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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