Enhancing students' speaking ability using the Callan method (A Classroom Action Research at the First Grade of SMK Negeri 8 Makassar), under the thesis of the English Education Department, Faculty of Teacher Education and Training, Makassar Muhammadiyah University (supervised by Bahrun Amin and Ummi Khaerati Syam). This research aimed to explain the improvement of students' speaking ability in terms of accuracy in handling vocabulary and pronunciation and fluency in accent and comprehension.
Preview Related Findings
Concept of Speaking 1. Definition of Speaking
- Classroom Speaking Activities
- Problem Speaking
- Characteristic of Successful Speaking Activities
- Principles in Teaching Speaking
- Type of classroom Speaking Performance
With the play scripts, it is important that the students learn to act as if they were real. As they do so, the teacher can act as a resource and help them through the design process.
Concept Callan method 1. What is Callan Method
Advantages of Callan Method
The Callan Method aims to teach students the basic English grammar and most essential vocabulary.
Student-teacher and teacher student interaction
He claims that his method overcomes boredom through high speed, and bad memory through revision. The author emphasizes that when one learns a language, it is not only sufficient to remember the word, but to be able to recall it whenever necessary, which requires a quick reflex development.
Procedures
The method is widely used in many countries to teach English to non-native speakers. The purpose of the method is to get the students actively involved in the learning process by asking a series of questions to which the students must provide answers. Students read the content of the lesson and no additional materials until they reach a higher level – level 11, where they practice reading comprehension.
This type of reading activity does nothing but practice the sounds and stress of individual words. In addition to question-answer exercises and reading, KM uses dictation as one of the teaching techniques. This type of dictation is suitable for entry levels when students "write letters, words and possibly sentences in English to learn the conventions of the spelling code" (Brown, 2007, p.399).
Conceptual Framework
The Callan method was one of the good techniques for teaching speaking because it allows each student to speak the target language for a longer period of time and the students naturally produce more language skills. In this activity, the students have to answer the question, the answers are given by the teacher and the students imitate the pronunciation and accent of the researcher. In the final phase of cycle I, the technique was unsuccessful; the research was continued into cycle II, which had the same phases of cycle I.
Research design
The answers are given by the teacher and the students imitate the researchers". pronunciation and accent. The researcher gave the students about ten to fifteen minutes to remember the questions and again prompting the students to repeat his accent and pronunciation, and then check their understanding through questions and answers. g. The researcher asked different questions to each student and the answer was given by the teacher and the students imitate the pronunciation and accent of the researchers.
The researcher read dictation at a speed that gave the students an understanding of writing in a foreign language. Then the researcher asked the students to translate a text from their paper f. Last session the researcher gave students about ten to fifteen.. minutes time to remember questions and again get the students to repeat researchers pronunciation and accent and then check their understanding through questions and answers. g. From the result of the research, the researcher could conclude that Callan Method can improve the students' speaking ability.
Reshearch instrument
Then, reflected by seeing the result of the observation, whether the teaching learning process of speaking using Callan Method achieved success criteria based on the test result of second action.
Data sources
Data Collection
Fairly good 6.6 – 7.5 They sometimes speak hurriedly, but quite good at using vocabulary. They speak very hastily and multiple sentences are not appropriate using vocabulary and little or no communication. Very poor 0.0 – 3.5 They speak very hastily and several sentences are not appropriate in accent and little or no communication.
Very good 8.6 – 9.5 Their speaking is very intelligible and very good comprehension Good 7.6 – 8.5 They speak effectively and well.
The Findings
The Improvement of the Students’ Speaking Accuracy
The table above shows that there was an improvement in the accuracy of the students' speech from the Diagnostic Test in cycle I and cycle II, in terms of pronunciation and vocabulary. There was also a significant improvement in the accuracy of students' speech from cycle I to cycle II, where the average score of students' pronunciation in cycle II was 7.62 and the average score of vocabulary in cycle II was 7.49, so the improvement of the accuracy of student speaking. the achievement from cycle I to cycle II was 2.45. Diagnostic-test) and the improvement of students' speaking accuracy from the Diagnostic-test in cycle II was 4.60.
The graph above shows the improvement in students' speaking accuracy, which was higher in Cycle II (7.55) than in Cycle I (6.43) and the diagnostic test (5.17). After evaluation in cycle I and cycle II there was a significant improvement in the speaking accuracy of the students, with the result of cycle I categorized as fair and cycle II as good (poor fairly good). The application of the Callan method in improving the speaking skills of the students speaking skills is about accent and comprehension.
Test Cycle I Cycle II
The Improvement of the Students’ Speaking Ability
The use of the Callan method in improving students' speaking ability deals with speaking accuracy and fluency. The table above shows that there was an improvement in students' speaking ability from D-test to I. and II. cycle, whereby the average achievement of students' speaking ability in the D-test was 5.16. The speaking ability of students from I to II also improved significantly. cycle, where the speaking ability of the students in the first cycle was 6.39 and in the second cycle
Students' achievements in cycle II were categorized as good, so the improvement in students' speaking ability achievements from cycle I to cycle II was 1.81 (Looks quite good). The graph above shows that the improvement of students' speaking ability in cycle II was higher (7.55) than cycle I (6.39) and D-Test 5.16. After the assessment in cycle I and cycle II, there was a significant improvement in the students' speaking ability where the result of cycle I was categorized as fair and the result of cycle II was categorized as good (Poor Fair Good.
The Result of the Students’ Activeness in Teaching and Learning Process The result of observation of the students‟ activeness in teaching and learning
The result of the Students' Activity in Teaching and Learning Process The result of observing the students' activity in teaching and learning. The result above was formulated based on the technique of data analysis and the students' scores collected through observation sheet. The table above shows that in cycle I the students' activity in each meeting improved significantly.
Where in the first meeting in cycle II the students' activeness decreased 75% to 71.25% in the second meeting and this is lower than the first meeting. In the third meeting in cycle II, the students' activity normally improved to 78.75%, and in the fourth meeting the students' activity improved to 82.5%. The graph above shows that there was improvement in students' activeness in teaching and learning process where in cycle I (70.93%) was lower than cycle II, but after the execution of cycle II the students' activeness in learning process becomes 76.87%.
Discussion
The improvement of the students’ speaking accuracy and fluency by using Callan Method
Table 1 showed that there was an improvement in the accuracy of the students' speaking ability in the 1st and 2nd cycle, in terms of pronunciation and vocabulary. In the 1st cycle, the average score of the students' pronunciation was 6.43 and 6.43. It shows that there was an improvement in students' accuracy from I to II. cycle 2.45%. Table 2 showed that there was an improvement in the speaking fluency of students in I. and II. cycle, viewed from the point of view of accent and comprehension.
It showed that there was an improvement if the students' fluency score was from I to II. cycle 1.50%. The explanation above explains that when the researcher implemented the action in cycle II, the mean score of the students improved from 6.39 to 7.55. The standard grade in SMK was achieved. Observation in I. and II. cycle, with the teacher recording all the students' activities in each session, so that the teacher can measure the improvement in the student's speaking skills, which deal with accuracy and fluency.
Conclusions
In the third session of cycle II, the students' activity became normal to 78.75% and then in the fourth session, the students' activity improved to 82.5%. By using the Callan method, students were more active in the learning process, especially in speaking activities. The process of teaching and learning goes well during the classroom action research of the eight-year-old students at SMKN 8 Makassar because the students are enthusiastic about studying English.
Suggestions
Students should also not forget to memorize many everyday English expressions in order to make them speak easily in their activities. The application of Callan method can significantly improve students' speaking ability in terms of accuracy in dealing with pronunciation and vocabulary in first grade students of SMKN 8 Makassar. So it was strongly suggested to be applied in teaching English speaking in the classroom in order to improve the students". Teachers should be creative in teaching English, especially in speaking, because to master English, you need more technique or method to improve it.
In order to generally improve students' speaking ability, there are many cases that need to be improved, such as: speech precision, speaking fluency, how to deliver speech, etc., but in this research, the researcher focused attention on improving students' speaking accuracy and fluency. But it is better to use this method to get to know the students'. improving speaking ability with various discussions. Improving students' speaking ability through team-assisted individualization. 1996) "A Course in Language Teaching Practice and Theory" Cambridge, England: Cambridge University Press.
THE MEAN SCORE FOR D-TEST
Accuracy
Fluency
NOTE
THE MEAN SCORE FOR STUDENTS’ TEST IN CYCLE I
THE MEAN SCORE FOR THE STUDENTS’ TEST IN CYCLE II
Test Test of Cycle I Test of Cycle II Accuracy Fluency Accuracy Fluency Accuracy Fluency
- The Mean Score for Students’ Test in Cycle I
- The Mean Score for Students’ Test in Cycle II
