The Effectiveness Of Fishbowl To Teach Reading Viewed From Students’ Self-Confidence (An Experimental Study at the Eighth Grade Students of MTs. Muallimin NW Pancor in the Academic Year of 2010-2011)

Oleh :
H. Hamdan - S890809104 - Sekolah Pascasarjana

The objectives of the research are to know whether: (1) Fishbowl is more effective than Translation to teach reading for the eighth grade students of MTs. Mu’allimin NW Pancor in the academic year of 2010/2011; (2) The students having high self-confidence have better reading ability than those having low self-confidence; and (3) There is an interaction between teaching techniques and self-confidence to teach reading for the eighth grade students of MTs. Mu’allimin NW Pancor in the academic year of 2010/2011. This research is an experimental research. The research was conducted at the eighth grade students of MTs. Mu’allimin NW Pancor in the academic year 2010/2011. The sample was taken using cluster random sampling from the eighth grade students of MTs. Mu’allimin NW Pancor. The sample consists of two classes, VIII A consisting 30 students as an experimental class and VIII B consisting 30 students as a control class. The instruments used to collect the data are questionnaire to get the scores of students’ self-confidence and reading test to get scores of students reading ability. Before the instrument was used, a try out was done to know the validity and reliability of the instrument. The data were analyzed using ANOVA test (multifactor analysis of variance) and TUKEY test to test the research hypotheses.Based on the result of data analysis, it can be concluded that: (1) Fishbowl is significantly different from translation to teach reading because F is higher than F and q between columns (C and C ) is higher than q and fishbowl is more effective than translation to teach reading because the mean of C is higher than C ; (2) The reading ability of the students having high self-confidence is significantly different from that of those having low self-confidence because F is higher than F and q between rows (R and R ) is higher than q and the students who have high self-confidence have better reading ability than the students who have low self-confidence because the mean of R is higher than R ; and (3) There is an interaction between teaching techniques and self-confidence to teach reading because F is higher than F and the result of Tukey test shows that : (a) for the students who have high self-confidence, fishbowl is significantly different from translation to teach reading because q between cells (A B and A B ) is higher than q and fishbowl is more effective than translation to teach reading because the mean of A B is higher than A B ; nd (b) for the students who have low self-confidence, translation is significantly different from fishbowl to teach reading because q between cells (A B and A B ) is higher than q and translation is more effective than fishbowl to teach reading because the mean of A B is higher than A B . Based on the findings, it can be concluded that in general fishbowl is more effective than translation to teach reading. For the students who have high self-confidence fishbowl is more effective than translation to teach reading but for the students who have low self-confidence, translation is more effective than fishbowl to teach reading. In accordance with the above result, the English teacher is expected to be able to select the appropriate teaching technique to teach reading for the students who have high or low self-confidence.