TEACHING AND LEARNING SPEAKING THROUGH FISHBOWL TECHNIQUE AT THE FIRST SEMESTER OF THE TENTH GRADE SMAN 3 BANDAR LAMPUNG IN THE ACADEMIC YEAR OF 2018/2019

MUSA, ABU (2018) TEACHING AND LEARNING SPEAKING THROUGH FISHBOWL TECHNIQUE AT THE FIRST SEMESTER OF THE TENTH GRADE SMAN 3 BANDAR LAMPUNG IN THE ACADEMIC YEAR OF 2018/2019. Undergraduate thesis, UIN Raden Intan Lampung.

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Abstract

This research was about teaching and learning speaking through Fishbowl Technique at the first semester of the tenth grade of SMAN 3 Bandar Lampung in the academic year of 2018/2019. The objectives of the research were to know the teaching and learning speaking through Fishbowl Technique, to know the teacher’s problem in teaching speaking through Fishbowl Technique, and to know the students’ problem in learning speaking through Fishbowl Technique. This research was qualitative research. The researcher selected the people or participants who know the phenomenon of the problem. The researcher chose the English teacher and the students of the tenth grade of SMAN 3 Bandar Lampung as the participant of this research. There are two classes which consist of 67 students. The researcher used purposive sampling technique to determine the sample. The researcher chose class X IPA 1 as the sample because class X IPA 1 had the lowest score. The data were gained by doing observation, interviewing the teacher, and giving questionnaire to the students. The researcher used three major phases of the data analysis, they were: data condensation, data display and conclusion drawing verification. After analyzing the data, there were three points of the result. The first, there were some points in teaching speaking through Fishbowl Technique that were skipped by the teacher. It could be seen from process in pre and whilst speaking activity that the teacher did not ask the students’ thought and took notes on their activity about their opinion related to the topic, the teacher did not give the students questions for discussion or ask the students to have responses and the teacher did not allow the students to switch their position. The second, the problems faced by the teacher were the teacher had difficulty with the students who did not talk, had difficulty with the students who used their mother tongue, had difficulty with large class size, had difficulty with the material which did not fulfill the students’ need, and had difficulty in managing the time. Third, the problems by the students were students were lack in grammar, vocabulary and fluency, had problem to talk or even did not say anything, had problem by using their mother tongue, had problem in confident and pronounced the words, and had problem to follow teacher’s direction.

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