METHODS IN ENGLISH LANGUANGE TEACHING

AURAL-ORAL METHOD:THEORY AND PRACTICE

Oleh:

GUNTUR BRATAMA
NIM:2120203879102007

Makalah Disusun Untuk Memenuhi Tugas Mata Kuliah Filsafat Bahasa

PROGRAM STUDI TADRIS BAHASA INGGRIS

PASCASARJANA
INSTITUT AGAMA ISLAM NEGERI (IAIN) PAREPARE
2022
 Table of Contents

CHAPTER I INTRODUCTION .......................................................................................... 1

A. Background of Study ................................................................................................................ 2

B. Problem Formulation .............................................................................................................. 2
C. Benefit .................................................................................................................................... 3

CHAPTER II DISCUSSION ................................................................................................ 4

A. Defenition of Aural-Oral Method .............................................................................. 4
B. Kinds of Aural-Oral Language Approach .............................................................. 6
C. Characteristic ................................................................................................................... 8
D. Strength and weakness .................................................................................................. 8

CHAPTER II CONLUTION .............................................................................................. 11

CHAPTER II REFERENCES............................................................................................. 12

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 PREFACE
The writer wants to thank to Almighty God because of His bless and grace, he can

finish this paper. This paper titled ” Aural-Oral Method: Theory and Practice”. The

writer wrote it to fulfill the final assignment of English subject.

The writer also delivers his gratitude to Mr. Ambo Dalle, for his guidance to

complete it. This English paper provides the reader about aural-oral method: theory

and practice. The writer realizes that this paper is far from perfect in the arrangement

or in the content of the paper. The writer hopes that the suggestions from the reader

can be a support to make her better in the next paper project.

Finally, the writer expects that it can be a medium for the reader to deepen the

knowledge about the figure of speech and its application.

The Writers

Guntur Bratama

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 CHAPTER I
INTRODUCTION

A. Background of Study

Learning problems, which can be said as an act of implementing

educational efforts, are everyone's problems, so it is clear that it is necessary

and important to explain and formulate these learning problems in order to

make it easier for us to live them and actualize them in the learning process.

Within the scope of this study, there have been many educational experts who

are trying to find ways to learn properly and correctly. There have been many

theories put forward by educational experts. In addition, several existing

approaches have been identified, which will be discussed here is education.

One of the existing approaches, which will be discussed here, is the "Aural-

oral Approach" which is part of the Behaviorism school.

As we know, the flow of Behaviorism was pioneered by J.B. Watson.

Since 1912 Watson became famous for his investigations of the learning

process in animals. According to Watson, as a science of psychology, it must

be positive, so that the object is not awareness and other things that cannot be

observed, but behavior, more specifically, positive behavior, namely behavior

that can be observed.

Behavior is the reaction of the organism as a whole to external stimuli.

The reaction consists of certain physical movements and changes so that it

can be observed objectively. In this "Aural-oral Approach" there is a

movement reaction, namely saying something or speaking due to external

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 stimuli. This aural-oral approach is an approach because it has the basic

assumption that this language is what we hear and say (oral) while writing is

only a representation of speech.

As is known in teaching practice, according to this method, the

aspects of listening and speaking must be conveyed before the aspects of

reading and writing. This shows that since the beginning of teaching and

learning activities, the goal to be achieved is to actively master the language.

Grammar is not taught directly but through model sentences. The

consequence of implementing this aural-oral approach is to use audio-visual

aids intensively, for repetition and drill.

Another term for the aural-oral approach is also known, namely the

Audio Lingual Method. Actually, it can be described using the "min-men"

method (mimicry or imitating-memorization or memorization) and the pattern

practice method. Both of these methods have the same goal, namely the

ability to use spoken language spontaneously and the ability to understand

what is heard and said.

B. Problem Formulation

Based on the background described above, the formulation of the problem

can be formulated as follows:

1. What is the defenition of Aural-Oral Method?

2. What is the theory and practice of aural-oral method?

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C. Benefit

While the results of this study are expected to have two benefits, namely

scientific benefits, and benefits for teachers. Both of these benefits can be

summarized as follows:

1. Scientific benefits, the results of this study are expected to increase and

enrich the study materials.

2. Benefits for teachers, namely as a donation in the audience thought

reintroduce teaching methods.

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 CHAPTER II
DISCUSSION

A. Defenition of Aural-Oral Method

Historically this method emerged in the 60's, namely the 20th century

in the United States, where modern schools used it intensively. This method

is also a reaction to the reading method which is considered no longer

adequate to meet the needs and development of such a complex human being.

The focus of the study of this aural-oral method is on four language skills,

namely how to listen, speak, read and write.

So according to this method, language is what is heard and what is said,

which implies that there is a development of interactive communication

between individuals, as well as a human need for language to be used in the

intended communication. From this context, this method starts from a basic

assumption that the first language is speech. Therefore, language learning

must begin by listening to the sounds of the language in the form of words or

sentences, then pronounce them, of course, before moving on to learning to

read and write.

Aural-Oral Language Approach is an approach to the teaching

language that emphazise on mechanical drills and repetition. It focus on

mechanical repetition trough the use of orall drills lead also to complete

neglience of creative use of language and cognition. (Butler, 2017) says that

in the United States, the oral/aural approach is historically the oldest. Oral is

approach of deaf education have believed that deaf children are best served

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by instruction in lip-reading, in maximum use of residual hearing (through

amplification and auditory training), and in articulation to improve speech.

Aural-Oral Communication places the emphasis on the use of speech,

residual hearing and in some cases, speech reading (lip-reading.) Early

identification of hearing loss, consistent use of optimal amplification during

all waking hours, assistive listening devices or use of cochlear implants is

critical to following this philosophy since the child needs to understand the

spoken word. The student, for its part continually attempts to mimic what the

teacher said. Each day, as the young child matures, it makes rapid progress in

comprehending what the mother says, and it reproducing what it hears. First

one and two word utterances and then progressing on to phrases of several

words and finally complete sentences.

Zulfiqar, (2015) notes in language classes at these centers the native

speaker instructors would say a word, phrase, or sentence and then have the

students in the class say the same word, phrase, or sentence aloud, both

individually and as a group. Then the native speaker instructor will say the

same word, phrase, or sentence again, and have the students say it again

aloud. This process is repeated until all of the students in the class can say a

given word, phrase, or sentence with more or less the same pronunciation and

speed as the native speaker instructor. Then the teacher will go on to the next

word, phrase, or sentence in a lesson and repeat the whole process again.

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B. Kinds of Aural-Oral Language Approach

There are three kinds of this approaches are as follows Butler (2001).

1. Auditory-Oral Approach

a. This approach combines speech, use of residual hearing and speech

reading.

b. This approach is more traditional of the auditory verbal/oral

approaches.

c. The student will be trained to use his or her hearing and develop

expressive speech.

d. Pure oral strongly emphasizes no signing and speech is the only

acceptable means response.

e. The goal of this approach is to have the student mainstream into the

students‟ regular school after having completed an oral deaf or hard of

hearing special education program.

2. Auditory-Verbal Approach

a. Although the auditory-oral emphasize speech-reading, this method

does not.

b. The student is taught to listen first and is not required to look at the

speaker’s mouth for information.

c. Often, the student is mainstream from the start in a typical preschool

rather than a special self-contained oral program.

d. This method emphasize the increase like hood that student, hard of

hearing, can be educated to use even minimal amounts of residual

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 hearing permits these students to learn to listen, process verbal

language, and to speak.

e. With this method, disadvantages that are connected with dependence

on speech-reading are eliminated.

3. Auditory training

a. Auditory training is teaching person with a hearing impairment how to

use the residual or remaining hearing that is available to them with the

goal of maximizing use of speech and non-speech cues. In developing

an approach to auditory training, it is important that the clinician

consider the amount of hearing that the client has.

b. Clients with aided hearing levels in the mild to moderately severe

hearing range will work on sound discrimination skills.

c. Clients with aided hearing levels within the severe to profound

hearing loss range will improve the detection of sounds, particularly

environment sounds. Therefore, the person may develop at least a

functional use of hearing.

d. The emphasized is on the auditory skills that may be delayed or

missing altogether.

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C. Characteristics

This aural-oral method has several characteristics. The characteristics in

question are as follows.

1. Learning activities through this method were demonstrated, namely

grammar and sentence structure drills, speech exercises, and vocabulary

use exercises by imitating educators or native informants.

2. During the drill, the native informant acts as the drillmaster, by saying a

few sentences, which are imitated by the students several times until they

memorize them.

3. Grammar is taught indirectly through selected sentences as models or

patterns

4. At the advanced level the learning process is in the format of discussion

and dramatization.

5. The method varies, because it uses recordings, dialogues and drills called

the Audio-Lingual Method or the Aural-Oral Method.

D. Strength and weakness

This Aural-Oral method, like other methods, has strengths and weaknesses

that must be presented in a concrete way below.

1. Strength

a. This method has the principle that language is speaking, while writing

is a demonstration of speech.

b. Learning English must be done in gradation, starting from listening,

speaking, reading and then writing skills.

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 c. Technical language learning is in line with the technique of teaching

mother tongue to babies, which starts with listening to something and

then imitates it. Furthermore, the learning of reading and writing skills

will be found in schools.

d. The ideal method for teaching a language is to create language habits

through practice and repetition.

e. Students need to learn language, thus they must be trained to speak,

and do not need to be introduced to language structure and analysis.

f. Each language has its own rules, so it is not very useful to do

comparative and constructive studies.

g. The process of translating is very dangerous for students, so this must

be avoided.

h. According to this method, the most ideal is the presence of native

speakers.

2. Weakness

a. Practice automatically sometimes makes students parrot in mastery of

the language they are learning.

b. Memorizing and imitating educators (tape recording) sometimes

causes boredom among temporary students.

c. Experience shows that this method is very suitable for students who

like drama and simulation. Also this method is very useful for students

who have a low IQ, and not so for those who are intelligent.

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d. This method requires educators who are good in speech and intonation

in mastering the language they are learning, broad insight, high

imagination, and able to take advantage of opportunities and situations

in class for the benefit of their duties.

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 CHAPTER III
CONCLUSION

Teacher will find different situation and different types of students in

learning. Therefore, teacher should be creative and smart in choosing and using

different types of methods in teaching different skill of language. Teacher can use

aural-oral as teaching method in their teaching. Using aural-oral is very interesting

but challenging to do. It can be seen from some considerations. In one side it has

some benefits, but on the other side it also has some weaknesses. In addition, the

key factors of effective teaching are not the approaches and methods in language

teaching themselves but the teacher’s deliberate selection of different approaches

and methods and the devoted practice of putting theories into real teaching

activities in a corresponding social-cultural context. It is a fact that no approach or

method is perfect. However, there is no end for teacher to seek the perfection of

the approaches and methods in language teaching. The language teaching method

known as Aural-oral provides some valuable insights into the power of cognition

and creates techniques that make students feel comfortable, relaxed and

suggestible to the material being learned.

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 REFERENCES

Suhor, C. (1969). The Aural-Oral Method of Teaching Usage in the Total English

Program.

Sujariati, S. (2020). Improving the Students’ Listening Comprehension through Aural-Oral

Language Approach. Linguistic, English Education and Art (LEEA)

Journal, 3(2),486-505.

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