Valesya Ellanda Oktavia Maldy, Jafar Sodiq``, Ririn Ambarini

Shadowing Technique to Improve the Students’ Pronunciation Ability in Narrative Text

Introduction

Shadowing technique to improve the students’ pronunciation ability in narrative text. Discover how the shadowing technique significantly improves 8th-grade students' English pronunciation in narrative texts. Pre-experimental research shows marked improvement.

Abstract

This research is based on a study that looks at how shadowing technique can help eighth grade students at SMPN 37 Semarang improve their pronunciation. The purpose of this study was to find out how shadowing technique can improve pronunciation in one type of texts, a narrative text. This study aims to determine the following: (1) students' pronunciation achievement in narrative text before using the shadowing technique; (2) students' pronunciation achievement in narrative text after using the shadowing technique; and (3) to find out whether there is a significant improvement in students' English pronunciation in narrative text through the use of shadowing technique. The methodology of this study includes pre-experimental research. The pre-test and post-test are used in this study are how the researcher gathers data. In the data analysis, the researcher employs statistical computation using SPSS. This study used one eighth-grade class in SMPN 37 Semarang as its sample. There are 33 students in the class. The research’s data was gained from the students’ voice recordings. It is therefore evident from the pre- and post-test means. The pre-test outcome is 61.82. After receiving the treatment, the post-result is 90.85. Furthermore, the outcome of the hypothesis indicated that Ha is accepted. T-count exceeded T-table (17.693 > 1.694), which suggests that the shadowing technique noticeably improved pronunciation.

Review

The paper "Shadowing Technique to Improve the Students’ Pronunciation Ability in Narrative Text" addresses a key challenge in English language learning: improving pronunciation among non-native speakers. The research specifically investigates the efficacy of the shadowing technique on eighth-grade students at SMPN 37 Semarang, with a particular focus on their pronunciation in narrative texts. The study sets out clear objectives: to assess students' pronunciation before and after the intervention, and to determine if the shadowing technique leads to a significant improvement. The methodology, based on a pre-experimental pre-test and post-test design using statistical analysis via SPSS, offers a direct approach to evaluating the technique's impact. The findings presented in the abstract strongly support the effectiveness of the shadowing technique. A substantial improvement in students' pronunciation achievement is evident, with the average score rising from a pre-test mean of 61.82 to an impressive 90.85 after the treatment. This considerable gain is statistically reinforced by the hypothesis test, where the T-count (17.693) significantly exceeded the T-table value (1.694), leading to the acceptance of the alternative hypothesis. This robust statistical outcome clearly indicates that the shadowing technique had a noticeable and positive impact on the students' English pronunciation within the context of narrative texts. While the results are highly encouraging and underscore the potential of the shadowing technique as a pedagogical tool, a comprehensive review would note certain limitations inherent in the pre-experimental design. The absence of a control group means that the observed improvements, while substantial, cannot be definitively attributed solely to the shadowing technique, as other confounding variables or maturation effects cannot be entirely ruled out. For future research, incorporating a quasi-experimental design with a control group would significantly strengthen the internal validity and generalizability of these promising findings. Nevertheless, this study provides valuable preliminary evidence for the positive effect of the shadowing technique on pronunciation improvement in an EFL setting.

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