Improving Students’ English Pronunciation Competence by Using Shadowing Technique

Henny Septia Utami; Ruly Morganna

doi:10.29240/ef.v6i1.3915

Improving Students’ English Pronunciation Competence by Using Shadowing Technique

Henny Septia Utami, Ruly Morganna

Abstract

This study used classroom action research at SMPN 1 Curup Timur in Bengkulu, using the shadowing technique to assist students in resolving their English pronunciation issues. As participants, 25 ninth-grade students were involved. The shadowing technique was carried out in two cycles, with each cycle consisting of three meetings. Two meetings were scheduled for the shadowing learning processes, with the third serving as a post-test. Observations and tests were used to collect data. The data were analyzed both qualitatively and quantitatively. This study uncovered two sets of data. First, for each meeting in each cycle, the process of learning English pronunciation using shadowing techniques included ten stages that included listening, listening while marking, mumbling, parallel reading, comprehending meanings, shadowing prosody sounds, recording, listening, and making comparisons, reviewing, and reflecting. Second, the shadowing technique was effective in improving students' English pronunciation skills. In cycle one, this technique was capable of improving English pronunciation indicators such as phonemes, sound combinations, and sound linkage. Following that, in cycle two, this technique could improve four other indicators: allophones, stress, rhythm and pitch, and intonation.

Keywords

English pronunciation; speaking skill; shadowing technique

Full Text:

PDF

References

Blake, H. L., McLeod, S., & Verdon, S. (2019). Intelligibility Enhancement Assessment and Intervention: a single-case experimental design with two multilingual university students. Clinical Linguistics & Phonetics, 34(1–2), 1–20. https://doi.org/10.1080/02699206.2019.1608470

Casillas, J. V. (2020). Phonetic Category Formation is Perceptually Driven During the Early Stages of Adult L2 Development. Language and Speech, 63(3), 550–581. https://doi.org/10.1177/0023830919866225

Chen, H. C., & Han, Q. W. (2018). Designing and implementing a corpus-based online pronunciation learning platform for Cantonese learners of Mandarin. Interactive Learning Environments, 28(1), 18–31. https://doi.org/10.1080/10494820.2018.1510422

Cheng, W. W. (2015). A case study of action research on communicative language teaching. Journal of Interdisciplinary Mathematics, 18(6), 705–717. https://doi.org/10.1080/09720502.2015.1108075

Christa, R. M., Petrus, I., & Hayati, R. (2020). Using shadowing technique to improve listening achievement of the eleventh-grade students of SMA Negeri 6 Palembang. Sriwijaya University.

Chu, C. H., & Xuan, T. J. (2020). Developing and evaluating a flipped corpus-aided English pronunciation teaching approach for pre-service teachers in Hong Kong. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1753217

Cruttenden, A. (2014). Gimson’s Pronunciation of English. In Routledge. Taylor and Francis Inc. https://doi.org/https://doi.org/10.4324/9780203784969

Duranti, A., Ochs, E., Schieffelin, B. B., Paulston, C. B., Kiesling, S. F., Rangel, E. S., Manuel Hernández-Campoy, J., Camilo Conde-Silvestre, J., Hualde, J. I., Olarrea, A., O’rourke, E., Huang, -T James, Li, Y.-H. A., Simpson, A., Macwhinney, B., & O’grady, W. (2015). The handbook of english pronunciation. The Handbook of English Pronunciation, 1–530. https://doi.org/10.1002/9781118346952

Evers, K., & Chen, S. (2020). Effects of an automatic speech recognition system with peer feedback on pronunciation instruction for adults. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2020.1839504

Fouladi Nashta, J., & Rahimy, D. R. (2018). An Investigation of the Effectiveness of Dialogue Shadowing Technique (DST) on Iranian Intermediate EFL Learners’ Conversation Ability. International Journal of Research in English Education, 3(2), 34–47. https://doi.org/10.29252/IJREE.3.2.34

Hamada, Y. (2014). The effectiveness of pre- and post-shadowing in improving listening comprehension skills. The Language Teacher, 38(January/February), 3–11.

Hamada, Y. (2016). Teaching EFL Learners Shadowing for Listening : Developing learners’ bottom-up skills. Teaching EFL Learners Shadowing for Listening. https://doi.org/10.4324/9781315677118

He, J., Meyer, A. S., & Brehm, L. (2021). Concurrent listening affects speech planning and fluency: the roles of representational similarity and capacity limitation. Language, Cognition and Neuroscience, 36(10), 1258–1280. https://doi.org/10.1080/23273798.2021.1925130

Jeong, H., Thorén, B., & Othman, J. (2018). Effect of altering three phonetic features on intelligibility of English as a lingua franca: a Malaysian speaker and Swedish listeners. Asian Englishes, 22(1), 2–19. https://doi.org/10.1080/13488678.2018.1536817

Julian, K. (2012). English Speaking Practice: How to improve your English Speaking and Fluency: Shadowing (Read along).

Kortmann, B. (2020). Phonetics and phonology: On sounds and sound systems. English Linguistics, 27–50. https://doi.org/10.1007/978-3-476-05678-8_2

Lasagabaster, D., & Doiz, A. (2016). CLIL students’ perceptions of their language learning process: delving into self-perceived improvement and instructional preferences. Language Awareness, 25(1–2), 110–126. https://doi.org/10.1080/09658416.2015.1122019

Leonisa, E. (2020). The Effectiveness Of Shadowing Technique On Students’ Pronunciation At The Tenth Grade Students Of SMAN 1 Jetis Ponorogo.

Maini, F., & Rachmanita. (2020). Applying shadowing technique to improve students’ listening achievement. Language and Education Journal, 5(1), 47–56. https://doi.org/10.52237/LEJ.V5I1.155

McLeod, S., Margetson, K., Wang, C., Tran, V. H., Verdon, S., White, K., & Phạm, B. (2021). Speech acquisition within a 3-generation Vietnamese-English family: the influence of maturation and ambient phonology. Clinical Linguistics & Phonetics. https://doi.org/10.1080/02699206.2020.1862915

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. SAGE Publications, Inc.

Noviyenty, L. (2017). An analysis of marking system used by speaking lecturers of STAIN Curup. English Franca, 1(1), 61–80.

Oladipupo, R., & Akinola, A. (2022). Nigerian English pronunciation preferences: A corpus-based survey of pronunciation variants. Cogent Arts & Humanities, 9(1). https://doi.org/10.1080/23311983.2022.2061104

Oord, A. van den, Dieleman, S., Zen, H., Simonyan, K., Vinyals, O., Graves, A., Kalchbrenner, N., Senior, A., & Kavukcuoglu, K. (2022). Improving EFL Students’ Intonation In-Text Using Shadowing Technique with the Implementation of Google Text-to-Speech. AsiaCALL Online Journal, 13(1), 93–121. https://doi.org/10.11251/acoj.13.01.006

Saito, Y., & Saito, K. (2016). Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners: Language Teaching Research, 21(5), 589–608. https://doi.org/10.1177/1362168816643111

Salim, A., Terasne, T., & Narasima, L. (2020). Enhancing the students’ pronunciation using shadowing technique at senior high school students. Journal of Languages and Language Teaching, 8(1), 20–28. https://doi.org/10.33394/JOLLT.V8I1.2212

Seong, J. W., Lee, H. J., & Cho, S. H. (2020). A study on the voice security system using sensor technology. Proceedings - 2020 IEEE International Conference on Big Data and Smart Computing, BigComp 2020, 520–525. https://doi.org/10.1109/BIGCOMP48618.2020.00-13

Sewell. (2016). English pronunciation models in globalized world: Accent, acceptability, and Hongkong English. Singapore Association for Applied Linguistics. Routledge.

Sugiarto, R., Prihantoro, P., & Edy, S. (2020). The impact of shadowing technique on tertiary students ’ English pronunciation. Linguists : Journal Of Linguistics and Language Teaching, 6, 114–125.

Szyszka, M. (2016). Pronunciation learning strategies and language anxiety. Springer International Publishing.

Thi Huyen, N., Thi Minh Thao, N., Thi Dung, T., Tam Trang, N., Thuy, X., & Giay, C. (2020). Shadowing and interpreting performances of English-major students. VNU Journal of Foreign Studies, 36(1), 129–141. https://doi.org/10.25073/2525-2445/VNUFS.4504

Xue, X., & Dunham, R. E. (2021). Using a SPOC-based flipped classroom instructional mode to teach English pronunciation. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2021.1980404

Yamaguchi, A., & Atkeson, C. G. (2019). Recent progress in tactile sensing and sensors for robotic manipulation: can we turn tactile sensing into vision?1. Advanced Robotics, 33(14), 661–673. https://doi.org/10.1080/01691864.2019.1632222

Yeldham, M., & Choy, V. (2021). The effectiveness of direct articulatory–abdominal pronunciation instruction for English learners in Hong Kong. Language, Culture and Curriculum. https://doi.org/10.1080/07908318.2021.1978476

Younes, S. A., & Mueller Gathercole, V. C. (2020). Phonological interaction in Spanish-English bilinguals: effects of cognate usage on voice onset time of voiced stops. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2020.1715914

DOI: http://dx.doi.org/10.29240/ef.v6i1.3915