Improving Students’ Speaking Ability through Audiolingual Method in Producing Asking, Giving, and Refusing Expressions at Junior High School
DOI:
https://doi.org/10.37251/xj351x87Keywords:
Audiolingual Method, Classroom Action Research, English Language Teaching, Junior High School Students, Speaking SkillAbstract
Purpose of the study: This study aimed to determine whether the implementation of the Audiolingual Method could improve the speaking skill of first-year students at Junior High School State 26 Makassar, particularly in producing asking, giving, and refusing expressions in English conversations.
Methodology: This study used Collaborative Classroom Action Research (CAR) based on Kemmis and McTaggart’s model with two cycles consisting of planning, action, observation, and reflection. The subjects were 23 students of SMP Negeri 26 Makassar. Instruments included speaking tests, observation checklists, lesson plans, students’ worksheets, and scoring rubrics adapted from Heaton (1988) covering accuracy, fluency, and comprehensibility.
Main Findings: The findings showed significant improvement in students’ speaking skills after applying the Audiolingual Method. The mean score increased from 2.2 in the pre-test to 3.8 in Cycle I and 4.4 in Cycle II. Students also showed better classroom participation, confidence, cooperation, pronunciation, fluency, and comprehensibility during speaking activities.
Novelty/Originality of this study: This study highlights the effectiveness of the Audiolingual Method through systematic drilling and repetition activities to improve junior high school students’ speaking performance. Unlike previous studies focusing on pictures or questioning techniques, this research emphasizes oral habit formation, pronunciation practice, and communicative confidence using structured dialogue repetition in classroom action research.
References
[1] K. Vireak and L. Bunrosy, “Exploring language teaching methods: an in-depth analysis of grammar translation, direct method, and audiolingual method: A literature review,” Int. J. Adv. Soc. Sci. Educ., vol. 2, no. 2, pp. 151–168, 2024, doi: 10.59890/ijasse.v2i2.1766. DOI: https://doi.org/10.59890/ijasse.v2i2.1766
[2] R. A. Ma’rifah, “The effect of audio-lingual method toward teaching speaking ability in private english course,” Res. English Lang. Teach. Indones., vol. 11, no. 01, pp. 57–66, 2023, doi: 10.26740/rt.v11i01.45199.
[3] I. Manda and S. Hermansyah, “Audio-lingual method to improve students’ english speaking skills,” Qalamuna - J. Pendidikan, Sos. dan Agama, vol. 14, no. 1, pp. 563–578, 2022, doi: 10.37680/qalamuna.v14i1.4460. DOI: https://doi.org/10.37680/qalamuna.v14i1.4460
[4] A. Aprianto, M. Ritonga, Y. Marlius, and R. Nusyur, “The influence of using audio-lingual method on students’ speaking skill in Madrasah Diniyah Takmiliyah Awwaliyyah,” J. Arab. Lang. Teaching, Linguist. Lit., vol. 3, no. 2, pp. 147–160, 2020, doi: 10.22219/jiz.v3i2.12514. DOI: https://doi.org/10.22219/jiz.v3i2.12514
[5] H. Rahman, G. Sakkir, S. Khalik, and S. Hermansyah, “Audio-lingual method to improve students’s speaking skill at SMP Negeri 1 Baranti,” Laogi English Lang. J., vol. 6, no. 1, pp. 15–21, 2008, doi: 10.55678/loj.v6i1.215. DOI: https://doi.org/10.55678/loj.v6i1.215
[6] K. Kakunta and W. Kamanga, “Microteaching : Audio-lingual method,” J. Educ. Verkenn., vol. 1, no. 1, pp. 25–30, 2020, doi: 10.48173/jev.v1i1.27. DOI: https://doi.org/10.48173/jev.v1i1.27
[7] M. A. Putra, D. Fridayanto, and B. P. Aji, “Enhancing efl learners’ speaking skills through the audio-lingual method,” Univ. Teknol. Yogyakarta, vol. 5, no. 1, pp. 30–38, 2022, doi: 10.33503/journey.v5i1.514. DOI: https://doi.org/10.33503/journey.v5i1.514
[8] S. A. Putri and S. Amri, “The students’ difficulties factors in speaking,” J-Shelves of Indargiri, vol. 1, no. 2, pp. 115–129, 2020, doi: 10.32520/jsi.v1i2.1059. DOI: https://doi.org/10.32520/jsi.v1i2.1059
[9] N. A. Wulandari and S. Amalia, “Investigating speaking difficulties of senior high school students: Linguistics and psychological problems,” Acad. J. English Lang. Educ., vol. 6, no. 1, 2022, doi: 10.29240/ef.v6i1.4271. DOI: https://doi.org/10.29240/ef.v6i1.4271
[10] A. Normawati, D. A. Nugrahaeni, and N. S. K. H. Manggolo, “EFL learners ’ difficulties in speaking English,” English Lang. Educ. Spectr., vol. 1, no. 1, pp. 1–9, 2023, doi: 10.53416/electrum.v1i1.116. DOI: https://doi.org/10.53416/electrum.v1i1.116
[11] R. Rusdin and D. Purwati, “Speaking up: A comprehensive investigation of efl secondary students’ speaking skill problems in Indonesia’s islamic school context,” J. English Lang. Stud., vol. 5, no. 2, pp. 236–249, 2023, doi: 10.31849 elsya.v5i2/11911 Vol. DOI: https://doi.org/10.31849/elsya.v5i2.11911
[12] A. H. Qadi, “Use of Refusal Strategies among Saudi EFL Students : An Investigative Study,” English Lang. Teach., vol. 14, no. 7, pp. 27–43, 2021, doi: 10.5539/elt.v14n7p27. DOI: https://doi.org/10.5539/elt.v14n7p27
[13] A. Mohammad, “I know how to manage my time”: Refusal strategies by efl nursing students,” SAGE J., vol. 1, no. 7, pp. 0–6, 2022, doi: 10.1177/21582440221093328. DOI: https://doi.org/10.1177/21582440221093328
[14] K. Khaeruddin and A. Rahmadana, “Problem-based group discussion: An effective elt technique to improve vocational high school students’ transactional speaking skills,” J. Ilmu Budaya, vol. 8, no. 2, pp. 247–258, 2020, doi: 10.34050/jib.v8i2.11032. DOI: https://doi.org/10.34050/jib.v8i2.11032
[15] P. F. Ihsani, D. S. Nanda, and S. Susanto, “Insights into enhancing english pronunciation and vocabulary through drilling and word repetition techniques,” J. Sci. Insights, vol. 2, no. 1, pp. 35–47, 2025, doi: 10.69930/jsi.v2i1.276. DOI: https://doi.org/10.69930/jsi.v2i1.276
[16] N. Aini, N. Khoyimah, and I. Santoso, “Improving students speaking ability through repetition drill,” Prof. J. English Educ., vol. 3, no. 1, pp. 26–35, 2020, doi: 10.22460/project.v3i1.p26-35. DOI: https://doi.org/10.22460/project.v3i1.p26-35
[17] M. P. Mendrofa and M. Wijaya, “Benefits of drilling repetition in enhancing second language learners’ speaking ability,” Int. J. English Appl. Linguist., vol. 2, no. 2, pp. 263–270, 2022, doi: 10.47709/ijeal.v2i2.1583. DOI: https://doi.org/10.47709/ijeal.v2i2.1583
[18] E. Elisathusilawani, “Exploring efl students’ speaking challenges in their speaking for social purposes,” J. English Educ., vol. 9, no. 1, pp. 10–21, 2023, doi: 10.20885/jee.v9i1.28010. DOI: https://doi.org/10.20885/jee.v9i1.28010
[19] B. Salsabila, B. Munawaroh, A. A. El-sulukiyyah, E. Geovanny, and P. Chuquin, “The analysis of pronunciation challenges of efl students in senior high school: causes and solutions,” Indones. J. Multidiscip. Educ. Res., vol. 3, no. 1, pp. 28–41, 2025, doi: 10.30762/ijomer.v3i1.4514. DOI: https://doi.org/10.30762/ijomer.v3i1.4514
[20] M. A. Gharamah, N. Hidayanto, P. Setyo, E. Pohan, and Y. A. Alsamiri, “Improving english pronunciation through phonetics instruction in yemeni efl classrooms,” J. Lang. Lang. Teach., vol. 12, no. 2, pp. 930–940, 2024, doi: 10.33394/jollt.v%vi%i.10720. DOI: https://doi.org/10.33394/jollt.v12i2.10720
[21] V. Utami, “EFL learner’s pronunciation problems: a phonological analysis,” J. BASIS, vol. 7, no. 1, pp. 171–184, 2020, doi: 10.33884/basisupb.v7i1.1788. DOI: https://doi.org/10.33884/basisupb.v7i1.1788
[22] M. Abdalla, A. Mohammed, S. Ali, and M. Idris, “Challenges of Pronunciation to EFL Learners in Spoken English,” Multicult. Educ., vol. 6, no. 5, pp. 193–203, 2020, doi: 10.5281/zenodo.4408549.
[23] S. F. Jahara and A. H. Abdelrady, “Pronunciation problems encountered by EFL learners: An empirical study,” Arab World English J., vol. 12, no. December, pp. 194–212, 2021, doi: 10.24093/awej/vol12no4.14. DOI: https://doi.org/10.24093/awej/vol12no4.14
[24] A. R. Putri, E. Zulida, and S. Asra, “A study of students’ anxiety in speaking,” J. Educ. Linguist. Lit. Lang. Teach., vol. 3, no. 1, pp. 35–47, 2020, doi: 10.33059/ellite.v3i01.2177.
[25] A. Gumartifa and I. Syahri, “English speaking anxiety in language learning classroom,” English Lang. Focus, vol. 3, no. 2, pp. 99–108, 2021, doi: 10.24853/elif.3.2.99-108.
[26] N. Canestra and A. Putra, “Students’ anxiety in speaking english in the classroom,” J. Cult. English Lang. Teaching, Lit. Linguist., vol. 10, no. 2, pp. 108–120, 2023, doi: 10.22219/celtic.v10i2. DOI: https://doi.org/10.22219/celtic.v10i2.28039
[27] M. E. Damayanti and L. Lisyani, “An analysis of students’ speaking anxiety in academic speaking class,” English Lang. Teach. Res. J., vol. 4, no. 2, pp. 152–170, 2020, doi: 10.37147/eltr.2020.040206. DOI: https://doi.org/10.37147/eltr.v4i2.70
[28] Z. Xiuwen and A. B. Razali, “An analysis of students’ speaking anxiety in academic speaking class an overview of the utilization of tiktok to improve oral english communication competence among EFL undergraduate students,” Univers. J. Educ. Res., vol. 9, no. 7, pp. 1439–1451, 2021, doi: 10.13189/ujer.2021.090710. DOI: https://doi.org/10.13189/ujer.2021.090710
[29] Y. Long, “Research on oral english teaching strategies in junior high school based on communicative language teaching,” Educ. Rev., vol. 7, no. 5, pp. 620–624, 2023, doi: 10.26855/er.2023.05.016. DOI: https://doi.org/10.26855/er.2023.05.016
[30] A. Yusra and S. Neviyarni, “A review of behaviorist learning theory and its impact on the learning process in schools,” Int. J. Educ. Dyn., vol. 5, no. 1, pp. 81–91, 2022, doi: 10.24036/ijeds.v5i1.373. DOI: https://doi.org/10.24036/ijeds.v5i1.373
[31] M. S. Fauzi, A. L. F. Nawangsari, and M. F. Rosyada, “The role of language acquisition theory in Arabic online learning (skinner’s behaviorism perspective),” J. Arab. Lang. Teaching, Linguist. Lit., vol. 5, no. 1, pp. 75–86, 2022, doi: 10.22219/jiz.v4i3.19648. DOI: https://doi.org/10.22219/jiz.v5i1.19648
[32] E. Yulianti, “Implementation of behavioristic learning theory in language learning,” Int. J. Educ. Inf. Technol. Others (IJEIT), vol. 6, no. 2, pp. 383–390, 2023, doi: 10.5281/zenodo.8098135.
[33] A. N. Syafiq, A. Rahmawati, and T. Oktaviana, “Increasing speaking skill through youtube video as English learning material during online learning in pandemic covid-19,” J. English Lang. Stud., vol. 3, no. 1, pp. 50–55, 2021, doi: 10.31849/elsya.v3i1.6206. DOI: https://doi.org/10.31849/elsya.v3i1.6206
[34] D. Herlisya and P. Wiratno, “Having good speaking English through tik tok application,” J. Corner Educ. Linguist. Lit., vol. 1, no. 3, pp. 191–198, 2022, doi: 10.54012/jcell.v1i3.35. DOI: https://doi.org/10.54012/jcell.v1i3.35
[35] K. K. Mahara, “Teachers’ perceptions on participatory action research in classroom for english language teaching and learning,” J. Tikapur Mult. Campus, vol. 7, no. February, pp. 1–21, 2024, doi: 10.3126/jotmc.v7i1-2.63138. DOI: https://doi.org/10.3126/jotmc.v7i1-2.63138
[36] M. Qureshi, D. Mahdiyyah, Y. Mohamed, and M. Ardchir, “Scale for measuring arabic speaking skills in early children’s education,” J. Int. Ling. Technol., vol. 1, no. August, pp. 114–130, 2022, doi: 10.55849/jiltech.v1i2.81. DOI: https://doi.org/10.55849/jiltech.v1i2.81
[37] H. A. Saed, A. S. Haider, S. Al-salman, and R. F. Hussein, “The use of YouTube in developing the speaking skills of Jordanian EFL university students,” Heliyon, vol. 7, no. 7, p. e07543, 2021, doi: 10.1016/j.heliyon.2021.e07543. DOI: https://doi.org/10.1016/j.heliyon.2021.e07543
[38] M. S. Hadi and E. D. Indriani, “TikTok as a media to enhancing the speaking skills of EFL student ’ s,” J. Stud. Guru dan Pembelajaran, vol. 4, no. 1, pp. 89–94, 2021, doi: 10.30605/jsgp.4.1.2021.525.
[39] P. Garside and M. C. Johnston, “Investigating the assessability of speaking proficiency in a group discussion context,” A J. Lang. Test. Eval. Japan, vol. 28, no. 1, 2024, doi: 10.37546/JALTSIG.TEVAL28.1. DOI: https://doi.org/10.37546/JALTSIG.TEVAL28.1-1
[40] R. Koizumi and Y. In, “Predicting functional adequacy from complexity , accuracy , and fluency of second-language picture-prompted speaking,” System, vol. 120, no. March 2023, p. 103208, 2024, doi: 10.1016/j.system.2023.103208. DOI: https://doi.org/10.1016/j.system.2023.103208
[41] W. Fadila and E. Trisno, “Enhancing speaking skills through performance assessment: A study in junior high school,” Al-Ishlah J. Pendidik., vol. 17, no. 1, pp. 1550–1562, 2025, doi: 10.35445/alishlah.v17i1.6255. DOI: https://doi.org/10.35445/alishlah.v17i1.6255
[42] A. Khan, T. Tariq, S. Ali, and J. Hussain, “Assessment of students’ speaking skills using the competent speaker speech rubric,” Qlantic J. Soc. Sci. Humanit., vol. 5, no. 1, pp. 344–353, 2024, doi: 10.55737/qjssh.551679349. DOI: https://doi.org/10.55737/qjssh.551679349
[43] S. Setyawan, V. Dewangga, and Z. E. Pudyastuti, “Speech fluency and accuracy as indicators of academic speaking proficiency,” J. English Acad. Prof. Commun. JEAPCO, vol. 12, no. 1, pp. 79–91, 2026, doi: 10.25047/jeapco.v12i1.6019.
[44] T. Prihandono, A. Supriyono, and U. F. Abdillah, “Analysis of differentiate learning with classroom action research to improve physics activities and outcomes,” J. Penelit. Pendidik., vol. 9, no. 9, pp. 7427–7433, 2023, doi: 10.29303/jppipa.v9i9.3426. DOI: https://doi.org/10.29303/jppipa.v9i9.3426
[45] I. Latihfa and I. Safrida, “Improving students’ language skills with punakawan wayang media at ra Mansyaul Huda: A classroom action research,” J. Indones. Prim. Sch., vol. 2, no. March, pp. 13–24, 2025, doi: 10.62945/jips.v2i1.415. DOI: https://doi.org/10.62945/jips.v2i1.415
[46] S. Semathong, “Participatory action research to develop the teachers on classroom action research,” Int. J. Educ., vol. 11, no. 3, pp. 29–36, 2023, doi: 10.34293/ education.v11i3.6118. DOI: https://doi.org/10.34293/education.v11i3.6118
[47] K. Yatima, Y. W. Astika, and S. Kadarsih, “Applying peer feedback on students’ descriptive writing in efl classroom: A classroom action research at one of islamic senior high school in Jambi,” Int. J. Southeast Asia, vol. 1, no. 1, pp. 34–40, 2020, doi: 10.47783/journijsa.v1i2.158. DOI: https://doi.org/10.47783/journijsa.v1i2.158
[48] P. Pahri, “The implementation of total physical response (TPR) method in improving Arabic speaking skills,” Arab. as Foreign Lang. J., vol. 1, no. 2, pp. 63–72, 2021, doi: 10.31869/afl.v1i2.2872. DOI: https://doi.org/10.31869/aflj.v1i2.2872
[49] M. Asikin, “The use of describing picture strategy to improve students’ speaking skill,” J. Appl. Linguist. English Educ., vol. 1, no. 02, pp. 41–49, 2023, doi: 10.36456/jalle.v1i2.8697. DOI: https://doi.org/10.36456/jalle.v1i2.8697
[50] S. Sarmila, T. Murtiningsih, and N. A. Pebriano, “Utilizing the picture describing strategy for enhancing speaking skills in teaching,” J. Keilmuwan dan Keislam., vol. 2, no. 1, pp. 59–65, 2023, doi: 10.23917/jkk.v2i1.59. DOI: https://doi.org/10.23917/jkk.v2i1.59
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Irwansyah Jurmasari, Masoud Rahimi Domakani, Amin Ali Mubarak
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Journal of Language, Literature, and Educational Research is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
1.png)
.png)
.png)
