RESEARCH PROPOSAL

THE INFLUENCE OF SHADOWING TECHNIQUE

TO IMPROVE STUDENTS’ SPEAKING PRONOUNCIATION

AT SMK DHARMA BHAKTI TOMOHON

BY:

GWENTRY FINGKY MANOPPO

SRN: 20 403 058

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

UNIVERSITAS NEGERI MANADO

2023
CHAPTER I

INTRODUCTION

1.1 Background of the study

English is an international language that must be mastered by students to

be able to communicate and be able to help in both social and academic

environments. English is crucial in absorbing and developing science, technology,

culture, the economy, and tourism. English is becoming increasingly popular

among Indonesian scholars, bureaucrats, and elites as the use of information

technology grows Liando (2009). According to Rorimpandey (2023) English as a

foreign language for children in Indonesia is good if it is introduced from

childhood so that it will not become a frightening specter later.

In learning English, speaking is one of the difficult skills to deal with for

beginner students. Speaking is also a productive skill where students communicate

their thoughts, feelings, ideas and are able to respond to messages with others. This

means that all language learners must be able to speak English in order to

communicate with each other. When we talk about English speaking skills,

pronunciation plays an important role. Especially when you speak English, correct

pronunciation is very important. It is a physical skill that must be practised

regularly. English pronunciation is one of the most difficult skills to acquire and

learners have to spend a lot of time to improve their pronunciation Garcia (2007).

Accurate pronunciation is one of the basic requirements for learning to

speak and is also one of the most important features of language teaching. Good
pronunciation leads to learning while poor pronunciation causes great difficulties

in language learning Gilakjani (2012).

Based on preliminary observation in SMK Dharma Bhakti Tomohon, there

are some problems that english learning, such as they were lack of pronounciation

to learn english, they were lack of motivations in english learning. At school,

researchers have encountered problems with some students who have difficulty in

sounding out words correctly. These students often have difficulty pronouncing

certain sounds, such as vowels, and difficult consonants. This can affect their

communication and comprehension skills, especially in English. As a result,

students may feel less confident when speaking in front of the class or interacting

with their peers.

Based on the above problems, there is a need for action, namely

researchers using shadowing techniques through videos so that students can more

easily practice at school or at home. Shadowing is a technique where students

listen to video and then they repeat after watch. Students are encouraged to follow

the speaker on video as soon as possible by only having a short time to delay it.

According to Tamai (1997), shadowing is actually a cognitive and active activity

where students try to guess the words they hear and clearly say the words while

listening continuously(as quoted in Sumarsih (2017). So when students say the

words that they listen indirectly they will get the new vocabulary and how to

pronounce it correctly. Shadowing technique can be implemented by the teacher

in the classroom because this technique can make students enthusiastic about

practicing pronunciation English. Shadowing technique enables students to

overcome the problems through continual practice and gradual progress. Students

can listen carefully to native English speakers and analyze the word stress.

Moreover, students must imitate closely the original sources. These learning

processes are able to lead students to practice their pronunciation a lot. Shadowing

is one of the techniques that can be used to give more input to practice

pronunciation effectively. It requires the learners to shadow the words

simultaneously after listening to the speaker.

The current study was conducted at SMK Dharma Bhakti for several

reasons. First of all, the results of the preliminary study conducted by the research

showed that students of SMK Dharma Bhakti still face some problems in learning

pronunciation among others, they feel bored during the teaching and learning

process due to the monotonous teaching techniques. In addition, the pronunciation

teaching and learning process still needs to be developed in a more effective way

to improve students' abilities. The shadowing technique applied at SMK Dharma

Bhakti which focuses on giving examples of articulation pronunciation in words

and sentences by doing drilling activities proves to be ineffective as it shows less

exposure to listening activities. Moreover, teaching pronunciation using

technology such as mobile phones and YouTube is rarely practised. Therefore, the

researcher is interested in using shadowing technique to improve students'

pronunciation at SMK Dharma Bhakti Tomohon.

\
1.2 Research question

Based on the research background previously described, the research

questions is the Shadowing Technique effective to Improve Students English

Pronunciation?

1.3 Purpose of this study

Based on the research question, the purpose of this study is to find out the

influence of Shadowing Technique to improve students pronounciation. The

implementing of this technique will be very useful and appropriate for the process

of teaching and learning pronounciation.

1.4 Limitation of study

This research has limitations that only focus on the use of videos from

several movie scenes that will be taken on YouTube to be applied with the

shadowing technique to students in improving pronounciation skills. This research

also was limited to the students of pre-basic level at SMK Dharma Bhakti

Tomohon.

1.5 Significance of the research

1. Theoretically

The results of the research can be used to enrich the theories and methods

regarding the use of the shadowing technique for the development of the

pronunciation skills of students.

2. Practically

The results of the research provide practical information for English

teachers on how to use shadowing to teach students to speak, listen and

pronounce. On the other hand, for the learners, the research findings

provide a direct
contribution to their language development in the arcas of speaking, listening and

pronunciation and to their success in examinations.

1.6 Definition key term

Some terms, such as Shadowing Technique, Speaking and Pronunciation,

would be defined to remove any doubt in understanding the title of the research.

To avoid misunderstandings and to ensure that readers have the same

interpretation of the research , the following terminology is used.

1.6.1 Speaking

Speaking described as the activity as the ability to express oneself in the

situation or the activity to report acts or situation in precise words or the ability to

converse or to express a sequence of ideas fluently Tarigan (1990). For this

research, speaking skill related to the students in how students pronounce the word

precisely.

1. Pronunciation

Pronunciation is the use of a sound system in speaking and listening, Lado

(1964). In addition, the way how students speak and listen to video in shadowing

technique is match with the skills needed.

2. Shadowing Technique

Shadowing Technique is originally developed as a training technique for

simultaneous interpreting in improving the listening and speaking competence of

learners as 'shadowing' requires competence in both listening and speaking,

Yajima (1997). It means shadowing is one of training technique which is gained

language educators' interest to improve listening and speaking competence.

CHAPTER II

REVIEW OF LITERATURE

2.1 Pronounciation

Pronouncing is the act or outcome by which the sounds in language are

produced, often according to some standard for correctness or acceptability.

Pronunciation is the process of making sounds that have meaning. It includes

paying attention to the specific sounds of a language (segments), as well as

suprasegmental aspects of speech like intonation, phrasing, stress, timing, and

rhythm, voice quality, and, in its broadest sense, attention to gestures and facial

expressions that are closely related to the way we speak language Fraser (2001).

Below are brief summaries of each of these characteristics of pronunciation, along

with suggestions for further reading, Fraser (2001)

a) The Elements of Pronunciation Both suprasegmental and segmental

characteristics are included in the definition of pronunciation. The theory

outlined below is essential for teachers so that they understand how these

different aspects work, but learners do not necessarily need to cover the

theory in depth Fraser (2001).

b) Suprasegmental Aspects of Pronunciation

1. Stress describes the importance given to specific syllables within phrases

and to specific syllables or words within utterances. When we are listening

to someone speak, it is typically where we pick up on hand gestures and

other non-verbal cues because it is communicated by loudness, force, pitch

variation, and syllable length. Three levels of stress are significant: at the

word level (multisyllabic words have one or more stressed syllables), at

the sentence level (the most significant words tend to be stressed), and at

the contrastive level (the most significant words carry greater stress)

Fraser, (2001).

2. Intonation For speakers to convey meaning, especially about interpersonal

attitudes, intonation, or a change in pitch, is essential. Pitch alterations are

closely related to stress, as we observed in the previous section. Since

intonation patterns vary depending on the language, learners will need to

learn new ones for English in order to prevent inappropriately transferring

from their native tongue and possibly unwittingly offending others Fraser

(2001).

a) Segmental Aspects of Pronunciation

Vowels, diphthongs, and other individual sounds with the capacity to

convey meaning make up the phonemes that make up the English sound system

(combinations of two vowel sounds), triphthongs, which are three vowel sound

combinations or consonants. Our tongues are used to produce these sounds in

various mouth locations Fraser (2001).

b) Articulation

Articulation is the physical movements of the tongue, lips, teeth and jaw

that produce the speech sounds that form words and sentences. It can also be

defined as making sounds or words clear in speech or music. Articulation

therefore makes
it easier for everyone to understand what is being said, and it makes the

conversation clear and easy to understand.

c) Accent

Accents are defined as varieties in pronunciations of a certain language

and refers to the sound that exists in a person's language Behravan (2012). Accent

refers to a person's method of pronouncing a word. Everyone has a unique accent

depending on their mother tongue.

d) Flow

Flow in pronunciation refers to how someone speaks with the proper

pauses to convey their message more effectively. When someone speak with

unnecessary pauses it might be made their partner feel confused. Another example

of unnecessary pauses is when someone reading a sentence and there is no comma

() or point (.) then they do unnecessary pauses it might be so odd when they

pauses again when they see a comma or point in next few words.

e) Preparedness

Learning to pronounce a words precisely cannot be obtained in one night.

Learner must be practice their pronunciation many times so if learner 10 want to

pronounce a word like how it must be sound they must be well prepared like

explore they vocabulary and pronouncing it.

The conclusion of pronunciation is the act or manner of pronouncing

words or how to speak a word, especially a way that is accepted or generally

understood. When someone is speaking, pronunciation is must be precise to the

how sounds like,

pronouncing a right words like how it must be sounds will make interlocutors

understood what speaker talking about.

English pronunciation is one of the most difficult skills to acquire and

learners should spend lots of time, to improve their pronunciation Garcia (2007).

Understandable prónunciation is one of the basic requirements of learners'

competence and it is also one of the most important features of language

instruction. Good pronunciation leads to learning while bad pronunciation

promotes to great difficulties in language learning Gilakjani (2012).

2.1.1 Theories of Teaching Pronounciation

The ability to speak English involves certain language elements, systems,

and sub-skills such as vocabulary, grammar, and pragmatics Fraser (2000).

Pronunciation is essential; a person who speak so accurately can avoid

misunderstandings despite a lack of vocabulary and grammatical errors, whereas

someone with bad English pronunciation may mispronounce the words, which

will result in misunderstandings.

According to Dal-ton & Seidlhofer in Tlazalo and Basurto (2014) defined

that pronunciation is the action of producing sounds of speech to communicate a

message. Based on the statement above, we can conclude that having a good

pronunciation is important when trying to communicate orally. Tcaching

Pronunciation did not mean imitation of a native accent, but referred to pronounce

comprehensible utterances, Ur (2006). This also stated by Suyadi (2020) Students

are talking not only about the difficulty of finding the right words and using the
correct grammar but also about the difficulty of finding and expressing ideas in a

new language.

English pronunciation education is crucial for learning the language.

Indonesian students struggle to learn proper pronunciation because they have

grown up speaking their home tongue. The common problem of learning English

pronunciation caused by the differences between the sound system of the two

languages Dewi (2009).

2.2 Shadowing technique

The shadow technique is a language learning technique where you repeat a

video right after you hear it. You act like an "echo" or "shadow" (hence the name

"shadowing"), you listen to the words and then say them back out loud.

Shadowing is one of the recommended pronunciation techniques to improve

students' pronunciation, stimulate speaking fluency, and expand students'

vocabulary.

Some researcher also defined shadowing technique, according to Shiota

(2012) states that shadowing technique is a training used to enhance interpreting

skills. Shiki (2010) defines shadowing technique as a prompt learning imitation

process to imitate the speakers' speaking quickly. In addition, shadowing is the

method of following and imitating the sounds as closely as possible

Shadowing was first proposed in Cherry's research (1953). The

participants in his voice recognition experiment listened to two separate texts.

They were instructed to repeat simultaneously what they focused on, which is

shadowing, in order to make sure they were only listening to one of the

paragraphs. Later, shadowing was employed as a method for teaching

simultaneous interpreters how

to listen and talk at the same time. Shadowing has been used by beginner

translators to practice listening to one language and repeating it concurrently

before reaching the advanced stage of translation Lambert (1992). Because

shadowing includes listening to and repeating the input, it was then employed in

the classroom to practice listening and speaking.

Just as a shadow follows a person walking, a learner repeats what he or she

is hearing. As demonstrated in the example below, shadowing is an online

procedure where students must vocalize the speech as soon as they hear it, unlike

superficially related jobs like repetition. Repetition, on the other hand, is an offline

assignment that gives students time to think about and replicate what they have

heard. This subtle difference is crucial: learners focus exclusively on incoming

sounds when shadowing, improving their speech perception of the target language

Kadota (2007). As demonstrated, during shadowing and repetition, learners repeat

the auditory stimuli chunk by chunk while following the video stimuli as

simultaneously as feasible. Below are some instances of duplication and

shadowing. For example shadowing:

 Video:

"Studying English is kind of difficult but it's so interesting and usable."

 Learner:

“Studying English is kind of difficult but it's so interesting and usable."

In Hamada (2018) stated that according to Lambert (1992), is a pace of

following video tracks which involve immediate stimuli. The learners who use

this
method just need to hear what the speaker said and repeat what they heard as

accurately as possible.

2.2.1 Types of shadowing technique.

There are some types of shadowing has been implemented in classroom

activities by Arguelles (2011), Kadota (2007), and Tamai (1997) as cited in

Jaramillo (2016). It can be seen in the table below:

Table 2.2.1 Types of shadowing

Full Shadowing Students listen to video after that Imitate what they listen

immediately soon after they hear the video

Slash Shadowing The speaker let listeners identify the words they listen and

conveys the information with some intentionally pauses.

Silent Shadowing Students shadowing all the words with no voice and just

focus on the words they listen.

Part Shadowing Students focus on the their stressing to imitate some

selected words.

Part shadowing + Students give coments from some words after they

comment shadow the words they hear.

Part shadowing + Students give some questions from se words After they

question shadow the words they heard

Knowing how and when to apply the shadowing technique is required. As

a result, it is important to keep in mind that the types of shadowing according on

the level of the students. The following list shows that the technique is flexible

and may be adapted to the abilities and demands of the students.

2.2.2 Steps of Shadowing Techinque

According to Hamada (2014), the steps of shadowing is divided into five

steps :

a. Listening to video : Students focus on listening video carefully

b. Mumbling : Students imitate the video with low voice

c. Complete shadowing : Students shadowing every single word from the

video

d. Synchronized Reading: Student imitate the video, read text aload, and

emulate intonation and tone.

e. Act out : Student practice the text while shadowing it.

Before listening to the video the researcher support students in

pronouncing difficult words and pronounces them together with students.

2.2.3 The Advantages of Shadowing Technique

According to Hamada (2018), "Shadowing helps following fast speech,

which is one of the problems faced by non-native listeners." Native speakers tend

to speak fast and use linking verbs to connect the speech, which makes the non-

native listeners difficult to follow. Learners try, follow, and pursue with quick

speeches; this can help them to get used to listening to quick speeches. In theory,

students eventually become accustomed to this speed, which consequently helps

them listening better than before. Additionally, Sumarsih (2017) mentions the

benefit of using the shadowing technique, which covers activating bottom-up and

top-down processes, and echoic memory is operated to maintain the incoming

sound information more precisely.

Rost (2011) said attention is one of the factors needed to successfully

listen to a wide variety of acoustic features beyond the linguistic aspect. Students'

listening attention can be distracted by internal or external factors. Therefore,

listening is different from hearing. In listening, the listeners must pay attention to

the speaker to catch what they say. Shadowing makes learners concentrate on

listening. Shadowing tasks challenge the listener by echoing every word of spoken

utterances and preventing 'hearing' by not paying attention to incoming

information. Besides, shadowing can change passive listening to become active

listening.

2.3 Previous of study

In this study, the author have found previous research that have a relavant

with this study, the research is as follow:

The first research is entitled “The Use of Shadowing Technique to

Enchance Students’ Pronounciation at Brilliant English Course Pare Kediri”

Thesis, by Isna Maziatul Fitriyah (2022). This study focusing to find out the use

of shadowing technique to improve students' pronunciation in Brilliant English

Course Pare Kediri Where the subject of this research, which was carried out

using quantitative approach with quasi-experimental research design during the

academic year 2021- 2022. Pre test, treatment, and post test data collection

techniques were used to gather data, The hypothesis testing showed that the

significant value is under .05

A second study entitled “The Effectiveness of Shadowing Technique

Through Disney Film in Consonant Pronounciation 8th grade students at SMPN 4

Sumenep “Who also caried out by Kauna Bismie Abargiel (2021). This research

used a quantitative approach with a quasi-experimental design. The data that has
been collected came from the pre-test and post-test of 35 8th grade students at

SMPN 4 Sumenep which were divided into experimental and control groups. A

total of 70 recordings were obtained from these participants. To determine the effect

of using the shadowing technique, the collected data were analyzed using the T-test.

The results showed that the significance value on the T-test was 0.016 < 0.05. This

means, there is a significant effect on students' consonant pronunciation. Based on

the results it can be concluded that the use of shadowing techniques has a positive

and significant effect on improving students' consonant pronunciation.

The research conducted by the writer has similarities with the two previous

of the study above, both of which use shadowing technique with the research

objective to see the influence of using shadowing technique in improve students

pronounciation. In adittion, this study also has similarities with quantitative

research method and the same data collection techniques as the previous

researchers above, namely using pre-test and post-test. But on the other hand, this

research also has differences with previous studies where this research uses pre-

experimental as a research design, one of the previous studies used a quasi-

experimental design and the other used the same research design, namely pre-

experimental but three groups of pre-test and post-test while in this study using a

form of one group pre-test and post-test because this study did not use a

comparison group and only focused on one group. In addition, previous

researchers conducted research on junior high school students while the subjects

of this research were vocational students.

CHAPTER III

RESEARCH METHODOLGY

3.1 Research Design

This research uses quantitative research methods. Quantitative research,

according to Mujis (2004), aims to explain phenomena by collecting quantitative

data which is then analysed using mathematically based methods. The research

design uses pre-experimental. Experimental data collection methods are intended

to minimise the risk to the reliability and validity of the research Nunan (1993).

Researchers will use a pre-experimental design with the form of one group pre-

test and post-test because researchers will only focus on one group and there is no

comparison group. The researcher wants to know the Influence of Shadowing

Technique to Improve Students Pronunciation. This design will be used to

determine the fluency of using shadowing technique in teaching, therefore a pre-

test will be conducted before the treatment is given.

Table 3.1 Research Design

Class Pre-test Treatment Post-test

Class XI (Health) T1 X T2

Where:

T1 : Pre-Test

X : Treatment (Using shadowing technique)

T2 : Post-Test

(Setiyadi, 2006)
3.2 Subject of the Research

The subjects in this study will be conducted on students of class XI

(Health) SMK Dharma Bhakti Tomohon.

3.3 Data collection

The data collection technique used by the researcher in this study used a

Tets one (pre-test) and Test two (post-test) as a final test. The steps (procedures)

for data collection to be carried out as follows:

1. T1 (pre-test)

The researcher conduct pre-test for one meeting before giving treatment.

The students’ were given a video from youtube by the researcher. Each student is

given 1-2 minutes to shadowing the word on the video and 2-3 minutes to perform

in front of the class. The students’ speaking performance is recorded by using

recorder. After doing recording, the researcher give transcript and give score

dealing with pronunciation.

2. T2 (post-test)

The researcher gave post-test to the students‟ like in pre-test given. The

students‟ were given a video video from youtube by the researcher. Each student

is given 1-2 minutes to shadowing the video from video and 2-3 minutes to

perform in front of the class. The students‟ speaking performance is recorded by

using recorder. After doing recording, the researcher gave transcript and give

score dealing with pronunciation.

3.3 Data Analysis

In analysing the data in this study, researchers will use the Mean Score

formula from Sugiono (2010) to get the average results of the pre-test and post-

test. The formula is:

𝑀𝑒 = ∑ 𝑥 𝑖
𝑛
The description of the above formula is as follows:

Me = The mean score of students

∑xi = The total of students score

n = The total number of students

Sugiono (2010)
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