Rex Prenetty's Skripsi
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Transcript of Rex Prenetty's Skripsi
PROPOSAL PENELITIAN
NAMA : REX PRENETTY
NIM :TE.090399
JUDUL : "Application of Audio-Lingual Method for Increasing Student
Ability in Subjects Pronunciaton English Class VI A in PKP MI AL-
Hidayah Jambi.”
CHAPTER I
INTRODUCTION
A.Problem Background
Paradigm shift in education is centralized to decentralized originally
consequences in the management, in particular education level schools. The
Government has issued Law No. 32 of 2004 on regional autonomy that directly
affect the planning, implementation, and evaluation of education. The policy can
be interpreted as giving the broadest possible autonomy to schools in managing
the school, including in innovation in curriculum development and learning
models. This condition is in accordance with the curriculum changes being made
bythegovernment, namely the level of the education curricula. Curriculum
changes to improve the quality of education quality. Observing the condition of
the low quality of education, the improvement of the quality of human resources
is something that is very essential to achieve national development goals. One
vehicle to enhance the quality of human resources is education, so the quality of
education must always be improved. 1
Talking about language, it means talking about the means of
communication. We can not interact with other people without a language. If we
do not understand English, then almost certainly we will be left behind. English
is a language which is very important in the international world, especially in the
era of globalization. English as a language used in the globlal can be used as a
medium of communication with others from different countries. In addition, by
mastering the English language then people will easily fit and be able to access
the world's information and technology. With the introduction of English in
primary schools so students will know and learn the language early. Therefore
they will have a better knowledge base before proceeding to higher levels of
education.The last reason is for parents and teachers can provide supplies for
students to master the English language that it can provide a more open
opportunities to develop themselves in order to obtain a better opportunity to face
the competition of jobs and careers in the days to come.
According to Pennycook English has become a crucial tool for the
continuation of education, employment and social status.2 In addition, according
to the Ministry of Education Language has a central role in the development of
intellectual, social and emotional development of learners and is supporting the
1 E. Mulyasa. Media dan Laboratorium dalam Pendidikan. (Jakarta: Proyek Pengembangan, 2003), Pendidikan Guru (P3G) Pdan K2 Pennycook, A, “English in the World/The World in English”. In J. Tollefson (Ed), Power and Inequality in Language Education (Cambridge: Cambridge University Press, 1995), hlm. 40
success of the study all fields of study. Language learning is expected to help
students know themselves, their culture, and culture other.3 Besides learning the
language also helps students mampumempelajari others. The verses that show
aboutthemis:
قوال يفقهون يكادون ال قوما دونهما من وجد السدين بين بلغ إذا ( حتى
Until when he reached between two mountains, he found in the presence
of the two hills of a people who hardly understand the speech of [891]. (al
kahfi,93)4
"The purpose of these verses is that they (people who found
IskandarDzulkarnain) can not understand the language of others, because their
language is very much different from other languages, and they can not clearly
explain their intentions because of lack of intelligence that tells the story
mereka.Ayat Dzulkarnain trip to a place on the site are a people who barely
understand the conversation.
The lessons learned from the verse is that language learning is very
important. That is because human beings are homo socius which also need to
interact with other human beings, both regionaland international boundaries
Balam Of several reviews of the above can be concluded that it is essential to
master the language. Mastering the language is so important Inggrisdengan will
3 Depdiknas, Kurikulum Tingkat Satuan Pendidikan Seklah Dasar dan Madrasah Ibtidaiyah ( Jakarta: CV. Timur Putra Mandiri, 2006), hlm. 4024 Al-Qur'an Digital, Surat Al-Kahfi, ayat 93
greatly assist students in improving their knowledge and intellectuality, because in
everyday life encountered a lot of books and media resources yangdicetak in the
English language.
For that PKP MI AL-Hidayah want to help their students to learn English
by providing a variety of methods to improve their language skills early
on. However, seen from the results of pre-research, investigators derived from
interviews with subject teachers of English class VI A PKP MI Al-guidance, in an
attempt to provide the best education for their students, especially in the subjects
of the English language are they still often have difficulty .As the results of
research interviews with the classroom teacher of English VIA.Excerpts from the
interview can be concluded that all the pitfalls in learning English language
classes VI A is the area of pronunciation of words (pronunciation). As we know
that in English writing is very different from the pronunciation. Therefore, in
studying the diversity of the student's ability, it is expected of a teacher can use
the methods of teaching English as efficiently and effectively as possible. Based
on Law Number 32 Year 2004 on regional autonomy is ultimately a positive
impact on schools by providing the broadest possible autonomy to schools in
managing the school, including in curriculum development and innovation in
models of learning, the teacher is expected to be more creative in choosing a
method for students interested in the material being taught. Thus, students will
also find it easier to understand and master the subject mattering serve.
Richards said the "method in language teaching is designed toprovide a
detailed account of major Twentieth-century trends in language teaching"5Based
on previous research on foreign language learning level SD / MI, researchers are
interested to apply the Audio-Lingual method to increase students' pronunciation
VI Class A MI AL-Hidayah jambi PKP. As for some of these studies include:
1. Improving Students' Pronunciation Using Audiovisual Aids (Avas) At The
Fifth Year Of Sd Shifa Al-Azhar Budi Solo In 2007/2008 Academic Year,
by Fencing Wulandari The study was conducted to improve students'
pronunciation with Audiovisual Aids (Avas). The results of this study is
that students have enjoyed a positive response and interest in the
application of Audiovisual Aids (Avas) and increase students' ability in
pronunciation, especially interm sofword stress.
2. Improving the Quality of Learning English With Media Interactive CD on
the MI PKP AL-HIDAYAH. This study focuses on the role of English is
very large in the life to come, but today's subject is still difficult to learn
English language students, particularly school students Basis. As a
researcher and English teacher at MI PKP AL-HIDAYAH, find the real
facts that the implementation of the Audiovisual Aids matater . The
students seemed to enjoy and be interested by the application of Audio
visual Aids(Avas) andEnglish lessons students are still low. Lack of
interest in learning English resulting in low student scores. Some students
5 J.C Richards, Approaches And Method in Language Teaching , (New york: CambridgeUniversity Press, 1986), hlm. 89
still think that English is difficult and unpleasant. Based on these problems
researchers conducted a class action with interactive CD media in the
learning process at MI PKP AL-HIDAYAH. The results of these studies is
that the model of learning with an interactive CD media can enhance
students' skills in teaching English to students in pkp al-hidayah.
Utilization of Multimedia to stimulate the imagination Preparation Posesive
Sentence pronouns, The study was conducted at mi pkp alhidayah semester in
research was carried out in the first. discussed about the use of multimedia to
stimulate the imagination of the preparation of the sentence posessive
pronouns. In practice the research team using Microsoft Power Point as a medium
of learning posessive sentence pronouns. Adapunhasil of these studies is the
research team found an increaseinby 67% in students after a given action. In
addition, the use of games can also stimulate the imagination of students so that
they can make their own sentences, it can be seen from the increase in sentences
that can be made of students, from four to eight sentences The equation of this
study lies in the three studies above are located on the object of research, namely
the class action is applied to the primary level students. In addition, the subjects
were subjected to experiments (in English). While the difference lies in the
method yangdigunakan and domains studied(there almof this study is
pronunciation).Audio-Lingual method is a method that uses a drill by
emphasizing repetition (repetition) in the implementation.
Zuhairini et al describes the advantages of drill are: (1) In a relatively short
time, quickly gained the mastery and skill can be expected (2) The student will
have a ready knowledge (3) will instill in children kebisaaan learn a routine
anddiscipline.6
As we know a goal is to enhance the learning process and achieve an increase
in achievement. In a teaching-learning process, a very important aspect to
achieving that goal is the active role or participation between teachers and
students. Participation between the two great influence on the achievement of
desired learning objectives. This may imply that in a teaching-learning process
must exist between teacher and student involvement. The learning processis a
very important, where the process occurs in the minds of students.Student
involvement in teaching and learning is an implementation of active students in
the process, of course, in addition to receiving the subject matter of the teacher.
In the Audio-Lingual method is that students can play an active role by
carrying out activities that can contribute to learning how to exercise them in
dialogue, dramatization dialog, read the lesson material over and over again to
launch the pronunciation (pronunciation) students, carry out tasks ordered by the
teacher or search for sources of other materials which if the can help them in
understanding the subject matter and others. It can make the students involved in
the learning process both physically mentally maupaun. Besides the involvement
of students in the learning process is something that is very crucial in the
achievement of student achievement. It can be concluded that the more students
are involved in teaching and learning, the greater the learning achievements will
6 Zuhairini, dkk. Metodik Khusus Pendidikan Agama. (Suarabaya: Usaha Nasional,1983), hlm. 107
be obtained by the students. Things to consider to achieve this is of course the
work done to improve student achievement in this regard is the process of
learning as the basis for an activity. A not be obtained without a significant
effort. Effort is really necessary in terms of improving student achievement. Thus,
this study is an "action research" aimed at improving students' pronunciation skills
while engaging students in learning English with Audio-Lingual method in class
VI in PKP MI AL-Hidayah Jambi.
Phenomena related to the above researchers interested in studying the
application of one method of learning the language of the Audio-Lingual Method,
in an effort to help students learn English pronunciation in English subjects. This
method has the objective to focus the correct pronunciation exercises in a
language, especially English. Therefore, researchers will examine the effect of
application of the effect of application of this method in improving students'
pronunciation skills. The research will be conducted in the form of Classroom
Action Research (PTK)with the title.
"Application of Audio-Lingual Method for Increasing Student Ability in
Subjects Pronunciaton English Class VI A in PKP MI AL-Hidayah Jambi.”
B. problem formulation
Is the subject matter that will be formulated as follows:
1. How the planning process of learning pronunciation using theAudio-
Lingual method on a Class VI student A PKP MIAL-guidance Jambi?
2. How is the implementation of learning pronunciation by using theAudio-
Lingual method on Class VI student PKP MI AL-HidayahJambi?
3. How is the evaluation of learning pronunciation using theAudio-Lingual on a
Class VI student PKP MI AL-Hidayah?
C. Purpose and Usability Research
The general objective of this study was to describe the process increase
the ability of pronunciation by using Audio –Lingual method on aclass VI
student PKP ALHidayah Jambi . While the particular aim of this study are
as follows :
1. Describes the planning process of learning pronunciation byusingthe Audio-
Lingual method on a class VI student PKP MIAL-JAMBI guidance.
2. Describe the implementation of learning pronunciation using the audio
Lingual method on a Class IV A student PKP AL-HIDAYAH guidance.
3. Describe the evaluation of learning pronunciation Audio Lingual method on
Class VI A student guidance JAMBI PKP AL-HIDAYAH.
The purpose of this study areas follows:
1.for Institutions
Application of Audio-Lingual method is expected to be motivated to apply
the model or a more varied methods for teaching.
2.For Development Studies
This research isexpected to increasethe treasuresof scienc
3. for Researchers
With the Audio-Lingual method of implementing this as a research
subject, it is expected to make the experience worth while for researchers to
be applied ineducation.
4.for students
Provide color and a new atmosphere of learning in the classroomso
that students
feel happy and noteasily bored. Studentsarealsomotivatedto explore theirown crea
tivity and insight.
5. For teachers
There sults of this study is expect to be one consideration subject
of English teachers in determining the variety of learningmodels in teaching and
learning effective.
6. Forthecommunity
This research can be developed as a form of community service,
particularly elementary school teachers, to try apply the audio-lingual method of
learning that can be applied to all subject.
D. Operational definitions
For ease and avoid the possibility of errors or misunderstandings in the
interpretationof thesense or meaning of thetitleof thisstudy,the researchers confirm
thefollowing terms:
1. AudioLingual is a methodof language learning inpractice the emphasis on
drill and repetition (repetition).
2. .2. Pronunciation is the way inwhich a language, spoken word andsound.
CHAPTER II
STUDY REFERENCES
A. Understanding Learning English
In the Law on Teachers and Lecturers said that learning is aprocess of
interaction between educators and learners with learningresources in a learning
environment.7
On the other hand cited Wittrock Good and Brophy defines :
"Learning is the term we use to describe the process involve inchanging through e
xperience. Itisthe process of acquiringRelatively permanent change in understandi
ng,attitude, knowledge,information, abilities, skills and experience"
Meanwhile,student learning is touse theprinciplesof education and learning
theory isa major determinant of educational success. Learning is a process of two-
way communication between teachers and students of students. If the
views of some ofthe above definition oflearning meaning similar to teaching.8
In the context of education, teachers teach so that students can learn
and master the course content to achieve aspecified objective things( cognitive
aspect ) , it can also affect the change of attitude (affective aspects), aswell ass
kills (psychomotoraspects) one student. Teaching gives the
impressionof simply as the work of one hand, the interaction thatis
7 Tim Redaksi Fokus Media, Undang-undang Guru dan Dosen, (Bandung: FokusMedia, 2008), hlm.61
8 Syaiful, Sagala, Konsep dan Makna Pembelajarann (Bandung: CV. Alfabeta, 2005),hlm. 61
"here and now". Topic ofconversation revolves around the things that exist in
the context of the situation.9
As we know, English is a means of communication both verbally
and written. While communication is to understand and express information,
thoughts, feelings and develop science, technology and culture. Ability to
communicate a full understanding is the ability of discourse :
the ability to understand and produce spoken text and/ or written to
berealized in the four language skills: reading, listening, writing, and speaking.
fourth skill isused to respond toor createa discourse inpubliclife.
B.Understand of English Language Learning Method
Method is approaches to designing language courses and materials Reflect
a commitment to finding more efficient and more effective teaching of
language. 10Thus, the method of learning English is the language of presentation
of the lesson or material to find a way to more efficient and effective in teaching
the English language.
Method of language learning is essentially what is meant by the goal of
learning itself. All learning situations that take place either the maximum or less
than the maximum, includes some good progress up to a maximum or less-cover
several aspects, namely: a) selection of materials, b) an increase in material and c)
means of presentation as well as ways materipembelajaran repetition of such
material .11
9 Fahru, Op. Cit10 Richards and Rodgers Op . Cit, 1511 Mas Shofa, Hakikat Metode Pembelajaran Bahasa (http://massofa.wordpress.com, diaksespada tanggal 28 Maret 2009)
While menurutsebagian expert method is the determination of material to
be taught,material course.12Dari ways of presenting some of the definitions that
have been mentioned can be concluded that the understanding of language
learning method is the means used to achieve the goal of learning the language
itself are all based on particular system. The method includes several factors,the
determination of learning materials, the determination of the order of materials,
methods of presenting and teaching in the classroom .in process is required
utilization of the methods that have proven theireffectiveness,so students will
learning.language more motivated in the UK is one of the subjects belonging to
the local content, which is the substance of local content is determined by the
school. Schools can organize a local content of subjects each semester or two
subjects in one tahun.
local content specified in the Model Curriculum Education Unit SD and
MI, English is one of the local content subjects that must be held for all
students class I to class VI. 13
While the allocation of time required is 2 hours of lessons. Learning
English the fourth grade and MI have a Basic Competency Standards and
Competencies. In the class IV semester 1 and semester 2, Standards of
competence are:
1. Understand the very simple instructions to act in the context of a
class (listening)
2. Reveals a very simple instruction and information in the context ofthe
classroom (talk).
3. Understand written English is very simple in the context of the
classroom (reading).
12 Ibid13 Karsidi, Model Kurikulum tingkat Satuan Pendidikan (KTSP) SD dan MI, (Solo: PT TigaSerangkai Pustaka Mandiri, 2007), hlm. 14
4. Spelling and copy written English is very simple in the context ofthe
classroom (writing).14
Basic competencies in the first semester are:
a. listen
A. Respond with appropriate actions are acceptable in the context of the
instruction class.
2. Respond to simple verbal instructions in the context
Classes.
b. talk
A. Learners are able to talk to accompany the speech
act involvesintroducing yourself,
greeting / greeting, farewell salute andgestured.
2. Learners are able to chat to ask
for / provide services / goodsyangmelibatkan speech act gives help, ask
for goods and providethe goods.
3. Learners are able to converse to ask / give information involvingspeech
act thank, apologize, forgive, forbid, praise, and invites.
4. Learners are able to express politeness that involves the phrasethank you,
sorry, please, and excuse me.
C.Understanding Audio-Lingual Method
14 Rita Kurniawan dan Naning Partini, Speed Up English 4 (Jakarta: Yudhistira, 2006),hlm. iv.
Basically the Audio-Lingual method is similar to other methods. The
method appeared before this method is a method of Direct (Direct Method).
The Audio-Lingual method is the method the which focuses in repetition
some words to Memorize. 15
Audio-Lingual method is a method the which use drills and pattern
practice in language teaching.16( As Jill Kerper Mora of San Diego
University)said:
"This method17 is based on the principles of behavior psychology. It adapted many
of the principles and procedures of the Direct Method, in part as a reaction to the
lack of speaking skil lsof the Reading Approach"18
Audio-Lingual method is a method whose implementation is focused on
training activities, drills, memorizing vocabulary, dialogue, and the automatic
reflex to do so. So that in practice, so the business can run smoothly it is necessary
to require the seriousness of both teachers ands tudents.
15 Diane Larsen and Freeman, Techniques and Principles in Language Teaching,(Oxford: Oford University Press, 1986), hlm. 31
16 Richards,.Op. Cit., hlm.17 Audio-Lingual Method18 Jill Kreper Mora, Second-Language Teaching Method (http://www.edweb.sdsu.edu, diakses pada tanggal 20 Februari 2009)
D. History of Audio-Lingual Method
Audio-Lingual method is a metho
that was developeduringWorldWar II took
place.19 American participation in World War II hada significant influence on the
teaching of English in the country. Toequip the U.S. government with
personnel fluentin German, French,Italian, Chinese,Japanese, Malay and other lan
guages interpreter,code-room assistants, and the language switcher takes a special
training program language geverment commissioned american university to
develop foreigh language for american.
Military personnel Similarly, until finally Army Specialized Training
Program(ASTP) was established in 1942.at beginning of a 1943 in universities
involved this program The method is also know the Army method
is developed asa reaction against the Grammar Translation method in foreign
language teaching. 20
Grammar-Translation method has previously been used for a
thousand years, butit takesavery long time for learners to be able to approach the
Audio-Lingual method of teaching has become the dominant foreign language in
America. With more innovative methods, the Audio-Lingual method is able to
achievecommunicative competence more quickly. This theory is based on the
theory developed Behavioristic Skinner.21
19 Diane Larsen and Freeman, Op. Cit., hlm. 3120 Richards and Rodgers, Op . Cit., hlm. 4421 Susan Kifutu, Background and Characteristics of the Audio-Lingual Method(http://www.tcnj.edu, diakses pada tanggal 21 Februari 2009)
As we know that the behaviorists believe that learning a language is
essentially a problem formation. With the mind set that is essential in the
learning process is stimulus and response and the reinforcement. Therefore,
the theory of language that gave birth Audio-lingual approach that many
teach.
E .Scopeof Teaching Pronunciation 22
Pronunciation is an important form of learning in English language
teaching. Unlikethe Indonesianlanguage, teaching English has aphoneme (sound
oftheword) andthe pronunciation is alittle difficultto teach children. Hence, learni
ng pronunciation shouldbegivenearly.
Described inthe Oxford dictionary that pronunciation istheway inwhich a l
anguage, spoken wordor sound. Asmentioned"pronunciation: way in the
which a language or a particular word isspoken or sounds".
The scopeof pronunciation teaching consists of three principal :23
1.Sounds / sound
Itisvery importantfor a language learner to be able
to identify anddefine the sound of a language to write using phonetic symbols.
InEnglish, the symbols used are different depending on the accents (British,
Australian, or American).The components of these sounds are the vowels and
consonants whichare segmental featurs.
22 Diane Larsen and Freeman , Op. Cit., 45-4723 Ibid,hlm. 47-49
2.Rhythm and Emphasis
The rhythm of English words defined or rely on the unity of tone
(word or group of
words containing a subject pressed syllable).Examplesof saidPeter,come HER
E, please! Can bedivided intotwo whole tones, namely: Peter come and come
here, please!Where the emphasis is first on Peter and the second word in
theHERE.
3.intonation
Intonation is rising and falling tone. This will greatly affect the tone
ofmeaning. For example the word Fire! Which if read with risingintonation can
be interpretedas "no flame or fire" when read with intonation while the decline
could beinterpreted asa question of" no the fire? " The ability to identify
and distinguish sounds (sounds) is a basic ability in English, which must be
owned by every learner, especiallyin speaking and listening material.
f. Teaching Techniques Used in Audio-Lingual
MethodTeaching techniques used in the Audio-Lingual method is
as follows a Memorizing the Dialog(Dialog Memorization)In this technique the students
memorize a short dialogue or conversation between two people at the beginning of the
lesson.Inpractice students playsa role in the dialogue, while teachers
Example:Teacher:It is a beautiful scenery
Teacher: It is a beautiful.........
a.Repetition Drill
Students are required to imitate the teacher as accurately and as quickly as
possible.
Example:
Teacher: This is the seventh month
Example:
Teacher: I know Him. (Hardly)
Student: I hardly know him
b.Multiple Slot Drill Subtitution
This is the same drill with single slot substitution drill, but more extensive.
Not just one verse dialogue, but a full dialogue. Students: This is the seventh month
d. Chain Drill
This drill is done by asking students to sit in a circlein the room, then one by one
the students asked and answered question chers start this drill with a greeting orasked
student.Thenthestudentanswersquestion, then he asked a friend at his side.Students
who were then asked to answer and asked again to
friends at his side, and so on.
e. Single Slot Subtitution
Teacher reads one line of dialogue, then the students say aword or group of words.
Students are required to simulate the how to entera word or group of words that are
appropriate to inthe last stanza dialog.
Example:
Teacher: I know Him. (Hardly)
Student: I hardly know him
f. Transformational Drill
The teacher gives the students a sentence, then students are asked to change
sentence into different forms such as: interrogatif, negative positive, passive,
imperative, and so forth.
g Question and Answer Drill
Drill model train students menajwab question correctly.
h. Use Minimal Pairs
Guru use the pairs the word who different always a beep, eg: ship
and sheep. Students are required to find the difference between the two words
, and then practice to pronounce the word with
true.
i Complete the Dialog
Some words in a dialog is deleted, then students are asked
to complete the dialogue
j Grammar Game
This game is similar to the supermarket alphabet game, designed totrain grammar
students in a context. That way students canexpress itself, although in limited
portions.Of the various techniques mentioned above can be summed up in
implemention of the Audio-Lingual method will give an example of a teacher about the
correct model, in this case recites (Pronounce) andhow to pronounce (how to
Pronounce) a sentence and the students harus.Guru can force students to repeat until
no errors.
1.learning asures in Audio-Lingual Metho
In the Audio-Lingual method, there are some common steps
performed in the learning process. The steps are iclude:
The steps are bisaa do is:
a. Presentation dialog text or the teacher read a short text
over and over and students listen without looking at the text
be read.
b. Imitation and memorization of the text simultaneously and the student
memorize it.
c. Trained by repeated presentation of the sentence.
d. Dramatization of dialogue or text which students are trained and
demonstrate to the class.
e. Formation another sentence who in accordance with the which trained.
As explained earlier, this method givesThe main attention to the activities of training,
drills, memorizing vocabulary, dialogue,reading text, and on the other hand prefer the
outer form of language (patterns,structure, rules) of the content of its contents, and give
priority to the validityand accuracy of students' ability to interact and
communicate.Application of this method is almost the same as the application of
languageteachingfirst in children, children master their mother tongue
throughimpersonation. Imitation is usually followed by praise or repair.
Throughactivities that develop children's knowledge aboutstructure, patterns habit
his mother tongue. Then the same thing can also beapplied in teaching a second
language or foreign language.
2.valuation of Audio-Lingual Method
As explained earlier that this studydevoted to discussing the use of Audio-Lingual
method inlearning pronunciation.As for the Audio-Lingual method itself is not
mentioned clearly bout evaluation. One thing that is raised is, if conducted
then test each of the questions will focus on the point of what studied the time (as for in
this case is the pronunciation). In this study researchers gives oral test for measure
theincrease students' pronunciation. In addition, because this study
intended to determine the students' pronunciation peningakatan esearchers will
conduct an assessment on the ability to pronounce (skillto Pronounce). Adapaun things
that are considered include the sounds(Discriminate sounds), rhythm and emphasis
(rhythm and word stress),intonation (intonation) and fluency (Fluency).
H. Advantages and Disadvantages of Audio-Lingual Method
Audio-Lingual method has its advantages and also disadvantageson the other side. The
advantages of this method include:
a. Audio-Lingual is perhaps the first theory of language teaching
openly claiming formed from the combination linguistic and
psychology. techniques auditory (listening) and oral exercises (speaking). It is
demonstrated success in developing an understanding of aural
(Listening) and the smooth talking (speaking).
b. b. Audio-Lingual method tries to make learning a language
more accessible to learners in bulk (large class).
This causes the participation of learners through the drill technique can be
maximized.
c. Drill can positively assist students in developing
oralnya capabilities.
d. Teaching techniques in the Audio-Lingual method using
tape recordings and language lab offers skills training
speaks and hear which is an thing most important in the
language learning. Drill patterns give students more
exercise.
e. Audio-Lingual method to develop proficiency in
"Pedagogig equipment" that is heard (listening), reading and
writing. Audio-Lingual method specifically to introduce design
techniques auditory (listening) and oral exercises (speaking). It is
demonstrated success in developing an understanding of aural
(Listening) and the smooth talking (speaking).
While the deficiencies in the Audio-Lingual method include:
a. Techniques used in the Audio-Lingual method such as drill,
memorization, and so might make the languagebe a behavior , but it is not
competencies expected.
b. With the Audio-Lingual method the teacher may be amount of time required (old),
and the studentswill complain about the boredom caused by the drill pattern
continuous use.
c. And active role of teachers is crucial inAudio-Lingual method, so more teachers
dominateAs for the Roestiyah weaknesses of a method or technique
learning using the drill is as follows:
a. Often occurs in ways or motion that can not be changed, becauseis an way of who has
been standardized, then the thing such canhinder students' talents and initiative.
b. Students may not use any other way or means byhis own mind.
c. Skills gained students generally also settled / paati, which is an habit rigid / skill the
wrong.
d. An exercise carried out in certain ways that have been considered goodand right; so it
should not be changed; leadacquired the skills students are generally well settled /
fixed,The scope of pronunciation teaching consists of three principal
discussion, namely:
a. Sounds / the sound of
It is very important for a language learner to be able to
identify and define the sound of a language can be interpreted denganintonasi up
writing using phonetic symbols. In English, the symbolused is different depending on the
accents (British, Australian,or American). The components of these sounds are the
vowels andconsonants which are segmental features.
b. Rhythm and Emphasis
The rhythm of English words defined or dependent ontone unit (word or group
of words containing a subject tribeword is pressed). Example says Peter, come HERE,
please! Could divideda two-tone unity, namely: Peter come and come here, please!
Wherein emphasis who first on word Peter and who second on theHERE.
c. Intonation
Intonation is rising and falling tone. This tone will be veryaffect themeaning. For
example the word Fire! Yang if be read withrising intonation can be interpreted as "no
flame or fire", while ifread with intonation decline could be interpreted as a question of
"nothe fire? "Ability for identify and distinguish of noise (sounds)a basic ability in
English, which should belong to everylearners, especially in speaking and listening
material. It isdue to the ability to distinguish phonemes in Englishwill help them (the
learners) to help him more quickly
understand what they see / hear.
CHAPTHER III
RESEARCH METHODS
A. APPROACH AND THE TYPE OF RESEARCH
That is because the ability to distinguish phonemes in the English
language will help them ( the learners ) to help him more quickly
understand what they see / hear. Descriptive studies do not provide
treatment, manipulation or alterationof the independen tvariables, but
it describes what something is.24 Thus is a qualitative descriptive study is the
research by presenting and describing in detail the results of data derived from
field research.25
Researchers used a qualitative descriptive design because the design is,
the research conducted in the field will be easie rpresented.The type of study is
classroom action research, the study Billie M Cunningham Issues in Accounting
Education, entitled "Using action research to improv learning and the classroom
learning genvironment"
mentioned that the results / conclusions of this study was :
(1) action research is used to enhance learning in the classroom and learning
environment, (2) action research helps teachers address the problem in
class, some students become active and not bored, and (3) to increase
24 Ronny, Kountur, D. M. S, Metode Penelitian Untuk Penulisan Skripsi dan Tesis,(Jakarta: PPM, 2005), hlm. 16
25 Nana Syaodih Sukmadinata, Metode Penelitian Pendidikan, (Bandung: Rosdakarya,2006), hlm. 96
teachers' skills, increase learning strategies and then to evaluate the
interaction between teachers and studesnt.26
Kemmis explains that action research is a form of reflective
inquiry undertaken in partnership on specific social situations (including
education) to improve rasionaitas and fairness of a) Work practicetheir
educational social or b) their understanding of the activities of this
educational practice, and c) the implementation of activities
yangmemungkinkan situation ini.27
practiceOn the other hand Ebbut proposed action research is the systematic
study of efforts to improve the implementation of educational practice by groups
of teachers to perform actions in learning, based on their reflections about the
results of those actions. Meanwhile, Elliot saw action research as a study of a
social situation with the possibility of action to improve the quality of the social
situation tersebut.28
order for researchers to obtain information or greater clarity about action
research, it is important to understand with the principles that must be met intend
to conduct an action research class. The principles areasfollows:29
a. Realactivit yand routine situations
26 Billie MCunningham, Using Action Research and The Classroom LearningEnvironment. Issues in Accounting Education Journal. Sarasota Vol. 23 Feb 2008
27 Sari Karmina, dkk, Untuk Anak Usia Dini (Bahan Ajar), ( Semarang: PGPAUDUniversitas Negeri Semarang, 200828 Penny Ur., Op. Cit., hlm. 5229 Suharsimi Arikunto, dkk., Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2007),hlm. 6-8
Action research conducted by researchers without changing
theroutine situation. That is because if the research done in other situations, the
results are not guaranteed to be executed again inalinya situation, or in other
words, research is not reasonable under the circumstances.
b. The existence of selfawareness to improveperformance based
action research base status ofa philosophythat every humanbeing notlike t
he static things, but always wantedsomethingbetter. Self improvement for better
things thiscarried out continuously until the destination is reached, but it is only
temporary, becauseit continued again with thedesire to better thecoming oneafter
another followed.
In other words do not because ofany coercion or request of another
party, but mustbe onavoluntarybasis, behappy, since waitingfor theresults better th
an expectedand theresults are notsatisfactory and felt thatitneeds tobeimproved.
Teachers conduct action research because it was aware of the flaws
in him, meaning that the performance is done, and after that would like to
make improvements.
(Kemmis) explains that action research is a form of reflective inquiry
undertaken in partnership on specific social situations (including education) to
improve rasionaitas and fairness of a) the activities of social or educational
practices they b) their understanding of the activities of this educational practice,
and c ) The situation that had made possible the30 activities of this practice. On the
30 Rochiati Wiraatmadja, Metode Penelitian Tindakan Kelas, (Bandung: Rosdakarya,2007), hlm. 12
other hand Ebbut proposed action research is the systematic study of efforts to
improve the implementation of educational practice by groups of teachers to
perform actions in learning, based on their reflections about the results of those
actions.
Meanwhile, Elliot saw action research as a study of a social situation with
the possibility of action to improve the quality of the social situation
tersebut.study was conducted in a collaborative and participatory, collaborative in
the sense made by collaboration between researchers with subject teachers. While
a participatory team (teachers and researchers) will cooperate mulaitahap
orientation followed by the following planning preparation necessary
preparations, the implementation of the action in the first cycle, which is analytic
diskusidiskusi made after the execution of the action, then to reflect on all the
activities that have taken place in the cycle The first, and then plan the stages of
modification,correctionorcorrection or improvement of learning in the second
cycle, and seterusnya.Dalam this study, researchers act as learning providers, so
that the research partners (teachers and other observers) that will act as an
observer to gain an understanding (choaching) in advance to make a complete
field notes and especially on-aspek aspects that need attention because the focus
reaches.
researchers to obtain information or greater clarity about action research,
it is important to understand with the principles that must be met if the intention
of the class will conduct research into action. The principles are as follows:
1.Real activity and routine situations of action research conducted by researchers
without changing the routine situation. That is because if the research is done in
situationsan other, the result is not guaranteed to be executed again in alinya
situation, or in other words, research is not reasonable under the
circumstances.b. The existence of self-awareness to improve performance based
action research base status of a philosophy that every human being not like the
static things, but always wanted something better.
. Phase of this study follows the model developed by Kemmis and Taggart,
a spiraling cycle that includes planning, implementation actions, observations and
reflections that make up the cycle by cycle to complete the study. ActionsThis
study aimed to describe how much influence the effectiveness of Learning Audio-
Lingual method in improving students' pronunciation skills in English language
courses in an effort to get the maximum results, the scenario is formulated, the
preparation, to the evaluation.
The steps to be prepared in the Research Classactions (PTK) are:
1. Observation
1. Consultationwithteachersofficials
2. Application of Audio-Lingual method of teaching and learning activities
3.evaluasi
The detailed implementation of the method of teaching Audio-Lingual
model sareas follows:
1. Teachers explain the basic competencies to be mastered bystudents
2. Pre-test to determine the extent to which students' pronunciation
skills3. Provide an explanation of the Audio-Lingual method
4. Delivery of content using the method of expansion drill
5. Delivery of content using the method of repetition drill
6. Delivery of content using a drill chain method
7. Implementationofthepost-test
8. Evaluation and discussion about the post-test
B,research sities
he research was carried out in class IV A MI PKP al guidance that
identify acids located at the bottom. A Class VI consists of 26 students,each of the 11
sons and 15 daughters. English subjectscarried out once a week (2 hour lessons) and
berduarasi 40 minutesper hour per lesson. As for theimplementation of customized
researchwith hours of English lessons in the class were subjected to experiments.
C.dataSources and Data Types
Associated with this research that will serve as a source of datais a Class IV students
Kalijogo A MI Sunan Malang. Students areare objects that are also active in the actions
and activitiesperformed. This is in accordance with one of the characteristics of
classroom action researchthat is emancipatory and provide freedom of thought argues
in
students, and encourage teachers to experiment, investigate, and use
wisdom in making decisions or judgement.data of this studyinclude:
A. Test scores of students who performed at the end of each act.
2. Observations and field notes related to student activities
learning English at last.This research data in the form of observation, collection,
recordingfield, and documentation of any corrective action methods Audio-Lingual in
English language learning for improvementpronunciation skills grade IV A MI pkp al
hidayah from this action research there is a qualitative and
quantitative. Qualitative data from:
(1) documentation
(2) observation,
(3)interview
, while the quantitative data derived from the evaluation, pretestand post test.
D.Theearch instrument
In this study the presence of researchers in the field into the main requirements,
researchers collected data in a scientific background, in which researchers act
as a key instrument. In addition, researchers also play a role as a planner and
implementing actions that are directly involved in the implementation of action
researchclass, the data collector and analyzer, and in the end he became a
pioneerresearch results. In data collection more dependent on research
which acts as a data collection tool. Other supporting instruments
are:
1.Observation to explore data about the atmosphere of the class at the time
learning taking place also in the sight of people exiting studentsfollowing the learning
activities.
2. Interview guide to explore the data on student responsesof teaching methods that
have been implemented (thisis devoted to some particular student), to obtain
informationdeeper.
3. Tests used to explore the quantitative data of the score test
E.data collection techniqu
rder to obtain correct and accurate data in this study, theresearchers usedseveral
methods are as follows:
a. Interviews / Interview
Conversations with the specific purpose, namely the conversationperformed by
the two parties, namely the interviewer (Interviewer), whichusing questions and
terwawancara (interview) which givesanswers to interview questions itu.55 Method /
this Interviewused to collect and submit data communications
questions are structured in such a way as to be answered by responden.56
b. Method of Observation
Methods of observation and recording of observations that are
systematic review of symptoms or phenomena diselidiki.
c. Method of Documentation
Is a method of data collection by searching the data orinformation, which has
been recorded or published in somedocuments, such as the registration books, letters,
statements andthe others. Arikunto argues that the method of documentation that
issearch for data about things or variables in the form of notes, transcripts,surat
newspaper, magazine, inscriptions, minutes of meetings, agenda and other sebagainya.
This method is used to supplement the lack of dataobtained on the background of which
the object of research.
d. Measurement of Learning Test Results
Measurement test results of this study was aimed to
find an increase in students' pronunciation. Such tests as the incorrect
a series of activities in the use of Audio-Lingual method inlearning.Tests may include pre
tests, which will be used toknow the pronunciation skills of students prior to
administrationactions. It also conducted a final test (post test) on each akhirtindakan,
the results of these tests are used to determine the extent to which
increase students' pronunciation.
2.Data Analysis
Data obtained from the actions taken were analyzed forensure that the use of
the Audio-Lingual method can improvestudents' pronunciation. Qualitative data that
consistsobservation and documentation of the results were analyzed qualitatively as
well.Techniques of data analysis consists of three main phases, namely data
reduction,exposure data and drawing conclusions. A data reduction processselection of
relevant data, important, meaningful, and and the data is not
useful to explain what the goals of the analysis. Is to simplify the steps taken to make
roadfocus, classification and abstraction of the raw data into meaningful datato be
analyzed. Data that have been reduced further provided with means
described in the form of exposure data that allows for towingconclusions. End of activity
analysis is the inference.The conclusion is the essence of the analysis provide a
statementabout the impact of classroom research.While the collected data is numeric or
quantitative data,simply by using descriptive analysis and visual presentation. Dishis to
illustrate that the actions taken tocause the repair, improvement, and or changes in the
direction of thebetter when compared to its previous state. To find changes in the
action, thetype of data that isquantitative evaluation of the results obtained were
analyzed using
rumus:
P = Post rates - Base rate x 100%
Base rate
Description:
P = Percentage Increase
Post rate = average value after the action
Base rate = average value before the action
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