The Audio-Lingual Method as a Teaching Strategy for Arabic

Abstract

This study evaluates the implementation and effectiveness of the Audio-Lingual Method (ALM) in Arabic language teaching at SMP IT Omar. ALM, known for its focus on repetitive drills and pattern practice, was applied to improve students' basic Arabic language skills, particularly grammar and pronunciation. Findings indicate that ALM successfully enhances these foundational skills, with students demonstrating improved accuracy in sentence structure and pronunciation. However, the method's limitations include insufficient development of advanced communication skills and potential student boredom due to repetitive exercises. Comparative analysis with existing literature supports the effectiveness of ALM for basic language acquisition but also highlights its shortcomings in fostering more complex language abilities. The study suggests that integrating contextual communication activities and varying teaching methods could address these limitations and enhance overall student engagement. Additionally, identified challenges such as technical limitations and inconsistent teacher application need to be addressed through improved resources and professional development. In conclusion, while ALM is effective for building foundational skills in Arabic, its application at SMP IT Omar would benefit from complementary approaches and strategic improvements to fully support language learning and maintain student motivation.