SKRIPSI

“The Effectiveness of Fishbowl to students’ speaking ability at SMA Negeri 1

Manado”

By:

Fabiola Karouw

20 403 029

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS NEGERI MANADO

2023
 RECOMMENDATION SHEET

Title of Skripsi : The Effectiveness of Fishbowl to students’ speaking ability at

SMA Negeri 1 Manado
Scientific writing by :

Name : Fabiola Betania Omega

Karouw Student Register Number: 20403029

Department : English Education

Study Program : English Education

Accepted by the advisor team to be proposed to the committee of Pre-

qualifying Examination / S1 Degree, at English Education Department,
Faculty of Language and Arts, Manado State University.

ADVISOR I ADVISOR II

Dr. Ignatius J.C Tuerah, SS, M.Pd Dra. Paula Hampp, M.Pd

NIP.198501202008121001 NIP. 19610316 198803 2 001

Recommendation by

Head of English Education Department

Prof. Nihta V.F. Liando, M.A, Ph.D

NIP. 19700803 200012

2 001

2
MOTTO

In the name of Jesus Christ

““I know that you can do all things;

no purpose of yours can be thwarted.”
(Job 42:2)

“He gives strength to the weary

and increases the power of the weak.”
(Isaiah 40:29)

“but those who hope in the Lord

will renew their strength.
They will soar on wings like eagles;
they will run and not grow weary,
they will walk and not be faint.”
(Isaiah 40:31)

“Do not be anxious about anything, but in every situation, by prayer and petition, with
thanksgiving, present your requests to God.”
(Philippians 4:6)

DEDICATION

3
This Skripsi the researcher present to

 Jesus Christ
 My stronger wonder woman, the single mom she raises me so fabulous. She rarely
preludes on her behalf before her children can stand on her own. Her step is not
easy, she walks alone. But I know, she has done many things to make her
youngest child start a new journey. She deserves also to get my undergraduate
title.
 My late dad, no word can describe how much I love him. To be honest, my days
are so heavy without him since 2013. You will always be the one I’m waiting for
always giving a warm hug, even impossible. Fly hight Dad, wait for me in heaven.
Your wish almost reached. Bachelor is in front of me!
 My big sister, my stronger woman who has struggled so far tu pay her little sister
to finish college.Thank you, a little more almost done!
 Fabiola Karou, yes! Myself. A big appreciation for taking responsibility to finish
what was started. Thank you for continuing to try and not giving u, and always
enjoying every process that arguably not easy. Thank you for persevering!
 All my family and friends who always support me
 To my beloved Alma mater

4
 ACKNOWLEDGEMENT

In the name of God, the most gracious and merciful, the king of
universe and space. Thanks to Jesus Christ because of His blessing the
researcher could complete this skripsi entitled “The Effectiveness of the
Fishbowl for student speaking ability at SMA Negeri 1 Manado” as one
of requirement to finished , study in Strata 1 (S1) program to be able to
obtain a Bachelor of Education degree in English Education Department
at Universitas Negeri Manado.

The researcher realized that this skripsi would not have been com-
pleted without support, guidance, and help from some people and institu-
tion. Therefore, I would like to express special thanks to:

1. Prof. Dr. Deitje Adolfien Katuuk, M.Pd as Chancellor of

Universitas Negeri Manado.
2. Dr. Ignatius J.C Tuerah, SS, M.Pd as the Dean of the Faculty of
Language and Arts, Universitas Negeri Manado.
3. Prof. Nihta Vera Frelly Liando, MA., Ph.D as the Head of the
Department of English Education, Universitas Negeri Manado.
4. Rinny S. Rorimpandey, S.Pd., M.Pd as Secretary of the
Department of English Education, Universitas Negeri Manado.
5. Dra. Paula Hampp, M.Pd as Academic Advisor.
6. Dr. Ignatius J.C Tuerah, SS, M.Pd as Advisor I, who has
educated, supported, directed and given the researcher
advice, suggestion and recommendation in completing this
skripsi.
7. Dra. Paula Hampp, M.Pd as Advisor II, who has been pleased
to guide, motivate, and provide support and advice during the
preparation of the skripsi.
8. All lecturers of English Education Department Universitas
Negeri Manado who have provided valuable lessons and
knowledge, experience, and advice for the past four years.

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9. The Head of SMA Negeri 1 Manado, Jemmy James Jermias,
S.Pd and I Wayan Sumertha, M.Pd, who has provided assis-
tance and opportunities to be able to conduct research to stu-
dents at SMA Negeri 1 Manado.
10. The researcher’s beloved father in Heaven Mr. Yoopie Karouw,
and beloved mother Mrs. Linda Kemur who always give the
researcher support, finance, love, trust, advice and everlasting
praying. Jesus always blesses you.
11. The researcher’s beloved sister Yoan Priscilla Nisia Karouw
who have struggled so that reearcher can continue their
studies and have fulfilled their needs and also always give
support to reearcher. Thank you and God bless you.
12. The researcher’s big family who always support and praying.
13. Yosua Limando, who always accompanies and always become the
researcher support system on days that are not easy during the Skripsi
process. Thank you for listening to complaints, contributing a lot on
writing this Skripsi, providing support, emthusiasm, energy, thoughts,
and assistance and always being patient with me, thank you for being
part of my journey until the preparation of this Skripsi.

14. The researcher’s fellow comrades in English Education

Department class of 2020 who always support each other.
15. All member of “BUTTERFLY ROOM” Angel, Cia, Keren, Riri, Ghia
who have been fighting together, exchanging ideas, support
and motivation.
16. All parties that can not be mention one by one, who has
contributed to assisting the researcher in completing this
skripsi.
17. Last but not least, thank you to myself, for being able to try
hard and fight so far. Being able to control myself from various
pressures outside the situation and never deciding to give up
as difficult as the process of preparing this thesis by
completing as well and as much as possible, this is an

6
 achievement that should be proud of myself.

Finally, the researcher realizes that this skripsi still not perfect.
Therefore, constructive criticism and suggestion are highly expected for
the improvement of this skripsi.

Tondano, November 2023

The researcher

Fabiola Betania Omega

Karouw
20 403 029

7
Fabiola Karouw,20403028, “The Effectiveness of Fishbowl to students’ speaking ability
at SMA Negeri 1 Manado”. Supervised by Dr. Ignatius J.C. Tuerah, SS, M.Pd and Dra.
Paula Hampp, M.Pd

Abstract

Speaking is one of process communication that consists of producing, receiving, and

transfering an idea. The purpose of this study is to examine the effectiveness of Fishbowl in
improving students’ speaking ability. This study was conducted at SMA Negeri 1 Manado.
The subject of this research was 12 th grade students which consisted of 36 students.
Researcher used quantitative research through pre-experimental design with one group pre-
test and post-test. In the data collection the researcher used a test. The research has
performed using a pre-test and a post-test. The test is the same for a pre-test and post-test but
the topics are different. The study's findings showed that the post-test's mean score (86,19)
was greater than the pre-test's (32,91). This indicates that the Fishbowl method of improving
students' speaking skills was successful.

Table of Contents

RECOMMENDATION SHEET...................................................................................................................2
Recommendation by.........................................................................................................................2
ACKNOWLEDGEMENT...........................................................................................................................3
CHAPTER I..............................................................................................................................................1
1.1 Background of the study...........................................................................................................1
1.2 Statement of the Problem..........................................................................................................2
1.3 Research question......................................................................................................................2
1.4 The Purpose of the study...........................................................................................................2
1.5 Delimitation of the study...........................................................................................................2
1.6 Reason for choosing the topic....................................................................................................2

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 1.7 Significance of the study............................................................................................................3
1.8 Definition of the term................................................................................................................3
CHAPTER II.............................................................................................................................................4
2.1 The understanding of speaking....................................................................................................4
2.2 The purpose of speaking..............................................................................................................4
2.3 Problems of Speaking Performance.............................................................................................8
2.4 Asking and Giving Opinions.......................................................................................................10
2.5 Asking and Giving Arguments....................................................................................................12
2.6 Fishbowl Technique...................................................................................................................14
2.7 Previous Related Research Finding............................................................................................18
CHAPTER III..........................................................................................................................................20
3.1 Research Design....................................................................................................................20
3.2 Subject..................................................................................................................................20
3.3 Data Collection......................................................................................................................20
3.4 Research Procedure..............................................................................................................20
3.4.1 Plan..................................................................................................................................21
3.4.2 Action...............................................................................................................................21
3.4.3 Reflection............................................................................................................................21
3.5 Data Analysis........................................................................................................................21
CHAPTER IV..........................................................................................................................................22
4.1 Findings......................................................................................................................................22
4.2 Discussion..................................................................................................................................27
CHAPTER V...........................................................................................................................................29
5.1 Conclusion............................................................................................................................29
5.2 Suggestion...........................................................................................................................29
BIBLIOGRAPHY.....................................................................................................................................30

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 CHAPTER I

INTRODUCTION

1.1 Background of the study

Communication is very important for human beings, who are social creatures. In
everyday life, this communication is needed to convey a message or piece of information to
others. In addition, language also plays an important role in communication. As we know,
there are four skills of language they are: listening, speaking, reading, and writing. Every
student needs to master it, so they will not experience difficulties in following language
learning. Speaking is one of the four most important skills in a foreign language, especially in
English as a second or foreignlanguage. With the development of English as an international
language for communication, McDonough et al. (2013) stated that there is clearly a need for
many learners to speak and interact in English in various situations, such as for overseas trips,
business, or other professional reasons.

English is become the most important language in the world. It is used by almost
everyone in many different countries around the world to communicate. The field of English
has always been a special interest. This is because English is very important in every aspect
of our life. English is the main international language. According to Departemen Pendidikan
Nasional (2003:43), Language is a means of communication for the peoples of the world to
achieve commercial, social, cultural, scientific and technological goals. In addition,
knowledge of language is important for career development, so students need to understand
and use English to build confidence in the face of global competition. English is a
compulsory subject for junior and senior high schools in Indonesia; however, of all the time
English has been taught, only a small proportion of school graduates are able to communicate
using English.

According to Abdurrahman, Speaking is one of process communication that consists of

producing, receiving, and transferring an idea (Abdurrahman Hi. Usman, 2015). It means that
other people should understand a message or idea. Most students are shy or afraid to give
their opinion when carrying out learning in the classroom or when the teacher asks students
to describe something based on the material. They are not confident in their abilities, and
students become anxious and perplexed when asked to speak in English in front of the class.

10
 The fishbowl has an important thing that the teachers and learners can be used in the
learning process. A statement confirms from Michael Cholewinski that using On a cultural
and conversational level, the Fishbowl is very diverse and in high demand. This activity
sheds new light on the difficulties faced by reluctant communicative English students. He
also said this technique is a long-term approach for solving problems (Cholewinski,2014)
The above problems can be caused by the use of teacher-teaching techniques. The teacher
dominates the class by giving students little opportunity to practice their speaking skills in the
classroom. Based on the explanation above, the researcher will conduct a study entitled "The
Effectiveness of the Fishbowl for students’ speaking ability"

1.2 Statement of the Problem

Based on the researcher experience in teaching in class, she found that students
experienced difficulties or problems in speaking due to lack of opportunities for them to
speak or lack of self-confidence and lack of knowledge of the vocabulary they knew.

1.3 Research question

Is Fishbowl effective in improving student speaking ability?

1.4 The Purpose of the study

The purpose of this study is to examine the effectiveness of Fishbowl in improving

student’ speaking ability.

1.5 Delimitation of the study

The researcher delimited this research only in the scope of discussion by using text
explanations of teaching materials about asking and giving opinions and arguments to see the
application of this technique in helping student activeness and speaking skills of students 12 th
grades in SMA Negeri 1 Manado.

1.6 Reason for choosing the topic

In carrying out this study researcher has several reasons. First, speaking is one of the
English skills that students must have in their ability as a student. Second, using this fishbowl
provides an opportunity for students to be able to express and give freedom to students to
give opinion and arguments that they have.

1.7 Significance of the study

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 In this research the researcher hopes that it would have some significance not only to the
researcher herself but also to:
a. To English teachers, The researcher hopes that this technique can solve student
learning problems in speaking and student activity in the classroom.
b. To students, The researcher hopes that this research can be a way for the student to
improve their ability to speak, especially in giving opinions and arguments.
c. To other researcher, the results in this research are expected to be important
information and knowledge to give a good contribution for the researcher who are
interested in conducting a better research on the same issue.

1.8 Definition of the term

To avoid misunderstanding or incorrect interpretation of this research, the researcher

wants to clarify about the term used. These terms are:
1) Teaching: According to Budiningsih in Jamil Suprihatiningrum (2014: 15) "Learning
is a process of forming knowledge, in which students are active in carrying out
activities, actively thinking, compiling concepts, and give meaning to the things being
studied.
2) Speaking Skills : Tarigan (1990: 8) "Speaking is a way to communicate that
influences our daily lives". This means that speaking is a way of communicating that
can affect one's life.
3) Fishbowl : According to (Sudjana, 2010:144-145) Fish bowl technique is a learning
activity in the form observed discussion. Learning activities are carried out in groups
with a small number of participants.

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 CHAPTER II

REVIEW OF LITERATURE

2.1 The understanding of speaking

When viewed from the origin of the word, the word "speaking" comes from the word
speak, namely "speak is to express opinions; to say; to converse”. So speak here is a way of
getting out or expressing opinions, the words we want to say. That is the simple meaning of
speaking and the origin of the word speaking. But in a broad sense, speaking has quite a large
scope in our lives. Every day many people in this world express their opinions so that we can
listen, conclude and also take a stand from what they say.
Speaking is one of the skills or abilities in English to express opinions, comment, and
reject other people's opinions if they don't match our opinion, as well as the ability to ask and
answer these questions. The Ministry of Education and Culture (1985) defines speaking as
conveying one's intentions (ideas, thoughts, feelings) to others by using spoken language so
that these intentions can be understood by others. Many experts use different points of view
in defining speaking. Suhendar (1992) says, speaking is the process of changing the form of
thoughts or feelings into a form of speech in the form of meaningful language sounds. The
Ministry of Education and Culture (1985) defines speaking as conveying one's intentions
(ideas, thoughts, feelings) to others by using spoken language so that these intentions can be
understood by others.
Tarigan (1983): speaking is the ability to pronounce articulate sounds or words to
express, express and convey thoughts, ideas and feelings. According to Brown and Yule
(2007), speaking is the ability to pronounce language sounds to express or convey thoughts,
ideas or feelings orally. Thus, it can be concluded, the notion of speaking is conveying
thoughts in the form of ideas, ideas, or contents of the heart in the form of speech or spoken
language.

2.2 The purpose of speaking

Speaking serves several purposes, each involving a different set of skills. Harmer said
there are three main reasons for encouraging students to talk in the classroom. First, the
speaking exercises enable students to practice speaking in a controlled environment such as
the classroom. Second, students attempt to use some or all of the languages they are familiar
with (Harmer, 2007). Moreover, language components have been processed in the minds of

13
students. The more they engage in speaking practices, the more these elements become
second nature to them. (Okar & Shahidy, 2019). It means they will be able to speak fluently
without having to worry about it.

2.3 Elements of Speaking

Speaking has several components that language should be concerned by a speaker. It is an

important thing way to assess speaking. It is a crucial method of speaking evaluation.
According to Harmer, in order to speak English successfully, students must correctly
enunciate phonemes, use sparingly applied stress and intonation, and use connected speech
(Harmer, 2007). It implies that each student must make an effort to improve certain speaking
skills, such as pronunciation, grammar, vocabulary, fluency, and comprehension. The
students' speaking abilities will be evaluated in these sections.
a. Pronounciation
One of the most prevalent and difficult components of teaching and learning
speaking in language learning activities is perfecting pronunciation abilities,
especially for EFL students. Due to the varied backgrounds of the students, it
occurred. Also, the fact that the teacher is primarily concerned with the pupils'
vocabularies and grammatical structures makes pronunciation more difficult. Yet,
teachers are aware that the secret to teaching and learning pronunciation to students is
to identify the features of the sound and concentrate on aiding the learners in
comprehending and overcoming the challenges of precisely and methodically
pronouncing each of the words. Anne and Christine assert that pronunciation plays a
crucial role in meaning communication since it is used to express the idea through the
sound used in communication. (M & Burns, 2012). Meaning that the pronunciation
learning exercises will aid learners in quickly comprehending spoken concepts for
effective communication. The students will comprehend and know how to respond.
As a result, the teachers in their class need to be careful of pronunciation.
Language skills include pronunciation which is taught at school including
listening, speaking, reading, and writing. (Syafiie, 1993) argues that these four
language skills are the focus of Indonesian language learning objectives. The four
skills otherwise get a balanced portion in teaching (Depdikbud, 1995). The balance is
goal-oriented or proportional balance. Therefore, the more goals to be achieved, the
more the portion of learning these skills. (Mursel, 1996) argues that Speaking
requires genuine initiative in the use of language to express oneself verbally and is an

14
active language action of a language user. In that sense, pronunciation is an active
productive language skill. According to (Syafi'ie, 1993), pronouncing words correctly
is a linguistic ability that involves speaking and oral media. is one of the language
abilities in addition to speaking, listening, reading, and writing. Naturally, learning
pronunciation comes after mastering the other three skills. When a child is young, he
builds communicative competence through listening to language exposure spoken by
those around him and then he learns to speak. by those around him and then he learns
to speak. If does not continue to learn to read and write, the child does not have these
two skills. skills. Pronunciation is the ability to express things found in everyday life
orally with sufficient ease and fluency so that they can be understood. Adequate
fluency so that it can be understood by the interlocutor. Speech is one of the processes
of sending messages to other people by using spoken language which directly or
indirectly has an effect on the speaker/listener or both. lronunciation is an active
productive ability productive. It is because in speaking the speaker is required to make
an initiative. Caused in the pronunciation of the speaker required real initiative in
using language to express themselves orally using language to express themselves
orally.
Pronunciation is an active language skill. Pronunciation is said to be active
because pronunciation performs activities to select things that will be expressed and
the media used. things to be expressed and the media used. The formulation between
the content and the media produces a product, namely speech. Therefore,
pronunciation is an active and productive language skill (Mursel, 1995). To convey
meaning, students must have knowledge of words and sentences. Students must
understand how words are segmented into various sounds, how sentences are
emphasized in certain ways. This is the case faced by students. English speaking skills
still have deficiencies where students still find it difficult to pronounce the vocabulary
of language and surrounded. students do not get enough opportunities to practice.
Moreover, teachers do not emphasize pronunciation when taking English classes and
teachers do not improve their pronunciation skills. Teachers' local accents while
teaching English affect pronunciation skills and local accents appear while speaking
English in class. It was also found that local accents often cause problems with the
pronunciation of certain sounds, which do not exist in Indonesian. Similarly, incorrect
intonation and word stress due to students' reluctance to read texts in English and lack
of confidence made students' pronunciation poor. Perhaps this is caused by the low

15
creativity of teachers in determining models or techniques for learning speaking and
writing skills to students. Phenomena like this are problems that really need to be
found immediately alternative solutions considering that English is an international
language that must be mastered for all people. There are several English learning
strategies as follows (Nurkancana, 1992):
When employing memorizing techniques, students draw on their past
knowledge and experiences. This learning approach uses a lot of memory and
memory-intensive learning methods. For instance, learners employ memorizing
techniques when they connect speech sounds to previously learned information. All
student behaviors related to the application of students' cognitive abilities during the
teaching and learning process are considered cognitive strategies. This tactic can be
implemented in a number of ways. This approach is reinforced by self-correcting
actions, the use of gestures, speaking practice, notebook writing, reading the
whiteboard, and textbook reading. Pupils with sufficient ability already employ
replacement learning tactics. Typically, this method of learning is employed to get
past certain linguistic obstacles. For instance, students can continue the language
process by using definitions or translations into their own words when they are having
trouble explaining anything in the language they are learning. In actuality, they might
use their body language to mask their deficiencies (Nurkacana, 1992).
We can try the following techniques/methods, which will be very beneficial.
Among them are: 1. Increase vocabulary: Before we can fully comprehend the
English language and communication, we need to acquire vocabulary that will be
used in ordinary speech. Here, in order to speed up conversations, we acquire and
master a language. It is difficult when we do not even have a basic comprehension of
common language. 2. Aloud read English vocabulary, grammar, pronunciation, and
listening comprehension all improve when read aloud. To learn English, read. 3.
Learn the fundamentals of English grammar. It could be difficult for us to
comprehend, but we really don't need to worry too much about English grammar. In
order to improve our language proficiency, it is essential that we are able to
understand English grammar on a fundamental level. Study fundamental grammar in
English. Although it may be challenging for us to learn, we don't really need to bother
about English grammar in great depth. Above all, we possess a fundamental
comprehension of English grammar, which is our starting point for further language
development. English at an advanced level. We can study nouns, verbs, beings,

16
 adjectives, adverbs, personal pronouns, simple tenses, present tenses, and past tenses,
among other forms of basic grammar. You can utilize a little knowledge of basic
grammar as a starting point to enhance your talents. 4. Examining English
Composition We enjoy reading books, written stories, novels, short stories, cartoons,
magazines, newspapers, and other English-language media here. Knowing how to
write and read in English helps us to comprehend and appreciate the text's message.
Furthermore, we can discover new words, expanding our vocabulary in English. 5.
Language changes as we use it; conversational English is useless if it is not used in
everyday interactions. Speaking with others can foster trust, allow us to grow from
our mistakes, and teach us from others.
English song listening Being conversant with and enjoying English music is
one of the best strategies to learn the language rapidly. These are tunes we can sing as
well. We can hear English words and sentences when we listen to these tunes. We
hope to be able to sing them as well as hear them. In addition to having fun with the
music, we also subtly get better speaking and listening abilities.English-language film
viewing Watching foreign films is highly engaging, and we can utilize them as a tool
for English language learning. We can pick up on popular and uncommon phrases and
expressions used by international actors and actresses by watching movies. We can
become more accustomed to native speakers' words, phrases, and idioms by watching
western films. Additionally, it can aid in speaking and listening. Savor your English.
We need to learn to love the language before we can learn more of it. The same as
when we fall in love with something. It is feasible that information pertaining to
English can be recalled with enthusiasm and ease (Sari, 2001).
b. Grammar
Using grammatical rules properly. The grammar of the language must be
applied, according to Thornburry (2003), in order to create a far more complex range
of meanings.
c. Vocabulary
Vocabulary is also crucial for teaching and learning how to communicate.
When attempting to convey a message, one should speak the required vocabulary with
ease.
The word "vocabulary" describes a collection of linguistic concepts that are often
used by a large number of people.
d. Phonology

17
 Proper pronunciation is demonstrated. According to Thornburry (2005),
phonology is the pronunciation of individual words, the sounds they are made of, and
intonation (which divides the speech stream into tone units and uses them to identify
significant information).

2.3 Problems of Speaking Performance

Speaking in the target language can be challenging for many foreign language
learners because, in addition to comprehension, learning a foreign language also
requires being familiar with its grammatical and semantic rules. Linguistic
problems and non-linguistic problems are the two main categories of speaking
difficulties for language learners.
1. Linguistics Issue
Linguistics is the scientific study of language; some of the areas examined are
vocabulary, phonology, and language structure (grammar). Spol-sky & Hult
(2008) state that linguistics generally covers the details of vocabulary, grammar,
and pronunciation. It is language problems that lead to a deterioration in students'
speaking abilities. Linguistic problems include improper grammar, a lack of
vocabulary, and mispronounced words can make it difficult to speak. According
to Richards (2008), there are certain common speaking issues among learners.
These issues are: a) a deficiency in the vocabulary required for conversation; b)
bad grammar; and c) poor pronunciation.
b. Problem with Non-Linguistics
Non-linguistic problems do not come from outside the language or languages, but
external consequences do. Furthermore, non-linguistic cues like posture, body
language, and facial expression can be used to convey ideas directly in addition to
speech. Heriansyah listed a number of non-linguistic difficulties associated with
the problems, such as speaking nervously, not being accustomed to speaking in
front of the class, being afraid of making mistakes, and being teased by peers.
a) Lack of confidence when speaking in front of an audience; speaking in front of
an audience requires a strong sense of self. Controlling the stage and the content
being transmitted will be made easier by high trust.
b) Lack of experience speaking up in class; students who are good speakers
typically have an advantage over those who are not so good speakers in terms of
managing the conversation.

18
 As a result, pupils with low communication abilities wouldn't be involved in class
discussions.
a) Because EFL students are not native English speakers, they are more prone to
make mistakes when speaking the language because they are self-conscious about
them. When we want to say something to someone when we are speaking, but
hold it back because we are unsure of whether it is appropriate, we are actually
feeling terrified.
b) Students are concerned about speaking English because they fear making
intonation, pronunciation, and language structure faults, which are common
speaking mistakes. They are also concerned about being made fun of. They
believe that if they make mistakes in speaking, their classmates will respond in an
undesirable way, perhaps by making fun of them (Heriansyah, 2012).

2.4 Asking and Giving Opinions

2.4.1. Definition of Opinions

Human survival depends on interpersonal relationships. A person cannot accomplish

anything by themselves. One action in particular that is unavoidable is communication.
Communication is essential for building connections with others, whether it be with friends,
family, or even a teacher in a school or university. However, when there is active
conversation, people may ask how they will communicate their opinions based on what they
think transpired.

As per Mitchel's analysis, views comprise a person's spoken response or answer to a

stimulus condition whereby a general query is posed (Mal-colm, 1997).

As a result, according to the definition given above, expressing one's opinions is what
one does in response to a request for comments, suggestions, or opinions on a subject from
another person.

Furthermore, there's a big difference between facts and opinions. Though opinions are
simply that—opinions about anything—and aren't always factual, facts are genuine events.
By grasping these details and points of view, we can comprehend the aims and objectives of a
debate. Therefore, an opinion is a person's subjective assessment that is based more on
personal choice than on reality.

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2.4.2. Types of Opinions

Everyone has their opinions, and the opinions maybe could similar or different from
others. In addition, Iswandi stated that there are several types the opinions that can be
differentiated (Syahputra, 2018), such as:

a) Personal Opinions
Personal opinions are viewpoints formed by individuals in response to a certain
occurrence. For example, in my opinion, learning a language is more difficult if you
did not practice.
b) Group Opinions
Group opinions is a viewpoint expressed by a group of people to address social issues
that have occurred. It is a collection of opinions that other people have provided. For
instance, Social media can affect the public opinion data that shapes a community's
political stance.
c) Majority Opinions
A majority opinion is a judicial opinion accepted by more than half of the court's
members. The court's decision is stated in a majority opinion together with an
explanation of the reasoning behind it. For example, Most of the cat-loving community
in the animal-loving community think that there should be special regulations
regarding the treatment of animals.
d) Minority Opinions
Minority opinions are those that are associated with current societal problems and
have a limited number of conclusions. These perspectives, which express several
concepts but lack strength, are offered by a small group or a few individuals. Also,
this viewpoint is one of the fundamental categories of viewpoints in this particular
context. An example is, Meanwhile, reptile lovers think that special regulations are
not really needed in detail.
e) General Opinions
Public opinion comes from personal opinion, which then turns into group opinion and
becomes public opinion. Public opinion emerged from the past until now and is
accepted as it is by awareness and criticism from the old generation to the new
generation.For example, Madurese people are considered to be rude, so that opinions
emerge from outside Madurese people who think that Madurese are rude.

20
2.4.3. Expressing asking and giving opinions

People in specific situations, given the problems that arise, will certainly voice
and display their thoughts. There are four ways to expressing asking and giving opinions
based on the textbook of Eleventh grade of Senior high school which is published by the
Ministry of Education and Culture of Republic Indonesia (Mahrukh Bashir, 2017), such
as:

a) Personal point of view

This expression can be used both formally and informally, making its usage flexible.
For example;
1) Personally, I think....
2) I strongly believe that....
3) In my humble opinions...
4) According to me...
5) In my opinions...
b) General point of view
The use of this expression is relative and based on what the average person thinks,
they can use these words and phrases. For examples;
1) Generally, it is accepted...
2) Some people say that...
3) Majorly disagree with...
4) It is considered...
5) While some people believe...
c) Agreeing point of view
The usage of this expression for agreeing with someone’s point of view. For example;
1) That is a good point.
2) That is absolutely right.
3) I think so too.
4) I agree with this opinions.
d) Disagreeing point of view
Usage of this expression for disagreeing with someone’s point of view. For example:
1) I'm sorry, I don't agree with you.
2) I do not believe that.

21
 3) I disagree with you.
4) It is not justified say so.
5) I think you are wrong.

2.5 Asking and Giving Arguments

2.5.1. Definiton of Arguments

Opinions are expressed through argumentation. Opinions and arguments are

actually related and equally significant. Arguments must be convincing and logical.
Baruch argues that an argument comprises of claims, or assumptions, and a conclusion,
where the assumptions support the conclusion. In 2008, Schwartz and Asterhan

According to Collins and Hanh, an argument can be a defense put up for a notion or
course of action. An explanation and the assertion it aims to support can make up an
argument. In other words, an argument would be an inferential argument made up of
several premises (evidence) and a claim (statement) that are connected to each other in
some way. A conversation in context can also be considered an argument because it is a
dialectical mechanism in which discussants propose and refute arguments. Collins and
Hanh (2016)

Walton defines an argument as a collection of claims, of which one is the conclusion

and the rest are premises. The purpose of these claims is to bolster the assertion. Stated
otherwise, the premises seem to support the validity of the inference. A statement can be
excellent or bad depending on how well the premises support the conclusion and how
true the premises are. In this instance, the premises bolster the conclusion; yet, the
strength of the argument hinges on the veracity of the two premises (Walton 1990). As a
result, in real life, assertions based on reasons and opinions must make sense. Students
must convey their thoughts, feelings, and desire to learn more in the classroom through
an argumentative speech.

2.5.2. Types of Arguments

The researcher explains how the premise supports the conclusion while evaluating the
strength of the arguments. Also, more precisely, is the argument inductively strong or
deductively sound. (IEP) distinguishes between two kind of arguments:

22
 a) Deductive Arguments
A deductive argument is an argument that, if true, contains conclusive evidence to
support the truth of a claim. The premise is so strong that any claim made after the
premise has been presented is no longer a probability but a certainty.
In a deductive argument, a statement cannot be true unless the premises are true.
Some arguments can be called a priori which are invalid.
If the premises are true and lead to a definite conclusion, then the argument is
valid. However, if the premises are true but fail to lead to a definite conclusion,
then the argument is not valid.
b) Indictive Arguments
An inductive argument is an argument that does not build conclusions on the basis
of certainty but the premises it makes give rise to very possible conclusions. An
inductive argument does not talk about the validity or invalidity of the conclusion
but rather, whether the conclusion is weak or strong, good or bad. Even if the
premises he made are true and have a very strong basis for the conclusion, but the
conclusion is not certain.

2.5.3. Expressing Giving Arguments

The researcher will use this expression to present arguments as material for the
analysis of the teaching-learning method at a senior high school for first graders. For
example below from (EnglishClub) such as:

a. Let’s just move on, shall we?

b. Exactly.

c. I think we have to agree to disagree.

d. (weak) I suppose so./I guess so.

2.6 Fishbowl

2.6.1. Definition of Fishbowl

The fish bowl discussion technique is one of the group discussion methods.
According to Roestiyah (2008: 5), the discussion technique is one of the teaching and
learning techniques carried out by a teacher at school. In this discussion the process of
interaction between two or more individuals involved, exchanging experiences,

23
information, solving problems, can also occur, all students are active, no one is just a
listener.

It is called the fish bowl discussion method or fish bowl discussion, because the
person observing the course of the discussion seems to see a fish in a bowl. Moedjiono
(2002: 22) revealed that in this discussion, several participants led by a chairman held a
discussion to make a decision. Seating is arranged in a semi-circle (semi-circle)
arrangement, the listener sub-group sits around the discussion sub-group with two or
three empty seats facing the discussion participants (discussion sub-group).

The students require some support to change their perspective and regard practicing
the English language as being crucial, particularly when speaking orally. Students can
still communicate their ideas verbally in English because of this. The teacher suggested
using a different strategy, like the fishbowl method, as the only way to get them to
change their minds.

According to Brozo which cited by Dominicus stated that The fishbowl is a learning
technique that can help students conduct oral debates in small groups in class and debate
in English. Each group chooses a group member and prepares ideas (Yabarmase, 2013)

A group observes another group performing this activity. The first group splits into
two groups, one of which sits in a circle and has a conversation about something. The
second group split, which takes the shape of a circle, encircles the inner group. Every
student may imagine how their thoughts might be used to support arguments and
opinions based on the teacher's topic. The fishbowl method can stress active, cautious,
nimble, promotes, responsive in learning, and improve acknowledgment in their learning,
according to Silberman, which Dewanti Rahma noted (Mulki, 2014). Hence, the words
"fish" and "bowl" are the roots of the phrase "fishbowl." The fish was supposed to go in
the inner circle, and the bowl was supposed to go in the outer circle.

Ayu Wulandari also said the fishbowl could be an efficacious teaching method such as
a grouping process that can impact students' speaking skills in classroom activity
(Wulandari, 2015). It means that the fishbowl method was effective because, as the
foregoing explanation demonstrates, students were able to effectively convey their ideas
and arguments. Sri Duinaria added that fishbowl. may create productive situations, and
there are many themes that would be appropriate for this format. 2014's Berutu &
Sumarsih.

24
2.6.2. The Advantage of Fishbowl

It is important for the teacher to provide engaging activities and to employ a

variety of showing media, approaches, strategies, or methods for teaching and acquiring
English speaking proficiency. By implementing certain techniques in the teaching and
learning process, it is hoped that students will learn English more readily and with
greater consistency. Also, by employing the fishbowl, students can freely convey what
they need to say to others by offering their conclusions, opinions, and arguments. Wood,
who Azwan Effendi referenced, claimed that Fishbowl has three intended. (Effendy,
2017):

a. It can be a useful teaching method for explaining group dynamics.

b. For involving students or another group in a cross-cultural or complicated issue

discussion

c. Give students more freedom in class discussions. Also, this activity can help
anxious and shy students make mistakes while speaking because they don't get stuck
and eventually persevere throughout the learning process. In conclusion, The
researcher concludes that there are many advantages of using Fishbowl, for example:
It can improve students' oral English ability, encourage students to talk more boldly
with others, let every student in the class have an equal opportunity to speak, and
actively participate in the classroom activity.

25
2.6.3. Disadvantages of Fishbowl

Fishbowl also has some disadvantages according to (Taylor, 2007) such as;

a. There may be conflicts between students,

b. May provide false information,

c. Some students may have difficulty expressing themselves, and

d. The focus of the subject may change.

2.6.4. Teaching Speaking through Fishbowl

Several steps should be considered to have the same speaking position for the fish
tank technique. According to Brozo & Simpson stated, there are some steps to using the
fishbowl in the classroom activity. (Brozo & L Michele, 2007). They are:

a. Determining a focal point for classroom events. The subject is linked to the
students' ability to keep their motivation and consideration alive.

b. Inviting students to turn to a neighbor and discuss their feelings about the topic.
Inform the students that they must take notes on their tasks.

c. Explain the arrangements and desires of the fishbowl activities. It almost clearly
indicates the rules of fishbowl activities and the goals to be achieved.

d. Getting the activities begun by telling the students sitting in a cluster to

conversation about their thoughts and opinions when speak with a partner.

e. When engaging in a small group game, instructing the other students to pay close
attention to their peers and requiring notes.

f. Inquire of the other students for a response after the small group has finished. It is
an excellent opportunity to illustrate relevant feedback and questions.

g. Making a few varieties of Fishbowl activities to create it more interesting for the
students

In addition, teaching speaking through fishbowl can divided into three steps by the
researcher. There are:

26
 1) Pre Activity
The researcher divided the students into five-student groups. The students
were given topic to discuss in a group by the researcher, who also allowed them
time to talk about it.
2) Whilst Activity

The researcher started the fishbowl activity by dividing the seats into two
circles. The researcher ordered the student to sit in a circle position. Every group
member should give one student who was the representative to sat in the inner
circle, and other students sat in the outer circle. The activity began demanding the
teacher's instruction. The teacher applied a brief exposition about the rule of
fishbowl. The researcher also started the discussion and asked the students'
arguments and opinions based on the topic given before. Every group gave their
opinions, and the other groups had to listen and offer their own opinions or
arguments. While the discussion runs, the researcher allows the outer circle to
speak up by clapping the inner circle from their member and giving the opinions
and arguments. During m bdiscussion, the researcher monitored as well.

3) Post Activity

The researcher gave suggestions, assessments, and comments for the

students. Also assessed and re-explained the fabric and inquired them to do
homework or assignments related to the lesson.

2.7 Previous Related Research Finding

Some researchers have carried out similar studies using the fishbowl, which can be
used as a guideline in this study. First, a researcher conducted by (Intan, 2019) found

27
Applying Fishbowl to Enhance Students' Speaking Ability. The research was conducted with
students in SMA 1 Tutar Kabupaten Polman's eleventh grade. This research aims to improve
speaking abilities and outline the fishbowl method of teaching speaking to SMA 1 Tutar
students in the eleventh grade. She used quasi-experimental analysis in her study. Also, she
used an oral test with a pre-and post-test as the research instrument. The study's findings
demonstrated that the fishbowl, when used as a therapy on 30 senior high school students,
improved speaking instruction when tested using a t-test.

Second, (Fahmi, 2020) studied the Effectiveness of Fishbowl Towards Students'

Speaking skill in giving opinion and arguments The study was conducted at the Eleventh
Grade Students of of SMA Negeri 10 Kota Tangerang Selatan. This study aims to see the
effectiveness of this fishbowl in students' speaking ability to express their opinions at the
Eleventh Grade Students of of SMA Negeri 10 Kota Tangerang Selatan. He did the research
by using quasi-experimental research. The study results showed that 35 students using a
fishbowl, which is done based on a post-test, a modest effect size compared to not using it.

Third, (Hertina, 2018) also in line with this research. Her research entitled: The
Effectiveness of Fishbowl Towards Students’ Speaking Ability at the Second Grade Students
of Islamic Senior High School Riyadhul Jannah Kecamatan Bram Itam Kabupaten Tanjung
Jabung Barat. The fishbowl method allows students to relax completely and improve their
speaking skills, she said. Whereas in the class without fishbowl technology, we saw lower
values and were less active. Therefore, the research proves that the fishbowl is suitable for the
learning process. This can be seen from the average posttest score of 70.06 in the
experimental class and 48.41 in the control class.

Meanwhile, the different discussion of their research with this research is more about
how The researcher uses different methods from the Skripsi. Where The researcher only use
quantitative through pre-experimental methods with one group pre-test and post-test. In this
study The researcher used one of the material contained in the curriculum which was applied
at school to become a container in applying the techniques and methods to be used in
research, the material that will be used is Explanation

28
 CHAPTER III

METHODOLOGY

3.1 Research Design

In this study, a pre-experimental design with a single group pre- and post-test was em-
ployed by the researcher to conduct quantitative research (Arikunto, 2010). The researcher
has give a pre-tests to groups that has be treated. Then conduct treatment. After finishing
treatment, the researcher has give a post-test. The magnitude of the effect of the treatment can
be known more accurately by comparing the results of pre-test with post-test. To make it eas -
ier to understand the paradigm of this research can be seen in the picture below:

Pre-Test Treatment Post-Test

T1 X T2

Information :

T1 : pre-test
X : treatment
T2: post-test

3.2 The subject of the research

The subject of this research was 12th grade students of SMA Negeri 1 Manado in the
academic year 2023/2024, the class consisted of 36 students.
3.3 Data collection

In the data collection the researcher used a test. The research has performed using an
oral test as the instrument.
There are two aspects of the test: a pre-test and a post-test. The test is the same for a
pre-test and post-test but the topics are different.
3.4 Research procedure

This research uses Pre-Experimental Designs, namely by using One-Group Pretest-

Posttest Design as a research design. According to Sugiono (2014: 74) found One-Group
Pretest- Posttest Design is a research design that has a pretest, before being given treatment.

29
Thus the results of the treatment can be known more accurately, because it can compare with
the situation before being given treatment and already given treatment.
This design can be described as follows:
3.4.1 Plan
The researcher sets up a learning tool at this initial stage, such as a lesson plan.
Subsequently, the learning process in this step was implemented using the strategies
that were selected, specifically Fishbowl in English topics, with the material being in-
quiring and providing opinions.
3.4.2 Action

The fishbowl was used by the researcher to aid in the learning process in this
step. The sole method utilized in the implementation of teaching English with expla-
nation is the fishbowl method. Text content that is in line with the researcher's desires
for investigation, analysis, and development.
3.4.3 Reflection

The step of contemplation comes last. In this stage, the researcher examined
each activity's pre-planned outcomes. Next, evaluate the students' learning stage ac-
complishments. The researcher can then use the analysis's findings as a guide to deter-
mine if the pupils have improved, matured, or undergone a change. The researcher
then gained an overview and confidence of advancements in the methods and materi-
als employed from this investigation.

3.5 Data Analysis

In data analysis the researcher used Mean Formula as follows:

x=
∑x
N

Where:
x
= the mean score

∑x = all score of the sample

N = total number of students

30
CHAPTER IV

DATA ANALYSIS AND DISCUSSION

4.1 Findings

As said earlier, the researcher used quantitative research in this study by using a single

group pre-test and post-test technique. Thirty-six pupils were the subjects of this investiga-

tion. This study set out to determine whether or not employing the Fishbowl may improve

students' speaking abilities.

The researcher used a class of thirty-six pupils as their sample. Participants in this study

were SMA Negeri 1 Manado students in class XII Bahasa. The class XII Bahasa students

used the Fishbowl method as a teaching tool to enhance their speaking skills during the treat-

ment. The results of the pre- and post-tests were shown, along with the percentage of each.

The post-test was administered following in-class instruction, while the pre-test was adminis-

tered before therapy.

By merging the pre- and post-test data into the distribution of frequency tables below and

applying the mean score procedure, the conclusions were arrived at. The following stages of

the data analysis were completed by the researcher:

The first step is to analyze the test results of the students. In this phase, the researcher ex-

amined the pre-test (T1) and post-test (T2) outcomes for every student. The researcher calcu-

lated each student's accurate response and multiplied it by four using the results of the two

tests. The results of the analysis of the pre-test (T1) and post-test (T2) data are shown in Ta-

ble 4.1.

Table 4.1. The score of students in T1 and T2

STUDENTS SCORE (T1) SCORE (T2)

31
1 29 84
2 25 80
3 25 80
4 30 75
5 27 84
6 30 80
7 30 90
8 25 85
9 40 80
10 35 90
11 35 75
12 35 85
13 40 95
14 20 80
15 25 80
16 40 95
17 40 90
18 50 100
19 45 95
20 25 90
21 27 85
22 30 80
23 45 90
24 40 90
25 27 85
26 50 100
27 50 90
28 25 80
29 20 80
30 30 85
31 35 90
32 30 90
33 30 85
34 40 95
35 25 80
36 30 85
N=36 ∑ x =¿1.185 ¿ ∑ x =3.103

32
Based on the students' table scores above, the highest pre-test score was 50, while the highest

post-test score was 100. The pre-test score was the lowest at 20, but the post-test score was

the highest at 75.

Determining the score of each test's outcomes is the second stage in evaluating the data col -

lected for this study. Where the difference between the pre- and post-test results will be

shown by the Gain.

Based on the knowledge the students acquired from each test, the researcher ranked the pre-

test (T1) and post-test (T2) scores in decreasing order. This gain analysis is shown in Table 2.

Table 2. The score of students in T1 and T2 Gain

STUDENTS SCORE (T1) SCORE (T2) GAIN

1 29 84 55
2 25 80 55
3 25 80 55
4 30 75 45
5 27 84 57
6 30 80 50
7 30 90 60
8 25 85 60
9 40 80 40
10 35 90 55
11 35 75 40
12 35 85 50
13 40 95 55
14 20 80 60
15 25 80 55
16 40 95 55
17 40 90 50
18 50 100 50
19 45 95 50
20 25 90 65
21 27 85 58
22 30 80 50
23 45 90 45
24 40 90 50

33
25 27 85 58
26 50 100 50
27 50 90 40
28 25 80 55
29 20 80 60
30 30 85 55
31 35 90 55
32 30 90 60
33 30 85 55
34 40 95 55
35 25 80 55
36 30 85 55

1.185 3.103 1.918

34
 The following analysis is done on the frequency distribution matrix from the pre-test
(T1). In this phase, the researcher listed the number of students who received each score as
well as the sequence in which the students' pre-test (T1) scores, which were established using
the first step, were obtained.

The cumulative frequency is then calculated by deducting the total number of research
subjects from the total number of students based on score acquisition. To determine the pro-
portion, this series is then further separated by the research topic. The last one is the percent -
age, which is calculated by multiplying this ratio by 100. The findings of this frequency dis-
tribution analysis for the pre-test (T1) are shown in Table 3.

Table 3. The frequency distribution matrix of pre-test (T1)

Score Tally Frequency Cumulative Cumulative Cumulative

Frequency Proportion Persentage
50 III 3 36 1 100
45 II 2 33 0,91 91
40 IIIII I 6 31 0,86 86
35 IIII 4 25 0,69 69
30 IIIII III 8 21 0,58 58
29 I 1 13 0,36 36
27 III 3 12 0,33 33
25 IIIII II 7 9 0,25 25
20 II 2 2 0,05 5

Table 3 shows that thirty-six students finished the pretest. According to the pre-test re-
sults, three students scored fifty, two students scored forty, six students scored forty, four stu-
dents scored thirty, one student scored twenty, three students scored twenty-seven, seven stu-
dents scored twenty, and two students scored the lowest at twenty.

The next stage is the frequency distribution matrix obtained from the post-test (T2). The
researcher sorted the post-test (T2) results along with the number of students who received
each score, based on the first step, and arranged the results in ascending order of lowest to
highest scores. The cumulative frequency was then obtained by deducting the number of each
student based on score acquisition from the total number of research subjects. This order was
then further divided by research subject to obtain the proportion, which was then multiplied

35
by 100 to obtain the percentage. The table displays the frequency distribution analysis for the
post-test (T2).

Table 4. The frequency distribution matrix of post-test (T2)

Score Tally Frequency Cumulative Cumulative Cumulative

Frequency Proportion Persentage
100 II 2 36 1 100
95 IIII 4 34 0,94 94
90 IIIII IIII 9 30 0,83 83
85 IIIII II 7 21 0,58 58
84 II 2 14 0,35 35
80 IIIII IIIII 10 4 0,11 11
75 II 2 2 0,05 5

Thirty-six students completed the post-test, as shown in Table 4. The post-test results
showed that two students scored 100, four students scored 95, nine students scored 90, seven
students scored 85, two students scored 84, ten students scored 80, and two students scored
the lowest, 75.
The mean score (x) for each test is obtained by dividing the total score of the pre-test
(T1) and post-test (T2) students by the number of research subjects or students. This is the fi -
nal stage in the analysis.
Result of Mean Score

Pre-test Post-test
∑ x (T1) 1.185 ∑ x (T2) 3.103

N 36 N 36

Mean score 32,91 Mean score 86,19

Based to the analysis's findings, thirty-six (36) students took the test. Three (3) stu-
dents received the highest score of 50 on the pre-test, while two (2) students received the
lowest score of 20. Two (2) students received the highest score of 100 on the post-test, while
two (2) students received the lowest score of 75. The pre-test mean score (x) was 32,91; the
post-test mean score (x) was 86,19. The pre-test results indicated that the students' speaking

36
ability was still low prior to using Fishbowl, whereas the post-test results indicated that the
students' speaking ability had increased.

Finally, the result of this research showed that Fishbowl was an effective technique to
increase students’ Speaking abilty especially in giving opinions and arguments.

4.2 Discussion

The research application and data collecting are determined by the three-meeting les-
son plan that the researcher created. First encounter: After extending welcomes and offering
prayers, the researcher looks over the student attendance record before having the class re-
view (perceive) previously taught information. Following the perception, a pre-test was ad-
ministered by the researcher to gauge the students' level of comfort and confidence speaking
in front of the class. The topic of "Indonesian Presidential Election 2024" was presented by
the researcher, and students were then requested to discuss it and provide arguments in front
of the class. The exam results were then gathered. Subsequently, the researcher provided the
students with information regarding expressing and soliciting opinions as well as an explana-
tion of the vocabulary involved. Subsequently, the investigator instructed the pupils to work
in pairs and have a discussion utilizing both requesting and offering viewpoints as well as ex-
pressing acceptance or rejection of those opinions. Following that, the students rehearsed the
outcomes of their talk. Following a closing reflection on all that had been covered, the re-
searcher and the students asked one of the students to lead the prayer and offer greetings.

The researcher begins the second meeting by asking a student to pray, greet the class, and
make sure all students are present. She then goes on to explain the purpose of the Fishbowl
and practical applications for it. Next, divide the class into six groups of six pupils each. In
addition, the researcher instructed the students to sit in two rings, an inner circle and an outer
circle. Subsequently, the researcher presented a topic that is currently trending: "The war be-
tween Israel and Palestine." Subsequently, the individuals within the inner circle engaged in
conversation, answered queries, and shared their perspectives on the subject matter under dis-
cussion, along with offering their thoughts and arguments. Participants outside the circle,
meanwhile, functioned as spectators. They take note of the main ideas being discussed in the
middle circle and make any important remarks. After giving them 45 minutes to talk, the re-
searcher invites student representatives to draw conclusions from the conversation. Finally,

37
the researcher asks a student to provide a prayer and a greeting as a way for the class to re -
flect on each topic.

On the third meeting, the researcher began as usual, went over asking and sharing opinions
and the fishbowl again, then gave a post-test to gauge how effective the techniques used
were, and finally presented the topic, "The Relocation of the Capital of Indonesia." The re-
searcher requested each student to share their thoughts and arguments on this subject in order
to track how the Fishbowl learning approach had affected the students' capacity to express
their opinions and arguments as well as their growth in speaking in front of the class and con-
fidence. After considering all the information from the start of the meeting to the end, the re-
searcher invited one of the students to lead the opening prayer and welcomes.

In connection with this study, it has been noted that post-test (T2) findings are greater than
pre-test (T1). Before using the fishbowl, the students' capacity to speak on the first issue, "In-
donesian Presidential Election 2024," is taken into consideration while analyzing the out-
comes. At the pre-test (T1), each student's talents vary to differing degrees; some students
have the lowest score (20) of two (2), while others have the greatest score (50) of three (3).
While some students were able to talk during the pre-tests (T1), their pronunciations needed
to be improved. The majority of students remained hesitated to voice their ideas and reasons.
There are two (2) students who score high (100) and two (2) students who score low (75) on
the post-test (T2). Then come nine (9) pupils who score (90) and ten (10) students who score
(80), the highest score of any student. Researchers found that more students had the guts and
the capacity to voice their ideas and make arguments on the given topic while using proper
English pronunciation in a post-test. Thus, it can be said that using Fishbowl to teach students
to talk effectively improves their capacity to express opinions and make arguments.

38
 CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

The researcher wants to draw a conclusion from the data analysis in the previous
chapter. According to the study's findings, the post-test's mean score (86,19) is greater than
the pre-test's (32,91). This indicates that the Fishbowl method of improving students'
speaking skills was successful.

The investigator deduced that the utilization of Fishbowl contributed to the pupils'
enjoyment of studying. Fishbowl could add intrigue to the lecture. Fishbowl can be used in
the teaching process to help students enhance their speaking abilities while also overcoming
their speaking ability problems.

5.2 Suggestion

Based on the conclusion, the researcher suggestions are English teachers are expected
to select and implement effective teaching and learning strategies. Because employing
effective techniques can make students' interested and inspire them to study English.

39
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