The application of Callan Method in improving the students‟ speaking fluency deals with accent and comprehension. The improvement of the students‟ speaking fluency dealing with accent and comprehension at the Tenth grade students‟ of SMK Negeri 8 Makassar can be seen clearly in the following table:
Table 2: The improvement of the students’ speaking fluency
Indicators
The Student’ Score Improvement
2.73. There was also significant improvement of students speaking fluency from cycle I to cycle II where the students‟ mean score of Accent in cycle II becomes 7.58 and the students‟ mean score of comprehension was 7.51 so the improvement of students‟
speaking fluency achievement from cycle I to cycle II was 4.66
The table above shows that there was significant improvement of students‟
speaking fluency after taking action in cycle I and cycle II through the application of Callan method. The improvement of students‟ speaking fluency from Diagnostic – test to cycle II was 4.66
To see clearly the percentage score improvement of the students‟ speaking fluency, following chart was presented:
Figure 2: The Improvement of the Students’ Speaking Fluency
The chart above shows the improvement of the students‟ speaking fluency in cycle II is higher (7.55) than cycle I (6.56) and D-Test (5.15). It also shows that the result of D-Test was the lowest achievement. (D-Test < Cycle I < Cycle II). After
evaluation in cycle I and cycle II, there was significant improvement of the students‟
speaking accuracy that shown clearly in the chart after taking an action in cycle through Callan method, that was 4.66
3. The Improvement of the Students’ Speaking Ability
The application of Callan Method in improving the students‟ speaking ability deals with speaking accuracy and speaking fluency. The improvement of the students‟
speaking ability that dealing with accuracy and fluency can be seen clearly in the following table:
Table 3: The improvement of the students’ speaking ability
Indicator s
The Student’ Score Improvement
D- Test
Cycle I Cycle II
DT CI CI CII DT CII
Accuracy 5.17 6.43 7.55 2.43 1.74 4.60
Fluency 5.15 6.36 7.55 2.34 1.87 4.66
10.3 12.7 15.1 2.33 1.88 4.66
X
5.16 6.39 7.55 2.38 1.81 4.63The table above indicates that there was improvement of the students‟ speaking ability from D-Test to cycle I and cycle II, which in D-Test the students‟ mean score achievement in speaking ability was 5.16. It was categorized as poor achievement. After
evaluation in cycle I the students‟ speaking ability becomes 6.39 it categorized as fair.
So the improvement of students‟ speaking ability achievement from D-Test to cycle I was 2.38. There was also significant improvement of students speaking ability from cycle I to cycle II where the students‟ speaking ability in cycle I was 6.39 and in cycle II was 7.55. The students‟ achievement in cycle II was categorized as good, so the improvement of students‟ speaking ability achievement from cycle I to cycle II was 1.81 (Poor Fair Good)
The table above proves that the use of Callan Method in teaching and learning process was able to improvement of students‟ speaking ability after taking action in cycle I and cycle II where the students‟ achievement in cycle II was the highest (Cycle II
> Cycle I > Diagnostic- test) and the improvement of students‟ speaking ability from diagnostic – test to cycle II was 4.63
To see clearly the improvement of the students‟ speaking ability, following chart was presented:
Figure 3: The Improvement of the Students’ Speaking Ability
The chart above shows the improvement of the students‟ speaking ability in cycle II was higher (7.55) than cycle I (6.39) and D-Test 5.16. (Cycle II > Cycle I >
Diagnostic - Test). It also showed that the result of Diagnostic -Test was the lowest achievement. The students‟ achievement in Diagnostic test was categorized as poor.
After evaluation in cycle I and cycle II, there was significant improvement of the students‟ speaking ability where the result of cycle I was categorized as fair and cycle II categorized as good (Poor Fair Good ). The improvement shows clearly in the chart above was 4.63
4. The Result of the Students’ Activeness in Teaching and Learning Process The result of observation of the students‟ activeness in teaching and learning process toward the application of Callan Method in improving the students‟ speaking ability at the first grade students‟ of SMK Negeri 8 Makassar which was conducted in 2 cycles during 8 meetings was taken by the observer through observation sheet. It can be seen clearly through the following table:
Table the observation result of the students’ activeness in learning process.
Cycle
Meetings
Averag e Score
Improvemen t
I II III IV
I
61.25 62.7% 75% 80%
70.93% 5.94%
%
II 75% 71.25
%
78.75% 82.5% 76.87%
The result above was formulated based on the technique of data analysis and the students‟ scores that were collected through observation sheet. From the table above shows that in cycle I the students‟ activeness in each meeting improved significantly. It can be seen clearly in table that the students‟ activeness in the fourth meeting was higher than the first, the second and the third meeting, where the first meeting in cycle I the students‟ activeness was 61.25% and it improved to 67.5% in the second meeting, and then students‟ activeness in the third meeting was 75% improved to 80% in the forth meeting, So the average of the students‟ activeness in cycle I was 70.93%.
In cycle II the improvement of students‟ activeness was up and down. Where in the first meeting in cycle II the students‟ activeness was 75% decrease to 71.25% in the second meeting and it is lower than the first meeting. It was caused by the discussed topic which is not interesting for the students. In the third meeting in cycle II the students‟ activeness improved normally to 78.75%, and then in the forth meeting the students‟ activeness improved to 82.5%. It was caused by the teaching material was really interesting for the students and the teacher gave them motivation when opened the class. So the average of the students‟ activeness in cycle II is 76.87%. Later, the result was presented in the chart below that shows the average of student‟ activeness in the first cycle and the second cycle.
Figure 4: The Improvement of the Students’ Activeness
The chart above shows that there was improvement of students‟ activeness in teaching and learning process where in cycle I was (70.93%) lower than cycle II, but after conducting cycle II the students‟ activeness in learning process becomes 76.87%.
(Cycle I < Cycle II). The improvement of students‟ activeness was 5.94%