Judul Skripsi : Implementation of shadowing teaching techniques to improve students' speaking ability at SMAN 2 Sidrap. The purpose of this research was to determine the speaking skills of students using shadowing techniques in the first grade of SMAN 2 Sidrap. The findings of the research showed that the achievement of the first level of SMAN 2 Sidrap improved after the use of shadowing techniques.
Therefore, the researcher wants to conduct a research entitled "Improving the speaking skills of students using the shadowing technique in the first grade of SMAN 2 Sidrap".
Problem Statemen
Based on the background of the above research, the researcher hypothesized that the shadowing technique can be used to attract students. This research reveals that shadowing techniques can improve students' English speaking ability in the first grade of SMAN 2 Sidrap.
Significance of the Study
Scope of the Research
Previous Related Research Findings
The third difference between a researcher and my research is that this researcher uses shadowing techniques in learning kaiwa to practice the ability to speak Japanese, while mine. 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.
Some Pertinent Ideas 1. Speaking Skill
Shadowing Technique a. Definition of Shadowing
Yajima (1997) "Shadowing was originally developed as a training technique for simultaneous interpretation in Europe and has gained great interest among language teachers in improving students' listening and speaking skills, as 'shadowing' requires competence in both listening and speaking." Then, according to Nakanishi and Ueda (2011), “shadowing was originally developed as a way to train simultaneous interpreters.” Shadowing is important and developed for simultaneous interpreter training. Then, Shiota also states that "shadowing is one of the training techniques used to improve interpreting skills, and studies report that shadowing has recently become popular as a teaching method."
Furthermore, according to Tamai (1997), "shadowing is an active and highly cognitive activity in which students follow the speech heard and pronounce it as clearly as possible at the same time as they listen". 34;"shadow lecture" is when listeners silently shadow the speaker in their minds while listening to a lecture. The full image is that the listener listens and 140 directly repeats what the speaker is saying without stopping, but the italic image is that the listener hears and repeats directly what the speaker said with pauses.
The direct image is the listener who directly listens and repeats what the speaker said without looking at the script, and the indirect image is. We repeat the steps until we manage to follow the speaker correctly at almost the same time. Ingrid says that "shadowing exercises are completely mechanical exercises that, by teaching students to repeat words, can reinforce their natural tendency to stick too closely to the speaker's words."24 In other words, the shadowing technique is claimed to be "too simple" technique because the students just imitate the speaker.
Conceptual Frame Work
It is not impossible to improve this technique to increase students' speaking performance because listening and speaking are related. Based on the framework diagram, there are two main elements that researcher gets during the teaching of speaking, namely the improvement of students' speaking ability. In this treatment, the researcher taught speaking skills to students of SMAN 2 Sidrap through shadowing techniques.
Applying shadowing techniques, the researcher plans to improve students' speaking ability. Speaking skill covered by pronunciation. Null Hypothesis (Ho): There is no significant implementation after using Shadowing Techniques to improve students' speaking. Alternative hypothesis (H1): There is a significant implementation after using Shadowing Techniques to improve students' speaking skills at SMAN 2 Sidrap.
Research Design
Population and Sample 1. Population
Instrument Of The Research
The procedure for Collecting Data
In the first treatment, the researcher gave the students an explanation about the application of the shadowing technique, then the researcher gave the students a narrative video text entitled "Asal Mula Surabaya". The researcher asked the students to retell the video that was given using the shadow technique, then the results of the video were sent through WhatsApp Group. In the second treatment, the researcher gave the students different textual video narrative materials entitled "Lake Toba".
In the third treatment, the researcher gave different video narrative text material to the students titled "Malin Kundang". In the last treatment, the researcher gave different video narrative text material to the students titled "The Legend of Tangkuban Perahu Mountain". The researcher gave the students a post-test with the same video as the one given in the pre-test titled "The Legend of Tangkuban Perahu Mountain" by applying shadowing techniques.
The technique of Data Analysis
There are pronunciation problems that require the listener to fully concentrate and sometimes there are misunderstandings. To know the development of speaking skills, the researcher used the percentage technique as follows.
Research Finding
- The classification of the students’ score in pre-test
- The classification of the students’ score in post-test
- The implementation of shadowing teaching techniques to improve students’ speaking ability in terms of pronunciation
- The Significant of Pronunciation
Based on the researcher's results, students who achieve very good scores have criteria that are easy to understand and have an original speaker accent. Then students who get good grades have criteria that are easy to understand, even with a certain accent. Then students who get good grades have the criteria: there are pronunciation problems that require the listener to fully concentrate and sometimes there are misunderstandings.
Then, students who get poor results, criteria that are difficult to understand because of pronunciation problems, are often asked to repeat. Implementing shadowing teaching techniques to improve students' speaking ability in terms of pronunciation. Calculation of the result of the students' scores in Pre-test and Post-test The average score is shown in the following table.
Based on the results of this evaluation, it can be concluded that the use of shadow teaching techniques can improve students' speaking skills in terms of pronunciation. The t-test was the test to measure whether there is a significant difference between the mean scores of the students in the pre-test and post-test. In this study, the paired sample t-test was used to measure the significant improvement in the speaking of first graders.
Discussion
In the pre-test, only the speaking test was given to teach their knowledge before using the shadowing technique. The objective of the research was to obtain empirical evidence of the impact of the intervention using the shadowing technique on students' listening ability in word recognition. The instrument of data collection was listening tests given as pre-test and post-test given to both experimental and control groups.
In other words, it clearly showed that the use of the shadowing technique was statistically proven to be effective. From this increase, it can be seen that the process in pre-test and post-test. In the post-test, the results of the students' speech were good when they used shadow teaching techniques.
The researcher administered the treatment using shadowing teaching techniques by watching the video so that the students could show the increase after the test. In the pre-test, only the speaking test was administered to determine their knowledge before using monitoring teaching techniques. For the final results, it is proven that there is a significant effect of using the shadowing technique on students' speaking skills, which represents the corresponding results with several previous studies.
Conclusion
Suggestion
By using shadowing techniques, students are expected to improve their speaking skills and be more active during classroom learning. The principal can motivate the teachers to know the students' problems in the teaching and learning process. The use of picture series to improve students' ability to read narrative text in the eighth grade of Smp N 3 Pringapus Satu Atap.
Teknik Shadowing dalam Pembelajaran Kaiwa (Penelitian eksperimental pada siswa tingkat II tahun ajaran 2014/2015 Jurusan Pendidikan Bahasa Jepang Fpbs Upi). Model pembelajaran berbicara untuk siswa pengajaran bahasa Inggris dengan menonton video bahasa Inggris dengan subtitle L2. Meningkatkan keterampilan berbicara siswa dengan menceritakan kembali cerita menggunakan foto seri di SMAN 7 Bandar Lampung.
LESSON PLAN
- Kompetensi Dasar ( KD) dan Indikator Pencapaian Kompetensi (IPK) Kompetensi Dasar (KD) Indikator Pencapaian
- Tujuan Pembelajaran
- Materi Pembelajaran 1. Fungsi social teks naratif
- Metode Pembelajaran
- Media/alat, Bahan, dan Sumber Belajar
- Kegiatan Pembelajaran
- Pertemuan Pertama ( 2 x 45 menit )
- Pertemuan Kedua (2 x 45 menit)
- Penilaian
Melalui pendekatan saintifik dengan model Discovery Learning, siswa mampu mengidentifikasi dan menganalisis tujuan komunikasi, struktur teks, dan unsur kebahasaan teks narasi (salah satunya tuturan langsung dan tidak langsung) secara akurat, baik, jujur, dan mendidik dalam kehidupan sehari-hari. . Sedangkan dengan model pembelajaran kooperatif, siswa mampu menemukan dan menceritakan secara kooperatif isi teks narasi secara akurat, baik, jujur, dan santun. Dengan menggunakan metode shadowing, siswa mampu meningkatkan ketajaman pendengarannya terutama dalam hal tekanan dan intonasi, serta meningkatkan keterampilan berbicaranya.
Siswa diberikan pertanyaan tentang fungsi sosial, struktur teks, dan unsur kebahasaan teks narasi yang dilihat. Siswa dimotivasi dan diperkuat untuk tinggal di rumah dan mengikuti anjuran pemerintah. Guru meminta siswa mengulangi video yang ditontonnya dengan merekamnya.
Siswa akan mendapatkan teks video narasi yang berbeda dengan pertemuan sebelumnya yang bertajuk “Danau Toba”. Siswa diberikan teks video narasi yang berbeda dengan pertemuan sebelumnya yang berjudul “Malin Kundang”. Siswa akan dibekali teks video narasi yang berbeda dengan pertemuan sebelumnya yang berjudul “Legenda Gunung Tangkuban Perahu”.
TEACHING MATERIAL
One day, Dayang Sumbi asked Sangkuriang to go hunting to get food for a party at the palace. Sangkuriang, my child, go hunting in the forest with Tumang. We need meat for the party.' “Yes mother, I will definitely bring a lot of meat. After the party was over, Dayang asked Sumbi where Tumang was, who had not been seen at the palace party. “My son, see you Tumang.
Because of what she did to Sangkuriang, the king banished Dayang Sumbi from the palace. No matter what he did, Sangkuriang was the heir to the throne and the future king. Dayang Sumbi noticed a scar on Sangkuriang's forehead that was exactly the same as her first child's.
The driving score of speaking accuracy of the pre-test No respondents scale of the post-test classification of students. The students' score on the pre-test (X1) and post-test (X2), gain/difference between the method pairs (D) and the square of the gain (D2).
Mean score of the pre-test and post-test and gain (D)
