The peer-shadowing class is one of the classes that uses it shadowing method in learning.

In this class
can be created groups or pairs. In a study to apply the class peer-shadowing should use students'
abilities as The main source material is compared to using recordings from native speakers. Shadowing
used in large-scale peer-shadowing classes, You can use two learning techniques. First make each
student pairs then shadowing alternately with one reading the text one does shadowing. Then the
second with The concentric circle method is to make students circle around the speaker the text is in the
center of the circle. Then the students do shadowing alone with different partners. The smooth running
of shadowing activities is important in engage in peer shadowing. In this way, the peer-shadowing
function can be achieved, namely improving the language skills being studied, understanding the
meaning of what the speaker is talking about, and increasing language fluency, so that the desired
targets can be achieved. Before shadowing the speaker, you should have read and understand the text
first so you understand what is going to happen discussed so that students can understand easily. In a
peershadowing class, the speaker should be a native of the country being studied the foreign language.
If you use audio recording, students don't see it directly expressed by the speaker. By knowing
expressions The speaker can influence students' psychology and interest listen to the reading text. Peer-
shadowing is a quick and easy exercise for educators in implementing foreign language teaching
techniques. In order to achieve this, it takes a lot of time and often in peer shadowing.

Shadowing type

Shadowing was introduced by Tim Murphey (in Wiltshier 2007), Initially to practice language skills.
Although there are many types of shadowing The end goal is the same but the level of deepening of the
activities is different. Wiltshier in his journal divided the types of shadowing into 7 types, namely as
follows :

1. Full shadowing

In full shadowing students listen to input later try to repeat the speaker's voice input as soon as it is
heard. The speaker does not wait until the students have finished. Shadower (the actor doing the
shadowing) tries to repeat the exact same thing everything the speaker says. Full shadowing produces a
lot listening and speaking activities in a short time actually difficult for students. Recordings from native
can work for help students understand the reading text from the recording, Kadota & Tami ; Koshima (in
Wiltshier 2007:502). Once means it is understood that full shadowing can be practiced. This progress is
possible Students practice repeating or copying methods from input namely voice, intonation, and stress
patterns. In the classroom peer-shadowing meaning from the input (input, namely in the form of
material that is heard) which heard on a recording cannot be studied beforehand and is not is known.
From the experience that has been carried out by Wiltshier, every shadowers try with varying degrees of
success, either by doing full shadow activities and learning the meaning of time The same. In full
shadowing the biggest challenge for the shadower is adjust to the speaker's pace. If the speaker's ability
is greater higher than the shadower's ability will cause a lot difficulty.

Mental process = coming - knowing (possible) - production

2. Slash shadowing

In the slash shadowing activity, the speaker deliberately conveys conversation text with interspersed
pauses in each phrase. These pauses give students more time to recognize words in each text by
matching them according to the words have been studied previously and are stored in the mental
lexicon. Pause This also gives students time to interpret.

Mental process = coming - recognizing - producing

3. Silent shadowing

Silent shadowing is a technique that can be used to following the speaker without the speaker knowing
or in other words Full shadowing that is done in the head (talking in the heart). Activity This is usually
done by students to shadow their teachers which reads the text aloud but here it is done without with
the teacher's knowledge or carried out outside of peer shadowing activities. With In other words,
students take the initiative to do the shadowing.

Mental process = coming to - recognizing - part of the sub sound