The Use of Fishbowl Technique in Improving Senior High School Students’ Speaking Ability and Motivation

This study aimed to find out the influence of Fishbowl Technique on students’ speaking ability and motivation. It used mixed method to address research questions. A quantitative approach through quasi-experimental design and a qualitative approach through an online structured interview. The population in this study is the whole sophomore in Islamic Senior High School (MAN) 1 Banda Aceh. Convenience sampling was used to select second grade students to identify the experimental and control class. From the experimental class, 10 (ten) students then were purposively sampled to be interviewed since they received treatment. The analysis data shows that the p-value or sig. (2-tailed) in the independent sample t-test is .022, which is lower than the value of sig. α (0.05), indicating that there is a significant difference between students’ speaking mean scores in the experimental and control groups. As the final step, the output result of Cohen’s formula is .70 meaning that Fishbowl Technique has a moderate effect on speaking ability. Moreover, based on the qualitative data, most students agreed that the Fishbowl Technique augmented their motivation to learn English speaking. It can be understood from the influence on three main indicators; task interests, seeking social recognition, and seeking tangible rewards. Therefore, Fishbowl Technique can be one option of English speaking activities and as an effective way for EFL students to increase their speaking ability and augment their motivation in learning speaking.