THE EFFECT OF USING FISHBOWL TECHNIQUE TOWARD STUDENTS' SPEAKING ACTIVITIES AT THE FIRST GRADE OF MAN MANINJAU IN ACADEMIC YEAR 2016/2017

Abstrak

<p align="center"> <strong>ABSTRACT</strong></p> <p> &nbsp;</p> <p> <strong>Delvia Deliana, 2312.064. The Effect of Using Fishbowl Technique Toward Students&rsquo; Speaking Activities at the first grade Students of MAN Maninjau 2016/2017 Academic Year. A Thesis, State Islamic Institute (IAIN) Bukittinggi 2017.</strong></p> <p> &nbsp;</p> <p> This research was due to discover the effect of using fishbowl technique toward students&rsquo;speaking activities. It has been done at MAN Maninjau because most of the students of Senior High School still encounter problems in mastering English especially in speaking. Most of the students were not able to speak English because of personality and language factors. Then, the teacher still used the conventional technique such as the materials (dialogues) that was given to them was written on the whiteboard and then asked the students to act in front of the class or perform it. As a result, only some of the students got involved in the classroom activity.</p> <p> This research used experimental research. The researcher used a quasi-experimental design by using the pretest-posttest control group design. The population of this research was the first grade of MAN Maninjau. The sample was X IPA which was treated as experimental class and taught by using fishbowl technique and X IPS 2 was treated as control class and taught by using conventional technique. To determine the sample, the researcher used purposive sampling technique. The data was got through pretest and posttest to experimental and control classes. To analyze the data, the researcher used the normality by using Lilliefors test and the homogeneity test by using F test and to test the hypothesis, the researcher used t-test formula and consulted the result into t-table with level of the significance <img height="20" src="file:///C:\Users\Toshiba\AppData\Local\Temp\msohtmlclip1\01\clip_image002.png" width="10" />0.05/2= <img height="20" src="file:///C:\Users\Toshiba\AppData\Local\Temp\msohtmlclip1\01\clip_image002.png" width="10" />&nbsp;0.025 for the first and the second hypothesis, and the third hypothesis is (<img height="20" src="file:///C:\Users\Toshiba\AppData\Local\Temp\msohtmlclip1\01\clip_image002.png" width="10" />) = 0.05</p> <p> From the result and accounting the pre-test and post-test scores of the experimental class, it was found that the t-obtained (129.7) was higher than the t-table (2.000) with the degree of freedom (df) = 30+30-2 = 58 and level of significance (<img height="20" src="file:///C:\Users\Toshiba\AppData\Local\Temp\msohtmlclip1\01\clip_image004.png" width="16" />= 0.05/2<img height="20" src="file:///C:\Users\Toshiba\AppData\Local\Temp\msohtmlclip1\01\clip_image006.png" width="55" />. So that, the alternative hypothesis (Ha) was accepted which it means that there was significant effect of fishbowl technique in students&rsquo;speaking activities. Then, the calculation of post-test both classes: experimental and control classes was obtained the t-obtained (8.43) which was higher than the t-table (2.017) with the degree of freedom (df) = 30+15-2 = 43 and level of significance (<img height="20" src="file:///C:\Users\Toshiba\AppData\Local\Temp\msohtmlclip1\01\clip_image004.png" width="16" />= 0.05/2<img height="20" src="file:///C:\Users\Toshiba\AppData\Local\Temp\msohtmlclip1\01\clip_image006.png" width="55" />. So that, the alternative hypothesis (Ha) was accepted which it means that there is significant difference between using fishbowl technique and using conventional technique. Then, the t-obtained in post-test both classes was obtained t-obtained (8.43) which was higher than t-table (1.861) with degree of freedom (df) = 30+15-2 = 43 and level of significance (<img height="20" src="file:///C:\Users\Toshiba\AppData\Local\Temp\msohtmlclip1\01\clip_image002.png" width="10" />) = 0.05. So, it can be concluded that the entire hypothesis is accepted. It is proved that using fishbowl technique in students&rsquo; speaking activities can help the students in their speaking skill.</p> <p> &nbsp;</p> <p> <strong>Keywords: Fishbowl Technique, Speaking Activities</strong></p> <p align="center"> <strong>ABSTRAK</strong></p> <p> &nbsp;</p> <p> <strong>Delvia Deliana,2312</strong><strong>.</strong><strong>064. Pengaruh </strong><strong>Penggunaan</strong><strong> Fishbowl Teknik </strong><strong>terhadap </strong><strong>Aktivitas Berbicara Siswa di kelas </strong><strong>1</strong><strong> MAN Maninjau </strong><strong>Tahun Akademik </strong><strong>2016/2017. Skripsi, Institut Agama Islam Negeri (IAIN) Bukittinggi 2017.</strong></p> <p> &nbsp;</p> <p> Penelitian ini bertujuan untuk menemukan pengaruh penggunaan teknik akuarium dalam kegiatan berbicara siswa. Penelitian telah dilakukan di MAN Maninjau karena sebagian besar siswa MAN masih mengalami masalah dalam menguasai bahasa Inggris terutama dalam berbicara. Sebagian besar siswa tidak mampu berbahasa Inggris karena kepribadian dan faktor bahasa. Guru masih menggunakan teknik lama materi(dialog) diberikan kepada mereka dan&nbsp; menuliskannya di papan tulis, kemudian meminta siswa untuk berbicara/mempraktekkannya di depan kelas. Akibatnya, hanya beberapa siswa terlibat dalam kegiatan kelas.</p> <p> &nbsp;</p> <p> Penelitian ini menggunakan penelitian eksperimental. Peneliti menggunakan desain kuasi-eksperimental dengan menggunakan pretest-posttest control group design. Populasi penelitian ini adalah kelas pertama MAN Maninjau. sampel adalah X IPA yang diperlakukan sebagai kelas eksperimen dan diajarkan dengan menggunakan teknik akuarium dan X IPS 2 diperlakukan sebagai kelas kontrol dan diajarkan dengan menggunakan teknik konvensional. Untuk menentukan sampel, peneliti menggunakan teknik purposive sampling. Data itu mendapat melalui pretest dan posttest untuk eksperimen dan kontrol kelas. Untuk menganalisis data, peneliti menggunakan normalitas dengan menggunakan uji Lilliefors dan uji homogenitas dengan menggunakan uji F dan untuk menguji hipotesis, peneliti menggunakan rumus t-test dan berkonsultasi hasilnya ke t-tabel dengan tingkat signifikansi (&alpha; ) 0.05 / 2 = 0,025 untuk hipotesis pertama dan kedua dan &alpha; 0,05 untuk ketiga.</p> <p> &nbsp;</p> <p> Dari hasil dan akuntansi skor pre-test dan post-test kelas eksperimen, ditemukan bahwa t-memperoleh (129.7) lebih tinggi dari t-tabel (2.000) dengan derajat kebebasan (df) = 30 + 30 -2 = 58 dan tingkat signifikan (&alpha;) = 0,05 / 2 = 0.025. Sehingga, hipotesis alternatif (Ha) diterima yang artinya bahwa ada pengaruh yang signifikan dari teknik akuarium dalam kegiatan berbicara siswa. Kemudian, perhitungan post-test kedua kelas: eksperimen dan kontrol kelas diperoleh t-diperoleh (8.43) yang lebih tinggi dari t-tabel (2,017) dengan derajat kebebasan (df) = 30 + 15-2 = 43 dan tingkat signifikansi (&alpha;) = 0,05 / 2 &alpha;) 0,025. Sehingga, hipotesis alternatif (Ha) diterima yang artinya bahwa ada perbedaan yang signifikan antara menggunakan teknik akuarium dan menggunakan teknik konvensional. Kemudian, t-diperoleh di pos-tes kedua kelas diperoleh t-diperoleh (8.43) yang lebih tinggi dari t-tabel (1.861) dengan derajat kebebasan (df) = 30 + 15-2 = 43 dan tingkat signifikansi ( &alpha;) = 0,05. Jadi,dapat disimpulkan bahwa seluruh hipotesis diterima. Hal ini membuktikan bahwa menggunakan teknik akuarium dalam kegiatan berbicara siswa dapat membantu siswa dalam keterampilan berbicara mereka.</p> <p> &nbsp;</p> <p> Kata kunci: Teknik Fishbowl, AktivitasBerbicara</p>