i

THE IMPLEMENTATION OF SHADOWING TEACHING TECHNIQUES

TO IMPROVE STUDENTS 'SPEAKING ABILITY AT SMAN 2 SIDRAP

(A Pre-experimental Research)

A THESIS

Submitted to the Faculty of Teacher Training and Education Makassar

Muhammadiyah University in Partial Fulfillment of the Requirement for the

Degree of English Education

ANDI TENRI BALI YAHYA

105351135216

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY

2020

ii

iii

iv

v

vi

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : ANDI TENRI BALI YAHYA

Stambuk : 10535 1135 216

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Implementation of Shadowing Teaching

Techniques to Improve Students’ Speaking Ability at

SMAN 2 Sidrap

Dengan ini menyatakan bahwa:

Skripsi yang saya ajukan di depan Tim Penguji adalah ASLI hasil

karya saya sendiri, bukan hasil ciplakan dan tidak dibuatkan oleh

siapapun.

Demikian surat pernyataan ini saya buat dengan sebenarnya dan saya bersedia

menerima sanksi apabila pernyataan ini tidak benar.

Makassar, 30 Januari 2021

Yang membuat Pernyataan

Andi Tenri Bali Yahya

105351135216

vii

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : ANDI TENRI BALI YAHYA

Stambuk : 10535 1135 216

Jurusan : Pendidikan Bahasa Inggris

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi ini, saya

yang menyusunnya sendiri (tidak dibuatkan oleh siapapun).

2. Dalam penyusunan skripsi, saya selalu melakukan konsultasi dengan

pembimbing yang telah ditetapkan oleh pimpinan fakultas.

3. Saya tidak melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.

4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3 maka saya

bersedia menerima sanksi sesuai dengan aturan yang berlaku.

Demikian surat pernyataan ini saya buat dengan sebenarnya dan saya bersedia

menerima sanksi apabila pernyataan ini tidak benar.

Makassar, 30 Januari 2021

Yang membuat Pernyataan

Andi Tenri Bali Yahya

105351135216

viii

MOTTO :

Don't compare your life with others, because every human being has

their own way of life that has been determined by Allah SWT.

(ANDI TENRI BALI YAHYA, 2021)

DEDICATION :

This research is dedicated to my dear parents who always supported

me in every condition. I also dedicate it to the Lecturers and Friends

around me who help me when I need help and advice. Finally, I

dedicate this Thesis to myself who never gave up in completing this

research. Thank you always to Allah SWT.

ix

ABSTRACT

Andi Tenri Bali Yahya. 2021. The Implementation of Shadwoing Teaching

Techniques to Improve Students' Speaking Ability at SMAN 2 Sidrap (A Pre-

exsperimental Reserach ). A thesis from the Department of English Education,

Faculty of Teacher Training and Education, Muhammadiyah University of

Makassar. Guided by Erwin Akib and Hj. Ilmiah.

This research aimed at finding out students‟ speaking ability using

shadowing techniques at the First Grade of SMAN 2 Sidrap.

The research used a pre-experimental research. The researcher had

conducted a treatment, which consisted of six meetings. The population of this

research was the first garde of SMAN 2 Sidrap. Researcher used purposive

sampling technique. The research instrument was a speaking test.

The research findings indicated that achievement of the first grade of

SMAN 2 Sidrap was improved after using shadowing techniques. It was proven

by mean score in terms of content in pre-test was 58 and post-test was 77. The

improvement of the content was 0.31%. It means that there was significant

difference between post-test and pre-test. Based on the research finding, the

researcher concluded that teaching English by using shadowing techniques could

improve the students‟ Speaking ability.

Keywords: Speaking skills, Shadowing Techniques

x

ABSTRAK

Andi Tenri Bali Yahya. 2021. Penerapan Teknik Mengajar Shadwoing untuk

Meningkatkan Kemampuan Berbicara Siswa di SMAN 2 Sidrap (A Pre-

exsperimental Reserach). Skripsi dari Jurusan Pendidikan Bahasa Inggris,

Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar.

Dipandu oleh Erwin Akib dan Hj. Ilmiah.

Penelitian ini bertujuan untuk mengetahui kemampuan berbicara siswa dengan

teknik membayangi di kelas satu SMAN 2 Sidrap.

Penelitian ini menggunakan penelitian pra eksperimental. Peneliti telah

melakukan perawatan yang terdiri dari enam pertemuan. Populasi penelitian ini

adalah siswa kelas 1 SMAN 2 Sidrap. Peneliti menggunakan teknik purposive

sampling. Instrumen penelitian adalah tes berbicara.

Hasil penelitian menunjukkan bahwa hasil belajar siswa kelas I SMAN 2 Sidrap

mengalami peningkatan setelah menggunakan teknik shadowing. Hal ini

dibuktikan dengan nilai rata-rata dari segi isi pada pre-test 58 dan post-test 77.

Peningkatan isi 0,31%. Artinya ada perbedaan yang signifikan antara post-test dan

pre-test. Berdasarkan temuan penelitian, peneliti menyimpulkan bahwa

pengajaran bahasa Inggris dengan menggunakan teknik shadowing dapat

meningkatkan kemampuan berbicara siswa.

Kata Kunci: Keterampilan Berbicara, Teknik Shadowing

xi

ACKNOWLEDGEMENT

In The Name of Allah, Most Gracious, Most Merciful

Alhamdulillah, the researcher expressed their gratitude to Allah SWT for their

blessings and blessings so that the researcher completed this Thesis. Salawat and

greetings are addressed to the last chosen envoy, Prophet Muhammad Swt, who

has brought us from darkness to light.

This research cannot run well without the support of various parties. Researcher

would like to thank:

1. Prof. Dr. H. Ambo Asse, M.Ag as the Rector of the Muhammadiyah

University of Makassar.

2. Erwin Akib, S.Pd., M.Pd., Ph.D as the Dean of the Muhammadiyah

University of Makassar.

3. Ummi Khaerati Syam, S.Pd., M.Pd and Ismail Sangkala S.Pd as the head

and device of English Education Department of FKIP UNISMUH

Makassar, who gave their valuable authorities and suggestion in doing

this thesis.

4. Erwin Akib, S.Pd., M.Pd., Ph.D as the first supervisor of the researcher

and Hj. Ilmiah, S.Pd., M.Pd as the supervisor of the two researcher who

have educated, supported, and guided researcher from beginning to end in

completing their thesis.

5. The Headmaster of SMAN 2 Sidrap, Drs.H.Mursalim., M.Si, English

Teacher, Drs.Mansur., M.Si and X MIPA I students of SMAN 2 Sidrap.

6. Highest appreciation and deep gratitude to my beloved parents, my father

Drs.A.M.Yahya S, M.Si and my mother Andi Jumariah who have always

been my best parents. And a big thank you to my brothers and my sisters

xii

to A. Maulana, A.Aco, A.Nono, and A. Sengngeng for their attention,

support and love.

7. Thanks also to my beloved friends, to Aini, Nisa, Syalwa, Rina and also

my favorite man Nandis Jabo who has helped and supported in every

condition.

May Allah SWT guides and give them happiness throughout your life. Finally, the

researcher realizes that this thesis was far from being perfect. So, it was a pleasure

for him to accept constructive critiques and suggestions for improving this Thesis.

Makassar, January 2021

The Researcher,

Andi Tenri Bali Yahya

10535 11352 16

xiii

LIST OF CONTENTS

THE TITLE SHEET ........................................................................................ i

APPROVAL SHEET ....................................................................................... ii

COUNSELLING SHEET I .............................................................................. iii

COUNSELLING SHEET II ............................................................................ iv

SURAT PERNYATAAN ................................................................................ v

SURAT PERJANJIAN .................................................................................... vi

MOTTO AND DEDICATION ........................................................................ vii

ABSTRACT ..................................................................................................... viii

ACKNOWLEDGEMENT ............................................................................... ix

LIST OF CONTENTS ..................................................................................... xi

LIST OF FIGURE ............................................................................................ xii

LIST OF TABLES ........................................................................................... xiv

CHAPTER I INTRODUCTION .................................................................... 1

A. Background.......................................................................... 1

B. Problem Statement ............................................................... 4

C. Objective of the Research .................................................... 5

D. Significance of the Research ............................................... 5

E. Scope of the Research .......................................................... 5

xiv

CHAPTER II REVIEW OF RELATED LITERATURE ............................... 7

A. Previous of Related Research Findings ............................... 7

B. Some Partinent Ideas ........................................................... 10

C. Conceptual Framework ........................................................ 21

D. Hypotesis ............................................................................. 23

CHAPTER III RESEARCH METHOD ........................................................... 24

A. Research Design .................................................................. 24

B. Population and Sampling ..................................................... 25

C. Research Instrument ............................................................ 26

D. Data Collection Method ...................................................... 26

E. Techniques of Data Analysis ............................................... 28

CHAPTER IV FINDING AND DISCUSSION .............................................. 33

A. Finding ................................................................................. 32

B. Discussion ............................................................................ 37

CHAPTER V CONCLUSION AND SUGGESTION .................................... 41

A.Conclusion ............................................................................ 41

B. Suggestion............................................................................ 41

BIBLIOGRAPHY ............................................................................................ 43

APPENDICES

DOCUMENTATIONS

CURRICULUM VITAE

xv

LIST OF FIGURE

Figure 2.1 Conceptual Framework .................................................................. 22

Figure 3.2 Research Design ............................................................................. 24

xvi

LIST OF TABLES

Table 3.1 Research Design ............................................................................. 25

Table 3.2 Research Design .............................................................................. 26

Table 4.1 Students‟ Score Classification In Pre-Test ...................................... 33

Table 4.2 Students‟ Score Classification In Post-Tes ...................................... 34

Table 4.3 Calculating the result of the students‟ score in Pre-test

and Post-test..................................................................................... 36

Table 4.4 The T-Test Anaysis of Students‟ Improvement ............................... 36

1

CHAPTER I

INTRODUCTION

A. Background

English has become international language. It is used as

communication tool by people all over the world. They use English to

communicate each other in written or spoken form. English is used widely

for most of fields too, such as: industry, politic, health, tourism, education,

etc.

In learning English there are four important skills in the English

language; reading, listening writing, and speaking. All those skills are very

important for English learners. Each skill has a different function in

English. So English learner should master all of those skills. One of those

skills is speaking, speaking is the same as oral interaction which are

conventional ways of information, expressing ideas, and thought have in

our mind (Robert, 1983: 143).

Speaking is not the same as singing, speaking use language most

simply by producing ordinary sound. Then, singing is using the language

by rhythmic. Speaking is not only used to communicate with other people

but we can get new information, share our ideas with others. The language

is just processed by humans to interact with each other. Communication

can be done at least by two people; speaker and hearer. The hearers must

listen and understand what speakers say, then giving responses.

2

Also, Trigan (1990: 15) states, speaking is the ability to pronounce

articulation of sounds or words for expressing, stating, and conveying

thoughts, ideas, or feelings. It is very complex because it includes many

aspects such as grammar, pronunciation, fluency, and vocabulary. The

object of speaking are various; discussion, speech, debate, dialog, and

conversation. So, it can be considered as the most important of human

tools for social control.

There are some technique can be used to increase English

speaking. One of them is Shadowing Technique. Shadowing is one of

training technique for simultaneous interpreting. Language educators give

much interest to this technique in improving listening and speaking

competence. Listening and speaking cannot be separated from shadowing

technique. Shadowing technique is a simple technique and everyone can

apply it in learning English.

The ability to master a foreign language, especially English, is felt

to be lacking, so a method or step is needed to master the English language

itself. There are various appropriate learning methods and are expected to

improve student learning. One method that can be used is to apply

shadowing techniques. According to Hamada (2012: 2), shadowing is

defined as the activity of using headphones to hear and recite a sound like

that of a parrot. The effectiveness of shadowing as a listening learning

method was investigated in 2012 by Yo Hamada, a professor at Akita

University in Japan. At that time, Hamada applied shadowing to English

learning and got the result that shadowing was able to improve the

3

learner's listening ability. With the same method, researchers are interested

in examining the application of shadowing in learning English to

determine the ability to speak. According to Lindsay (2011: 68), speaking

is a complex process involving processes that arrange a message in a form

so that other people understand and convey the message using the correct

pronunciation, emphasis, and intonation. Talking is an interaction and

communicating with others.

Shadowing is the activity of following and repeating a sound from

a recording. Shadowing has been used as a lot of listening to learning

material. Other than that, shadowing turns out to be a practice method for

beautifying pronunciation. Then according to Karasawa (2010: 209),

shadowing refers to how to practice in the form of listening to a voice, and

as much as possible without giving pause, we following the sound like a

shadow is a widely used method to educate an interpreter.

Through this shadowing technique, students can implement it by

watching films that use foreign languages. Using this technique students

find it easier to understand body gestures and facial expressions when a

sentence or phrase is spoken.

Based on the results of most students' research, students find it

difficult to understand how to say the English word if only by writing.

Students understand better when listening to an audio or sound that uses

English. So to improve students' understanding of the mention of English

words easily by showing a film that uses English using shadowing

techniques.

4

Furthermore, teaching English using video can be beneficial for

students, namely; First, the video can provide a real model for students to

imitate by playing roles and can increase cultural awareness by teaching

something appropriate and suitable for students. Second, when watching

videos, students can become more inquisitive and more intellectually

motivated (Denning, 1992).

Based on the result of SMAN 2 Sidrap, the researcher found that

the students get problem in English speaking, such as cannot speak in

English well and speak in English low.

Based on the background of research above, the researcher

assumed that Shadowing Technique could be used to attract students‟

interest and to motivate in their speaking. Therefore, the researcher would

like to do a research entitled “Increasing Students‟ Speaking Skills through

Shadowing Technique at the First Grade of SMAN 2 Sidrap.

B. Problem Statemen

Based on the background of the problem, what needs to be

considered from this study is the low speaking ability of students at

SMAN 2 Sidrap. In connection with this problem, researcher tried to find

out whether shadowing techniques could improve their speaking skills.

The problem that the researcher wanted to know was as follows:

“Do shadowing techniques can improve students' ability to speak English

at the First Grade of SMAN 2 Sidrap?

5

C. Research Objective

Based on the formulation of the problem above, this research has a

main objective. The objectives of this study are formulated as follows:

“This research finds out are shadowing techniques can improve students'

ability to speak English at the First Grade of SMAN 2 Sidrap.”

D. Significance of the Study

The study is expected to be useful for the following parties:

1. For English Teacher

This research hopefully able to overcome the problems that faced

by English teachers in teaching process.

2. For Students

By using shadowing technique, it hoped that students could

increase their speaking skill and be more active during the lesson

in the class.

3. For Headmaster

The headmaster could give motivation to the teachers that they

should know students‟ problems in teaching and learning process

E. Scope of the Research

Based on the content, this reserach emphasizes the implementation

of shadowing techniques in improving students' speaking skills in English

in terms of pronunciation which includes video narrative text with the title

"The Legend of Mount Tangkuban Perahu. In addition, based on the

6

activity, the researcher applied and investigated shadowing techniques in

the teaching and learning process in the Whatsapp group class for first

grade students at SMAN 2 Sidrap.

7

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Research Findings

(Jingga, 2019) “The Effect Of Shadowing Technique On Students‟

Listening Ability In Words Recognition”. The objective of the research

was to get empirical evidence of the influence of intervention using the

shadowing technique on students‟ listening ability in word recognition.

The design of this research was a quasi-experimental study. The

instrument of the data collection was listening tests given as pre-test

and post-test given to both experimental & control groups. The data

collected were analyzed using a t-test. Data analysis from the pre-test

resulted that the control class gained a higher mean score (79.40) than

the experimental class (55.23). However, the post-test resulted that the

experimental class eventually gained a higher mean score (80.33) than

the control class‟s mean score (76.23). Furthermore, too (44.44) was

higher than the t-table (1.67) insignificance of 5% (0.05). In other

words, it clearly showed that the use of the Shadowing Technique was

statistically proved to be effective. Therefore, it can be said that the

Shadowing Technique has a significant effect on students‟ listening

ability in word recognition at the seventh-grade of SMP Negeri 9

Tangerang Selatan in Academic Year 2018/2019.

(Wardhana, 2018) “Teknik Shadowing Meningkatkan

Kemampuan Mahasiswa Berbicara Bahasa Inggris”. The ability to

8

English speaking needs to understand by students at the level of the

university to face the global challenge nowadays. This research applied

the ability of English speaking students by shadowing technique. This

research has been researched by the researcher before in listening and

speaking. The difference of this research is the research before made

the student group as subject research however on the contrary of this

research analyzing the student as individual to look the implementation

English speaking and fluency by shadowing technique. This research

was a descriptive analysis that finding English speaking and difficult

words to speak in the English text material. Based on this research,

need a concern to all lecturers or tutors to teach English speaking to

students and one of them by using the shadowing technique. Remove

some appropriate scenes shown in the movie so the students‟

concentration will not wane if they watch for too long.

(Lanni, 2015) “this study tried to apply shadowing techniques in

kaiwa learning to Japanese Language students level II FPBS UPI”. For

Japanese learners, speaking Japanese fluently is difficult because it

requires habituation. In addition, when speaking, it is necessary to pay

attention to several things such as accents, intonation, long short

pronunciation, pronunciation of consonant groups. Referring to this,

shadowing techniques are applied to ensure that students are

accustomed to practicing mouth out of Japanese words, which can help

improve speaking skills and create an active classroom atmosphere. The

purpose of this study was to obtain results about the effectiveness and

9

responses of students to shadowing techniques in improving speaking

skills in kaiwa learning. Then, the research design used a pre-

experimental design, by selecting the type of one group pre-test - post-

test design. The research instrument was used for the oral test and

questionnaire. The results of the data analysis obtained from this study

were the pre-test average score of 39 and the post-test average score of

70. Then from the results of the questionnaire analysis it could be said

that the students received positive and shadowy responses. Fun fun

techniques are also applied in kaiwa learning. Therefore, it is necessary

to apply shadow techniques that are applied in kaiwa learning in the

classroom.

The difference between my research and the first researcher is that

the researcher used shadowing techniques on students‟ listening ability

in words recognition, this research uses a quasi-experimental design,

where as my research uses shadowing techniques to improve speaking

ability by watching video, my research uses a pre-experimental design.

The second research difference with my research is that this researcher

analyzes students as individuals to see the implementation of English

and fluency with shadowing techniques, while my research analyzes

students by watching video to improve their speaking ability using

shadowing techniques. The third difference between a researcher and

my research is that this researcher applies shadowing techniques in

learning kaiwa to practice the ability to speak Japanese while my

10

research uses shadowing techniques to practice the ability to speak

English.

The conclusion of the research is the Shadowing technique is the

activity of following and repeating the sound from the recording. There

are 3 researchers that I found using this shadowing technique for their

research they used shadowing techniques to improve their listening and

speaking skills. In my research, I use this shadowing technique to

practice students' speaking skills by watching video.

B. Some Pertinent Ideas

1. Speaking Skill

a. Definition of speaking

Speaking is an oral communication activity that occurs between

two or more people, the speaker, and listener, speaking is used to

conveying or expressing ideas, messages, information, or opinion. Pollard

(2008) says that one of the most difficult aspects for students to master is

speaking. It is difficult when learners have to consider and think about

their ideas, what to say, language, grammar, vocabulary, pronunciation in

one time, and how to react with a person who communicates with them.

According to Haris (1974), speaking is an encoding process

whereby, we communicate our ideas, thought, and feeling through, one or

other forms of language. So we can produce spoken messages to someone.

So, here speaking situation involves a speaker who puts a message with

words or someone that has content and a listener. Meanwhile, Byrne

11

(1984) states that speaking is oral communication. It is a two-way process

between speaker and listener and involves the productive and reactive skill

of understanding. Based on this idea it can be understood that through

talking someone can communicate or express what he wants to understand

each other.

Also, Brown (2004) says that speaking is a productive skill that

can be directly and empirically observed, those observations are invariably

colored by the accuracy and effectiveness of the test-takers listening skill,

which necessarily compromises the reliability and validity of an oral

production test. Moreover, he divides speaking skill into two, namely:

micro and macro skills of speaking. The micro-skills refer to producing the

smaller chunk so languages such as phonemes, morphemes, words,

collocations, and phrasal units. The macro skill simply the speaker‟s

focuses on the larger elements: fluency, discourse, function, style,

cohesion, nonverbal communication, and strategic options.

About this, Lado (1976: 240) stated that speaking as an ability to

converse or to express a sequence of ideas fluently. It means that in the

process of speaking there must be at least two people, one is the speaker

and one other as the listener. In communication or speaking process, the

speaker must be able to share the ideas, so that the listener can receive

what the speaker communicates, he or she must comprehend the incoming

message and organize appropriate response for production. Rivers (1978:

162) also says through speaking someone can express her or his idea,

emotions, and reactions to others or situations and influence other people.

12

Furthermore, someone can communicate or express what he or she wants

from others and respond to another speaker. It means that to express

someone‟s ideas, the 10 speakers must also attend the aspect of speaking,

so that the message is understandable to the listener. Tarigan (1982: 18)

refers to speaking as the ability to produce articulation, sounds, or words

to express, to say, to show, and to think about ideas, taught, and feeling.

The mastery of a fundamental language must be through speech

because that is the main form of communication. Understanding speech is

known, so the process of speaking is also important to know. For example,

a student in the process of learning to speak in school, developing abilities

vertically is not only horizontal. It means that students can express

meaning and message completely but are not perfect in terms of word

selection, so the meaning is not well structured.

b. Aspect of Speaking

1) Accuracy

Accuracy is the ability to speak properly that is selecting the

correct words and expressions to convey the intended meaning.

Accuracy involves over the linguistic code.

2) Fluency

Fluency is the capacity to speak fluently, confidently and at rate

consistent with the norms of the relevant native speech community.

And also fluency is an important dimension of communication. It

means that we don‟t very ignored quality of speaking, but we have

to speakquite and possible. The term of fluency relates to language

13

production and it is normally reserved from speech. It is the ability

to link units of speech together with facility and without strain or

inappropriate slowness or undue hesitation.

3) Vocabulary

Vocabulary is multiword units, word families and core meaning.

Vocabulary can be defined, roughly as the words that teach in the

foreign language.

4) Pronunciation

Pronunciation refers to the way a word of language in spoken, or

the manner in which someone utters the word. Pronunciation is the

way to talk some word of language. Mastered the ability to produce

a particular English sound.

The characteristics of a successful speaking activity

1) Learners talk a lot

As much as possible this period of the time allotted used learners

talk activities. But often most time is taken up with teacher talk or

pauses.

2) Participation is even

Classroom discussion is not dominated by a minority of talkative

participants: all a chance to speak and contribution are fairly

evenly distributed.

3) Motivation is high

14

Learners are wants to speak: because they are interested in the

topic and have something new to say about it, or because they

want to contribute to achieving a task objective.

4) Language is of an acceptable level

Learners express themselves in utterances that are relevant, easily

comprehensible each other, and of an acceptable level of language

accuracy

c. Assessment of the Speaking

Assessing speaking can be done in several ways. According to Luoma

(2004: 1), assessing speaking is challenging, because there are many

factors that influence our impression of how well someone can speak the

language, and because we expect test scores to be accurate, fair and

appropriate for us. destination. According to Luoma (2004), assessing

speaking by tests can be divided into three types; individual, pair and

group tests. Individual test assessments are usually carried out by looking

at the performance of the examinees. Paired test is done by conversation

and group test is obtained from discussion. Like all test scores, speaking

scores must be reliable, fair, and most importantly useful for their intended

purpose. In addition, adapted from King Tsang and Wong in Richards and

Renandya (2008), there are factors and descriptors in the conversation

performance checklist and there are five levels in the assessment of

conversational English proficiency. The five levels are:

Level 1: Able to meet the minimum courtesy requirements.

Level 2: Able to handle routine social exchanges.

15

Level 3: Able to speak with sufficient structural accuracy and

appropriateness and vocabulary to participate effectively in

most informal conversations on practical and social topics.

Level 4: Able to use fluency, accurate, and precise at all levels

normally associated with conversational needs.

Level 5: Conversation proficiency equivalent to that of an educated

native speaker. In assessing speaking, there are several

components that affect conversation performance.

Based on Fulcher and Davidson (2006: 94), there are 5 levels of

proficiency in assessing student performance, namely accent, grammar,

vocabulary, fluency and understanding.

1. Accents

The accent is a part of the pronunciation that can affect the

speaker's voice. In speaking, the accent of foreign learners must

follow the original pronunciation. According to Broughton (2003:

199), pronunciation is much more valuable for diverting one's

attention to stress, rhythm and intonation.

2. Grammar

Based on Downing and Locke (2006: 3), functional

grammar aims to adapt form to function and meaning in context. In

addition, the grammar of a language is a description of how words

can change shape and can be combined into sentences in the

language (Harmer, 2001: 12). Grammar will help students to

16

distinguish polite and disrespectful expressions or formal and

informal expressions.

3. Vocabulary

Vocabulary is an important element in speaking because

without vocabulary a person cannot say something. According to

Pollard (2008: 13), vocabulary is the basic building block of

language learning. In this case, vocabulary is the basis of language

that will help students make sentences or contexts to be conveyed.

4. Fluency

In oral communication fluency is needed to have a natural

conversation. Broughton (2003: 219) states that fluency is the

ability to speak or write naturally and easily but not necessarily as

accurately as native speakers. In addition, in learning to speak,

students need practice in accuracy and fluency if they want to

speak well (Pollard, 2008: 16). So, from the two statements,

fluency is the ability to have natural conversations in oral

communication with expressions that are not actually memorized

expressions like native speakers.

5. Understanding

In learning English, students must understand what they say

and hear because it is very important to avoid mistakes in

communication. Brown (2007: 226) writes that understanding is

the ability to understand and process discourse stretches, to

formulate representations of sentence meanings. While

17

understanding is the ability to know or capture ideas with thoughts

(Brassell and Rasinski, (2008: 16) Based on this statement,

understanding can be interpreted as the ability to understand

messages or information received or conveyed orally in

communication.

2. Shadowing Technique

a. Definition of Shadowing

Some experts share their thought about definition of shadowing

technique :

Yajima (1997) “shadowing was originally developed as a training

technique for simultaneous interpreting in Europe and has gained

much interest among language educators in improving the listening

and speaking competence of learners as „shadowing‟ requires

competence in both listening and speaking.”

It means shadowing is one of training technique which is gained

language educators‟ insterest to improve listening and speaking

competence.

Then, according to Nakanishi and Ueda (2011), “shadowing was

initially developed as a way for training simultaneous

interpreters.”Shadowing is important and developed to simultaneous

interpreters training. Then, Shiota also states that “shadowing is one of the

training techniques that is used to improve interpreting skills and studies

report that shadowing has recently become popular as a teaching method.”

18

From the argument of Shiota, to improve interpreting skill, English

teachers in many countries often use shadowing technique nowadays.

Furthermore, according to Tamai (1997), “shadowing is an active

and highly cognitive activity in which learners track the heard speech and

pronounce it as clearly as possible at the same time that they hear it.”

From this explanation, shadowing makes the students track the speech and

repeat it as same as possible at the same time they listen it.

According to Yo Hamada (2012), Shadowing helps follow fast

speech, which is one of the problems faced by non-native listeners. Native

speakers tend to speak fast and use conjunctions to connect speech which

makes it difficult for non-native speakers to follow what they're saying.

Learners try, follow, and catch up with short speeches; this can help them

get used to listening to short speeches. In theory, students end up getting

used to this speed, which helps them listen better than ever.

b. Types of shadowing.

Shadowing has been categorized into several types. According to

Murphey in Adachi (1997) there are varieties of shadowing. For example

"shadowing lecture" is when listeners shadow the speaker silently in their

minds while listening to a lecture. In "reading shadows", one person reads

the passage where the other person is shadowing. "Shadow conversation"

is one in which the listeners shadow each other. "Finish / listen to shadow"

indicates to shadow each word spoken by the speaker. Finally, "interactive

shadows" include selected information and add a question or comment,

19

just like a normal conversation. Except for shadow lectures, shadowing

can be silent or loud. The greatest advantage of shadowing is student

involvement in the activity. According to unknown authors (2010), there

are many ways of covering up. They:

1) Full shadow. Say everything the listener hears. Use this in

English class, not in the “real world.

2) Slash shadowing. It's like full shadow but with pauses. This

gives listeners more time to shadow. Use this in class. This is

easier than full shadow.

3) Shadow "Last keyword / word" Say the most important word.

Say the last words. Use this as often as possible! This shows that

the listener is listening.

4) Shadowing "About You". Tell the listener what the listener

heard. Change "I" to "you". This is usually for English classes.

The listener has to think of a sentence to do this.

Based on the shadowing classification above given by an unknown

author, the researcher concludes that the types of shadowing that are

related to speed are full shadowing and slash shadowing. The full image is

the listener listening and 140 repeating directly what the speaker is saying

without pausing but the slash image is the listener listening and repeating

directly what the speaker said with pauses. However, based on the use of

scripts, shadowing can be classified as direct shadowing and indirect

shadowing. Direct image is the listener listening and repeating directly

what the speaker said without looking at the script and indirect image is

20

the listener listening and repeating what the speaker said by looking at the

script.

c. Steps of Shadowing Technique

Shadowing technique is one of learning technique that is

considered easy to be applied. The steps of Shadowing Technique are:

1. Listening to MP3/MP4 related to the topic.

2. Understanding vocabularies, intonation, and pronunciation

from the audio or video.

3. Trying to imitate what the speaker says.

4. Repeating the steps until we can follow the speaker correctly in

almost the same time.

Shadowing initially involves repeating the words of the speaker

without modification. This allows the interpreter‟s brain, ears and mouth,

working as they do in concert, to begin to reproduce the sounds and

rhythms of the target language, without conscious mental effort, and

begins to create the „linguistic muscle memory‟ naturally acquired by

children learning their own tongue. This will require many tens of hours of

actual speech production – it is essential that the language actually be

voiced, or the exercise is useless.

d. The Advantage and Disadvantage of Shadowing Technique

1. The Advantage of Shadowing Technique

As a technique in English, shadowing has some advantages.

“Someya demonstrates that shadowing can help learners

21

acquireprosodic features of a language, which creates a basis to

improve listening skills.”22 It means shadowing is usefull in

learning process, especially in listening. It is not impossible to

enhance this technique to increase students‟ speaking performance,

because listening and speaking are related.

2. The Disadvantage of Shadowing Technique

As a technique, shadowing also has disadvantage. According to

Ingrid, “shadowing exercises are purely mechanical exercises

which, by teaching students to parrot words, are apt to reinforce

their natural tendency to stick too closely to the speaker‟s

words.”24 In other words, shadowing technique is claimed as “too

simple” technique because it makes the students only imitating the

speaker. They cannot speak as their way.

C. Conceptual Frame Work

The conceptual framework used in this study is formulated as

follows:

22

Figure 2.1 Conceptual Framework

Based on the framework diagram, there are two main elements that

researcher get during teaching speaking, namely the improvement of

students' speaking ability.

The framework is described as follows:

1. This study has three procedures, namely pre-test, treatment, and post-

test. In this treatment, the researcher taught speaking skills to students of

SMAN 2 Sidrap through shadowing techniques.

2. In applying shadowing techniques, the researcher plans to improve

students' speaking ability.Speaking skill covered by pronounciation.

3. Speaking skills covered by pronounciation.

Teaching Speaking

Shadowing Technique

Speaking Skill

Pronunciation

23

D. Hypothesis

Based on the theoretical framework and assumptions, the authors

formulate an alternative hypothesis to be tested empirically as follows:

1. Null hypothesis (Ho): There is no significant implementation after

using Shadowing Techniques to improve students speaking

2. Alternative hypothesis (H1): There is a significant implementation

after using Shadowing Techniques to improve students speaking

skills at SMAN 2 Sidrap.

24

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

The method used in this study was an experimental method, which

was a method that aims to test the effect of a variable on other variable or

to test how the causal relationship between one variable and another. The

experimental research method is included in the quantitative research

method. Fraenkel and Wallen (2009) state that experimentation means

trying, searching, and confirming. Creawll (2012) states that the notion of

experimental research method is used if the researcher wants to know the

effect of cause and effect between the independent and dependent

variables.

This research was related to the score because to find out whether

there is an increase in students' speaking skills or not, the observer

compares the test results. One Group Pre-test post-test design used in this

study because this research tends to find out the improvement of students'

speaking ability by comparing the results between pre-test and post-test.

The research design can be presented as follows:

Figure 3.2 Research Design

O1 X O2

Note:

25

O1 :Score pre-test

X :Treatment

O2 :Score post-test

(Sugiyono,2007:79)

B. Population and Sample

1. Population

In research it was necessary to place restrictions on the population

studied. According to Sugiyono (2009: 80) population was a

generalization area consisting of objects / subjects that have certain

qualities or characteristics applied by researcher to study and draw

conclusions. The population of this research is the first grade students of

SMAN 2 Sidrap, the total is 210 students spread over 6 classes of MIPA.

2. Sample

Sample was a member of the population with certain requirements

can represent the population. According to Sugiyono (2009:81) Sample

was part of the number and characteristics possessed by the population.

In this study, researcher applied purposive sampling technique to

students of class X MIPA 1 SMAN 2 Sidrap. Purposive sampling is a

type of non-probability sampling where the researcher consciously

selects subjects to add to a study to ensure that these elements have

certain characteristics that are consistent with the research. The reason

for taking this sample was because the English teacher in the class

26

suggested and believed that X MIPA 1 could provide sufficient data in

the study. The sample of this researcher was 15 students.

C. Instrument Of The Research

The research instrument used a speaking test. In this study, the

researcher gave a pre-test before students received treatment and a post-

test to measure students' speaking ability. For student data, students'

speaking skills were given a video by applying shadowing techniques,

then students retold the video by recording and then sending it to the

WhatsApp Group. In this teaching and learning process through online.

The researcher analyzed the students' speaking ability in terms of their

pronunciation.

D. The procedure for Collecting Data

In data collection, researcher used three steps. They are Pre-Test,

Treatment, and Post-Test.

1. Pre-Test

The pre-test was a test that was carried out to see the basic

competencies of students before treatment. The researcher conducted

a pre-test for one meeting before giving the treatment. Students are

given a video entitled “The Legend of Mount Tangkuban Perahu”.

After watching the video, students asked to retell the video they have

seen, without applying shadowing techniques. Students' speaking

27

performances recorded on video. After recording, the researcher

assessed the associated pronunciation.

2. Treatment

Researcher teach speaking to students using shadowing techniques.

Researcher conducted treatment for 4 meetings. Each meeting was

given a video narrative teks.

The video are presented as follows:

a. Treatment 1

In the first treatment, the researcher gave an explanation to

the students about the application of the shadowing technique,

then the researcher gave the students a video narrative text

entitled “Asal Mula Surabaya”. The researcher asked students

to retell the video that had been given using the shadowing

technique, then the results of the video were sent via

WhatsApp Group.

b. Treatment 2

In the second treatment, the researcher gave different video

narrative text material to the students entitled “Toba Lake”.

The researcher asked students to retell the video that had been

given using the shadowing technique, then the results of the

video were sent via WhatsApp Group.

c. Treatment 3

In the third treatment, the researcher gave different video

narrative text material to students entitled “Malin Kundang”.

28

The researcher asked students to retell the video that had been

given using the shadowing technique, then the results of the

video were sent via WhatsApp Group.

d. Treatment 4

In the last treatment the researcher gave different video

narrative text material to the students entitled "The Legend of

Tangkuban Perahu Mountain". The researcher asked students

to retell the video that had been given using the shadowing

technique, then the results of the video were sent via

WhatsApp Group.

3. Post-Test

The researcher gave the students a post-test with the same video as

the one given in the pre-test entitled "The Legend of Tangkuban

Perahu Mountain" by applying shadowing techniques. Students'

speaking performances recorded on video. After recording, the

researcher assessed the associated pronunciation.

E. The technique of Data Analysis

In data analysis, researcher analyzed the results of the teaching and

learning process after treatment. The type of data that must be analyzed

was data about the impact of this study, namely the improvement of

students' speaking ability. Students improvement was measured by the

score obtained through the pre-test and post-test.

29

1. To classifying the students‟ score, the were classification which used

as follows:

Table 3.1 Research Design

Speaking Skill rubric viewed from pronunciation

(Hanik.2011).

Aspect Code Score Criteria

Pronunciation

4.1-5.0

Easy to understand and has a speaker's accent

Original

3.1-4.0

Easy to understand even with an accent

Certain

2.1-3.0

There are pronunciation problems which make the

listener have to be fully concentrated and

sometimes there are misunderstandings

1.1-2.0

Difficult to understand because of pronunciation

problems, often asked to repeat

0-1

Serious pronunciation problems that couldn't be

understood

30

2. Calculating students‟ score into 5 levels which was based on the

standard score of level as follows:

Table 3.2 Research Design

Table 3.4 calculating students’ score

Scale Score Category

4.1-5.0 85-100 Very good

3.1-4.0 75-84 Good

2.1-3.0 60-74 Fair

1.1-2.0 40-59 Poor

0-1 0-39 Very poor

(Nurgiyantoro (2010)

3. The data analysis in Pre-experimental design from the test analyzed

with:

a. Scoring the students‟ answer by used the following formula :

X100

( Layman,in Asmi, 2013 : 32 )

31

b. Calculating the mean score by using the following formula :

X = ∑

Where:

X = the mean score

∑X = the students total score.

N = the number of the students

(Gay , 1981:293)

c. Calculating the t-test Value of Pronunciation :

√

Where:

T = Test of significant

D = The difference between the method pairs x2- x1

= The mean of D square

= The square of the sum score os difference

( ) = The square of D

N = The number of students

(Gay 1981:331)

32

d. To know how development of the speaking skill, the researcher ,

used the percentage technique as follows :

P =

Where:

P = Percentage

X2 = Average score of Post-test

X1 = Average score of Pre-test

(Gay, 2006 :336)

33

CHAPTER IV

FINDINGS AND DISCUSSION

A. Research Finding

1. The classification of the students’ score in pre-test

The findings of this study were taken from data using shadowing

method and using video to improve students' speaking skills at the

First grade MIPA 1 in terms of accuracy pronuciation before and after

treatment. The researcher used Shadowing Technique as a strategy to

increase speaking skills because from the result of pre survey the

researcher had information that the students‟ at the first grade of

SMAN 2 Sidrap had low grade in speaking skills. Based on the result

of pre survey from 15 students, only 2 students who passed and 13

students who failed with the minimum criteria of pronounciation.

The rate percentages of speaking skill score for the students on pre-

test are as follow:

34

Table 4.1

Students’ Score Classification In Pre-Test

Scale Classification Score

Pre-Test

Frequensi Percentage

5

Very good

85-100

0

0%

4

Good

75-84

2

13%

3

Fair

60-74

6

40%

2

Poor

40-59

5

34%

1 Very poor 0-39 2

13%

Total 15 100%

Table 4.1 above shows that, the classification of students' speaking

ability scores in terms of pronunciation in the pre-test, there are 2 (13%)

students who get good, 6 (40%) students get fair, 5 (34%) students get poor

and 2(13%) students get very poor. None of them get scored very good.

2. The classification of the students’ score in post-test

The rate of students‟ score obtain through the test. To determine

the increase in student speaking after receiving treatment. in this case,

the researcher was to determine the quality of the first grade MIPA 1

students of SMAN 2 Sidrap in improving speaking in the percentage

and score classification as follows:

35

Table 4.2

Students’ Score Classification In Post-Test

Table 4.2 above shows that ,the classification of students' speaking

ability scores in terms of pronunciation in the post-test, there are 2 (13%)

students who get very good, 7 (47%) students get good, and 6 (40%)

students get fair. None of them get scored poor and very poor.

Based on the results of the researcher, students who get very good

scores have criteria that are easy to understand and have a speaker's accent

original. Then students who get good grades have criteria easy to

understand even with an accent certain. Then students who get fair grades

have the criteria there are pronunciation problems which make the listener

have to be fully concentrated and sometimes there are misunderstandings.

Then students who get poor scores, have criteria difficult to understand

because of pronunciation problems, often asked to repeat. Then the last

Scale Classification Score

Post-Test

Frequensi Percentage

5

Very good

85-100

2

13%

4

Good

75-84

7

47%

3

Fair

60-74

6

40%

2

Poor

40-59

0

0%

1

Very poor

0-39

0

0%

Total 15 100%

36

students who got very poor grades, had the criteria for serious

pronunciation problems that couldn't be understood.

3. The implementation of shadowing teaching techniques to improve

students’ speaking ability in terms of pronunciation.

Table 4.3

Calculating the result of the students’ score in Pre-test and Post-test

The mean score are presented following table

Accuracy

The Student’s Score Improvement

(%) Pre-test Post-test

Pronunciation 58 77 0,31%

Table 4.3 above shows that, the pronunciation assessment score

increased 0.31%, the first score or pre-test was 58 and the post-test score

increased to 77. Based on the results of this assessment, it can be concluded

that using shadowing teaching techniques can improve speaking skills in the

aspect of pronunciation in students.

4. The Significant of Pronunciation

The t-test was test to measure whether there is a significant

difference between the students' mean scores on the pre-test and post-test.

In this study, paired sample t-test was used to measure the

significant improvement on the firt grade students‟speaking

37

comprehension taught by using Shadowing techniques. The following

table illustrates the t-test value result:

Table 4.4

The T-Test Analysis of Students’ Improvement

Variable

Mean

score of

pre-test

Mean

score of

post-test

T-test T-Table Comparison Classification

Speaking

Accuracy

58

77

2.145

T-test >T-

table

22.60>2.145

Significance

Table 4.4 above shows that, If the t-test value is higher than t-table

at the level of significance 0.05 and degree freedom (df) 14 (N-I = 15-1 ),

where N is= Number of students, thus the alternative hypothesis (HI) is

accepted and null hypothesis (Ho) is rejected. In contrary, if the value is

lower than t-table at the level of significance 0.05 and the degree freedom

(df) 14 (N-1 = 15-1) thus the alternative hypothesis is rejected and null

hypothesis is accepted.

B. Discussion

The section that explains the discussion of the research results

finds students' speaking ability in the pronunciation aspect. As mentioned

in the previous chapter, this study aims to improve students' speaking

skills, especially in improving the pronunciation aspect. Before applying

shadowing teaching techniques, most of them were not actively involved

in the learning process and their lack of pronunciation made them have

low self-confidence in producing sentences so they could not speak well.

38

Based on the above problem, the researcher gave the treatment

with the shadowing technique so that students‟ could show an increase in

the post-test. In the pre-test, only speaking test was given to find out their

knowledge before using shadowing technique.

(Jingga, 2019) “The Effect Of Shadowing Technique On Students‟

Listening Ability In Words Recognition”. The objective of the research

was to get empirical evidence of the influence of intervention using the

shadowing technique on students‟ listening ability in word recognition.

The design of this research was a quasi-experimental study. The

instrument of the data collection was listening tests given as pre-test and

post-test given to both experimental & control groups. The data collected

were analyzed using a t-test. Data analysis from the pre-test resulted that

the control class gained a higher mean score (79.40) than the experimental

class (55.23). However, the post-test resulted that the experimental class

eventually gained a higher mean score (80.33) than the control class‟s

mean score (76.23). Furthermore, too (44.44) was higher than the t-table

(1.67) insignificance of 5% (0.05). In other words, it clearly showed that

the use of the Shadowing Technique was statistically proved to be

effective. Therefore, it can be said that the Shadowing Technique has a

significant effect on students‟ listening ability in word recognition at the

seventh-grade of SMP Negeri 9 Tangerang Selatan in Academic Year

2018/2019.

39

The research results showed that the students 'speaking ability

using shadowing teaching teachniques showed an increase in students'

speaking ability in terms of pronunciation. From this increase, it can be

seen that the process in the pre-test and post-test. The pre-test results of

students' speaking were low, especially in finding accuracy Pronunciation.

This shows that students cannot pronounce when the students‟ retell the

story. That was before using shadowing teaching techniques. In the post-

test result of students speaking were good when after used shadowing

teaching techniques.

The researcher gave the treatment with shadowing teaching

techniques by watching video so that students could show an increase in

the post-test. In the pre-test, only speaking test was given to find out their

knowledge before using shadowing teaching teachniques. At first his

speaking skills were very poor. They don't know how to pronounce words

properly. The researcher provides treatment using shadowing teaching

techniques by watching video. As a result, students become active and

they can pronounce words well after using shadowing teaching techniques

by watching vidoe. In using shadowing teaching techniques by watching

vidoe in speaking, the researcher found that the average post-test score of

students was greater than the pre-test, it is supported by the different score

between pre-test and post-test.

The researcher gave the treatment with shadowing teaching

techniques by watching video so that students could show an increase in

the post-test. In the pre-test, only speaking test was given to find out their

40

knowledge before using shadowing teaching teachniques. At first his

speaking skills were very poor. They don't know how to pronounce words

properly. The researcher provides treatment using shadowing teaching

techniques by watching video. As a result, students become active and

they can pronounce words well after using shadowing teaching techniques

by watching vidoe. In using shadowing teaching techniques by watching

vidoe in speaking, the researcher found that the average post-test score of

students was greater than the pre-test, it is supported by the different score

between pre-test and post-test.

In the pre-test, there are 2 (13%) students who get good, 6 (40%)

students get fair, 5 (34%) students get poor and 2(13%) students get very

poor. None of them get scored very good.

In the post-test, there are 2 (13%) students who get very good, 7

(53%) students get good, and 6 (40%) s tudents get fair. None of them get

scored poor and very poor.

The analysis above tell us the mean score of the students‟ test

result on the pretest is the total row score on pretest (884) devide 15

students = 58 and the mean score of the students‟ tets result on posttest is

the total row on posttest (1.160) devided 15 students‟ = 77 it show that the

mean score of posttest is grater than pretest. The gain of means score of

the pretest and posttest group is 2.050

The result of the data indicates that there is a significant difference

between the result of pretest and posttest, at the level of significance ( a ) =

41

0.05 and (df-N) = 15-1, the value of the T-table = 2.145, T-test value

=

For the final results, it is proven that there is a significant effect of

the use of the Shadowing technique on students' speaking abilities,

presenting relevant results with several previous studies. Finally, the

research question is "Do shadowing shadowing techniques can improve

students' ability to speak English at the First grade SMAN 2 Sidrap?".

This is related to the research title "The Implementation of Shadowing

Teaching Techniques to Improve Students' Speaking Ability at SMAN 2

Sidrap".

42

CHAPTER V

CONCLUSION AND SUGGESSION

A. Conclusion

This research shows the result on the implementation of shadowing

teaching teachniques to improve students‟ speaking ability. The purposes

of the reseach are to find out do shadowing techniques can improve

students' ability to speak English at the First Grade of SMAN 2 Sidrap.

Based on the findings, it can be concluded that:

The Implementation of shadowing teaching techniques to improve

students‟ speaking ability was significantly. It was proven by mean score

in terms of content in pre-test was 58 and post-test was 77. The

improvement of the content was 0.31%. It means that there was significant

difference between post-test and pre-test. Based on the research finding,

the researcher concluded that teaching English by using shadowing

techniques could improve the students‟ Speaking ability.

A. Suggestion

Based on the conclusion, the following are some suggestion for

English teacher, students, and headmaster that might useful for advance.

1. For English Teachers

This research is expected to overcome the problems faced by English

teachers in the teaching process.

2. For Students

43

By using shadowing techniques, students are expected to improve

their speaking skills and be more active during classroom learning.

3. For Headmaster

The principal can provide motivation to teachers that they must know

the problems of students in the teaching and learning process

44

BIBLIOGRAPHY

Alan, Baddeley, and Gathercole Susan. (1998) The Phonological Loop as a

Language Learning Device. Psychological Review.

Andy. (2017). Reading, Retelling, Rehearsal Dan Videotaping (Rrrv). Jibs.

Arsyad, Azhar. (2011). Media Pembelajaran. Jakarta: Rajawali Pers.

Brown,H.D. (2000). Teaching by Principles: An Interactive Approach to

Language Pedagogy: Second Edition.

Brown, H. Douglas. (2004). Language Assessment: Principles and Classroom

Practices.San Fransisco State University.

Brown, H. D. (2007). Teaching by Principles, an Interactive Approach to

Language Pedagogy. new york: Person Educatio.

Bryne, Donn. (1986). Teaching Oral English: Longman Handbooks for English

Teacher. Singapore: Longman Group.

Creswell, J. W. (2012). Educational research: Planning, conducting, and

evaluating quantitative and qualitative research (4th ed.). Upper Saddle

River, NJ: Merrill.

Hadfield, J. H. (2008). Introduction to Teaching English. Oxford University Press.

Handayani, U. H. (2018). Retelling Story Trough Picture Series To Improve

Students' Speaking Skill. banten.

45

Hanik. (2011). Rubrik Penilaian Pembelajaran Bahasa Inggris (online)

https://www.academia.edu/30567453/Rubrik_Penilaian_Speaking,

Diakses pada 12 April 2017.

Harris, David. (1974). Testing English as a Second Language. New York: Mc.

Graw. Hill Book Company.

Horiyama, Atsuko. (2012.) The Development of English Language Skills through

Shadowing Exercises. Bunkyo Gakuin College Foreign Language

Department BunkyoGakuin Junior College Bulletin.

Jesse, J.P. (2007). When Film Is Art.Search: what is film. www,google.co.id.

Accessed in September 19th , 2016.

Jingga, M. (2019). The Effect Of Shadowing Technique On Students’ Listening

Ability In Words Recognition . Tangerang.

Kamalia, N. A. (2016). The Use Of Picture Series To Improve Students’ Ability In

Reading Narrative Text In The Eighth Grade Of Smp N 3 Pringapus Satu

Atap. Salatiga.

Lanni Anggun Puspita, M. D. (2015). Teknik Shadowing Dalam Pembelajaran

Kaiwa (Penelitian Eksperimen Terhadap Mahasiswa Tingkat Ii Tahun

Akademik 2014/2015 Departemen Pendidikan Bahasa Jepang Fpbs Upi) .

Japanedu.

Muklas, M. (2017). Talking Chips Technique To Teach Speaking . Journal of

English Language Education and Literature

Muzammil, L. (n.d.). Model Pembelajaran Speaking Bagi Mahasiswa Jurusan

Pendidikan Bahasa Inggris Dengan Melihat Video Berbahasa Inggris

Yang Menggunakan Subtitle L2 .

46

nizzu, d. (2016). Improve students' speaking skill through retelling story by using

picture series at SMAN 7 Bandar Lampung. Bandar Lampung.

Ramadan Eyyam and Hüseyin S. Yaratan (a, b. (2010). The Effects Of Technology

Use On Students’ Success In English Lessons . Ietc.

Sugiyono. (2009). Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung:

Alfabeta

Sugiyono, (2012: 112). „desain penelitian ekperimen diantaranya adalah Pretest-

Posttest Control Group Design’

Tarigan, H. G. (1982). Menulis Sebagai Salah Satu Keterampilan Berbahasa.

bandung: angkasa

Wardhana, I. G. (2018). Teknik Shadowing Meningkatkan Kemampuan

Mahasiswa Berbicara Bahasa Inggris. Sphota.

A

P

P

E

N

D

I

X

APPENDIX I

The List Name of the students of class X MIPA 1 SMAN 2 Sidrap

No Sample Code

1 Andi Khusnul Khatimah S-1

2 Muhammad Jaya Harus S-2

3 A. Widya Alifia S-3

4 Nurul Septiani Dahlan S-4

5 Sherly Mega Aprilia S-5

6 Andi Firdaus M. Jaya S-6

7 Putri Ida Rowaeda S-7

8 Nurfadillah S-8

9 Nurul Annisa S-9

10 Riska S-10

11 Fadillah Rahma S-11

12 Muqhiram Ayum S-12

13 Mutiah Khalishah S-13

14 Phawary Aresa Putri S-14

15 Nur Alifiah Mutmainnah S-15

APPENDIX II

LESSON PLAN

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMAN 2 Sidrap

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X / 2

Alokasi Waktu : 2 x 45 Menit (4x pertemuan)

A. Kompetensi Inti ( KI)

Kompetensi Inti (K I)

K.I.I Menghayati dan mengamalkan ajaran agama yang dianutnya

K.I.2 Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli

(gotong royong, kerja sama, toleran, damai), santun,

responsif, dan pro-aktif dan menunjukkan sikap sebagai

bagian dari solusi atas berbagai permasalahan dalam

berinteraksi secara efektif dengan lingkungan sosial dan alam

serta menempatkan diri sebagai cerminan bangsa

dalam pergaulan dunia

K.I.3 Memahami, menerapkan, menganalisis dan mengevaluasi

pengetahuan faktual, konseptual, prosedural, dan metakognitif

pada tingkat teknis, spesifik, detil, dan kompleks berdasarkan

rasa ingin tahunya tentang ilmupengetahuan, teknologi, seni,

budaya, dan humaniora dengan wawasan kemanusiaan,

kebangsaan, kenegaraan, dan peradaban terkait penyebab

fenomena dan kejadian, serta menerapkan pengetahuan pada

bidang kajian yang spesifik sesuai dengan bakat dan minatnya

untuk

memecahkan masalah

K.I.4 Menunjukkan keterampilan menalar, mengolah, dan menyaji

secara efektif, kreatif, produktif, kritis, mandiri, kolaboratif,

komunikatif, dan solutif, dalam ranah konkret dan abstrak

terkait dengan pengembangan dari yang dipelajarinya di

sekolah, serta mampu menggunakan metoda

sesuai dengan kaidah keilmuan.

B. Kompetensi Dasar ( KD) dan Indikator Pencapaian Kompetensi (IPK)

Kompetensi Dasar (KD) Indikator Pencapaian

Kompetensi (IPK)

3.8. Membedakan fungsi sosial,

struktur teks, dan unsur

kebahasaan beberapa teks naratif

lisan dan tulis dengan memberi

dan meminta informasi terkait

legenda rakyat, sederhana, sesuai

dengan konteks penggunaannya

3.8.1. Mengidentifikasi fungsi

sosial, struktur teks, dan unsur

kebahasaan dari teks naratif lisan

dan tulis sederhana tentang legenda

rakyat sesuai konteks

penggunaannya.

3.8.2. Menganalisa fungsi sosial,

struktur teks, dan unsur kebahasaan

dari teks naratif lisan dan tulis

sederhana tentang legenda rakyat

sesuai konteks penggunaannya.

4.8. Menangkap makna secara

kontekstual terkait fungsi sosial,

struktur teks, dan unsur

kebahasaan teks naratif, lisan dan

tulis sederhana terkait legenda

rakyat

4.8.1. Menentukan moral value yang

terkandung dalam teks berbentuk

naratif singkat

4.8.2. merumuskan kembali

sebuah cerita yang telah diamati

ke dalam bahasa sendiri yang

lebih sederhana

C. Tujuan Pembelajaran

1. Melalui pendekatan saintifik dengan model pembelajaran discovery

learning, peserta didik mampu mengidentifikasi dan menganalisa tujuan

komunikasi, struktur teks dan unsur kebahasaan teks berbentuk naratif

(yang salah satunya merupakan kalimat langsung dan tidak langsung)

dengan tepat, baik, jujur, dan santun dalam kehidupan sehari-hari.

2. Sedangkan dengan model pembelajaran cooperative learning peserta didik

mampu untuk menemukan dan menceritakan isi teks berbentuk naratif

secara kolaboratif dengan tepat, baik, jujur, dan santun.

3. Menggunakan metode shadowing peserta didik mampu meningkatkan

ketajaman pendengaran terutama dalam hal aksen dan intonasi, serta

dalam meningkatkan kemampuan berbicara.

D. Materi Pembelajaran

1. Fungsi social teks naratif

A text that entertains or amuses the readers or listener with fictional

story

2. Struktur teks teks naratif, yang meliputi:

a. Orientation, the part of narrative text that introduces the

characters and the setting of the story

b. Complication, the part of narrative text that tells about

the problem that is faced by the main character

c. Resolution, the ending of the story it can be either tragedy or

comedy

3. Unsur kebahasaan teks naratif yang meliputi;

a. Simple past tense

b. Direct-Indirect speech

c. Adverb of time

E. Metode Pembelajaran

Metode : Shadowing Technique

F. Media/alat, Bahan, dan Sumber Belajar

1. Media/Alat : WhatsApp, YouTube, Laptop, Hp

2. Sumber Belajar :

a. YouTube

b. Internet

G. Kegiatan Pembelajaran

1. Pertemuan Pertama ( 2 x 45 menit )

NO KEGIATAN

b. PENDAHULUAN

Peserta didik merespon salam dari guru di grup Whatsapp

Guru menyampaikan kompetensi dan tujuan pembelajaran

Peserta didik diberi pertanyaan tentang Fungsi sosial, struktur teks

dan unsur kebahasaan teks narratif yang pernah mereka lihat

Peserta didik diberi penjelasan tentang penerapan teknik Shadowing

Peserta didik diberi motivasi dan penguatan untuk tetap tinggal

di rumah dan patuh pada anjuran Pemerintah

Peserta didik diberi penjelasan tentang tekhnik penilaian yang

akan digunakan

b. KEGIATAN INTI

Peserta didik diberikan sebuah video tentang narrative teks yang

berjudul “ Asal Usul Surabaya”

Peserta didik diminta untuk menonton video tersebut

Peserta didik diminta menonton kembali video yang telah diputar

seputar narrative teks

Guru meminta peserta didik untuk melakukan shadowing

(pengulangan) dengan terkait video narrative teks. (3 kali

pengulangan)

Guru meminta peserta didik untuk menceritakan kembali video yang

telah dinonton dengan cara me-record menggunakan video

Guru meminta peserta didik mengirimkan hasil recordnya ke Whatsapp

guru

c. PENUTUP

Guru memberikan refleksi terhadap pembelajaran

Guru memberikan apresiasi kepada Peserta didik

Guru memberitahukan materi yang akan dipelajari pada pertemuan

berikutnya

2. Pertemuan Kedua (2 x 45 menit)

NO KEGIATAN

a. PENDAHULUAN

Peserta didik merespon salam dari guru di grup Whatsapp

Guru menyampaikan kompetensi dan tujuan pembelajaran

Peserta didik diberi pertanyaan tentang Fungsi sosial, struktur teks dan

unsur kebahasaan teks narratif yang pernah mereka lihat

Peserta didik diberi motivasi dan penguatan untuk tetap tinggal di

rumah dan patuh pada anjuran Pemerintah

Peserta didik diberi penjelasan tentang tekhnik penilaian yang akan

digunakan

b. KEGIATAN INTI

Peserta didik diberikan sebuah video narrative teks yang berbeda dari

pertemuan sebelumnya yang berjudul “Toba Lake”

Peserta didik diminta untuk menonton video tersebut

Peserta didik diminta menonton kembali video yang telah diputar

seputar narrative teks

Guru meminta peserta didik untuk melakukan shadowing

(pengulangan) dengan terkait video narrative teks. (3 kali

pengulangan)

Guru meminta peserta didik untuk menceritakan kembali video yang

telah dinonton dengan cara me-record menggunakan video

Guru meminta peserta didik mengirimkan hasil recordnya ke Whatsapp

guru

3.Pertemuan ke Ketiga (2 x 45 menit)

c. PENUTUP

Guru memberikan refleksi terhadap pembelajaran

Guru memberikan apresiasi kepada Peserta didik

Guru memberi tahukan materi yang akan dipelajari pada pertemuan

berikutnya

NO KEGIATAN

a. PENDAHULUAN

Peserta didik merespon salam dari guru di grup Whatsapp

Guru menyampaikan kompetensi dan tujuan pembelajaran

Peserta didik diberi pertanyaan tentang nilai moral yang terdapat

dalam hidup bermasyarakat

Peserta didik diberi motivasi belajar dan tetap hidup bersih serta

menjaga kesehatan

Peserta didik diberi penjelasan tentang tekhnik penilaian yang akan

digunakan

b. KEGIATAN INTI

Peserta didik diberikan sebuah video narrative teks yang berbeda dari

pertemuan sebelumnya yang berjudul “Malin Kundang”

Peserta didik diminta untuk menonton video tersebut

Peserta didik diminta menonton kembali video yang telah diputar

seputar narrative teks

Guru meminta peserta didik untuk melakukan shadowing

(pengulangan) dengan terkait video narrative teks. (3 kali

pengulangan)

Guru meminta peserta didik untuk menceritakan kembali video yang

telah dinonton dengan cara me-record menggunakan video

Guru meminta peserta didik mengirimkan hasil recordnya ke

4.Pertemuan ke Keempat (2 x 45 menit)

Whatsapp guru

c. PENUTUP ( 10 menit)

Guru memberikan refleksi terhadap pembelajaran

Guru emberikan apresiasi kepada Peserta didik

Guru memberi tahukan materi yang akan dipelajari pada pertemuan

berikutnya

NO KEGIATAN

a. PENDAHULUAN

Peserta didik merespon salam dari guru di grup Whatsapp

Guru menyampaikan kompetensi dan tujuan pembelajaran

Peserta didik diberi pertanyaan tentang nilai moral yang terdapat

dalam hidup bermasyarakat

Peserta didik diberi motivasi belajar dan tetap hidup bersih serta

menjaga kesehatan

Peserta didik diberi penjelasan tentang tekhnik penilaian yang akan

digunakan

b. KEGIATAN INTI

Peserta didik diberikan sebuah video narrative teks yang berbeda dari

pertemuan sebelumnya yang berjudul “The Legend of Tangkuban

Perahu Mountain”

Peserta didik diminta untuk menonton video tersebut

Peserta didik diminta menonton kembali video yang telah diputar

seputar narrative teks

Guru meminta peserta didik untuk melakukan shadowing

(pengulangan) dengan terkait video narrative teks. (3 kali

pengulangan)

H. Penilaian

The Measurement Rubrics of Speaking Performance

Speaking Skill rubric viewed from pronunciation

(Hanik,2011).

Guru meminta peserta didik untuk menceritakan kembali video yang

telah dinonton dengan cara me-record menggunakan video

Guru meminta peserta didik mengirimkan hasil recordnya ke

Whatsapp guru

c. PENUTUP ( 10 menit)

Guru memberikan refleksi terhadap pembelajaran

Guru emberikan apresiasi kepada Peserta didik

Guru memberi tahukan materi yang akan dipelajari pada pertemuan

berikutnya

Aspect Code Score Criteria

Pronunciation

4.1-5.0

Easy to understand and has a speaker's accent

Original

3.1-4.0

Easy to understand even with an accent

Certain

2.1-3.0

There are pronunciation problems which make the

listener have to be fully concentrated and

sometimes there are misunderstandings

1.1-2.0

Difficult to understand because of pronunciation

problems, often asked to repeat

0-1

Serious pronunciation problems that couldn't be

understood

Calculating students’ score

Scale Score Category

4.1-5.0 85-100 Very good

3.1-4.0 75-84 Good

2.1-3.0 60-74 Fair

1.1-2.0 40-59 Poor

0-1 0-39 Very poor

(Nurgiyantoro (2010)

Sidrap, 14 Desember 2020

Mengetahui,

Peneliti

ANDI TENRI BALI YAHYA

Nik. 1053 51135 216

APPENDIX III

TEACHING MATERIAL

Pre-test and Post-test

Skrip video

Tangkuban Perahu Mountain

Once upon a time, in a prosperous kingdom called Parahyangan. There

lived a beautiful princess named Dayang Sumbi, who loved weaving. One day,

Dayang Sumbu was weaving on the terrace of the palace. For some reason that

day, she felt a little dizzy and weak. The spun yarn kept falling. And Dayang

Sumbi became too lazy to pick it up. As the spun yarn fell, Dayang Sumbi started

to get annoyed, then she said, “whoever picks uo this yarn for me, I swear, I will

take him as my husband”.

When Dayang Sumbi realised that the yarn had beeb picked up, she got

confused as to who had done it. “who picked up this yarn for me ?. there are no

people here.” Dayang Sumbi was very surprised to find that the ne who had

picked up the yarn was Tumang, a royal dog was famous for being loyal and

powerful. “I‟m the one who took it for you Dayang Sumbi. “What? Are… Are

you Tumang ? that means you will be my husband?”. Dayang Sumbi could not

revoke her oath, vso she married Tumang.

Dayang Sumbi could not revoke her oath, so she married Tumang. As

result of their marriage, Dayang Sumbi gave birth to a baby boy, named

Sangkuriang. Tumang told Dayang Sumbi not to tell Sangkuriang that Tumang

was his father. “Dayang Sumbi, please don‟t tell our child, that I am his father”.

“Okay Tumang, I will not tell him”. Sangkuriang grew to be a healthy, agile and

intelligent boy. Tumang always followed Sangkuriang wherever he went and

taught him all the magic he knew. “Come on Tumang, chase me. Ha Ha Ha”.

“Yes, Sangkuriang I will chase you. Ha Ha Ha.” Sangkuriang thought Tumang

was just a pet. He did not know that Tumang was his father.

One day, Dayang Sumbi asked Sangkuriang to go hunting to get food for a

party in the palace. “Sangkuriang my child, go hunting in the forest with Tumang

we need meat for the party.” “Yes mother I will definitelt bring back a lot of meat.

Sangkuriang went to the forest accompanied by Tumang. Unfortunatley, when

night fell, he still had not found any success. Annoyed, Sangkuriang killed

Tumang and handed over his meat for the palace party. Dayang Sumbi did not

know it was Tumang‟s meat. She thought it was meat from the hunt. “Mother, this

is what I got from the hunt, for the palace party later”. “ Wow, thank you, my

child”. After the party was over, Dayang Sumbi asked the whereabouts of

Tumang who had not beed seen at the palace party.”My son, do you see Tumang

?, I‟ve been looking everywhere but he‟s nowhere to be seen”. Finally,

Sngkuriang admitted what he had done. “Hmm.. I.. well, mother.. I‟ve killed him,

and the meat I gave to you.. it‟s his meat”. “What ? Why did you do that

Sangkuriang?”.

Dayang Sumbi couldn‟t hold back her anger. She hit Sangkuriang in his

forehead. Leaving a deep wound. “forgive me mom. Forgive me.. Please please

forgive me”. Because of what she had done to Sangkuriang, Dayang Sumbi was

expelled from the palace by the king. No matter what he had done, Sangkuriang

was the heir to the throne, and the future king. No one could him. Dayang Sumbi

left the palace. As time passed, Sangkuriang grew into a handsome, powerful and

respected young man. One day, he went hunting in the forest. He was pleasantly

surprised when he came across a gorgeous girl. “Hah, who is that girl? She is so

beautiful”. Sangkuriang did not know that the woman was Dayang Sumbi, his

mother. She also did not recognize him. They fell in love with each other. And

Sangkuriang didn‟t take long to propose to Dayang Sumbi.

Dayang Sumbi accepted the proposal. She‟s did not know it was

Sangkuriang, who had grown up. “Hmm, alright. I‟m wiling to be your wife,

you‟re a handsome young man”. However, before their wedding day. Dayang

Sumbi noticed the scar on Sangkuriang‟s forehead that was precisely the same as

her first child had. “Hah.. Oh my God, this young man is my son Sangkuriang.

The scar on his forehead is still there. He is indeed my child”. Dayang Sumbi

immediately looked for a reason to cancel her marriage to sangkuriang.

“Sangkuriang, you can marry me. As long as you can fulfill my request”. “what is

your request ? O, beautiful girl”. Dayang Sumbi had thought long and hard to

come up with a request that Sangkuriang could never fulfill. “I want you to turn

the valley into a dam, and make a boat to cross the water. It must be finished

before dawn”. Dayang Sumbi‟s request was difficult. But Sangkuriang did not

want to lose Dayang Sumbi. “Okay, I‟Il make all your requests come true.

Sangkuriang harnessed all his magic powers. He invited and jinn to help

him. This power had been taught to him by Tumang, his father. They then worked

overnight, blocking rivers and plugging spring with mud and soil. “Finally, I can

finish this dam”. When everything had been dammed, Sangkuriang went to cut

down a gian tree and began to make a huge boat. “Now, all we have to do is make

a big boat to cross the water. I can do it”. Dayang Sumbi began to get nervous.

Because Sangkuriang had almost finished the task. And dawn was still far off.

“Oh…No? I have to stop Sangkuriang before dawn”. Dayang Sumbi prayed

earnestly to God that Sangkuriang would fail. “Oh God, how can I marry my own

child? It‟s impossible. Please make the dawn come quick. So that all the spirits

leave, and no one helps Sangkuriang to complete the boat”.

A miracle occurred and the sun rose early. “Is it morning alredy? I haven‟t

finished yet”. Sangkuriang was very angry when he found out had been cheated.

“Who are you? Tell me the truth! You fooled me! How could you!”. Dayang

Sumbi cried at Sangkuriang‟s words. “How can I marry you my son.. Actually, I

am Dayang Sumbi, your mother”. Sangkuriang did not believe what he was

hearing. He was angry. “Impossible! I don‟t believe you! Impossible! Nooooo!”.

“I‟am your mother Sangkuriang, your real mother”. Then Sangkuriang kicked the

boat, which flew far away. The boat came to rest upside down and turned into a

mountain which is now known as Tangkuban Perahu Mountain.

APPENDIX IV

PRE-TEST

SPEAKING TEST

Direction :

Watch the following video!

Retell the story, then record it into a video. After that, send

your video to the Whatsapp group !

Name :

Number :

POST-TEST

SPEAKING TEST

Direction :

Watch the following video!

Retell the story, then record it into a video. After that, send

your video to the Whatsapp group !

Name :

Number :

APPENDIX V

The row score of students’ Speaking Accuracy of Pre-test

No Respondents scale Post-test Classification

1 S-1 3.5 70 Fair

2 S- 2 3.0 60 Fair

3 S-3 4.0 80 Good

4 S-4 3.5 70 Fair

5 S-5 4.0 80 Good

6 S-6 2.5 50 Poor

7 S-7 2.9 58 Poor

8 S-8 2.9 58 Poor

9 S-9 3.0 60 Fair

10 S-10 3.0 60 Fair

11 S-11 2.9 58 Poor

12 S-12 1.9 38 Very Poor

13 S-13 3.0 60 Fair

14 S-14 1.9 38 Very Poor

15 S-15 2.5 50 Poor

Total = 890

Mean Score

(X)

59

The row score of students’ Speaking Accuracy of Post-test

No Respondents Scale Post-test Classification

1 S-1 4.0 80 Good

2 S- 2 3.5 70 Good

3 S-3 4.5 90 Very Good

4 S-4 4.0 80 Good

5 S-5 4.3 86 Very Good

6 S-6 3.7 74 Fair

7 S-7 3.7 74 Fair

8 S-8 3.8 76 Good

9 S-9 4.0 80 Good

10 S-10 4.0 80 Good

11 S-11 3.9 78 Good

12 S-12 3.5 70 Fair

13 S-13 3.7 74 Fair

14 S-14 3.7 74 Fair

15 S-15 3.7 74 Fair

Total

=1.160

Mean Score

(X)

77

APPENDIX VI

The students’ score of pre-test (X1) and post-test (X2), gain/difference

between the method pairs (D) and square of the gain (D2)

No Respondent

Pronunciation

Pre-test Post-test D(X2-X1) D2

1 S-1 70 80 150 22.500

2 S- 2 60 70 130 16.900

3 S-3 80 90 170 28.900

4 S-4 70 80 150 22.500

5 S-5 80 86 166 27.556

6 S-6 50 74 124 15.376

7 S-7 58 74 132 17.424

8 S-8 58 76 134 17.956

9 S-9 60 80 140 19.600

10 S-10 60 80 140 19.600

11 S-11 58 78 136 18.496

12 S-12 38 70 108 11.664

13 S-13 60 74 134 17.956

14 S-14 38 74 112 12.544

15 S-15 50 74 124 15.376

Total

= 884

=1.160

= 2.050

= 284.348

Mean Score (X) 58 77 136 18.956

APPENDIX VI

Mean score of the pre-test and post-test and gain (D)

a. The students‟ mean score of pre test and post-test in speaking test in term

ofidentify Pronunciation

1. Pre-test 2. Post-test

X = ∑

X = ∑

X= 884 X =1.160

15 15

X= 58 (Poor) X = 77 (Good)

b. Calculating the t-test Value of Pronunciation

c. To know how development of the speaking skill, the researcher , used the

percentage technique as follows :

P =

P=

P=0,31%

APPENDIX VII

TABLE DISTRIBUTION OF T-VALUE

DOKUMENTASI

CURRICULUM VITAE

Andi Tenri Bali Yahya was born on February 6th

1998

in Pare-Pare. She is the five childs from five siblings.

Her father is A.M.Yahya and her mother is A.Jumariah.

In 2005 she started her elementary school at SDN 11

Pangsid and graduated in 2010. Then, she continued

her study at SMPN 1 Pangsid and graduated in 2013.

After that, she continued her study at SMAN 1 Pangsid

and graduated in 2016. At the next year, she was

accepted as English Department student in Faculty of

Teacher Training and Education, Makassar Muhammadiyah University. At the

end of her study, she could finish her thesis in 2021 entitle The Implementation

of Shadowing Teaching Techniques to Improve Students’ Speaking Ability at

SMAN 2 Sidrap (A Pre-Experimental Research).