The objective of this research was to reveal whether: (1) Fishbowl technique is more effective than Small-group Discussion technique to teach speaking; (2) the students who have high self-efficacy have better speaking skill than the students who have low self-efficacy; and (3) there is an interaction between teaching techniques and students’ self-efficacy in teaching speaking.
This research was conducted at the eleventh grade of SMA N 1 Mejayan in the Academic Year of 2015/206. There were nine classes of eleventh grade, two out of nine classes were picked up randomly by using cluster random sampling to be the sample of this research. Class XI IPA 1 was used for the control class and class XI IPA 2 was used for the experimental class, each class consists of 32 students. The instruments used in this research were self-efficacy questionnaire and speaking test. The validity, reliability, and readability of the instruments were measured before the instruments were distributed and administered to get the data. The data were analyzed by applying ANOVA and Tukey test after completing pre-requisite tests (normality and homogeneity tests).
The results of data analysis show that: (1) Fishbowl is more effective than Small-group Discussion technique to teach speaking to the eleventh grade students of SMA N 1 Mejayan; (2) the students who have high self-efficacy have better speaking skill than the students who have low self-efficacy; and (3) there is an interaction between teaching techniques and students’ self-efficacy in teaching speaking. 
The findings of the research imply that Fishbowl technique is an effective teaching technique to teach speaking. Students who were taught using Fishbowl technique performed better in speaking than those who were taught using Small-group Discussion. Therefore, it is recommended for English teachers to conduct classroom discussion by implementing Fishbowl technique.

Keywords: experimental research, fishbowl, self-efficacy, small-groups discussion, speaking skill