THE IMPACT OF SHADOWING ON EIGHTH GRADE STUDENTS’ SPEAKING AT SMPN 4 KEDIRI IN THE ACADEMIC YEAR 2025/2026

Christy, Stephanie (2026) THE IMPACT OF SHADOWING ON EIGHTH GRADE STUDENTS’ SPEAKING AT SMPN 4 KEDIRI IN THE ACADEMIC YEAR 2025/2026. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

Speaking is one of the most demanding language skills for junior high school EFL learners because it requires the simultaneous mastery of pronunciation, fluency, vocabulary, and grammar in real-time communication. Many eighth grade students at SMPN 4 Kediri still show low confidence and accuracy when speaking English, partly due to limited exposure to natural spoken input and teacher-centered instruction. This study was intended to find out the eighth grade students’ speaking before and after being taught using the shadowing technique, and to what extent the technique affects their speaking ability. A quantitative approach was employed using a quasi-experimental one-group pre-test post-test design. The sample consisted of 30 eighth grade students of SMPN 4 Kediri, selected through purposive sampling. Data were collected through a speaking test in which students retold a narrative text orally, scored using a rubric adapted from Brown (2004) covering pronunciation, fluency, vocabulary, and grammar. The treatment was carried out for three weeks, one session per week, in which students practiced complete shadowing using narrative text audio. The pre-test and post-test data were analyzed using a paired sample t-test with the help of IBM SPSS Statistics. The result showed that the mean score increased from 43.83 in the pre-test to 48.83 in the post-test, with a t-value of 6.952 and a significance value of p < .001, which is smaller than α = 0.05. This means that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It can be concluded that shadowing gives a significant positive impact on the eighth grade students’ speaking at SMPN 4 Kediri. Based on these findings, English teachers are suggested to consider shadowing as a practical technique to support students’ speaking development, particularly in improving pronunciation and fluency.

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