INCREASING THE STUDENTS’ SPEAKING ABILITY BY USING CALLAN METHOD
(A Classroom Action Research at the First Grade Students of SMKN 8 Makassar)
A THESIS
Submitted as the Fulfillment to Accomplish Sarjana Degree At faculty of Teacher Training and Education
Makassar Muhammadiyah University
NURIL HUDA 10535 4360 09
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHERS TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY
2014
ACKNOWLEDGMENTS
Alhamdulliahi Rabbil Alamin, the writer expresses her highest gratitude to the almighty God, Allah S.W. T, who has given guidance, blessing, and mercy to her in making this thesis. Salam and Shalawat are addressed to the final, chosen, religious messenger the prophet Muhammad SAW.
This thesis could not be perfectly finished without supporting and encouragement of the people who gave valuable assistance. Therefore, she would like to express her appreciation to them particularly:
Dr. Irwan Akib, M. Pd, rector of Muhammadiyah University of Makassar. Dr. A.
Syukri Syamsuri, M. Hum, the Dean of FKIP UNISMUH Makassar, Erwin Akib, S. Pd.
M. Pd, and their staff who have given her a great help particularly related to her academic affairs.
Her sincere appreciation is addressed to her first consultant Dr. H. Bahrun Amin, M. Hum, and the second consultant Ummi Khaerati Syam, S. Pd. M. Pd. Who has given insurmountable guidance, suggestion, correction, and completion of this thesis.
Drs. Anwar as the headmaster of SMKN 8 Makassar, Dra. Dinarwati as English teacher and their staff who have given chance to do research at this school and her deepest appreciation to the First Grade students of SMKN 8 Makassar in 2013/2014 academic year who serves as the respondents of this research.
Her appreciation and deepest thankful to her beloved parents Drs. H. Jasman Luasin and Hj. Hafida, her for their endless love, motivation and gave her financial support and also prayer for success in her study.
Special thanks to my beloved friends Bff NR2 (Nurhaeda, Rosmiyati, Rani Niken Pratiwi) and L class English Department 09 for their friendship, togetherness, and support
Finally, by reciting Alhamdulillahi Rabbil Alamin, the writer has been success to finish her work or research according to the target of time and also target of the research, nothing left or forgotten to do.
Makassar, Maret 2014 Nuril Huda
ABSTRACT
NURIL HUDA, 2014. Increasing the students’ Speaking ability by using Callan Method (A Classroom Action Research at the First Grade of SMK Negeri 8 Makassar), under the thesis of English Education Department the Faculty of Teachers Training and Education, Makassar Muhammadiyah University (guided by Bahrun Amin and Ummi Khaerati Syam).
This research aimed at explaining the improvement of the students’ speaking ability in terms of accuracy dealing with vocabulary and pronunciation and fluencey dealing accent and comprehension.
To explain the improvement, the researcher used a classroom action research (CAR) which was conducted in two cycles in which every cycle consisted of four meetings. The location of this research was taken at the eight year students of SMKN 8 Makassar with the number of the subject i.e. 20 students.
The research findings indicated that the application of Callan Method is significant in improving the students’ speaking ability in terms of accuracy and fluency. It is proved by the mean score of diagnostic test was 46.87. It is classified as poor then improved to be 62.25. It is classified as good in cycle I. Mean while score of students in the cycle II namely 74.12 that classified as fairy good. It means that there is the improvement of the students’ speaking ability in terms of accuracy dealing with vocabulary and pronunciation and fluency dealing with accent and comprehension.
LIST OF TABLES
1 : The Improvement of the students‟ Speaking Accuracy 34 2 : The Improvement of the students‟ Speaking Fluency 37
3 : The Improvement of the students‟ Speaking Ability 39 4 : The Improvement of the students‟ Speaking Activeness 41
LIST OF GRAPHIC
Figure 1 : The Improvement of the students‟ Speaking Accuracy 36 Figure 2 : The Improvement of the students‟ Speaking Fluency 38
Figure 3 : The Improvement of the students‟ Speaking Ability 40 Figure 4 : The Improvement of the students‟ Speaking Activeness 42
LIST OF APPENDICES
Appendices 1 : Lesson Plan
Appendices 2 : The Result of the students‟ D-Test Appendices 3 : The Result of students‟ Test in Cycle I Appendices 4 : The Result of the students‟ Test in Cycle II Appendices 5 : The Result of the students‟ Activeness Appendices 6 : The students‟ Test
Appendices 7 : Research Document
CHAPTER I INTRODUCTION
A. Background of the study
Basically, there are four skills required in English teaching learning program.
They are reading, speaking, listening and writing. Base on those skill, speaking is one of the most important skill in language learning. By speaking, we can convey information and ideas, and maintain social relationship by communicating with others.
English is an internasional language which people afford to master. English use as guidance for any instruction or any communication in the world involve relathionship, business, networking etc. So, most of people think that English become a main need language after their mother tongue because it has many advantage in many aspects. The important of speaking skill for student is in order that they can speak spontaneously and confidently with their classmates, and then they get used rehearsing English conversation so that they are not rigid in English practice.
In this case, the teacher need to motivate student through new atmosphere that make the student more interested in improving their speaking ability and more enjoyable to practice their speaking with certain technique. To help the teachers create the student more interesting and enjoyable in speaking the writer offer a
teaching technique in speaking which may help the student to achieve their speaking skill better.
The Callan method will help student to improve their speaking and listening ability. The Callan Method uses a combination of deductive, inductive and subliminal modes of learning. As mentioned above, the entire system of teaching is almost exclusively based on question-answer work. During this activity the students have their books closed and follow the teacher. By great amount of repetition they try to remember vocabulary and grammatical structures and develop a quick reflex.
B. Research Question
Based on the backgrounds discussed above, the researcher underlines the problem as follow :
- How does the Callan method significantly improve the students‟ speaking accuracy and fluency at the student of SMK Negeri 8 Makassar
C. Objective of the research
The objectives of this study to find out:
- Increasing students‟ speaking accuracy and fluency through the Callan Method at SMK Negeri 8 Makassar
D. Significance of the research
This research was formulated as an effort of finding some uses. The uses of this research are:
1. Theoretically, the result of the research can contribute useful information for the future classroom action research with the similar problem of speaking ability improvement.
2. Practically, the result of this research can be as information to the English teachers especially at SMK Negeri 8 Makassar that Callan method can be applied in improving the students‟ speaking ability and also improve their performance in teaching.
E. Scope of the research
This research was focused on improving students‟ speaking ability in term of accuracy and fluency by using Callan method at the First Grade students of SMK Negeri 8 Makassar.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Preview Related Findings
Marcina Klebana (2011) in her observations of teaching Callan Method classes shows that the principles of the method prove successful when it comes to memorizing lexical items, understanding and responding to teacher‟s question or writing short dictation.
However, creating long and independent utterances, which is an important element of communication, presents a real problem to the majority of the Callan Method students.
Alena Konecna (2011) having investigated about natural learning principles in Callan Method which linguist drew from led to the development of the direct method. The principles of the direct method are summarized below:
1. Classroom instruction are conducted exclusively in the target language 2. Only everyday vocabulary and sentences are taught
3. Oral communication skills are built up in a carefully traded progression organized around question and answer exchanges between teachers and student in small intensive classes.
4. Grammar is taught inductively
5. New teaching points were taught through modeling and practices 6. Concrete vocabulary was taught through modeling and practices 7. Both speech and listening comprehension were taught
8. Emphasis on correct pronunciation and grammar
B. Concept of Speaking 1. Definition of Speaking
Tarigan (1990:3-4) defines that speaking is a language skill that is developed in child life, which is produced by listening skill, and at that period speaking skill is learned. Speaking is the productive skill. It could not be separated from listening.
When we speak we produce the text and it should be meaningful. In the nature of communication, we can find the speaker, the listener, the message and the feedback. Speaking could not be separated from pronunciation as it encourages learners to learn the English sounds. Harmer, (in Tarigan, 1990: 12) writes that when teaching speaking or producing skill, we can apply three major stages, those are:
a) Introducing new language b) Practice
c) Communicative activity.
Based on definition above, speaking includes some components which should be mastered: structural accuracy, vocabulary, pronunciation, fluency and comprehension for oral communication in the classroom context. The speaking component in a language class should encourage acquisition of communication in and out the classroom. Those components will be used as measurements description in order to check the correctness in terms of non-using the score.
The writer conclude that speaking is the ability to use the language in ordinary way by speech. It is not only matter of transferring some messages to other person but is also communication, which needs more that one person to communicate with.
In learning English, the main goal is to able to speak well so they can use it in communication. Speaking skill believed as important aspect to be success in English speaking. The success of learning English can be seen and measured from their performance in speaking and how well they present their English in communication.
2. Classroom Speaking Activities
Teaching speaking should be taught in attractive and communicative activities.
There are many types of classroom speaking activities. Harmer (2001:348-352) states six classroom speaking activities. They are acting from script, communication, games, discussion, prepared talks, questionnaires, simulation, and role play.
a. Acting from script
Playing scripts and acting out the dialogues are two kinds of acting script that should be considered by the teacher in the teaching and learning process. In the playing scripts, it is important for the students to teach it as real acting. The role of the teacher in this activity is as theatre directors, drawing attention to appropriate stress, intonation, and speed. This means that lines they speak will have real meaning. By giving students practice in these things before they give their final performances, the teacher ensure that acting out is both a learning and language
producing activity. In acting the dialogues, the students will be very helped if they are given time to rehearse their dialogues before the performance. The students will gain much more from the whole experience in the process.
b. Communication Games
Games are designed to provoke communication between students. The games are made based on the principle of the information gap so that one student has to talk to a partner in order to solve a puzzle, draw a picture, put a thing in the right order, or find similarities and differences between pictures. Television and radio games, imported into the classroom, often provide good fluency activities.
c. Discussion
Discussion is probably the most commonly used activity in the oral skill class.
Here, the students are allowed to express their real opinions. According to Harmer (2001:272) discussion range is divided into several stages from highly formal, whole-group staged events to informal small-group interactions. The first is the buzz groups that can be used for a whole range of discussion. For example, students are expected to predict the content of a reading text, or talk about their reactions after reading the text. The second is instant comments which can train students to respond fluently and immediately is to insert „instant comment‟ mini activities into lessons. This involves showing them photographs or introducing topics at any stages of a lesson and nominating students to say the first thing that comes into their head. The last is formal debates. Students prepare arguments in favor or against various propositions. The debate will be started when those who are
appointed as „panel speaker‟ produce well-rehearsed „writing like‟ arguments whereas others, the audience, pitch in as the debate progresses with their own thoughts on the subject.
d. Prepared Talks
Students make a presentation on a topic of their own choice. Such talks are not designed for informal spontaneous conversations because they are prepared and more „writing like‟. However, if possible students should speak from notes rather than from a script.
e. Questionnaires
Questionnaires are very useful because they ensure that both questioner and respondent have something to say to each other. Students can design questionnaires on any topic that is appropriate. As they do so the teacher can act as a resource, helping them in the design process. The result obtained from questionnaires can then from the basis for written work, discussion, or prepared talks.
f. Simulation and Role Play
Simulation and role play can be used to encourage general oral fluency, or to train students for specific situations. Students can act out simulation as them or take on the role of completely different character and express thoughts and feelings as they doing in the real world. Those activities can be used by teacher to teach speaking. Teachers can choose activities that related to the topic and objective of the lesson. Besides, they must consider the situation, condition of the students and
materials that will taught. For example, they use simulation and role play activities when they teach expressions. Teachers can ask them to write some dialogues and after that they have to act them out in front of the class. It may be used by the teachers in using acting from script. In discussion, teachers can use some pictures or maybe videos in a certain situation. These activities can be used as the way measure how far students can speak, say and express their feeling in English.
3. Problem Speaking
Learning speaking is more difficult than be order skill in English because in speaking skill we have to understand what the speaker to says. Sometimes the speaker or we do not know what we want to say. It is support the statement by Jack C Richards and Wily A. Renandya, that speaking a language especially difficult for foreign language learners because effective oral communication requires the ability to use the language appropriately in social interactions. Diversity interaction involves not only verbal communication, but also paralinguistic elements of speech such as pitch, stress, and intonation.
Besides that, according to H. Douglas Brown, there are some characteristic can make speaking difficult when students perform speaking. Those characteristic are:
a. Clustering
Fluent speech is phrasal, not words. Learners can organize their output both cognitively and physically (in breath group) through such clustering
b. Redundancy
The speaker has an opportunity to make meaning clear the redundancy of language. Learners can capitalize on this feature of spoken language.
c. Reduce farms
Construction, elisions, reduced vowels, etc. all from special problems in teach spoken English.
d. Performance variables
One of the advantages of spoken English is that the process of thinking as you speak allows you manifest a certain number of performance hesitations, pauses, backtracking and language.
e. Colloquial language
Make sure your students‟ reasonable well acquainted with the words. Idiom and phrase of colloquial language and those they get practice in producing these forms
f. Rate of delivery
Another salient characteristic of fluency is rate of delivery. How to help learners achieve acceptable speed along with other attributes of fluency.
g. Stress, rhythm, and intonation
The most important characteristic of English pronunciation as will be explained below. The stress time rhythm of spoken English and its intonation pattern convey important massage.
h. Learning to produce moves language in a vacuum-without interlocutors would rob speaking skill of its richest component the creativity of conversational negotiation. After knowing the difficulties of speaking, teachers expected to minimize those difficulties.
4. Characteristic of Successful Speaking Activities
Students‟ speaking skill can improve considerably when you keep in mind the following four principles of successful speaking activities suggested by Ur (1996).
There are four characteristic of successful speaking activities:
1. Students talk a lot
Learning to speak in a new language requires students to speak a lot both in class and outside. Thus, students should talk as much as possible during any class period. Plan activities that require students to talk during class.
2. Participation is even
During any speaking activity, every student should have an equal opportunity to speak. You should carefully monitor classroom discussions and ensure they are not being dominated by a monitory of talk active participants.
3. Motivation is high
When students are highly motivated to participate in classroom discussions, they overcome fear and eventually develop stronger speaking skills. You can keep students motivated by selecting topics that your students are interested in or
already know. Playing games or having contests will also keep students excited about participating.
4. Language is an acceptable level
When the language used in speaking activities is too easy or too difficult, students get discouraged or lose their motivation easily. Make sure that your classroom activities use language at the right level for your parents.
5. Principles in Teaching Speaking
There are principles in teaching speaking process s follows:
a. Be aware of differences between language and foreign language learning context. Speaking learned in to broad context: foreign language and second language situation. The challenges you face as a teacher determined partly by the target language context.
b. Plan speaker tasks that involve negotiation for meaning. This process is negotiation for meaning. It involves checking to see you have understood someone has said. Clarifying your understanding and confirming that someone has understood your meaning.
c. Give students‟ practice with both fluency and accuracy. Accuracy is the extent to which speaker use the language quickly and confidently, with few hesitation or unnatural pauses, false starts, word searches, act.
d. Provide opportunities for students to talk by using group work or pair work, and limiting teacher talk.
6. Type of classroom Speaking Performance
In speaking class, teachers have to know situation in the classroom. In teaching by principles, H. Douglas Brown says that there are six type of classroom speaking performance that students are expected to carry out in the classroom, they are:
a) Imitative
Imitation is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form. (e.g., learners practicing an intonation pattern a certain vowel sound). Drills offer students an opportunity to listen and to orally repeat certain strings of languages that may pose some linguistic difficulty.
b) Intensive
Intensive speaking goes one step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated, or it can even form part of some pair work activity, where learners are “going over” certain forms of language.
c) Responsive
A good deal of students speech in the classroom is responsive: short replies to teacher- or student-initiated questions or comments.
d) Transactional (dialogue)
Transactional language, carried out for the purpose of conveying or exchanging specific information, is and extended form of responsive language.
e) Interpersonal ( dialogue)
It carried out more for the purpose of maintaining social relationships than for the transmission of facts and information.
f) Extensive (monologue)
Students at intermediate to advanced levels are called on to five extended monologues in the form of oral reports, summaries, or perhaps short speeches, Here the register is more formal and deliberative.
C. Concept Callan method 1. What is Callan Method
The Callan Method created by Callan in 1960 is a fast and very effective way to learn English as a foreign language. Suitable for all students, from beginner to advanced level, the method is designed specifically to improve listening and speaking abilities in a lively and active environment. Using its carefully designed materials, the Callan Method engages learners, developing in them the ability to understand and speak English instinctively, without first translating. The aim of The Callan Method is to enable students to be proactive in the learning process by answering the wide range of questions put to them during the lessons.
This the different way between the usual method for learning English and Callan method :
The impressive results of the method are due to its fast teaching tempo, and systematic revisions of the material. Fast and intensive speaking keeps students‟ attention on learning, learns quick reflexes, and helps memorizing new material. Additionally the speed and intensiveness of speaking develop the ability to think and to speak fluently in English rather than teach how to translate the grammatical structures.
What makes the Callan Method enjoyable for the student is precisely its highly structured character. In the Method, everything comes in its proper place, which means that students do not waste time tackling complexities for which they are not yet ready. Students like the Method because it makes their work easier. But the Method also stands out from its competitors because it requires students to participate actively in lessons. Many people are familiar with the type of language tuition where the teacher speaks, the class is silent, and the students take down notes written on the blackboard. Students in that type of lesson find it difficult to
concentrate, become bored, and so learn very slowly. But because Callan Method classes engage the student, the atmosphere is lively, and more is accomplished.
Another positive moment of the Callan Method is that it is perfectly suitable for students of any age, any nationality and can bring amazing results both with young and elderly students. It is also suitable for students of any cultural background and profession, from sales assistant in shop to professor at university. Students can learn English using the Method for different purposes such as business, science, tourism, technology, commerce or any other industry. The Callan Method does not require any equipment such as language laboratories, desks or blackboards. There is no need to buy additional books. The Callan Method offers flexible timetable allowing student to choose any number of hours and day of the week he wishes to study. It is structured in a way that gives a chance to students to start, stop and restart the course any time students want.
So the Method is suitable for all purposes of study. The Method enhances the performance of students with a flair for languages, but it also works well with students of average ability. It can be used both by young people, and by people in later life. Because Callan method is comprehensive, students who use it do not need to buy any other books.
2. Advantages of Callan Method
The Callan Method is focused on teaching students the basic grammar of English and the most essential vocabulary. So the method is suitable for all purpose of study. The method enhances the performance of students with a flair
for language, but it also works well with students of average ability. It can be used both by young people, and by people in later life.
3. Student-teacher and teacher student interaction
As appears from the above, the interaction in class is teacher-directed. The initiation of interaction comes from the teacher and is based on the three pillars that make up the method: question-answer work, reading and dictation. The only interaction between the students takes place at the beginning and the end of the lesson when they ask each other questions. Occasionally in the course of the lesson, the teacher asks a student to translate something for the others.
4. Basic principles of the method a. Lesson structure
The Callan Method lesson has a fixed structure. The teacher is required to follow a given pattern: first comes a revision of covered material in the form of question-answer work followed by reading and translation. Only then may the teacher proceed with new material.
b. High speed
This high speed should keep the student awake and concentrated. It also prevents the student from translating a message into his or her internal speech. The student's own speaking speed corresponds to the speed of normal conversation.
When answering the question, the students must first answer in the negative as often as possible. This requires that the students make long sentences and practice the use of antonyms. Many teachers criticize the banality of prescribed questions,
which is explained by the necessity to develop a quick reflex leading to an automatic response. The questions must be like this so that 'any student, no matter his age, nationality, intelligence or cultural background can understand and answer quickly without thinking' (Callan 1995: 277).
c. Systematic revision
R. Callan considers boredom and bad memory the biggest enemies of learning.
He claims that his method overcomes boredom by high speed, and bad memory by revision. The material is usually revised four or five times, which contributes to its long-term consolidation. The author stresses that when one learns a language it is not sufficient only to remember the word but to be able to recall it whenever needed, which requires a development of a quick reflex.
5. Procedures
Generally, it can be said that the CM employs a limited number of mechanical activities that focus exclusively on accuracy and which involve only the interaction between the student and the teacher. The activities that learners experience in the CM lesson are listed below respectively:
a. question-answer drill b. reading
c. dictation
These activities repeat throughout the whole course until the students get to the level where they have to practice their skills. They start to practice answer each question,
and reading comprehension – reading for specific information and have to practice their listening skill.
a. Question Answer Drill
The method is widely used in many countries to teach English to non-native speakers. The aim of the method is to get students actively involved in the learning process by asking a range of questions that students should give an answer to.
Students grasp the knowledge of grammar and build their vocabulary step by step and do not get distracted by too many complexities. The practice has shown that as a result of such an effective method students make progress up to four times faster. The method is unique for being not only effective, but enjoyable as well. Students enjoy the classes as they are not bored and actively participate during the class.
b. Reading
Reading in the CM is conducted only aloud. The students read the lesson content and no extra materials until they get to a higher stage – stage 11 where they practice reading comprehension. While students read, the teacher corrects their pronunciation errors immediately. This type of reading activity does not practice anything but pronunciation of sounds and stress of individual words. However, as a pronunciation exercise this activity could be exploited in a way that students would learn and practice other pronunciation features such as sentence stress and intonation.
c. Dictation
Apart from question-answer drills and reading, the CM employs dictations as one of the teaching techniques. It is the traditional type of dictation where the teacher reads a
text aloud and the students write down accurately what they hear. This type of dictation is suitable for the beginner levels when learners “write down English letters, words, and possibly sentences in order to learn the conventions of the orthographic code” (Brown, 2007, p.399).
D. Conceptual Framework
The schematic conceptual framework is presented as followed:
In this conceptual framework, the students faced many problems in learning English. One of the crucial problems was their speaking ability that covered fluency and accuracy in speaking English. Based on the problems above, the researcher applied
Speaking Skill
FLUENCY ACCURACY
CALLAN METHOD
A CLASSROOM ACTION RESEARCH (CAR)
Improving students’ Speaking ability
Callan Method to overcome the problems. Callan Method was one of good techniques in teaching speaking because gives each student an opportunity to speak in the target language for an extended period of time and students naturally produce more language skill. In this activity the students must answered the question, the answers are provided by the teacher and the students imitate the researcher‟s pronunciation and accent.
This learning process was done through classroom action research that had four phases. They are planning, action, observation and reflection. In the last phase of the cycle I, the technique was unsuccessful; the research was continued to the cycle II that had the same phases of cycle I. Finally, Callan Method improved the students‟ speaking ability.
CHAPTER III
RESEARCH METHODOLOGY
A. Research design
The method that used in this research was a classroom action research (CAR). It was conducted through two cycles to observe the students‟ ability to speak English through the application of Callan method in teaching and learning process. The classroom action research consisted of planning, action, observation and reflection. The classroom action research was carried out by researcher and English teacher as collaborator.
B. Research Variables and Indicators a. Variables
The following were the variables of the research:
1. Independent Variable
Independent variable of the research was the use of Callan Method in teaching speaking skill. Callan Method was a technique to facilitate the students to build their motivation and ability in speaking class.
2. Dependent Variable
Dependent variables consisted of the students‟ speaking accuracy and fluency
b. Indicators
The indicators of the research are follows:
1. The indicators of the students‟ accuracy were: pronunciation and vocabulary 2. The indicators of the students‟ fluency were: accent and comprehension C. Research Subject
The research subject of this classroom action research was the first grade of students SMK Negeri 8 Makassar that consisted of 20 students
D. Research Procedure
In this classroom action research (CAR), the researcher used CAR principle to collect the data. The researcher was divided into two cycles with each cycles consist of four phases. The cycle was described through the scheme of action research phases as follows:
`
Planning
Cycle 1
Observation
Action Reflection
Re - Planning
Cycle 2
Observation
Improvement
Reflection Action
Cycle 1
Cycle 1 consisted of planning, action, observation, and reflection as follows:
1. Planning
a. Preparing speaking material that was given to the students.
b. Making lesson plan after getting the problem in the class by applying Callan method.
c. Making Instrument evaluation
d. Making an Observation sheet to observe the condition of learning process.
2. Action
a. The researcher explained about Callan Method
b. The researcher asked questions to the students and the students answer. The answers are provided by the teacher and the students imitate the researchers‟
pronunciation and accent. All mistakes are corrected immediately.
c. The researcher was given the students a paper and they have to read the text from the paper. This part of the lesson takes around ten to fifteen minutes.
d. After reading, the researcher was given a dictation, which practices both listening and writing abilities. The teacher reads dictations at a speed that gives the student an understanding of writing in a foreign language. The students can then check their dictation in their paper afterwards.
e. After the dictation, the researcher asked the students to translate a text from their paper
f. The researcher gave a time for the students about ten until fifteen minutes to remember questions and again getting the students to repeat his accent and pronunciation, and then checking their understanding through questions and answers.
g. And the teacher asked students to translate the questions to know the students‟
vocabulary ability 3. Observation
a. Taking observation toward the application of Callan method
b. Getting the students‟ suggestions toward the application of Callan Method c. Doing evaluation to know the students‟ improvement
4. Reflection
The researcher was evaluated the students in teaching learning process. And the researcher reflected them to see the result of the observation, whether the teaching learning process of speaking ability by using Callan method, research success.
Cycle 2
It was like cycle in the cycle I, cycle II also consisted of planning, action, observation and reflection as follows:
1) Planning
a. Making lesson plan to apply Callan Method b. Preparing the material
c. Making instrument that used in Classroom Action Research cycle
d. Making the sheet of students‟ assessment, to measure the students‟
achievement in speaking.
2) Action
a. The researcher asked the different question each students and the answer were provided by the teacher and the students imitate the researchers‟ pronunciation and accent. All mistakes were corrected immediately.
b. After done question session, the researcher gave a paper and they read the text from the paper. This part of the lesson takes around ten to fifteen minutes.
c. After reading session, the researcher gave a dictation, which practices both listening and writing abilities. The researcher reads dictation at a speed that given the students an understanding of writing in a language foreign language.
d. The students could check their dictation in their paper afterwards
e. Then, the researcher asked the students to translate a text from their paper f. Last session, the researcher gave a time for students about ten until fifteen
minutes to remember questions and again getting the students to repeat researchers‟ pronunciation and accent and then checking their understanding through questions and answers.
g. And the teacher asked students to translate the questions to know the students‟
vocabulary ability 3) Observation
a. Taking observation toward the application of Callan method.
b. Noting every action and every change happened in the teaching and learning process.
c. Observing the students‟ improvement in speaking ability, especially the students‟
accuracy and fluency.
d. Doing evaluation to know the students‟ improvement, after using Calln method 4) Reflecting
After collecting the data, the researcher evaluated the teaching-learning process.
Then, did reflection by seeing the result of the observation, whether the teaching learning process of speaking using Callan Method reached success criteria based on the test result of second action. From the result of the research, the researcher could draw conclusion that Callan Method could improved the students‟ speaking ability.
E. Reshearch instrument
The instrument of the research was by using questions. Doing a test was given to the students to know the students‟ speaking ability improvement that dealing with the students‟ speaking accuracy and the students‟ speaking fluency after using Callan method in each cycle.
F. Data sources
In collecting data, the research was followed several stage in 8 meetings. In every meeting, the students were given questions and the answer answers are provided by the teacher and the students imitate the researchers‟ pronunciation and accent.
G. Data Collection
There were some methods of collecting the data. They were observation, interview and test. In this case the data was taken from the sources by employing oral test and observation which done by researcher.
1. Test
The test was given to the students to measure the students‟ ability in speaking, especially how the students‟ speaking accuracy dealing with pronunciation, and students‟ fluency.
2. Observation
Observation was done to collect the data to observe the students‟ improvement during the teaching and learning process based on observation sheet.
1. The assessment of Speaking Accuracy
Pronunciation
Classification Score Criteria
Excellent 9.6 – 10 They speak effectively and excellent of pronunciation
Very good 8.6 – 9.5 They speak effectively and very good of pronunciation
Good 7.6 – 8.5 They speak effectively and good of pronunciation
Fairly food 6.6 – 7.5 They speak sometimes hasty, but fairly good of pronunciation
Fair 5.6 – 6.5 They speak sometimes hasty, fair of
pronunciation
Poor 3.6 – 5.5 They speak hasty and more sentences are not appropriate in pronunciation Very poor 0.0 – 3.5 They speak hasty and more sentences
are not appropriate in grammar and little or no communication
(Layman, 1972)
Vocabulary
Classification Score Criteria
Excellent 9.6 – 10 They speak effectively and excellent of using vocabulary
Very good 8.6 – 9.5 They speak effectively and very good of using vocabulary
Good 7.6 – 8.5 They speak effectively and good of using vocabulary
Fairly good 6.6 – 7.5 They speak sometimes hasty but fairly good of using vocabulary Fair 5.6 – 6.5 They speak sometimes hasty, fair of
using vocabulary
Poor 3.6 – 5.5 They speak hasty, and more sentences are not appropriate using vocabulary
Very poor 0.0 – 3.5
They speak very hasty, and more sentences are not appropriate using vocabulary and little or no communication
(Layman, 1972)
2. The assessment of Speaking Fluency
Accent
Classification Score Criteria
Excellent 9.6 – 10 Their speaking is very understandable and high of accent.
Very good 8.6 – 9.5 Their speaking is very understandable and very good of accent
Good 7.6 – 8.5 They speak effectively and good of accent
Fairly good 6.6 – 7.5 they speak sometimes hasty but fairly good of accent
Fair 5.6 – 6.5 They speak sometimes hasty, fair of accent
Poor 3.6 – 5.5 They speak hasty and more sentences are not appropriate in accent
Very poor 0.0 – 3.5 They speak very hasty and more sentences are not appropriate in accent and little or no communication
(Layman, 1972)
Comprehension
Classification Score Criteria
Excellent 9.6 – 10 Their speaking is very understandable and high of Comprehension
Very good 8.6 – 9.5 Their speaking is very understandable and very good of Comprehension Good 7.6 – 8.5 They speak effectively and good of
Comprehension
Fairly good 6.6 – 7.5 They speak sometimes hasty and fairly good of Comprehension
Fair 5.6 – 6.5 They speak sometimes hasty, fair of comprehension
Poor 3.6 – 5.5 They speak hasty and more sentences are not appropriate in comprehension Very poor 0.0 – 3.5 They speak very hasty and more
sentences are not appropriate in comprehension and little or no communication
(Layman, 1972) H. Data Analysis
The data are got from cycle I and cycle II are analyze through the following steps:
1. Calculating the mean score of the students by using following formula:
N X X
Where:
X = Mean score
X = Total scoreN = Number of student
After collecting the data of the students, researcher classified the score of the students. Into the following criteria:
a. 9.6 to 10 is classified as excellent b. 8.6 to 9.5 is classified as very good c. 7.6 to 8.5 is classified as good d. 6.6 to 7.5 is classified as fairly good e. 5.6 to 6.5 is classified as fairly f. 3.6 to 5.5 is classified as poor
g. 0.0 to 3.5 is classified very poor
2. From the table classification, the researcher calculate the value of percentage of the students through the following formula:
P = Where:
P = Rate Percentage
F = Frequency of the students‟ achievement N = Total Number of Students
4 = Maximum Score
(Sudjana,1999)
3. To know development of the students‟ speaking ability, the researcher use percentage technique.
Р = x 10 Where:
P : Percentage of the students X1 : The first mean score
X2 : The second mean score
(Sudjana, 2011)
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter consists of findings of the research and it was discussion. The findings of the research presented the result of the improvement of the students‟
speaking ability that covers the students‟ speaking accuracy and the students‟ speaking fluency, and the discussion of the research covers further explanation of the findings.
A. The Findings
1. The Improvement of the Students’ Speaking Accuracy
The application of Callan Method in improving the students‟ speaking accuracy deals with pronunciation and vocabulary. The improvement of the students‟
speaking accuracy dealing with pronunciation and vocabulary at the first grade students‟ of SMK Negeri 8 Makassar can be seen clearly in the following table:
Table 1: The Improvement of the Students’ Speaking Accuracy
Indicators
The Student’ Score Improvement
D- Test
Cycle I Cycle II
DT CI CI CII DT CII
Pronunciatio n
5.36 6.43 7.62 1.99 1.85
2.38
Vocabulary 4.99 6.43 7.49 2.88 1.64 2.51 103.
5
128.6 151.1 2.42 1.74
4.59
X
5.17 6.43 7.55 1.95 2.45 4.60The table above indicates that there was improvement of the students‟ speaking accuracy from Diagnostic-Test to cycle I and cycle II viewed from Pronunciation and Vocabulary. In diagnostic test mean score of pronunciation was 5.36 and the mean score of vocabulary was 4.99, after evaluation in cycle I, the mean score of students‟
speaking pronunciation was becomes 6.43 and the mean score of vocabulary was 6.43 so the improvement of the students‟ speaking accuracy achievement from Diagnostic- Test to cycle I was 1.95
There was also significant improvement of the students' speaking accuracy from cycle I to cycle II where the students‟ mean score of pronunciation in cycle II was 7.62 and the mean score of vocabulary in cycle II becomes was 7.49 so the improvement of students‟ speaking accuracy achievement from cycle I to cycle II was 2.45
The table above proves that the use of Callan Method in teaching and learning process was able to improvement of students‟ speaking accuracy after taking action in cycle I and cycle II in which the students‟ achievement in cycle II was the highest (Cycle II > Cycle I > Diagnostic- test) and the improvement of students‟ speaking accuracy from Diagnostic – test to cycle II was 4.60
To see clearly the improvement of the students‟ speaking accuracy, the following chart was presented:
Figure 1: The Improvement of the Students’ Speaking Accuracy
The chart above shows the improvement of the students‟ speaking accuracy which in cycle II was higher 7.55) than cycle I (6.43) and Diagnostic -Test (5.17).
(Cycle II > Cycle I > Diagnostic - Test). It also shows that the result of Diagnostic- Test was the lowest mean score achievement. The students‟ achievement in D- test was categorized as poor. After evaluation in cycle I and cycle II, there was significant improvement of the students‟ speaking accuracy 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 that was 4.60 2. The Improvement of the Students’ Speaking Fluency
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
D-Test Cycle I Cycle II
DT CI CI CII DT CII
Accent 5.05 6.27 7.58 2.41 2.08 5.00
Comprehensio n
5.26 6.48 7.51 2.31 1.58 4.27
103.1 127.3 151 2.34 1.86 4.64
X
5.15 6.56 7.55 2.73 1.50 4.66The table above indicates that there was improvement of the students‟ speaking fluency from D-Test to cycle I and cycle II, viewed from accent and comprehension in D- Test the students‟ mean score of accent is 5.05 and the students‟ mean score of comprehension was 5.26 After evaluation in cycle I the students‟ mean score of accent becomes 6.27 and the mean score of comprehension in cycle I 6.48 so the improvement of students‟ speaking fluency achievement from D-Test to cycle I was
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%
B. Discussion
In this part, the discussion dealing with the interpretation of findings derived from the result of findings about the observation result of the students‟ speaking ability in terms of accuracy dealing with pronunciation and vocabulary fluency dealing with accent and comprehension
1) The improvement of the students’ speaking accuracy and fluency by using Callan Method
The application of Callan Method in improving the students‟ speaking accuracy in terms of vocabulary can be seen the difference by considering the result of the students‟ Diagnostic Test and the students‟ achievement after taking action in cycle I and II through the application of Callan Method in teaching and learning process. It was indicated by the percentage of the result of the students‟ speaking test from D-Test to cycle I and II that the mean score of the students‟ speaking test in D-Test was 5.16 and the cycle I was 6.39 it is lower than the score of students‟
speaking test in cycle II was 7.55 a. Accuracy
The using Callan Method can improve the students‟ speaking accuracy. The table 1 indicated that there was improvement of accuracy in students‟ speaking ability in cycle 1 and cycle II viewed from pronunciation and vocabulary. In the cycle I, the students‟ mean score of pronunciation was 6.43 and the students‟
mean score of vocabulary was 6.43 and the students‟ mean score of pronunciation in cycle II become 7.62 (improved 1.85%) and the mean score of vocabulary become 7.49 (improved 1.64%). It indicates that there was improvement of students‟ accuracy from cycle I to cycle II was 2.45%. The table 1 indicated that the improvement accuracy in cycle II was greater than cycle I.
Process that can be explained from cycle 1 to cycle II as follow:
1. The students are poorly in their speaking even short questions or short conversation
2. The students are difficult to speak well because their vocabulary was lower
Therefore, most of them are difficult to speak well. As result, the mean score of students‟ accuracy in cycle I was still low. And at the end of the second cycle can be concluded:
1. Students could speak fluently every short questions or short conversation without repeated in process learning
2. Students could understand how to speak well in pronounced every words b. Fluency
By using Callan Method could improve the students‟ fluency. The table 2 indicated that there were improvement of fluency in students‟ speaking ability in cycle I and II viewed from accent and comprehension. In cycle I, the students‟
mean score of accent was 6.27 and the students‟ mean score of comprehension was 6.48 and the students‟ mean score of accent in cycle II become 7.58 (improved 2.08%) and the mean score of comprehension become 7.51 (improved 1.58%). It indicated that there was improvement if the students‟ score in fluency from cycle I to cycle II was 1.50%
The table 2 indicated that the improvement of the students‟ speaking fluency in cycle II was greater than cycle I. The students‟ mean score improved 6.56 become 7.55 the process that can be explained from cycle I to cycle II as follows:
At the beginning of the implementation of the first cycle has not been suitable with planning yet, this matter is caused by:
1. The students generally felt shy to speak and they don‟t know the vocabulary 2. The students are cannot understand how to pronounced every word in English
Therefore, most of them are low ideas or cannot understand what they speak.
As result, the mean score of the students‟ fluency was low.
The explanation above explains that, when the researcher conducted action in cycle II, the students‟ mean score improve from 6.39 to 7.55 It was achieved the standard score in SMK. In this cycle, the researcher intensively interested the students to speak English everywhere.
2) The Result of the students’ Activeness in Learning Process
The observation in the cycle I and II, the teacher making note to all activities of the students in every meetings, so the teacher can measure the improvement of the students‟ speaking skill dealing with accuracy and fluency. Then, the teacher identity and making note all the problem that we need when teaching and learning process on observation paper and the students doing the evaluation which use the result of the study to know how far their improvement after using Callan Method
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
Based on the research findings and discussions in the previous chapter, the following conclusions are presented:
a. Using Callan Method was able to improve the students‟ speaking accuracy at the First Grade students‟ of SMKN 8 Makassar. It was proved by the students‟
achievement in cycle II is higher than cycle I and D-Test which in D-Test the students‟ mean score achievement in speaking accuracy was 5.17 After evaluation in cycle I the students‟ speaking accuracy becomes 6.43 and cycle II 7.55
b. Using Callan Method was able to improve the students‟ speaking fluency at the First Grade students‟ of SMKN 8 Makassar. It was proved by the students‟
achievement in cycle II is higher than cycle I and D-Test which in D-Test the students‟ mean score achievement in speaking accuracy was 5.15. After evaluation in cycle I the students‟ speaking accuracy becomes 6.36 and cycle II 7.55
c. Result of the observation the students‟ activeness in cycle I where the first meeting in cycle I the students‟ activeness was 61.25% and it improved 67.5% in the second meeting, and the students‟ activeness in the third meeting was 75%
improved to 80% in the fourth meeting. In cycle II the improvement of students‟
activeness in the first meeting was 75%, and decrease to 71.25% in the second meeting. In the third meeting in cycle II the students‟ activeness normally to 78.75% and then in the fourth meeting the students‟ activeness improved to 82.5%.
d. Using Callan Method was able to make the students more active in learning process, especially in speaking activities.
e. The process of the teaching and learning runs well during the classroom action research at the eight year students‟ of SMKN 8 Makassar because the students are enthusiast to study English. Besides that, the researcher also gets full support by the teachers.
B. Suggestions
In relation to the speaking ability in terms of accuracy and fluency in this thesis, the researcher would like to give some suggestions to the students (learners), the English teacher and the next researchers as followed:
1. For the students
a. Being aware that speaking was an important skill in English communication. The students should try to speak individually or in group because it can stimulate to speak up more and to get natural communication.
b. The students should make English as daily conversations in their activities even though they just speak little by little.
c. The students also should not to forget to memorize many English daily expressions in order to make them speak easily in their activities.
2. For the English teacher
a. The application of Callan Method can significantly improve the students‟ speaking ability in terms of accuracy dealing with pronunciation, and vocabulary at the 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‟
speaking ability.
b. The teachers should be creative in teaching English especially speaking because to master English, it needs more technique or method in improving it.
3. For the next researchers
a. To improve the students‟ speaking ability generally, there are many cases which must be improved such as: speaking accuracy, speaking fluency, how to delivery speaking etc. but in this research, the researcher focused attention on improving the students speaking accuracy and fluency. So for the next researcher, they can take the other case of speaking to be improved neither they use this method nor other methods. But it is better to use this method in order to know the students‟
speaking ability improvement with different discussions.
b. The result of this research can also be used as an additional reference or further research with different discussion for the next researchers.
BIBLIOGRAPHY
Anam. Khairul. Lalu. (2010) “Improving Speaking ability by using Conversation Question”. Muhammadiyah Makassar University
Callan Method Organisation (1998) Commercial Users Guide. Granchester: Orchard Publishing Ltd
Harmer, Jeremy. (2001) “How To Teach English “England : Longman
http://www.gr8english.com/effortless-english/callan-method-and-effortless-english.html http://www.callan.co.uk/en/learn-with-the-callan-method/
http://www.callanschoollondon.com/en/about-the-method/
Jack C. Richards and Willy A. Renandya. (2002) “ Methodology in Language Teaching “ Cambridge University Press
Nurhadi, (2011). Improving the students’ speaking ability through team assisted individualization. Muhammadiyah Makassar University.
Ur. P. (1996) “A Course in Language Teaching Practice and Theory“ Cambridge, England : Cambridge University Press
Brown, H. Douglas. (1941). “Teaching by Principles an Interactive Approach to Language Pedagogy“.
Konecna. Alema. (2011). “Callan Method Under Scrunity”. Masaryk University. New York
Hrehovcik. Teodor. 2003. “The Callan Method or English in a quarter of the time”.
Brunensis University
Tarigan, H. Guntur. (1990). “Prinsip-prinsip Dasar Metode Riset Pengajaran dan Pembelajaran Bahasa ”. Bandung: Angkasa.
Sudjana. Nana. (2009). “Media Pembelajaran“. Bandung; Sinar Baru Aglesindo.
Callan, R. (2003). “Callan Method: Teacher’s Book 6. Grandtchester: Orchard
Callan Method Organization (1998) Commercial User Guide. Granchester: Orchard Publishing Ltd
Arikunto, S.Suhadjono dan Supardi. 2007. Penelitan Tindakan Kelas. Jakarta.
Rineka Cipta.
Layman. 1972. Technique in Testing. New York: Oxford University Press.
