at the first time of meeting between the writer and the students, the pre-test itself the students have conversation. The scored of the pre-test would be the data that would be analyzed. The post-test was given after the writer gave a treatment or a teaching to the students, the post-test itself the students have conversation. The score of the post-test would be the data that would be analyzed. 7. Research Data Analyzing For analyzing the data, the researcher used the formula as follow: -The Mean To calculate the average score of the pretest and posttest result given to the experimental and the control group using the following formula: X = (Hatch and Farhady, 1982:108) - Standard Deviation To calculate the Standard Deviation of scores of the two groups using the following formula: SD = ( ) - Standard Error To calculate the Standard Error using the following formula: S ( Xc ) = + - T-Observed To calculate t-observed using the following formula: T obs = ( ) (Hatch and Hossein, 1982:115)
8. Research Procedure The writer first completed the requirements for the research included permit from the institution STKIP Siliwangi Bandung and the school where she would do the research SMPN 1 Cisalak which was located on Cisalak Kab.Subang. Next, the writer prepared everything related to the implementation of the research in the field such as: made a lesson plan which was based on the school based curriculum (KTSP) and prepared the pre-test and post-test as the instrument of the research. D. Research Findings and Discussions 1. Data Description of the Pretest and Posttest Result The researcher obtained data in form of pretest and posttest scores for the experimental class and the control class, those scores displayed in tables below. Table 4.1 Pretest and Posttest scores of the Experimental Class No Name Pretest Posttest 1 Student A1 4 6 2 Student A2 8 10 3 Student A3 4 6 4 Student A4 6 8 5 Student A5 10 10 6 Student A6 4 8 7 Student A7 8 8 8 Student A8 4 6 9 Student A9 6 6 10 Student A10 6 8 11 Student A11 4 6 12 Student A12 10 10 13 Student A13 4 8 14 Student A14 10 10 15 Student A15 4 6 16 Student A16 6 8 17 Student A17 6 6 18 Student A18 8 8 19 Student A19 6 8 20 Student A20 10 10 21 Student A21 6 8 22 Student A22 8 10 23 Student A23 6 8 24 Student A24 8 10 25 Student A25 10 10 26 Student A26 4 8 27 Student A27 4 6 28 Student A28 2 6 29 Student A29 4 6 30 Student A30 6 6 31 Student A31 4 8 32 Student A32 4 6 33 Student A33 6 8 34 Student A34 10 10 35 Student A35 8 8 4 36 Student A36 6 10 37 Student A37 8 8 38 Student A38 4 8 39 Student A39 8 10 40 Student A40 10 10 41 Student A41 8 8 42 Student A42 8 10 270 338 Table 4.2 Pretest and Posttest scores of the Control Class No Name Pretest Posttest 1 Student C1 4 4 2 Student C2 6 8 3 Student C3 6 6 4 Student C4 4 4 5 Student C5 8 8 6 Student C6 2 4 7 Student C7 6 6 8 Student C8 8 8 9 Student C9 4 4 10 Student C10 6 8 11 Student C11 2 4 12 Student C12 4 6 13 Student C13 4 6 14 Student C14 8 8 15 Student C15 6 6 16 Student C16 2 4 17 Student C17 6 6 18 Student C18 8 8 19 Student C19 6 6 20 Student C20 6 8 21 Student C21 4 6 22 Student C22 10 10 23 Student C23 6 6 24 Student C24 6 8 25 Student C25 4 4 26 Student C26 2 4 27 Student C27 6 6 28 Student C28 6 6 29 Student C29 8 8 30 Student C30 8 8 31 Student C31 8 10 32 Student C32 4 4 33 Student C33 4 6 34 Student C34 4 6 35 Student C35 6 6 36 Student C36 4 4 37 Student C37 8 8 38 Student C38 8 10 39 Student C39 8 8 40 Student C40 8 10 41 Student C41 4 4 42 Student C42 8 8 240 272
2. Data Analyzing of the pretest and Posttest a. Data Analyzing of the Pretest A pretest was carried out in order to gain the data of students entire behavior, especially speaking ability on the two groups. a) The distribution of scores and calculation the pretest data analysis - Experimental Class. 1. To calculate the mean= 6.43 2. To calculate standard deviation= 2.5 - Control Class 1. To calculate the mean = 5.7142 2. To calculate standard deviation = 2.39 - To calculate standard error = 0.54 - To calculate t-observed = 1.34 Based on the pretest data analyzing of experimental class and control class, result was a follow: Table 4.3 The Pretest Data Analyzing of Experimental and Control class Group N X S ( df ) Experi 42 6.43 2.53 0.54 82 1.67 1.34 mental Control 42 5.7142 2.39 0.54 82 1.67 1.34 The table shows that there was a different in means (X) on SD (S). The T-test however describes that the two groups were similar in the term of subject of knowledge background. Moreover, T- observe pre-test was lower than the T-critical value, the null hypothesis was accepted, therefore it indicated that both group had similarly in speaking level. b. Data Analyzing of the Posttest The posttest was administered to both groups at the end of the program to find out whether there were any difference between the experimental group and control group achievement. b) The distribution of the scores and calculation of the Posttest data analysis. - Experimental Class 1. To calculate the mean = 8.0476 2. To calculate standard deviation = 2.84 - Control Class 1. To calculate the mean = 6.47 2. To calculate standard deviation = 2.5 5 - To calculate standard error = 0.58 - To calculate t-observed = 3.13 Based on the posttest data analyzing of experimental class and control class, the result was as follow: Table 4.4 The Posttest Data analyzing of Experimental and Control class Group N X S ( df ) Experi 42 8.0476 2.84 0.58 82 1.67 3.13 mental Control 42 6.47 2.5 0.58 82 1.67 3.13 The table shows that the writer took 42 students for the samples in both groups, so that degree of freedom (df) was 82. Standard Deviation for experimental class was 2.84 and 2.5 for control class. The T-critical value needed for the selected significance level of 0.05 with df 82 was 1.67. Fortunately T-observed was higher than T-critical (3.13>1.67) that we were quite safe in rejecting the null hypothesis. Our two groups have scored differently on the final test of speaking ability. The different was statistically significance. There was a difference of score between X for experimental class is 8.0476 and X for control class is 6.47. This supports our claim that teaching English speaking using audio lingual method was better and more effective. Table 4.5 The Improvement of the Mean scores Experimental Class Control Class Mean of Pre-Test 6.43 5.7142 Mean of Post-Test 8.048 6.47 Improvement of the Mean 1.62 0.76 The table above shows that the experimental class was higher than the control class. It indicated that teaching English speaking using audio lingual method was able to improve students speaking ability. 3. Testing Hypothesis As the researcher proposed in chapter 1 the hypothesis was a follow: teaching English speaking using audio lingual method was more effective than teaching English speaking without audio lingual method. Based on the hypothesis, the mean of the experimental class should be higher than control class, the calculation of the data showed that: T-crit = 1.67 T-obs = 3.13 T-obs > T-crit
T-obs was higher than T-crit and there was a difference between Xe and Xc. This meant that the hypothesis was accepted. The result was significance. The research proves that audio lingual method was effective in teaching English speaking. E. Conclusions and Suggestions 1. Conclusions a. The mean of the experimental class was bigger than the mean of control class (8.048>6.47). The difference was 1.58. b. The standard deviation of the experimental class was better than the standard deviation of control class (2.84>2.5). The difference was 0.34. c. The t-observed was higher than the t-critical value (3.13>1.67) at the significance level at 0.005 with df of 82. The difference was 1.46. d. The result of the research showed that T-observed was 3.13, the T-critical value at the significance level at 0.05 with the df 82 was 1.67. The results of the data analysis showed that: the mean score posttest of experimental group was 8.0476, the mean score posttest of control group was 6.47, the t obs was 3.13, the t crit value at the significance level 0.05 with degree of freedom (df) 82 was 1.67. Based on the data analysis above, the alternative hypothesis was accepted because the t obs was higher than t crit (3.13>1.67). It also meant that teaching English Speaking using Audio Lingual Method was effective to improve the students speaking ability. 2. Suggestions a. Teaching English speaking using audio lingual method as an alternative method of the teaching process is a good way to be applied in the second year students of junior high school to improve their ability in speaking. b. The teacher should give more chances to the students to be more active, and let the students to do several practices. The teacher should trust the students that they are able to do those activities by themselves. Here, the teacher only observes and helps the students when they meet difficulties. Direktorat Pembinaan SMP. 2006. Buku Saku Kurikulum Tingkat Satuan Pendidikan (KTSP) SMP. Jakarta: Direkorat Pembinaan SMP. Harmer, Jeremy. 2001. The Practice of English Language Teaching. London: Longman. Hatch, E. &Farhady, H. (1982).Research Design and Statistics for Applied Linguistics. Rowley, Massachusetts: Newbury House. Hatch, E. and Hossein F. (1982).Research Design and Statistic for Applied Linguistics. Newbury House Publisher.Inc. Huebener, Theodore. 1969.How to teach foreign languages effectively. New York: New York University Press. Larsen, Diane and Freeman. 2002. Technique and principles in Language Teaching. United States of America: Oxford University. Larsen-Freeman, D. & M. H. Long (1991). An Introduction to Second Language Acquisition Research. London: Longman. McMillan, H. James and Schumacher Sally. 2001. Research in Education A Conceptual Introduction. United State: Longman. Nunan, David. 2003. Practical English Language Teaching. New York: McGraw-Hill. Phillips. 2004. Management Briefing. http://www.qm2.org/mbriefs/10.html.accessed by 10.54am, on April 5, 2012. Bibliography Burn, Robert B. 1995. Introduction to Research Methods. Melbourne: Longman Australia Publisher Pity Ltd. Bygate, Martin. 2000. Teaching and Researching Speaking. London: Longman. 6