IPGM KAMPUS TUN HUSSEIN ONN

BATU PAHAT, JOHOR.

  

PROGRAM PENSISWAZAHAN GURU (PPG)

MOD PENDIDIKAN JARAK JAUH

KERJA KURSUS PENDEK

ELT METHODOLOGY

TSL 3103

NAMA   :       ALIATI KHAIRULNISYAK BINTI ISMAIL

      NO.K/P                         :          801002-14-5984

      KUMPULAN                :         PPG AMBILAN JUN 2011

      OPSYEN                      :         TSL 4

      PENSYARAH              :       DR. RAFIAH BINTI ABDUL RAHMAN

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1. INTRODUCTION

The overall goal of the Audio Lingual Method was to create communicative

competence in learners.  However, it was thought that the most effective way to do

this was for students to "over learn" the language being studied through extensive

repetition and a variety of elaborate drills.  The idea was to project the linguistic

patterns of the language (based on the studies of structural linguists) into the minds

of the learners in a way that made responses automatic and "habitual".  To this end it

was held that the language "habits" of the first language would constantly interfere,

and the only way to overcome this problem was to facilitate the learning of a new set

of "habits" appropriate linguistically to the language being studied.

The objective of the audio lingual method is accurate pronunciation and

grammar, the ability to respond quickly and accurately in speech situations and

knowledge of sufficient vocabulary to use with grammar patterns. Particular

emphasis was laid on mastering the building blocks of language and learning the

rules for combining them. It was believed that learning structure, or grammar was the

starting point for the student.

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2.SAMPLE LESSON PLAN FROM TASK 1

ACTIVITY USING THE AUDIO-LINGUAL METHOD

Class / Time /

Subject

Content Impact / Note

5 Bijak

2.45-3.45 p.m.

English

Theme : World of Self, Family and Friends

Topic : Polite Request

Learning Standards:

1.1.4 Able to talk about a stimulus with

guidance.

1.2.1 Able to participate in daily conversations:

(b) make polite requests

Learning Objective:

By the end of this lesson, pupils should be able

to:

1) Listen to and repeat the polite request.

2) Make a polite request to borrow a

stationary from their friends.

Educational Emphasis: Contextual Learning

Activities:

Step 1 :

1. Teacher puts up a dialogue on the

whiteboard.

2. Show picture cards of ruler, eraser,

Enrolment: 32

Level:

Intermediate

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pencil and sharpener.

Step 2 :

1. Teacher reads the dialogue and pupils

repeat after the teacher.

2. Pupils form a big circle and teacher starts

the conversation with the polite request

“May I borrow your ruler, please?”

3. The first pupils will answer, “Sure. Here

you are.”

4. The first pupil takes turn to give the polite

request and the second pupil will answer.

5. The conversation takes place until all the

pupils have given polite request and

answer.

6. Change the dialogue by using the picture

cards.

Step 3 :

1. Distribute worksheet to the pupils.

2. Pupils complete the missing words with

other objects (eraser, pencil, sharpener)

3. Teacher facilitates.

Step 4 :

1. Recap teaching point.

2. Give follow up work.

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2.1 Overview

In TASK 1, my partner and I are using Audio-Lingual Method activities in our

classroom. The activity is Dialog Memorization. Students are given a short dialog to

memorize then they must use mimicry and applied role playing to present the dialog.

Examples of dialogs are:

Dialog One

Person 1: Good morning, Amir.

Person 2: Good morning, Sally.

Person 1: How are you?

Person 2: Fine thanks, and you?

Person 1: Fine. Where are you going?

Person 2: I'm going to the post office.

Person 1: I am too. Shall we go together?

Person 2: Sure. Let's go.

Dialog Two

Person 1: Hi there, Samad.

Person 2: Hi there, Joel.

Person 1: Would you like to play a game?

Person 2: Sure I'll play with you.

Person 1: What would you like to play?

Person 2: I would like to play baseball.

Person 1: Okay let's play baseball.

Person 2: That sounds like fun.

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The Objective of the lesson is to experiment with language and non-verbal

elements (example : gesture) to achieve an effect for a particular purpose and

audience. When we plan the activities, we also relate to the learning theory and it is

based on the Behaviourist Theory of Learning.

The rational of choosing the role-play activity is because it provides the

opportunity for the language that the teacher has presented in a context to be used

in another. For examples, pupils can act out the conversation in a supermarket or act

out as a hawker and a customer. The purpose of the activity is to provide fluency

practice and extend language use. It also makes the shy pupils in the class to talk.

On the other hand, pupils can use the same structure in different situation. For

example, pupils can make polite requests in other situations using the same context

of language. Another purpose of the activity is to develop social skills of interaction

and turn- taking. Pupils will speak politely and wait for their turn patiently during the

activity. Teacher also can tell them not to interrupt when their partner is talking.

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3. THE BEHAVIORIST THEORY

Behaviorism is a term that was coined by John Watson 1913. There are many

variations on behaviorist approaches, but B.F. Skinner's approach is probably the

most widely known among educators. Skinner developed the notion of operant

conditioning—persons operate on their environment.

Behaviorists regard language as a ‘very simple type of behavior’, which is a

‘manipulative habit’. (Watson, 1924) They focus on the observable and measurable

aspect of language. Children act as recipients in the course of learning. It is believed

that a child’s language acquisition is modeled by their caretakers.

Behaviorisms focuses on actions as habits. Audio lingual teaching of

language is meant to develop speaking habits by repeating sentence patterns over

and over. Behaviorisms has been tried and discredited as a theory to language

teaching and learning.

The Audio-Lingual Method, or the Army Method, is a style of teaching used in

teaching foreign languages, that based on behaviorist theory, which professes that

certain traits of living things, and this case humans, could be trained through a

system of reinforcement-correct use of a trait would receive positive feedback while

incorrect use of trait would receive negative feedback.

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4. DISCUSSION ON THE EXTENT OF THE TEACHING/LEARNING PROCESS

The rational of choosing the role-play activity in the lesson is because in the

behaviorists view, language is elicited by a stimulus and that stimulus then triggers a

response. The response in turn then produces some kind of reinforcement, which, if

positive, encourages the repetition of the response in the future or, if negative, its

suppression. When transposed to the classroom, this gives us the classic pattern

drill; Examples in our Lesson:-

Model: She went to the cinema yesterday.

Stimulus: Theatre.

Response: She went to the theatre yesterday.

Reinforcement: Good!

In its purest form audiolingualism aims to promote mechanical habit-formation

through repetition of basic patterns. Accurate manipulation of structure leads to

eventual fluency. Spoken language comes before written language. Dialogues and

drill are central to the approach. Accurate pronunciation and control of structure are

important.

In my opinion, role-playing is important in teaching languages because it is

one of the games that pupils like. Games have been advocated to help language

learning. Pupils will find learning is fun by playing language games. As a teacher in

a rural area in Jasin, Melaka, I found that my pupils cannot say the words and speak

English fluently. I deal with pupils who have limited exposure to English. They speak

Malay most of the time every day. Average pupils form the majority in school.

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The activity was designed for the pupils in the average level. None of them

come from English spoken family. They only speak English in school and when they

are at home, they watch English programmes on the television or listening to English

songs on the radio. Some of them, who have the internet connection at home, may

have more exposure.

In order that pupils can pronounce words clearly, they need to practice it

intensively. Maybe, many students in the school do not know how pronounce the

words clearly. They do not know how to learn it. In the classroom, firstly the teacher

should be communicative. Therefore, the students can learn how to pronounce the

words clearly from their teacher. In teaching English especially pronunciation, the

teacher should teach his/her students by using good strategy or method.

The audio-lingual method is one of method that is good for teaching

pronunciation. The emphasis of audio-lingual method is on speaking and listening. In

speaking, of course the pupils need to have accurate pronunciation to be able to

speak well. The audio-lingual method is very effective to teach pronunciation,

because teaching by using audio-lingual method, the students can learn the correct

pronunciation from the teacher and memorize the pronunciation which is heard by

them. “How can pupils memorize it?” Here is the answer, the teacher will give a

repetition and drill in teaching the students. The types of learning technique of audio-

lingual method are repetition and drill. This method is very good for teaching young

learners and also good for high school students.

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5. CONCLUSION

The way we speak immediately conveys something about ourselves to the

people around us. Learners with good pronunciation in English are more likely to be

understood even if they make errors in other areas, whereas learners whose

pronunciation is difficult to understand will not be understood, even if their grammar

is perfect! Such learners may avoid speaking in English, and thus experience social

isolation, employment difficulties and limited opportunities for further study. We also

often judge people by the way they speak, and so learners with poor pronunciation

may be judged as incompetent, uneducated or lacking in knowledge, even though

listeners are only reacting to their pronunciation.

In order that we can pronounce words clearly, we need to practice it

intensively. Maybe, many students in the school do not know how pronounce the

words clearly. They do not know how to learn it. In the classroom, firstly the teacher

should be communicative. Therefore, the students can learn how to pronounce the

words clearly from their teacher.

By referring to the Behaviorist Theory of Learning, I found that good

reinforcement is needed to encourage the pupils to learn English. Students should

be active respondents; people are most likely to learn when they actually have a

chance to behave. Also, student learning must be evaluated; only measurable

behavior changes can confirm that learning has taken place. We can also observe

them in term of their attitude towards the language. The suitable method and

theories as well as the awareness of the pupils’ background are really important to

help teachers planning good lessons.

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6. REFLECTION

Alhamdulillah , thanks to The Almighty because of the bless , I manage to complete

this short course work of Academic English Assignment right on time.

First of all, I would like to thanks my lecturer , Dr Rafiah Binti Abdul Rahman

for her clear explanation and advise in order to help me produce a good assignment.

I also would like to thank my friends who had gave their opinions and share their

knowledge or information with me.

While doing this work, I do not face too many problems. However, I have to

work hard to find addition points so my essays are not too boring and lack of

information. I’m not just surf the internet to find the information but I also discuss with

my friends. Honestly by doing this course work I also learn how to practice it.

Through this assignment I realize that learning through play and drills are

important for the pupils. It can make our lesson fun and enjoyable and can make the

pupils remember the lesson well. Thus, this assignment helps me to remember and

recall back all the things that I have learn before.

Lastly, I hope what I have done for this assignment is the best. Thank you to

everyone who had helps me.

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7. REFRENCES

1. Chitravelu, N., Sithamparam, S., &Teh S.C. (1999) ELT Methodology

Principles and Practice(4thedn)Penerbit Fajar Bakti Sdn. Bhd.

2. D is for Drills - Scott Thornburyhttp://scottthornbury.wordpress.com/tag/audiolingualism/

3. Harmer, J. (2007) The Practice of English language Teaching. (4th edn).Hallow: Longman

4. S.I.L.org WaysToApproachLanguageLearning/TheAudio Lingua lMethod

http://www.sil.org/lingualinks/LANGUAGELEARNING/

WaysToApproachLanguageLearning/TheAudioLingualMethod.htm#context

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8 COLLABORATION FORM

STUDENT’S NAME : ALIATI KHAIRULNISYAK BINTI ISMAILGROUP / UNIT : PROGRAM PENSISWAZAHAN GURU (PPG)

AMBILAN JUN 2011 ( TESL 4 )SEMESTER : TWO

SUBJECT : TSL 3103 ELT METHODOLOGYLECTURER’S NAME : DR RAFIAH BINTI ABDUL RAHMAN

DATE ISSUES TO DISCUSS COMMENTLECTURER’S

SIGNATURE

18.2.2012 Receive the coursework task

by lecturer.

Task to be submit on 9th

April 2012.

22.2.2012 Understanding the need of the

coursework and have

discussion with classmates.

Draw the schedule of

work

10.3..2012 Briefing by lecturer about the

principles of a

method/approach in language

teaching context and the 20

minutes lesson plan.

Take note and start to

plan with peer.

24.3.2012 Submit the Task 1 ( Group

work ) and briefing by lecturer

on the Individual Task.

Received and record by

lecturer.

7.4.2012 Submit Task 2 ( Individual

Task )

Received and record by

lecturer.

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