The Implementation of the Audio-Lingual Method in Teaching Vocabulary
DOI:
https://doi.org/10.58194/eloquence.v3i1.1494Keywords:
Implementation, Audio-Lingual Method, Teaching VocabularyAbstract
Background: The implementation of the Audio-Lingual Method is crucial in teaching Arabic vocabulary. Therefore, careful planning, precise implementation, and accurate evaluation are necessary to achieve optimal learning outcomes.
Purpose: To describe the three main steps: Planning, Implementation, and Evaluation, as well as the supporting and inhibiting factors in the application of the audio-lingual method for Year 10 students at MAN Kota Pekalongan.
Method: This research is qualitative, with data sourced from Arabic language teachers, the Deputy Curriculum Head, the Principal, and students. Data collection techniques refer to the theory by Miles and Huberman, which includes data reduction, data display, and conclusion drawing.
Results and Discussion: The findings indicate that the planning stage includes the preparation of teaching administration, lesson plans, and teaching materials. The implementation activities begin with classroom organisation, presentation of learning objectives, and delivery of lesson content. Evaluation is used to assess students’ understanding of vocabulary through relevant exercises. Challenges faced in the application of this method include limited facilities, low student interest, and the heavy administrative burden on teachers, which hinders effective teaching.
Conclusions and Implications: The conclusion of this research shows that although the Audio-Lingual Method has great potential in teaching Arabic vocabulary, various challenges need to be addressed to enhance its effectiveness. The implications of this research include the need for adequate support facilities, increased student motivation, and a reduction in the administrative burden for teachers. With these steps, it is hoped that Arabic language teaching can become more effective and engaging for students.
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