Improving Students’ English Pronunciation Competence by Using Shadowing Technique
DOI:
https://doi.org/10.29240/ef.v6i1.3915Keywords:
English pronunciation, speaking skill, shadowing techniqueAbstract
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.
Downloads
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
Downloads
Published
How to Cite
Citation Check
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
