the implementation of shadowing teaching techniques …
TRANSCRIPT
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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
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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
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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.
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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
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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
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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
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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
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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
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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
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LIST OF FIGURE
Figure 2.1 Conceptual Framework .................................................................. 22
Figure 3.2 Research Design ............................................................................. 24
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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
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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.
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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
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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.
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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?
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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
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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.
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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
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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
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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
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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
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(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.
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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
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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
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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.
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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
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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
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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).