The purpose of this study is to find out the impact of the implementation of shadow technique in the teaching of word recognition in terms of sound discrimination and rewriting in listening skill. The data proved that the implementation of shadowing technique brought improvement on students' ability to listen, especially to recognize word. The conclusion can be drawn that the use of shadow technique is effective in improving students' word recognition in terms of distinction and rewriting.
Tujuan dari penelitian ini adalah untuk mengetahui dampak penerapan teknik bayangan dalam pengajaran pengenalan kata dalam hal membedakan bunyi dan menulis ulang terhadap keterampilan mendengarkan.
- Background
- Problem Statement
- Objectiveof Study
- Significant of Study
- Scope of Study
Moreover, it develops their English word recognition skills as well as their pronunciation, vocabulary and listening skills from above. The technique guides students in listening to the target language, focusing on native speakers' pronunciation when pronouncing the words. Therefore, the study proposes research entitled “The implementation of shadowing technique on students' word recognition in listening comprehension”. Based on the problems that emerged in the background, the main concern of the researcher in this study is the implementation of shadowing technique on students' word recognition in listening skills.
Therefore, the research question of this research is "Does the implementation of shadowing technique improve students' word recognition in terms of students' ability to distinguish sound and students' ability to rewrite in listening skill?".
- Review Of Related Research
- Listening
- Word Recognition
- Shadowing Technique
- Teaching Listening Using Shadowing Technique
- Conceptual Framework
- Hyphothesis
The similarity with this study was in one of the variables used by the researcher. According to Murphey, there are three steps of shadowing: (1) To help the learner communicate and participate more in cooperative conversation, shadowing will extend auditory short-term memory. form of conversational change and negotiation that is perceived to have a beneficial effect on language learning through its influence on interaction, understanding, acceptance and acceptance. This study focused on the premise that the application of word recognition shadow technique had significant impacts on students' listening ability.
The last step in the shadowing method is based on trying to understand the meaning of the language.
- Research Method
- Variable of The Research
- Place and Time of Research
- Population and Sample of Research
- Instrument of The Research
- Research Procedures
- Data Collection Technique
- Data Analysis Technique
The researcher tried to find out if the shadowing technique improved the students' word recognition in Listening Skills. The pre-test was provided to students to determine the initial skill of students before treatment and post-test after treatment to determine the improvement of students' listening comprehension of word recognition. The treatment was in terms of distinguishing sound and rewriting words, in implementation the use of shadowing technique the researcher provided the test of 30 items of fill the blank. After this was done 5 times, the third step was that the researcher played the audio once and asked the students to write down the words they did not know about the vowel (short/long) and its spelling (how to rewrite) didn't know.
Using SPSS 24, the researcher calculated the mean score and standard deviation of the students' word recognition in listening comprehension, sound discrimination and rewriting.
Findings
It proved that the score in pre-test and post-test was achieved in discriminating sound. The score obtained by the students on the pre-test increased after they were treated with the shadowing technique and was given post-test. The finding of the study was seen from the data result obtained in the pre-test and in the post-test.
The pre-test was given as a test that aimed to find out the initial ability of the students, while the post-test ability of the students was given before they were given treatment. The score obtained by the students on the pre-test increased after being treated with the shadowing technique and after being given the post-test. It showed that there was an increase between the pre-test and post-test scores that the students achieved.
The percentage achieved by the students was 25% for pre-test and 55% post-test which was classified as good, 75% for pre-test and 45% for post-test which was. Table 4.3 showed that the mean score increased for the pre- and post-test in the students' ability to distinguish sound. It can be seen that the average score from pre-test to post-test increased significantly, from 49.45 for pre-test to 56.50 post-test.
Table 4.4 showed that the mean score increased in the pretest and posttest in distinguishing sound. It can be seen that the average score on pre-test to post-test was significantly increased, from 56.50 for pre-test to 76.65 post-test.
Discussion
The researcher's intention, in this case, wanted to investigate the effect of the implementation of the shadowing technique on students' word recognition in listening skills among the eighth grade students of SMP IT Yaa Bunayya Fathul Khair in the academic year 2021/2022. Therefore, there was an improvement in the implementation of shadowing technique on students' word recognition in terms of the ability to distinguish sound and the ability to rewrite the students' eighth grade at SMP IT Yaa Bunayya Fathul Khair. Shadowing technique in this research showed that this technique affects the students' ability in word recognition, both in terms of sound discrimination and rewriting.
The result showed that the shadowing technique helped the students to improve their voice discrimination ability, the improvement showed in the study that conducted by the previous research called Hamzar (2014) he found that the application of the shadowing technique in the classroom teaching of speaking improved the speaking performance of ANP Monginsidi Makassar students. On the other hand, a researcher regarding the use of the shadow technique has been conducted by Nakanishi & Ueda (2011) under the title "Wide Reading and Shadow Effect". listening ability of students for word recognition who learned using shadowing technique in SMP IT Yaa Bunayya Fathul Khair.
However, in addition to the 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) dealt 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 shadow technique proved that shadow technique was one of the effective ways to be used in the process of teaching-learning.
As a final result, it was proven that the use of shadowing technique improved students' word recognition in terms of sound discrimination and listening transcription. Finally, the final result answered the question "Does the use of the shadowing technique improve students' word recognition in terms of students' ability to discriminate sounds and students' ability to copy words in listening skills?" This was related to the title of the study. research "Using the shadowing technique in students' word recognition in listening skills".
Conclusion
The data showed that the score obtained by the students on the pretest was higher than the score obtained on the posttest. Thus, there was a significant difference as it was shown that the use of shadowing technique improved students' ability in sound discrimination and transcription of word recognition in the listening skill of eight grade students of SMP IT Ya Bunayya Fathul Khair. The problem of recognizing a word while listening should be solved because the process of learning the language becomes easy.
Consequently, more research needs to be done to maintain the problems related to the process of language learning.
Suggestion
Tanyakan tentang kejadian rutin. memberikan dan mencari informasi tentang keadaan/tindakan/kegiatan/peristiwa yang dilakukan/terjadi secara rutin atau bersifat umum, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang akurat dan sesuai konteks. Refleksi proses 4.9 Penyusunan teks interaksi transaksional. tindakan lisan dan tulisan yang sangat singkat dan sederhana yang melibatkan tindakan memberi dan mencari informasi tentang membandingkan jumlah dan sifat-sifat orang, hewan, benda, dengan. memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. Topik: Teks lisan dan tulisan yang mengungkapkan dan memerlukan perbandingan jumlah dan ciri-ciri orang, hewan, benda.
Penerapan struktur teks dan unsur kebahasaan untuk menjalankan fungsi sosial menyatakan dan mencari perbandingan jumlah dan ciri-ciri orang, hewan, benda, sesuai dengan konteks penggunaannya. Menyusun teks lisan dan tulis untuk mengungkapkan dan bertanya tentang perbandingan jumlah dan ciri-ciri orang, hewan, benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai dengan konteks. Teks lisan dan tulisan yang menyatakan dan memerlukan perbandingan jumlah dan ciri-ciri manusia, hewan, benda.
Menggunakan struktur teks dan unsur kebahasaan untuk menjalankan fungsi sosial teks deskriptif dengan menyatakan dan bertanya tentang uraian tentang orang, hewan, dan benda, singkat dan sederhana, sesuai dengan konteks penggunaan. Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, tentang orang, hewan, dan benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan relevan dengan konteks. Topik: Teks lisan dan tulis menyatakan dan menanyakan pertanyaan tentang tindakan/peristiwa yang dilakukan/terjadi pada masa lalu.
Menggunakan struktur tekstual dan unsur kebahasaan untuk menjalankan fungsi sosial menyatakan dan menanyakan tindakan/peristiwa yang dilakukan/terjadi pada masa lalu, sesuai dengan konteks penggunaannya. Menyusun teks lisan dan tulis yang menyatakan dan mengajukan pertanyaan tentang tindakan/peristiwa yang terjadi/terjadi di masa lalu, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. Teks lisan dan tulisan menyatakan dan menanyakan tentang tindakan/peristiwa yang dilakukan/terjadi pada masa lampau.
