DRAFT OF THESIS

Name : Lathifah Khairiah Muiz

Reg. Number : 20400113146
Department : English Education
Faculty : Tarbiyah and Teaching Science
Title :Using Shadowing Technique towards Speaking Skill
Improvement to The Second Year Students of SMA Negeri 2
Enrekang
Consultant I : Prof. Hamdan Juhannis, M.A., Ph.D.
Consultant II : Dra. St. Nurjannah Yunus Tekeng, M.Ed., M.A.

A. Background

People never stop learning language from the babbling of babies to the vicarious

preschool years, from the early encounters with print and the first attempts at writing

through to the secondary textbooks and then beyond to the new demands of the

adulthood, where they still continue to learn and refine the language needed in every

new situation in which we find ourselves.1 People use language to express their mind,

wishes, and ideas. Language is a means of communication people use to share ideas

with others. Language predicts attitude and wishes of the users. With language man

can express his ideas and wishes to other people such as when he needs their help so

that close operation among members of the group can be carried out.2 Language has

to be learned and used in a social community. Language is used not only in education

but also in daily life. Considering the fucntion of language, people study language

both formal or in the class and informal or outside the class.

1
Derewianka. Exploring How Text Work. London: Primary English English Teaching
Association. (1990), p. 3
2
Aditya Rizkiyanto. Comparison between Using Authentic Song Lyrics and Pictures as
Media to Teach Students’ Writing Competence of Narative Text. A Journal of English language
Teaching, vol. 3 no. 1 (June 2014), p. 2
https://journal.unnes.ac.id/sju/index.php/elt/article/view/4001/3633

1
 English is one of the widely used international languages. Both as a means of

oral and written communication, including the broadcasting and the writing of

newspaper, magazine and technological as well as scientific books.

In countries where English is neither the first nor the second language, it is

taught or learned as the first foreign language for practical necessary uses of

communication. English can serve as the language of instruction in higher education

or as a lingua franca among those whose native is not English. A lingua franca can be

defined as a language widely adopted for communication between two speakers

whose native languages are different from each other’s and where one or both

speakers are using it as a second language.3 In other words, it is used for

communication between two speakers who have different native languages and they

use more than one language as a second language.

Communication is the key of socializing with other people which makes it an

important role in life. In communication we need to be able to understand each others

well, which needs a good communication way. One of communication way is

speaking. Through speaking, someone can communicate their idea, feeling, emotion,

desire etc. Speaking is the active use of language to express meaning so that other

people can make sense of them.4 People need English speaking not just in academic

environment but also in our regular daily life. As we know that we are now in

3
Harmer, Jeremy. The Practice of English Language Teaching 3th Ed. Harlow: Longman.
2001, p. 1
4
Cameron, L. Teaching Language to Young Learners. Cambridge: Cambridge University
Press, 2001, p. 4

2
globalization era and the very international language is English. English has become

more important by that and we are to speak English well to be able to mingle well. As

the above stated, it is concluded that speaking is important in our life.

Most of the students think that speaking English is difficult. It is proven by the

fact that the students still have limited skill to speak english, even to introduce

themselves after learning for at least six years.5 In addition, the researcher found that

there are some issues faced by the students which made them difficult to speak well,

like lack of vocabulary, lack of confidence, and lack of idea. Furthermore, the

students also afraid of being laugh at when they speak.

Noparat in Anggraeni states that the result of teaching English in some of the

Junior and Senior High Schools at South-East Asia, especially speaking, is still

considered unsatisfactory.6 The students still have very poor ability to use English for

oral communication. Due to the fact, it needs some efforts to improve the students’

ability in speaking.

Speaking does ot only involve the knowledge of speaking but also psychological

factors. Muttaqin in Lidan in his research on activating students in speaking said that

there are two peoblems in speaking, they are:

5
Amran, M. The Effectiveness of Using Narrating Picture to Improve The Speaking Ability of
The Second Year Students at SMP Negeri 1 Sinjai Selatan. A Thesis S1 (Makassar: Tarbiyah and
Teaching Faculty, UIN, 2014) p. 1
6
Anggraeni, Purwita. Audio Lingual Teaching as an Alternative Method in Teaching
Speaking (An Action Research Given to the First Year Students of SMP Negeri 2 Pemalang in the
Academic Year 2006/2007. A Thesis (Semarang: Faculty of Language and Art, UNS, 2007). p. 3

3
 1. Psychological factors

Most of the students are usually ashamed, awkward and afraid of

making mistakes.

2. Lack of practice

The students are difficult to find out the situation in which they can

practice their english more frequently. To decrease their fear and anxiety, the

students are trained to make them accustomed to speak english.7

The issues which have been explained above need to be overcome immedietly so it

will not cause students speaking skill stay the way it is.

To overcome the issues, the researcher conduct this research. She applies

shadowing technique towards speaking skill. Celce-Murcia et al. in Kun-Ting Hsieh

et al., further point out that shadowing, together with repetition, mirroring, and

imitative conversation techniques is considered one of the oral teaching methods used

for imitating native speakers’ intonation patterns at the discourse level.8 The basic

skill of shadowing is to follow the utterance produced by Native Speakers as closely

as possible.9

There are so many researchers concluded that shadowing technique is good in

improving students listening and pronunciation, and not so many of them conducted

7
Lidan, J.R. Factors Influencing Students Motivation of SMU St. Dominicus Makassar in
Speaking English. A Thesis S1 (Makassar: FPBS, STIE-YPUP, 2006) p. 10
8
Hsieh, Kun-Ting, Dong, Da-Hui, and Wang, Li-Yi. A Preliminary Study of Applying
Shadowing Technique to English Intonation Instruction. Taiwan Journal of Linguistics vol. 11 no. 2
(2013) p. 48 http://tjl.nccu.edu.tw/main/uploads/11.2__.2_1_.pdf
9
Hsieh, Kun-Ting, Dong, Da-Hui, and Wang, Li-Yi. A Preliminary Study of Applying
Shadowing Technique to English Intonation Instruction. Taiwan Journal of Linguistics vol. 11 no. 2
(2013) p. 49 http://tjl.nccu.edu.tw/main/uploads/11.2__.2_1_.pdf

4
the research of applying the technique on improving speaking skill. But the

researchers who had conducted the research of shadowing technique on speaking

skills concluded that this method is good because it is fun, and not difficult to use.

Therefore, the researcher totally believes that this shadowing technique is a good

technique to overcome students issues on speaking.

Referring to the explanations above, the researcher is excited to conduct a

Experiment research through quantitative and qualitative approach entitled “Using

Shadowing Technique towards Speaking Skill to The Second Year Students of SMA

Negeri 2 Enrekang ”.

B. Problem Statement

Based on the background previously stated, the researcher state the problem

statement as: Is the technique effective towards the improvement of the second year

students’ speaking skill of SMA Negeri 2 Enrekang?

C. Objective of Research

Based on the above problem statement, the objective of the research is to find out

whether the Shadowing Technique can help effectively the students in their speaking

skill improvement.

D. Research Significance

The outcomes of this research were expected to be meaningful information as the

following :

5
 1. Practical :

To help the second grade students of SMA Negeri 2 Enrekang in their

speaking skill

2. Theoritical :

a. To strengthen and test the theory and the previous research findings about

Shadowing technique.

b. To add the teacher’s insight about teaching English

c. To give reference not only for English teacher, but also for all teachers with

their spesifications.

E. Research Scope

This research focuses on implementing and finding out whether or not the

shadowing technique helps the students on their speaking skill and how does it

influence the students of SMA Negeri 2 Enrekang speaking skill. As a matter of case,

the researcher will pay attention in building up students speaking skill, which contain

students pronunciation, vocabulary and fluency.

F. Operational Definition of Terms

This research is entitled “Using Shadowing Technique towards Speaking to The

Second Year Students of SMA Negeri 2 Enrekang”. In order to know the term used in

this research, clearly the researcher defines those terms as follows :

6
 1. Shadowing Technique

Shadowing is an activity where the doer tries to follow what the speaker saying as

precisely as possible. Shadowing technique is a technique that will be applied by the

teacher starting by giving the students a material in this case a speech video which is

not a very long, then the student will watch and hear it for some times and finally try

to imitate/follow the speaker as precisely as possible.

2. Speaking Skill

The teacher will use the shadowing technique towards the students’ speaking

skill. Shadowing technique will influence students’ speaking skill encompass

pronunciation (, fluency, vocabulary and intonation. Pronunciation

G. Literature Review

1. Some Previous Related Research Findings

A lot of researches related to the shadowing term have been conducted. The

researchers have reported their researches of the implementation of shadowing. Some

findings of the related research are presented in section as follows:

Shadowing exercises had helped every learner to show remarkable progress in

their English rhythms. The researchers are convinced that the ‘shadowing’ technique

is one of the most effective interventions for Japanese adult learners with efficient

pronunciation to learn.10

10
Omar and Umehara, Michiko. Using ‘A Shadowing’ Technique’ to Improve English
Pronunciation Deficient Adult Japanese Learners: An Action Research on Expatriate Japanese Adult
Learners. Malaysia. Journal of Asia TEFL. Vol. 7, No. 2 (2010) p. 226-228.
http://www.asiatefl.org/main/download_pdf.php?i=173&c=1419307792

7
 Another research, it was found that the shadowing technique is proven to be effective

and helpful in pronunciation instruction.11

Furthermore, there was a study seeking for any relationship between shadowing

and EFL learners’ oral performance in terms of fluency. The findings of this study

help to support the positive influence of shadowing technique regarding speaking

skills. The study also states that exposing learners to the target language accelerates

their language learning process. It is needed to do a large amount of shadowing

practice for those learning in EFL contexts.12

The first research above talks about how effective is the shadowing technique in

improving students speaking ability and that shadowing technique is a better way

than repitation. The second research showed us that students are more interested in

learning using shadowing technique than learning by listening to the teacher lecturing

only. The last research is focused in terms of fluency, found out that shadowing

technique improves the oral performance of English learners and it needs to be done

lots of time for EFL students.

The researcher will conduct a research using shadowing technique as well but it

will be different with the previous researches before. First, the researcher will conduct

a research using shadowing technique towards students’ speaking skill that focus on

11
Hsieh, Kun-Ting, Dong, Da-Hui, and Wang, Li-Yi. A Preliminary Study of Applying
Shadowing Technique to English Intonation Instruction. Taiwan Journal of Linguistics vol. 11 no. 2
(2013) p. 59 http://tjl.nccu.edu.tw/main/uploads/11.2__.2_1_.pdf
12
Zakeri, Elham. The Effect of Shadowing on EFL Learners’ Oral Performance in Terms of
Fluency. International Journal of Enflish language Teaching Vol. 1, No. 1 (March 2014) p. 23-24.
http://www.eajournals.org/wp-content/uploads/The-Effect-of-Shadowing-on-EFL-
Learners%E2%80%99-Oral-Performance-in-terms-of-Fluency.pdf

8
Indonesian students and not japanese students. So, the object will be different from

the first research’s object. Second, the researcher will conduct a research that will

focus not just on students’ fluency but also in pronunciation and voicabulary, so it

will be different from the ssecond research findings. Last, the researcher will conduct

a research that will focus not only on students fluency as the last research findings

stated but also on students’ pronunciation and vocabulary. These will be the different

between the research that the researcher will conduct from the other researches.

2. Some Pertinent Idea

a. Shadowing

In this case, Shadowing is defined as an activity where the students are given

materials to imitate, to follow as close as possible. Shadowing is one of thirteen

techniques used for interpreter training, affirming that shadowing is effective in

developing a “good ear” for language, particularly in regards to accent and intonation,

as well as improving overall listening ability.13 Shadowing is a paced, auditory

tracking task which involves the immediate vocalization of auditorily presented

stimuli, i.e. word-for-word repetition, in the same language, parrot-style, of a message

presented through headphones.14 Rather than a passive activity, however, shadowing

is an active and highly cognitive activity in which learners track the heard speech and

13
Zakeri, Elham. The Effect of Shadowing on EFL Learners’ Oral Performance in Terms of
Fluency. International Journal of Enflish language Teaching Vol. 1, No. 1 (March 2014) p. 21.
http://www.eajournals.org/wp-content/uploads/The-Effect-of-Shadowing-on-EFL-
Learners%E2%80%99-Oral-Performance-in-terms-of-Fluency.pdf
14
Bovee, Nicholas & Stewart, Jeff. The Utility of Shadowing. PAC7 at JALT2008
Conference Proceedings (2009) p. 889. H http://jalt-
publications.org/recentpdf/proceedings/2008/E158.pdf

9
vocalize it as clearly as possible at the same time that they hear it.15 Shadowing is an

on-line immediate process of repeating speech, while repeating is an off-line task

because it provides learners with silent pauses in which to reproduce the sounds they

have heard.16

The basic skill of shadowing is to follow the utterance produced by Native

Speakers (NSs) as closely as possible.17 A major feature of the shadowing technique

is that it emphasizes less on repetition because the learners do not have to spend time

listening to the whole sentence. However, many learners might find the shadowing

technique more challenging attributing to its requirement for capacity and focus on

the multi-tasks of listening and speaking. There are some forms of shadowing:

1. Full shadowing: Students have to listen to the input and then try to repeat the

auditory input as soon as it is heard.

2. Slash shadowing: The speaker purposely delivers their speech with pauses

between phrases to give to the shadower more time to recognize words.

3. Silent shadowing: Full shadowing done in the head, subvocalization.

4. Part shadowing: The shadower picks up the last word or the stressed ones

and just shadows them.

5. Shadowing + comment: The shadower adds his/her own comments

15
Tamai, K.. The effectivenessof shadowing and listening process.CurrentEnglish Studies.
No. 36. p. 105-116.
16
Shiki, O., Mori., Y., Kadota, S., & Yoshida, S.(2010). Exploring differences between
shadowing and repeating practices.Annual Review ofEnglish Language Education Japan. No. 21. p.
81-90.
17
Luo, Dean, Yutaka Yamauchi, and Nobuaki Minematsu. Speech analysis for automatic
evaluation of shadowing. Paper presented at the Interspeech 2010 Joint Satellite Workshop on "Second
Language Studies: Acquisition, Learning, Education and Technology", Tokyo: Japan. p. 6

10
 6. Part shadowing + question: The shadower adds a question about his/her job.18

The use of the shadowing technique involves the knowledge of how and when to

use it. For this reason, it is very important to take into account that the types of

shadowing depends on the level in which students are. The previous list evidences

that the technique is flexible in terms of implementation and can be adaptable for

students’ abilities and needs.

When implementing shadowing in a classroom, the teacher needs to take into

account the following steps: First of all the teacher starts by selecting an audio text

for the learners to work with, he/she needs to analyze the vocabulary in the transcript

to identify which items he/she would need to clarify for the students. Secondly, the

teacher encourages the students to listen to the audio text as many times as possible to

become familiar with the speaker’s pronunciation and give them instructions, so they

can also focus on particular aspects of the voice speech, such as the way he/she

pronounces certain individual sounds, the rhythm and the pace of his/her voice. For

the next step the teacher must demonstrate to the students how the technique works

and plays the role of a guide/example for them, it is important that they notice that the

technique is not a listen and repeat exercise. If the teacher notice any problem related

to articulation of sounds during the practice, the participants will be asked to focus on

those segments of the audio text and reinforce them until they have fixed these

problems. To do this, students should listen again to the audio as many times as

18
Jaramillo, Angie Melissa & Isaza, Angélica. The Implementation of Shadowing Technique
to Improve Oral Acuracy in Young Children. A Thesis (Pereira: Facultaded Bellas artes Y
Humanidades Licenciatura En Lengua Inglesa, Universidad Tecnológica Pereira, 2016) p. 15-16

11
necessary until they are satisfied with their pronunciation. Finally, when they feel that

their pronunciation matches the audio text naturally, get them to record themselves or

shadow the audio in front of the class. In conclusion, we can say that the

implementation of shadowing is a step by step process, and we cannot force students

to use it, we have to be patient enough to wait until they feel ready to do it.

When students shadow the audio, they imitate the sounds, stress, pronunciation

and intonation of the audio, it helps to raise awareness on the way they speak;

furthermore, they will produce more accurate sentences in terms of pronunciation. In

order to implement this technique, we can select the appropriate material for children

such as songs, cartoons and movies. A chunk of audio from the previous materials is

selected along with the scripts for the students to shadow, always considering their

level of proficiency. The students have to know in advance what they are saying,

what is the meaning of the script because it has better results, like before stated

shadowing training is effective when done after learning the target concepts.19

b. Speaking

Speaking is one of the four basic skills in learning foreign language besides

listening, reading, and writing. It has been taught since the students entered a Junior

High School, however it is not easy for the students to communicate in English. They

have to think more often when speaking English. Acquaints the interaction skill

involves the ability to use language in order to satisfy particular demands. First, it is

19
Yo Hamada. The Effectiveness of Pre- and Post-Shadowing in Improving Listening
Comprehension Skills. The Language Teacher Online, vol. 38, no. 1. (January/February 2014) p. 8.
http://www.jalt-publications.org/files/pdf/the_language_teacher/38.1tlt.pdf

12
related to the internal conditions of speech. Second, it involves the dimension of

interpersonal interaction in conversation.20

Speak means to say words, to say or to talk about something, to have a

conversation with somebody, to address somebody in word etc. while speech means

the power of action of speaking, a manner or way of speaking….21 In addition to that

speaking is also a medium through which much language is learnt, including English.

To speak is not merely uttering a sequences of words in their correct pronunciation

One is said to be a good speaker provided he manages to deliver what is in his mind

well and to make his audience understand him.

Furthermore, speaking is the term that the writer uses for verbal communication

between people. When two people are engaged in talking to each other, the researcher

is sure that they are doing communication. Communication between people is an

extremely complex and ever changing phenomenon. There are certain generalizations

about the majority of communicative events and these have particular relevance for

the learning and teaching process. People do communication for some reasons:

(1) “They want to say something”. What is used here is general way to suggest that

the speakers make definite decisions to address other people. Speaking may, of

course, be forced upon them, but we can still say that they feel the need to speak,

otherwise they would keep silent.

20
Wahyudi, Endri. The Use of Communicative Language Teaching (CLT) in Speaking
Class. A Thesis (Salatiga: Faculty of training and Education, IAIN, 2015). p. 27
21
Anggraeni, Purwita. Audio Lingual Teaching as an Alternative Method in Teaching
Speaking (An Action Research Given to the First Year Students of SMP Negeri 2 Pemalang in the
Academic Year 2006/2007. A Thesis (Semarang: Faculty of Language and Art, UNS, 2007) p. 22

13
(2) “They have some communicative purpose”. Speakers say things because they

want something to happen as a result of what they say. They may want to charm their

listeners; to give some information, to express pleasure; they may decide to be rude or

flatter. To agree or complain. In each of these cases they are interested in achieving

this communicative purpose what is important the message they wish to convey and

the effect they want it to have.

(3) “They select from their language store”. Speakers have an infinite capacity to

create new sentences. In order to achieve this communication purpose they will select

(from the “store” of language they posses) the language they think is appropriate for

this purpose.22

Of course there will be a desire to communicate on the part of the students and

they will also have a communicative purpose. Where the students are involved in a

shadowing, they will be motivated the need to reach the objective of accuracy. The

emphasis is on the form of the language. A teacher should be in creating procedures

of teaching in order that the objective is reached.

H. Theoretical Framework

At first, before speaking people will select which words to be spoken, have the

phonetics formulated then finally is articulated by the motor system in the vocal

apparatus. The second, people create speech links a desired concept to a particular

spoken word to be expressed. After that, creating the linguistic form required for that

22
Harmer, Jeremy. The Practice of English Language Teaching 3th Ed. Harlow: Longman.
2001, p. 46

14
words expression. Next, lungs, glottis, larynx, tongue, lips, jaw and other parts of the

vocal apparatus retriving the particular motor phonetics of a word and a motor

coordination of appropriate phonation and articulation. Then, people will do self-

monitoring on the spoken word and repair (immediate correction or ‘retrace-and-

repair’ sequences) if it is needed. In order to achieve any degree of fluency (speed,

pausing, placement of pauses and the length of run), some degree of automacity is

necessary. It allows speakers to focus their attention on the aspects of the speaking

task. Speaking does not need too much grammar. It is better for people to learn and

study phrases than grammar. To be able to speak so well, needs not only reading and

listening but also practicing what people hear. People need to submerge theirselves in

practicing and learning correct material. There are some things that makes speaking

difficult, they are:

1. Clustering

2. Redundance

3. Reduced form

4. Performance variables

5. Colloquial language

6. Rate of delivery

7. Stress, rhythm and intonation

8. Interaction23

23
Ramirez, Nalyn. The Nature of Speaking. Slideshare Presentation. 2012.
https://www.slideshare.net/NalynRamirez/the-natureofspeaking

15
 Shadowing technique will facilitate in doing self-monitoring and repair, getting

better fluency and automacity. Shadowing also will help to overcome difficulties in

speaking such as reduced form, colloquial language, stress, rhythm and intonation.

Shadowing is a technique that was originally used to train interpreters in Europe,

and nowadays is used specially in Japan for English classes in order to improve

listening skills. Shadowing is defined as an active and highly cognitive activity in

which learners track speech they hear and vocalize it as clearly as possible while

simultaneously listening.24 It means that people have to repeat what they have

listened trying to imitate the exact sounds of the foreign language, in this case,

English, so they can raise awareness for listening skills and speaking skills.

Shadowing has broad scope of procedures to apply in EFL classrooms and all of

them have their moment in the classes’ timeline and specific characteristics

depending on the learning purpose. Various types of shadowing have been exposed

such as full shadowing, slash shadowing, part shadowing (also known as echoing)

and silent shadowing. Shadowing can be implemented in a complete form in which

students repeat the complete sentence that they are given, in selective form in which

they only shadow the important message and finally, the interactive form in which

24
Yo Hamada. The Effectiveness of Pre- and Post-Shadowing in Improving Listening
Comprehension Skills. The Language Teacher Online, vol. 38, no. 1. (January/February 2014) p. 3.
http://www.jalt-publications.org/files/pdf/the_language_teacher/38.1tlt.pdf

16
they add comments or other words while still repeating some parts of the input. It is

worth mentioning the principal exponents of this technique to broaden the concept.25

Shadowing influences in the “automatization of speech perception” that consists

in the repetition of English sounds uttered by the native speaker as quickly as

possible, as well as the “internalization of new items” that is the exercise of

memorizing and internalizing the linguistic items of a language such as intonation,

pronunciation, lexis, grammar structure and vocabulary.26

I. Hypothesis

Ho = There is no a significant influence after using shadowing technique towards

students’ speaking skill at SMA Negeri 2 Enrekang.

H1 = There is a significant influence after using shadowing technique towards

students’ speaking skill at SMA Negeri 2 Enrekang.

Where the criterions were:

Ho accepted if t-value < t-table

H1 accepted if t-value > t-table

25
Zakeri, Elham. The Effect of Shadowing on EFL Learners’ Oral Performance in Terms of
Fluency. International Journal of Enflish language Teaching Vol. 1, No. 1 (March 2014) p. 22.
http://www.eajournals.org/wp-content/uploads/The-Effect-of-Shadowing-on-EFL-
Learners%E2%80%99-Oral-Performance-in-terms-of-Fluency.pdf
26
Yo Hamada. The Effectiveness of Pre- and Post-Shadowing in Improving Listening
Comprehension Skills. The Language Teacher Online, vol. 38, no. 1. (January/February 2014) p. 4.
http://www.jalt-publications.org/files/pdf/the_language_teacher/38.1tlt.pdf

17
J. Research Method

1. Research Design

The researcher will apply quasi-experimental design in this research. Experiment

is a quantitative research method which is used to find out the influence of

independent variable towards dependent variable in controlled situation. The

condition is controlled so that there will be no other variable influence the dependent

variable.27 To be able to control the condition, experimental research uses control

group. Charles in Latief stated that in educational settings, very often it is not possible

to select the sample randomly out of all the population student. When the researcher

can only assign randomly different treatments to two different classes, the researcher

uses quasi-experimental research design.28 In this research, there will be groups, one

is control group and the other one is experimental group. Special treatment will be

given to the experimental group and usual treatment will be given to control group.

One of the most commonly used quasi-experimental designs in educational

research could be represented as:

O1 X O2

O1 O2
Where:

27
Sugiyono. Cara Mudah Menyusun: Skripsi, Tesis, dan Disertasi. Bandung. 2013. p. 24
28
Latief, Mohammad Adnan. Research Methods on Language Learning An Introduction.
Malang. 2013. p. 95

18
 O1 : pre-test score (before given treatment), it means pre-test will be held by the

researcher in order to measure students’ speaking skill before applying shadowing

technique.

a. X : treatment, it means the researcher will give treatment to the

research’s subject using shadowing technique.

b. O2 : post-test (after given treatment), it means the researcher will

give post-test to the students in order to know the influences of giving

treatment and measure the score after applying shadowing technique as

a treatment.

2. Research Variable

Variable in research is explained as characteristics that tend to differ from

individual, though any two or more individuals may have the same variable trait or

measure.29 Based on their roles in research, this research consists of two variables;

independent and dependent variable. Independent variable (X) is the variable which

influences another variable in order to achieve researcher’s expectation. Dependent

variable is the variable which is influenced by the implementation of dependent

variable.30 Shadowing technique is the independent variable, while the speaking skill

is the dependent variable.

29
Latief, Mohammad Adnan. Research Methods on Language Learning An Introduction.
Malang. 2013. p. 11
30
Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta. 2013. p.

19
K. Research Setting

This research will be conducted at the second grade of SMA Negeri 2 Enrekang

in Academic Year 2017/2018.

L. Population and Sample

1. Population

The term population is used to express the sense of the group that became the

origin from which a sample is selected. Population is a set (or collection) of all

elements processing one or more attribute of interested.31 Thus, the population is

defined as the set of all objects or individuals who will be studied based on a sample.

Population is generalization area which consist of: object/subject with particular

quantity and characteristic which has been decided by the researcher to be studied and

then to be concluded.32 Therefore, the population in this study are all students of

second grade SMA Negeri 2 Enrekang which consists of 6 classes with a number of

200 students.

2. Sample

The sample will be a member of the chosen or drawn from a population. The

amount of sample will be determined by the amount of data or observations in the

sample. The amount of sample required varies with the purpose of uptake and the

level of homogeneity of the population. As is known, the main function of inferential

statistics is to analysis the sample data to draw conclusions or propagation of the

31
Arikunto, Suharsimi. Prosedur Penelitian. Jakarta. 1998. p. 339
32
Sugiyono. Cara Mudah Menyusun: Skripsi, Tesis, dan Disertasi. Bandung. 2013. p. 62

20
population. Therefore, the selected sample should be representative of the population,

because the sample is a tool or medium to examine the properties of the population.

Thus, the present facts sample descriptive statistics and inferential statistics reveal the

mystery of the population based on a sample or descriptive statistical facts. Thus,

both types of statistics are complementary, sometimes overlapping.

In this research, the researcher will use cluster sampling. Cluster sampling

technique involves the random selection of group that already exist. Instead of

selecting a sample of 50 students of 4th grade from the school population, people just

select the 4th grade classes.33 The sample of this research will be : 2 IPA 1

(experimental group) and 2 IPA 2 (control group).

M. Research Instrument

Researcher uses instrument to measure achivement, asses individual ability,

observe behaviour, develop a psychology profile of an individual, or interview a

person. Researcher will collect data on instrument. Instrument is a tool for measuring,

observing, or documenting quantitative data.34

Test In this study is the most important instrument to collect the data. It is used

to know the influence of shadowing technique on students’ speaking skill. This

research would be organized as follows:

33
Latief, Mohammad Adnan. Research Methods on Language Learning An Introduction.
Malang. 2013. p. 185
34
Sugiyono. Cara Mudah Menyusun: Skripsi, Tesis, dan Disertasi. Bandung. 2013. p.72

21
 a. Pre-test

The data will be collected through pre-test in both classes in order to

know the difference between the two classes that taught by using shadowing

technique and traditional method. Pre-test will be held in both classes to

measure the students’ vocabulary mastery before the treatment.

b. Post-test

After the researcher using shadowing technique then the post-test will be

given. Finally, the result of the test was scored and calculated. The result of

each test will be formulated through the formula below:

𝒔𝒕𝒖𝒅𝒆𝒏𝒕𝒔′ 𝒈𝒂𝒊𝒏𝒆𝒅 𝒔𝒄𝒐𝒓𝒆

Score = ×100%
𝒕𝒐𝒕𝒂𝒍 𝒔𝒄𝒐𝒓𝒆

N. Data Collection Procedures

The techniques of data collection used in this research will be giving pre-test and

post-test. The researcher will give pre-test to both of the groups to get students score

before giving treatment (experimental treatment and usual treatment). After giving

pre-test, the researcher will use shadowing technique towards students’ speaking skill

on experimental group and give usual treatment to control group. Next, after giving

treatment for 1 month to the students, the researcher will give post-test to get the final

score. Finally, after collecting all the data, the researcher will analyze the data and

conclude it.

22
O. Data Analysis Technique

After collecting the data, pre-test and post-test from the experimental group and

control group, then the researcher will measure the score differences from pre-test

and post-test of experimental group and control group by the statistical calculation. In

this study, the researcher will use t –a test formula to find out whether the mean

differences between them were significant or not, with the steps below:

a. The first step was the researcher put the scores of the pre-test and posttest of

experimental and control groups.

b. Second, the researcher classify the students’ score. The classifications are:

No. Score Classification

1 86 - 100 Excellent

2 76 - 85 Very good

3 66 – 75 Good

4 56 – 65 Average

5 36 – 55 Poor

6 0 - 35 Very poor

c. Second, the researcher calculate the mean from overall each scores of post-

test of both groups. To calculate the mean in central tendency with the

following formula:

∑𝒙
Me =
𝒏

23
Where:

M = mean

𝛴x = total of the test

N = total of students

d. Third, the researcher calculated standard deviation with the following

formula:

(∑ 𝒙)𝟐
∑ 𝒙𝟐 −
SD =
√ 𝒏𝟏
𝒏

Where:

SD : Standard Deviation

N : Total number of subject

x2 : The sum of all square, each score is squared and all the squares add up

(x2) : The square of the sum, all the scores are added up and the sum is squares,

totals.35

e. Fourth, the researcher will use homogeneity test in order to know whether

experimental and control group have same variants, with the following

formula:

35
Gay L.R. Education Research: Competencies for Analysis and Application. 8th Edition.
Unated State. 2006. p. 321

24
 𝑺𝟐𝟏
𝑭 𝒉𝒊𝒕 = 𝟐
𝑺𝟐

Where :

S12 = the biggest variance

S22= the smaller variance

f. Fifth, the researcher will analyze the data through t- test to find out
whether the difference of the scores between them was significant or not.

Through the following formula:

𝒙𝟏− 𝒙𝟐
t=
𝑺𝑺𝟏 +𝑺𝑺𝟐 𝟏 𝟏
√( )( + )
𝒏𝟏 +𝒏𝟐 −𝟐 𝒏𝟏 𝒏𝟐

Where:

t = Test of significance

x1 = Mean score of experimental group

x2 = Mean score of control group

SS1 = Sum square of experimental group

SS2 = Sum square of controlled group

n1 = Number of experimental group students

n2 = Number of controlled group students

2 = Number of involved class

25
1 = Constant number.36

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