Bilingual: Jurnal Pendidikan Bahasa Inggris Vol.
6 No.
2, 2024
DOI: 10.
36985/daayr938 e Ae ISSN: 2302 - 6596
THE USE OF SHADOWING TECHNIQUE TO IMPROVE STUDENTSAo SPEAKING
SKILLS IN SMA YPK PEMATANGSIANTAR
1Nuri Anggraini Putri, 2Semaria Eva Elita Girsang, 3Indra Jayanti Damanik
Fakultas Keguruan dan Ilmu Pendidikan Universitas Simalungun
ABSTRACT
This research aims to determine the effectiveness of the shadowing technique on studentsAo speaking skills among the tenth-grade students of SMA YPK Pematangsiantar.
This research was classified as a quasi-experimental.
It uses two groups, class X IPS 3 as the experimental group and class X MIPA 1 as the control group.
The experimental group was students who taught by using the shadowing technique whereas the control group was students who taught without using the shadowing technique.
The sample of this research was 28 students of the experimental group and 28 students of the control The data were obtained using the pre-test and post-test that was given to both groups.
The data of the pre-test and the post-test of both groups were analyzed by using SPSS 26 forms.
Based on the data analysis, the researcher found that the students taught speaking using the shadowing technique will show better achievement than those taught without using the shadowing technique.
From the result of the computation, in which the value t-test is higher than t-table .
050 > 1.
Therefore.
Ha was accepted and H0 was rejected.
From the description above, it can be concluded that the shadowing technique is effective on studentsAo speaking skills at the tenth-grade students of SMA YPK Pematangsiantar.
After conducting this study, the researcher can give some suggestions to students to be more creative and motivated to practice speaking skills, improve vocabulary and grammar, and continue to work hard to be able to speak English well and correctly.
Teachers are advised to provide varied teaching methods, prepare materials and students well, organize time effectively, and encourage more speaking practice.
Overall, the shadowing technique is a valuable tool for improving English speaking.
Keywords: English.
Speaking Skills.
Shadowing Technique INTRODUCTION Humans need communication to help survive, one of which is by using language as a means of Language is the most effective communication tool in conveying messages, thoughts, feelings, goals to others and allows for creating cooperation between humans.
So, the role of language becomes very dominant in various human daily life (Okarisma Mailani.
Irna Nuraeni.
Sarah Agnia Syakila.
Jundi Lazuardi, 2.
English is widely used worldwide and plays a dominant role in various aspects of daily life.
Listening, speaking, reading, and writing are the four primary language skills that contribute to effective communication and understanding.
Among these skills, speaking is considered fundamental but often challenging for English learners.
Pronunciation is a key aspect of speaking and can significantly impact communication effectiveness.
Indonesian students, in particular, struggle with mastering English pronunciation due to its complexity.
According to the researcherAos experience, while carrying out the practical fieldwork at the SMA Teladan Pematangsiantar from February until April 2023, there are still many students who find it difficult to pronounce English vocabulary.
For example, when students say cake .
it changes to .
, may .
changes to .
, and so on.
The cause is the difference in pronunciation between English and Indonesian as well as a lack of practice.
Apart from that, students are less motivated to learn in class, most students are less active so students become passive in the class.
The researcher also found that students were not good at speaking English because they tended to not believe in themselves due to the factors of ridicule and peers.
Ausok Inggris kamu!Ay.
Auah, norak! Baru bisa bahasa Inggris doang!Ay These sentences sometimes make students reluctant to speak English in class.
The problems with English speaking depicted above must be resolved.
Thus, the researcher found various appropriate learning methods are expected to improve student learning.
One of the most effective methods for teaching English speaking is the shadowing technique.
According to Hamada This is an open access article distributed under the Creative Commons Attribution 4.
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DOI: 10.
36985/daayr938 e Ae ISSN: 2302 - 6596 .
2: .
, shadowing is defined as the activity of using headphones to hear and recite a sound as parrots do.
Shadowing in English is one of the best ways to improve studentsAo speaking skills as it helps improve pronunciation, intonation, and vocabulary.
It can also help students unconsciously improve other things in English such as rhythm, stress, grammar, and more.
The effectiveness of shadowing as a listening learning method was researched in 2012 by Yo Hamada, a professor at Akita University in Japan.
At that time.
Hamada applied shadowing to English language learning and got the results that shadowing can improve studentsAo listening skills.
Using the same method, researchers are interested in examining the use of shadowing in English learning to determine studentsAo pronunciation ability in the tenth grade of SMA YPK Pematangsiantar.
The Problem of the Research The research problem focuses on addressing the difficulties Indonesian students face in pronouncing English vocabulary.
The main question is whether the use of the shadowing technique can improve the speaking skills of tenth-grade students at SMA YPK Pematangsiantar.
The Objectives of the Research The research aims to introduce and explore the use of the shadowing technique to enhance the speaking skills of tenth-grade students at SMA YPK Pematangsiantar.
II.
LITERATURE REVIEW
The Definition of Speaking Speaking is a fundamental skill in English and is crucial for effective communication.
involves producing, receiving, and processing information in an interactive process.
Furthermore, speaking skills are closely linked with listening skills, and together they form the foundation of verbal In the communication process, speaking skills cannot process information alone because speaking is not a discrete skill (Tailor & Francis, 2016: .
The fact that studying speaking involves some overlap with other skills is one of the main challenges.
Speaking skills are usually associated with listening skills.
Listening and speaking are complementary and reciprocal, although they draw on different mental processes (Anaheim University, 2010: .
In most communication, we do not simply listen, nor do we just speak.
We listen and speak.
Byrne said that speaking or oral communication is two ways of the process between speaker and listener involving productive skills and receptive skills.
The Types and the Components of Speaking The types of speaking include imitative, intensive, responsive, interactive, and extensive (Brown, .
Imitative: the ability to imitate .
arrot bac.
a word or a phrase or possibly a sentence.
Intensive: goes one step beyond imitative to include any speaking performance that is designed to practice some phonological and grammatical aspect of language.
Responsive: interaction at the somewhat limited level of a very short conversation, standard greeting and small talk, simple comment and request, and the like.
Interactive: complex interaction which sometimes includes multiple exchanges and or multiple participants.
Extensive .
: Extensive oral production tasks include speeches, oral presentation, and story-telling, during which the opportunity for oral interaction from the listener is either highly limited .
erhaps to nonverbal response.
or ruled out altogether.
Speaking ability consists of comprehension, grammar, vocabulary, pronunciation, and fluency.
Comprehension.
Oral communication involves both responding to and initiating speech.
Grammar.
Students must arrange a correct sentence in the discussion.
Heaton .
8: .
suggests that studentsAo capacity to modify structure and recognize suitable grammatical forms is related to their .
Grammar is also useful for learning the proper technique to build skills in a Both orally and in writing.
Vocabulary refers to the suitable diction that can be used in A limited vocabulary hinders efficient communication and expression, both verbally and in writing.
Having a restricted vocabulary is an additional obstacle that prevents learners from learning a language.
Pronunciation.
The researcher defined pronunciation as the unambiguous production of words in a certain language during speech.
Proper pronunciation is essential for clear .
Fluency is described as the ability to talk fluently and accurately.
In other words, the speaker can read, interpret, and answer in a language clearly and simply while trying meaning to Many language learners strive to be fluent speakers.
Signs of fluency include speaking This is an open access article distributed under the Creative Commons Attribution 4.
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36985/daayr938 e Ae ISSN: 2302 - 6596 quickly, with little pauses and AuumsAy or AuersAy.
These signals show that the speaker did not spend much time searching for linguistic items to explain their point.
The Assessment of Speaking Assessing speaking skills can be challenging and typically involves observing live oral performances or capturing performances for later evaluation.
Direct assessment methods, such as interviews and presentations, are commonly used to evaluate speaking skills.
There are six components of speaking to be scored.
pronunciation, grammar, vocabulary, fluency, and comprehension has stated on the table below:
Table 1.
The assessment of speaking Aspects Pronunciation Scores Indicators Equivalent to and fully accepted by an educated native speaker Errors in pronunciation are quite rare and errors never interfere with understanding and rarely disturb the interlocutor Accents are intelligible though often quite faulty Errors in pronunciation are frequent but can be understood by an interlocutor used to dealing with foreigners attempting to speak his language Grammar Equivalent to that of an educated interlocutor and Able to use the language accurately on all levels normally Control of grammar is good.
Able to speak the language with sufficient structural accuracy to participate effectively in most formal and informal conversations on practical Can usually handle elementary constructions quite accurately but does not have thorough or confident control of grammar Errors in grammar are frequent, but the speaker can be understood by an interlocutor used to dealing with foreigners attempting to speak his language Vocabulary Speech on a level is fully accepted by an educated interlocutor in all its features including breadth of vocabulary and idioms, colloquialisms, and pertinent cultural references, can understand and participate in any conversation within the range of his experience with a high degree of precision in vocabulary Able to speak the language with sufficient vocabulary to participate effectively in most formal and informal conversations on practical, social, and professional Has speaking vocabulary sufficient to express himself simply with some Speaking vocabulary inadequate to express anything but the most elementary needs Fluency Has complete fluency in the language such that his speech is fully accepted by an educated interlocutor and able to use the language fluently on all levels normally pertinent to professional needs Can discuss particular interests of competence with reasonable ease Can handle with confidence but not with facility most social situations, including introductions and casual conversation No specific fluency description.
Refer to the other four language areas for implied level of fluency Comprehension Equivalent to that of an educated interlocutor and can understand any conversation within the range of his experience Comprehension is quite complete at a normal rate of speech Can get the gist of most conversations on non-technical subjects Within the scope of his very limited language experience, can understand simple questions and statement Source: A Study on the Speaking Ability of the Second-Year Students of SMK Telkom Pekanbaru by Azlina Kurniati.
Eliwarti, and Novitri .
The Definition of Shadowing Technique Shadowing is an advanced language-learning technique that involves repeating verbal expressions to improve intonation and pronunciation.
It is a simultaneous listening and speaking task that aids in enhancing listening and speaking skills.
The basic definition of shadowing is a paced This is an open access article distributed under the Creative Commons Attribution 4.
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36985/daayr938 e Ae ISSN: 2302 - 6596 auditory tracking task that involves the immediate sounding of auditory presented stimuli (Lambert S.
According to Shiki et al.
, the shadowing technique can be defined as a process of rapidly repeating a verbal expression, while repetition is an online task because it provides the learner with silent pauses to produce sounds.
Shiota argues that shadowing is a training technique used to improve performance skills (Shiota, 2.
According to (Cassilas, 2.
shadowing is a listening activity or task, where the student observes the speech heard and repeats it as accurately as possible listening carefully to the incoming information.
(Thi Huyen, 2.
developed a model of working memory that shows the mechanism of memory retention and voice recognition.
Shadowing shares many of the same properties as reflection, and the two concepts are often used interchangeably, even though they are very distinct techniques.
Mirroring involves and performs a simulation of physical gestures.
According to this model, shadowing is a highly cognitive action as opposed to a purely automatic memory action or parroting.
According to the researcherAos opinion, the shadowing technique is an imitation technique where one is imitating another speaker or certain aspects or elements of someone elseAos speech.
The shadowing technique leads students to repeat what the speaker says word by word or phrase by phrase.
The researcher has also used this shadowing technique on herself by using media in the form of podcasts and listening to English songs every day, and the results are satisfactory.
In about two weeks, the researcherAos pronunciation ability developed for the better.
The Types of Shadowing There are two types of shadowing: .
Quick usage is full shadowing and slash shadowing.
Full shadowing means that the audience listens completely in shadow and immediately repeats the speakerAos words.
Slash shadowing means that the listener listens and immediately repeats what the speaker says with a pause.
Based on the script usage, shadowing can be classified as direct and indirect shadowing.
Direct shadowing means that the listeners listen and directly repeat what the speaker says without looking at the text.
Indirect shadowing means that the listener listens and repeats what the speaker says while looking at the texts.
The Procedures for Using the Shadowing Technique According to Kadota and Tamai .
s cited by Eva Leonisa, 2.
, the procedures for using shadowing techniques include Mumbling: Listeners shadow by focusing not on their pronunciation but on the incoming sounds they are listening to.
Synchronized reading: Listeners shadow the audio, reading aloud the script, stimulating every sound and intonation.
Prosody shadowing: Listeners try to shadow as they do in the synchronized reading without a script.
Content shadowing: Listeners shadow as well as focus on the contents of the speech.
The Benefits of Using Shadowing Technique The shadowing technique is effective in enhancing listening, speaking, and pronunciation skills and can be easily practiced by students.
Below are some of the benefits of using the shadowing technique obtained by Bilingual:
Speech shadowing helps in better pronunciation Improves vocabulary of the target language Can gain fluency in the language by using speech shadowing Creates an impression of the sentence structures in mind Imparts targeted learning.
The Research Methodology Research Design Arikunto .
states that the research method is crucial for obtaining valid and reliable data.
It is a scientific way to collect data for specific purposes.
The scientific method is based on characteristics such as rational, empirical, and systematic approaches.
The research design used in this study is a quantitative research design, specifically a quasi-experimental design.
This design was chosen due to the nature of the investigation being conducted.
Location of Research The location of the research is SMA YPK Pematansiantar, which was chosen as the field of the research due to its accessibility and the researcher's familiarity with the school and its students.
Population and Sample This is an open access article distributed under the Creative Commons Attribution 4.
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36985/daayr938 e Ae ISSN: 2302 - 6596 The population of the study consists of the tenth-grade students of SMA YPK Pematangsiantar for the 2023/2024 academic year.
The total population is 56 students, with two classes (X IPS 3 and X MIPA .
selected as the sample for the research using the cluster random sampling technique.
Research Instrument In this study, a set of tests, including pre-tests and post-tests, was used to measure students' speaking skills.
The validity of the test was measured through a tryout test and a normality and homogeneity test.
Technique of Analysis and Collecting Data The researcher collected data through pre-tests, treatments, and post-tests.
The treatment involved using the shadowing technique to assess studentsAo speaking skills.
Data analysis was conducted using SPSS 26.
The analysis included a normality test, a homogeneity test, and a hypothesis test to determine whether there was a significant difference between studentsAo speaking skills using the shadowing technique and those not using it.
In summary, the research methodology used in this study was a quantitative research design, conducted at SMA YPK Pematansiantar, with a population of tenth-grade students.
The research instrument used was a set of tests, and data analysis was conducted by using SPSS 26, including normality and homogeneity tests.
The key focus of the study was to assess the effectiveness of the use of the shadowing technique on studentsAo speaking skills.
IV.
The Data and Data Analysis 1 The Data Analysis of StudentsAo Pre-test in the Experimental Class Frequency of Pre-test in Experimental Class Scores of Pre-test Valid Total Frequency Percent Valid Percent Cumulative Percent The table above shows that the scores of students in speaking were varied.
There were 3,6% or a student received scores in 38 points it has become the lowest score in this class, 3,6% or a student received scores in 39 points, 3,6% or a student received scores in 41 points, 3,6% or a student received scores in 42 points, 3,6% or a student received scores in 44 points, 7,1% or 2 students received the scores in 45 points, 7,1% or 2 students received the scores in 46 points, 3,6% or a student received scores in 47 points, 3,6% or a student received scores in 48 points,10,7% or 3 students received the scores in 49 points, 3,6% or a student received the scores in 50 points it has become the middle score in this class, 3,6% or a student received the scores in 51 points, 7,1% or 2 students received the scores This is an open access article distributed under the Creative Commons Attribution 4.
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36985/daayr938 in 53 points, 3,6% or a student received the scores in 54 points, 7,1% or 2 students received the scores in 55 points, 3,1% 0r a students received the scores in 57 points, 7,1% or 2 students received the scores in 58 points, 3,6% or a student received the scores in 59 points, 3,6% 0r a student received the scores in 60 points, 3,6% 0r a student received the scores in 63 points, and 3,6% or a student received the scores in 74 it has becomes the highest scores in this class.
Statistic Score of Pre-test in Experimental Class Statistics Scores of Pre-test Valid Missing Mean Median Std.
Deviation Variance Range Minimum Maximum Sum Based on the statistic table shows that the mean of the total scores pre-test was 51,00, the median was 49,50, the standard deviation was 7.
944, the variance was 63.
111, the range was 36, the minimum was 38 and the maximum was 78.
Furthermore, it can be concluded that the total sum was 1428 with N .
he total number of students in the experimental grou.
are 28 students.
Thus, the overall total of the pre-test is a fairly high score for tenth-grade students.
Normality Test of Pre-test in Experimental Class One-Sample Kolmogorov-Smirnov Test Normal Parametersa,b Most Extreme Differences Mean Std.
Deviation Absolute Positive Negative Test Statistic Asymp.
Sig.
-taile.
Test distribution is Normal.
Calculated from data.
Lilliefors Significance Correction.
This is a lower bound of the true significance.
Pre-test Experimental Based on the calculation of SPSS 26 above, it can be seen that the test uses the KolmogorovSmirnov test.
The data of the pre-test in the control class is normally distributed.
It can be seen from the value of sig.
-taile.
that is higher than 0,05.
The pre-test has a significance of 0,200c,d > 0,05 so the pre-test result is normally distributed.
The Data Analysis of StudentsAo Post-test in Experimental Class Frequency of Post-test in Experimental Class Scores of Post-test Valid Frequency Percent Valid Percent Cumulative Percent This is an open access article distributed under the Creative Commons Attribution 4.
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36985/daayr938 Total The table above shows that the scores of students in speaking were varied.
There was 7,1% or 2 students received scores in 61 points it becomes the lowest score in this test, 3,6% or a student received scores in 62 points, 7,1% or 2 students received the scores in 63 points, 3,6% or a student received scores in 64 points, 7,1% or 2 studentS received the scores in 65 points, 7,1% or 2 students received the scores in 66 points, 3,6% or a student received the scores in 70 points, 3,6% or a student received the scores in 71 points, 7,1% or 2 students received the scores in 72 points, 3,6% or a student received the scores in 73 points it becomes the middle score in this test, 7,1% or 2 students received the scores in 74 points, 14,3% or 4 students received the scores in 75 points, 7,1% or 2 students received the scores in 76 points, 3,6% or a student received the scores in 77 points, 7,1% or 2 students received the scores in 81 points, 3,6% or a student received the scores in 86 points, and 3,6% or a student received the scores in 95 points it becomes the highest scores in this test.
Statistics of Post-test in Experimental Class Statistics Scores of Post-test Valid Missing Mean Median Std.
Deviation Variance Range Minimum Maximum Sum Based on the statistics table shows that the Mean of the total scores post-test was 71.
93, the Median was 72.
50, the Std Deviation was 8.
009, the Variance was 64.
143, the Range was 34, the Minimum was 61 and the Maximum was 95.
Furthermore, it can be concluded that the total Sum was 2014 with N .
he total number of students in the experiment clas.
are 28 students.
Thus, the overall total of the post-test in this class is a high score for tenth-grade students.
Normality Test of Post-test in Experimental Class One-Sample Kolmogorov-Smirnov Test Normal Parametersa,b Most Extreme Differences Mean Std.
Deviation Absolute Positive Post-test Experimental This is an open access article distributed under the Creative Commons Attribution 4.
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36985/daayr938 e Ae ISSN: 2302 - 6596 Negative Test Statistic Asymp.
Sig.
-taile.
Test distribution is Normal.
Calculated from data.
Lilliefors Significance Correction.
This is a lower bound of the true significance.
If sig > c .
, so the test is normal If sig < c .
, so the test is not normal Based on the table above, it is found that the pre-test scores of the control class are distributed normally because the significance in the pre-test is lower than c .
,200c,d > 0,.
in the control group.
The Data Analysis of Pre-test in Control Class Frequency of Pre-test in Control Class Scores of Pre-test Valid Total Frequency Percent Valid Percent Cumulative Percent The table above shows that the scores of students in speaking were varied.
There were 7,1% or 2 students who received scores in 39 points which becomes the lowest score in this test, 3,6% or a student received scores in 40 points.
37,1% or 2 students received the scores in 41 points.
3,6% or a student received scores in 42 points.
3,6% or a student received score in 43 points.
7,1% or 2 students received the scores in 44 points, 3,6% or a student received the scores in 45 points, 10,7% or 3 students received the scores in 46 points, 3,6% 0r a student received the scores in 48 points, 3,6% 0r a student received the scores in 49 points, 10,7% or 3 students received the scores in 50 points which becomes the middle score in this test, 7,1% 0r 2 students received the scores in 52 points, 10,7% or 3 students received the scores in 53 points, 3,6% or a student received the scores in 54 points, 7,1% or 2 students received the scores in 55 points, 3,6% or a student received the highest scores in 57 points, and 3,6% or a student received the highest scores in 58 points it has becomes the highest scores in this Statistic of Pre-test in Control Class Statistics Scores of Pre-test Valid Missing Mean Median This is an open access article distributed under the Creative Commons Attribution 4.
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36985/daayr938 Std.
Deviation Variance Range Minimum Maximum Sum e Ae ISSN: 2302 - 6596 Based on the table shows that the Mean of the total scores pre-test was 48.
04, the Median was 50, the Std.
Deviation was 5.
686, the Variance was 32.
332, the Range was 19, the Minimum was 39 and the Maximum was 58.
Furthermore, it can be concluded that the total Sum was 1345 With N .
he total number of students in the control clas.
are 28 students.
Thus, the overall total of the pre-test is a fairly high score for tenth-grade students.
Normality Test of Pre-test in Control Class One-Sample Kolmogorov-Smirnov Test Normal Parametersa,b Most Extreme Differences Mean Std.
Deviation Absolute Positive Negative Test Statistic Asymp.
Sig.
-taile.
Test distribution is Normal.
Calculated from data.
Lilliefors Significance Correction.
This is a lower bound of the true significance.
Pre-test Control If sig > c .
, so the test is normal If sig < c .
, so the test is not normal Based on the table above, it is found that the pre-test scores of the control class are distributed normally because the significance in the pre-test is lower than c .
,200c,d > 0,.
in the control group.
The Data Analysis of Post-test in Control Class Frequency of Post-test in Control Class Scores of Post-test Valid Frequency Percent Valid Percent Cumulative Percent This is an open access article distributed under the Creative Commons Attribution 4.
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36985/daayr938 Total The table above shows that the scores of students in speaking were varied.
There were 7,1% or 2 students received the scores in 55 points it becomes the lowest score in this test, 3,6% or a student received the scores in 56 points, 14,3% or 4 students received the scores in 60 points, 3,6% or a student received the scores in 61 points, 3,6% or a student received the scores in 62 points, 3,6% or a student received the scores in 63 points, 3,6% or a student received the scores in 64 points, 7,1% or 2 students received the scores in 65 points, 3,6% or a student received the scores in 66 points it becomes the middle score in this test, 7,1% or 2 students received the scores in 67 points, 7,1% or 2 students received the score in 68 points, 3,6% or a student received scores in 70 points, 3,6% or a student received scores in 73 points, 3,6% or a student received the scores in 74 points, 3,6% or a student received scores in 76 points, and 3,6% or a student received scores in 77 points, 7,1% or 2 students received scores in 78 points, 3,6% or a student received scores in 79 points, 3,6% or a student received scores in 80 points, 3,6% or a student received scores in 81 points it becomes the highest point in this Statistics of Post-test in Control Class Statistics Scores of Post-test Valid Missing Mean Median Std.
Deviation Variance Range Minimum Maximum Sum Based on the table, the Mean of the total scores post-test was 67.
43, the Median was 66.
50, the Std.
Deviation was 7.
988, the Variance was 63.
810, the Range was 26, the Minimum was 55 and the Maximum was 81.
Furthermore, it can be concluded that the total Sum was 1888 with N .
he total number of students in the control clas.
are 28 students.
Thus, the overall total of the post-test in this class is a high score for tenth-grade students.
Normality Test of Post-test in Control Class One-Sample Kolmogorov-Smirnov Test Normal Parametersa,b Most Extreme Differences Mean Std.
Deviation Absolute Positive Negative Test Statistic Asymp.
Sig.
-taile.
Test distribution is Normal.
Calculated from data.
Lilliefors Significance Correction.
This is a lower bound of the true significance.
Post-test Control If sig > c .
, so the test is normal If sig < c .
, so the test is not normal Based on the calculation of SPSS 26 above, it can be seen that the test uses the KolmogorovSmirnov test.
The data of the post-test in the experimental class is normally distributed.
It can be seen This is an open access article distributed under the Creative Commons Attribution 4.
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36985/daayr938 from the value of sig.
-taile.
that is higher than 0,05.
The post-test has a significance of 0.
200c,d > 0,05 so the post-test result is normally distributed.
Homogeneity Test Test of Homogeneity of Variances Levene Statistic Results of Students Based on Mean Learning Based on Median Based on Median and with .
adjusted df Based on trimmed mean Sig.
Based on the table above, the researcher found that based on the mean as df1 .
egree of freedo.
= 1 followed by df2= 54 with significance= 0.
Then, based on the median df1= 1 followed by df2= 54 with a significance 0.
Next, based on the median and with adjusted df has df1= 1 followed by df2= 53.
234 with a significance 0.
If the significance is less than 0,05 .
-talie.
< 0,.
, the variants differ significantly .
ot If the significance is greater than 0,05 .
-talie.
> 0,.
, the variants are significantly similar .
Based on the table above, the researcher found the significance value of the post-test is 0.
So, 0.
701 > 0.
05, it means that the data of post-test homogeny.
ANOVA
Results of Students Learning Sum of Squares Between Groups Within Groups Total Mean Square Sig.
Based on the the table of Anova above, the researcher found that the total of sum of squares between groups and within the groups is 3738.
214 and the df in between groups is 1 and the df within groups is 54.
In addition, the mean square between groups is 283.
500 and the mean square within groups is 63.
Then, between groups have sum of squares is 283.
500, and within groups have sum of squares is 3454.
Based on the table fcount = 4.
431 > ftable = 4.
019 at significance level c = 0.
with degrees of freedom .
= 1 degree of freedom .
can be obtained from the total sample less of the variable of the research in the control group and experimental group.
So 28-1= 27 for experimental class and 28 -1= 27 for the control class.
Based on the table above, it means that H0 improves the students' speaking ability significantly.
The Hypotheses Testing Paired Samples Test Paired Differences Pair Post-test Experiment Post-test Control Mean Std.
Std.
Error Deviation Mean 95% Confidence Interval of the Difference Lower Upper Sig.
Based on the table above shows that the researcher found that tcount = 2.
050 > ttable = 1.
703 at the significance level c = 0.
05 and degrees of freedom .
= 27.
HO is rejected and Hc is accepted.
This is an open access article distributed under the Creative Commons Attribution 4.
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36985/daayr938 e Ae ISSN: 2302 - 6596 means that the shadowing technique can improve studentsAo speaking ability in tenth grade of SMA YPK Pematangsiantar.
Research Findings and Discussion The research findings showed that the students' speaking ability improved when taught using the shadowing technique.
The researcher used SPSS version 26.
00 to obtain accurate results.
The effectiveness of the shadowing technique was assessed by implementing it in the experimental class after conducting a pre-test.
The pre-test was also given to the control class.
The scores from the pretest in the experimental class were valid and showed a mean score of 51.
The post-test scores in the experimental class had a mean score of 67.
43, indicating improvement.
Similarly, the control group also showed improvement in their post-test scores.
Based on the findings, it was evident that the experimental group performed better than the control group.
The scores were significantly different, demonstrating that the shadowing technique had a positive impact on students' speaking ability.
The analysis of variance showed that there was a significant improvement in students' speaking ability in the experimental group compared to the control group.
The discussion highlighted that previous research has also shown the positive effect of the shadowing technique on speaking ability.
In this research, the use of the shadowing technique in SMA YPK Pematangsiantar was effective, with the experimental class performing better than the control The technique not only improved speaking ability but also increased students' motivation to work together and allowed lower-ability students to learn from their higher-ability peers.
Conclusion and Suggestion In conclusion, the research findings support the hypothesis that the shadowing technique can improves students' speaking ability in English.
The shadowing strategy can be applied to first-year students in senior high school to enhance their speaking skills.
Students responded positively to the technique and found it interesting and helpful.
Suggestions for students include being more creative and motivated to practice speaking skills, improving vocabulary and grammar, and continuing to work hard.
Teachers are advised to provide various teaching methods, prepare materials and students properly, manage time effectively, and encourage more speaking practice.
Overall, the shadowing technique is a valuable tool for improving speaking ability in English.
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