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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
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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.
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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
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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 ) =
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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