(A Quasi-experimental study at Eleventh Grade Students of SMA Negeri 10 Kota Tangerang Selatan in Academic Year 2020/2021).
A SKRIPSI
Presented to the Faculty of Educational Sciences In Partial Fulfillment of Requirements for the Degree
of ―S. Pd.‖ (S-1) in English Education.
By :
Fahmi Alfin Ibrahim 11160140000100
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL AND SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2020
i
ii
iii
iv ABSTRACT
Fahmi Alfin Ibrahim (11160140000100). The Effectiveness of Fishbowl Technique on Students’ Speaking Skill in Giving Opinions and Arguments (A Quasi-experimental study at Eleventh Grade Students of SMA Negeri 10 Kota Tangerang Selatan in Academic Year 2020/2021). A Skripsi of Department of English Education. Faculty of Educational Sciences of Syarif Hidayatullah State Islmaic University Jakarta 2020.
Advisor I : Dr. Atiq Susilo, MA.
Advisor II : Ismalianing Eviyuliwati, S.Pd., M.Hum.
Keywords : Speaking Ability, Fishbowl Technique
The aim of this research is to find out the effectiveness of Fishbowl Technique on Students’ Speaking Skill in Giving Opinions and Arguments at eleventh grade of SMA Negeri 10 Kota Tangerang Selatan. The method used in this research was quantitative through quasi-experimental research. The population was the eleventh grade students of SMA Negeri 10 Kota Tangerang Selatan. The sample was 70 students that were taken by using purposive sampling technique and classified into two classes, experimental class and controlled class. The instrument was speaking oral tests. The tests were given at the beginning and the end of the treatments. The data of pre-tests and post-tests were analyzed using the t-test. The result of the pre-test scores from both classes showed that the average score of the experimental class was a little bit higher than that of the controlled class.
Meanwhile, the result of the post-test scores revealed that the score of the experimental class was significantly higher than that of the controlled class. The result showed that the sig 2 tailed was p (0.045). Moreover, the alpha (α) was (0.05). Therefore, the t-test was p < α. Furthermore, the effect size was 0.488, which refered to a modest level. In conclusion, using Fishbowl Technique was modestly effective to develop students’ speaking skill at the eleventh grade of SMA Negeri 10 Kota Tangerang Selatan in academic year 2020/2021.
v
vi ABSTRAK
Fahmi Alfin Ibrahim (11160140000100). Keefektifan Fishbowl Technique terhadap Keterampilan Berbicara Bahasa Inggris Siswa dalam Menympaikan Pendapat dan Argumen (Sebuah Studi Semu Eksperimental pada Kelas Sebelas SMA Negeri 10 Kota Tangerang Selatan Tahun Ajaran 2020/2021). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2020.
Pembimbing I : Dr. Atiq Susilo, MA.
Pembimbing II : Ismalianing Eviyuliwati, S.Pd., M.Hum.
Kata Kunci : Kemampuan Berbicara, Fishbowl Technique
Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penggunaan Fishbowl Technique terhadap kemampuan berbicara bahasa Inggris siswa dalam menyampaikan pendapat dan argumen. Peneletian ini dilaksanakan di SMA Negeri 10 Kota Tangerang Selatan. Metode yang digunakan adalah metode kuantitatif melalui penelitian eksperimen semu. Populasi adalah siswa kelas sebelas SMA Negeri 10 Kota Tangerang Selatan. Sampelnya berjumlah 70 siswa yang dipilih melalui teknik purposive sampling dan diklasifikasikan menjadi dua kelas, yaitu kelas ekspeimen dan kelas kontrol. Instrumennya adalah tes berbicara.
Tes diberikan pada awal dan akhir penerapan fishbowl technique. Data Pre-test dan Post-test dianalisis menggunakan t-test. Hasil skor pre-test dari kedua kelas menunjukkan bahwa skor rata-rata dari kelas eksperimen sedikit lebih tinggi daripada kelas kontrol. Sementara itu, hasil skor post-test mengungkapkan bahwa skor kelas eksperimen secara signifikan lebih tinggi daripada kelas kontrol. Hasil penelitian menunjukkan bahwa sig 2 tailed adalah p (0.045) sedangkan sig (α) adalah 0.05 oleh karena itu, hasil perhitungan uji t-test adalah p < α. Selanjutnya hasil dari perhitungan effect size yaitu 0.488 yang berarti pada modest level.
Kesimpulannya bahwa penerapan fishboiwl technique efektif terhadap kemampuan berbicara bahasa Inggris siswa dalam memberikan pendapat dan argumen di kelas sebelas SMA Negeri 10 Kota Tangerang Selatan pada tahun ajaran 2020/2021.
vii
ACKNOWLEDGEMENT
In the name of Allah, the Beneficient, and the Merciful.
Assalamu'alaikum Wr. Wb. Gratitude is always offered to the presence of Allah SWT, who has bestowed His grace, guidance, and blessings so that the writer can complete the preparation of this thesis. Prayers and greetings are always smashed to our lord for the Prophet Muhammad and his family, friends, and followers until the end of time. The writing of this thesis takes a theme with the title: The Effectiveness of Fishbowl Technique on Students’ Speaking Skill in Giving Opinions and Arguments (A Quasi-experimental study at The Eleventh Grade Students of SMA Negeri 10 Kota Tangerang Selatan in Academic Year 2020/2021). The researcher would like to express his deepest honour and gratitude to his beloved parents, Mr.Sarana Abdul Hamid and Mrs. Rosikhoh who always give guidance, support, and prayer to finish this research. And then, thanks also to his little sister Azka Fatihatul Azkiya and his little brother M. Faqih Kamiludin who always supported him to finish this research. Therefore, he would like to express his gratitude to the advisors, Dr. H. Atiq Susilo, MA, and Ismalianing Eviyuliwati, S.Pd., M.Hum, for the valuable advice, guidance, comments, and support in completing this skripsi.
The process of completing this thesis cannot be separated from the various assistance, support, suggestions, and criticism that the writer has received.
Therefore on this occasion, the researcher would like to thank:
1. Dr. Sururin, M. Ag., as the Dean of Faculty of Educational Sciences.
2. Didin Nuruddin Hidayat, M.A. TESOL., Ph.D., as the Head of English Education Department.
3. Zaharil An’asy, M.Hum., as the Secretary of English Education Department.
4. Dra. Faridah, M.Pd., as the academic advisor of class C in academic year 2016.
viii
5. All Lecturers, Staff of the Faculty of Educational and Sciences, especially the Department of English Education, have provided knowledge, guidance, and assistance since the beginning of lectures.
6. Drs. Enan Trivansyah Sastri, M.Si., as the Headmaster of SMA Negeri 10 Kota Tangerang Selatan for the permission, opportunity and help to conduct this research.
7. Mahwiyah, S.Ag., has the English teacher at the eleventh grade of SMA Negeri 10 Kota Tangerang Selatan for her support during this research.
8. The students of X IPA 1 and X IPA 2 of SMA Negeri 10 Kota Tangerang Selatan for the willingness to be the participants in this research.
9. His big family who has supported her in finishing this research.
10. His mood booster, Adissa Vintha Junilla that has always been giving endless smile, motivation and support during this research.
11. To all other persons whose name cannot be mentioned for their contributions and help to the writer during finishing this ‘skripsi’
Jakarta, January 4th 2021
Fahmi Alfin Ibrahim
ix
TABLE OF CONTENTS Contents
APPROVAL SHEET...i
ENDORSEMENT SHEET...ii
SURAT PERNYATAAN KARYA SENDIRI...iii
ABSTRACT ... iv
ABSTRAK ... vi
ACKNOWLEDGEMENT ... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xiv
LIST OF FIGURES ... xv
LIST OF APPENDICES ... xvi
CHAPTER I INTRODUCTION ... 2
A. Background of the Study ... 2
B. Identification of the Problems ... 3
C. Limitation of the Study ... 3
D. Research Question ... 3
E. The Objective of the Study ... 4
F. Significance of the Study ... 4
CHAPTER II REVIEW OF LITERATURE ... 5
A. The Concept of Speaking ... 5
1. The Definition of Speaking... 5
2. Purposes of Speaking ... 6
x
3. Elements of Speaking... 7
4. Problems In Speaking Performance ... 9
B. Asking and Giving Opinions ... 11
1. Definition of Opinions ... 11
2. Types of Opinions ... 11
3. Expressing Asking and Giving Opinions ... 13
C. Asking and Giving Arguments ... 14
1. Definition of Argumentation ... 14
2. Types of Arguments ... 15
3. Expressing Giving Arguments ... 16
D. Fishbowl Technique ... 17
1. Definition of Fishbowl Technique ... 17
2. The Advantages of Fishbowl Technique ... 18
3. Disadvantages of Fishbowl Technique ... 19
4. Teaching Speaking through Fishbowl Technique... 19
E. Previous Related Research Finding ... 22
F. Theoretical Framework ... 23
G. Theoretical Hypothesis ... 24
CHAPTER III RESEARCH METHOD ... 25
A. Place and Time of Study ... 25
B. Research Method and Design ... 25
C. Population and Sample ... 26
D. Research Instrument ... 26
xi
E. Procedure of Collecting the Data ... 31
F. The technique of Data Analysis ... 31
1. The Normality Test ... 32
2. The Homogeneity Test ... 32
G. T-test ... 32
H. The Effect Size ... 32
I. Statistical Hypothesis ... 33
CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 34
A. Research Findings ... 34
1. The Data of Description ... 34
2. Analysis of the Data ... 41
3. Research Hypothesis ... 45
4. Test of Effect Size ... 48
B. Discussion ... 49
CHAPTER V CONCLUSION AND SUGGESTIONS ... 53
A. Conclusion ... 53
B. Suggestion ... 54
1. For teachers ... 54
2. For students ... 54
3. For other researchers ... 54
REFFERENCES ... 55
APPENDIX 1 ... 60
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)... 60
xii
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)... 68
APPENDIX 2 ... 76
Instructions of Pre-Test ... 76
APPENDIX 3 ... 78
Instructions of Post-Test ... 78
APPENDIX 4 ... 80
PRE-TEST Experimental Test ... 80
APPENDIX 5 ... 83
POST-TEST Experimental Test ... 83
APPENDIX 6 ... 86
PRE-TEST Controlled Test... 86
APPENDIX 7 ... 89
POST-TEST Controlled Test ... 89
APPENDIX 8 ... 92
Transcript Students of Experimental Class ... 92
APPENDIX 9 ... 97
Transcript Students of Controlled Class ... 97
APPENDIX 10 ... 101
APPENDIX 11 ... 102
xiii A
PPENDIX 12 ... 103 APPENDIX 13 ... 104
xiv
APPENDIX 14 ... 105
APPENDIX 15 ... 113
LIST OF TABLES Table 3. 1 Research Design ... Error! Bookmark not defined. Table 3. 2 Oral Presentation Assessment Criteria ... 28
Table 4. 1 The Scores of Pre-test and Post-test of Experimental Class ... 35
Table 4. 2 The Scores of Pre-test and Post-test of Controlled Class... 38
Table 4. 3 The Normality Test of Pre-Test of the Experimental Class and Controlled Class ... 42
Table 4. 4 The Normality Test of Post-Test of the Experimental Class and Controlled Class ... 43
Table 4. 5 The Homogeneity Test of Pre-Test ... 44
Table 4. 6 The Homogeneity Test of Post-Test ... 45
Table 4. 7 The Result of T-Test Calculation ... 46
Table 4. 8 The Result of Independent Sample Test... 47 ...
xv
LIST OF FIGURES
Figure 4. 1 The Difference between Students’ Score of Experimental Class and Controlled Class ... 41
xvi
LIST OF APPENDICES
APPENDIX 1 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) ... 60
APPENDIX 2 Instructions of Pre-Test ... 76
APPENDIX 3 Instructions of Post-Test ... 78
APPENDIX 4 The Pre-test Result of Experimental Class ... 80
APPENDIX 5 The Post-test Result of Experimental Class ... 83
APPENDIX 6 The Pre-test Result of Controlled Class ... 86
APPENDIX 7 The Post-test Result of Controlled Class ... 89
APPENDIX 8 Transcript Pre-Test and Post-Test of Experimental Class ... 92
APPENDIX 9 Transcript Pre-Test and Post-Test of Controlled Class ... 97
APPENDIX 10 Surat Bimbingan Skripsi Dosen Pembimbing 1 ... 101
APPENDIX 11 Surat Bimbingan Skripsi Dosen Pembimbing 2 ... 102
APPENDIX 12 Surat Izin Penelitian ... 103
APPENDIX 13 Surat Keterangan Penelitian dari Sekolah ... 104
APPENDIX 14 Uji Referensi ... 105
APPENDIX 15 Pictures ... 113
1
CHAPTER I INTRODUCTION A. Background of the Study
Communication is one of the most significant aspects for a personal survivor. Communication helps us to deal with numerous real-life problems and issues. Understanding others is aided by interaction. The inability to communicate can, both personally and professionally, contribute to several problems.
Language and communication are two distinct aspects that involve each other while still occurring independently. On the other hand, language plays a vital role in the process of communication. People use a particular language to interact all over the world. Humans need four skills in order to complete communication. Listening is typically the first skill acquired while studying a foreign language, followed by speaking, reading, and eventually writing.
According to the Ministry of Education, English is a category of compulsory subjects given at the national exam on the educational stage, even junior and senior high school (Education, 2003). Indonesians use English as a foreign language. Nowadays, many schools in this country learn English because it is a compulsory subject in Indonesian Schools.
Besides this, if they need more English learning, they can get more lessons through English courses.
Learning the English language has become a major factor in the interconnected and globalized world of today. It is one of the languages often used generally. When it comes to education, industry, exchange, and commerce, it is considered a popular foreign language. Beginning at the elementary school level, English language proficiency should be instilled.
Because English has been accepted all over the world, the students must master this particular language. However, According to Data from the English Proficiency Index (EPI), which is cited by Aswadi Jaya, shown in
2018, out of 60 countries in the world, Indonesia sits on rank 25th. This score shows that Indonesia's English ability is still below average (Jaya & Habibi, 2016).
According to Abdurrahman, Speaking is one of process communication that consists of producing, receiving, and transferring an idea (Abdurrahman Hi. Usman, 2015). It means that other people should understand a message or idea.
According to researcher’s observation on 13th January – 9th March 2020 at the eleventh-grade students of SMA Negeri 10 Kota Tangerang Selatan, the researcher found speaking ability problems the problems were from students and the teacher. The students continue to struggle with verbalizing their thoughts in English. When the teacher invites them to engage in English in the classroom, they appear to remain quiet. The students were low motivated toward speaking English. These issues can be due to the characteristics of the students and the styles of teaching approaches used by the teacher to provide the materials, which are nevertheless teacher-centered. This strategy is unsuccessful in inspiring students to feel highly motivated and make students were bored in the learning classroom because the English teacher only used LKS, Text Book, and whiteboard as teaching media in the learning process.
To overcome this problem, all teachers must find a suitable method to ease the learning process, especially in speaking ability. The fishbowl Technique is one of the techniques that can solve this problem. Zhang stated that The Fishbowl Technique has become a learning strategy that involves many students in a small group with varying skill levels. Any student or member of the task group should work together to complete the task and encourage each other in understanding the topic that the teacher has assigned. (Zhang, 2010).
The fishbowl Technique has an important thing that the teachers and learners can be used in the learning process. A statement confirms from Michael Cholewinski that using On a cultural and conversational level, the
Fishbowl Technique is very diverse and in high demand. This activity sheds new light on the difficulties faced by reluctant communicative English students. He also said this technique is a long-term approach for solving problems (Cholewinski, 2014).
The researcher wants to determine the effectiveness of the Fishbowl Technique in increasing the ability of students to speak. In this study, the researcher carried out research titles "The Effectiveness of Fishbowl Technique on Students Speaking Skills in Giving Opinions and Arguments."
B. Identification of the Problems
Based on the previous background, some problems can be defined, such as:
a. Through their vocabulary mastery, students have difficulties. They need to learn more vocabulary from other friends or to browse dictionaries more often.
b. Students are lack English speaking practice.
c. Students hardly ever use English in their everyday communication practices, whether within or outside the classroom.
d. Students are shy and afraid about how to express themselves in English.
C. Limitation of the Study
Based on the problems were identified above, the problem of the study is limited as follow: This study is limited on applying a rubric taken from the rating scale for five criteria of speaking ability elements and the process of the reserach assesment by only the researcher it self.
D. Research Question
The researcher has formulated the research question as follows:
“Is there any significant effect of Fishbowl Technique on Students’
Speaking Skill in Giving Opinions and Arguments at the Eleventh Grade of SMAN 10 Kota Tangerang Selatan in the academic year 2020/2021?
E. The Objective of the Study
The aim of this study is to find out whether the fishbowl technique is effective on students’ speaking skill in giving opinions and arguments at the eleventh grade of SMA Negeri 10 Kota Tangerang Selatan.
F. Significance of the Study
As explained above, the researcher suggests that this research would be a meaningful contribution to teachers and students. For teachers, the writer expects this research to solve the students' problems concerning speaking skills. For students, the writer expects this research will be an efficient way of increasing their abilities to speak, especially in giving opinions and arguments.
5 CHAPTER II
REVIEW OF LITERATURE A. The Concept of Speaking
1. The Definition of Speaking
The most popular form of communication is speaking. Having an excellent speaking skill would enable us to communicate with the other to make our ideas more understandable. Good communication means speaking produces several benefits for dialogue organizations like accomplishing the speaking result such as business purposes and any other jobs. Osborn stated that speaking is critical because it is an essential elements learning process that the students can use to communicate between one person to another (Eiadeh, A. Al.Sobh, M. Al-Zoubi, & Al- Khasawneh, 2016). In addition, by using monologue and dialogue, students can get ideas and information explained by the teacher and develop various kinds of knowledge based on their thought as mentioned in the 2006 version of the national school curriculum (KTSP); in senior high school, students are taught English speaking skills to recognize new surroundings in order to adapt smoothly and confidently. They can apply English in daily life (Sudibyo, 2006).
McDaniel stated that some writers had researched that students in Japan find it difficult to speak English (McDaniel, 1997). In the four English skills, Speaking and writing have consisted of two essential productive skills to be improved in developing effective English learning.
Listening and reading are computed in the two language learning skills.
Brown also said the curriculum in any country, including Indonesia, requires the students to interact in English (Yustiati, Azwan , Bugis, Handayani, & Bin-Tahir, 2018). Even though it cannot be comfortable with this country to apply English as the one crucial thing of study, the
teachers can create a new method, strategy, and technique to understand them. As these factors challenged them, they tend to be quiet when they invite the students to engage in English in the classroom. Students are less motivated to speak English. These problems can be related to student factors and teaching strategies used by teachers in presenting subject still teacher-centered content. Tutyandary also added that this technique failed to make students feel low motivation and make them bored in learning in class (Widiati & Cahyono, 2006). The next cause is that students lack the urge to try the English language as a second language in daily life. It means several aspects can affect students' speaking skills like interest source in teaching English. According to Suchdeva, teaching English as in the curriculum has referred to several aspects needed to encourage students' ability (Hussain, 2017). It means the students need some support to change their thought and place the English language as essential to practice, usually to deliver speech through the mouth; hence the students still face relatively easy to express their ideas orally in English.
Based on the previous researchers above, the researcher concludes that speaking is essential to communicate with other people. It is used as media to show any ideas and share information, thoughts, and feelings.
Speaking can be referred to as the ability to efficiently use language to convey meaning and gain information in our daily activities.
2. Purposes of Speaking
Speaking serves several purposes, each involving a different set of skills. Harmer said there are three main reasons for encouraging students to talk in the classroom. First, the speaking exercises enable students to practice speaking in a controlled environment such as the classroom.
Second, students attempt to use some or all of the languages they are familiar with (Harmer, 2007).
Moreover, language components have been processed in the minds of students. The more they engage in speaking practices, the more these
elements become second nature to them. (Okar & Shahidy, 2019). It means they will be able to speak fluently without having to worry about it.
In addition, the primary purpose of speaking is to inform ideas from speaker to listener. However, the purpose of speaking is not only limited to providing information to other people. Determining the purpose of speaking means that speaking activities must be placed to convey something to others by the objectives the speaker expected.
3. Elements of Speaking
Speaking has several components that language should be concerned by a speaker. It is an important thing way to assess speaking.
Harmer said if learners need to talk English fluently, they have to properly pronounce phonemes, use spare stress and intonation, and speak in connected speech (Harmer, 2007). It means each student has to strive for some speaking aspects that need to be achieved, like pronunciation, grammar, vocabulary, fluency, and comprehension. These parts will get assessing of scholars' speaking skills.
a. Pronunciation
In language learning activities, mastering pronunciation skills, especially for EFL students, is one of the most common and challenging aspects of teaching and learning speaking. It happened because each of the learners has different backgrounds. Moreover, the things that make pronunciation more problematic are the teacher mostly focused on the students' vocabularies development and grammatical structures. However, teachers know that the key to learning and teaching pronunciation to the students is to differentiate the features of the sound and focus on helping the learners understand and overcome the difficulties of pronouncing each of the words accurately and systematically. According to Anne and Christine, pronunciation has an important part in
conveying meaning because it is used to get the idea through the sound used in communication (M & Burns, 2012). It means the pronunciation learning activities will help the learners quickly understand the spoken ideas so the communication will go smoothly. The students will understand and know to reply. Thus, the teachers should be aware of pronunciation in their class.
b. Grammar
Grammar knowledge is significant for students in order for them to be able to process and produce correct language usage.
However, some do not mind their grammar in their communication as long as the intended idea can be conveyed. However, grammar knowledge is vital for learning processes.
c. Vocabulary
Vocabulary is also critical when it comes to teaching and learning how to speak. When someone wants to convey a message, they should be well-versed in the necessary vocabularies.
Vocabulary is also a set of frequently used words by a large number of people and has linguistic meaning.
d. Fluency
In speaking, the activity has a goal to speak understandably and easily. With more practice in speaking, students can get speak easily and rapidly. People know fluency is the fast well on speaking, but it also focuses on correcting the placement of doing stop and pause. Brown stated that fluency is the ability to communicate plainly, run smoothly, and maintain contact while having insufficient communicative skills to comprehend. (Brown, 2001). Furthermore, he said also that fluency and accuracy is the goal in communication language teaching. Accuracy focuses on
articulation, phonology, and syntax right for understudies, while fluency is the fundamental objective in language education. In general, the educator will be pointed in mastering fluency and accuracy to arrive at a reason for curriculum on understudies talking.
e. Comprehension
Hughes Arthur stated that somebody fathoms the language when they understand everything in both formal and informal discourse, not out of the ordinary of an informed local speaker (Hughes, 2000). It means, In communication context, the speech should be conveyed well by speaker A and should be gotten well by speaker B. it means that comprehension is one of the important things in teaching speaking to get the meaning when somebody takes the communication. In the classroom, the teacher can be looking for who was a misunderstanding about comprehension in their lesson that had gotten before.
According to the description above, these five elements, such as pronunciation, grammar, vocabulary, fluency, and comprehension, are required for measuring spoken production.
4. Problems In Speaking Performance
Speaking within the target language is not simple for many foreign language learners, since more than comprehension, learning to speak a foreign language requires grammatical and semantic rules. Language learners often encounter two kinds of difficulties in speaking, namely linguistic and non-linguistic matters.
a. Linguistic Problem
Linguistics is the objective study of language structure (grammar), words, and phonology, among other things. According to Spolsky, linguistics includes vocabulary, grammar, and
pronunciation. In addition, linguistic concerns are those that cause students' speaking abilities to deteriorate. Some linguistic concerns, such as a lack of grammar, vocabulary, and pronunciation, influence speaking. (Spolsky & Hult, 2008). Richards stated that a few common difficulties for learners while speaking (Richards, 2008). Those issues are lack of vocabulary available for, poor grammar to communicate, and poorly in pronunciation.
b. Non-linguistic problem
Non-linguistic problems originate from outside the language, but external influences come from outside the language or language. In addition, non-linguistic components, such as movements and body language/posture, and facial expression, can be used in combination with speech to convey messages directly.
Heriansyah stated many non-linguistic problems related to issues, including not being confident to speak, not being used to speak in class, fearful of making mistakes, and being mocked by classmates.
a) Not being confident to speak; when speaking in public, high self-esteem is absolutely important. The high trust will help to master the stage and the material that is going to convey.
b) Not being used to talk in class; often, students with a high ability to speak can control the conversation in classroom situations rather than students with a low ability to speak.
Therefore, students with poor speech capacity would not be used for classroom interaction.
c) Since EFL students are not native English speakers, they are most likely to make mistakes while speaking English since they are fearful of making mistakes. In reality, afraid is a feeling when we want to say something when talking to someone, but instead, we keep it because we are unsure whether it is right.
d) Students are afraid of being mocked; they are worried about speaking English because they fear making intonation, pronunciation, and language structure errors as the frequent errors in speaking. They think that their fellow students would receive an unsatisfactory answer, such as teasing if they make mistakes when talking (Heriansyah, 2012).
B. Asking and Giving Opinions 1. Definition of Opinions
As a human, people need each other for the survival of their life.
Without others, a human can not do anything. Especially the one activity that can not be avoided is communication. Communication is an important thing to get somebody connected, especially with family, friends, or maybe communicating with the teacher at a class or college. However, when the communication was running, people sometimes want to know how their opinions and how they will give their opinions based on their idea about what happened.
According to Mitchel, opinions are some of the oral response or answer that somebody gives in response to one stimulus condition in which some general question is raised (Malcolm, 1997).
Thus, based on the definition above, giving opinions is the solution to express our idea based on the question or discussion to other people like judgment or belief that comes from an assumption point of view.
In addition, there is a critical difference thing between opinions and facts. Facts are real events that happen, while opinions are opinions about something and are not necessarily true. So that by understanding these facts and opinions, we can understand the aims and objectives contained in a discourse. Thus, opinion is the personal opinion of a person, which is not based on facts but rather on its taste.
2. Types of Opinions
Everyone has their opinions, and the opinions maybe could similar or different from others. In addition, Iswandi stated that there are several types the opinions that can be differentiated (Syahputra, 2018), such as:
a. Personal Opinions
Personal opinions are the opinions that come from individual opinions based on some issue that happened. For instance, in my opinion, learning a language is more difficult if you did not practice.
b. Group Opinions
Group opinion is an opinion that comes from a group of people to express social issues happened. It is opinions based on collecting opinions that gave other people. For example; Social media is capable of influencing the information of public opinions that determines the community's political attitude.
c. Majority Opinions
Majority opinions are the opinions related to the issue that happened, contain pros, cons, and judgment. However, majority opinions has some similarities with cultural regulation. For example, in my opinion, tourists from other countries should follow the rules that exist in Balinese people.
d. Minority Opinions
Minority opinions is an opinion that has small quantities of conclusions and is identified with the social issues that occurred.
These opinions come from a small group or small people to express many ideas but do not have strength. In addition, this opinion is also one of essential types of opinions in small particular. An example of minority opinions is; in my opinion, the
National Examination is quite irrelevant because the questions from some specific subjects should not determine students' learning outcomes.
e. Public Opinions
Public opinions are the opinion gave by all of the people in society based on interesting issues that occurred in public. These opinions also have acquitted and fair characteristic to express many ideas besides of criticism and suggestions.
f. Mass Opinions
Mass opinions are negative opinions that involve physical contact if the opinions should not accept very well. However, these opinions have positive characteristics because they are given free and open to understanding common people.
3. Expressing Asking and Giving Opinions
People in certain circumstances given the issues that occur will certainly express and show their opinions. There are four ways to expressing asking and giving opinions based on the textbook of Eleventh grade of Senior high school which is published by the Ministry of Education and Culture of Republic Indonesia (Mahrukh Bashir, 2017), such as:
a. Personal point of view
The usage of this expression is flexible because it can be utilized in formal and informal conditions. For example;
1) Personally, I think....
2) I strongly believe that....
3) In my humble opinions...
4) According to me...
5) In my opinions...
6) I would like to point out that...
b. General point of view
The usage of this expression is relative based on general people's thoughts, and they can use these words and phrases. For examples;
1) Generally, it is accepted...
2) Some people say that...
3) Majorly disagree with...
4) It is considered...
5) While some people believe...
c. Agreeing with an opinions
The usage of this expression for agreeing with someone’s point of view. For example;
1) That is a good point.
2) That is absolutely right.
3) I think so too.
4) I agree with this opinions.
d. Disagreeing with an opinions
Usage of this expression for disagreeing with someone’s point of view. For example:
1) I'm sorry, I don't agree with you.
2) I do not believe that.
3) I disagree with you.
4) It is not justified say so.
5) I think you are wrong.
C. Asking and Giving Arguments 1. Definition of Argumentation
Argumentation is people's view on something. Arguments and opinions are interrelated and equally relevant in reality. Arguments must be rational and reasoned. According to Baruch that argumentation is one that is comprised of statements called assumptions and a conclusion, where the assumptions give reasons for supporting the conclusion (Schwarz & Asterhan, 2008).
According to Collins and Hanh, in support of action or concept, an argument may be a reason given. The combination of the explanation and the point it is taken to support may be an argument. In other words, an argument would be a collection of premises (evidence), and a statement (claim) bound together in some way as an inferential argument. Finally, a dialogue in context may be an argument: a dialectical mechanism in which discussants present and opposing arguments. (Collins & Hanh, 2016).
According to Walton, an argument is a list of statements that are supposed to support the assertion, one of which is the conclusion, and the others are premises. In other words, based on the premises, the inference appears to be true. A statement can be good or bad based on how well the premises support the conclusion and the real validity of the premises. In this case, the premises help the conclusion, but whether or not it is a good argument depends on whether the two premises are correct. (Walton, 1990)
Thus, in real life, statements based on opinions and arguments must be rational. An argumentation of speech is necessary because students need to be involved in delivering their views, emotions, and desire to learn more in the classroom.
2. Types of Arguments
When assessing the quality of the arguments, the researcher tells its premise how to support its conclusion. furthermore, more specifically,
is the argument deductively valid or inductively robust. According to (IEP) there two types of arguments:
a. Inductive Arguments
An inductive argument is when the arguer wishes for the premises to be accurate and the inference to be impossible to be false if the premises are true. Unlike deductive arguments, the effectiveness or strength of an inductive argument is a matter of degree. Although there is no universal word for a good inductive argument, the term "strong" is used in this article. Weak inductive arguments are defined as such because there is no clear distinction between strong and weak.
b. Deductive Arguments
A deductive argument is where the arguer aims for the inference to be deductively correct, that is, to guarantee the validity of the conclusion if the premises are true. This argument can also be articulated as follows: in a deductive argument, the premises are supposed to provide such clear evidence for the inference that it is unlikely for the conclusion to be false if the premises are true. A (deductively) legitimate statement is one in which the premises are successful in guaranteeing the inference. A rational statement is considered accurate if the assumption is correct, then the argument is considered correct. Nothing is a partially correct argument. All parameters are valid or wrong and are correct or incorrect.
3. Expressing Giving Arguments
The researcher will use this expression to present arguments as material for the analysis of the teaching-learning method at a senior high school for second-graders. For example below from (EnglishClub) such as:
a. Let’s just move on, shall we?
b. Let’s drop it.
c. I think we have to agree to disagree.
d. (sarcastic) Whatever you say / if you say so.
D. Fishbowl Technique
1. Definition of Fishbowl Technique
The students need some support to change their thought and place the English language as important to practice, usually to deliver speech through the mouth. Therefore, it is still relatively easy for students to express their ideas orally in English. The only way to change their thought is as it mentions before, the teacher advised to use another technique for example fishbowl technique.
According to Brozo which cited by Dominicus stated that The fishbowl technique is a learning technique that can help students conduct oral debates in small groups in class and debate in English. Each group chooses a group member and prepares ideas (Yabarmase, 2013).
One group watches another group in this action. The first group divides into two groups, one of which forms a circle and discusses a subject. The inner group is surrounded by the second group divide, which forms a circle. All students can imagine their ideas to give arguments and opinions based on the teacher's topic. According to Silberman, which Dewanti Rahma stated, the fishbowl technique can emphasize active, cautious, agile, encourages, responsive in learning, and improved acknowledgment in their learning (Mulki, 2014). Thus, the phrase
"fishbowl" is derived from two words: "fish" and "bowl." The inner-circle was intended for the fish, and the outer circle was intended for the bowl.
Ayu Wulandari also said the fishbowl technique could be an efficacious teaching method such as a grouping process that can impact students' speaking skills in classroom activity (Wulandari, 2015). It means that the fishbowl technique succeeded because students' speaking skills were successful in expressing their opinions and arguments, as shown by the description above. In addition, Sri Duinaria also stated that fishbowl
could develop productive environments, and we can think of a range of topics that would work well in this format. (Berutu & Sumarsih, 2014).
2. The Advantages of Fishbowl Technique
In educating and learning English speaking prosperity, it is significant for the teacher to make engaging activity just as bolstered to use many kinds of showing media, approach, strategy, or procedures.
Applying some methods in educating and learning processes hopes to help students be more confindent and still easily in learning English. In addition, by using fishbowl technique, students can offer their conclusion, opinions, and arguments a few explanations that are uninhibitedly going to communicate what they need to say to other people. According to Wood which cited by Azwan Effendi stated that Fishbowl has three intended (Effendi, 2017):
a. It can be a useful teaching method for explaining group dynamics.
b. For involving students or another group in a cross-cultural or complicated issue discussion
c. Give students more freedom in class discussions.
In addition, this activity can also help an affraid and shy student make mistakes while they speak because they will not get stuck ended up by holding the stick for the entire learning process.
In conclusion, the writer concluded that the usage of fishbowl technique has many benefits such as; it can improve students' speaking ability, encourage students to be braver to speak to others, give the same opportunities to speak for each student in the classroom, and actively engage in the classroom activities.
3. Disadvantages of Fishbowl Technique
Fishbowl technique also has some disadvantages according to (Taylor, 2007) such as;
a. There may be conflicts between students, b. May provide false information,
c. Some students may have difficulty expressing themselves, and d. The focus of the subject may change.
4. Teaching Speaking through Fishbowl Technique
To make the fishbowl technique have the same talking position, some steps should be considered. According to Brozo & Simpson stated, there are some steps to using the fishbowl technique in the classroom activity. (Brozo & L Michele, 2007). They are:
a. Determining a focal point for classroom events. The subject is linked to the students' ability to keep their motivation and consideration alive.
b. Inviting students to turn to a neighbor and discuss their feelings about the topic. Inform the students that they must take notes on their tasks.
c. Explain the arrangements and desires of the fishbowl activities.
It almost clearly indicates the rules of fishbowl activities and the goals to be achieved.
d. Getting the activities begun by telling the students sitting in a cluster to conversation about their thoughts and opinions when speak with a partner.
e. When engaging in a small group game, instructing the other students to pay close attention to their peers and requiring notes.
f. Inquire of the other students for a response after the small group has finished. It is an excellent opportunity to illustrate relevant feedback and questions.
g. Making a few varieties of Fishbowl activities to create it more interesting for the students
In addition, teaching speaking through fishbowl technique can divided into three steps by the researcher. There are:
a. Pre Activity
The researcher separated the students into a small group that consist of five students. And the researcher gave the students a subject or topic to be discussed in a group and take the time to talk about the subject.
b. Whilst Activity
The researcher started the fishbowl activity by dividing the seats into two circles. The researcher ordered the student to sit in a cirle position. Every group member should give one student who was the representative to sat in the inner circle, and other students sat in the outer circle. The activity began demanding the teacher's instruction. The teacher applied a brief exposition about the rule of fishbowl technique. The researcher also started the discussion and asked the students' arguments and opinions based on the topic given before. Every group gave their opinions, and the other groups had to listen and offer their own opinions or arguments. While the discussion runs, the researcher allows the outer circle to speak up by clapping the inner circle from their member and giving the opinions and arguments.
During the discussion, the researcher monitored as well.
c. Post Activity
The researcher gave suggestions, assessments, and comments for the students. Also assessed and re-explained the fabric and inquired them to do homework or assignments related to the lesson.
E. Previous Related Research Finding
Some researchers have carried out similar studies using the fishbowl technique, which can be used as a guideline in this study.
First, (Hertina, 2018) studied the Effectiveness of Fishbowl Technique Towards Students' Speaking Ability. The study was conducted at the Second Grade Students of Islamic Senior High School Riyadhul Jannah Kecamatan Bram Itam Kabupaten Tanjung Jabung Barat. This study aims to determine whether the students who are taught by using fishbowl technique achieve better than those who are using teachers' technique at the Second Grade Students of Islamic Senior High School Riyadul Jannah Kecamatan Bram Itam Kabupaten Tanjung Jabung Barat.
She did the research by using quasi-experimental research. The study results showed that 29 students using a fishbowl technique, which is done based on a t-test, improved the students' speaking ability than those using the teachers' technique.
Second, a researcher conducted by (Intan, 2019) found Applying Fishbowl Technique to Enhance Students' Speaking Ability. The study was conducted at the Eleventh Grade Students of SMA 1 Tutar Kabupaten Polman. This study aims to enhance speaking skills and describe the process of applying fishbowl in teaching speaking at the eleventh-grade students of SMA 1 Tutar. She did the research by using quasi- experimental research. Also, the instrument of her research is an oral test by using pre-test and post-test. The study results showed that 30 students of senior high school by using fishbowl technique as a treatment which is done the result revealed based on t-test that fishbowl technique is enhancing to use in teaching speaking.
Third, a research conducted by (Amalia, 2017) entitled The use of Fishbowl Strategy Towards the Improvement of the Second Grade Students' Speaking Skill. The study was conducted at MA DDI Pattojo Soppeng. The focus of this research was to test the quality of the fishbowl
technique in teaching second-grade students how to develop their speaking skills. She did the research by using quasi-experimental research. The study showed that 20 students using fishbowl technique as treatment based on t-test that used fishbowl strategy improved students' speaking skill.
Considering to three studies above made the writer even more motivated to research the fishbowl technique. We can see the results of the three studies that have been successful with the same quantitative research design method. In this research, there are differences especially in specific lessons such as giving opinions and arguments. So, the researchertried to find a solution that related to teaching speaking classroom. By using fishbowl technique can help and improve the students' speaking skills in giving opinions and arguments.
F. Theoretical Framework
One of the most valuable skills that students can learn is how to speak. In an ideal scenario, students should be given opportunities to practice and produce a target language during the speaking, teaching, and learning process. It is so easy if students needed much more practice through monologue, dialogue, conversation, and making a game.
However, students must be able to speak fluently in English and correctly pronounce phonemes, use appropriate patterns of stress and intonation, and speak in similar speech and various genres and circumstances.
During the SMA Negeri 10 Kota Tangerang Selatan observation, the researcher found many obstacles to teach the English language. Some of the problems are:
a. Through their vocabulary mastery, students have difficulties.
They need to learn more vocabulary from other friends or to browse dictionaries more often.
b. Students are lack English speaking practice.
c. Students are shy and afraid about how to express themselves in English.
d. Students hardly ever use English in their everyday communication practices, whether within or outside the classroom.
From the problems stated above, one way to improve students' speaking skill is to create a comfortable environment that simulates daily activities. Therefore, students will practice their English more confidently.
By practicing, students can improve their speaking. One of the method that can be used is fishbowl technique.
In this case, some teaching methods were required to help the students practice English speaking more confidently, enrich their vocabulary, and fluently through fishbowl technique.
The fishbowl technique will stimulate class discussion, provide class interaction, enable students to learn from peers, engage in critical thinking, and improve oral and listening skills. It is not only speaking skills that can be improved by doing this strategy, but it will also positively affect the vocabulary, pronunciation, and listening skills of the students at the same time.
G. Theoretical Hypothesis
Based on the theory above, discussion of the related studies, the researcher takes the theoretical hypothesis as follows:
Ha : There is a significant effect of using Fishbowl Technique on Students’ Speaking Skill in Giving Opinions and Arguments.
H0 : There is not a significant effect of using Fishbowl Technique on Students’ Speaking Skill in Giving Opinions and Arguments.
25 CHAPTER III RESEARCH METHOD A. Place and Time of Study
The study was conducted at the SMA Negeri 10 Kota Tangerang Selatan, located at Sektor 9, Jl. Tegal Rotan Raya, Sawah Baru, Kec.
Ciputat, Kota Tangerang Selatan, Banten 15413. Data was collected from October 6 to November 3, 2020.
B. Research Method and Design
A quantitative method was implemented with an experimental research design in this study. The quantitative method is only concerned with determining how the situation in the field is and reporting what occurred. According to Frankel and Wallen, basic identically experimental research is comfortable and unpretentious; attempt anything occurs (Wallen, 2009). In the field of education, the quasi-experimental design is commonly used. The method does not use random assignments as assignments for the research subjects or students, but it does use a pre-test and post-test as research instruments. The study samples consisted of entire students from two classes, one of which served as the experimental class, with the fishbowl technique being used as the treatment. The other served as the control class, with the students not obtaining the treatment.
The fishbowl technique was used as an independent variable in this analysis, and the dependent variable was students' speaking skills.
Therefore the researcher compared the experimental class to the control class. The research goal was to see whether the fishbowl technique substantially impacted students speaking skills in giving opinions and arguments.
Table 3.1 Research Design
Pre-test and Post-test Design of the study
Class Test I Usage of an
Independent Variable
Test II
Experimental Pre-Test With Experimental Treatment
Post-Test
Controlled Pre-Test Not Use
Experimental Treatment
Post-Test
C. Population and Sample
The total population for this study was eleventh-grade students from SMA Negeri 10 Kota Tangerang Selatan that consists of 107 students. . For sample, the researcher only took 70 students that divided into two classes: XI IPA 1 (35 students) as the experimental class and XI IPA 2 (35 students) as the controlled class. Those classes were selected after the researcher obtained permission from the school to perform the research in that particular class.
D. Research Instrument
In order to collect the data of this study, the writer should observe the primer information before the study to understand the characteristics of the students to choose the experimental class and the control class.
Furthermore, the writer gave an interview as secondary data. At the end of the learning activity, this interview was offered only to the experimental class students, who were also treated with the Fishbowl technique. This activity was done to know the response of students about learning, giving opinions and arguments by using the Fishbowl technique.
The research was performed using an oral test as the instrument.
There are two aspects of the test: a pre-test and a post-test. The test is the same for both classes, experimental and controlled, but the topics are different.
In the pre-test, the writer made a slide of the presentation consists of questions about foods. Each student choose one picture of food, and there is writing under the picture, and the researcher asked students' opinions and arguments about the topic above. For example, "the most favorite food in Indonesia that students have visited." Furthermore, the students prepare to choose the food in 1-2 minutes. The students must give opinions and arguments base on the topic above. So, the researcher recorded students' opinions and arguments. Morover, It is rules are also used in the post-test.
During the test, the researcher recorded students’ speaking ability.
The researcher inputted the students' oral presentation score based on the students' performance and based on the researcher's rubric. David P. Harris said that in order to measure the level of progress of students, the researchers used five oral proficiency standards derived from the scoring scale. (Harris, 1996).
Table 3.2
Oral Presentation Assessment Criteria
No Criteria Description
1 Pronunciation 5 Has few traces of foreign language.
4 Though there is a distinct accent, it is still understandable.
3 The need for pronunciation problems is focused on listeningand occasionally causes misunderstandings.
2 Because pronunciation problems are difficult to understand, most often asked to repeat.
1 Speech is practically unintelligible due to a pronounciation problem.
2 Grammar 5 Making few (if any) grammatical and word- order mistakes.
4 Makes grammatical and/or word order mistakes from time to time that do not obscure context.
3 Make regular grammatical and word-order mistakes, which can also confuse context.
2 Incorrect grammar and word order make comprehension difficult, and sentences must be rewritten frequently.
1 Grammar and word order mistakes that are so serious that speech is practically unintelligible.
3 Vocabulary 5 The vocabulary and idioms are almost similar to those of a native speaker.
4 Because of lexical and equities questions, he often uses the wrong word and must rephrase his thoughts.
3 Due to the lack of vocabulary, some wrong words are often used, which limits the conversation to a certain extent.
2 Comprehension is difficult due to poor word use and a restricted vocabulary.
1 The lack of vocabulary was so severe that conversing was nearly impossible.
4 Fluency 5 Spoken fluently, not as laborious as native speakers.
4 Language problems appear to have a minor impact on speech speed.
3 Language issues have a significant impact on speed and fluency.
2 Usually hesitant, and frequently silenced due to a lack of language.
1 The speech was so paused and fragmented that it was almost impossible to have a conversation.
5 Comprehension 5 Seems to understand everything effortlessly
4 Understand almost everything at an average speed, although sometimes it may need to be repeated
3 Understand most of the content at a slower than normal speed without repeating it
2 Has a lot of trouble following conversation that are spoken slowly and with a lot of repetition.
1 Not even a simple conversation can be said to be understood.
E. Procedure of Collecting the Data
The pre-test and post-test instruments were used in this research study to perform experiments. In the first meeting, students from the experimental and control classes were given an initial examination to assess their quality in giving opinions and arguments in speaking skills without any treatment. The speech was so paused and fragmented that it was almost impossible to have a conversation. The next four meetings concentrated on teaching and learning activities to enhance speaking and give students opinions and arguments after the exam. Furthermore, only the experimental class was taught in a fishbowl, while the other classes were not. Both classes were given a post-test at the end of the session to evaluate their progress in expressing their opinions and arguments.
1. Pre-Test
The researcher gave the pre-test to the students at the beginning of the research To realize the student's knowledge of the taught, XI IPA 1 and XI IPA 2.
2. Post-Test
The researcher gave the post-test to the students to realize the increase in students' speaking skills after the lesson and treatments were completed.
F. The technique of Data Analysis
This study aims to examine the outcomes of using the fishbowl technique on improving students' speaking skills in giving opinions and arguments in the experimental and control class. The T-test was used in this study because it allowed researchers to compare pre-tests and post- test, resulting in experimental and control class results. In this section, The normality and homogeneity checks were conducted before the final test was determined. Data processing was used in the IBM SPSS Statistics 20
software to search for normality and homogeneity. The following are the steps in the research process:
1. The Normality Test
The normality test aims to decide whether or not data distribution in both the experimental and regulated groups is normal.
The Kolmogorov Smirnov normality test was used in this analysis, which was performed using IBM SPSS Statistics 20 software. If p ≥ α and α as the significance level was 0.05, the data were considered regular. On the other hand, if the normality test result was less than 0.05, it was possible to claim that the data distribution was not expected.
2. The Homogeneity Test
This test aims to see if the population variance in the experimental and control groups is the same or different. The researcher used the Levene Statistic test to assess homogeneity, which was carried out using SPSS 20.
G. T-test
The t-test was used to assess whether the null hypothesis or alternative hypothesis was approved or rejected by the researcher. This study's t-test is an explicitly independent-sample T-test with a two-tailed significance test.
The null hypothesis is accepted if the outcome shows a p-value or sig (2- tailed) greater than the significance level of sig=0.05 (5%). If the p-value is less than sig=0.05 (5 percent), on the other hand, the alternative hypothesis is accepted. The SPSS version 20 program was used to evaluate the T-test. It would define the procedures for analyzing the data.
H. The Effect Size
The final step in this analysis test in order to measure how we are strengthening the technique or the media, the researcher used cohen’s
formulation based on cohen was cited by Daniel Muijs as follows (Muijs, 2004) :
d = (mean of group A − mean of group B) Pooled Standard Deviation
Pooled Standard Deviation =
(standard deviation of group 1 + standard deviation of group 2) 2
Whereas the criteria of the effect size level are:
0.00 – 0.20 : weak effect 0.21 – 0.50 : modest effect 0.51 – 1.00 : moderate effect
> 1.00 : strong effect I. Statistical Hypothesis
The writer was intended to know whether if any effects of fishbowl technique on students’ speaking skill in giving opinions and arguments. In addition, the writer calculated the data from experimental and control class by using T-test formula as follows:
1. 𝑡0 > 𝑡𝑡 : The null hypothesis (𝐻0) is rejected and the alternative hypothesis (𝐻𝑎) is accepted which means that there is a significant effect of using Fishbowl Technique on Students' Speaking Skill in Giving Opinions and Arguments.
2. 𝑡0 < 𝑡𝑡 : The null hypothesis (𝐻0) is accepted and the alternative hypothesis (𝐻𝑎) is rejected which means that there is no significant effect of using Fishbowl Technique on Students' Speaking Skill in Giving Opinions and Arguments.
34 CHAPTER IV
RESEARCH FINDING AND DISCUSSION A. Research Findings
1. The Data of Description
Students' achievement data was obtained from pre-test and post-test results, which were used in both classes. The oral assessments were performed in both the experimental and control classes. Furthermore, the test results will be explained in the following section to see if the Fishbowl technique effectively increases students' speaking skills in expressing their opinions and arguments at eleventh grade students of SMA Negeri 10 Kota Tangerang Selatan in the academic year of 2020/2021.
a. The Score of Pre-Test and Post-Test of Experimental Class In this research, the researcher used class XI IPA 1 of SMA Negeri 10 Kota Tangerang Selatan as the experimental class. In class, XI IPA 1 consisted of 35 students who learned the English language and taught by using the Fishbowl Technique in teaching speaking of giving opinions and arguments. At first, the researcher was doing a Pre-Test to know students' speaking skills in giving opinions and arguments. After doing the pre-test, the class was treated for one time using the Fishbowl Technique during the teaching and learning process before followed by a post-test at the end. Hence, here is the result of the test score of the experimental class presented in Table 4.1.
Table 4.1
The Score of Pre-test and Post-test of Experimental Class No. Participants Pre-test Post-test Gained Score
1 Student 1 64 76 12
2 Student 2 80 84 4
3 Student 3 56 68 12
4 Student 4 56 68 12
5 Student 5 52 60 8
6 Student 6 44 56 12
7 Student 7 52 64 12
8 Student 8 52 60 8
9 Student 9 52 64 12
10 Student 10 48 60 12
11 Student 11 44 56 12
12 Student 12 56 72 16
13 Student 13 64 72 8
14 Student 14 60 72 12
15 Student 15 64 72 8
16 Student 16 44 52 8
17 Student 17 64 72 8
18 Student 18 60 64 4
19 Student 19 56 64 8
20 Student 20 56 72 16
21 Student 21 56 68 12
22 Student 22 64 72 8
23 Student 23 64 68 8
24 Student 24 76 84 8
25 Student 25 48 60 12
26 Student 26 56 68 12
27 Student 27 48 52 4
28 Student 28 48 56 6
29 Student 29 56 64 8
30 Student 30 56 64 8
31 Student 31 48 56 8
32 Student 32 60 68 8
33 Student 33 72 84 12
34 Student 34 60 68 8
35 Student 35 68 68 0
Total 2004 2328 326
