TEACHING LISTENING SKILL USING AUDIO LINGUAL METHOD AT FIRST GRADE STUDENTS OF ASRAMA BENGKEL BAHASA COURSE Moch. Ridwan Prayoga gearscrysis@gmail.com English Education Study Program Language and Arts Department SekolahTinggiKeguruandanIlmuPendidikan (STKIP) Siliwangi Bandung ABSTRACT The objectives of this research entitled Teaching Listening Skill Using Audio Lingual Method At First Grade Students of Asrama Bengkel Bahasa Course were to find out how Far the students listening ability was and to find out the effectiveness of audio-lingual method as an alternative method in improving the students listening skill at the first grade students of Asrama Bengkel Bahasa Course.The research used was quantitative method and pre-experimental design with one group pretest-posttest design. The population of this research was twenty of the first grade students of Asrama Bengkel Bahasa Course and the sample was entire population. The instruments of this research were pretest and posttest. The data of this research was collected by giving the pretest and posttest to students sample. The collected data were analyzed by using t- test formula. The results of the data analysis showed that: the mean score of the pretest was 37.5, the mean score of the posttest was 60, the t obs was 4.5, and the t table with degree of freedom (df) 19 and level of significance at 5 % (0.05) was 1.73.Based on the data above, teaching listening skill using Audio-lingual method improved students listening ability at the first grade of Asrama Bengkel Bahasa Course, and it also meant that the alternative hypotheses was accepted because the t obs was higher than t table (4.5>1.73). Key words : Audio Lingual Method A. Background Knowing that English is quite significant for Indonesian peoples 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 improvement of the English teaching deals with the syllabus which reflected in the materials given to the students. Language is very important to learn, and how to learn a language, Derewianka (1990: 3) states that: We never stop learning language-from the babbling of babies to the vicarious preschool years, from our early encounters with print and our first attempts at writing through to the secondary textbooks and then beyond to the new demands of the adulthood, where we still continue to learn and refine the language needed in every new situation in which we find ourselves. Based on those statements, the writer thought that Listening skill is very important for every person as communicative competence and to understand what people say clearly especially from English user. By having good listening skill we could prevent misunderstanding problem, and also could accept what people say accurately, especially to understand a foreigner who speak English. In this research the writer used audio-lingual method in teaching Listening skills, and the writer hoped after he gave that tehnique to the students especially to the students of Asrama Bengkel Bahasa Course they could a master their listening skill in English. B.Theoretical Foundation 1. Definition of Teaching According to Brown (1994:7) Teaching maybe defined as showing or helping someone to learn how to do something, giving acknowledge causing to know and to understand. In another part, Gage in Brown (1994:7) also states that the teaching is guiding and facilitating learning, enabling the learner to learn setting the conditions for learning. a. Teaching Approach Teaching approach used by a teacher as the
way to make closer with students. ateacher needs to approach their students and makes their students feel comfortable to receive what a teacher taught, why the writer said that, because students usually do not have courage to approach their teacher and that can disturb learning activities, by learning that a teacher must improve his own teaching approach. According to Anthony (1963) in Brown (2001:14) An approach was a set of assumptions dealing with the nature of language, learning and teaching b. Teaching Method Anthony (1963) in Brown (2001:14) stated that method was described as an overall plan for systematic presentation of language based upon a selected approach. According to Brown (2001:14); Method is a generalized set of classroom specifications for accomplishing linguistic objectives. Method tends to be concerned primarily with a teacher and students roles and behaviors and secondarily with such features as linguistic and subject-matter objectives, sequencing, and materials. They are almost always thought of as being broadly applicable to a variety of audiences in a variety of contexts. Teaching method is a method that is used in teaching learning process. It is one of important factors to improve the quality of teaching learning process in education, both formal and informal education. It will be able to increase or decrease the competence of the teachers and student. We will know the effectiveness and efficiency of teaching learning process in education by teaching method. c. Teaching technique Method for teaching is very important, to make that method worked a teacher need some techniques. Brown (2001:14) stated that; Techniques were the specific activities manifested in the classroom that were consistent with a method and therefore were in harmony with an approach as well. teaching technique (also commonly referred to by other terms) was any of a wide variety of exercises, activities, or tasks used in the language classroom for realizing lesson objectives d. Teaching strategy Wood (1981:92-93) states that teacher work as facilitator of learning, from that statement, the writer conclude that the teacher is a facilitator in teaching. The teachersaremanager in the classroom to make the situation more effectively and help the students to find out the solving problems of the students in teaching and learning. Teaching strategy used by a teacher to make their lesson can be easier received by their students. To prepare a teaching strategy a teacher must learn much from their experience. 2. Listening Skill Listening skill is a very important skill for hearing something from someone or something, for that reason Machado (2012:223) states that; Listening skill is the first language art skill learned, and it develops before a child speaks. Many children develop the ability to listen carefully to the speech of others during infancy and early childhood; others do not. Because language growth has described as a receiving process followed by a sending process, a child s listening ability is important to speaking and future reading and writing success. Machado (2012:223) explains further that; Hearing and listening are quite different. Hearing is a process involving nerves and muscles that reach adult efficiency by age 4 to 5. Listening is learned behavior, a mental process that is concerned with hearing, attending, discriminating, understanding, and remembering. It can be improved with practice. Listening skill can be described as passive and receptive, but it involves active thinking and interpretation. From the statements above, the writer concluded that listening skill was used since someone was a child, even more before he could speak. Listening skill involves active thinking and interpretation and it is very important part for hearing, attending, discriminating, understanding, and remembering some things. 3. Audio-lingual Method Audio-method was named as Army method but with more variations and adaptations, army method according to Brown (1994:57) intensive Language course that focus the aural or oral skills. The way to teach audio lingual is using some devices which contain audio. With that audio, the writer as a teacher planed to train his students to be familiar with English language. Using audio-lingual method is
easier, cheap and simple without learning directly from native speaker. For this research the writer choose some songs as instrument. The writer was choosing song to avoid students to be bored. 4. Teaching Listening skill using audiolingual method Teaching listening skill using audio-lingual method is improving the students listening skill and according to Brown (1994:57) the characteristic adapted from Prator and Celce- Murcia, 1979; (1) New material is presented in dialog form, (2) There is dependence on mimicry, memoryzation of set phrases, and overlearning, (3) Structures are sequenced by means of contrastive analysis and taught one at a time, (4) Structural patterns are taught using repetitive drills, (5) There is little or no grammatical explanation. Grammar is taught by inductive analogy rather than deductive explanation, (6) Vocabulary is strictly limited and learne context, (7) There is much use of tapes, language labs, and visual aids, (8) Great importance is attached to pronunciation, (9) Very little use of the mother tounge by teachers is permitted, (10) Successful responses are immediately reinforced, (11) There is a great effort to get students to produce error-free utterances, (12) There is a tendency to manipulate language and disregard content. C. Research Methodology 1. Research Design There are a number of research methodologies can be used in education research an experiment design, such as pretest posttest design, static group comparison, etc. considering the objectives and the problem in this study, the writer decided to use one group pretest posttest design. one group pretest posttest design differs from the other design that the questionnaire is administered twice: once as a pretest (O 1 ) before students start writing with the word processor (X) and again as a posttest (O 2 ), (Crowl, 1996:290). The one group pretest and posttest design could be illustrated as follow: O 1 X O 2 (Crowl, 1996:290) O 1 pretest score (before giving the treatment) O 2 posttest score (after giving the treatment) The total number of the samples was twenty students. The writer was using pre-test as the first test to analyze the students ability to comprehend their listening skill before habituate with the language and the post-test given to analyze the students ability after having familiar with the language. 2. Research Method According to Burns (1994:2) Research is a systematic investigation to find an answer to a problem. Meanwhile the words method is defined as a way of doing something. In this research the writer used the quantitative research where the study designed to test hypotheses through the use of objective instruments and statistical analysis. Quantitative research methods are used to examine question that can base the answered by collecting statistically analyzing data that are in numerical form (Crowl, 1996:10). The writer used the quantitative method because the writer needs method which regarded as a systematic research method. 3. Research Instrument To find out the research of the investigation, the writer used a standardized test which is defined by Crowl (1996:114) the test has been designed so that the procedures for administering the test, the materials used in the test, and the way in which the test is scored are constant. Both of pre-test and post-test that was given to the students had the same problems. There is one song, from a song writer give 10 points if the students has answered all blank lyric correctly, there are need 10 words to be answered. The tests were conducted on April 26 th to 28 th 2012 and performed to 15 students at First grade Students of BengkelBahasa Course. 4. Population and Sample a. Population Populations are groups consisting all people to whom writers wish to apply their findings Crowl (1996:6). The population of this research was 20 students from AsramaBengkelBahasa Course. b. Sample For gain a result from this research, the writer needs a samples and according Vaus (2002:70) A sample is obtained by collecting information about only some member of the population. Then the sample is 20 students
from AsramaBengkelBahasa Course. 5. Research Procedure The experiment of the teaching listening skill using audio lingual method at the students of AsramaBengkelBahasa Course was done on April 26 th to 28 th 2012 at 20 students from AsramaBengkelBahasa Course. In this study there was one group of students that was investigated. First, the students were given pre-test about popular song. Second, treatment and finally the students were given post-test. The teacher firstly gave all students paper which contain parts of the lyric from the song that the teacher played as a pre-test, then the teacher began to play a song through audio device, when the audio was played, the students must fill the gap of the lyric on the paper that teacher gave. After that session finished, the teacher must correct what the students had done, for the next step the teacher made the students being known their ears by playing another song with singing that song together, purpose to make students more comfortable and more accustom with English from the songs they heard. For final steps the teachers gave a post-test by using a same song as the first step above. D. Research Findingand Discussion 1. Data of this Research The data of this research was described in the following table: Table Preparation for Finding the T Observed NO PRET EST SCOR ES (X1) POS TTE ST SCO RES (X2) GAI N (Xd) Xd² 1. 100 100 0 0 2. 60 80 20 400 3. 40 90 50 2500 4. 40 100 60 3600 5. 40 80 20 400 6. 40 80 20 400 7. 50 70 20 400 8. 40 100 60 3600 9. 30 60 30 900 10. 40 90 50 2500 11. 70 90 20 400 12. 60 70 10 100 13. 50 60 10 100 14. 40 60 20 400 15. 50 70 20 400 16. 0 0 0 0 17. 0 0 0 0 18. 0 0 0 0 19. 0 0 0 0 20. 0 0 0 0 SUM 750 1200 410 16100 MEAN 37,5 60 The last calculation is t-test: ( ) (Crowl, 1996:179) Step 1. Divide the sum in column 4 by the number of pairs. 410 20 20.5 Step 2. Take the sum in column 4 times itself 410 410 168,100 Step 3. Divide the answer in Step 2 by the number of pairs 168,100 20 8,405 Step. 4 Take the sum in column 5 and subtract the answer in Step 3 16,100 8,405 7,695 Step. 5 Subtract 1 from the number of pairs 20 1 19 Step. 6 Multiply the answer in Step 5 times the number of pairs 19 20 380 Step. 7 Divide the answer in Step 4 by the answer in Step 6 7,695 380 20.25 Step. 8 Take the square rot of the answer in Step 7 20.25 4.5 Step. 9 Divide the answer in Step 1 by the answer in Step 8 20.5 4.5 4.5 20.5, ( ) 20.5, 20.5,,
20.5 20.25 20.5 4.5 4.5 The degree of freedom is: df N-1 N the number of the students df 20-1 df 19 The critical value of t-table at the 0.05 level of the significance for this degree of freedom 5 % from 19 was 1.73 2. Discussion The data analysis shows that: 1 37.5 2 60 T obs 4.5 The t critical value degree of freedom (df) 20-1 19 And the level of significance of 19. 5 % 1.73 Based on the data analysis above, the writer concluded that the alternative hypothesis was accepted because the t obs was higher than t- table (4.5>1.73). The hypothesis of this research is Audio-lingual method was effective to be used in teaching listening skill. E. Conclusions and Sugestions 1. Conclusion The Audio-lingual method is also important for the students to support their ability in increasing students listening ability. In this case the teacher must be creative in teaching procedur. The teachers have to improve their knowledge of teaching listening as simple as possible, so the students will not get bored when study with this method. In the teaching listening skill using Audiolingual method, the writter get some conclutions they are: a.listening ability of the students who learns listening skill throught Audio-lingual method was increase. Based on the pre-test point (750) increase to the pos-test point (1200). b.teaching listening using audio-lingual method in this research is effective to be used in teaching and learning. Based on the data analysis in chapter 4, because the t obs was higher than t-table (4.5>1.73). Then hypothesis of this research is Audio-lingual method was effective to be used in teaching listening skill. 2. Suggestions a.it is advisable to the teachers to use Audiolingual method as a technique in teaching and learning, actually in teaching listening skill in order to make teaching listening skill more effective especially for the beginners. b.it is must for the students to listen carefully to recognize what people saying. c.it is expected to the students to make them familiar about what they heard, to make them understand what people said in English. BIBLIOGRAPHY Brown H, Douglas. 2001. Teaching by Principles an Interactive Approach to Language Pedagogy. United State: Longman. Brown H, Douglas. 1996. Teaching by Principles an Interactive Approach to Language Pedagogy.United State: Prentice Hall. Brown, H. Douglas. 1994. Principles of Language Learning and Teaching. Prentice Hall. Burn, Robert B. 1994.Introduction to Research Method. Australia: Longman Australia Pth. Ltd. Crowl, K Thomas. 1996. Fundamentals of Educational Research. United State of America: Brown and Benchmark. Derewianka, Beverly.1990.Exploring How Texts Work. London: Primary EnglishTeaching Association. Little Wood, William. 1981. Communicative Language Teaching. London: Cambridge University Press. McMillan H, James and Schumacher Sally. 2001. Research in Education A Conceptual Introduction. United State: Longman. Machado M. Jeanne. 2012. Early Childhood Experiences in Language Arts: Early Literacy. United Stated: Cengage Learning. Vaus De David. 2002. Survey In Social Research 5th Edition. Australia: Routledge.