"@dayupuspa"
Ayuade. Opit. Mursita. Cok Lan.
Simulator: Ayuade
Well babe, what’s up? It has been too long I haven’t communicated
with my dearest blog. Well today I want to share my previous experience in my
TEFL class. Actually when we didn’t have any camera with, to record the
classroom interaction, we still have another way to record it by our writing.
Am I right? Absolutely yes. Hahaha. Beside to record what had happened at my previous
TEFL class, this is also a way for me to learn and remind what had discussed
before.
I will sum up all the things related to the audio lingual method, its history, its characteristics, techniques of it and its advantages and its disadvantages based on our classroom discussion and my comprehension. The theory of learning which is underlying audio lingual method is called behaviorism, B.F Skinner’s theory. This theory talks about stimulus-response in term of behavior-reinforcement (either positive reinforcement or negative reinforcement depending on the responses which comes up from the student). This method was introduced in the United States of America in 1950 whose aim is to emphasize oral skills such as listening and speaking before reading and writing. Through its mean purpose, we can conclude that it is a must for the teacher to use full English in teaching and learning process, no translation. It is in order to achieve the goal one of its characteristic to form a new habit in target language.
Let’s move to audio lingual method’s characteristic. The most outstanding characteristic of it are DIALOGUE and DRILLS. Here, the dialogue is as the illustration of the situation and at the following the student asked to REPEAT and MEMORIZE the dialogue through drills. CORRECT PRONOUNCIATION is emphasized.
Others characteristic of it are: In order to achieve this method’s goal, to enable the students to use the target language communicatively, they should form new habits in the target language; NEW VOCABULARY and STRUCTURE are presented through dialogues and students learn dialogues through IMITATION and REPETITION; DRILLS, such as repetition, backward build-up, chain, substitution, transformation, and question and answer are used to make students, internalize the language learned automatically; GRAMMAR is learned inductively through its use of sentences samples; the important role of the teacher is the CONTROLLER and DIRECTOR of students’ language behavior; and the CONTEXT OF EVERYDAY USE OF LANGUAGE is given more attention.
I will sum up all the things related to the audio lingual method, its history, its characteristics, techniques of it and its advantages and its disadvantages based on our classroom discussion and my comprehension. The theory of learning which is underlying audio lingual method is called behaviorism, B.F Skinner’s theory. This theory talks about stimulus-response in term of behavior-reinforcement (either positive reinforcement or negative reinforcement depending on the responses which comes up from the student). This method was introduced in the United States of America in 1950 whose aim is to emphasize oral skills such as listening and speaking before reading and writing. Through its mean purpose, we can conclude that it is a must for the teacher to use full English in teaching and learning process, no translation. It is in order to achieve the goal one of its characteristic to form a new habit in target language.
Let’s move to audio lingual method’s characteristic. The most outstanding characteristic of it are DIALOGUE and DRILLS. Here, the dialogue is as the illustration of the situation and at the following the student asked to REPEAT and MEMORIZE the dialogue through drills. CORRECT PRONOUNCIATION is emphasized.
Others characteristic of it are: In order to achieve this method’s goal, to enable the students to use the target language communicatively, they should form new habits in the target language; NEW VOCABULARY and STRUCTURE are presented through dialogues and students learn dialogues through IMITATION and REPETITION; DRILLS, such as repetition, backward build-up, chain, substitution, transformation, and question and answer are used to make students, internalize the language learned automatically; GRAMMAR is learned inductively through its use of sentences samples; the important role of the teacher is the CONTROLLER and DIRECTOR of students’ language behavior; and the CONTEXT OF EVERYDAY USE OF LANGUAGE is given more attention.
Several techniques of Audio Lingual Method which is sited in Larsen-Freeman, 2010 are: Dialogue MEMORIZATION, Backward build-up (EXPANSION) drill, REPETITION drill, CHAIN drill, SINGLE-slot substitution drill, MULTIPLE-slot substitution drill, TRANSFORMATION drill, QUESTION-ANSWER drill, use of MINIMAL PAIRS, COMPLETE the dialogue, and GRAMMAR GAME.
Dialogue MEMORIZATION
Example: The teacher
give the students a dialogue. The dialogue is between Andi and Sarah which are talking
about their planning in the summer holiday next year. At first the teacher takes
a role as Andi and the student as Sarah. Then after a couples minutes later,
the boys in the class take the role of Andi meanwhile the girls at the
classroom play roles as Sarah. They have to memorize the dialogue.
Backward build-up (EXPANSION) drill
It used when the learner find difficult to
repeat a long sentence. The teacher breaks the sentence into parts. The
students have to repeat parts of the sentence STEP by STEP from THE LAST PHRASE
until the WHOLE sentence is repeated.
Example:
The
long sentence:
There are three cups on the table
Breaking
the sentence from the last phrase until the whole sentence is repeated:
On the table
Three cups on the table
There are three cups on the table
REPETITION
drill
It is the FAMOUS TECHNIQUE in the ALM and
is normally used to TRAIN accurate PRONUNCIATION of the dialogue.
Example:
Teacher: My mother is beautiful
Student: My mother is beautiful
CHAIN
drill
All students in the classroom have their
turn or chance to ask and answer the same question to the others. The purpose
of it is to ENCOURAGE THE STUDENTS TO SPEAK.
Example: Teacher asks Dayu
Teacher: Good morning Dayu
Dayu: Good morning, teacher
Teacher: How are you?
Dayu: Fine, thanks. And you?
Teacher: Fine.
Then Dayu asks her friend on the other
side of her, Puspa and so forth till all students in the classroom have their
turn.
SINGLE-slot
substitution drill
Example:
I love my parents.
I love … (my niece)… using a name tag
I love … (my boyfriend)... using a name
tag
My uncle goes to The Bank.
By providing a picture of post office… My uncle goes to post office
By providing a picture of drugstore, etc… My uncle goes to drugstore
MULTIPLE-slot substitution drill
Example:
My father goes to Bus Station.
He is going to pick my mother up.
… (My mother) goes to … (Traditional
market). … (She) is buying some
foods.
In this case, the
teacher sometimes providing a SUBJECT PRONOUN, other times NAMING A LOCATION.
TRANSFORMATION drill
Change an AFFIRMATIVE
sentence into NEGATIVE OR INTERROGATIVE sentence.
Change ACTIVE sentence
into PASSIVE, or vice versa.
Change DIRECT SPEECH
sentence into INDIRECT SPEECH, or vice versa.
Example:
Learn transformation through question and
picture.
The teacher asks a question by providing a
picture of post office.
Are you going to the police station? The
student will answer: No, I am not going to the police station. I am going to the
post office.
OR
The teacher provides a statement:
“She is going to the temple.”
The students change it
into a question: “Is she going to temple?”
QUESTION-ANSWER drill
In this case, the
students should be able to create their own questions to be asked to other
students.
Use of MINIMAL PAIRS
In this case different
pronunciation will create different meaning in pair of words. Its mean purpose
is for students’ PRONUNCIATION ACCURACY.
Example: live – life
COMPLETE the dialogue
The student should complete
the missing or deleted words in a dialogue.
GRAMMAR GAME
Games, like SUPERMARKET ALPHABET game. It
is an example of game which assigns the students to work out a certain grammar
point.
Example:
The student says, “I am going to the
supermarket. I need a few avocadoes.”
The next student says, “I am going to the
supermarket. He needs a few avocadoes. I need a little bread or few bananas”
etc.
NB: The game continues with each player
adding an item that begins with the following letter in the alphabet. Before
adding his own item, however, each player must mention the items of the others
students before him.
Yup,
a method always has its own advantages and disadvantages. Here we go. The
advantages are all students can be made get involves in the classroom activity.
They have the same opportunities in repeating what the teacher said in order to
be able to produce the correct pronunciation and to be able to know grammatical
pattern of particular tenses; the listening and speaking skills are emphasized;
student will be good in pronunciation and grammar through the repetition drill
such as substitution and transformation drill.
In contrast, the disadvantages are the smart creative students will be getting bored easily if TOO MUCH REPETITION drill; the students are unable to use the language naturally; the students are unable to transfer the skills they learn into the real communication outside the classroom because they only learn ruled dialogue, not the flexible one which usually use in daily conversation. For example in asking someone’s condition not always use utterance “how are you” but can be also “what’s up?”, “how’s your life”, etc. Another example “George, your bag is big!” it usually expressed by “how big your bag is!” in real conversation.
In contrast, the disadvantages are the smart creative students will be getting bored easily if TOO MUCH REPETITION drill; the students are unable to use the language naturally; the students are unable to transfer the skills they learn into the real communication outside the classroom because they only learn ruled dialogue, not the flexible one which usually use in daily conversation. For example in asking someone’s condition not always use utterance “how are you” but can be also “what’s up?”, “how’s your life”, etc. Another example “George, your bag is big!” it usually expressed by “how big your bag is!” in real conversation.
Well that’s all about
the theory. Now for the last thing, I want to appreciate ayuade’s and friend’s
group. They have done an awesome presentation and simulation class. Ayuade brought
it with a lot of fun. All students are involved, the material is interesting, and
a lot of picture was provided. It succeed make the student easier to understand
and visualize the situation. Dapus
Tidak ada komentar:
Posting Komentar