THE FISHBOWL METHOD TO IMPROVE - IAIN...
Transcript of THE FISHBOWL METHOD TO IMPROVE - IAIN...
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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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
Table 4.4 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Pronunciation (Experimental Group) ...................................... 79
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Table 4.5 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Vocabulary (Experimental Group) .......................................... 80
Table 4.6 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Grammar (Experimental Group) ............................................. 80
Table 4.7 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Comprehension (Experimental Group) ................................... 80
Table 4.8 Score of Students’ Speaking Skill in Pre Test (Control Group) .......... 81
Table 4.9 Clasification of Students’ Speaking Skill
in Pre-Test (Control Group) ................................................................. 83
Table 4.10 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Fluency (Control Group) ......................................................... 84
Table 4.11 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Pronunciation (Control Group) ............................................... 85
Table 4.12 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Vocabulary (Control Group) ................................................... 86
Table 4.13 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Grammar (Control Group) ...................................................... 86
Table 4.14 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Comprehension (Control Group) ............................................ 86
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Table 4.15 Score of Students’ Speaking Skill
in Post-Test (Experimental Group) ...................................................... 87
Table 4.16 Clasification of Students’ Speaking Skill
in Post-Test (Experimental Group) ...................................................... 89
Table 4.17 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Fluency (Experimental Group) ............................................... 90
Table 4.18 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Pronunciation (Experimental Group) ...................................... 91
Table 4.19 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Vocabulary (Experimental Group) .......................................... 92
Table 4.20 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Grammar (Experimental Group) ............................................. 92
Table 4.21 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Comprehension (Experimental Group) ................................... 92
Table 4.22 Score of Students’ Speaking Skill
in Post-Test (Control Group) ............................................................... 87
Table 4.23 Clasification of Students’ Speaking Skill
in Post-Test (Control Group) ............................................................... 89
Table 4.24 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Fluency (Control Group) ......................................................... 90
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Table 4.25 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Pronunciation (Control Group) ............................................... 91
Table 4.26 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Vocabulary (Control Group) ................................................... 92
Table 4.27 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Grammar (Control Group) ...................................................... 92
Table 4.28 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Comprehension (Control Group) ............................................ 92
Table 4.29 Score of Students’ Speaking Skill
in Pre-Test and Post-Test (Experimental Group) ................................ 93
Table 4.30 Score of Students’ Speaking Skill
in Pre-Test and Post-Test (Control Group) .......................................... 93
Table 4.31 Result of Calculating Research ............................................................ 93
Table 4.32 Score of Students’ Speaking Skill
in Post-Test (Control Group with Fishbowl Method) .......................... 87
Table 4.33 Clasification of Students’ Speaking Skill
in Post-Test (Control Group with Fishbowl Method) .......................... 89
Table 4.34 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Fluency (Control Group with Fishbowl Method) ................... 90
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Table 4.35 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Pronunciation (Control Group with Fishbowl Method) .......... 91
Table 4.36 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Vocabulary (Control Group with Fishbowl Method).............. 92
Table 4.37 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Grammar (Control Group with Fishbowl Method) ................. 92
Table 4.38 Frequency Disctribution and Percentage of Students’ Speaking
Skill in Comprehension (Control Group with Fishbowl Method) ....... 92
Table 4.39 Score of Students’ Speaking Skill
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
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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
17
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.
Source: Brown, H, Douglas. 2000. Teaching by Principles, an
Interactive Approach to Language Pedagogy. New York: Addison
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.
Source: Brown, H, Douglas. 2000. Teaching by Principles, an
Interactive Approach to Language Pedagogy. New York: Addison
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.
Source: Brown, H, Douglas. 2000. Teaching by Principles, an
Interactive Approach to Language Pedagogy. New York: Addison
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.
Source: Brown, H, Douglas. 2000. Teaching by Principles, an
Interactive Approach to Language Pedagogy. New York: Addison
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
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
(Experimental Group)
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
Classification Score Rating Frequency Percentages
Excellent 90-100 5 0 0%
Very Good 80-89 4 6 24%
Good 70-79 3 19 76%
Fairly Good 60-69 2 0 0%
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
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Pronunciation
Classification Score Rating Frequency Percentages
Excellent 90-100 5 0 0%
Very Good 80-89 4 2 8%
Good 70-79 3 23 92%
Fairly Good 60-69 2 0 0%
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
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Vocabulary
Classification Score Rating Frequency Percentages
Excellent 90-100 5 0 0%
Very Good 80-89 4 25 100%
Good 70-79 3 0 0%
Fairly Good 60-69 2 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
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Grammar
Classification Score Rating Frequency Percentages
Excellent 90-100 5 0 0%
Very Good 80-89 4 18 72%
Good 70-79 3 7 28%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
Table 4.6 showed frequency distribution and percentage of
respondents’ speaking skill in grammar. Total respondents were 25
respondents (100%). There were 18 respondents (72%) got score 4, and 7
respondents (28%) got score 3. It can be concluded that grammar was very
good because there were 72% respondents got score 4.
58
Table 4.7
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Comprehension
Classification Score Rating Frequency Percentages
Excellent 90-100 5 0 0%
Very Good 80-89 4 21 84%
Good 70-79 3 4 16%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
Table 4.7 showed frequency distribution and percentage of
respondents’ speaking skill in comprehension. Total respondents were 25
respondents (100%). There were 21 respondents (84%) got score 4, and 4
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
Note: Score: 𝐓𝐎𝐓𝐀𝐋
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)
Classification Score Rating Frequency Percentages
Excellent 90-100 5 0 0%
Very Good 80-89 4 14 56%
Good 70-79 3 11 44%
Fairly Good 60-69 2 0 0%
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
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Fluency
Classification Score Rating Frequency Percentages
Excellent 90-100 5 0 0%
Very Good 80-89 4 14 56%
Good 70-79 3 11 44%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
Table 4.10 showed frequency distribution and percentage of
respondents’ speaking skill in fluency. Total respondents were 25 respondents
(100%). There were 14 respondents (56%) got score 4, and 11 respondents
(44%) got score 3. It can be concluded that fluency was very good because
there were 56% respondents got score 4.
Table 4.11
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Pronunciation
Classification Score Rating Frequency Percentages
Excellent 90-100 5 0 0%
Very Good 80-89 4 13 52%
Good 70-79 3 12 48%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
62
Table 4.11 showed frequency distribution and percentage of
respondents’ speaking skill in pronunciation. Total respondents were 25
respondents (100%). There were 13 respondents (52%) got score 4, and 12
respondents (48%) got score 3. It can be concluded that pronunciation was
very good because there were 52% respondents got score 4.
Table 4.12
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Vocabulary
Classification Score Rating Frequency Percentages
Excellent 90-100 5 0 0%
Very Good 80-89 4 16 64%
Good 70-79 3 9 36%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
Table 4.12 showed frequency distribution and percentage of
respondents’ speaking skill in vocabulary. Total respondents were 25
respondents (100%). There were 16 respondents (64%) got score 4, and 9
respondents (36%) got score 3. It can be concluded that vocabulary was very
good because there were 64% respondents got score 4.
63
Table 4.13
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Grammar
Classification Score Rating Frequency Percentages
Excellent 90-100 5 0 0%
Very Good 80-89 4 12 48%
Good 70-79 3 13 52%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
Table 4.13 showed frequency distribution and percentage of
respondents’ speaking skill in grammar. Total respondents were 25
respondents (100%). There were 12 respondents (48%) got score 4, and 13
respondents (52%) got score 3. It can be concluded that grammar was good
because there were 52% respondents got score 3.
Table 4.14
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Comprehension
Classification Score Rating Frequency Percentages
Excellent 90-100 5 0 0%
Very Good 80-89 4 12 48%
Good 70-79 3 13 52%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
64
Table 4.14 showed frequency distribution and percentage of
respondents’ speaking skill in comprehension. Total respondents were 25
respondents (100%). There were 12 respondents (48%) got score 4, and 13
respondents (52%) got score 3. It can be concluded that comprehension was
good because there were 52% respondents got score 3.
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
(Experimental Group)
NIS R F P V G C Total Score
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
Note: Score: 𝐓𝐎𝐓𝐀𝐋
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
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
(Experimental Group)
Classification Score Rating Frequency Percentages
Excellent 90-100 5 21 84%
Very Good 80-89 4 4 16%
Good 70-79 3 0 0%
Fairly Good 60-69 2 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
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Fluency
Classification Score Rating Frequency Percentages
Excellent 90-100 5 14 56%
Very Good 80-89 4 11 44%
Good 70-79 3 0 0%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
Table 4.17 showed frequency distribution and percentage of
respondents’ speaking skill in fluency. Total respondents were 25 respondents
(100%). There were 14 respondents (56%) got score 5, and 11 respondents
(44%) got score 4. It can be concluded that fluency was excellent because
there were 56% respondents got score 5.
Table 4.18
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Pronunciation
Classification Score Rating Frequency Percentages
Excellent 90-100 5 14 56%
Very Good 80-89 4 11 44%
Good 70-79 3 0 0%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
68
Table 4.18 showed frequency distribution and percentage of
respondents’ speaking skill in pronunciation. Total respondents were 25
respondents (100%). There were 14 respondents (56%) got score 5, and 11
respondents (44%) got score 4. It can be concluded that pronunciation was
excellent because there were 56% respondents got score 5.
Table 4.19
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Vocabulary
Classification Score Rating Frequency Percentages
Excellent 90-100 5 25 100%
Very Good 80-89 4 0 0%
Good 70-79 3 0 0%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
Table 4.19 showed frequency distribution and percentage of
respondents’ speaking skill in vocabulary. Total respondents were 25
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
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Grammar
Classification Score Rating Frequency Percentages
Excellent 90-100 5 16 64%
Very Good 80-89 4 9 36%
Good 70-79 3 0 0%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
Table 4.20 showed frequency distribution and percentage of
respondents’ speaking skill in grammar. Total respondents were 25
respondents (100%). There were 16 respondents (64%) got score 5 and 9
respondents (36%) got score 4. It can be concluded that grammar was
excellent because there were 64% respondents got score 5.
Table 4.21
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Comprehension
Classification Score Rating Frequency Percentages
Excellent 90-100 5 13 52%
Very Good 80-89 4 12 48%
Good 70-79 3 0 0%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
70
Table 4.21 showed frequency distribution and percentage of
respondents’ speaking skill in comprehension. Total respondents were 25
respondents (100%). There were 13 respondents (52%) got score 5 and 12
respondents (48%) got score 4. It can be concluded that comprehension was
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
Score of Respondents’ Speaking Skill in Post – test
(Control Group)
NIS R F P V G C Total Score
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
Note: Score: 𝐓𝐎𝐓𝐀𝐋
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
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
Classification of Respondents’ Speaking Skill in Post-Test
(Control Group)
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%
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
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Fluency
Classification Score Rating Frequency Percentages
Excellent 90-100 5 0 0%
Very Good 80-89 4 24 96%
Good 70-79 3 1 4%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
Table 4.24 showed frequency distribution and percentage of
respondents’ speaking skill in fluency. Total respondents were 25 respondents
(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
were 96% respondents got score 4.
Table 4.25
Frequency Distribution and Percentage of Students’ Speaking Skill in
Pronunciation
Classification Score Rating Frequency Percentages
Excellent 90-100 5 0 0%
Very Good 80-89 4 6 24%
Good 70-79 3 19 76%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
74
Table 4.25 showed frequency distribution and percentage of
respondents’ speaking skill in pronunciation. 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 pronunciation was
very good because there were 76% respondents got score 4.
Table 4.26
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Vocabulary
Classification Score Rating Frequency Percentages
Excellent 90-100 5 2 8%
Very Good 80-89 4 23 92%
Good 70-79 3 0 0%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
Table 4.26 showed frequency distribution and percentage of
respondents’ speaking skill in vocabulary. Total respondents were 25
respondents (100%). There were 2 respondents (8%) got score 5 and 23
respondents (92%) got score 4. It can be concluded that vocabulary was very
good because there were 92% respondents got score 4.
75
Table 4.27
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Grammar
Classification Score Rating Frequency Percentages
Excellent 90-100 5 0 0%
Very Good 80-89 4 12 48%
Good 70-79 3 13 52%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
Table 4.27 showed frequency distribution and percentage of
respondents’ speaking skill in grammar. Total respondents were 25
respondents (100%). There were 12 respondents (48%) got score 4 and 13
respondents (52%) got score 3. It can be concluded that grammar was good
because there were 52% respondents got score 3.
Table 4.28
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Comprehension
Classification Score Rating Frequency Percentages
Excellent 90-100 5 0 0%
Very Good 80-89 4 14 56%
Good 70-79 3 11 44%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
76
Table 4.28 showed frequency distribution and percentage of
respondents’ speaking skill in comprehension. Total respondents were 25
respondents (100%). there were 14 respondents (56%) got score 4 and 11
respondents (44%) got score 3. It can be concluded that comprehension was
very good because there were 56% respondents got score 4.
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
(Experimental Group)
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
Score of Respondents’ Speaking Skill in Pre-Test and Post-Test
(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
Score of Respondents’ Speaking Skill in Post – test
(Control Group with Fishbowl method)
NIS R F P V G C Total Score
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
Note: Score: 𝐓𝐎𝐓𝐀𝐋
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
Classification of Respondents’ Speaking Skill in Post-Test
(Control Group with Fishbowl method)
Classification Score Rating Frequency Percentages
Excellent 90-100 5 0 0%
Very Good 80-89 4 24 96%
Good 70-79 3 1 4%
Fairly Good 60-69 2 0 0%
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
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Fluency
Classification Score Rating Frequency Percentages
Excellent 90-100 5 0 0%
Very Good 80-89 4 24 96%
Good 70-79 3 1 4%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
Table 4.34 showed frequency distribution and percentage of
respondents’ speaking skill in fluency. Total respondents were 25 respondents
(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
were 96% respondents got score 4.
Table 4.35
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Pronunciation
Classification Score Rating Frequency Percentages
Excellent 90-100 5 0 0%
Very Good 80-89 4 10 40%
Good 70-79 3 15 60%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
88
Table 4.35 showed frequency distribution and percentage of
respondents’ speaking skill in pronunciation. Total respondents were 25
respondents (100%). There were 10 respondents (40%) got score 4, and 15
respondent (60%) got score 3. It can be concluded that fluency was good
because there were 60% respondents got score 3.
Table 4.36
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Vocabulary
Classification Score Rating Frequency Percentages
Excellent 90-100 5 15 60%
Very Good 80-89 4 10 40%
Good 70-79 3 0 0%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
Table 4.36 showed frequency distribution and percentage of
respondents’ speaking skill in vocabulary. Total respondents were 25
respondents (100%). There were 15 respondents (60%) got score 5, and 10
respondent (40%) got score 4. It can be concluded that vocabulary was
excellent because there were 60% respondents got score 5.
89
Table 4.37
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Grammar
Classification Score Rating Frequency Percentages
Excellent 90-100 5 0 0%
Very Good 80-89 4 13 52%
Good 70-79 3 12 48%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
Table 4.37 showed frequency distribution and percentage of
respondents’ speaking skill in grammar. Total respondents were 25
respondents (100%). There were 13 respondents (52%) got score 4, and 12
respondent (48%) got score 3. It can be concluded that fluency was very good
because there were 52% respondents got score 4.
Table 4.38
Frequency Distribution and Percentage of Respondents’ Speaking Skill
in Comprehension
Classification Score Rating Frequency Percentages
Excellent 90-100 5 0 0%
Very Good 80-89 4 21 84%
Good 70-79 3 4 16%
Fairly Good 60-69 2 0 0%
Poor > 59 1 0 0%
Total 25 100%
90
Table 4.38 showed frequency distribution and percentage of
respondents’ speaking skill in comprehension. Total respondents were 25
respondents (100%). There were 21 respondents (84%) got score 4, and 4
respondent (16%) got score 3. It can be concluded that comprehension was
very good because there were 84% respondents got score 4.
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
Score of Respondents’ Speaking Skill in Pre-Test and Post-Test
(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.
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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 : ..............................................................
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
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
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
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 : 3.2 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, memberi kepastian
dan mengungkapkan dan menanggapi keraguan.
Indikator : 3. Bertanya dan menjawab tentang meminta memberi
pengulangan
4. Bertanya dan menjawab tentang menunjukkan perhatian
5. Bertanya dan menjawab tentang menyatakan keraguan
Alokasi Waktu : 2 X 40 menit (1 pertemuan)
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 :
Bekerjasama (cooperation), rasa hormat dan perhatian (respect), Berani
(bravery), Tanggungjawab (responsibility)
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?
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
1 Menyampaikan tujuan, apersepsi dan motivasi. k 15 menit
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.
Dalam kegiatan ini siswa dituntut aktive untuk
menyelesaikan tugas yang diberikan guru secara
berkelompok.
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
siswa untuk mencari informasi tentang tema yang akan di
bahas dipertemuan selanjutnya dan kemudian menutup
pelajaran dengan berdo’a bersama.
k 5 menit
Keterangan : i = Individual; p = berpasangan ; g = group ; k = klasikal
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 : -
- Tes Proses : Pengamatan
- Tes Akhir : Berbicara
4. Instrument evaluasi:
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:
Berdiskusi tentang tema yang ada dibawah ini
Will MU FC win in this season 2014/2015 with the new
manager?
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
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
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.
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.
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 : 3.2 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 pengulangan,
menunjukkan perhatian, dan menyatakan kekaguman.
Indikator : 6. Bertanya dan menjawab tentang meminta memberi
pengulangan
7. Bertanya dan menjawab tentang menunjukkan
perhatian
8. Bertanya dan menjawab tentang menyatakan keraguan
Alokasi Waktu : 2 X 40 menit (1 pertemuan)
Pertemuan : 3
XI. Tujuan Pembelajaran:
Dengan terlibat dalam diskusi kelompok,peserta didik dapat menjelaskan
menyebutkan contoh kalimat menunjukkan perhatian dan menggunakannya
dalam percakapan singkat
XII. Karakter Peserta didik yang diharapkan :
Bekerjasama (cooperation), rasa hormat dan perhatian (respect), Berani
(bravery), Tanggungjawab (responsibility)
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:
No KegiatanPembelajaran
Pengorganisasian
Siswa Waktu
Kegiatan Awal
1 Menyampaikan tujuan, apersepsi dan motivasi. k 15 menit
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.
Dalam kegiatan ini siswa dituntut aktive untuk
menyelesaikan tugas yang diberikan guru secara
berkelompok.
k 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.
k/g 20 menit
Guru juga melakukan penilaian terhadap kegiatan yang
sudah dilaksanakan.
Guru pun memberikan feedback kepada siswa terhadap
proses dan hasil pembelajaran.
Penutup
5 Di akhir pelajaran guru memberikan tugas rumah kepada
siswa untuk mencari informasi tentang tema yang akan di
bahas dipertemuan selanjutnya dan kemudian menutup
pelajaran dengan berdo’a bersama.
k 5 menit
Keterangan : i = Individual; p = berpasangan ; g = group ; k = klasikal
XVI. Sumber Pembelajaran :
Materi showing attention
Contoh dialog showing attention
XVII. Penilaian/evaluasi:
5. Jenis Evaluasi:
- Tes awal : -
- Tes Proses : Pengamatan
- Tes Akhir : Berbicara
6. Instrument evaluasi:
a. Proses:
10. Sebutkan contoh showing attention!
b. Tes akhir:
Berdiskusi tentang tema yang ada dibawah ini
Having daily activity
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
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
CO
NT
RO
L
CL
AS
S
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SMP N 2 Ambarawa
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : IX / 1
Standar Kompetensi : Berbicara
Mengungkapkan makna dalam percakapan transaksional
dan interpersonal lisan pendek sederhana untuk berinteraksi
dalam konteks kehidupan sehari-hari
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
Indikator : 9. Bertanya dan menjawab tentang meminta memberi
kepastian
10. Bertanya dan menjawab tentang mengungkapkan
keraguan
Alokasi Waktu : 2 X 40 menit (1 pertemuan)
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 :
Bekerjasama (cooperation), rasa hormat dan perhatian (respect), Berani
(bravery), Tanggungjawab (responsibility)
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:
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 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
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/i 20 menit
Penutup
5 Di akhir pelajaran guru memberikan tugas rumah kepada
siswa untuk mencari informasi tentang tema yang akan di
bahas dipertemuan selanjutnya dan kemudian menutup
k 5 menit
pelajaran dengan berdo’a bersama.
Keterangan : i = Individual; p = berpasangan ; g = group ; k = klasikal
P. Sumber Pembelajaran :
Materi certainty dan uncertainty
Contoh certainty dan unceretainty expression
Q. Penilaian/evaluasi:
7. Jenis Evaluasi:
- Tes awal : -
- Tes Proses : Pengamatan
- Tes Akhir : Berbicara
8. Instrument evaluasi:
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
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
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
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SMP N 2 Ambarawa
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : IX / 1
Standar Kompetensi : Berbicara
Mengungkapkan makna dalam percakapan transaksional
dan interpersonal lisan pendek sederhana untuk berinteraksi
dalam konteks kehidupan sehari-hari
Kompetensi Dasar : 3.2 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, memberi kepastian
dan mengungkapkan dan menanggapi keraguan.
Indikator : 11. Bertanya dan menjawab tentang meminta memberi
pengulangan
12. Bertanya dan menjawab tentang menunjukkan perhatian
13. Bertanya dan menjawab tentang menyatakan keraguan
Alokasi Waktu : 2 X 40 menit (1 pertemuan)
Pertemuan : 2
XXI. Tujuan Pembelajaran:
Dengan terlibat dalam diskusi kelompok,peserta didik dapat menjelaskan
kalimat menanyakan certainty expression, menanyakan pengulangan dan
menggunakannya dalam percakapan singkat.
XXII. Karakter Peserta didik yang diharapkan :
Bekerjasama (cooperation), rasa hormat dan perhatian (respect), Berani
(bravery), Tanggungjawab (responsibility)
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!
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.
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
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?
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:
No KegiatanPembelajaran
Pengorganisasian
Siswa Waktu
KegiatanAwal
1 Menyampaikan tujuan, apersepsi dan motivasi. k 15 menit
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
penggunaannya dalam percakapan.
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 :
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/i
20 menit
Penutup
5 Di akhir pelajaran guru memberikan tugas rumah kepada
siswa untuk mencari informasi tentang tema yang akan di
bahas dipertemuan selanjutnya dan kemudian menutup
pelajaran dengan berdo’a bersama.
k 5 menit
Keterangan : i = Individual; p = berpasangan ; g = group ; k = klasikal
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 : -
- Tes Proses : Pengamatan
- Tes Akhir : Berbicara
10. Instrument evaluasi:
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:
Berdiskusi tentang tema yang ada dibawah ini
Will MU FC win in this season 2014/2015 with the new
manager?
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
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
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
Formal Could you repeat again,
please?
Bisakah anda ulangi lagi?
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.
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.
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 : 3.2 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 pengulangan,
menunjukkan perhatian, dan menyatakan kekaguman.
Indikator : 14. Bertanya dan menjawab tentang meminta memberi
pengulangan
15. Bertanya dan menjawab tentang menunjukkan
perhatian
16. Bertanya dan menjawab tentang menyatakan keraguan
Alokasi Waktu : 2 X 40 menit (1 pertemuan)
Pertemuan : 3
XXVIII. Tujuan Pembelajaran:
Dengan terlibat dalam diskusi kelompok,peserta didik dapat menjelaskan
menyebutkan contoh kalimat menunjukkan perhatian dan menggunakannya
dalam percakapan singkat
XXIX. Karakter Peserta didik yang diharapkan :
Bekerjasama (cooperation), rasa hormat dan perhatian (respect), Berani
(bravery), Tanggungjawab (responsibility)
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:
No KegiatanPembelajaran
Pengorganisasian
Siswa Waktu
Kegiatan Awal
1 Menyampaikan tujuan, apersepsi dan motivasi. k 15 menit
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 :
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
k/g 20 menit
sudah dilaksanakan.
Guru pun memberikan feedback kepada siswa terhadap
proses dan hasil pembelajaran.
Penutup
5 Di akhir pelajaran guru memberikan tugas rumah kepada
siswa untuk mencari informasi tentang tema yang akan di
bahas dipertemuan selanjutnya dan kemudian menutup
pelajaran dengan berdo’a bersama.
k 5 menit
Keterangan : i = Individual; p = berpasangan ; g = group ; k = klasikal
XXXIII. Sumber Pembelajaran :
Materi showing attention
Contoh dialog showing attention
XXXIV. Penilaian/evaluasi:
11. Jenis Evaluasi:
- Tes awal : -
- Tes Proses : Pengamatan
- Tes Akhir : Berbicara
12. Instrument evaluasi:
a. Proses:
20. Sebutkan contoh showing attention!
b. Tes akhir:
Berdiskusi tentang tema yang ada dibawah ini
i. Having daily activity
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
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
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 experimental group share
their opinion in small Fishbowl.
The students of control group made
conversation and they memorized it.
The students of experimental group share
their opinion in small Fishbowl.
The students of control group looked for
the difficult words in dictionary.
The students of experimental group share
their opinion in small Fishbowl.
The students of control group made
conversation and they memorized it.
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.