Abstrak
ABSTRACT Student, Name1 Supervisor 1, Name2 Supervisor 2, Name3 (Susanti Kondamara1) (Jos Bire2) (Eltina A. Maromon3) English Education Study Program. Teacher Training and Education Faculty. Artha Wacana Christian University. Kupang. Indonesia Email. [email protected] Speaking is the essence learning the language. Active communication cannot be acquired if learners cannot speak what their minds. However, teaching speaking is not an easy job, there are problems to solve and teachers play a huge role to make learners understand. The need for a strategy to solve problems cannot be denied as well. One of method that can be implemented was audio lingual, “Audio lingual method is one of effective methods in increasing students speaking skills” Amelia, (2012). Audio Lingual Method teaching students to use grammatical sentence patterns. Based on background above, the writer wants to know how the process of implementing the audio lingual method is and what problems faced by the teacher of SMPN 1, because when the writer approached the teacher, audio lingual method already implemented and there were problems faced. In this research, the writer used descriptive qualitative and purposive sampling technique to determine sample. The writer chose English teacher of 9K as sample. In collecting data, the writer used observation and interview as research instrument. Technique for analysing data is descriptive qualitative research by four steps; collecting data, classifying the data, verification and conclusion. The result and conclusion of this research; writer conducted research in three meetings. Based on observation, English teacher of SMP N 1 already followed the procedures of audio-lingual method. It was an effective method for 9K because it helped students practice English more. The teacher still can handle students even there were problems faced; lack of vocabulary, and confident.