THE IMPACTS OF FISHBOWL TECHNIQUE AND SELF … · THE IMPACTS OF FISHBOWL TECHNIQUE AND SELFEFFICACY ON STUDENTS’ SPEAKING SKILL- (An Experimental Study at the Eleventh Grade of

perpustakaan.uns.ac.id digilib.uns.ac.id

commit to user

THE IMPACTS OF FISHBOWL TECHNIQUE AND

SELF-EFFICACY ON STUDENTS’ SPEAKING SKILL

(An Experimental Study at the Eleventh Grade of SMA N 1 Mejayan Madiun

in the Academic Year of 2015/2016)

A THESIS

Submitted as a Partial Fulfilment of the Requirements for Graduate Degree in English Education

By:

Kurnia Wulandari

NIM S891402033

FACULTY OF TEACHER TRAINING AND EDUCATION

SEBELAS MARET UNIVERSITY

SURAKARTA

2016

i


commit to user

ii


commit to user

iii


commit to user

iv


commit to user

ABSTRACT

Kurnia Wulandari. S891402033. 2016. THE IMPACTS OF FISHBOWL TECHNIQUE AND SELF-EFFICACY ON STUDENTS’ SPEAKING SKILL (An Experimental Study at the Eleventh Grade of SMA N 1 Mejayan Madiun in the Academic Year of 2015/2016). Thesis. The First Consultant: Dr. Abdul Asib, M. Pd.; the Second Consultant: Prof. Dr. Sri Samiati Tarjana. English Education Department of Graduate Program. Sebelas Maret University, Surakarta.

The objective of this research was to reveal whether: (1) Fishbowl technique is more effective than Small-group Discussion technique to teach speaking; (2) the students who have high self-efficacy have better speaking skill than the students who have low self-efficacy; and (3) there is an interaction between teaching techniques and students’ self-efficacy in teaching speaking.

This research was conducted at the eleventh grade of SMA N 1 Mejayan in the Academic Year of 2015/206. There were nine classes of eleventh grade, two out of nine classes were picked up randomly by using cluster random sampling to be the sample of this research. Class XI IPA 1 was used for the control class and class XI IPA 2 was used for the experimental class, each class consists of 32 students. The instruments used in this research were self-efficacy questionnaire and speaking test. The validity, reliability, and readability of the instruments were measured before the instruments were distributed and administered to get the data. The data were analyzed by applying ANOVA and Tukey test after completing pre-requisite tests (normality and homogeneity tests).

The results of data analysis show that: (1) Fishbowl is more effective than Small-group Discussion technique to teach speaking to the eleventh grade students of SMA N 1 Mejayan; (2) the students who have high self-efficacy have better speaking skill than the students who have low self-efficacy; and (3) there is an interaction between teaching techniques and students’ self-efficacy in teaching speaking.

The findings of the research imply that Fishbowl technique is an effective teaching technique to teach speaking. Students who were taught using Fishbowl technique performed better in speaking than those who were taught using Small-group Discussion. Therefore, it is recommended for English teachers to conduct classroom discussion by implementing Fishbowl technique.

Keywords: experimental research, fishbowl, self-efficacy, small-groups discussion,

speaking skill

v


commit to user

MOTTO

Allah is with those who patiently persevere.

(Q.S. Al-Baqarah: 153)

I don’t wanna be someone who walks away so easily. I’m here to stay and make the difference that I can make.

-I Won’t Give Up, Jazon Mraz-

vi


commit to user

DEDICATION

This thesis is fully dedicated to: Ibu and Bapak, thank you for trusting me.

vii


commit to user

ACKNOWLEDGEMENTS

Alhadulillahirobbil’alamin,

Praise be to Allah, the most Gracious and Merciful. This thesis would not be

completed without His blessings. In addition, this thesis would not be finished

without the support and guidance of other people and institutes. Therefore, the

writer would like to express gratitude and appreciation to:

1. Prof. Dr. Joko Nurkamto, M.Pd., the Dean of Teacher Training and Education

Faculty of Sebelas Maret University for the permission to write the thesis,

2. Dr. Ngadiso, M.Pd., the Head of English Education Department of Graduate

Program for providing guidance to complete the thesis,

3. Dr. Abdul Asib, M. Pd., the first consultant, who has given guidance,

correction, and suggestion to complete this thesis,

4. Prof. Dr. Sri Samiati Tarjana, the second consultant, who has patiently given

advice and correction for the completion of this thesis,

5. Drs. Yayuk Nuryanto, M. Pd., the Headmaster of SMA N 1 Mejayan for the

permission to conduct the research,

6. Ana Wijayanti S.Pd., the English teacher of SMA N 1 Mejayan for the

support and guidance during the research,

7. The eleventh grade students of SMA N 1 Mejayan, especially class XI IPA 1

and class XI IPA 2 for their support and cooperation.

It is realized that this thesis is far from being perfect. Therefore, criticism and

suggestions are highly appreciated for the improvement of this thesis.

Surakarta, May 2016

Kurnia Wulandari

viii


commit to user

TABLE OF CONTENTS COVER PAGE .................................................................................................... i

APPROVAL ........................................................................................................ ii

LEGITIMATION ................................................................................................ iii

PRONOUNCEMENT ......................................................................................... iv

ABSTRACT ......................................................................................................... v

MOTTO ............................................................................................................... vi

DEDICATION ..................................................................................................... vii

ACKNOWLEDGEMENT .................................................................................. viii

TABLE OF CONTENTS .................................................................................... ix

LIST OF TABLES .............................................................................................. xii

LIST OF FIGURES ............................................................................................ xiii

LIST OF APPENDIXES .................................................................................... xiv

CHAPTER I: INTRODUCTION

A. Background of the Study ......................................................... 1

B. Problems Identification ........................................................... 6

C. Problems Limitation ............................................................... 6

D. Problem Statements ............................................................... 7

E. Objectives of the Study ........................................................... 7

F. Significances of the Study ........................................................ 8

CHAPTER II: LITERATURE REVIEW A. Speaking ................................................................................. 9

1. The Definitions of Speaking ................................................ 9

2. Microskils and Macroskills of Speaking ............................. 10

3. The Aspects of Speaking ................................................... 12

4. Speaking Assessments ........................................................ 16

B. Fishbowl Technique ................................................................. 24

1. The Definitions of Fishbowl Technique ............................ 24

2. The Steps to Implement Fishbowl Technique .................... 26

ix


commit to user

3. The Advantages and Disadvantages of Using

Fishbowl Technique .......................................................... 28

C. Small-group Discussion ........................................................... 30

1. The Definitions of Small-group Discussion ...................... 30

2. The Steps to Implement Small-group Discussion

Technique .......................................................................... 31

3. The Advantages and Disadvantages of

Small-group Discussion .................................................... 33

4. The Differences between Fishbowl and Small-group

Discussion Technique ....................................................... 36

D. Self-efficacy ............................................................................. 38

1. The Definitions of Self-efficacy ......................................... 38

2. Self-efficacy in Speaking .................................................... 39

3. The Sources of Self-efficacy .............................................. 40

4. The Aspects of Self-efficacy .............................................. 42

E. Review of Related Studies ...................................................... 45

F. Rationale .................................................................................. 48

D. Hypothesis of the Study ........................................................... 52

CHAPTER III: RESEARCH METHODOLOGY A. Research Setting ..................................................................... 53

B. Research Design ..................................................................... 54

C. Population, Sample and Sampling .......................................... 55 1. Population ........................................................................... 55

2. Sample and Sampling ......................................................... 55

E. Technique of Collecting Data .................................................. 55

1. Self-efficacy Questionnaire ................................................ 56

2. Speaking Test ..................................................................... 58

F. Technique of Analyzing the Data ............................................. 59

1. Normality Test .................................................................... 59

2. Homogeneity Test ............................................................... 59

x


commit to user

3. ANOVA .............................................................................. 60

4. Tukey Test ............................................................................ 61

G. Statistical Hypothesis .............................................................. 62

CHAPTER IV: RESEARCH FINDING AND DISCUSSION

A. Data Description ..................................................................... 64

B. Normality and Homogeneity Test ........................................... 75

1. Normality Test .................................................................... 75

2. Homogeneity Test .............................................................. 76

C. Hypothesis Testing ................................................................. 77

1. ANOVA .............................................................................. 77

2. Tukey Test .......................................................................... 78

D. Discussion of the Findings ...................................................... 80

CHAPTER V: CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion .............................................................................. 87

B. Implication ............................................................................. 87

C. Suggestion ............................................................................... 89

REFERENCES ................................................................................................... 91

APPENDIXES .................................................................................................... 95

xi


commit to user

LIST OF TABLES Table 2.1

Table 2.2

Table 2.3

Table 2.4

Table 2.5

Table 2.6

Table 2.7

Table 2.8

Table 2.9

Table 2.10

Table 2.11

Table 3.1

Table 3.2

Table 4.1

Table 4.2

Table 4.3

Table 4.4

Table 4.5

Table 4.6

Table 4.7

Table 4.8

Table 4.9

Table 4.10

Table 4.11

Table 4.12

Table 4.13

The Aspects of Speaking ................................................................... 14

The Scale of Oral Testing Criteria by Ur ........................................... 19

The Analytical Speaking Criteria by Weir ........................................ 19

The Scoring Criteria of Speaking by Brown ..................................... 20

The Scoring Rubric Used in the Study .............................................. 22

The Steps to Implement Fishbowl Discussion ................................... 28

The Steps to Conduct Small-group Discussion .................................. 32

The Comparison Table of the Techniques ......................................... 36

The Sources of Self-efficacy .............................................................. 42

The Aspects of Self-efficacy .............................................................. 44

The Indicators of Self-efficacy ........................................................... 44

The Schedule of the Research ............................................................ 54

The Blueprint of Self-efficacy Questionnaire .................................... 57

Frequency Distribution of Data A1 .................................................... 65

Frequency Distribution of Data A2 .................................................... 67

Frequency Distribution of Data B1 .................................................... 68

Frequency Distribution of Data B2 .................................................... 69

Frequency Distribution of Data A1B1 ................................................ 70




The Result of Normality Test ............................................................. 75

The Result of Homogeneity Test ........................................................ 76

The Summary of Mean Scores ........................................................... 77

The Summary of ANOVA ................................................................. 78

The Summary of Tukey Test .............................................................. 79

xii


commit to user

LIST OF FIGURES

Figure 2.1

Figure 2.2

Figure 3.2

Figure 4.1

Figure 4.2

Figure 4.3

Figure 4.4

Figure 4.5

Figure 4.6

Figure 4.7

Figure 4.8

Fishbowl Seating Arrangement ........................................................ 25

Factors Influencing Self-efficacy ..................................................... 42

The Classes Used in the Study ......................................................... 55

The Histogram and Polygon of Data A1 .......................................... 66

The Histogram and Polygon of Data A2 .......................................... 67

The Histogram and Polygon of Data B1 .......................................... 68

The Histogram and Polygon of Data B2 .......................................... 69

The Histogram and Polygon of Data A1B1 ...................................... 71




xiii


commit to user

LIST OF APPENDIXES

Appendix 1

Appendix 2

Appendix 3

Appendix 3.1

Appendix 4

Appendix 4.1

Appendix 5

Appendix 5.1

Appendix 6

Appendix 6.1

Appendix 7

Appendix 8

Appendix 8.1

Appendix 8.2

Appendix 8.3

Appendix 8.4

Appendix 9

Appendix 10

Appendix 11

Appendix 12

Appendix 13

Appendix 14

Appendix 15

Appendix 16

Appendix 17

Appendix 18

Appendix 19

Appendix 20

Lesson Plan of Experiment Class .............................................. 95

Lesson Plan of Control Class ..................................................... 114

Blueprint of Self-efficacy Questionnaire ................................... 134

Self-efficacy Questionnaire ....................................................... 136

Computation of Questionnaire Validity..................................... 140

Sample of Validity Calculation ................................................. 144

Computation of Questionnaire Reliability ................................. 146

Reliability Calculation ............................................................... 148

Blueprint of Self-efficacy Questionnaire (After Try-out) ......... 150

Self-efficacy Questionnaire (After Try-out) .............................. 152

Result of Self-efficacy Questionnaire ........................................ 155

Blueprint of Speaking Test Instrument ...................................... 157

Speaking Test Instrument. ......................................................... 159

Scoring Rubric of Speaking ....................................................... 160

Readability of Speaking Test Instrument .................................. 162

Result of Readability Test ......................................................... 163

Speaking Scores ........................................................................ 165

Tabulation of Speaking and Self-efficacy Scores ...................... 171

Frequency Distribution and Descriptive Statistic ...................... 173

Normality Test ........................................................................... 189

Homogeneity Test ...................................................................... 197

ANOVA ..................................................................................... 198

Tukey Test ................................................................................. 199

Table r Product Moment ............................................................ 200

Table of Standard Normal Distribution ..................................... 201

Lilliefors Table .......................................................................... 202

Table of Chi Square Distribution ............................................... 203

Table of Critical Values for F Distribution................................ 204

xiv


commit to user

Appendix 21

Appendix 22

Appendix 23

Appendix 24

Table of Critical Values for q ................................................... 205

Speaking Test Transcript .......................................................... 206

Photographs .............................................................................. 218

Permit Letters............................................................................. 221

xv

Documents

THE IMPACTS OF FISHBOWL TECHNIQUE AND SELF … · THE IMPACTS OF FISHBOWL TECHNIQUE AND SELFEFFICACY ON STUDENTS’ SPEAKING SKILL- (An Experimental Study at the Eleventh Grade of