RESEARCH PROPOSAL

IMPROVING STUDENTS’ PRONUNCIATION COMPETENCE USING

SHADOWING TECHNIQUE
( A quantitative Study of 11th grade students at SMAN 1 Jampangtengah,
Sukabumi)

Submitted to English Education Department at Faculty of Tarbiyah and Teacher

Training at UIN Sunan Gunung Djati Bandung as Partial Fulfilment of the
Requirement for Scholar Degree

Arranged By:
Femi Dianasari
1172040029

ENGLISH EDUCATION DEPARTMENT

THE FACULTY OF TARBIYAH AND TEACHING TRAINING
STATE ISLAMIC UNIVERSITY SUNAN GUNUNG DJATI
BANDUNG
2024
 APPROVAL
IMPROVING STUDENTS’ PRONUNCIATION COMPETENCE USING
SHADOWING TECHNIQUE
( A quantitative Study of 11th grade students at SMAN 1 Jampangtengah, Sukabumi)

Arranged by:
Femi Dianasari
1172040029

This proposal has been approved on …………… 2024

Legalized by: Legalized by:

The head of Language Education The head of English Education
Major, Department,

Dr. Nanang Kosim, M.Ag Dr. Nia Kurniawati, M.Pd

NIP. 197201152005011006 NIP. 197509292008012006

Approved by:
Academic Supervisor

Dr. Nia Kurniawati, M.Pd

NIP. 197509292008012006

i
 PREFACE

Alhamdulillahhirrobbil’aalamiin, in the name of Allah the king of the kings,

the almighty, who sent Prophet Muhammad PBUH to all humankind in the world.
Out of the grace, blessing, and guidance of God, the writer has made it possible to
write this paper.
This research entitled The Effectivemess of Using Shadowing Technique
towards Students’ Pronunciation Skill. This research proposal is submitted to the
English Education Department in partial compliance for obtaining Bachelor (S1)
requirement.
The writer acknowledges that this paper is intended far from ideal because of
knowledge and experience. The writer would be delighted to receive feedback and
criticism from the readers. Nevertheless, the writer hopes that this research will make
a meaningful contribution to the value of education and, primarily, discourse.
Finally, the writer would like to thank all the people who helped finishing this
research proposal. Hopefully, this would be valuable and would help writers and
others.

ii
 ACKNOWLEDGMENT

All praise and gratitude to Allah SWT, the Most Gracious and the Most
Merciful, who has given me strength, patience, and courage in my life. Peace be upon
our noble Prophet Muhammad, his family, son, friends, and followers, until the end
of time.

In arranging this research proposal, a lot of people have sent motivation,

support and advice for the writer. In this valuable occasion, the writer intended to
express her appreciation and gratitude to all of them:

1. The Rector of State Islamic University of Sunan Gunung Djati Bandung, Prof.
Dr. H. Rosihon Anwar, M.Ag
2. The Dean of Tarbiyah and Teacher Training Faculty, H. Fakhry Hamdani,
SS., M.Hum., Ph.D
3. The Head of English Education Department, Dr. Nia Kurniawati, M.Pd

4. The Academic Supervisor, Dr. Nia Kurniawati, M.Pd

5. All of the lecturers and staff of English Education Department

6. My beloved parents, Asep Saprudin and Siti Aisah who always pray and put
their trust on me

7. My beloved grandma Siti Aminah who always love and gives me love,
affection and so much love

8. All of my friends who always being my support system.

9. Last, I would like to give a lot of appreciation to myself for always being
strong day by day.

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 TABLE OF CONTENTS
APPROVAL ..................................................................................................... i
PREFACE ........................................................................................................ ii
ACKNOWLEDGMENT………………………………………………..…..iii
TABLE OF CONTENTS……………………………………………………iv
A. Introduction .......................................................................................... 1
1. Background .......................................................................................... 1
2. Research Questions .............................................................................. 2
3. Research Purposes................................................................................ 2
4. Research Significances......................................................................... 3
5. Research Scope .................................................................................... 3
6. Conceptual Framework ........................................................................3
B. Research Methodology.........................................................................5
1. Research Approach and Method ..........................................................5
2. Data Source ..........................................................................................5
3. Data Collection Technique ...................................................................6
4. Data Analysis ....................................................................................... 8
5. Research Site and Participants ........................................................... 11
6. Research Instruments and Procedure .................................................11
7. Hypothesis...........................................................................................12
C. Previous Studies .................................................................................13
D. Research Timeline.............................................................................14
REFERENCES........................................................................................... v
APPENDICES............................................................................................ vi

iv
A. Introduction

1. Background
Pronunciation is one of speaking aspects that has an important
function to communicate with others. The way speakers pronounce words
clearly, makes the listeners easily understand what they hear and produce a
clear voice to the listener. Clear pronunciation gives the speaker the power to
be confident when expressing something that is to be conveyed in
communicating with others (Zaigham, 2011).
Nonetheless, poor pronunciation skills are still evident in many
English classrooms. When teaching English as a foreign language, the first
language of the students may cause problems with accent and mood
pronunciation of the second language. Therefore, pronunciation needs to be
taught in a method that is both successful and creates a safe environment for
students, who typically experience a lot of anxiety while speaking English in a
formal classroom setting.
The shadowing method is one way to help pupils pronounce words
more correctly. Lambert (1988) asserts that Indonesian students find it
challenging to learn English pronunciation since the phonemic structures of
the two languages are different. According to Goodwin (2001), teaching
pronunciation has three main goals: it should help students become more
confident speakers, comprehend and be understood, and be able to adjust their
speech pattern in response to environmental cues. The statement suggests that
teaching pronunciation is essential when teaching English to non-native
speakers because it plays a significant role, particularly when speaking.
Additionally, students may benefit from the shadowing technique
since it teaches them how to pronounce words accurately and introduces them
to a fresh approach to learning English, particularly in terms of pronunciation

1
 improvement. By using this technique, it is hoped that students would gain
confidence in their ability to speak English and learn how to pronounce words
accurately.
In addition, the researcher found some previous studies regarding the
topic mentioned above. However, there is a distinction among the research
that have mentioned on the previous studies part on point C with this
research. The rprevious studies applied quasi-experimental method while in
this study the researcher would like to apply pre-experimental research.

2. Research Questions
Referring to the background above, the research problems formulated into
three questions as follows:
1) How are the students’ pronunciation competence before using Shadowing
Technique?
2) How are the students’ pronunciation competence after using Shadowing
Technique?
3) How significant is the difference between the student's pronunciation
competence before and after using Shadowing Technique?
3. Research Purposes
Based on the problems above, this study has three purposes as follows:
1) To examine the students’ pronunciation competence before using
Shadowing Technique
2) To examine the students’ pronunciation competence after using
Shadowing Technique
3) To find out the significant difference between the student's pronunciation
competence before and after using Shadowing Technique
4. Research Significances
This research is attempted to give significances in two aspects, imcluding:
1) Theoretical significant

2
 This study could provide new information to improve students’
pronunciation skill using Shadowing Technique. This research also
provides additional information for teachers and students about the
pronunciation competence that students should mastery at, the steps of
doing Shadowing Technique and its benefits to improve students’
pronunciation skill.
2) Practical significant
a. For students

The results of this study could be used to enrich theories and

methods for the development in teaching pronunciation in English
classes. Shadowing technique could help students better at
pronouncing English words.

b. For teachers
The results of the research provide practical information for
English teachers on how to use shadowing technique in teaching
pronunciation to the students effectively at class. As a result the
students could pronounce English words accurately.
5. Research scope

In this study, the problem is on students’ pronunciation accuracy. Based

on the problem, this study specifically investigates the improvement of
students’ pronunciation competence before and after using shadowing
technique. This research is focused on how researcher going to teach students
how to pronounce words accurately like how it must be in eleventh grade
students at SMAN 1 Jampangtengah.

6. Conceptual framework
According to Fraser (2001: 06) states pronunciation includes an essential
ingredient of oral communication. It also relates to grammar, vocabulary

3
choice, and cultural consideration. It is not merely about the correct utterances
or production of learners‟ sounds and words, but it should be seen as an
essential part of communication integrated into classroom activities. In ELT
learning activities, pronunciation refers to all those aspects of speech which
makes for an easily intelligible flow of speech including segmental
articulation, rhythm, and intonation (Muhlisin & Widyanto, 2019). The
accuracy of pronouncing English words determines the appropriate meaning
that interlocutor perceives it. It is supported by Kelly (2000: 12) who states
that pronunciation can affect the perceived tone or mood of an utterance.
Ulfa & Fatimah (2019:228) stated that shadowing is a technique where
students listen and watch to audio or video and then they repeat afterward.
Students are encouraged to follow the speaker on video as soon as possible by
only having a short time to delay it.
Sugiarto (2020:116) stated that the role of shadowing technique was
mostly found to work effectively in the areas of speaking skill and shadowing
technique was designed to improve the ability to hear and speak and then
Shadowing is not mumbling sounds, Shadowing is saying what you hear as
soon as you hear it, Shadowing is saying what you hear without knowing it
before, shadowing is trying to make clear speaking sounds.

4
B. Research methodology
1. Research Approach and Method
Based on the purpose of this study, that to improve students’
pronunciation using shadowing technique, this research will apply
quantitative approach and pre-experimental method. The design used in this
study uses one group pretest, treatment, and posttest. Learning was measured
before and after treatment. Thus the results of the treatment can be known
more accurately because they can be compared with the conditions before
being given treatment (Sugiyono. 2014: 74). The following is a table of one
group pretest-posttest research design:

Pre-test Treatment Post-test

O1 X O2

Note:
O1 = Pre-test
X = Treatment
O2 = Post-test
The pre-test is given first and the following are treatment and the post-
test. The treatment will be used to determine how well previous treatments
worked. There was no control group in cases where the pre-test and post-test
are only delivered to one group. After contrasting the results of the pre-test
and post-test, the effectiveness of the treatment is determined.
2. Data Source
This research will use primary data as a data source. According to
Sugiyono (2018:456) Primary data is a data source that directly provides data
to data collectors. Data is collected by the researcher directly from the first
source or place where the research object is carried out.

5
3. Data Collection Technique
The research requires the use of a data collection method and
instrument to get the necessary data. The data will be carried out by taking
some tests. The test is an instrument that can be used to measure capability
and achievement. The data collection approach involved the administration of
a pre-test and a post-test and the instrument utilized in this study is a
pronunciation competence. The data collection procedures such as:
1) Holding a pre-test (O1) which let them to read a short story on their
text-book
Table 1
Pre-test Instrument

No Sentences

1 Thursday, 3rd March 2011

2 Last night I dreamed about work all night

3 This morning I was tired and worried and depressed

4 When I got work my boss was so annoyed with me

5 She gave me a long lecture

6 She told me that it is very important to be on time

She said that perhaps we will not get the contract because I
7
was late yesterday
8 And she said that the sales team are really angry with me

9 I explained that it was an accident

10 I told her that I am not normally late

Then I explained what happened and told her I fell guilty and
11
sorry

6
 12 She was still angry, I felt miserable

13 I went into the bathroom and I even cried a little

2) Treatment applied (X)

Table 2
Treatment instrument

No Sentences
This afternoon I had a meeting with a new client called Mr.
1 Smith
2 He is my co-worker’s client but she was sick today

3 And she did not come to work

4 Mr. Smith is a little older than me and tall and slim

5 He is not handsome but he has a very kind face

6 He was so nice to me

7 I felt a little chemistry!

8 I hope I will see him again

9 I feel quite excited about him

10 Like a schoolgirl again!!!

3) Holding a post-test (O2)

Table 3
Post-test instrument

No Sentences

1 Wednesday, 2nd March 2011

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 2 Another bad day!

3 I had a nice morning with Ruth.

4 We both had the morning off work so we went shopping.

5 It was a lot of fun

6 And we got some nice things.

7 Then we had coffee in a cute café.

8 The staff were slow and rude

9 And the coffee was not hot

10 So we were not very happy.

11 This is when the day started to go wrong.

4. Data Analysis
1) Normality test
According to Sugiyono (2017), the normality test is employed to
determine if the variables being examined follow a normal distribution. It
is not possible to test the hypothesis if the data distribution is not normal.
In SPSS, the Kolmogorov-Smirnov and Shapiro-Wilk tests are the two
options for doing normality tests. The criteria are as follows: If the
number of responses is greater than 50, the normality test employs the
Kolmogorov- Smirnov test. If the number of responders is less than 50,
the normality test employs the Shapiro-Wilk test. This study comprises a
total of 30 students, and the writer explicitly employs the Shapiro-Wilk
test to assess normality. If the Shapiro-Wilk test has a p-value larger than

8
 0.05, it indicates that the data follows a normal distribution. If the value is
below 0.05, the data deviates significantly from the normal distribution.
The requirements for the hypothesis are:
a) 𝐻o: Significant score > 0.05 means the data is normally distributed.
b) 𝐻𝑎: Significant score < 0.05 means the data is not normally
distributed
2) Hypothesis Test
The hypothesis was formulated to determine the effectiveness of using
Shadowing technique towards students’ peonunciation skill. The hypothesis
served as a stopgap measure to address the research's formulation; it is
deemed temporary because the remedies offered are only grounded in
pertinent theory rather than verifiable facts (Sugiyono, 2017). If there is no
apparent distinction between students’ pronunciation skill before and after
using Shadowing technique, the null (𝐻o) hypothesis is accepted.
Furthermore, if students’ pronunciation skill differs significantly
between before and after using Shadowing technique, the null hypothesis is
rejected. The statistical procedure is employed to assess the hypothesis. The t-
test is used to calculate the parametric statistic when the data follows a normal
distribution.
- Determining the gain between pre-test and post-test:
d = posttest – pretest
- Determining the average of pre-test and post-test:
B = Ʃ Bi 𝑛
- Determining deviation standard of the difference between pre-test and
posttest using the formula:
SB = √ 𝑛ƩB𝑖 2 − (ƩBi) 2 𝑛 (𝑛−1)
- Determining t-count using the formula:
t = 𝐵 𝑆𝐵 / √𝑛
- Determining t-table using the formula:

9
 t-table = t(a)(dk)
- Determining the significance of the hypothesis test with level significances
5%
The computation output can be compared to the hypothesis after the t-count
and t-table have been counted. This theory results in the formation of
𝐻o and 𝐻𝑎. The hypothesis's criteria are as follows:
a) If t count > t table, 𝐻𝑎 is accepted and 𝐻o is rejected. It means there is the
significant improvement of students’ vocabulary mastery.
b) If t count < t table, 𝐻𝑎 is rejected and 𝐻o is accepted. It means there is no
significant improvement of students’ vocabulary mastery.
3) N-Gain
The N-Gain test is utilized for analyzing the data after collecting pre
and post-test outcomes, to present a concise overview of the changes in
learning outcome scores before and following treatment (Hake, 1999).
The formula for N-Gain is as follows:
Table 4
N-Gain = Post-test score-Pre-test score
Maximum score-Pre-test score

The diagram shown above illustrates the formula utilized for conducting
the N-Gain test in the field of statistics. The research utilized SPSS version
26.
Table 5
Category of N-Gain
Score Interpretation
g > 0.70 High
30 ≤ g ≤ 0. 70 Medium
g < 0. 30 Low

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5. Research Site and Participants
This research will be conducted at SMAN 1 Jampangtengah, Sukabumi,
West Java. The research site is chosen because it has relevance to the
problems that have been identified and the selected object meets the expected
criteria.
The research will take some of the 11th grade students at SMAN 1
Jampangtengah as the participants and the set amount of students is 30
students. The population in this research is 252 students If the population is
more than 100, it can be sampling, 15-20% or 20-25%, or 30-35% from the
population (Arikunto, 2010:112). This research used purposive sampling as
the chosen technique for sample selection. Purposive Sampling is a method
used to select a sample based on specific criteria or considerations.
6. Research Instruments and Procedure
A pronunciation test served as the data collection method. Pre-test and
post- test portions of the test were separated. Students were given a pre-test
to determine their baseline proficiency prior to treatment, and a post-test to
evaluate the degree of improvement in their speaking comprehension. The
researcher focused on students’ pronunciation. When using shadowing
technique, researcher give a paper of subtitle from the audio to students.

According to Hayakawa as cited in Sugiarto et al. (2020), there are 10

steps in the application of the shadowing technique as displayed in the
following table.

Table 6

The procedure of shadowing technique

Steps Procedures
1 Listening and understanding the given audio

11
 2 Viewing the script of the audio and marking the pronunciation
aspects while listening
3 Trying to shadow the audio at a low volume while listening
4 Viewing the script of the audio and learning parts that are not
understood yet
5 Searching for the meanings of difficults words or phrases in
dictionary
6 Trying to shadow the audio using all aspects of pronunciation as
similarly as possible to the audio without bringing students’
accents
7 Shadowing smoothly and understanding the contents of the audio
well
8 Recording the process of shadowing
9 Listening to the recording and checking the error parts
10 Reviewing the error parts and making improvements
11

7. Hypothesis
In this resesearch there are two variables, first is shadowing technique
as an independent variable (X) and students’ pronunciation skill as a
dependent variable (Y).)

Kerlinger (2006) stated, a hypothesis is a conjecture statement

(conjectural) about the relationship between two or more variables. The
hypothesis always takes the form of a statement sentence and relates in
general and specifically between one variable to another variable. In relations
to hypothesis of this research, The formulated hypothesis is proposed as
follow:

12
 Ho: Shadowing Technique (X) is not effective to improve students’
pronunciation skill (Y).

H1: Shadowing Technique (X) is effective to improve students’

pronunciation skill(Y).

1) If Sig, ≤ (𝑎 = 0.05) that means the Null Hypothesis (Ho) is

rejected and Alternative Hypothesis (H1) is accepted. Which
mean there is significant effectiveness of using shadowing
technique to improve students’ pronunciation.

2) If Sig, ≥ (𝑎 = 0.05) that means the Null Hypothesis (Ho) is

accepted and Alternative Hypothesis (H1) is rejected. Which
mean there is no significant effectiveness of using shadowing
technique to improve students’ pronunciation

C. Previous Study
In order to support the related title, the researcher draws on some previous
research. The researcher found several related studies of using shadowing
technique in teaching pronunciation.
The first research was conducted by Salim, Agus. Terasne. Narasima, Liza
(2019) entitled “Enhancing The Students’ Pronunciation Using Shadowing
Technique at Senior High School Students”. This research was categorized
with a quasi-experimental study with the non-equivalent control group design.
The samples were taken randomly using purposive random sampling and it
consists of 70 students that were divided into two clases; the experimental
class and control class. Finally, the result of the study was shadowing
technique is very good to be applied by the teachers and lectures in class.
The second research was done by Utami, Henny Septia (2022) with the
title “Improving Students’ English Pronunciation Competence by Using
Shadowing Technique”. The study was taken place at SMPN 1 Curup Timur
in Bengkulu and 25 ninth-grade students were involved. The researcher used

13
 the ten steps of shadowing technique by Hayakawa and used two cycles and
each cyles contains 3 meetings. The students’ post-test results showed that the
shadowing technique improves all indicators of students’ English
pronunciation.
The last research was conducted by Sugiarto (2020) under the title “The
Impact of Shadowing Technique on Tertiary Students’ English
Pronunciation”. A total of 40 students were involved and were didvided into 2
groups where 20 students were taught English pronunciation using shadowing
technique while the remaining were taught with conventional methods. The
result of the research was found that Students’ English pronunciation was
significantly improved.
In addition, there is a distinction bamong the research mentioned above
with this research. The rprevious studies applied quasi-experimental method
while in this study the researcher would like to apply pre-experimental
research.

D. Research Timeline

No. Activities Time

1. Designing research proposal March- April 2024
2. Seminar proposal May, 2nd 2024
3. Collecting data June 2024
4. Analyzing data June 2024
5. Writing research finding and result June 2024
6. Final trial June 2024

14
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 APPENDICES

1. Plagiarism check