THE FISHBOWL METHOD TO IMPROVE - IAIN Salatigae-repository.perpus.iainsalatiga.ac.id/658/1/29.pdf · THE FISHBOWL METHOD TO IMPROVE THE STUDENTS’ SPEAKING SKILL (An Experimental

THE FISHBOWL METHOD TO IMPROVE

THE STUDENTS’ SPEAKING SKILL

(An Experimental Study in Ninth Grade Students of

SMP N 2 Ambarawa in the Academic Year of 2014/2015)

GRADUATING PAPER

Submitted to the Board Examiners as a Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)

In English Ministry of Education Faculty

BY:

DEWANTI MULKI RAHMA

113 10 151

ENGLISH DEPARTMENT OF EDUCATION FACULTY

STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA

2014

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DECLARATION

In the name of Allah, The Most Gracious and Most Mercifull.

Hereby the writer fully declares that this Graduating Paper is made by the

writer and it is not containing materils writen or has been published by other

people except the information from references and also the writer is capable of

accounting for this Graduating Paper if in future this is can be proved of

containing other’s ideas, or in fact, the writer imitates the others’ graduating

paper.

In addition, the writer really hopes that this declaration can be understood

for all human being.

Salatiga, October 31st, 2014

Writer

Dewanti Mulki Rahma

NIM. 113 10 151

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iv

v

Motto

When we have creation, we shouldn’t enjoy by ourselves, it will be

better if our environments can also enjoy it.

Muhammad Kalend Osen

The only way to do great work is to love what you do

Steve Jobs

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Dedication

This research is dedicated for

My Beloved Father, Mother, Brother, and also My Two Beloved Sisters

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ACKNOWLEDGEMENT

Alhamdulillahirabbil ‘alamin, thanks to Allah because the writer could

complete this research as one of the requirements for getting Educational Islamic

Studies (S,Pd.I) in English Department of Educational Faculty of State Islamic

Studies Institute (STAIN) of Salatiga in 2014.

This research would not have been completed without supports, guidance,

advice, and help from individual’s institution. Therefore, the writer would like to

express deep appreciation to:

1. Dr. Rahmat Hariyadi, M.Pd., as the Head of State Institute for Islamic

Studies of Salatiga.

2. Rr. Dewi Wahyu Mustikasari, M.Pd., as the Head of English Department.

3. Mashlihatul Umami, M.A, as my Academic Counselor thanks for your

support and guidance.

4. Rr. Dewi Wahyu Mustikasari, M.Pd., as the consultant of this research

thanks for suggestion and recommendation for this research from beginning

until the end.

5. All lecturers of English Department, thanks to you all for your advice,

knowledge, and kindness.

6. All of staffs who help the writer in processing the research administration.

7. All of the librarians who help the writer in finding the research references.

8. My teacher counselor of SMP N 2 Ambarawa Mrs. S. Wahyuningsih S.Pd,

thank you for your kindness, help, guidance and advice.

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9. All members of SMP N 2 Ambarawa, thank you for giving me opportunity.

10. My family who always support and advise me.

The writer also says “Thank you very much” to all of friends whom

struggle for this completing the graduating paper. Finally, this graduating

paper is expected to be able to provide useful knowledge and information to

the readers.

Salatiga, October 31st, 2014

The writer

Dewanti Mulki Rahma

113 10 151

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ABSTRACT

This study deals with The Fishbowl Method to Improve the Students’

Speaking Skill (An Experimental Study in Ninth Grade Students of SMP N 2

Ambarawa in the Academic Year of 2014/2015). This research was done to

answer the objectives of study, namely (1) to find out the difference of lecturing

and Fishbowl method in Ninth Grade Students of SMP N 2 Ambarawa in the

academic year of 2014/2015, (2) to find out the significant difference of lecturing

and Fishbowl method in Ninth Grade Students of SMP N 2 Ambarawa in the

academic year of 2014/2015. This research applied descriptive quantitative

method. The objects were Ninth Grade Students of SMP N 2 Ambarawa in the

academic year of 2014/2015, and the analyzing data were students’ speaking skill

that was taught by Fishbowl Method. The sample of this research was taken 28%

from population. The numbers of sample were 50 students that were divided into

2 groups. The first group was experimental group and the second group was

control group. The data tested using t-test formula by comparing the mean score

of pre-test and post-test from both classes. The level of significance was set equal

or less than 5%. The result of this study showed that t-value 8, 511 was higher

than t-table 2, 064 with the degree of freedom (df) of 24. Therefore, it could be

concluded that there was significant difference of T-test between students taught

by lecturing and students taught by Fishbowl method. Since t-value was higher

than t-table, it meant that null hypothesis was rejected and alternative hypothesis

was accepted. Thus, it could be said that Fishbowl method improved students’

speaking skill in Ninth Grade Students of SMP N 2 Ambarawa in the academic

year of 2014/2015

Key words: Fishbowl Method, Improving Students’ Speaking Skill

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TABLE OF CONTENTS

TITLE ...................................................................................................................... I

DECLARATION .................................................................................................... II

ATTENTIVE COUNSELOR NOTES.................................................................. III

CERTIFICATION PAGE ..................................................................................... IV

MOTTO .................................................................................................................. V

DEDICATION ..................................................................................................... VI

ACKNOWLEDGMENT ..................................................................................... VII

ABSTRACT ......................................................................................................... IX

TABLE OF CONTENT .......................................................................................... X

LIST OF FIGURE ............................................................................................. XIII

LIST OF TABLE .............................................................................................. XIV

CHAPTER I: INTRODUCTION

A. Background of the Research ...................................................... 1

B. Statement of the Problems ......................................................... 4

C. Objectives of Research............................................................... 4

D. Limitation of the Problem .......................................................... 5

E. Benefits of the Research ............................................................ 5

F. Hypothesis .................................................................................. 6

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G. Terms Clarification .................................................................... 6

H. Paper Outline ............................................................................. 7

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Previews Researches .................................................................. 9

B. Fishbowl ................................................................................... 11

1. Definition of Fishbowl Method ......................................... 13

2. Concept of Fishbowl Method ............................................. 13

3. Fishbowl as a student-centered discussion activity ........... 16

4. Fishbowl as a tool for modelling discussion ...................... 17

5. Advantages of Fishbowl Method ....................................... 18

6. Disadvantages of Fishbowl Method ................................... 18

C. Speaking ................................................................................... 19

1. Definition of Speaking ...................................................... 19

2. Elements of Speaking ........................................................ 20

3. Types of Classroom Speaking Performance ...................... 22

4. Classroom Speaking Activities .......................................... 25

5. Teaching Speaking Skill .................................................... 28

6. Assessments of Speaking ................................................... 29

7. Teaching Speaking in Junior High School ......................... 34

CHAPTER III: RESEARCH METHODOLOGY

A. Place and Time of Research .................................................... 37

B. Method of Research ................................................................. 41

C. Research Subject ...................................................................... 42

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D. Data Collecting Technique....................................................... 44

E. Research Instrument ................................................................. 45

F. Data Respondents ..................................................................... 47

G. Data Analysis ........................................................................... 49

CHAPTER IV: DATA ANALYSIS

A. Pre-Test Analysis ..................................................................... 52

B. Post-Test Analysis ................................................................... 64

C. Pre-Test and Post-Test Calculation .......................................... 76

D. Discussion ................................................................................ 82

CHAPTER V : CLOSURE

A. Conclusions .............................................................................. 95

B. Suggestions .............................................................................. 98

BIBLIOGRAPHY

APPENDICES

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LIST OF FIGURE

Figure 2.1 Arrangement of Fishbowl ..................................................................... 12

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LIST OF TABLE

Table 2.1 Oral Proficiency Scoring Categories Fluency........................................ 30

Table 2.2 Oral Proficiency Scoring Categories Pronunciation .............................. 31

Table 2.3 Oral Proficiency Scoring Categories Vocabulary .................................. 31

Table 2.4 Oral Proficiency Scoring Categories Grammar ..................................... 32

Table 2.5 Oral Proficiency Scoring Categories Comprehension ........................... 33

Table 2.6 Standard of Competence and Basic Competency .................................. 35

Table 3.1 Scoring Rubrics ...................................................................................... 46

Table 3.2 Experimental Group ............................................................................... 47

Table 3.3 Control Group ........................................................................................ 48

Table 4.1 Score of Students’ Speaking Skill

in Pre-Test (Experimental Group) ....................................................... 75

Table 4.2 Clasification of Students’ Speaking Skill

in Pre-Test (Experimental Group) ....................................................... 77

Table 4.3 Frequency Disctribution and Percentage of Students’ Speaking

Skill in Fluency (Experimental Group) ............................................... 78


Skill in Pronunciation (Experimental Group) ...................................... 79

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Skill in Vocabulary (Experimental Group) .......................................... 80


Skill in Grammar (Experimental Group) ............................................. 80


Skill in Comprehension (Experimental Group) ................................... 80

Table 4.8 Score of Students’ Speaking Skill in Pre Test (Control Group) .......... 81


in Pre-Test (Control Group) ................................................................. 83


Skill in Fluency (Control Group) ......................................................... 84


Skill in Pronunciation (Control Group) ............................................... 85


Skill in Vocabulary (Control Group) ................................................... 86


Skill in Grammar (Control Group) ...................................................... 86


Skill in Comprehension (Control Group) ............................................ 86

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in Post-Test (Experimental Group) ...................................................... 87


in Post-Test (Experimental Group) ...................................................... 89


Skill in Fluency (Experimental Group) ............................................... 90


Skill in Pronunciation (Experimental Group) ...................................... 91


Skill in Vocabulary (Experimental Group) .......................................... 92


Skill in Grammar (Experimental Group) ............................................. 92


Skill in Comprehension (Experimental Group) ................................... 92


in Post-Test (Control Group) ............................................................... 87


in Post-Test (Control Group) ............................................................... 89


Skill in Fluency (Control Group) ......................................................... 90

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Skill in Pronunciation (Control Group) ............................................... 91


Skill in Vocabulary (Control Group) ................................................... 92


Skill in Grammar (Control Group) ...................................................... 92


Skill in Comprehension (Control Group) ............................................ 92


in Pre-Test and Post-Test (Experimental Group) ................................ 93


in Pre-Test and Post-Test (Control Group) .......................................... 93

Table 4.31 Result of Calculating Research ............................................................ 93


in Post-Test (Control Group with Fishbowl Method) .......................... 87


in Post-Test (Control Group with Fishbowl Method) .......................... 89


Skill in Fluency (Control Group with Fishbowl Method) ................... 90

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Skill in Pronunciation (Control Group with Fishbowl Method) .......... 91


Skill in Vocabulary (Control Group with Fishbowl Method).............. 92


Skill in Grammar (Control Group with Fishbowl Method) ................. 92


Skill in Comprehension (Control Group with Fishbowl Method) ....... 92


in Pre-Test and Post-Test (Control Group with Fishbowl Method) ... 93

Table 4.40 Result of Calculating Research

(Control Group with Fishbowl Method)............................................. 93

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CHAPTER I

INTRODUCTION

A. Background of Research

The expansion of communication, information, and technologies

lead people to join the global era where there are many necessities of high

qualification and skill related to the ability in using some foreign

languages. One of the international languages is English. English plays an

important role in this era. Nowadays Indonesia also lives in a world that is

nearly using English in many aspects of life.

Brown (2007: 6) defines that language is a systematic instrument

of communicating ideas or feelings by using sounds, gestures, or signs

agreed. The primary function of language is for interaction and

communication. English as one of the international languages in the world

should be mastered by people from many countries in the world to

communicate each other. They may know and understand what they speak

communicatively because of English. Because of the reason, English

becomes the first foreign language that is taught in Indonesia from

elementary school up to college.

Speaking is one of the four basic language skills: listening, writing,

reading and speaking. Teaching English speaking is the process of giving

the English lesson, from the teacher to the students based on the material

from the syllabus of the certain school, in order that the students are able

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to absorb it and they will be able to communicate by using English orally.

All those skills are supported by some components such as vocabulary,

grammar, pronunciation, etc. Speaking skill is one thing that should be

mastered by the students in the school. 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.

Above factors, entail us to master English, especially speaking skill

successfully, so we can communicate with all of the people over the world

fluently. Unfortunately, there are so many factors as handicap of how

people can master speaking skill successfully, such as they never practice

to speak English with their friends formally or informally, afraid of

making mistakes, or afraid to be laughed by others and do not feel

confident, or sometime they seem do not to have ideas in their mind if they

are asked to practice their speaking.

The students’ inability to speak in English is caused by a number

of factors. There are eight factors. They are; (1) clustering (2) redundancy

(3) reduced forced (4) performance variable (5) colloquial language (6)

rate of delivery (7) stress, rhythm and intonation (8) interaction. (Brown:

2000:270)

Actually not only the general people have that problem but also the

students of SMP N 2 Ambarawa have those problems. According to the

information from the English teachers SMP N 2 Ambarawa, the problems

are such as the new curriculum in seventh and eight levels so make an old

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teacher difficult to follow it and the position of Ambarawa is not good

enough. Actually Ambarawa is not a village and it is not a city also so

make the education grow up slowly. In addition, the students also want to

show other student in the school or members of their family that they can

speak some English. For this reason, teacher should use creative teaching

methods that encourage students to take part actively in the class. The

teaching learning processes have to involve not only teacher and students,

but also the students and students.

Helping students to solve these problems, the teacher should

motivate them and create the most effective way to stimulate them, so they

will be interested in practicing their speaking. On other hand, the teacher

should use certain technique to stimulate students to practice their

speaking, because good strategy will support them in achieving skill

including English skill. Teacher have to teach the material by using good

method, good technique and organize teaching-learning process as good as

possible, so teaching-learning process can run well. It can make student

master English skill, especially in this case speaking skill successfully,

because one of the teaching failures is caused by unsuitable method.

There are many ways to make a fun activity in teaching speaking in

the classroom. Using pictures, cards, and other visual aids usually add a

great joy to the class. Fishbowl is one of the methods that can be applied in

teaching speaking because fishbowl is one of potential activities that

students can aim to arrive at a conclusion, share ideas about an event, or

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find solution in this activity. However, Fishbowl is related by the third

support that is students themselves. Therefore, fishbowl is a way to make

students be more confident in speaking English.

B. Statement of the Problems

Based on the backgrounds discussed above, the writer underlines the

problems as follow:

1. How is the difference of lecturing and Fishbowl method to the

speaking skill in Ninth Grade Students of SMP N 2 Ambarawa in the

Academic Year of 2014/2015?

2. How is the significant difference of lecturing and Fishbowl method to

the speaking skill in Ninth Grade Students of SMP N 2 Ambarawa in

the Academic Year of 2014/2015?

C. Objectives of the Research

The objectives of the research can be stated as related with the

problems’ statement. Therefore the objectives of the research are as

follows:

1. To find out the difference of lecturing and Fishbowl method in Ninth

Grade Students of SMP N 2 Ambarawa in the Academic Year of

2014/2015.

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2. To find out the significant difference of lecturing and Fishbowl method

in Ninth Grade Students of SMP N 2 Ambarawa in the Academic Year

of 2014/2015.

D. Limitation of Problem

This research conducts at SMP N 2 Ambarawa. The population of

this research is the ninth grade students at SMP N 2 Ambarawa. There are

two classes that are the subject of this research.

E. Benefits of the Research

This research is 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 research with the similar problem

of speaking skill improvement.

2. Practically

a. For the researcher

This research can contribute the researcher to help to find out the

best method for teaching speaking.

b. For the students

This research can add the students’ interest in English learning, so

it can help them to speak and learn English.

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c. For the English Teacher

This research not only can give additional contribution to English

teachers to develop language teaching method, but also the teachers

are able to improve the quality of teaching learning process.

d. For the Institution

The result of the research can contribute the institution to fulfill the

demand of English curriculum. Thus students are able to get

satisfactory achievement

F. Hypothesis

Ary (2007: 81) defines that the hypothesis presents the writer’s

expectations about the relationship between variables within the question. A

hypothesis is a specific statement of prediction. It describes in concrete (rather

than theoretical) terms what you expect will happen in your study.

In this Research, the writer puts a hypothesis that “Fishbowl method

and lecturing has similarities to improve students’ speaking skill in the ninth

grade students of SMP N 2 Ambarawa in the academic year of 2014/2015.

G. Terms Clarification

1. Fishbowl

Silberman (1996:110) defines that Fishbowl is a discussion format

that some students make discussion circle and other students make

listener circle in around of discussion group.

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2. Method

Brown (2000:16) defines that method is a generalized set of

classroom specifications for accomplishing linguistic objectives. Method

tends to be concerned primary with teacher and students roles and

behaviors and secondarily with such features as linguistic and subject-

matter objectives, sequencing, and materials.

3. 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.

H. Paper Outline

This research is divided into five chapters. Each chapter explains different matters

in line with the topic that is discussed. Chapter I is introduction. It

consists of the background of the research, statement of the problems,

objectives of the research, limitation of the problem, benefits of the

research, hypothesis, and term clarification. Chapter II deals with the

review of theoretical framework. It consists of previous researches,

Fishbowl Method; which consists of the definition of Fishbowl

Method, concept of Fishbowl Method, Fishbowl as a student-centered

discussion activity, Fishbowl as a tool for modeling discussion,

advantages of Fishbowl method and disadvantages of Fishbowl

Method, and Speaking; it consists of the definition of Speaking, the

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elements of Speaking, types of classroom speaking performance,

classroom speaking activities, teaching speaking skill, the assessment

of speaking and teaching speaking skill in junior high school. Chapter

III presents research methodology, which consists of place and time

of the research, research design, population, samples and sampling,

technique of collecting data and technique of data analysis. Chapter

IV presents the data analysis which has been collected. The writer

presents pre-test analysis, post-test analysis, pre-test and post-test

calculation and discussion. Chapter V is closure that contains

conclusion and suggestion that writer makes from the findings .

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CHAPTER II

REVEW OF RELATED LITERATURE

A. Previous Researches

In this research, the researcher takes review of related literature

from the other research as comparison. The researcher uses the other

research, and the title is “The Effectiveness of Fishbowl to Teach Reading

Viewed from students’ Self-Confidence (An Experimental Study at the

Eight Grade Students of MTs. Mu'allimin NW Pancor in the Academic

Year of 2010-2011)” by H. Hamdan, the students of Sebelas Maret

University in the academic year 2011/2012. ”. His research is intended to

find out the implementation of Fishbowl to improve students’ reading

skill. The object of her research is the Eight Grade Students of MTs.

Mu'allimin NW Pancor in the Academic Year of 2010-2011. He chooses

60 students as the sample of his research; they are students of VIII A as

experimental group and VIII C as the control group. In conducting his

research he uses experimental study which is including into descriptive

quantitative research. According to her research, she finds out that

Fishbowl is more effective than translation to teach reading for the eighth

grade students of MTs. Mu’alimin NW Pancor in the academic year of

2010-2011, the students having high self-confidence have better reading

ability than those having low self-confidence, and there is an interaction

between teaching techniques and self-confidence to teach reading for the

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eighth grade students of MTs. Mu'allimin NW Pancor in the academic

year of 2010-2011

The second previous research is conducted by Sugiarti (2011), the

English department student of STAIN Salatiga with his graduating paper

entitled “The Experimental Study of Improving Speaking Skill through

Socio Drama at Second Year Students of MAN Blora in the Academic Year

of 2010/2011”. Her research is intended to find out the implementation of

socio drama to improve students’ speaking skill. The object of her research

is the second year students of Man Blora in the academic year 2010/2011.

There are 200 students and she chooses 74 students as the sample of her

research, they are students of XI IPA 1 as experimental group and XI IPA

2 as the control group. In conducting her research she uses experimental

study which is including into descriptive quantitative research. According

to her research, she finds out that socio drama can improve students’

speaking skill with the different significant 5 %.

This research has similarities and differences from those previous

researchers above. The similarities to the first study are on Fishbowl

method. The second study is only dealing with speaking skill. On the other

hand the writer also finds the differences between the present research and

the two previous researches. The differences from the first research are the

sample and the main goal of research. The sample of research is eight

grade students of MTs. Mu'allimin NW Pancor in the academic year of

2010-2011and the main goal of research is dealing in reading skill that is

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viewed from students’ self-confidence. Then, the differences to the second

research are also in the sample and method. The sample of research is

second year students of MAN Blora in the academic year of 2010/2011

and Socio Drama as the method that is used in this research.

The Fishbowl Method to Improve the Students’ Speaking Skill (An

Experimental Study in Ninth Grade Students of SMP N 2 Ambarawa, in

the Academic Year of 2014/2015) is the title decided by the research as

the follow up of the previous researches in analyzing more detail about the

improvement of students’ speaking skill used Fishbowl method.

B. Fishbowl

1. Definition of Fishbowl

Silberman (1996:110) defines that Fishbowl is a discussion

format that some students make discussion circle and other students

make listener circle in around of discussion group. Fishbowl is the

growing structure discussion method that is very useful for the

speaking class (Elizabeth, et al., 2005:145).

Based on the above explanations the writer concludes that

Fishbowl method is a way to organize discussion group that contains

of inside and outside circle that is useful in speaking class.

This method has many variants but the underlying idea is to

facilitate learning via discussion.

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Figure 2.1

The Arrangement of Fishbowl

Source: http://slitoolkit.ohchr.org/data/downloads/fishbowl.pdf

The inner circle is given a situation wherein participants

discuss and come up with a solution, while the outer circle reserves

their observation, feedback and suggestions for later. In another

variant, the inner circle can be given a task to complete, while the

outer circle observes. There are many formats that you can

adapt while using the Fishbowl method. However, there are

2 common types of Fishbowls:

a. Open Format Fishbowl

In this format a few seats in the inner circle are left vacant

for members of the outer circle to join. When this happens one

member of the inner circle must voluntarily leave. The rules of the

discussion have to be set by the facilitator or by the group

themselves.

b. Closed Format Fishbowl

This technique works well with larger groups. The

facilitator can give the inner circle time to discuss an issue.

When their time is up the outer circle can come into the inner circle

http://slitoolkit.ohchr.org/data/downloads/fishbowl.pdf

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and add their viewpoints. In this structure, you can have

participants sitting in concentric circles giving everyone in the

classroom an opportunity to contribute (Elizabeth, et al.,

2005:145).

Based on those the above explanations can be concluded

that Fishbowl has two formats that are usually used. They are open

and closed format circle. Both of them give opportunity of every

student to speak and share their opinion in the Fishbowl that is

prepared for them.

3. Concept of Fishbowl

In Fishbowl, an outer circle of students sits around a smaller,

inner circle of students. Students in the inner circle engage in a depth

discussion, while students in the outer circle consider what is being

said and how it is being said. This collaborative technique has also

been called Inside outside Circles. Inner circle students are challenged

to participate in a high-level discussion while the outer circle is able to

be listener of the discussion and critique content, logic, and group

interaction. This technique therefore serves two purposes to provide

structure for in-depth discussion and to provide opportunities for

students to model or observe group processes in a discussion setting

(Elizabeth, et al., 2005:145-146)

The Fishbowl method allows you to explicitly teach a variety

of social skills. It is one way to shine a light on the specific social

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skills that can either move a discussion forward or shut it down. The

Fishbowl offers the class an opportunity to closely observe and learn

about social interaction. You can use it in any content area (Chris

Opitz, 2008:102)

According to Dutt (1997:143) in an open Fishbowl, one chair is

left empty. In a closed fishbowl, all chairs are filled. The moderator

introduces the topic and the participants start discussing the topic. The

audience outside the Fishbowl listen the discussion. In an open

Fishbowl, any member of the audience can occupy the empty chair and

join the Fishbowl at any time. When this happens, an existing member

of the Fishbowl must voluntarily leave the Fishbowl and free a chair.

The discussion continues with participants frequently entering and

leaving the Fishbowl. Depending on how large audience is, we can

have many audience members spending some time in the Fishbowl and

taking part in the discussion. When time runs out, the Fishbowl is

closed and the moderator summarizes the discussion.

Other variations and extensions and extensions to implement

Fishbowl are as follows:

a. Instead of one large Fishbowl, consider multiple small

Fishbowls of four to six students with two or three students in

each of the inner or outer circles.

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b. After the initial Fishbowl discussion, ask students to switch

places, with the outer circle assuming the inner circle role, and

vice versa.

c. Allow students from the outer circle to join the inner circle by

tapping a student on the shoulder and exchanging places with

him or her. This is a fun strategy for creating enthusiasm, and it

keeps more students active and engaged. Be aware, though, that

some students, some culture and religious are not comfortable

with being touched, so consider as an alternative telling

students who wish to join or exit a group to simply raise their

hands, or give an entry/exit token such as a slip of paper.

d. Have students perform a task, such as solving a problem or

learning a new skill, instead of discussing an issue. (Elizabeth,

et al.,2005:149)

Based on the above elaboration, it can be summarized as

problem solving by assisting groups to gather insight about another

group. Fishbowl can be used as a consensus building technique in a

planning or problem-solving process. Another derivate is to have the

Fishbowl run for a certain period. The moderator stops the discussion

in the Fishbowl circle and invites those not in the inner circle to offer

their thoughts and comments on what they are hearing in the inner

circle.

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4. Fishbowl as a student-centered discussion activity

The teacher arranges the room in a fishbowl, with inner and

outer circles of students, and often assigns a text (section of a

textbook or book, a poem, an article, or a video) to be read or viewed

prior to the discussion. The teacher can generate a set of questions by

writing them on slips of paper or index cards, or students can write

questions or comments on cards. Four or five students sit in the

inner fishbowl and begin a discussion using the questions; only

these students can talk. If a student in the outer circle wants to say

something, he or she must get up, tap one of the students in the

inner circle on the shoulder, and take his or her place. Whenever a

student is "tapped out" of the fishbowl, he or she takes a seat in the

outer circle and cannot speak unless he or she returns to the inner

fishbowl by tapping another student out. If students are reluctant to

enter the fishbowl, the teacher can change the rules so that, after a

few minutes, the inner group can tap others into the fishbowl. If

students are too quick to jump into the fishbowl (that is, they do

not give their peers a fair amount of time to talk before tapping

them out), the teacher can set a time limit of one, two, or three

minutes during which students cannot be tapped out. Teachers can

extend students' participation by allowing them to generate questions

for the discussion. Fishbowl is a flexible format that can also be used

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by teachers to model small-group discussion. (Elizabeth, et al.,

2005:145).

This discussion format can be used in any subject area

classroom in which student-centered discussion is desired. The writer

has used this format in speaking class of Ninth grade students of SMP

N 2 Ambarawa in the academic year of 2014/2015. Used this way,

fishbowl discussions place the focus on students' thoughts and ideas

rather than on the teacher’s.

5. Fishbowl as a tool for modeling discussion

Middle school students are social and know how to talk with

one another; however, teachers usually find small and large-group

discussions about subject matter more challenging to facilitate.

Fishbowl can be a vehicle for modeling and having a meta-discussion

about discussion. This is a great way to model a discussion and talk

about what makes for an effective small-group discussion

(Elizabeth, et al.,2005:145).

Fishbowl discussions can be used to model discussions of

challenging or controversial material in any subject area. For example,

a biology teacher can use fishbowl at the outset of a unit on

Evolution to help students establish generative and appropriate

boundaries for their discussions about the topic. Similarly, a social

studies teacher can use fishbowl as a way to begin discussions about

issues such as slavery or segregation. Also, fishbowl is a great way to

18

model literature circle or book club discussions in an English

language arts class. Fishbowl is a flexible and powerful tool that can

help empower students in discussions across subject areas (Raphael &

McMahon, 1994:120).

Based on above explanation, the writer can summarize that

Fishbowl can be a useful discussion method especially to help students

to share their opinion. It also can be an effectively method when we

want to use discussion in the class. Sometimes we are bored in

discussion role so we use creative role in Fishbowl method to handle

bored situation in the class.

6. Advantages of Fishbowl Method

An advantage of a Fishbowl method is it is stimulates discussion in

the class, provides class interaction, allows students to learn from peers,

involves critical thinking, improves oral and listening skills and provides

break from routines. These reasons have made Fishbowl popular in

participatory group meetings and conference and also we can use it in any

content area.

7. Disadvantages of Fishbowl Method

Fishbowl has many advantages but it also has some disadvantages

like; it can be a possible conflict among students, it also can false

information may be presented, it may be hard from some to express

themselves, it focus and relevancy of the topic may be altered, it make

19

some may feel uncomfortable being observed, it makes strong emotions

high and also its observers cannot immediately respond

C. Speaking

1. Definition of Speaking

Speaking skill is one thing that should be mastered by the

students in the school. 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. Hornby

(1990:1227) defines speaking is make use of words in an ordinary

voice. Bygate says, “Speaking is a skill which deserves attention every

bit as much as literary skills, in both first and second language. It is the

skill which the students are frequently judge. It is also the vehicle par

excellent of social solidarity, of social ranking, of professional

advancement and of business”. It indicates that as one of the language

skills, speaking should get the attention from teachers and learners

because it plays the important role in our society.

Meanwhile, Donough and Shaw state, “There are some reasons

for speaking involved expressing ideas and opinions: expressing a

wish or a desire to do something: negotiating and/or solving a

particular problem; or establishing and maintaining social relationships

and friendship. Besides, fluency, accuracy, and confidence are

important goal in speaking”. Therefore, as a language skill, speaking

20

becomes an important component to master by the students as the main

tool of verbal communication because it is a way to express ideas and

opinions directly what we have in our minds.

Based on the above definitions, it can be synthesized that

speaking is the process of using the urge of speech to pronounce vocal

symbols in order to share the information, knowledge, idea, and

opinion to the other person. Moreover, speaking cannot be dissociated

from listening aspect, because speaking involves speaking and listener.

2. Elements of Speaking

Heaton (1990:70) defines speaking is a complex skill requiring

the simultaneous use of a number of different abilities, which often

develop at the different rates. Either four or five components are

generally recognized in analyzing the speech process.

1) Pronunciation (including the segmental features-vowels and

consonants, the stress and intonation patterns)

As stated by Harmer, if students want to be able to

speak fluently in English, they need to be able pronounce

phonemes correctly, use appropriate stress and intonation

patterns and speak in connected speech. The speaker must be

able to articulate the words, and create the physical sounds that

carry meaning. At the level of word pronunciation, second

language learners regularly have problems distinguishing

21

between sounds in the law language that do not exist in

language they already know.

2) Grammar

It is obvious that in order be able to speak foreign

language, it is necessary to know a certain amount of grammar

and vocabulary. Grammar is the sounds and the sound patterns,

the basic units of meaning, such as words, and the rules to

combine them to form new sentences. Therefore, grammar is

very important in speaking because if the speakers do not

mastering grammar structure, they cannot speak English well.

3) Vocabulary

As we know, vocabulary is a basic element is language.

Vocabulary is single words, set phrases, variable phrases,

phrasal verbs, and idioms. It is clear that limited vocabulary

mastery makes conversation virtually impossible.

4) Fluency

In simple terms, fluency is the ability to talk freely

without too much stopping or hesitating. Meanwhile, according

to Gower et-al, fluency can be thought of as ‘the ability to keep

going when speaking spontaneously. When speaking fluently

students should be able to get the message across with

whatever resources and abilities they have got, regardless of

grammatical and other mistakes.

22

5) Comprehension

The last speaking element is comprehension.

Comprehension is discussed by both speakers because

comprehension can make people getting the information that

they want. Comprehension is defined as the ability to

understand something by a reasonable comprehension of the

subject or as the knowledge of what a situation is really like.

Based on above explanation, it can be inferred that there are

five elements needed for spoken production they are pronunciation,

grammar, vocabulary, fluency and comprehension. We do not only

need one or two vocabularies but also as many as we can memorize

and understand it. We need many vocabularies to speak with other

people. Sometimes some people say that grammar is not necessary but

we can see if we do not understand grammar, how people can

understand us. Good pronunciation is also necessary for our

communication. So, all of elements are needed to produce spoken

production well and make good communication for us.

3. Types of Classroom Speaking Performance

Brown (2004: 141-142), stated that there are five categorizes of

speaking performance assessment tasks, described as follows:

23

a. Imitative

Teacher asks students to drill word in which the

students simply repeat a phrase or structure (e.g., "Excuse me."

or "Can you help me?") for clarity and accuracy.

b. Intensive

It is the production of short stretches of oral language

designed to demonstrate competence in a narrow band of

grammatical, phrasal, lexical, or phonological relationships

(such as prosodic elements- intonation, stress, rhythm,

juncture). The speaker must be aware of semantic properties in

order to be able to respond, but interaction with an interlocutor

or test administrator is minimal at best. Examples of intensive

assessment tasks include directed response tasks, reading

aloud, sentence and dialogue completion; limited picture cued

tasks including simple sequences; and translation up to the

simple sentence level. Intensive can be self-initiated or pair

work activity.

c. Responsive

Responsive assessment tasks included interaction and

test comprehension but at the somewhat limited level of very

short conversations, standard greetings and a small talk, simple

request and comments and the like.

24

d. Interactive

It is similar with the previous category which is

representative, however it is different in the length and

complexity of the interaction, which someone includes multiple

exchanges and/or multiple participants.

e. Extensive

Extensive oral production tasks include speeches, oral

presentations, and storytelling, during which the opportunity

for oral interaction from listeners is either highly limited

(perhaps to nonverbal responses) or ruled out altogether.

Language style is frequently more deliberative (planning is

involved) and formal for extensive tasks, but we cannot rule

out certain informal monologues such as casually delivered

speech (for example, my vacation in the mountains, a recipe for

outstanding pasta primavera, recounting the plot of a novel

or movie).

From the above explanation, it can be summarized that

speaking performance assessment tasks are imitative, intensive,

responsive, interactive and extensive. We have to know that designing

appropriate assessment tasks in speaking begins with the specification

of objective or criteria like all of those above speaking performance

assessment task.

25

4. 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 scripts 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 the lines they speak will have real meaning. By

giving students practice in these things before they give their

final performances, the teacher ensures that acting out is both a

learning and language producing activity. In acting the

dialogue, 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.

26

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 skills 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 stage of

27

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 results obtained from

questionnaires can then form the basis for written work,

discussions, or prepared talks.

28

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.

From those above activities can be used by teachers to

teach speaking. Teachers can choose an activity that related to

the topic and objective of the lesson. Besides, they must

consider the situation, condition of the students and materials

that will be 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 to measure how far students can speak,

say and express their feeling in English.

5. Teaching Speaking Skill

Brown (2001: 275 -276) states there are seven principles for

designing speaking techniques.

29

a. Use techniques that cover the spectrum of learner needs, from

language based focus on accuracy to message-based on

interaction, meaning, and fluency.

b. Provide intrinsically motivating techniques.

c. Encourage the use of authentic language in meaningful

contexts.

d. Provide appropriate feedback and correction.

e. Capitalize on the natural link between speaking and listening.

f. Give students opportunities to initiate oral communication.

g. Encourage the development of speaking strategies.

From above explanation, we can see that all of principles for

designing speaking techniques are very necessary for us. Since English

is included as a compulsory subject in junior high schools in Indonesia,

the learners have the same need. The need is passing the examinations

to move to the next level and graduate from the school, and the general

requirement is the students are able to speak and hold conversations.

From a communicative purpose, speaking is closely related to

listening. The inter action between these two skills is shown in the

conversation.

6. Assessments of Speaking

Speaking is complex skill requiring the simultaneous use of

different ability which often develops at different roles. Speaking skill

30

is generally recognized in analysis of speech processes that are

pronunciation, grammar, vocabulary, fluency and comprehension.

According to Brown (2000: 406-407), there are five categorizes

of oral proficiency scoring. It can be seen on the tables below:

Table 2.1

Oral Proficiency Scoring Categories Fluency

Score Category

1 No specific fluency description.

2 Can handle with confidence but not with facility most

social situations, including introductions and casual

conversations about current events, as well as work,

family and autobiographical information.

3 Can discuss particular interests of competence with

reasonable ease. Rarely has to grope for words.

4 Able to use the language fluently on all levels normally

pertinent to professional needs. Can participate in any

conversation with a high degree of fluency.

5 Has complete fluency in the language such that his

speech is fully accepted by educated native speakers.

Source: Brown, H, Douglas. 2000. Teaching by Principles, an

Interactive Approach to Language Pedagogy. New York: Addison

Wesley Longman.

31

Table 2.2

Oral Proficiency Scoring Categories Pronunciation

Score Category

1 Errors in pronunciation are frequent but can be

understood by a native speaker used to dealing with

foreigners attempting to speak his language

2 Accent is intelligible though often quite faulty.

3 Errors never interfere with understanding and rarely

disturb the native speaker. Accent may be obviously

foreign.

4 Errors in pronunciation are quite rare.

5 Equivalent to and fully accepted by educated native

speakers.



Wesley Longman.

Table 2.3

Oral Proficiency Scoring Categories Vocabulary

Score Category

1 Speaking vocabulary inadequate to express anything but

the most elementary needs

2 Has speaking vocabulary sufficient to express him simply

with some circumlocutions.

3 Able to speak the language with sufficient vocabulary to

32

participate effectively in most formal and informal

conversations on practical, social and professional topics.

Vocabulary is broad enough that he rarely has to grope

for a word.

4 Can understand and participate in any conversation within

the range of his experience with a high degree of

precision of vocabulary.

5 Speech on all level is sufficiently accepted by educated

native speakers in all its features including breadth of

vocabulary and idioms, colloquialisms, and pertinent

cultural references.



Wesley Longman.

Table 2.4

Oral Proficiency Scoring Categories Grammar

Score Category

1 Errors in grammar are frequent, but speaker can be

understood by a native speaker used to dealing with

foreigners attempting to speak his language

2 Can usually handle elementary constructions quite

accurately but does not have thorough or confident

control of the grammar.

33

3 Control of grammar is good. Able to speak the language

with sufficient structural accuracy to participate

effectively in most formal and informal conversations on

practical, social, and professional topics.

4 Able to use the language accurately on all levels normally

pertinent to professional needs. Errors in grammar are

quite rare.

5 Equivalent to that of an educated native speaker.



Wesley Longman.

Table 2.5

Oral Proficiency Scoring Categories Comprehension

Score Category

1 Within the scope of his very limited language experience,

can understand simple questions and statements if

delivered with slowed speech, repetition, or paraphrase

2 Can get the gist of most conversations of non-technical

subjects (i.e., topics that requite no specialized

knowledge).

3 Comprehension is quite complete at a normal rate of

speech.

4 Can understand any conversation within the range of his

34

experience.

5 Equivalent to that of an educated native speaker.



Wesley Longman.

However, there are five components usually used to analyze

speech performance, they are grammar, pronunciation, vocabulary,

fluency and comprehension. The scoring also can include accuracy,

articulation, eye contact, expression, intonation and gesture of the

speaker. The writer uses those speaking scoring rubric to collect data.

7. Teaching Speaking in Junior High School

The subject of this research is ninth grade students at SMP N 2

Ambarawa. Knowing the students’ characteristics is the first step that

will help the teacher to help them. It will also help the teacher to

prepare the students to help themselves. Students should learn the best

strategies to improve their own learning.

The important thing is teachers have to involve the students in

more indirect learning through communicative speaking activities.

They also allow them to use their intellects to learn consciously where

this is appropriate. They encourage their students to use their own life

experience in the learning process too.

As stated in school based curriculum, the purpose of the

English subject in junior high schools is to develop communicative

35

competence in spoken and written English through the development of

related skills. The learners will be able to support their next study level

through the ability of the English communicative competence.

Standard of Competence and Basic Competency which the

research focus on are the Standard of Content in the English subject,

particularly the English speaking lesson to the ninth grade students of

the first semester at SMP N 2 Ambarawa. It is also limited to the scope

of expressing meanings in a transactional and interpersonal dialogue in

the context of daily life. The Standard of Competence and the Basic

Competency are presented in the table below:

Table 2.6

The Standard of Competence and the Basic Competency

Standard Competence Basic Competence

Speaking

3. Expressing meaning in a

transactional and interpersonal

dialogue in the context of

daily life.

3.1 Expressing meaning in a

transactional (to get things done)

and interpersonal (with social

contacts) dialogue by using

spoken language accurately,

fluently, and appropriately in the

context of daily life and

including expressions of giving

certainty and uncertainty

3.2 Expressing meaning in a

36

transactional (to get things done)

and interpersonal (with social

contacts) dialogue by using

spoken language accurately,

fluently, and appropriately in the

context of daily life and

including expressions of asking

repetition, showing attention and

giving amazement

37

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Study

1. Place and Time of Research

a. Place of Research

The research carried out at SMP N 2 Ambarawa. The

address is in Jl. Kartini 1A Ambarawa, Kab. Semarang

1) General Information of SMP N 2 Ambarawa

Junior High School 2 Ambarawa is one of the best and

favorite junior high school in Ambarawa. The detail of this

school described as follows:

a) School Name : SMP NEGERI 2 AMBARAWA

b) No. School Statistic : 201032210066

c) School Type : A

d) School Address : Jalan Kartini 1A Ambarawa

: (Sub district) Ambarawa

:( Regency) Semarang

:( Province) Central Java

e) Phone/HP/Fax :(0298) 591176 / 596760

f) Email/Web-site : [email protected] /

http://www.smpn2ambarawa.com

g) School Status : Negeri

mailto:[email protected]

http://www.smpn2ambarawa.com/

38

h) As the RSBI : SK Direktir Pembinaan SMP, Dirjen

Dikdasmen, Kemendiknas

Number: 1393 / C3 / TU/2011 on 13th

June 2011

i) Class percentage that have used IT : 100 %

j) Teacher percentages that are S2/S3 : 7,14 %

k) Does School have HOT-SPOT facilities: Yes, It does

2) Historical Building of SMP N 2 Ambarawa

Based on SMP N 2 blog, in the late 1976, Ambarawa

did not have any junior high school except STN and SKN.

Besides that, there was preparation state Junior high School

Ambarawa. In 1976, SMP N 1 Ungaran got 12 local dropping

that was not possible in Ungaran so based on reference of

KDH Semarang regents and approval of Dandim 411 Salatiga,

so the building was beside Turangga CETA field (Pangsar

Jend. Sudirman field Ambarawa). On 1977, SMP N 1 Ungaran

filial Ambarawa that had 4 classes, there was

misunderstanding from preparation state SMP Ambarawa.

Preparation state SMP Ambarawa thought that new building

was for preparation state SMP Ambarawa so preparation state

SMP Ambarawa did not receive new students. Finally, there

was protest from preparation state SMP Ambarawa’s parents.

On 4th

April 1977, there was a conference of preparation state

SMP Ambarawa’s parents in Kawedanan veranda Ambarawa

39

that be presented by the chief of Dikmanum Kanwil Central

java province that was Drs. Darsono decided that preparation

state SMP Ambarawa be integrated in SMP N 1 Ungaran filial

Ambarawa and also new building of SMP N 1 Ungaran filial

Ambarawa.

On 7th

June 1977, the government of P and K

department gave 4 locals plus furniture and electric installation

even though it was not on yet to the head master named Imam

Mochtar. On 13th

June 1977, there was a movement second

and third grade students of preparation state SMP Ambarawa

to a new building of SMP N 1 Ungaran filial Ambarawa in Jl.

Kartini 1A Ambarawa.

Finally, on Friday, 23th October 1981, that was based

on decision of Education and Culture cabinet’s letter, number

0220/0/1981, SMP N 1 Ungaran filial Ambarawa to be SMP N

2 Ambarawa. On 1982, the first alumnus was born by Ka

Kanwil Depdikbud Central Java province named Drs. Kustijo.

3) Vision and Mission

a) Vision

The vision of this school is “Excellent in

achievement, virtuous, competent and independent”.

40

b) Mission

The missions of this school are:

Realizing achieving students in academic and non-

academic in national and international level.

Realizing students that have faith and piety, polite

attitude and polite words.

Realizing competent and creative students

Realizing competent students in good and correct

language

Realizing competent students in information

technology and communication

Realizing discipline and responsible students

b. Time of Research

This research carried in the ninth grade students of SMP N

2 Ambarawa in the Academic year of 2014/2015. There were some

steps in this research: preparation, implementation, analyses of the

data, and report writing. The details of each activity were as

follows:

1) Preparation

a) 15th

August 2014 : Proposal Draft Consultation

b) 27th

August 2014 : Instrument Consultation

2) Implementation

a) 25th

August 2014 : Research Permission

41

b) 26th

August-6th

September 2014 : Data collection

3) Analyses of Data and Research Report

a) 7th

September 2014 : Data Analysis

b) 6th

October 2014 : Research Report

B. Method of Research

According to Ary (2007:39) there are four different categories

developed in classifying educational research: experimental,

experimental ex-post facto, descriptive, and historical studies. The

framework used in this research is quantitative research. It means the

hypotheses of the research will be concluded through various techniques

such as: collecting, describing, and analyzing data collected which are

mostly on the form of numerical data. The research is also categorized as

an experimental study since it attempts to give treatment to experimental

group and maintain control over all factors that may affect the result of

an experiment. In other words, the experimental research attempts to

investigate the influence of one or more variables to other variables

(Nana Syaodih, 2006:57)

Experimental research has some characteristics as follows: (1)

manipulation or treatment of an independent variable; (2) other

extraneous variables are controlled, and (3) effect is observed of the

manipulation of the independent variable on the dependent variable (Ary,

2007:338).

42

This experimental research is aimed at observing whether there

was the Fishbowl method for teaching speaking. The technique of

teaching speaking in the experimental class was Fishbowl method. The B

class was used for the control class and A class was used for Fishbowl

method. The technique of teaching speaking in the control class was a

memorizing method.

C. Research Subject

1. Population

Population is a large group to which a researcher wants to

generalize his or her sample result (Christensen, 2000:158) According

to Burke (2000: 158) population is the set of all elements. It is the

large group to which a researcher wants to generalize his or her sample

result. In line with Burke, Arikunto (2002: 108) says that population is

all the individuals of that group.

The population in this research was the ninth grade students of

SMP N 2 Ambarawa in the academic year of 2014/2015. They were

grouped into seven classes where each class consists of 25 students so

the total populations were 175 students.

2. Sample

A sample is a set of elements taken from a large population

(Christensen, 2000:158). Arikunto (2002:109) states that sample is

part of population being researched. Burke (2002: 158) also says that

43

sample that it is a set of elements taken from a larger population

according to certain rules. It can be concluded that sample is a small

portion of a population assigned according to certain rules.

Therefore, sample in this research is taken 28% from

population. Therefore, the numbers of sample are 50 students. The

sample of this research came from two classes (A and B class) of ninth

grade students of SMP N 2 Ambarawa in the academic year of

2014/2015. The total sample in this research was 50 students. They

came from middle and lower economic families. Generally they had

high motivation to study but they were shy to show their skill

especially in speaking. They understood when someone spoke English

but they did not want to use their English in speaking. They were

afraid of someone who was laughing them and they were afraid to do

mistakes. In this research the researcher would be the observer.

3. Sampling

Sampling is the way to get sample. According to Burke (2000:

183) sampling is the process of drawing sample from a population. In

this research, the writer used Cluster Random Sampling for getting

sample from the population. According to Burke (2000: 172), cluster

random sampling is a type of sampling in which clusters (a collective

type of unit that includes multiple elements) are randomly selected. In

this case, a classroom is a cluster because it is a collective unit

composed of many single units (students). In short, the writer selected

44

randomly 2 clusters (2 classes) from the larger set of all clusters (7

clusters or 7 classes) in the population and included all the elements in

the selected clusters as the sample of this research. By using this

sampling method, each individual in population had an equal chance of

being included in the sample so this sampling method could be used to

produce representative samples.

The writer used cluster random sampling because it had some

advantages, such as: it can be used when it is difficult or impossible to

select a random sample of individuals, it is often far easier to

implement in schools, and it is frequently less time consuming

(Fraenkel and Wallen, 1993: 139).

D. Data Collecting Technique

The writer used Test in collecting the data. There were two kinds of

test. They were:

1. Pre test

Pre-test was administered before treatment that was given to

know how far the students speaking skill especially for the material

would be taught by the teacher in this research. Pre-test of this research

was on 26th

August 2014. The test consisted of oral test. The teacher

asked the students to introduce and to tell about their hobby. The

teacher gave for about five minutes to prepare and after the students

45

were ready, they must come in front of class to speak. At that time, the

researcher gave point for them.

2. Post-test

The teacher gave the posttest to the students after giving the

treatments. The next type of the posttest was also in the form of oral

production test. The experimental group did post-test on 6th

September

2014 at 8.20-09.00 WIB. The test was administered to investigate

whether the Fishbowl method could improve the students’ speaking

skill. The teacher asked the students to discuss about the topic with

their friends and after that they had to give opinion about that topic.

The control group was also did post-test. The post-test was on 6th

September 2014 at 9.20-10.00 WIB. In post-test, the teacher asked the

students to make conversation for two people, after that the students

had to memorize the conversation. If the students had memorized, they

had to come in front of the class to practice. At that time, the

researcher gave point for them.

E. Research Instrument

The instrument of this research was oral production test. The

items of the test were a topic discussion. The teacher gave a topic and

the students discussed it. The writer and teacher monitored the

students’ utterance. There were five components used to analyze

46

speech performance. They were grammar, pronunciation, vocabulary,

fluency and comprehension.

Table 3.1

SCORING RUBRICS

Content 5 points 4 points 3 point 2 point 1 point

Fluency Quick,

fluently,

continuous

with no

hesitation

and clear

Fluently,

Occasional

hesitation

Fluently

enough,

several

unnatural

hesitations

and

searching

for words

Fluently not

good enough,

many

unnatural

hesitation

No specific

fluency

description,

not

complete

utterances

Pronunciation Pronunciatio

n is excellent

like native

speaker

Errors in

pronunciati

on are quite

rare

Require

guessing at

meaning,

accent may

be

obviously

foreign

Pronunciation

has many

problems

Errors in

pronunciati

on are

frequent

but can be

understood

by native

speaker

Vocabulary Very good;

Use

appropriate

and new

words

Good,

appropriate

vocabulary

and

response

Good

enough,

rarely have

to look for a

word

No enough

vocabulary or

incorrect use

Very little

vocabulary

Vocabulary

repeated

Grammar Excellent;

No

grammatical

errors

Good; Two

or fewer

grammatica

l errors

Good

enough;

listener

understand

enough

Many

problems like

in verb forms

Errors in basic

structures

Errors in

grammar

are

frequent

but speaker

can be

understood

by native

speaker

47

Comprehension Understandi

ng the

concept very

good

Understand

ing the

concept

good

Understandi

ng the

concept

good

enough

No enough

understanding

the concept

Confusing

in

understandi

ng the

concept

F. Data Respondents

Table 3.2

EXPERIMENTAL GROUP

NO M/F NIS Complete Name

1 F 1 0692 ADELIA'|ASYA VIRGINIA

2 F 10678 ANNABA’ RAMADHANI

3 L 10668 ARSYALHAAD KAUTSAR G

4 F 10705 CHINTYA DEWI SAFIRA

5 F 10717 DEA AYU FAHRUNNISYA

6 F 10707 DIAH AYU LESTARI

7 F 10725 DIANA AGUSTINA RAHMAN

8 F 10709 DINDA LARASATI

9 F 10741 FARAS FAUZIYAH RAHARANI

10 L 10831 I MADE WISNU BAKTI SAPUTRA

11 L 10757 IBNU IRSYADY

12 F 10760 IKA SAKTI OCTAVIARANI

13 F 10758 IKA SAKTI OCTAVIARINI

14 F 10832 NANDA TASYA SURYA PUSPITA

15 F 10835 NIKEN WIDYASTUTI

16 M 10781 NOVIANDI DWI PAMUNGKAS

17 M 10792 RAKA RIZKY FIRDAUSY

18 M 10793 REYHAN GESANG ALMUAZAM

19 F 10803 SANDRA KILA RAHMAYANTI

48

20 F 10810 SHAFIRA RAHMADANTI

21 F 10817 WILLIES MELIANA

22 F 10819 WINAR WAHYU W.

23 F 10837 YOSEPHINE FIANTI FEPRIANINGSIH

24 F 10825 YUANITA AULYNING TYAS

25 F 10827 ZINEINE AVIEN RYANAR P

Table 3.3

CONTROL GROUP

NO M/F NIS Complete Name

1 M 10681 ACHMAD ARIF FANI

2 F 10659 ADINDA PUTRI SHOLIHA

3 M 10664 ADITYA SATRIA PANDU .N.

4 F 10665 AGNES LARASATI MILENIA .P

5 M 10676 AGUNG HERBUDI NUGROHO

6 F 10661 AGUSTINA WULANSARI

7 M 10670 AHMAD B.A

8 M 10687 AHMAD KHOIRUL INSANI

9 F 10682 AINAYA SHAFA MALIKHA

10 F 10666 AISYAH DHILA PUSPITA SARI

11 F 10671 AJENG PRATIWI PUTRI

12 M 10688 ALIF BAGUS PRATAMA

13 M 10662 ALIFIAN TIRTA NATA

14 M 10672 ALVIAN D.D

15 F 10673 AMELLIYANA

16 F 10683 AN NISA WIJAYANTY

17 F 10674 ANANDA LARASATI

18 F 10677 ANESTI NILA KRISNA

19 M 10689 ANGGER RIZKY ALIFA

49

20 M 10667 ANGGIT AJI PRASETYO

21 F 10663 ANISA UTAMIYANTI TRI .R

22 F 10679 ANNISA ROSALIN ANINDHITA

23 M 10685 ARDI FIRMANSYAH

24 F 10680 ARLISTA ALIMATUL MUFIDAH

G. Data Analysis

The name of analysis technique of this research was

quantitative. The data from the oral test was arranged from the highest

until the lowest one. The data from the pre-test and post-test was

analyzed to find out whether the result of the tests are similar or

different. Data analysis was done on 7th

September 2014.

To compare the result of the data from pre-test and post-test

with the same subject, the writer used the Repeated Measures T-Test,

and the data was calculated using the product moment formula, as

follow:

1. Mean

a. Pre-test of experiment

group

X1 = N

x 1

b. Pre-test of control

group

X2 =N

x 2

c. Post-test of experiment

group

Y1 = N

y 1

d. Post-test of control

group

Y2 = N

y 2

50

2. Standard deviation (SDD)

SDD = √∑𝐷2−(∑𝐷)2

N

∑D

= X-Y

∑D2

= (X-Y)2

SDD = Standard deviation

X = Pre Test

Y = Post Test

N = Total of Respondents

3. Standard error of mean difference (SEMD)

SEMD = SD D

√N − 1

SEMD = Standard error of mean difference

SDD = Standard Deviation

N = Total of Respondents

4. t-value (to)

to = MD

SEMD

51

The formula of MD is as follow:

MD = ∑ D

N

52

CHAPTER IV

ANALYSIS AND DISCUSSION

A. Pre-Test Analysis

In previous description, it had been explained that result of this

research analyzed in numeral form. The data described pre-test and post-test

of ninth grade students of SMP N 2 Ambarawa in the academic year of

2014/2015.

The writer collected the data from 50 respondents. They came from

ninth grade students. They were consist of 25 respondents of experimental

class who was taught using Fishbowl method and 25 respondents of control

class who was not taught using Fishbowl method.

Firstly, the writer made list of students’ names that were taken and

their score. Secondly, the writer clarified interval class, median, mean,

standard deviation and finally counted percentage based on passing students

indicating the Fishbowl Method improved speaking skill. In the next step,

the writer determined the table t-value for significant of the research.

Based on description in previous chapter, the writer made scores of

respondents’ pre-test. Pre-test’s result of respondents in experimental

group was presented as follows:

53

Table 4.1

Score of Respondents’ Speaking Skill in Pre – test

(Experimental Group)

NIS R F P V G C Total

10692 R1 3 3 4 4 4 18

10678 R2 4 3 4 4 3 18

10668 R3 3 3 4 3 4 17

10705 R4 4 4 4 4 3 19

10717 R5 3 3 4 4 4 18

10707 R6 3 3 4 4 3 17

10725 R7 3 3 4 4 4 18

10709 R8 3 3 4 4 4 18

10741 R9 3 3 4 4 4 18

10831 R10 4 3 4 3 4 18

10757 R11 3 4 4 4 3 18

10760 R12 4 3 4 3 4 18

10758 R13 3 3 4 4 4 18

10832 R14 4 3 4 3 4 18

10835 R15 3 3 4 4 4 18

10781 R16 3 3 4 3 4 17

10792 R17 3 3 4 4 4 18

10793 R18 3 3 4 3 4 17

10803 R19 3 3 4 4 4 18

10810 R20 3 3 4 4 4 18

10817 R21 3 3 4 4 4 18

10819 R22 3 3 4 3 4 17

10837 R23 3 3 4 4 4 18

10825 R24 4 3 4 4 4 19

10827 R25 3 3 4 4 4 18

54

Note: Score: 𝐓𝐎𝐓𝐀𝐋

𝟓

R = Respondent

F = Fluency

P = Pronunciation

V = Vocabulary

G = Grammar

C = Comprehension

The table 4.1 showed score of respondents’ speaking skill in pre –

test of experimental group. There were 25 respondents in this research

before accepted the treatment and all respondents got unexpected score.

The highest score was 4 and the lowest was 3. There were 20 respondents

got score 4, and 5 respondents got score 3.

Table 4.2

Classification of Respondents’ Speaking Skill in Pre-Test


Classification Score Rating Frequency Percentages

Excellent 90-100 5 0 0%

Very Good 80-89 4 20 80%

Good 70-79 3 5 20%

Fairly Good 60-69 2 0 0%

Poor > 59 1 0 0%

Total 25 100%

The table 4.2 showed classification of respondents’ speaking skill in

pre-test of experimental group. There were 25 respondents in this research

before they accepted treatment. From all of respondents, there were 5

55

respondents (20%) got good score, and 20 respondents (80%) got very good

score.

Beside it, the writer also made score of respondents’ speaking skill

that before accepted treatment by using Fishbowl method. It was elaborated

into six scales through table distribution frequency and percentage. The writer

was classified based on English speaking proficiency; consist of fluency,

pronunciation, vocabulary, grammar and comprehensibility.

Table 4.3

Frequency Distribution and Percentage of Respondents’ Speaking Skill

in Fluency


Excellent 90-100 5 0 0%

Very Good 80-89 4 6 24%

Good 70-79 3 19 76%


Poor > 59 1 0 0%

Total 25 100%

The table 4.3 showed frequency distribution and percentage of

respondents’ speaking skill in fluency. Total respondents were 25 respondents

(100%). There were 6 respondents (24%) got score 4, and 19 respondents

(76%) got score 3. It can be concluded that fluency was good because there

were 76% respondents got score 3.

56

Table 4.4


in Pronunciation


Excellent 90-100 5 0 0%

Very Good 80-89 4 2 8%

Good 70-79 3 23 92%


Poor > 59 1 0 0%

Total 25 100%

Table 4.4 showed frequency distribution and percentage of

respondents’ speaking skill in pronunciation. Total respondents were 25

respondents (100%). There were 2 respondents (8%) got score 4, and 23

respondents (92%) got score 3. It can be concluded that pronunciation was

good because there were 92% respondents got score 3.

Table 4.5


in Vocabulary


Excellent 90-100 5 0 0%

Very Good 80-89 4 25 100%

Good 70-79 3 0 0%


57

Poor > 59 1 0 0%

Total 25 100%

The table 4.5 showed frequency distribution and percentage of

respondents’ speaking skill in vocabulary. Total respondents were 25

respondents (100%). All of respondents got score 4 (100%). It can be

concluded that vocabulary was very good because there were 100%

respondents got score 4.

Table 4.6


in Grammar


Excellent 90-100 5 0 0%

Very Good 80-89 4 18 72%

Good 70-79 3 7 28%


Poor > 59 1 0 0%

Total 25 100%


respondents’ speaking skill in grammar. Total respondents were 25


respondents (28%) got score 3. It can be concluded that grammar was very


58

Table 4.7


in Comprehension


Excellent 90-100 5 0 0%

Very Good 80-89 4 21 84%

Good 70-79 3 4 16%


Poor > 59 1 0 0%

Total 25 100%


respondents’ speaking skill in comprehension. Total respondents were 25


respondents (16%) got score 3. It can be concluded that comprehension was

very good because there were 84% respondents got score 4. On the other

hand result of the control class in pre-test was showed as followed;

Table 4.8

Score of Respondents’ Speaking Skill in Pre – Test

(Control Group)

NIS R F P V G C Total Score

10681 R1 4 3 3 3 4 17 3

10659 R2 4 3 4 4 3 18 4

10664 R3 4 3 3 3 4 17 3

10665 R4 3 3 4 4 3 17 3

10676 R5 4 4 3 3 4 18 4

59

10661 R6 3 3 4 4 3 17 3

10670 R7 4 4 3 3 4 18 4

10687 R8 3 4 4 4 3 18 4

10682 R9 4 4 3 3 4 18 4

10666 R10 3 3 4 4 3 17 3

10671 R11 4 4 3 3 4 18 4

10688 R12 3 3 4 4 3 17 3

10662 R13 4 4 3 3 4 18 4

10672 R14 3 4 4 4 3 18 4

10673 R15 4 4 3 3 4 18 4

10683 R16 3 3 4 4 3 17 3

10674 R17 4 4 3 3 4 18 4

10677 R18 3 3 4 4 3 17 3

10689 R19 4 4 4 3 3 18 4

10667 R20 3 4 4 4 4 19 4

10663 R21 4 3 4 3 3 17 3

10679 R22 3 4 4 4 4 19 4

10685 R23 4 3 4 3 3 17 3

10680 R24 3 4 4 4 4 19 4

10669 R25 4 3 4 3 3 17 3


𝟓

R = Respondent

F = Fluency

P = Pronunciation

V = Vocabulary

G = Grammar

C = Comprehension

60

Based on the above table, there were 25 respondents in this research

and the most students got good score. The highest score was 4 and the lowest

score was 3. There were 14 respondents got score 4 and 11 respondents got

score 3.

Table 4.9

Classification of Respondents’ Speaking Skill in Pre – Test

(Control Group)


Excellent 90-100 5 0 0%

Very Good 80-89 4 14 56%

Good 70-79 3 11 44%


Poor > 59 1 0 0%

Total 25 100%

Table 4.7 showed classification of respondents’ speaking skill of

control group in pre-test. Total respondents were 25 respondents (100%).

From all of respondents, there were 14 respondents (56%) got score 4 and 11

respondents (44%) got score 3.

Besides it, the writer also made score of respondents’ speaking skill of

control group in pre-test. It was elaborated into five scales through table

distribution frequency and percentage. The writer was classification based on

English speaking fluency, pronunciation, vocabulary, grammar and

comprehension.

61

Table 4.10


in Fluency


Excellent 90-100 5 0 0%

Very Good 80-89 4 14 56%

Good 70-79 3 11 44%


Poor > 59 1 0 0%

Total 25 100%




(44%) got score 3. It can be concluded that fluency was very good because

there were 56% respondents got score 4.

Table 4.11


in Pronunciation


Excellent 90-100 5 0 0%

Very Good 80-89 4 13 52%

Good 70-79 3 12 48%


Poor > 59 1 0 0%

Total 25 100%

62





very good because there were 52% respondents got score 4.

Table 4.12


in Vocabulary


Excellent 90-100 5 0 0%

Very Good 80-89 4 16 64%

Good 70-79 3 9 36%


Poor > 59 1 0 0%

Total 25 100%




respondents (36%) got score 3. It can be concluded that vocabulary was very


63

Table 4.13


in Grammar


Excellent 90-100 5 0 0%

Very Good 80-89 4 12 48%

Good 70-79 3 13 52%


Poor > 59 1 0 0%

Total 25 100%




respondents (52%) got score 3. It can be concluded that grammar was good

because there were 52% respondents got score 3.

Table 4.14


in Comprehension


Excellent 90-100 5 0 0%

Very Good 80-89 4 12 48%

Good 70-79 3 13 52%


Poor > 59 1 0 0%

Total 25 100%

64






B. Post-Test Analysis

The writer also listed score of the students in ninth grade students of

SMP N 2 Ambarawa that taught using Fishbowl Method and not using

Fishbowl Method. Post-test result of experimental group as followed:

Table 4.15

Score of Respondents’ Speaking Skill in Post – test



1 0692 R1 4 4 5 5 5 23 5

10678 R2 5 5 5 4 4 23 5

10668 R3 4 4 5 5 5 23 5

10705 R4 5 5 5 4 4 23 5

10717 R5 4 4 5 5 5 23 5

10707 R6 5 5 5 5 5 25 5

10725 R7 5 5 5 5 5 25 5

10709 R8 4 4 5 5 5 23 5

10741 R9 5 5 5 5 5 25 5

10831 R10 4 4 5 5 4 22 4

65

10757 R11 5 5 5 4 4 23 5

10760 R12 4 4 5 5 5 23 5

10758 R13 5 5 5 4 4 23 5

10832 R14 4 4 5 5 4 22 4

10835 R15 5 5 5 4 4 23 5

10781 R16 5 5 5 5 5 25 5

10792 R17 4 4 5 4 4 21 4

10793 R18 5 5 5 5 5 25 5

10803 R19 4 4 5 5 4 22 4

10810 R20 5 5 5 4 4 23 5

10817 R21 5 5 5 5 5 25 5

10819 R22 4 4 5 5 5 23 5

10837 R23 5 5 5 4 4 23 5

10825 R24 4 4 5 5 5 23 5

10827 R25 5 5 5 4 4 23 5


𝟓

R = Respondent

F = Fluency

P = Pronunciation

V = Vocabulary

G = Grammar

C = Comprehension


after accepted treatment. The result was the respondents had very good

progress. The highest score was 5 and the lowest score was 4. There were 21

respondents got score 5 and 4 respondents got score 4. Besides that, the writer

also made scale classification as followed:

66

Table 4.16

Classification of Respondents’ Speaking Skill in Post-Test



Excellent 90-100 5 21 84%

Very Good 80-89 4 4 16%

Good 70-79 3 0 0%


Poor > 59 1 0 0%

Total 25 100%

In table 4.16, there were 25 respondents in this research after they

accepted treatment. From all of respondents, there were 21 respondents (84%)

got excellent score and 4 respondents (16%) got very good score. An above

table showed that most of them had been improvement. This meant that there

was some improvement.

Beside it, the writer also made score of respondents’ speaking skill

who had accepted treatment by using Fishbowl Method. It was elaborated

into five scales through table distribution frequency and percentage. The

writer was classified based on English speaking proficiency; consist of

fluency, pronunciation, vocabulary, grammar and comprehension.

67

Table 4.17


in Fluency


Excellent 90-100 5 14 56%

Very Good 80-89 4 11 44%

Good 70-79 3 0 0%


Poor > 59 1 0 0%

Total 25 100%




(44%) got score 4. It can be concluded that fluency was excellent because

there were 56% respondents got score 5.

Table 4.18


in Pronunciation


Excellent 90-100 5 14 56%

Very Good 80-89 4 11 44%

Good 70-79 3 0 0%


Poor > 59 1 0 0%

Total 25 100%

68





excellent because there were 56% respondents got score 5.

Table 4.19


in Vocabulary


Excellent 90-100 5 25 100%

Very Good 80-89 4 0 0%

Good 70-79 3 0 0%


Poor > 59 1 0 0%

Total 25 100%



respondents (100%) and all of respondents (100%) got score 5. It can be

concluded that vocabulary was excellent because 100% respondents got score

5.

69

Table 4.20


in Grammar


Excellent 90-100 5 16 64%

Very Good 80-89 4 9 36%

Good 70-79 3 0 0%


Poor > 59 1 0 0%

Total 25 100%



respondents (100%). There were 16 respondents (64%) got score 5 and 9

respondents (36%) got score 4. It can be concluded that grammar was


Table 4.21


in Comprehension


Excellent 90-100 5 13 52%

Very Good 80-89 4 12 48%

Good 70-79 3 0 0%


Poor > 59 1 0 0%

Total 25 100%

70





excellent because there were 52% respondents got score 5. On the other hand

result of the control group without Fishbowl method was shown below.

Table 4.22


(Control Group)


10681 R1 4 4 4 3 4 19 4

10659 R2 4 3 4 4 3 18 4

10664 R3 4 3 4 3 4 18 4

10665 R4 4 3 4 4 3 18 4

10676 R5 4 3 4 3 4 18 4

10661 R6 4 3 4 4 4 19 4

10670 R7 4 3 4 3 4 18 4

10687 R8 4 3 4 4 4 19 4

10682 R9 4 4 4 3 3 18 4

10666 R10 4 3 5 4 4 20 4

10671 R11 4 3 4 3 3 17 3

10688 R12 4 3 4 4 4 19 4

10662 R13 4 4 4 3 3 18 4

10672 R14 4 3 4 4 4 19 4

10673 R15 4 3 4 3 4 18 4

71

10683 R16 4 4 5 4 4 21 4

10674 R17 4 3 4 3 3 17 3

10677 R18 4 3 4 4 4 19 4

10689 R19 4 4 4 3 3 18 4

10667 R20 4 3 4 4 4 19 4

10663 R21 4 4 4 3 3 18 4

10679 R22 3 3 4 4 3 17 3

10685 R23 4 3 4 3 3 17 3

10680 R24 4 3 4 4 4 19 4

10669 R25 4 3 4 3 3 17 3


𝟓

R = Respondent

F = Fluency

P = Pronunciation

V = Vocabulary

G = Grammar

C = Comprehension


without the treatment and the result was the students had good progress even

though only a little. The highest score was 4 and the lowest score was 3.

There were 20 respondents got score 4 and 5 respondents got score 3. Besides

that, the writer also made scale classification as followed:

72

Table 4.23


(Control Group)


Excellent 90-100 5 0 0%

Very Good 80-89 4 20 80%

Good 70-79 3 5 20%


Poor > 59 1 0 0%

Total 25 100%

In table 4.23, there were 25 respondents in this research. From all of

respondents, there were 20 respondents (80%) got very good score and 5

respondents (16%) got good score. An above table showed that they had been

a little improvement.

Beside it, the writer also made score of students’ speaking skill who

was without Fishbowl Method. It was elaborated into five scales through

table distribution frequency and the percentage. The writer was classified

based on English speaking proficiency; consist of fluency, pronunciation,

vocabulary, grammar and comprehension.

73

Table 4.24


in Fluency


Excellent 90-100 5 0 0%

Very Good 80-89 4 24 96%

Good 70-79 3 1 4%


Poor > 59 1 0 0%

Total 25 100%



(100%). There were 24 respondents (96%) got score 4, and 1 respondent (4%)

got score 3. It can be concluded that fluency was very good because there


Table 4.25

Frequency Distribution and Percentage of Students’ Speaking Skill in

Pronunciation


Excellent 90-100 5 0 0%

Very Good 80-89 4 6 24%

Good 70-79 3 19 76%


Poor > 59 1 0 0%

Total 25 100%

74






Table 4.26


in Vocabulary


Excellent 90-100 5 2 8%

Very Good 80-89 4 23 92%

Good 70-79 3 0 0%


Poor > 59 1 0 0%

Total 25 100%




respondents (92%) got score 4. It can be concluded that vocabulary was very


75

Table 4.27


in Grammar


Excellent 90-100 5 0 0%

Very Good 80-89 4 12 48%

Good 70-79 3 13 52%


Poor > 59 1 0 0%

Total 25 100%




respondents (52%) got score 3. It can be concluded that grammar was good


Table 4.28


in Comprehension


Excellent 90-100 5 0 0%

Very Good 80-89 4 14 56%

Good 70-79 3 11 44%


Poor > 59 1 0 0%

Total 25 100%

76



respondents (100%). there were 14 respondents (56%) got score 4 and 11



C. Pre-Test and Post-Test Calculation

The writer had made table of pre-test and post-test’s respondents.

The writer also calculated pre-test and post-test’s mean and significant

standard 5%. The writer did this calculation to know respondents’

significant improvement. It was shown below:

Table 4.29

Score of Respondents’ Speaking Skill in Pre-Test and Post-Test


No. Respondent Variable X1

(Pre-Test)

Variable Y1

(Post-Test) D=(X-Y) D

2=(X-Y)

2

1 R1 4 5 -1 1

2 R2 4 5 -1 1

3 R3 3 5 -2 4

4 R4 4 5 -1 1

5 R5 4 5 -1 1

6 R6 3 5 -2 4

7 R7 4 5 -1 1

77

8 R8 4 5 -1 1

9 R9 4 5 -1 1

10 R10 4 4 0 0

11 R11 4 5 -1 1

12 R12 4 5 -1 1

13 R13 4 5 -1 1

14 R14 4 4 0 0

15 R15 4 5 -1 1

16 R16 3 5 -2 4

17 R17 4 4 0 0

18 R18 3 5 -2 4

19 R19 4 4 0 0

20 R20 4 5 -1 1

21 R21 4 5 -1 1

22 R22 3 5 -2 4

23 R23 4 5 -1 1

24 R24 4 5 -1 1

25 R25 4 5 -1 1

N= 25

∑D= 26 ∑D2= 36

Table 4.30


(Control Group)

No. Respondent Variable X2

(Pre-Test)

Variable Y2

(Post-Test) D=(X-Y) D

2=(X-Y)

2

1 R1 3 4 -1 1

2 R2 4 4 0 0

3 R3 3 4 -1 1

4 R4 3 4 -1 1

78

5 R5 4 4 0 0

6 R6 3 4 -1 1

7 R7 4 4 0 0

8 R8 4 4 0 0

9 R9 4 4 0 0

10 R10 3 4 -1 1

11 R11 4 3 1 1

12 R12 3 4 -1 1

13 R13 4 4 0 0

14 R14 4 4 0 0

15 R15 4 4 0 0

16 R16 3 4 -1 1

17 R17 4 3 1 1

18 R18 3 4 -1 1

19 R19 4 4 0 0

20 R20 4 4 0 0

21 R21 3 4 -1 1

22 R22 4 3 1 1

23 R23 3 3 0 0

24 R24 4 4 0 0

25 R25 3 3 0 0

N= 25

∑D= 6 ∑D2= 12

1. Mean

a. Pre-test of experiment group

X1 = N

x 1

X 1= 25

95

X 1= 3, 8

b. Pre-test of control group

X2 =N

x 2

X2 = 25

89

X2 = 3, 56

79

c. Post-test of experiment group

Y1 = N

y 1

Y1 = 25

121

Y1 = 4, 84

d. Post-test of control group

Y2 =N

y2

Y2 = 25

95

Y2 = 3, 8

2. Experiment group

According to the data from table 4.29, the writer calculated standard

deviation of pre-test and post-test of experiment group as follow:

a. Standard deviation (SDD)

SDD = √∑𝐷2−(∑𝐷)2

N

= √36−(26)2)

25

= √1,44 − (1,04)2)

=√1,44 − 1,0816

= √0,3584

= 0, 5987

b. Standard error of mean difference (SEMD)

SEMD = SD D

√N − 1

= 0, 5987

√25 − 1

= 0, 5987

√24

80

= 0, 5987

4, 8990

= 0, 1222

c. t-value (to)

to = MD

SEMD

The formula of MD as followed:

MD = ∑ D

N

= 26

25

= 1, 04

to = MD

SEMD

= 1, 04

0, 1222

= 8, 5106

d. t-table ( tt )

Df = n-1

Df = 25 – 1

= 24

3. Control Group

According to the data from table 4.30, the writer also calculated

standard deviation of pre-test and post-test of control group as followed:

2, 0639 ≤ 8, 5106

81

a. Standard deviation (SDD)

SDD = √∑𝐷2−(∑𝐷)2

N

= √12−(6)2)

25

=√0, 48 − (0, 24)2)

=√0, 48 − 0, 0576

= √0,4224

= 0, 6499

b. Standard error of mean difference (SEMD)

SEMD = SD D

√N − 1 = 0, 6499

√25 − 1

= 0, 6499

√24

= 0, 6499

4, 8990

= 0, 1323

c. t-value (to)

to = MD

SEMD

The formula of MD as followed:

MD = ∑ D

N

= 6

25

= 0, 24

82

to = MD

SEMD

= 0, 24

0, 1323

= 1, 8141

d. t-table ( tt )

Df = n-1

Df = 25 – 1

= 24

2, 0639 > 1, 8141

D. Discussion

In this section, the writer analyzed the data which had been

collected and then described result of this research. In the first meeting of

two groups, the teacher gave a pre-test for respondents. They could do the

test well.

In the second meeting (learning process), control group was taught

with a usual method that was lecturing, almost of respondents did not pay

attention to the teacher’s explanation. They felt bored because teacher used

traditional method to explain the material more over when they had to do

the assignment. Most of respondents spoke themselves when they had

finished the assignment and they did not pay attention to other

respondents. On the other hand, experiment group was taught by Fishbowl

83

Method. They were more enthusiastic and more interesting in learning

process. Most of students tried to think about theme and material to face

their friend’s opinion. They really gave attention to other respondents’

speaking.

In the last meeting, after treatment was given, respondents of

experiment group were easier to speak than control group in doing post-

test. It happened because Fishbowl Method could be seen as an active

method in class. Respondents were active to speak, so, it made them get

higher score in post-test than control group. Result of the research could be

seen as the table follows:

Table 4.31

Result of Calculating Research

No Result Experiment Group Control Group

1 Mean of

a. Pre-test

b. Post-test

3,8

4,84

3,56

3,8

2 Standard Deviation 0,5987 0,6499

3 T-table vs T-test 2, 0639 < 8,5106 2, 0639 > 1,8141

Based on table 4.31, “tt” standard of significant 5% with df = 24,

got 2, 0639 from the above result, the writer gave interpretation that ttable

(tt) was smaller than tvalue (to) of experiment group and ttable (tt) was bigger

than tvalue (to) of control group. Based on paired of sample statistic and the

above sample test, result of this research indicated that null hypothesis was

rejected and alternative hypothesis was accepted.

84

Based on the above calculation, research of experimental group

showed that tt is 2, 0639 and to is 8, 5106, significant difference of this

research was 6, 4467. It meant that to was greater than tt. The writer could

conclude that Fishbowl method improved students’ speaking skill from

significant level 5% to tt. Research of control group showed that tt was 2,

0639 and to was 1, 8141. The significant difference of research was 0,

2498. It meant that tt was greater than to, and it did not improve students

speaking skill from significant level 5% to tt.

The result of research showed that null hypothesis (Ho) was

rejected and alternative hypothesis (Ha) was accepted, so the writer tried

to make improvement in students’ speaking skill in control group. The

writer asked teacher to teach control group using Fishbowl method. The

teacher taught control group using Fishbowl method on October 18th

2014.

The students also did post-test again to see significant improvement of

them. Post-test was on October 22th

2014. The result as follow:

Table 4.32


(Control Group with Fishbowl method)


10681 R1 4 4 5 3 4 20 4

10659 R2 4 4 5 4 4 21 4

10664 R3 4 4 5 3 4 20 4

10665 R4 4 3 4 4 3 18 4

10676 R5 4 3 4 3 4 18 4

10661 R6 4 3 5 4 4 20 4

10670 R7 4 4 4 3 4 19 4

85

10687 R8 4 3 5 4 4 20 4

10682 R9 4 4 4 3 4 19 4

10666 R10 4 3 5 4 4 20 4

10671 R11 4 3 4 3 4 18 4

10688 R12 4 3 4 4 4 19 4

10662 R13 4 4 5 3 4 20 4

10672 R14 4 3 5 4 4 20 4

10673 R15 4 3 4 3 4 18 4

10683 R16 4 4 5 4 4 21 4

10674 R17 4 3 4 3 3 17 3

10677 R18 4 3 5 4 4 20 4

10689 R19 4 4 4 3 3 18 4

10667 R20 4 3 5 4 4 20 4

10663 R21 4 4 4 3 3 18 4

10679 R22 3 3 5 4 4 19 4

10685 R23 4 3 5 3 4 19 4

10680 R24 4 3 5 4 4 20 4

10669 R25 4 4 5 4 4 21 4


𝟓

R = Respondent

F = Fluency

P = Pronunciation

V = Vocabulary

G = Grammar

C = Comprehension

Based on the above table, there were 25 respondents in this

research and students had good progress even though only a little. The

highest score was 4 and the lowest score was 3. There were 4 respondents

got score 4 and 1 respondent got score 3. Besides that, the writer also

made scale classification as follow:

86

Table 4.33


(Control Group with Fishbowl method)


Excellent 90-100 5 0 0%

Very Good 80-89 4 24 96%

Good 70-79 3 1 4%


Poor > 59 1 0 0%

Total 25 100%

In table 4.33, there were 25 respondents in this research. From all of

respondents, there were 24 respondents (96%) got very good score and 1

respondents (4%) got good score. An above table showed that they had been a

little improvement.

Beside it, the writer also made score of the students’ speaking skill. It

was elaborated into five scales through table distribution frequency and

percentage. The writer was classified based on English speaking proficiency;

consist of fluency, pronunciation, vocabulary, grammar and comprehension.

87

Table 4.34


in Fluency


Excellent 90-100 5 0 0%

Very Good 80-89 4 24 96%

Good 70-79 3 1 4%


Poor > 59 1 0 0%

Total 25 100%



(100%). There were 24 respondents (96%) got score 4, and 1 respondent (4%)

got score 3. It can be concluded that fluency was very good because there


Table 4.35


in Pronunciation


Excellent 90-100 5 0 0%

Very Good 80-89 4 10 40%

Good 70-79 3 15 60%


Poor > 59 1 0 0%

Total 25 100%

88




respondent (60%) got score 3. It can be concluded that fluency was good


Table 4.36


in Vocabulary


Excellent 90-100 5 15 60%

Very Good 80-89 4 10 40%

Good 70-79 3 0 0%


Poor > 59 1 0 0%

Total 25 100%




respondent (40%) got score 4. It can be concluded that vocabulary was


89

Table 4.37


in Grammar


Excellent 90-100 5 0 0%

Very Good 80-89 4 13 52%

Good 70-79 3 12 48%


Poor > 59 1 0 0%

Total 25 100%




respondent (48%) got score 3. It can be concluded that fluency was very good


Table 4.38


in Comprehension


Excellent 90-100 5 0 0%

Very Good 80-89 4 21 84%

Good 70-79 3 4 16%


Poor > 59 1 0 0%

Total 25 100%

90




respondent (16%) got score 3. It can be concluded that comprehension was


The writer had known the respondents’ speaking skill in control group

that was taught by lecturing and by Fishbowl Method. The writer made result

point in lecturing class as pre-test before Fishbowl Method was accepted by

respondents in control group. The writer also made result point in Fishbowl

Method as post-test after respondents accepted Fishbowl Method in control

group. The writer calculated pre-test and post-test’s mean and significant

standard 5%. The writer did this calculation to know respondents’ significant

improvement. It was shown below:

Table 4.39


(Control Group with Fishbowl Method)

No. R VARIABLE X3

(PRE-TEST)

Variable Y3

(Post-Test) D=(X-Y) D2=(X-Y)

2

1 R1 3 4 -1 1

2 R2 4 4 0 0

3 R3 3 4 -1 1

4 R4 3 4 -1 1

5 R5 4 4 0 0

6 R6 3 4 -1 1

7 R7 4 4 0 0

91

8 R8 4 4 0 0

9 R9 4 4 0 0

10 R10 3 4 -1 1

11 R11 4 4 0 0

12 R12 3 4 -1 1

13 R13 4 4 0 0

14 R14 4 4 0 0

15 R15 4 4 0 0

16 R16 3 4 -1 1

17 R17 4 3 1 1

18 R18 3 4 -1 1

19 R19 4 4 0 0

20 R20 4 4 0 0

21 R21 3 4 -1 1

22 R22 4 4 0 0

23 R23 3 4 -1 1

24 R24 4 4 0 0

25 R25 3 4 -1 1

N= 25

∑D=10 ∑D2=12

1. Mean

Pre-test of control group

X 3 = N

x 3

X 3= 25

89

X 3= 3, 8

Post-test of control group

Y 3 = N

y 3

Y 3= 25

99

Y 3= 3, 96

2. Standard deviation (SDD)

SDD = √∑𝐷2−(∑𝐷)2

N

= √12−(10)2)

25

=√0, 48 − (0, 4)2)

=√0, 48 − 0, 16

92

= √0,32

= 0, 5657

3. Standard error of mean difference (SEMD)

SEMD = SD D

√N − 1

= 0, 5657

√25 − 1

= 0, 5657

√24

= 0, 5657

4, 8990

= 0, 1155

4. t-value (to)

to = MD

SEMD

Formula of MD as follow:

MD = ∑ D

N

= 10

25

= 0, 4

to = MD

SEMD

= 0, 4

0, 1155

= 3,463

93

5. t-table ( tt )

Df = n-1

Df = 25 – 1

= 24

2, 0639 < 3,463

Respondents of control group were easier to speak in doing post-test after

the treatment was accepted. It happened because Fishbowl Method could be seen

as an active method in class. Respondents were also active to speak, so, it made

them get higher score in post-test. Result of the research could be seen as table

followed:

Table 4.40

Result of Calculating Research

Control Group

No Result Lecturing Fishbowl Method

1 Mean of

a. Pre-test

b. Post-test

3,56

3,8

3, 8

3, 96

2 Standard Deviation 0,6499 0, 5657

3 T-table vs T-test 2, 0639 > 1,8141 2, 0639 < 3,463

Based on the above calculation, research of control group showed that tt was 2,

0639 and to was 3, 463, significant difference of this research was 1, 3991. It

meant that to was greater than tt. The writer could conclude

94

that Fishbowl Method improved students’ speaking skill from significant

level 5% to tt.

From the research finding, it could be concluded that using

Fishbowl Method could motivate students to improve language learning.

Briefly, speaking skill of the experiment group had proven that Fishbowl

Method could be useful method in improving students’ speaking skill. In

addition, the positive finding of this research was in line with definition of

Fishbowl method that “Fishbowl is the growing structure discussion

method that is very useful for the speaking class” (Elizabeth, et al.,

2005:145). Based on above statement, Fishbowl was very useful for the

speaking class and from this research, the writer could find that Fishbowl

Method improved students’ speaking skill and made class more active than

others.

95

CHAPTER V

CLOSURE

A. Conclusion

The writer presents the conclusion of this research which is entitled

“The Fishbowl Method to Improve the Students’ Speaking Skill (An

Experimental Study in Ninth Grade Students of SMP N 2 Ambarawa in the

Academic Year of 2014/2015)”, after conducting the research, presenting

the data, analyzing the data and discussing the result in this chapter. Based

on the analyzing data in previous chapter can be concluded as follow:

1. The difference of lecturing and Fishbowl method in Ninth Grade

Students of SMP N 2 Ambarawa in the Academic Year of

2014/2015.

Chapter IV showed the calculation of mean between pre-test and

post-test of control group that was taught by lecturing in ninth grade

students of SMP N 2 Ambarawa, in the academic year of 2014/2015.

The mean of pre-test of students was 3, 56. It was smaller than the

mean of post-test. The mean of post-test of the students was 3, 8. The

mean of post-test of the students was higher than the mean of pre-test

of the students that were taught by lecturing. The difference of mean

between pre-test and post-test of students that were taught by Fishbowl

method was 0, 24.

Chapter IV also showed the calculation of mean between pre-

test and post-test of students that were taught by Fishbowl Method in

96

ninth grade students of SMP N 2 Ambarawa, in the academic year of

2014/2015. The mean of pre-test of students was 3, 8. It was smaller

than the mean of post-test. The mean of post-test of the students was 4,

84. The mean of post-test of the students was higher than the mean of

pre-test of the students that were taught by Fishbowl method. The

difference of mean between pre-test and post-test of students that were

taught by Fishbowl method was 1, 04. Fishbowl method and lecturing

were difference because mean of Fishbowl method is higher than mean

of lecturing.

2. The significant difference of lecturing and Fishbowl method in

Ninth Grade Students of SMP N 2 Ambarawa in the Academic

Year of 2014/2015.

Chapter IV showed the calculation of T-test of control group that

was taught by lecturing in ninth grade students of SMP N 2

Ambarawa, in the academic year of 2014/2015. The hypothesis was

tested by using t-test formula by comparing the scores of pre-test and

post-test. The result was 1, 814 in t-test of control group. Meanwhile,

the critical value for rejecting the null hypothesis at level of

significance 5% with degree of freedom (df) 24 was 2, 064. The

significant difference of T-test and T-table was 0, 25. It meant that t-

value was smaller than critical value (2, 064 > 1, 8141). The result

showed that there was not significant of T-test of students that was

97

taught by lecturing in ninth grade students of SMP N 2 Ambarawa, in

the academic year of 2014/2015.

The Fishbowl Method improved students’ speaking skill in

ninth grade students of SMP N 2 Ambarawa, in the academic year of

2014/2015. The hypothesis was tested by using t-test formula by

comparing the scores of pre-test and post-test. The result was 8, 511 in

t-test for experimental group. Meanwhile, the critical value for

rejecting the null hypothesis at level of significance 5% with degree of

freedom (df) 24 was 2, 064. The significant difference of T-test and T-

table was 6, 447. It meant that t-value was higher than critical value (8,

511 ≥ 2,064). The result showed that it was very significant in T-test of

students that was taught by Fishbowl Method in ninth grade students

of SMP N 2 Ambarawa, in the academic year of 2014/2015. The

Fishbowl method is very significant because T-test of Fishbowl

method is higher than t-table.

B. Suggestions

Based on the research findings, there are some suggestions which

are addressed to the teachers, students, and other researchers.

1. For the teachers

a. In order to improve the students’ speaking skill in the

school, English teachers are suggested to apply Fishbowl

method in the class.

98

b. Teachers are suggested to be more creative and innovative

in using various kind of interesting teaching method which

accompanies the materials, so that the students will be more

active and encouraged to learn and they don’t get difficulty

in speaking.

2. For students

a. Students are suggested to apply Fishbowl method in

speaking.

b. Students are suggested to speak more by applying the

method so they will be more skillful in speaking.

3. For other researchers

The writer understands that her research is not the only

topic that is studied. The result of the study merely confirms

the hypothesis, but it does not prove that something absolutely

true at all the time. Thus, the research needs considerable

improvement of thought for further research studies.

The writer hopes that the findings of this study will be

employed as starting point of the future research studies on

similar topics. There are also still many other teaching method

that could be studied for the improvement of speaking skill so

that they can be applied in the class.

BIBLIOGRAPHY

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Jakarta : Rineka Cipta.

Ary, Donald et al. (2007). Introduction to Research in Education. New York:

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Barkley, Elizabeth F. et al. (2005). Collaborative Learning Techniques: A

Handbook for College Faculty . USA: Jossey -Bass.

Brown, H, Douglas. (2000). Teaching by Principles, an Interactive Approach to

Language Pedagogy. New York: Addison Wesley Longman.

Brown, H.D. (2001). Teaching by Principles, an Interactive Approach to

Language Pedagogy. Second Edition.NY:Longman

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Practices. New York: Longman.

Brown, H, Douglas. (2007). Prinsip Pembelajaran dan Pengajaran Bahasa.

Jakarta: Pearson Education,Inc

Christensen,Larry B. (2000). Experimental Methodology. London: Allyn and

Bacon Inc.

Dutt,K.M. (1997). The Fishbowl motivates students to participate. College

Teaching. 45,143-148

Hamdan.H, (2011). The Effectiveness of Fishbowl to Teach Reading Viewed from

students’ Self-Confidence (An Experimental Study at the Eight Grade

Students of MTs. Mu'allimin NW Pancor in the Academic Year of 2010-

2011. Surakarta: Universitas Sebelas Maret. Graduating Paper

Harmer, Jeremy. (2001). How to Teach English. Edinburgh Gate: Pearson

Education Limited.

Heaton, J, B. (1990). Writing English Language Test (New Edition). New York:

New York Inc.

Hornby. (1990).Oxford Advanced Learners’ Dictionary

Johnson, Burke. (2000). Educational Research: Quantitative and Qualitative

Approaches. USA: A Pearson Education Company.

Johnson, Burke. (2002). Educational Research: Quantitative and Qualitative

Approaches. Second Edition. USA: A Pearson Education Company.

Opitz, Chris. (2008). Fishbowl Method. Module 3.

Retrieved Sunday, 20th

July 2014, 8:30:49 PM

http://poplelearn.homestead.com/Module3.pdf

Raphael, T E., & McMahon, S. (1994). Book club: An Alternative Framework

for Reading Instruction. Reading Teacher, 48, 102-116.

Silberman, Mel. (1996). Active Learning: 101 Strategies to Teach Any Subject.

U.K. A Pearson Education Company.

http://poplelearn.homestead.com/Module3.pdf

Sugiarti. (2011). The Experimental Study of Improving Speaking Skill through

Socio Drama at the Second Year Students of MAN Blora in the Academic

Year of 2019/2011. Salatiga: STAIN Salatiga. Graduating Paper

Tarigan, Henry Guntur. (1990). Berbicara Sebagai Suatu Ketrampilan Berbahasa.

Bandung: Angkasa

_____. Fishbowl Method of Instruction. Instructional Technique-Group 4.

Retrieved Sunday, 20th

July 2014, 8:30:49 PM


http://perpus.stainsalatiga.ac.id/catalog.php?a=detil&id=002924


CURRICULUM VITAE

Personal Details

Full Name : Dewanti Mulki Rahma

Sex : Female

Place, Date of Birth : Kab.Semarang, July 7th

1990

Religion : Moslem

Address : Temenggungan RT 01 RW 03 NO. 10

Kec.Ambarawa Kab. Semarang 50614

E-mail : [email protected]

Educational Background

1. SD Panjang 02 Ambarawa

Ijazah STTB. No. 03 Dd 0532642 Year : 2003

2. SMP N 2 Ambarawa

Ijazah STTB. No. DN-03 DI 0793463 Year : 2006

3. SMK N 1Salatiga

Ijazah STTB. No. DN-03 MK 0075136 Year :2009

Course & Education

1. 2009 : BEC English Course, Pare Kediri

Salatiga, October 31st 2014

Dewanti Mulki Rahma

NAMA SEKOLAH : SMP NEGERI 2 AMBARAWA

ALAMAT SEKOLAH : JALAN KARTINI 1A AMBARAWA,

KABUPATEN SEMARANG

PROFIL SEKOLAH

DIREKTORAT PEMBINAAN SMP

DIREKTORAT JENDERAL PENDIDIKAN DASAR

KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN

2013

1. Nama Sekolah : SMP NEGERI 2 AMBARAWA

2. No. Statistik Sekolah : 201032210066

3. Tipe Sekolah : A

4. Alamat Sekolah : Jalan Kartini 1A Ambarawa

: (Kecamatan) Ambarawa

: (Kabupaten) Semarang

: (Propinsi) Jawa Tengah

5. Telepon/HP/Fax : (0298) 591176 / 596760

6. Email/Web-site :[email protected]/

http://www.smpn2ambarawa.com

7. Status Sekolah :Negeri/Swasta (coret yang tidak perlu)

8. Nilai Akreditasi Sekolah :

9. Penetapan sebagai RSBI : SK Direktir Pembinaan SMP, Dirjen

Dikdasmen, Kemendiknas

Nomor:1393/C3/TU/2011 tanggal 13 Juni 2011

10. Status RSBI : -

11. Prosentase ruang kelas yang sudah berbasis IT : 100 %

12. Prosestase guru yang S2/S3 : 7,14 %

13. Apakah Sekolah sudah memiliki fasilitas HOT-SPOT :

a. Sudah b. Belum

14. Apakah sekolah sudah memiliki sister-school :

a. Sudah b. Belum

Apabila sudah : Sekolah : ............................................................................

Negara : ............................................................................

Tahun : .........................................................................

15. Apakah sekolah sudah memiliki sertifikat ISO 9001 :

a. Sudah b. Belum

Apabila sudah : Lembaga sertifikasi : ..............................................................

Versi ISO : ..............................................................

Tahun : ..............................................................

mailto:[email protected]

http://www.smpn2ambarawa.com/

OBSERVATION BY INTERVIEW

Dewanti : Maaf Pak, Saya Dewanti. Saya mahasiswa IAIN Salatiga dan

saya alumni SMP N 2 Ambarawa. Saya mau mewawancarai

bapak untuk tugas kampus. Apa bapak ada waktu?

Mr. Joko : Oh iya silakan.

Dewanti : Bagaimana pendapat bapak tentang SMP N 2 Ambarawa?

Mr. Joko : dimananya?

Dewanti : Kalau pelajaran Bahasa Inggrisnya bagaimana pak?

Mr. Joko : Saya rasa kurikulum yang ada sekarang kurang pas untuk guru

tua seperti saya ini. Saya rasa KTSP lebih baik dari pada

kurikulum 2013. Seperti yang kita ketahui jika kita ingin

membuat secangkit the kita harus menyiapkan cangkirnya dulu.

Kita juga harus menjelaskan maksna dari cangkir itu sendiri tidak

langsung jadi secangkit the kan. Walaupun semua Bahasa Inggris

seharusnya sudah ada sejak di sekolah dasar tetapi kita belum

mengetahui kualitasnya kan.

Dewanti : Maaf Pak bisa tolong anda jelaskan apa yg bapak maksud

dengan tidak mengetahui kualitas dari Bahasa Inggris itu sendiri?

Mr. Joko : Seperti yang kita tahu setiap guru di SD memiliki metode yang

berbeda dalam mengajar Bahasa Inggris. Beberapa dari mereka

mengajarkan Bahasa Inggris dengan benar tetapi beberapa ada

yang kurang tepat bahakan ada yang salah. Apalagi dengan SD

yang belum ada pelajaran Bahasa Ingrris sehingga membuat guru

Bahasa Inggris yang di SMP kesulitan mengajar mereka apalagi

di Ambarawa ini.

Dewanti : Memangnya kondisi Ambarawa ini bagaimana Pak?

Mr. Joko : Ya, Ambarawa itu kan bukan kota tetapi juga sudah bukan desa

lagi jadi ada banyak hal yang membuat kita merasa kurang

nyaman yg bisa dilihat dari perbedaan kualitas muridnya.

Dewanti : Apakah SMP N 2 Ambarawa sudah memakai kurikulum 2013?

Mr. Joko : Tidak, hanya kelas piloting projek saja yang memakai

kurikulum 2013 seperti kelas 7 dan kelas 8.

Dewanti : Lalu bagaimana menurut anada tentang siswa SMP N 2

Ambarawa terutama pencapaian targetnya Pak?

Mr. Joko : Saya rasa beberapa murid bisa mencapai KKM tetapi sebagian

yg lain belum bisa.

Dewanti : Untuk nilai KKM di SMP N 2 Ambarawa berapa Pak?

Mr. Joko : Hampir sebagian besar pelajaran di SMP N 2 Ambarawa nilai

KKM nya 8. Bahasa Inggris adalah salah satunya. Hal ini terjadi

sejak tahun kemarin dimana SMP N 2 Ambarawa menjadi

sekolah rujukan RSBI sehingga qualitasnyapun harus

ditingkatkan termasuk nilai KKM itu sendiri. Apalagi ditambah

dengan kurikulum yang baru ini.

Dewanti : Tolong dijelaskan lagi Pak.

Mr. Joko : Ya, kita tahu kalau pendidikan di Indonesia ini karbitan karena

kita harus mengikuti keputusan dari pusat yang membuat kita

mau tidak mau harus membuat nilai itu sesuai dengan KKM dan

tidak ada kata tinggala kelas. Hal ini bukan hanya terjadi dalam

pelajaran Bahasa Inggris saja tetapi juga dipelajaran lain seperti

Bahasa Jawa. Coba kamu lihat ada berapa banyak siswa yang

memang bisa berbicara Bahasa Jawa?

Dewanti : Bagaimana menurut Bapak soal conversation siswa SMP N 2

Ambarawa?

Mr. Joko : Saya tidak pernah meminta anak-anak untuk melakukan

conversation langsung. Saya biasanya meminta anak-anak untuk

menghafal seperti story telling. Saya akan meminta anak-anak

untuk membaca dan mengingat pokok dari cerita itu lalu mereka

akan menceritakannya di depan kelas. Kadang-kadang saya

meminta siswa untuk membuat conversation seperti conversation

untuk membeli sesuatu lalu siswa akan menghafalkannya.

Dewanti : Menurut bapak dari Grammar, Speaking, Writing dan Reading

mana yang paling sulit bagi siswa?

Mr. Joko : Grammar lebih sulit dari pada Writing dan Reading.

Dewanti : Kalau siswa SMP N 2 Ambarawa coba di ajar menggunakan

Fishbowl method bagaimana menurut bapak? Fishbowl itu

seperti debate tetapi dilakukan dalam small group. Di sana juga

da yang pro dan kontra pak.

Mr. Joko : Heeemmm…. Saya belum pernah mencoba debate di kelas jadi

mungkin bisa di coba untuk suatu hal yang baru. Mungkin ini

lebih baik dilakukan di aula gar siswa lbih nyaman dalam

bergerak.

Dewanti : Kira-kiara apa saya bisa melakukan penelitian sekarang-

sekarang ini Pak?

Mr. Joko : Ya bisa karena ini sudah waktu normal. Kalau minggu lalu kita

malah sibuk karena ada perayaan kemerdekaan dan juga

kebetulan liburan jadi sekarang-sekarang ini waktu yang tepat

sebelum mulai sibuk lagi. Kamu bisa langsung mengajukan surat

ijin ke Pak Kepala Sekolah dan kamu bisa langsung mulai.

Dewanti : Maaf Pak apa saya boleh lihat Syllabusnya?

Mr. Joko : Ya tentu saja. Mana flashdisk kamu biar saya kopikan filenya.

Dewanti : Saya rasa sementara ini informasinya sudah cukup Pak, nanti

kalau saya ada perlu lagi saya akan menghubungi bapak.

Terimakasih banyak yah Pak.

Mr. Joko : Iya sama-sama.

EX

PE

RIM

EN

TA

L

CL

AS

S

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMP N 2 Ambarawa

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : IX / 1

Standar Kompetensi : 3. Berbicara

Mengungkapkan makna dalam percakapan transaksional

dan interpersonal lisan pendek sederhana untuk berinteraksi

dalam konteks kehidupan sehari-hari

Kompetensi Dasar : 3.1 Mengungkapkan makna dalam percakapan

transaksional (to get things done) dan interpersonal

(bersosialisasi) pendek sederhana dengan menggunakan

ragam bahasa lisan secara akurat, lancar dan berterima

untuk berinteraksi dalam konteks kehidupan sehari-hari

yang melibatkan tindak tutur: meminta dan memberi

kepastian dan mengungkapkan dan menanggapi keraguan

Indikator : 1. Bertanya dan menjawab tentang meminta memberi

kepastian

2. Bertanya dan menjawab tentang mengungkapkan

keraguan

Alokasi Waktu : 2 X 40 menit (1 pertemuan)

Pertemuan : 1

I. Tujuan Pembelajaran:

Dengan terlibat dalam diskusi kelompok,peserta didik dapat menjelaskan arti

certainty dan uncertainty expression, menyebutkan contoh certainty and

uncertainty expression dan menggunakannya dalam percakapan singkat

II. Karakter Peserta didik yang diharapkan :

Bekerjasama (cooperation), rasa hormat dan perhatian (respect), Berani

(bravery), Tanggungjawab (responsibility)

III. Materi Pembelajaran :

A. Certainty and Uncertainty

Certainty is the state of being completely confident or having no

doubt something. However, uncertainty/doubt is when nothing is ever

decided or sure.

Expressing Certainty

When you are sure that something will happen in the future, use these

expressions.

The expression as follows:

1. Absolutely sure

2. Quite sure

3. Certain

4. Positive

5. Definitely

When you are sure that something will not happen in the future, use these

expressions.

1. No, I'm absolutely sure he

won't

2. No, I'm quite sure he won't

3. No, I'm certain he won't

4. No, I'm positive he won't

5. No, definitely not

6. No, certainly not

7. No, of course not

Expressing Uncertainty/Doubt

When you are not sure whether something or someone will or will not happen,

use the following expressions.

The expression as follow:

1. Well, it’s possible I

suppose, but I wouldn’t

like to say for certain.

2. Well, it’s impossible.

3. I’m not sure

4. It could happen, but I’m

not sure

5. It might be, but I doubt it

6. I have my own doubts.

7. It’s doubtful.

8. No one can know for

certain

9. I can’t tell you for sure

B. Contoh penggunaan certainty dan uncertainty expression

1. Teks Transaksional /interpersonal yang menggunakan ungkapan

meminta dan memberi kepastian

Rudi : Do you think we’ll come to the top of the mount soon?

Azis : I think so. I’m sure. We are going to have marvelous time

there.

Rudi : How can you be so sure?

Azis : Look! It’s sunny today. I doubt if it will rain again.

Do you mind if we walk more quickly?

Rudi : O.K. No problem

2. Teks transaksional /interpersonal yang menggunakan ungkapan

mengungkapkan dan menanggapi keraguan

Imas : I’m going to buy some books at Yogya Department Store

tomorrow. Can you join me?

Rika : Well … I can’t decide whether to join or not

Imas : Why? Wouldn’t you like to go with me?

Rika : No. It’s just err… I’m not sure if I have time tomorrow. I’m

sorry.

Imas : Never mind, then

Rika : Thanks

C. MetodePembelajaran :

Fishbowl Method

D. Langkah-langkahPembelajaran:

No KegiatanPembelajaran

Pengorganisasian

Siswa Waktu

KegiatanAwal

1 Menyampaikan tujuan, apersepsi dan motivasi. k 15 menit

KegiatanInti

2 Eksplorasi :

Guru menjelaskan meteri tentang Certainty dan uncertainty

expression kepada siswa meliputi pengertian certainty dan

uncertainty expression, contoh ekspresi dan

penggunaannya dalam percakapan.

k/i 20 menit

3 Elaborasi :

Setelah pemberian materi guru membagi kelas menjadi 4

kelompok untuk melakukan diskusi dalam penyelesaian

tugas yang di berikan oleh guru.

Dalam kegiatan ini siswa dituntut aktive untuk

menyelesaikan tugas yang diberikan guru secara

berkelompok.

k/g 20 menit

4 Korfirmasi :

Setelah siswa berdiskusi tentang tugas yang diberikan oleh

guru maka siswa harus mampu menyimpulkan tentang

semua yang telah diberikan oleh guru.

Guru juga melakukan penilaian terhadap kegiatan yang

sudah dilaksanakan.

Guru pun memberikan feedback kepada siswa terhadap

proses dan hasil pembelajaran.

k/g 20 menit

Penutup

5 Di akhir pelajaran guru memberikan tugas rumah kepada k 5 menit

siswa untuk mencari informasi tentang tema yang akan di

bahas dipertemuan selanjutnya dan kemudian menutup

pelajaran dengan berdo’a bersama.

Keterangan : i = Individual; p = berpasangan ; g = group ; k = klasikal

E. Sumber Pembelajaran :

Materi certainty dan uncertainty

Contoh certainty dan unceretainty expression

F. Penilaian/evaluasi:

1. Jenis Evaluasi:

- Tes awal : -

- Tes Proses : Pengamatan

- Tes Akhir : Berbicara

2. Instrument evaluasi:

a. Proses:

1. Jelaskan pengertian certainty expression!

2. Jelaskan pengertian uncertainty expression!

3. Sebutkan contoh certainty expression!

4. Sebutkan contoh uncertainty expression!

b. Tes akhir:

Berdiskusi tentang tema yang ada dibawah ini

Will your chief class lead your class strict?

SCORING RUBRICS


Fluency Quick,

fluently,

continuous

with no

hesitation

and clear

Fluently,

Occasional

hesitation

Fluently

enough,

several

unnatural

hesitations

and

searching

for words

Fluently not

good enough,

many

unnatural

hesitation

No specific

fluency

description,

not

complete

utterances


n is excellent

like native

speaker

Errors in

pronunciati

on are quite

rare

Require

guessing at

meaning,

accent may

be

obviously

foreign

Pronunciation

has many

problems

Errors in

pronunciati

on are

frequent

but can be

understood

by native

speaker


Use

appropriate

and new

words

Good,

appropriate

vocabulary

and

response

Good

enough,

rarely have

to look for a

word

No enough

vocabulary or

incorrect use

Very little

vocabulary

Vocabulary

repeated

Grammar Excellent;

No

grammatical

errors

Good; Two

or fewer

grammatica

l errors

Good

enough;

listener

understand

enough

Many

problems like

in verb forms

Errors in basic

structures

Errors in

grammar

are

frequent

but speaker

can be

understood

by native

speaker


ng the

concept very

good

Understand

ing the

concept

good

Understandi

ng the

concept

good

enough

No enough

understanding

the concept

Confusing

in

understandi

ng the

concept


(RPP)









transaksional ( to get things done) dan interpersonal




yang melibatkan tindak tutur: meminta, memberi kepastian

dan mengungkapkan dan menanggapi keraguan.


pengulangan

4. Bertanya dan menjawab tentang menunjukkan perhatian

5. Bertanya dan menjawab tentang menyatakan keraguan


Pertemuan : 2

IV. Tujuan Pembelajaran:

Dengan terlibat dalam diskusi kelompok,peserta didik dapat menjelaskan

kalimat menanyakan certainty expression, menanyakan pengulangan dan

menggunakannya dalam percakapan singkat

V. Karakter Peserta didik yang diharapkan :



VI. Materi Pembelajaran :

G. Menanyakan kepastian

Untuk menanyakan kepastian, kita dapat menggunakan ekspresi-ekspresi

berikut ini:

1. Are you sure?

2. Are you sure about it?

3. Are you certain about it?

4. Are you positive about it?

5. Is that definite

H. Respond of certainty

Yes, I'm absolutely sure

quite sure

certain

positive

he will.

definitely.

certainly.

of course.

No, I'm absolutely

sure

quite sure

certain

positive

he won't.

definitely not.

certainly not.

of course not.

I. Respond of uncertainty

J. Contoh penggunaan certainty dan uncertainty expression

Bob: Hi, Leo. How are you?

Leo: Fine, and you?

Bob: So do I, thank you. By the way could I borrow your MP3

player? I want to hear play the music that I just download; I

do not have the MP3 player.

Leo: Sure, there is the MP3 player on the table next to the tape and

do you know how to use it?

Bob: Yes, I do.

Leo: Are you sure that you can function it? If not I will tell you

how to use it.

Bob: Yes, I am definitely sure I have ever used it at my friend’s

and thank for your help!

Leo: And how about the flash disk? Are you sure that the flash

disk is Ok?

Bob: I am not sure, but at least there is a MP3 player to try it.

Leo: OK. Then, you may bring the MP3 and enjoy your time!

Well, it's possible, it's impossible, it might be, it might not be, it could happen,

I suppose, but I wouldn't like to say for certain. I'm not sure I doubt it. I have my own doubts. it's doubtful. It's highly / very unlikely.

you never know of course, no one can know for certain. I can't tell you for sure.

Bob: Thank, Leo for lending the MP3 player.

Leo: Don’t mention it.

K. Asking for Repetition

1. Pengertian

"Asking for repetition" secara harfiah berartimeminta

pengulangan. Jika dijabarkan lebih lanjut "Asking for repetition"

bisa diartikan sebagai permintaan seseorang untuk mengulangi

penjelasan atau jawaban dari orang lain

2. Contoh Asking for Repetition

Ungkapan Makna

Formal Could you repeat again,

please?

Would you be louder, please?

Sorry, what did you say?

Bisakah anda ulangi lagi?

Bisakah anda katakana lebih

keras?

Maaf, apa yang tadi anda

katakan?

Informal I'm sorry, I couldn't understand

you...

I'm sorry, I didn't get that...

I'm sorry, I didn't catch that....

What did you say?

Pardon?

What's that again?

Say that again?

What?

Huh?

Maaf, gue ga paham..

Maaf, ane ga paham…

Maaf, saya ga denger..

Apa kamu bilang?

Maaf?

Apa tadi?

Katakan lagi?

Apa?

Huh?

http://www.englishindo.com/2011/06/bahasa-inggris-informal-definisi-jenis.html

3. Contoh Dialogue meminta pengulangan

Rina : Hello Dewi. Look at my new purse. I made it by myself.

Dewi : Hello, Rina. Hey, that's nice. Isn't that your old purse?

The one that we bought one year ago?

Rina : Yeah, that's right.

Dewi : How did you do that?

Rina : Sorry, What did you say?

Dewi : How did you do that, Rina?

Rina : Oh, well, first, I just added some colorful buttons. Then,

four-five glittery beads. Finally, I gave my magic

finishing touch, he.. he..

VII. MetodePembelajaran :

Fishbowl Method

VIII. Langkah-langkahPembelajaran:

No KegiatanPembelajaran Pengorganisasian

Siswa Waktu

KegiatanAwal


KegiatanInti

2 Eksplorasi :

Guru menjelaskan tentang asking of Certainty expression

kepada siswa meliputi contoh tanggapan certainty dan

uncertainty expression, serta penggunaannya dalam

percakapan.

K 20 menit

3 Elaborasi :

Setelah mengulang materi pada pertemuan sebelumnya dan

k/g 20 menit

menjelaskan materi yang baru, guru membagi kelas

menjadi 4 kelompok untuk melakukan diskusi dalam

penyelesaian tugas yang di berikan oleh guru.



berkelompok.

4 Korfirmasi :





sudah dilaksanakan.



k/g 20 menit

Penutup

5 Di akhir pelajaran guru memberikan tugas rumah kepada




k 5 menit


IX. Sumber Pembelajaran :

Materi asking certainty dan responnya

Materi asking for repetition

Contoh dialog certainty dan uncertainty expression

Contoh dialog asking for repetition

X. Penilaian/evaluasi:

3. Jenis Evaluasi:

- Tes awal : -




a. Proses:

5. Sebutkan contoh kalimat tanya certainty expression!

6. Sebutkan contoh respon certainty expression!

7. Sebutkan contoh respon uncertainty expression!

8. Jelaskan pengertian asking for repetition!

9. Sebutkan contoh asking for repetition!

b. Tes akhir:


Will MU FC win in this season 2014/2015 with the new

manager?

SCORING RUBRICS


Fluency Quick,

fluently,

continuous

with no

hesitation

and clear

Fluently,

Occasional

hesitation

Fluently

enough,

several

unnatural

hesitations

and

searching

for words

Fluently not

good enough,

many

unnatural

hesitation

No specific

fluency

description,

not

complete

utterances


n is excellent

like native

speaker

Errors in

pronunciati

on are quite

rare

Require

guessing at

meaning,

accent may

be

obviously

foreign

Pronunciation

has many

problems

Errors in

pronunciati

on are

frequent

but can be

understood

by native

speaker


Use

appropriate

and new

words

Good,

appropriate

vocabulary

and

response

Good

enough,

rarely have

to look for a

word

No enough

vocabulary or

incorrect use

Very little

vocabulary

Vocabulary

repeated

Grammar Excellent;

No

grammatical

errors

Good; Two

or fewer

grammatica

l errors

Good

enough;

listener

understand

enough

Many

problems like

in verb forms

Errors in basic

structures

Errors in

grammar

are

frequent

but speaker

can be

understood

by native

speaker


ng the

concept very

good

Understand

ing the

concept

good

Understandi

ng the

concept

good

enough

No enough

understanding

the concept

Confusing

in

understandi

ng the

concept

The Answer Key

1. Kalimat tanya certainty expression:

a. Are you sure?

b. Are you sure about it?

c. Are you certain about

it?

d. Are you positive about it?

e. Is that definite

2. Respond certainty expression!

3. Respond of uncertainty

Yes, I'm absolutely sure quite sure certain positive

he will.

definitely. certainly. of course.

No, I'm absolutely sure quite sure certain positive

he won't.

definitely not. certainly not. of course not.





(RPP)













yang melibatkan tindak tutur: meminta pengulangan,

menunjukkan perhatian, dan menyatakan kekaguman.


pengulangan

7. Bertanya dan menjawab tentang menunjukkan

perhatian



Pertemuan : 3

XI. Tujuan Pembelajaran:


menyebutkan contoh kalimat menunjukkan perhatian dan menggunakannya

dalam percakapan singkat

XII. Karakter Peserta didik yang diharapkan :



XIII. Materi Pembelajaran :

A. Pengertian

Showing attention (when we are in conversation sometimes we feel

curious and need more explanation about what we are talking about)

Expression Responses

- Tell me more about it!

- Tell me more about your house! Is it near

with the post office? Is it near with the bus

stop?

- Tell me more about your favorite food? Why

do you like it?

- Such as?

- What’s an occasion?

- What do you mean ‘not any more’?

- Well,…

(Explain The

subject)

- Tell me more about it.

- Really?

- Oh, my God! What happens next?

- And then what?

- How interesting!

- What’s next?

B. The example of dialog:

1. X: Borobudur is not one of the seven wonders anymore.

Y: Really? Tell me more about it.

X: Because, Indonesian government does not invest enough to increase

the image of Borobudur Temple nor to draw world’s attentions to

Borobudur.

Y: It’s sad. But Indonesia is still famous with other tourist resorts such

as Bali beach, Komodo Island, Toba Lake, etc.

X : Yes, you are right.

2. X: I’m very happy now.

Y: What happened?

X: My mother gives me a present.

Y: What is it?

X: It is Acer Netbook

Y: Your mother is very kind.

XIV. Metode Pembelajaran :

Fishbowl Method

XV. Langkah-langkahPembelajaran:


Pengorganisasian

Siswa Waktu

Kegiatan Awal


KegiatanInti

2 Eksplorasi :

Guru Menjelaskan tentang showing attention kepada siswa

meliputi pengertian showing attention, contoh showing

attention, serta penggunaannya dalam percakapan.

k/i 20 menit

3 Elaborasi :

Setelah menjelaskan materi guru membagi kelas menjadi 4

kelompok untuk melakukan diskusi dalam penyelesaian

tugas yang di berikan oleh guru.



berkelompok.

k 20 menit

4 Korfirmasi :




k/g 20 menit


sudah dilaksanakan.



Penutup





k 5 menit


XVI. Sumber Pembelajaran :

Materi showing attention

Contoh dialog showing attention

XVII. Penilaian/evaluasi:

5. Jenis Evaluasi:

- Tes awal : -




a. Proses:

10. Sebutkan contoh showing attention!

b. Tes akhir:


Having daily activity

SCORING RUBRICS


Fluency Quick,

fluently,

continuous

with no

hesitation

and clear

Fluently,

Occasional

hesitation

Fluently

enough,

several

unnatural

hesitations

and

searching

for words

Fluently not

good enough,

many

unnatural

hesitation

No specific

fluency

description,

not

complete

utterances


n is excellent

like native

speaker

Errors in

pronunciati

on are quite

rare

Require

guessing at

meaning,

accent may

be

obviously

foreign

Pronunciation

has many

problems

Errors in

pronunciati

on are

frequent

but can be

understood

by native

speaker


Use

appropriate

and new

words

Good,

appropriate

vocabulary

and

response

Good

enough,

rarely have

to look for a

word

No enough

vocabulary or

incorrect use

Very little

vocabulary

Vocabulary

repeated

Grammar Excellent;

No

grammatical

errors

Good; Two

or fewer

grammatica

l errors

Good

enough;

listener

understand

enough

Many

problems like

in verb forms

Errors in basic

structures

Errors in

grammar

are

frequent

but speaker

can be

understood

by native

speaker


ng the

concept very

good

Understand

ing the

concept

good

Understandi

ng the

concept

good

enough

No enough

understanding

the concept

Confusing

in

understandi

ng the

concept

CO

NT

RO

L

CL

AS

S


(RPP)




Standar Kompetensi : Berbicara




Kompetensi Dasar : Mengungkapkan makna dalam percakapan transaksional (to

get things done) dan interpersonal (bersosialisasi) pendek

sederhana dengan menggunakan ragam bahasa lisan secara

akurat, lancar dan berterima untuk berinteraksi dalam

konteks kehidupan sehari-hari yang melibatkan tindak tutur:

meminta dan memberi kepastian dan mengungkapkan dan

menanggapi keraguan


kepastian

10. Bertanya dan menjawab tentang mengungkapkan

keraguan


Pertemuan : 1

XVIII. Tujuan Pembelajaran:

Dengan terlibat dalam diskusi kelompok,peserta didik dapat menjelaskan arti

certainty dan uncertainty expression, menyebutkan contoh certainty and

uncertainty expression dan menggunakannya dalam percakapan singkat

XIX. Karakter Peserta didik yang diharapkan :



XX. Materi Pembelajaran :

L. Certainty and Uncertainty

Certainty is the state of being completely confident or having no

doubt something. However, uncertainty/doubt is when nothing is ever

decided or sure.

Expressing Certainty

When you are sure that something will happen in the future, use these

expressions.

The expression as follows:

1. Absolutely sure

2. Quite sure

3. Certain

4. Positive

5. Definitely

When you are sure that something will not happen in the future, use these

expressions.

8. No, I'm absolutely sure he

won't

9. No, I'm quite sure he won't

10. No, I'm certain he won't

11. No, I'm positive he won't

12. No, definitely not

13. No, certainly not

14. No, of course not

Expressing Uncertainty/Doubt

When you are not sure whether something or someone will or will not happen,

use the following expressions.

The expression as follow:

10. Well, it’s possible I

suppose, but I wouldn’t

like to say for certain.

11. Well, it’s impossible.

12. I’m not sure

13. It could happen, but I’m

not sure

14. It might be, but I doubt it

15. I have my own doubts.

16. It’s doubtful.

17. No one can know for

certain

18. I can’t tell you for sure

M. Contoh penggunaan certainty dan uncertainty expression

3. Teks Transaksional /interpersonal yang menggunakan ungkapan

meminta dan memberi kepastian

Rudi : Do you think we’ll come to the top of the mount soon?

Azis : I think so. I’m sure. We are going to have marvelous time

there.

Rudi : How can you be so sure?

Azis : Look! It’s sunny today. I doubt if it will rain again.

Do you mind if we walk more quickly?

Rudi : O.K. No problem

4. Teks transaksional /interpersonal yang menggunakan ungkapan

mengungkapkan dan menanggapi keraguan

Imas : I’m going to buy some books at Yogya Department Store

tomorrow. Can you join me?

Rika : Well … I can’t decide whether to join or not

Imas : Why? Wouldn’t you like to go with me?

Rika : No. It’s just err… I’m not sure if I have time tomorrow. I’m

sorry.

Imas : Never mind, then

Rika : Thanks

N. MetodePembelajaran :

Lecturing

O. Langkah-langkahPembelajaran:


Pengorganisasian

Siswa Waktu

KegiatanAwal


KegiatanInti

2 Eksplorasi :

Guru menjelaskan meteri tentang certainty dan uncertainty

expression kepada siswa meliputi pengertian certainty dan

uncertainty expression, contoh ekspresi dan


k/i 20 menit

3 Elaborasi :

Setelah pemberian materi guru meminta murid untuk

menghafalkan materi yang telah diberikan lalu murid harus

maju satu per satu untuk melaporkan apa yang sudah

mereka hafal atas materi yang telah diberikan.

k/i 20 menit

4 Korfirmasi :

Setelah siswa menyelesaikan tugas yang diberikan oleh




sudah dilaksanakan.



k/i 20 menit

Penutup




k 5 menit



P. Sumber Pembelajaran :

Materi certainty dan uncertainty

Contoh certainty dan unceretainty expression

Q. Penilaian/evaluasi:

7. Jenis Evaluasi:

- Tes awal : -




a. Proses:

11. Jelaskan pengertian certainty expression!

12. Jelaskan pengertian uncertainty expression!

13. Sebutkan contoh certainty expression!

14. Sebutkan contoh uncertainty expression!

b. Tes akhir:

Menghafalkan tema yang ada dibawah ini lalu setiap murid harus maju

satu per satu untuk menjelaskan tema yang diberikan di depan kelas.

Will your chief class lead your class strict?

SCORING RUBRICS


Fluency Quick,

fluently,

continuous

with no

hesitation

and clear

Fluently,

Occasional

hesitation

Fluently

enough,

several

unnatural

hesitations

and

searching

for words

Fluently not

good enough,

many

unnatural

hesitation

No specific

fluency

description,

not

complete

utterances


n is excellent

like native

speaker

Errors in

pronunciati

on are quite

rare

Require

guessing at

meaning,

accent may

be

obviously

foreign

Pronunciation

has many

problems

Errors in

pronunciati

on are

frequent

but can be

understood

by native

speaker


Use

appropriate

and new

words

Good,

appropriate

vocabulary

and

response

Good

enough,

rarely have

to look for a

word

No enough

vocabulary or

incorrect use

Very little

vocabulary

Vocabulary

repeated

Grammar Excellent;

No

grammatical

errors

Good; Two

or fewer

grammatica

l errors

Good

enough;

listener

understand

enough

Many

problems like

in verb forms

Errors in basic

structures

Errors in

grammar

are

frequent

but speaker

can be

understood

by native

speaker


ng the

concept very

good

Understand

ing the

concept

good

Understandi

ng the

concept

good

enough

No enough

understanding

the concept

Confusing

in

understandi

ng the

concept


(RPP)




Standar Kompetensi : Berbicara









yang melibatkan tindak tutur: meminta, memberi kepastian

dan mengungkapkan dan menanggapi keraguan.


pengulangan

12. Bertanya dan menjawab tentang menunjukkan perhatian



Pertemuan : 2

XXI. Tujuan Pembelajaran:


kalimat menanyakan certainty expression, menanyakan pengulangan dan

menggunakannya dalam percakapan singkat.

XXII. Karakter Peserta didik yang diharapkan :



XXIII. Materi Pembelajaran :

R. Menanyakan kepastian

Untuk menanyakan kepastian, kita dapat menggunakan ekspresi-ekspresi

berikut ini:

6. Are you sure?

7. Are you sure about it?

8. Are you certain about it?

9. Are you positive about it?

10. Is that definite

S. Respond of certainty

Yes, I'm absolutely sure

quite sure

certain

positive

he will.

definitely.

certainly.

of course.

No, I'm absolutely

sure

quite sure

certain

positive

he won't.

definitely not.

certainly not.

of course not.

T. Respond of uncertainty

U. Contoh penggunaan certainty dan uncertainty expression

Bob: Hi, Leo. How are you?

Leo: Fine, and you?

Bob: So do I, thank you. By the way could I borrow your MP3

player? I want to hear play the music that I just download; I

do not have the MP3 player.

Leo: Sure, there is the MP3 player on the table next to the tape and

do you know how to use it?

Bob: Yes, I do.

Leo: Are you sure that you can function it? If not I will tell you

how to use it.

Bob: Yes, I am definitely sure I have ever used it at my friend’s

and thank for your help!

Leo: And how about the flash disk? Are you sure that the flash

disk is Ok?

Bob: I am not sure, but at least there is a MP3 player to try it.

Leo: OK. Then, you may bring the MP3 and enjoy your time!




Bob: Thank, Leo for lending the MP3 player.

Leo: Don’t mention it.

V. Asking for Repetition

4. Pengertian

"Asking for repetition" secara harfiah berartimeminta

pengulangan. Jika dijabarkan lebih lanjut "Asking for repetition"

bisa diartikan sebagai permintaan seseorang untuk mengulangi

penjelasan atau jawaban dari orang lain

5. Contoh Asking for Repetition

Ungkapan Makna


please?

Would you be louder, please?

Sorry, what did you say?


Bisakah anda katakana lebih

keras?

Maaf, apa yang tadi anda

katakan?

Informal I'm sorry, I couldn't understand

you...

I'm sorry, I didn't get that...

I'm sorry, I didn't catch that....

What did you say?

Pardon?

What's that again?

Say that again?

What?

Huh?

Maaf, gue ga paham..

Maaf, ane ga paham…

Maaf, saya ga denger..

Apa kamu bilang?

Maaf?

Apa tadi?

Katakan lagi?

Apa?

Huh?

http://www.englishindo.com/2011/06/bahasa-inggris-informal-definisi-jenis.html

6. Contoh Dialogue meminta pengulangan

Rina : Hello Dewi. Look at my new purse. I made it by myself.

Dewi : Hello, Rina. Hey, that's nice. Isn't that your old purse?

The one that we bought one year ago?

Rina : Yeah, that's right.

Dewi : How did you do that?

Rina : Sorry, What did you say?

Dewi : How did you do that, Rina?

Rina : Oh, well, first, I just added some colorful buttons. Then,

four-five glittery beads. Finally, I gave my magic

finishing touch, he.. he..

XXIV. MetodePembelajaran :

Lecturing

XXV. Langkah-langkahPembelajaran:


Pengorganisasian

Siswa Waktu

KegiatanAwal


KegiatanInti

2 Eksplorasi :

Guru menjelaskan tentang asking of Certainty expression

kepada siswa meliputi contoh tanggapan certainty dan

k/i 20 menit

uncertainty expression,menanyakan pengulangan serta


3 Elaborasi :

Setelah menjelaskan materi guru meminta murid untuk

menghafalkan materi yang ada lalu membuat contoh asking

certainty dan asking for repetition beserta jawabannya.

Siswa harus maju satu persatu di depan kelas.

k/i 20 menit

4

Korfirmasi :





sudah dilaksanakan.



k/i

20 menit

Penutup





k 5 menit


XXVI. Sumber Pembelajaran :

Materi asking certainty dan responnya

Materi asking for repetition

Contoh dialog certainty dan uncertainty expression

Contoh dialog asking for repetition

XXVII. Penilaian/evaluasi:

9. Jenis Evaluasi:

- Tes awal : -




a. Proses:

15. Sebutkan contoh kalimat tanya certainty expression!

16. Sebutkan contoh respon certainty expression!

17. Sebutkan contoh respon uncertainty expression!

18. Jelaskan pengertian asking for repetition!

19. Sebutkan contoh asking for repetition!

b. Tes akhir:


Will MU FC win in this season 2014/2015 with the new

manager?

SCORING RUBRICS


Fluency Quick,

fluently,

continuous

with no

hesitation

and clear

Fluently,

Occasional

hesitation

Fluently

enough,

several

unnatural

hesitations

and

searching

for words

Fluently not

good enough,

many

unnatural

hesitation

No specific

fluency

description,

not

complete

utterances


n is excellent

like native

speaker

Errors in

pronunciati

on are quite

rare

Require

guessing at

meaning,

accent may

be

obviously

foreign

Pronunciation

has many

problems

Errors in

pronunciati

on are

frequent

but can be

understood

by native

speaker


Use

appropriate

and new

words

Good,

appropriate

vocabulary

and

response

Good

enough,

rarely have

to look for a

word

No enough

vocabulary or

incorrect use

Very little

vocabulary

Vocabulary

repeated

Grammar Excellent;

No

grammatical

errors

Good; Two

or fewer

grammatica

l errors

Good

enough;

listener

understand

enough

Many

problems like

in verb forms

Errors in basic

structures

Errors in

grammar

are

frequent

but speaker

can be

understood

by native

speaker


ng the

concept very

good

Understand

ing the

concept

good

Understandi

ng the

concept

good

enough

No enough

understanding

the concept

Confusing

in

understandi

ng the

concept

The Answer Key

4. Kalimat tanya certainty expression:

f. Are you sure?

g. Are you sure about it?

h. Are you certain about

it?

i. Are you positive about it?

j. Is that definite

5. Respond certainty expression!

6. Respond of uncertainty

7. "Asking for repetition" adalah permintaan seseorang untuk

mengulangi penjelasan atau jawaban dari orang lain.

8. Asking for Repetition

Ungkapan Makna


please?


Yes, I'm absolutely sure quite sure certain positive

he will.

definitely. certainly. of course.

No, I'm absolutely sure quite sure certain positive

he won't.

definitely not. certainly not. of course not.





(RPP)













yang melibatkan tindak tutur: meminta pengulangan,

menunjukkan perhatian, dan menyatakan kekaguman.


pengulangan

15. Bertanya dan menjawab tentang menunjukkan

perhatian



Pertemuan : 3

XXVIII. Tujuan Pembelajaran:


menyebutkan contoh kalimat menunjukkan perhatian dan menggunakannya

dalam percakapan singkat

XXIX. Karakter Peserta didik yang diharapkan :



XXX. Materi Pembelajaran :

C. Pengertian

Showing attention (when we are in conversation sometimes we feel

curious and need more explanation about what we are talking about)

Expression Responses

- Tell me more about it!

- Tell me more about your house! Is it near

with the post office? Is it near with the bus

stop?

- Tell me more about your favorite food? Why

do you like it?

- Such as?

- What’s an occasion?

- What do you mean ‘not any more’?

- Well,…

(Explain The

subject)

- Tell me more about it.

- Really?

- Oh, my God! What happens next?

- And then what?

- How interesting!

- What’s next?

D. The example of dialog:

3. X: Borobudur is not one of the seven wonders anymore.

Y: Really? Tell me more about it.

X: Because, Indonesian government does not invest enough to increase

the image of Borobudur Temple nor to draw world’s attentions to

Borobudur.

Y: It’s sad. But Indonesia is still famous with other tourist resorts such

as Bali beach, Komodo Island, Toba Lake, etc.

X : Yes, you are right.

4. X: I’m very happy now.

Y: What happened?

X: My mother gives me a present.

Y: What is it?

X: It is Acer Netbook

Y: Your mother is very kind.

XXXI. Metode Pembelajaran :

Lecturing

XXXII. Langkah-langkahPembelajaran:


Pengorganisasian

Siswa Waktu

Kegiatan Awal


KegiatanInti

2 Eksplorasi :

Guru Menjelaskan tentang showing attention kepada siswa

meliputi pengertian showing attention, contoh showing

attention, serta penggunaannya dalam percakapan.

k/i 20 menit

3 Elaborasi :

Setelah menjelaskan materi guru meminta murid untuk

menghafalkan materi yang ada lalu maju satu per satu

untuk melaporkan yang sudah mereka pahami.Dalam

kegiatan ini siswa dituntut aktive untuk menyelesaikan

tugas yang diberikan guru secara berkelompok.

k 20 menit

4 Korfirmasi :





k/g 20 menit

sudah dilaksanakan.



Penutup





k 5 menit


XXXIII. Sumber Pembelajaran :

Materi showing attention

Contoh dialog showing attention

XXXIV. Penilaian/evaluasi:

11. Jenis Evaluasi:

- Tes awal : -




a. Proses:

20. Sebutkan contoh showing attention!

b. Tes akhir:


i. Having daily activity

SCORING RUBRICS


Fluency Quick,

fluently,

continuous

with no

hesitation

and clear

Fluently,

Occasional

hesitation

Fluently

enough,

several

unnatural

hesitations

and

searching

for words

Fluently not

good enough,

many

unnatural

hesitation

No specific

fluency

description,

not

complete

utterances


n is excellent

like native

speaker

Errors in

pronunciati

on are quite

rare

Require

guessing at

meaning,

accent may

be

obviously

foreign

Pronunciation

has many

problems

Errors in

pronunciati

on are

frequent

but can be

understood

by native

speaker


Use

appropriate

and new

words

Good,

appropriate

vocabulary

and

response

Good

enough,

rarely have

to look for a

word

No enough

vocabulary or

incorrect use

Very little

vocabulary

Vocabulary

repeated

Grammar Excellent;

No

grammatical

errors

Good; Two

or fewer

grammatica

l errors

Good

enough;

listener

understand

enough

Many

problems like

in verb forms

Errors in basic

structures

Errors in

grammar

are

frequent

but speaker

can be

understood

by native

speaker


ng the

concept very

good

Understand

ing the

concept

good

Understandi

ng the

concept

good

enough

No enough

understanding

the concept

Confusing

in

understandi

ng the

concept

1

Please introduce yourselves and tell about your hobby like an example!

Hello guys! My name is Sinta Amelia. You can call me Sinta. I’m 13 years

old. I live in Temenggungan. My favorite food is fried rice. My hobby is reading a

book. I like to read a book because I can get much knowledge. I like to read in the

library. I like in library because there are so many books that I can read. My

mother sometimes accompanies me reading some books in my home. I like to

read about fiction novel. My mother likes to read magazine or newspaper. I think,

reading can help us to get much knowledge. Thanks for your attention guys.

PRE-TEST

PRE-TEST

IX-A (EXPERIMENTAL GROUP)

1. Niken Widyastuti

Hello guys! My name is Niken Widyastuti, but you can call me

Niken. I’m 14 years old. I live in Tambakboyo, Ambarawa. I’m studying

in JHS 2 Ambarawa. My hobby is reading books. I like to read so much. I

like to read bible. Every night, my mother tell me a story about bible. I

love my mother very much. My mother tell to me that I have to read and

study the bible for my kindness.

2. Diana Agustina Rahman

Hi guys! My name is Diana Agustina Rahman. You can call me

Diana. I am 14 years old. I was born on Magelang, August 17th

2000. I live

on Dr. Cipto Mangun Kusuma Street, number 9 Ambarawa City. My

favorite food is Sate. My hobby is swimming. I like swimming because

there are 3 reasons. First, it make me health. Second, it make me tall.

Thirdly, I like playing in the water.

3. Willies Melliana

Hello guys! My name is Willies Meliana. I’m 14 years old. You

can call me Willie. I live in Temenggungan. My favorite food chocolate.

My hobby is listening music. I also like to singing and reading a book.

Music is my life because music can make me feel happy, enjoy and

comfortable. With singing, I can express my emotion. I like to reading a

book because I can get much knowledge.

4. Faras Fauziyah Raharani

Hello friends! My name is Faras Fauziyah Raharani. You can call

me Faras. I’m 14 years old. I live in Jend. Sudirman Street number 50

Ambarawa. I’m students in SMP N 2 Ambarawa. My favorite food is fried

rice. My hobby is listen to the music. I like listen music because it makes

me sleep. I can lesten to the music in my hand phone and laptop.

5. Adelia Tasya Virginia

Hi guys! My name is Adelia Tasya Virginia. You can call me

Adelia. I’m 13 years old. I live in Bawen Bukit Permai. Reading and

listening to the music are my hobbies. I also like to read some books

because I can increase my knowledge. I like listening music especially pop

music. I think pop music is cool and it makes me happy.

6. Shafira Rahmadanti

Hello guys! My name is Shafira Rahmadanti. You can call me Fira.

I’m 14 years old. I was born on Semarang, January 20th

2000. I live in

Kalibeji, Tuntang. My favorite food is banana. My hobby is swimming

because my house near Muncul swimming pool and it also makes me tall.

7. Zinedine Avien Ryanar Putri

Hello guys! My name is Zinedine Avien Ryanar Putri. I’m 14 years

old. You can call me Avien. I live in Ngampin Seneng. My hobby is

drawing and writing because it make my heart fun. I usually draw and

write in my room.

8. Yosephine Fianti Feprianingsih

Hello guys! My name is Yosephine Fianti Feprianingsih. I’m 14

years old. You can call me Fia. I live in Harjosari, Bawen. My favorite

food is chocolate. My hobby is watching TV. I like to watch cartoon. I

like cartoon because it is very entertaining and make me laugh.

9. Winar Wahyu W

Morning guys! My name is Winar Wahyu W. I am 14 years old.

You can call me Winar. I have toothache because I like candy and sweet

food. My favorite color is pink. My hobby is listening to the music. I like

listening to the music because it make me fresh again.

10. Reyhan Gesang Almuazam

Hi guys! My name is Reyhan Gesang Almuazam. You can call me

Reyhan. I’m 15 years old. I live in Bawen. My favorite food is fried rice. I

like sport. I usually play football with my friend. I also like swim. Usually

every Sunday, I swim in Muncul swimming pool with my friends. I like

play chess with my father. I like all of them because it makes me feel

better.

11. Raka Rizky Firdausy

Good morning guys! My name is Raka Rizky Firdausy. I’m 14

years old. You can call me Raka. I live in Karangsari. My hobby is playing

guitar. I can play some songs with my guitar. I like playing guitar because

it’s make me happy.

12. Noviandi Dwi Pamungkas

Hello guys! My name is Noviandi Dwi Pamungkas. I’m 14 years

old. You can call me Andi. I was born on Semarang regency, November

20th

1999. I live in Banyubiru. My favorite food is fried rice. My hobby is

hunting a image or photography. I like photography because I can see

beautiful cannery, beautiful animals and I can take that picture.

13. Nanda Tasya Surya Puspita

Hello guys, good morning! My name is Nanda Tasya Surya

Puspita. I’m 14 years old. You can call me Tasya. I live in Tambakboyo.

I’m student of SMP N 2 Ambarawa. My hobby is swimming. I like

swimming because it is make my body healthy.

PRE-TEST

IX-B (CONTROL GROUP)

1. Annisa Rosalin Anindhita

Hello guys! My name is Annisa Rosalin Anindhita. I’m 14 years

old. You can call me Annisa, Rosalin or Icha. I live is in Banyubiru. My

favorite food is fried rice. My hobby is listening to the music. I like listen

to the music because I can sing. I’m like sing in the bathroom. My favorite

genre is Javanese music.

2. Anesti Nila Krisna

Hello guys! My name is Anesti Nila Krisna. I’m 14 years old. You

can call me Anesti. I was born in Semarang, Mei 14th

2000. I’m live in

Temenggungan RT 10/ RW III, Ambarawa. My favorite food is Kirun

meatball and fried rice. My hobby is breeding. I’m like breeding because it

can make me happy and I can get much money from breeding.

3. Ahmad Bustanul Aziz

Hello friends! My name is Ahmad Bustanul Aziz. I’m 14 years old.

You can call me Aziz. I live in Baron Jurang. My favorite food is fried

chicken. My hobby is fishing. I’m like fishing because it is very fun. I’m

usually go fishing on the weekend. I’m always go fishing with my father.

4. Ahmad Khorul Insani

Hello friends! My name is Ahmad Khoirul Insani. I’m 14 years

old. You can call me Irul. I live in Kebumen, Banyubiru, Kab. Semarang.

My favorite food is rice. My hobby is playing football. I like play football

because I like run and play football. It also make me feel happy.

5. Ananda Larasati

Hello guys! My name is Ananda Larasati. You can call me Nanda.

I’m 13 years old. I live in Sumurup, Asinan. My favorite food is noodle.

My hobby is listening to the music. I’m like listening to the music because

it make me happy.

6. Agustina Wulansari

Hello friends! My name is Agustina Wulansari. You can call me

Agistin. I’m 15 years old. I live in Bawen. My favorite food is fried rice. I

also like eat ice cream. My hobby is drawing. I’m like drawing because

drawing so fun.

7. Ainaya Shafa Malikha

Good morning guys! My name is Ainaya Shafa Malikha. You can

call me Ain. I’m 14 years old. I live in Losari Sawahan, Ambarawa. My

hobby is listening to the music and watching Korean Drama. I like listen

to the music and watch Korean Drama because it is very fun.

8. Angger Rizky Alifa

Hay fans! My name is Angger Rizky Alifa. You can call me

Angger. I’m 14 years old. I live in Kupang Kidul, Ambarawa. My favorite

food is meatball. My hobby is playing basketball. I like basketball because

it makes me happy. OK, Thanks.

9. Anggit Aji Prasetyo

Hello friends! My name is Anggit Aji Prasetyo. I’m 14 years old.

You can call me Anggit. I live in Pasekan. My favorite food is Fried

Potato. My hobby is futsal. I like futsal because it is fun. I like play futsal

in Formula Futsal.

10. Anisa Utamiyanti

Hi! My name is Anisa Utamiyanti. You can call me Ami. I live in

Sanggrahan, Ambarawa. I like to watch TV. It help me to refresh my

mind. I always watch TV after school. My favorite is action movie.

11. Achmad Ariffani

Hello guys! My name is Achmad Ariffani. I’m 14 years old. You

can call me Ariffani. I live in Demakan. My favorite food is satay. My

hobby is play football. I like play football because my body will fresh. I

like play football in my yard.

12. Auliya Prada

Hello friends! My name is Auliya Prada. You can call me Auliya.

I’m 14 years old. I am a student of SMP N 2 Ambarawa. I like drawing,

reading and listening to the music. I usually read story in fan fiction. My

favorite book is mystery and comic.

13. Alvian Dewari D

Hello friends! My name is Alvian Dewari D. I’m 14 years old. You

can call me Dewari. My favorite food is fried fish. My hobby is play

game. I like play game because it can train my concentration.

DAILY ACTIVITIES

Daily activities are basic, routines tasks, such as bathing, dressing, eating

and using the toilet that most people are able to perform on a daily basis without

assistance. Daily activities can help us to manage our time. It can help us to make

our time and activity balance. Even though most people have known this function

but only a few people make their own daily activities. It happens because they

think that every day they have difference activities, so they do not need to make it.

The Questions:

1. Are daily activities important? Why?

2. Discuss with your friends in Fishbowl circle that included of certainty,

uncertainty, asking for certainty, and showing attention materials!

SPEAKING

1. Please make the conversation in partner that included of certainty,

uncertainty, asking for certainty, and showing attention materials!

2. If you have done, you can practice in front of the class!

SPEAKING

SPEAKING IN FISHBOWL

IX-A (EXPERIMENTAL GROUP)

(First Session)

Arsyal : I think daily activity is important because it would be better if

we work first and them we have fun.

Rahman : I think daily activity is not necessary because we are young and

we need to enjoy our life such as playing game and play dengan

our friends dan apa saja yang you mau lakukan.

Faras : Tetapi, daily activity can make we discipline.

Niken : Tell me more about it!

Safira : Ya, we can mengatur out time and not buang-buang waktu

dengan percuma.

Rahman : I think, if we have tanggungjawab, we can depend time to have

fun and time to study automatically, so, we don’t need daily

activity.

Arsyal : I think, at least it makes our life become more organized.

Rahman : Really?

Faras : Yes, all of our activities will be fix and on time.

Niken : Kita hanya hidup sekali, so make it amazing with our choice.

Rahman : And also, we have twenty-four hours a day to do all activities,

jadi we can do everything sesuka kita.

Faras : Are you sure?

I think daily activity juga bisa help dalam memaksimalkan our

choice, such as we will know our activities tomorrow, so we

haven’t activity at the same time.

Safira : Daily activity can help we menyiapkan what we need later.

(Second Session)

Annaba’ : We are young so we not harus mengatur daily activity such as

time dan lain sebagainya.

Diah : We pastinya butuh daily activity.

Dea : Tell me more about it!

Dinda : Coba you think. We can mengatur our time from get up, go to

school, play and we sleep again. We don’t need mengulang same

activities in twenty-four hours in a day.

Rani : And also, we are the students so we have to have good daily

activities agar semuanya teratur.

Annaba’ : Are you sure about that?

Diah : Absolutely. We have to mengatur everything yang we need baik

itu buku-buku dan juga time in every day.

(Third Session)

Tasya : I think, daily activity is not important for us.

Ibnu : Sorry, what did you say?

Tasya : I say that daily activity is not important for us.

Raka : Really?

Shafira : Yes, daily activity is not important for us because we are still

young.

Rini : If we are young, we still need mengatur daily activity for

kebaikan kita.

Shafira : You imagine this. We make the daily activity need many times

and that time can we gunakan untuk bermain atau do something

else.

Ibnu : Could you repeat again please?

Shafira : You imagine this. We make the daily activity need many times

and that time can we gunakan untuk bermain atau do something

else.

Raka : But we don’t need many times to make daily activity. It’s only

1 or 2 hours and we can do it every day.

(Fourth Session)

Yuanita : In my opinion, daily activity can help us but it will

membosankan ketika we do the same activity, so let’s enjoy the

time and don’t think about daily activity.

Zinedine : I think daily activity tidak membosankan.

Tasya : Tell me more about it!

Sandra : Ya, mungkin we think that daily activity is something yg

membosankan tetapi we see the positivenya. We can see that we

can be discipline in time, make a good planning,dan lain-lain.

Yuanita : Do you make your own daily activity? I don’t think so.

Nanda : I believe some of us make daily activity.

Tasya : But, I don’t think that you make your own daily activity.

(Fifth Session)

Reyhan : Daily activity is something important for us.

Winar : I’m sorry, I couldn’t understand.

Arsyal : Ya, daily activity is important for us because it helps us to

remember apa yang akan kita lakukan setiap hari.

Niken : I can remember apa yang akan saya lakukan tanpa daily activity

kok.

Diana : But, sometimes we can forget the activity and if we forget we

langsung open our daily activity.

Winar : Tapi we can imagine year to year do the same things and I

believe that it will be membosankan.

Reyhan : I am not sure that daily activity is membosankan.

SPEAKING

IX-B (CONTROL GROUP)

1. An Nisa Wijayanti and Anesti Nila Krisna

An Nisa : Hai Nesti.

Nesti : Hai An Nisa.

An Nisa : Do you know if I have a new haouse?

Nesti : Oh Really?

An Nisa : Yes of course.

Nesti : What is the color?

An Nisa : The color is green.

Nesti : Tell me more about it!

An Nisa : Well, my new house has 4 beds rooms.

Nesti : Are you certain?

An Nisa : I’m certainly.

Nesti : What’s next?

An Nisa : wee, it has a big yard.

Nesti : Wow. May I visit your house tomorrow?

An Nisa : Yes of course.

2. Aditya Satria P N and Angger Rizky A

Aditya : Hi friends!

Angger : Hi!

Aditya : How are you?

Angger : I’m fine, and you?

Aditya : I’m fine. Do you know about Didi Kempot and friends

concert in Ambarawa, tomorrow?

Angger : I don’t know, tell me more about it!

Aditya : Well, the concert at 7 September 2014 in Pemuda

Building.

Angger : Really? When will the concert start?

Aditya : Tomorrow, at 10.00 A.M and in that concert many

bands more, for example are Vitamin C, my crazy home,

Tanpa Batas, My Dinner Daze.

Angger : Oh good. That’s a very crowded concert, thank you for

this.

3. Achmad Ariy F and Anggit Aji

Achmad : I have friend player football. Her skill is very good.

Anggit : Are you sure?

Achmad : Yes, I’m certainly. He always training everyday.

Anggit : Who is the coach football?

Achmad : He haven’t a coach. He always training alone.

Anggit : Oh my God! What happen next?

Achmad : Every free kick, he always have a gool.

Anggit : Really?

Achmad : Yes I’m Really, beacause her kick is very good.

Anggit : Thank you. Your story make me proud.

4. Ahmad Khoirul Insani and Agung Herbudi N

Achmad : I have a friend are clever playing football.

Budi : Are you sure?

Achmad : Yes, I’m absolutely sure. He is always training football.

Budi : Tell me more about that!

Achmad : Well, he have a good skill.

Budi : Why he is have a good skill?

Achmad : He have a good skill because he is often training football.

Budi : Where is he training football?

Achmad : He is training football in soccer field.

Budi : Thank you to your story.

5. Adinda Putri S and Anisa Utamiyanti T R

Ami : What do you think about this anime SAO?

Putri : I like it, it’s very amazing.

Ami : I think so, tell me more about it!

Putri : The girl is cute and the boy is cool.

Ami : Yes, they are very cute. I like the first character. Do you

like him too?

Putri : Of course. I like about him because the first character is

very kind.

Ami : Yes, I think so. He is very kind. In GGO, he will be a girl

and he is very beautiful.

Putri : Oh, my God! What happen next?

Ami : Yes, he is very amazing if he uses a light seber and a gun.

Putri : Really?

Ami : Yes, of course.

Putri : I want to see it.

6. Aisyah Dhila P S and Ananda Larasati

Aisyah : Hi Nanda! How are you?

Nanda : Hi Aisyah! I’m fine, and you?

Aisyah : I’m fine too. Nanda, I have a new novel. The story is

funny!

Nanda : Wow, tell me more about it!

Aisyah : Well, the novel’s title is “Cinta Brontosaurus”. The story

is very funny and crazy! The actor is Raditya Dhika. He

tells about his love story.

Nanda : Are you sure?

Aisyah : Yes of course. I’m Raditya Dika’s fan.

Nanda : Why do you like him?

Aisyah : He is very handsome and funny. Do you want to borrow

my new novel?

Nanda : Yes, of course.

RESEARCH DOCUMENTATION

IX-B as Control Group IX-A as Experimental Group

The Students of control group prepared for

their pre-test

The Students of experimental group prepared

for their pre-test

Pre-test of control group

(They had to introduce and tell about their

hobby)

Pre-test of experimental group

(They had to introduce and tell about their

hobby)

The teacher explained in control group The teacher explained in experimental group

The students of control group paid attention

in teacher’s explanation

The students of experimental group paid

attention in teacher’s explanation

The students of control group discussed

with their partner

The students of experimental group prepared

for small Fishbowl.

The students of control group discussed

with their partner

The students of experimental group share

their opinion in small Fishbowl.

The students of control group made

conversation and they memorized it.







The students of control group looked for

the difficult words in dictionary.





The Teacher explained the role of Fishbowl

in experimental group

The students of control group looked for

the difficult words in dictionary.

The Teacher explained the role of Fishbowl

in experimental group

The students of control tried to speak in the

class.

The students of experimental tried to speak

in Fishbowl.

The students of control group practiced in

the class.

The students of experimental group practiced

in Fishbowl.

The students of control group practiced in

the class.

The students of experimental group practiced

in Fishbowl.

Documents

THE FISHBOWL METHOD TO IMPROVE - IAIN Salatigae-repository.perpus.iainsalatiga.ac.id/658/1/29.pdf · THE FISHBOWL METHOD TO IMPROVE THE STUDENTS’ SPEAKING SKILL (An Experimental