This thesis investigates the effectiveness of the Audiolingual Method in teaching English tenses to junior high school students at SMPN 8 Banda Aceh. The research addresses two primary questions: (1) Is the use of the Audiolingual Method effective for learning English tenses? and (2) What are the obstacles in using the Audiolingual Method in learning English tenses in the classroom? A quantitative research design was used that involved pre-test and post-test (approach with a sample of 31 students). Findings indicate a significant improvement in students' mastery of English tenses, with the pre-test scores averaging 63.60 and the post-test scores averaging 80.96, demonstrating an increase of 17.36 points. Statistical analysis confirmed the effectiveness of the method, as the p-value was less than 0.05, allowing for the rejection of the null hypothesis. Additionally, a questionnaire revealed that most students perceived the Audiolingual Method as beneficial, noting that it had increased their engagement, confidence, and enjoyment in learning. However, challenges were also identified, particularly related to the diverse learning styles of students, which impacted the effectiveness of the method for some individuals. The study concludes that while the Audiolingual Method is effective in enhancing the understanding of tenses, it is essential for educators to adapt teaching strategies to accommodate various learning preferences in the classroom.