The researcher`s intention, in this case, wanted to investigate the effect of implementing the shadowing technique on students` word recognition in listening skills at the eighth-grade students of SMP IT Yaa Bunayya Fathul Khair in the academic year 2021/2022. To get the result, the researcher used hypothesis testing. In addition, the table showed that based on the calculation using SPSS 24, the value of the ability in distinguishing sound t-test was higher than the value of its t-table (5.574>2.093) and the value of the ability in rewriting t-test was also higher than its t-table (5.789>2.093). It meant that the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. Therefore, there was an improvement in implementing shadowing technique on students' word recognition in terms of the ability in distinguishing sound and the ability in rewriting the students' eighth grade at SMP IT Yaa Bunayya Fathul Khair.
1. The Improvement of Students` Word Recognition in Listening Skill
a. The Improvement of Students` Word Recognition in term of Distinguishing Sound.
Shadowing technique in this research showed that this technique affects the students` ability in word recognition both in terms of distinguishing sound and rewriting. In this part regarding the students` ability in distinguishing sound, most of the students were low in distinguishing the sound before being given treatment, some different words in English might have a similar sound to one another, such as /e/ meat and /e:/ meet which might be heard similar to students.
This became the problem that the researcher found on students' pre- test. But after being given treatment six times, the students were being given some exercise formed to fill in the blank question that they need to fill based on what they heard on playing audio, the question and audio that the researcher provided in treatment contained words that have similar sound related to its long and short sound that trained them to get used to with the similarity of the words and to differentiate the sound of its long or short sound of the words.
It was proved by the result of the t-test (t0) was higher than the t-table (tt) that means there was a significant effect of shadowing on students` word recognition in listening skill especially inability in distinguishing sound. Based on the calculation of the t-test the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was
accepted as formulated if to > tt. As stated in the calculation, the result of to was higher than tt, which was the value of the ability in distinguishing sound t-test was higher than the value of its t-table (5.574>2.093).
The result showed that the shadowing technique helped the students improving their ability in distinguishing sound, the improvement showed on the study that conducted by previous research named Hamzar (2014) he found that the implementation of shadowing technique in teaching speaking class improved the speaking performance of the students of PIA Monginsidi Makassar. It was proved that the mean score of the students’ pre-test to post-test in the experimental group using the shadowing technique improved from 58.32 to 79.42 and the mean score of the students' pre-test to post-test in the control group using teacher-based technique improved from 58.88 to 64.99.
On the other hand, a researcher related to the use of the shadowing technique has conducted by Nakanishi & Ueda (2011) under the title “Extensive Reading and the Effect of Shadowing". On their second research question, it questioned whether or not shadowing could improve the effects of extensive reading. Comparing with the ER class, the ER-and-shadowing class indicated more gains on post-test scores, showing that shadowing seemed to improve the effects of extensive reading. The researcher result and the previous research
result have proved that the shadowing technique has an impact in improving the ability of learners in some skills, it can be listening, speaking, and reading.
b. The Improvement of Students` Word Recognition in term of Rewriting.
Regarding the ability of students` in rewriting, the researcher found that the value of the ability in rewriting the t-test (t0)was also higher than its t-table (tt) (5.789>2.093). comparing to the improvement of students' ability in distinguishing sound, the percentage of rewriting is higher than distinguishing sound, the improvement of students ability in distinguishing sound was 14.25%
and for the ability in rewriting was 34.28%.The students` felt easier in rewriting what they heard after being given treatment by using the shadowing technique. In this case shadowing technique helped the students to learn lots of words from the audio and to train them to rewrite what they heard as much as possible and to correct their mistakes so that they learn many words on the treatment.
Therefore, there was a significant difference between the students` score in students` listening ability on word recognizing who learned by using Shadowing Technique at SMP IT Yaa Bunayya Fathul Khair. It means that Shadowing Technique had a significant effect on the eighth-grade students.The previous researcher has also conducted research that was effectively related to shadowing technique and listening skill in the different object, the study conducted by Kun,
Da, Li & Jung (2013) proved that using shadowing technique is effective in gaining students` performance on listening ability on pronunciation. This study showed that shadowing can be applied in pronunciation training at the word and sentence level of which the result showed an improvement in that skill. However, besides its differences, the result of the study showed that there was a significant improvement in students using the shadowing technique.
While, The study conducted by Hamada (2011) dealed with the shadowing technique and listening skills, the results showed that shadowing with difficult textbooks improved students` listening comprehension skills. As the researcher result and the previous research showed the improvement using the shadowing technique is proved that shadowing technique was one of the effective ways to be used in process of teaching-learning. For the final result, it was proved that the implementation of the shadowing technique improved students' word recognition in terms of distinguishing sound and rewriting in listening skills. Finally, the final result answered the question of "Does the implementation of shadowing technique improve students’ word recognition in terms of students` ability in distinguishing sound and students` ability in rewriting words in listening skill?”This was related to the title of the research, “The implementation of Shadowing Technique on Students’ Word Recognition in Listening skill”.