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CHAPTER I
INTRODUCTION
Speaking is one of important skill in learning English. Without speaking people can not
language. Therefore Indonesian people have learned English since at Elementary school. But
Consider the explenation above, the English teacher have big responsibility to help
student speak and improve their skill. It seem that teacher need use method in teaching
speaking to make learning more interesting. One of the method is audio-lingual method.
other word, the students are expected to be competent users of English in communicating
with others. For example, in teaching speaking, they are expected to be able to do and realize
the speech in developing competency. Based on that statemanet, teaching method becomes
words to help the students to be able to use target language. The purpose of repitition drills is
to break down the troublesome sentences into smaller part. Drilling is a key feature of audio-
lingual approaches to language teaching which placed emphasison repeating structural
student able to speak communicatively. In addition, they stated that drills, as part of
audiolingual method. It’s because the most important goal of audio-lingual method is to use
Audio-lingual is a method that can be used when teaching speaking which focus on oral
skill. it aims to improve students’ speaking achievment. Teacher may use this method to
make student interested learning English speaking and improve their skill.
1.3 Objective
The most important of teaching method is can get improvement from the
students’.Every method have their own strategy to improve students’ skill. Maesrina(2009)
grammatical structures through substitution, using the target language ant the culture where
the language is spoken. Furthermore the main aim of this research is to know the
The finding of this research will so meaningful for teacher and student. Teacher can use
this method in class room. Student can improve their English speaking skill by following
audio-lingual method. Not only that, this reasearch will valuable for education.
As the comparison of this research , here are some researches of The Effectiveness of
Students’ Speaking Ability In SMA PGRI 1 Sidoarjo. In this research the researcher want to
know the effectiveness of audio-lingual method application in first year students’ SMA PGRI
1 Sidoarjo. The researcher give pretest and postest to students to see their speaking skill
improvement. In addition the result of the post-test was higher than pre-test. Its mean audio-
lingual method has positive impact to students. Based on that research, student show good
attitude toward audio-lingual method. Students show their enthusiastic during learning
process by using audio-lingual method. In this method teacher motivate students to be more
The another research is from Thailand which has conducted by Wichuda Kunnu and
Aungkana Sukwises (2014) with title Teaching Speaking Skills to Adult English Language
Learners Through Audio-lingual Method. This research is qualitative, the participant of this
method is 9 students of university in Thailand. This research show that audio-lingual method
help student speak English confidently. Since in this method student will not worry if they
make mistake teacher will help them to correct it. Furthermore student can adapt their
knowledge and practice in conversation by using audio-lingual method. Not only that, student
also can implement the material which they have gotten in class when speaking with other.
By the explanation above researcher conclude that audio-lingual method help student
to speak in class room and in outside. In this reasearch, researcher the impact of
implementation audio-lingual method in Aceh, especially for PBI first year student.
1.5 Methodology
In Teaching Speaking” uses quantitative method. The sample of this resarch is first year
students of PBI. The sample are 100 students of first year student of PBI. The researcher will
This research will use three kind of data collection, which are: a) observation, the
researcher will see the process of teaching learning; b)quotionare, the researcher use this
method to measure how far the audio-lingual method influence students’ speaking skill;
c)test, the researcher will give pretest before learnig process dan postest after learning
process, to see students’ improvement in speaking. Instrument of this research are quotionare,