Shadowing for Better Pronunciation: Enhancing English Pronunciation among Senior High School Students
DOI:
https://doi.org/10.30762/ijomer.v4i2.9561Keywords:
classroom action research, shadowing technique, English pronunciationAbstract
This classroom action research aimed to improve senior high school students’ English pronunciation through the use of shadowing technique. The research was conducted at SMAN 2 Malang in the first semester of the 2024/2025 academic year. The participants were 28 tenth-grade students of Class X-G who experienced difficulties in both segmental and suprasegmental aspects of English pronunciation. This research followed the classroom action research procedures consisting of planning, acting, observing, and reflecting. The data were collected through a reading-aloud test. The findings revealed that the use of shadowing technique successfully improved the students’ pronunciation. The class mean score increased from 58.6 in the preliminary study to 76.0 in the Cycle I post-test, exceeding the Minimum Mastery Criterion (MMC) of 70. More than 75% of the students achieved scores equal to or higher than the criterion of success. Improvements were observed in both segmental and suprasegmental components of pronunciation, including phonemes, stress, and intonation. These results indicate that shadowing technique is effective to improve students’ English pronunciation. Therefore, this technique can be used as an alternative strategy for teaching pronunciation and providing students with opportunities to practice imitating the speech patterns of model speakers.
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