A RESULT

THE EFFECT OF SHADOWING TECHNIQUE ON STUDENTS’

LISTENING ABILITY IN WORD RECOGNITION AT THE SECOND
GRADE OF SMP NEGERI 1 WUNDULAKO

Submitted as a Partial Fulfillment of the Requirement for a Result Seminar

at the English Language Education Study Program of the Teacher Training
and Education Faculty of Universitas Sembilanbelas November Kolaka

By:

VIA ADELYAH PUTRI

NIM. 190230070

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITY OF SEMBILANBELAS NOVEMBER KOLAKA

2023
 ABSTRACT

Putri, Via Adelyah . (190230070). 2023. The Effect of Shadowing Technique

on Students’ Listening Ability in Word Recognition (Experimental
Research on Class VIII Students at SMP Negeri 1 Wundulako). Faculty
of Teacher Training and Education, SembilanBelas November University,
Kolaka. It was guided by Dr. Karimuddin, M.Pd. as the first consultant, and
Hariadi Syam, S.Pd., M.Pd as the second consultan.
This research presented the Effect of Shadowing Technique on Students’
Listening Ability in Word Recognition at the Second Grade of SMP Negeri 1
Wundulako. (Experimental Research for Class VIII Students at SMP Negeri 1
Wundulako). The purpose of this study is to know the effect of using shadowing
technique in teaching listening of class VIII Students at SMP Negeri 1
Wundulako. This research aims at obtaining empirical facts about the effect of
using shadowing technique on teaching listening. This research was conducted at
SMP Negeri 1 Wundulako. The sampling technique used purposive sampling with
26 students of class VIII 3 as the experimental class, and 25 students of class VIII
2 as control class. The method used in this research is quantitatively using a quasi-
experimental design. The instrument used in this research was a listening test
which is divided into pre-test and post-test. Then, the average data from the
students' pre-test and post-test were calculated using statistical calculations with
SPSS version 20 software. Results from this research showed that the average
post-test score for the experimental class was 80.77 while the average value of the
control class post-test was 78.62. This shows that there are differences significant
difference between student scores in the pre-test and post-test in both classes.
Then the test results based on hypothesis testing were carried out using one
sample t-test statistic (one sample t-test) obtained t-tes (10.519) > ttable (2.060),
then H0 is rejected and H1 is accepted. By accepting H1, it can be concluded that
the effect of using shadowing technique in teaching listening was effective in
increasing students' listening.

Keywords: Shadowing technique, Listening

iii
 ABSTRAK

Putri, Via Adelyah . (190230070). 2023. Pengaruh teknik shadowing terhadap

kemampuan mendengarkan siswa dalam pengenalan kata (Penelitian
Eksperimental pada Siswa Kelas VIII SMP Negeri 1 Wudulako).
Fakultas Keguruan dan Ilmu Pendidikan Universitas Sembilanbelas
November Kolaka. Yang dipandu oleh Dr. Karimuddin, M.Pd sebagai
konsultan pertama, dan Hariadi Syam, S.Pd., M.Pd sebagai konsultan kedua.

Penelitian ini memperlihatkan Pengaruh Penggunaan teknik shadowing dalam

Pembelajaran mendengarkan siswa dalam pengenalan kata Di Kelas Satu SMP
Negeri 1 Wundulako. (Penelitian Eksperimen pada Siswa Kelas VIII SMP Negeri
1 Wundulako). Tujuan dari penelitian ini adalah untuk mengetahui pengaruh
penggunaan tenik shadowing dalam pengajaran mendengarkan siswa kelas VIII di
SMP Negeri 1 Wundulako. Penelitian ini bertujuan untuk memperoleh fakta
empiris tentang pengaruh penggunaan teknik shadowing pada pengajaran
mendengarkan. Penelitian ini dilakukan di SMP Negeri 1 Wundulako. Teknik
pengambilan sampel menggunakan purposive sampling dengan 26 siswa kelas
VIII 3 sebagai kelas eksperimen, dan 25 siswa kelas VIII 2 sebagai kelas kontrol.
Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dengan
menggunakan desain Quasi-Eksperimental. Instrumen yang digunakan dalam
penelitian ini adalah tes mendengarkan yang dibagi menjadi pre-test dan post-test.
Kemudian dihitung rata-rata data pretest dan posttest siswa menggunakan
perhitungan statistik dengan software SPSS versi 20. Hasil dari penelitian ini
menunjukkan bahwa nilai rata-rata post-tes kelas eksperimen adalah 80.77,
sedangkan nilai rata-rata post-tes kelas kontrol adalah 71.00. Hal ini menunjukkan
bahwa terdapat perbedaan yang signifikan antara nilai siswa pada pre-test dan
post-test di kedua kelas. Kemudian hasil pengujian berdasarkan pengujian
hipotesis dilakukan dengan menggunakan statistik uji-t satu sampel (one sample t-
test) diperoleh t-tes (10.519) > t-tabel (2.060), maka H0 ditolak dan H1 diterima.
Dengan menerima H1, dapat disimpulkan bahwa pengaruh penggunaan teknik
shadowing dalam pengajaran mendengarkan efektif dalam meningkatkan
kemampuan mendengarkan siswa.

Kata Kunci: teknik shadowing, mendengarkan

iv
 ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and the Merciful

All praise be to Allah, The Almighty, The Lord of the worlds, Who has

given The researcher mercies, blessings, strength, knowledge, and guidance to

finish this research entitled “ The Effect of Shadowing Technique on Students’

Listening Ability in Word Recognition at the Second Grade of SMP Negeri 1

Wundulako”

Next the researcher would like to express her gratitude to the special and

honorable advisors, Dr Karimuddin, M.Pd as the first consultant, and Hariadi

Syam, S.Pd., M.Pd as the second consultant. For all the support, uncountable time,

constructive advice, and warm encouragement during the process of doing the

assignment. Without their guidance and persistent help this research would not

have been possible.

The researcher should not forget to express her huge thank to:

1 Dr. H. Nur Ihsan HL., M.Hum as the Rector of Universitas Sembilanbelas

November Kolaka.

2 Agus Nasir, S. Pd., M. Pd., as the Dean of Teacher Training and Education

Faculty of Universitas Sembilanbelas November Kolaka.

3 Dr. Syarifuddin Tundreng, M.Pd., as the Head of Language Education

Department of Teacher Training and Education Faculty of Universitas

Sembilanbelas November Kolaka.

v
4 Ray Suryadi Hasyim, S.Pd., M.Pd., as the Head of English Language

Education Study Program of Teacher Training and Education Faculty of

Universitas Sembilanbelas November Kolaka.

5 All lecturers and the staff of Universitas Sembilanbelas November Kolaka

especially the lecturers of the English Language Education Study Program

have given the most valuable supports in finishing this research.

6 My deepest gratitude goes to the parents of researcher Basman Toraga and

Marlina Saleh who has given support and encouragement.

7 The researcher siblings Muh. Viqrie, Muh. Viqran, Vika, Rafli, Rangga, and

Rara who always support and helping in any situation. And all of my family

who always help and support in every prosess of preparing the final project.

8 Pebrianto, Yudistira, Hery and Aulia, who always provide support and

encouragement to researcher to carry out this research, as well as all the

assistance that has been given to researcher to prepare the final results of this

research from beginning to end.

9 All the researcher’s bestfriends, Cecilia Novianti I,Vinasti Yusri, A. Yuliani,

Meilani Ananda, Ainul fitri and Nur Islamia who have helped and supported

researcher in completing this research.

10 Nurfania Fadillah and Marlina who have helped in completing this research.

11 All of the researcher’s classmates of English Language Education Study

Program of Teacher Training and Education Faculty of Universitas

vi
 Sembilanbelas November Kolaka at the year of 2019, thanks for your

encouragement.

12 All students of class VIII 2, VIII 3, and the teacher board of SMP Negeri 1

Wundulako who have assisted the researcher in completing the research.

The researcher realizes that this thesis has some weaknesses and mistakes so

that it needs constructive ideas and critics from the reader to complete this result

as well.

Kolaka, September 2023

The Researcher

vii
 LIST OF CONTENTS

APPROVAL SHEET.............................................................................................ii
ABSTRACT...........................................................................................................iii
ABSTRAK.............................................................................................................iv
ACKNOWLEDGEMENT.....................................................................................v
LIST OF CONTENTS........................................................................................viii
LIST OF TABLES.................................................................................................x
LIST OF FIGURES..............................................................................................xi
LIST OF APPENDICES.....................................................................................xii
CHAPTER I INTRODUCTION...........................................................................1
1.1 Background of the Research..........................................................................1
1.2 Question of the Research...............................................................................6
1.3 Objectives of the Research............................................................................6
1.4 Significance of the Research.........................................................................6
1.5 Scope of the Research...................................................................................7
1.6 Hyphothesis...................................................................................................8
CHAPTER II LITERATURE REVIEW.............................................................9
2.1 Previous Related Research Finding................................................................9
2.2 Listening.......................................................................................................12
2.2.1 The Definition of Listening...................................................................12
2.2.2 Listening Skill.......................................................................................13
2.2.3 Teaching Listening................................................................................16
2.3 Word Recognition........................................................................................17
2.4 Shadowing Technique..................................................................................19
2.5 Teaching Listening Using Shadowing Technique........................................21
2.6 Conceptual Framework................................................................................22
CHAPTER II METHOD OF THE RESEARCH..............................................24
3.1 Design of the Research.................................................................................24
3.2 Variable of the Research..............................................................................25
3.3 Population and Sample of the Research.......................................................25
3.3.1 Population..............................................................................................25

viii
 3.3.2 Sample...................................................................................................26
3.4 Instruments of the Research.........................................................................26
3.5 Validity and Reliability of the Research......................................................27
3.6 Procedure of Data Collecting.......................................................................28
3.7 Technique of Data Analysis.........................................................................29
3.8 Hypothesis Statistic......................................................................................31
3.9 Definition of Operational Research..............................................................31
CHAPTER IV RESEARCH FINDING AND DISCUSSION..........................32
4.1. The Findings................................................................................................32
4.1.1.Data Analysis From Pre-Test And Post-Test.........................................32
4.1.2 Descriptive Analysis..............................................................................32
4.1.3 Inferential Analysis................................................................................40
4.2 Discussion...................................................................................................44
CHAPTER V CONCLUSION AND SUGGESTION.......................................46
5.1. Conclusion...................................................................................................46
5.2. Suggestion...................................................................................................46
BIBLIOGRAPHY................................................................................................48
APPENDICES......................................................................................................52

ix
 LIST OF TABLES

Tabel 3.1 The Experimental Research Design ............................................... 24

Tabel 3.2 Scoring Rubric ............................................................................... 29
Table 4.1 Pre-test Experimental Class.................................................................. 34
Table 4.2 Frequency Distribution of the Pre-test Score in Experimental Class........ 35
Table 4.3 Pre-test Control Class.......................................................................... 35
Table 4.4 Frequency Distribution of the Pre-test Score in Control Class................. 36
Table 4.5 Post-test Experimental Class................................................................ 37
Table 4.6 Frequency Distribution of the Post-test Score in Experimental Class....... 37
Table 4.7 Post-test Control Class......................................................................... 38
Table 4.8 Frequency Distribution of the Post-test Score in Control Class............... 39
Table 4.9 Normality Test in Experiment Class................................................ 41
Table 4.10 Normality Test in Control Class..................................................... 42
Table 4.11 Hypothesis Testing......................................................................... 43
Table 4.12 T-Test of Experimental and Control Class..................................... 44

x
 LIST OF FIGURES

Figure 2.1 The Conceptual Framework .............................................................. 23

Figure 4.1. Comparison between Experimental and Control Class Based on Pre-
test and Post-test Score..................................................................................... 39

xi
 LIST OF APPENDICES

Appendix 1 Schedule of The Research Implementation.................................. 53

Appendix 2 Attendence List of Class VIII at SMP Negeri 1 Wundulako........ 54
Appendix 3 Rpp Experiment Class................................................................... 57
Appendix 4 Rpp Control Class......................................................................... 69
Appendix 5 Soal Pre-Test’s Questions............................................................. 78
Appendix 6 Post-Test’s Questions.................................................................... 81
Appendix 7 Validity Test and Reliabity Test................................................... 84
Appendix 8 Pre-Test Experimental Class......................................................... 85
Appendix 9 Pre-Test Control Clas.................................................................... 91
Appendix 10 Post-Test Experimental Class..................................................... 97
Appendix 11 Post-Test Control Class............................................................... 103
Appendix 12 Documentation............................................................................ 109
Appendix 13 Documentation of the Research Letters...................................... 113

xii
 CHAPTER I

INTRODUCTION

1.1 Background of the Research

Listening as one the language skills besides writing, speaking, reading

must be taught optimally by the teacher to the students. Listening is the most

important part of the ability to understand the meaning that other people say. In

teaching listening naturally, the students still find it difficult to master this skill.

The students appeared to have many problems when listening in English.

Listening is the most important skill to be mastered by English students.

Listening is the first thing to be learnt before somebody learns speaking,

reading, and writing. According to Sevik (2012), listening is the basic skill that

must be learnt in the language learning process. Additionally, according Kim and

Kang (2015) report that many linguists and English teachers state that listening

becomes the most fundamental and the most important skill among other language

skills because it is a key role to study a foreign language. Then, Sevik (2012) also

states that listening is the same as reading which is a receptive skill because both

listening and reading focus on receiving information from an outside source.

Meanwhile, Murjani (2010) states that listening is an active skill because

listening is not only the process of hearing what the speakers say but also the

process of integrating what the speakers talk about with the information in the real

world. Thus, it can be concluded that listening is the most fundamental and

important skill which is not only a receptive skill but also an active skill to be

learnt in the first language learning process.

1
 2

Bozorgian and Pillay (2013) state that listening covers a complex process.

Listening is a process consisting of a conscious attention, reception, perception,

and the assignment of meaning and response to the message (Kim and Kang,

2015). In line with this, Sarıcoban in Sevix (2012) argues that listening is the

ability consisting of identifying and understanding what others are saying which

involves understanding accent or pronunciation, grammar, and vocabulary of the

speaker, and grasping its meaning. Furthermore, Marzban and Abdollahi (2013)

state that in the process of comprehending the spoken messages in the listening

text, the listeners must integrate information from a range of sources, such as

phonetics, phonological, prosodic, lexical, syntactic, semantic, and pragmatic.

Then, Yonezaki (2014) argues that a person commonly experiences three stages in

the listening process, such as perceiving sounds (perception), decoding sounds to

recognize them as certain linguistic forms (recognition), and comprehending the

meaning of the forms (comprehension). In short, it can be said that listening is the

process of comprehending what the speaker talks about by the listener through

three stages, which are perception, recognition, and comprehension.

The main objective of the listening course itself is to make the students

able to understand what the native speakers say about correctly. Dealing with this

situation, Schmidt (2016) found that listening is the most difficult skill to contend

as a language learner. Arono (2014) says that the teacher is still lack of

commitment in applying the model of teaching listening. Thus, it was very

demanded to help the students improve their listening skill through the

appropriate teaching model to teach listening in order that they are easy to catch
 3

what the speakers tell about. An alternative for this condition was by applying

shadowing in teaching and learning process of listening.

Furthermore, listening plays an important role in daily life and academic

contexts, as it is crucial for people to sustain effective communication. It means

that listening, as a receptive skill, plays a role in bridging the communication

process from receiving information to produce it through active skills like

speaking (Gilakjani & Sabouri, 2016). However, in reality, many students have a

problem with listening. Many students are poor at listening. As students, there are

several things that they can do; make listening as a fun daily habit, do extensive

training in listening (Moradi, 2012), listen and transcribe, search and expose them

selves to authentic listening materials (Picard & Velautham, 2016).

However, in reality many students have problem in listening. Many

students are poor listening. As the students, there are four things that they should

do; make listening as a fun daily habit, be extensive listening and be patient, be

intensive listening and transcription, and the last diversity your listening. Those

are who should the students’ listening skill be a good listener. To help the students

to be able to listen, English teachers should give a kind of interaction or feedback

for them. The teachers should be more creative to find out the appropriate

technique in teaching listening. There are some effective techniques in teaching

listening. One of while is by using Shadowing tecnique in listening ability in word

recognition.

Furthemore, Renandya and Farrell (2011) mentioned that recognizing

words in listening is one of ten listening problems that learners found while they
 4

are listening. Being difficult to recognize words will make listeners fail to

interpret the meaning of what they hear. Because of that, the listeners must have

the ability to recognize words through identifying the sound before they interpret

the meaning.

In mastering English, there are so many methods or techniques that can be

applied ( Alilateh & widyantoro, 2019; Azar & Nasiri, 2014 ). One of the

techniques that can be used in teaching English is the shadowing technique. The

shadowing method improves interpreting skills ( H. Liu & Sammons, 2021; J. Liu

& Bray, 2020). The steps of the shadowing technique; a)concentrating on the

correct pronunciation when shadowing the listening text,(b) attending to the

meaning of the listening text, and (c) reproducing the listening text by picturing it

(Chiu et al., 2020; Tum & Kunt, 2021 ). The essence of the shadowing technique

is that we learn a foreign language not only by imitating what other people say but

also how to make body gestures and facial expressions when a sentence or phrase

is spoken.

Shadowing is a listening task that requires the learners to listen to a spoken

text in the target language, and repeat the words that they hear at the same time as

the speaker said (Hamada, Shadowing: what is it? how to use it. where will it go?,

2018). This technique helps the learners to acquire prosodic feature language,

which is a basic requirement to improve listening skills. Sumarsih (2017) stated

that shadowing is a listening exercise in which the English learners track the hear

speech and repeat it as exactly as possible while listening attentively to the

incoming information. Besides, it is not merely repetition but also a highly

cognitive activity (Hamada, 2011).

 5

According to Horiyama (2012), shadowing is a practice of interpreting. It

is in the current decade that shadowing has attracted language instructors'

attention, and they bring it into teaching a foreign language (Hamada, 2012). In

interpreting, the translator listens to speech in a foreign language and redefines the

message in the target language immediately. The translator's essential skill is the

ability to listen and speak at the same time. Because shadowing is a double task to

listen to and speak at the same time, shadowing becomes a good translation

training program.

The writer proposed that the shadowing technique enhances students‟

listening skill in words recognition and also it could motivate students to learn

listening skill. Kwan (2015) those advantages are shadowing aids the attention to

language input, shadowing helps the students to follow fast speech and get rid of

their distraction, shadowing creates more practice opportunities, shadowing

motivates the students.

Based on the explanation above, the researcher decides to determine the title

of the research “The effect of shadowing technique on students’ listening ability

in word recognition at the second grade of SMP Negeri 1 Wundulako”

 6

1.2 Question of the Research

The question of the research was: is there any effects of shadowing

technique on students’ listening ability in word recognition at SMP Negeri 1

Wundulako?

1.3 Objectives of the Research

The objectives of this research was to find out the significant effect of

shadowing technique on students’ listening ability in word recognition at SMP

Negeri 1 Wundulako.

1.4 Significance of the Research

Based on the research objectives to be achieved, this research was expect to

have benefits in education either directly or indirectly. The benefits of this

research are as follows:

1. Theoretically

The results of this research was used as scientific work that can add insight

and be used as an addition in enriching the goodness of educational science and

can be used as a reference for teacher to pay attention to listening ability among

student in English learning. This research can be used as information and

reference for other researchers who want to conduct similar research.

2. Practicality

The researcher hopes that the results of this research can provide several benefits

for:
 7

a. For English teachers

The benefit of the research for teachers was this research may contribute to

the teaching listening especially in word recognition. From this research,

English teachers can get direct experience, knowledge, and insight about

how to implement shadowing technique in the classroom. The teachers can

use shadowing technique as an alternative technique to help the students to

improve their listening ability in words recognition.

b. For students

This research was expected to provide the students with an alternative

technique that can be used in listening. The benefit of research for students

was that students can improve their listening ability by using shadowing

technique. Through the application of the shadowing technique, it is hoped

that active learning activities and students’ English learning outcomes will

increase.

c. For further researchers

The result of this research was expected to be used as a reference to

conduct a research in similar area.

1.5 Scope of the Research

The scope of this research was focused on the effect of shadowing technique

on students’ listening ability in word recognition at the second grade of SMP

Negeri 1 Wundulako. The material used in this research limited on descriptive

text. The descriptive text about Animals, place, people, and things.
 8

1.6 Hyphothesis

A hypothesis is an assumption that may or may not be true. A hypothesis

is a tentative answer to a research question that is believed to be theoretically

possible or has a high degree of truth. In this research, the following hypotheses

can be formulated:

H₀¿ There is no any effect of shadowing technique on students’ listening ability in

word recognition at the second grade of SMP Negeri 1 Wundulako.

H₁¿ There is an effect of shadowing technique on students’ listening ability in

word recognition at the second grade of SMP Negeri 1 Wundulako.

 CHAPTER II

LITERATURE REVIEW

2.1 Previous Related Research Finding

There is some previous related research that supports this

research. Some of them are presented as follows:

The first research was conducted by Rini ekayati (2020) entitled “The

Effect Of Shadowing Technique On Students’ Listening Word Recognition”.

This study followed the Experimental research method. The researcher took SMP

Muhammadiyah 02 Pahlawan, Medan, A.Y 2019/2020 as the study location. The

population of this research was the eighth-grade students. Since there were only

two classes in the eighth grade, this study took the population as the sample. The

researcher used one class as the experimental group and the other class as the

control group. Each class consisted of 30 students. The instruments of the data

collection were listening tests. The researchers administrated the tests as the pre-

test and post-test to both experimental and control groups. Based on the data

analysis, the result shows that applying the shadowing technique influences

students’ listening ability in word recognition, which was proven by the result of

the t-test. The t-score was higher than t-cv (5.2915 > 2.024), = 0.05, at df = 28. In

other words, the alternative hypothesis (Ha) was accepted, and the null hypothesis

(H0) was rejected; the effect of shadowing technique on the students' listening in

word recognition was 63.80% and 36.20% from the other factors.

The second research was conducted by Mukminatus Zuhriyah (2017)

entitled “Improving Students' Listening Skill Through Shadowing”. Listening is

9
 10

the first part of language skills that everyone gets when learning a language. It

comes before speaking, reading, and writing. Meanwhile, most of the students get

difficulty to learn listening of a foreign language, especially English. That is why

shadowing was applied in the listening class as one of the solutions to make the

learners of English listening easy to understand what the speaker says. This

collaborative classroom action research was generally to know whether or not

shadowing could improve the students listening skill. It was also specifically to

know: (1) the lecturer's activities, (2) the students' activities, and (3) the students'

responses during the implementation of shadowing in the listening class. The

subjects were 18 students of the third semester of English department of education

faculty of Hasyim Asy'ari university (UNHASY) Tebuireng Jombang in the

academic year of 2016/2017. The data were obtained from the observations got

from the notes written by the collaborator and the listening test. The students'

listening skill improved after the implementation of shadowing. It could be seen

in the improvement of mean score, from 74.2 in cycle one to 75 in cycle two.

Then, the precentage of students passing the minimum mastery criteria also

improved, from 61% in cycle one to 77.8% in cycle two. Thus, it can be

concluded that shadowing could improve students' listening skill.

The third previous, by Melly Astriyani & La Miliha (2019), “The Effect

Of Shadowing Technique On Students’ Speaking Ability Of Eight Grade At SMP

Negeri 1 Parigi”. The objective of this study is to find out the effect of shadowing

technique on students’ speaking ability. The design of this study is quasi

experimental were consist of two classes; experimental class and control class of

students’ eight grade students at SMP Negeri 1 Parigi. The researcher applied
 11

purposive sampling technique. The instrument of this research was oral test in

pre-test and post-test. This study was conducted from March 21st to April 7th,

2018. The instrument used for collecting data were speaking test and the data was

analyzed by using SPSS version 16.0. The findings show the students speaking

score in experimental class is higher than the students speaking score in control

class. It has proved by the comparison of the mean score from both control class

and experimental class. The mean score of post-test in control group is 2.52 and

the mean score of post-test in experimental group is 3.31. The gain score from

post-test in control group to post-test in experimental group is 0.79. Furthermore,

the effect size of the study is 0.6 and it indicates there is any significant effect of

shadowing technique on students’ speaking ability of eight grade students’ at

SMP Negeri 1 Parigi. In short, shadowing technique is recommended to teacher to

be use in teaching and learning process as an additional technique in teaching

speaking especially to students speaking ability.

Based on the previous research above, there are some

differences and similarities to this present research. The similarity of

the previous studies is using shadowing technique in teaching

English and the researcher hopes this technique can have an effect

on students’. Meanwhile, the difference between the three related

studies and this research is that the first researcher and this researcher

had different times in conducting research. The second researcher

used a Classroom Action Research (CAR) design, while this study

used a quasi-experiment. Lastly, the third researcher focuses on

Speaking ability, while this study focuses on listening ability.

 12

2.2 Listening

2.2.1 The Definition of Listening

Nowadays, in order to learn a new language for English as a

foreign language, the listening skill is needed. Listening is one of the

four important skills in learning English that students need to learn

(Praheto et al., 2020; Sharma & Puri, 2020). To make student able to

speak something or make some sentences in a paper, the listening

section is the first stage to begin. Besides, in a class, this listening

skill required in an academic context, especially in the listening

comprehension course (Hidayat, 2013; Yunita & Jumiyanti, 2020).

Moreover, listening is very important because this ability can help in

improving the other skill such as speaking skill significantly (Darti &

Asmawati, 2017). This ability will also increase if you listen to

English continuously, and it will affect the way we speak in English.

Listening skill is the first foundation to improve speaking and writing

skill (Listyaningsih, 2017). Then, to make a good communication

with others, we have to understand what they are saying. Hence,

when we have a good ability in listening, it means we can

communicate naturally to others.

Listening is a learned behavior, a mental process related to

listening, attending, differentiating, understanding, and remembering.

It can be improved with practice. Listening is very important in

 13

language, which means not only briefly listening but the recipient

must provide feedback. According to Hidayat (2013), "listening is

considered an important skill that must be mastered. How well a

person listens has a big impact on the quality of their relationships

with other people ”. This means that listening is the ability to

understand the message expressed by the speaker through sound. In

processing the information heard by listeners, they carry out at least

five elements in the process - listening, attending, understanding,

responding, and remembering.

Ekrem (2016) state that listening is not a passive skill but is

an active skill to build the meaning of sound waves. Listening is an

important thing to speak because without understanding the entrance

at the right level, learning is not going on.

From the definition of listening above, listening as a basic

input material is very important for the students in learning English.

It is a highly complex process that draws on knowledge of the

linguistic code (language form) and cognitive processing skill (the

skill process in the mind). Also, listening is the process of receiving

information from speakers to listeners with full attention in listening.

2.2.2 Listening Skill

a) Aspect of Listening

Listening is not more than hearing but is an essential skill to

learning. Kline (1996) assumed recognizing the difference between

 14

hearing and listening is an essential feature for learning and teaching

to listen effectivelly. The difference is, hearing is the acceptance of

the sound while listening ia an attachment to the meaning by voice.

Hearing is a passive activity but listening is an active activity. Croom

Helm (1998) admitted that listening holds an important part of

communication because it is important to generate substantial and

meaningful responses. Especially for learning the language for

communicative purposes, listening plays an important role as it helps

language learners in pronunciation, word stress, vocabulary, and

syntax as well as understanding the transfer messages only in tone

and accent; and those are what we get in listening. Without proper

understanding, there will be no improvement in learning.

Renukadevi (2014) agreed that listening is an integral aspect

of communication because the generation of significant and

substantive responses is important. Listening plays an important role,

particularly for learning the language for communicative purposes, as

it helps language students in pronunciation, word stress, vocabulary,

and syntax as well as knowing only in tone and accent the past

messages; and that's what we get in listening. There can be no change

in schooling without adequate comprehension.

Listening contains different types of knowledge: linguistic

and non-linguistic. Linguistic knowledge contains syntax, lexis,

phonology, and semantic structure. In listening, before the students

can interpret the message, firstly students must hear some sounds and
 15

hold them in their working memory long enough to connect them

that the word has meaning.

b) Micro- and Macro- Skills of Listening

Solak (2016), listed the micro-skills and macro-skills in

listening. He identifies five important points of the listening micro-

skills. They are:

1. Differentiate the particular sounds of English.

2. Maintain different lengths of language in short-term memory.

3. Identify patterns of English stress, words, in stressed and unstressed

positions, rhythmic structures, international contours, and their role in

providing information

4. Identify reduction forms of words.

5. Differentiate the limits of words, identify the core of a word, and interpret

word order patterns and their significance.

Besides, he also mentioned five points of the macro-skills of listening.

1. Recognize cohesive devices in oral speech.

2. Recognize conversation under related situations, participants, and goals.

3. Investigate the situation, participants, goals using real-world knowledge.

4. Predict results and also summarize links and relationships between new

information, the information provided, generalizations, and examples of

events, ideas, etc.

5. Engage face, body language, and other nonverbal cues to describe

meanings.
 16

Following those explanations above, we can understand that micro-skills

are activities to pay attention to, recognize words, build meaning, make

conclusions, and interact. On the other hand, micro-skills in listening ability is the

process to recognize words from listeners hear. Besides, Ayuanita (2013) add

more specific details on the micro- skills including retain chunks of a language in

different lengths, discriminate sounds, recognize stress, reduced forms of words,

distinguish word boundaries, process speech at different rates, process speech that

contains pauses, error, correction, recognize grammatical word classes, detect

sentence constituents, recognize that a particular meaning can be expressed in

different grammatical form.

2.2.3 Teaching Listening

Teaching listening is considered by many language teachers a challenging

task because learners believe that it is a difficult skill to develop during the

process of learning any foreign language, as many factors such as stress,

pronunciation, accents, and the cultural component which include expressions,

jargon, idioms make the language more complex at the moment of understanding

it. There has been a widespread investigation within the most appropriate

strategies to teach listening to students (Zanjani & Izadpanah, 2016).

Kurniasih (2011) argues teachers should encompass the four skills: speaking,

listening, reading, and writing. Moreover, these four skills connect to each other

in terms of receptive to productive skills (Sadiku, 2015). Listening skill as the

 17

basis for development and speaking plays an important role in communication

(Lestary & Seriadi, 2019). The listeners cannot give appropriate responses unless

they understand what someone else is saying. Progress in listening will provide a

basis for the development of other language skills. By becoming aware of the link

to the students, teachers can assist the students in their overall language

development. Listening is a receptive skill (Sreena & Ilankumaran, 2018).

It is not easy to learn a listening skill since this skill appears to be the most

challenging skill for students of foreign languages (Hadijah & Shalawati, 2016).

In addition, an English teacher must be mindful of the challenge of listening

encountered by pupils.

Students find it difficult to listen to foreign languages when they struggle

to capture any sounds or phrases and miss some major information of the spoken

text. Then there is a list of ten hearing difficulties, such as speed of the voice,

disruption, words that can not be understood, new vocabulary, next information

loss, fear, the difficulty of expression, agitation, anger, and unfamiliar

pronunciation. Furthermore, Yilmaz & Yavuz cited seven problems that create

difficulties in listening in Underwood (2015): (1) unable to regulate the speaker's

tempo, (2) unable to get repetitive material, (3) have a little vocabulary, (4) fail to

understand the signal, (5) unable to perceive incoming data, (6) unable to focus,

(7) research habits.

2.3 Word Recognition

Perceptions of speech and level of accuracy in speech recognition

depending on the various characteristics of the speaker, listener, and speech.

 18

Furthermore, Renandya and Farrell (2011) mentioned that recognizing words in

listening is the most common problem in listening. Unable to recognize the words

will get listeners cannot understand the meaning of things that they hear. Thus, the

listeners should be able to recognize the words before they interpret the meaning.

States that word recognition become increasingly automatized. Cognitive

resources can be allocated for other aspects. Consequently, deficits in word

recognition lead to skill difficulties (Navidinia, et al. 2016).

Moreover, Rost (2011) states several factors influence the word

recognition, such as words familiarity, the existence of competitors (similar

sounds), and the estimation of meaning and context. The other problems in words

recognition are:

1. Distinguishing Sound

Some different words in English might sound similar to one

another, such as /i/ ship and /i;/ sheep, which might sound similar to

learners.

2. Rewriting

Valentini, et al., (2018) explain that the best way to learn is to

expose students to both written and oral modality to learn. This means

after, given the oral version of the sound, students are expected to rewrite

them. However, students often rewrite or note-taking what they hear into

written text directly without converting the sound into the correct form

(Ahour & Bargool, 2015), such as when they listen to the word car, but

they write ‘kar’ in their book.

 19

Rost (2011) shows that the vocabulary recognition of the 3000 family

words is needed to understand everyday conversations. To understand the

conversation satisfactory, the audience should be familiar and able to recognize

about 90% of the content words.

To sum up, recognizing words is a skill that helps listeners enhance their

listening comprehension skills in recognizing words they heard (Gilakjani &

Sabouri, 2016). The main cause of the listening problem is the disability of

listeners to recognize the words in the pace they are spoken. There are three

perceptions of difficulties of L2 sound affecting L2 words recognition, such as:

(1) The distinction between minimal pairs can confuse the students. (2) Words

different onsets are treated as matching in onset when perceptually difficult

sounds are involved, and these sometimes cause overlapping led to

misinterpretation and might be mistaken for another word that the speaker does

not say at all. There are some models of spoken words that we should recognize,

such as speech, intonation, lexical phrases, phonological words, leg or weak

strength, syllables, half syllables, phonemes, and features.

2.4 Shadowing Technique

a) The Definition of Shadowing Technique

Shadowing is a technique developed by the American

professor Alexander Arguelles, first in Germany and then in Korea,

for language learning. So, several languages can be studied using this

method. Shadowing is, originally, a practice of perception.

Interpretation is given in the interpretation as soon as the interpreter

 20

listens in a foreign language to the speech and redefines the message

in the target language. The basic ability of the interpreter is the

capacity to listen and communicate at the same time. Because

shadowing is a dual activity of listening and communicating at the

same time, shadowing is considered a successful program for

translation preparation (Horiyama, 2012).

Hamada (2017) claimed in the shadow phrase that someone

echoes what is heard slightly behind the input, while one repeats

each voice simultaneously in the phonemic shadow. Word will repeat

the word. Echo the words they say at the same time as the speaker by

shadowing the audience. Shadowing is an act of listening assignment

in which students search and hear speech and repeat it as much as

possible while listening to the information.

Shadowing technique can be said to be an improved listening

method. Teachers ask students to repeat the words they say in the

audio- lingual process, but in this activity, the students may be

marginally discouraged from listening because the students may lose

their concentration due to the pause interval when doing the

repeating of the audio. The distinction between repetition and

shadowing is that repetition strategy can distract students from

paying attention to replication at a certain level when much attention

is distracted by memorization of pronunciation both at the level of

word and phrase and at the level of text. The shadowing process, on

the other hand, encourages participants to use sentence lines without

 21

wasting their time on short-term memory and translating texts (Kun,

Da, and Li, 2013).

To conclude, the shadowing technique is an act of listening

task in which the learner records the speech heard and echoes and

repeats while listening to get information at the same time. For

phonological working memory, this approach is fine.

b) The Advantages of Shadowing Technique

According to Hamada (2018), "Shadowing helps following

fast speech, which is one of the problems faced by non-native

listeners." Native speakers tend to speak fast and use linking verbs to

connect the speech, which makes the non-native listeners difficult to

follow. Learners try, follow, and pursue with quick speeches; this can

help them to get used to listening to quick speeches. In theory,

students eventually become accustomed to this speed, which

consequently helps them listening better than before. Additionally,

Sumarsih (2017) mentions the benefit of using the shadowing

technique, which covers activating bottom-up and top-down

processes, and echoic memory is operated to maintain the incoming

sound information more precisely.

Rost (2011) said attention is one of the factors needed to

successfully listen to a wide variety of acoustic features beyond the

linguistic aspect. Students' listening attention can be distracted by

internal or external factors. Therefore, listening is different from

 22

hearing. In listening, the listeners must pay attention to the speaker to

catch what they say. Shadowing makes learners concentrate on

listening. Shadowing tasks challenge the listener by echoing every

word of spoken utterances and preventing 'hearing' by not paying

attention to incoming information. Besides, shadowing can change

passive listening to become active listening.

2.5 Teaching Listening Using Shadowing Technique

Studies in Japan stated that shadowing techniques could help

solve students' hearing problems. Hamada (2014) said that an

efficient shadowing technique aims to improve the working memory

of the brain and strengthen the training process so that students can

store phonological information longer in the phonological loop.

Besides, Saito, et al., (2004) stated that shadowing was divided into

four steps: mumbling, synchronized reading, prosody shadowing,

and content shadowing. Every step has a different focus on

stimulating every sound and intonation. In this step, students

compare the sound of words they hear with their spelling. Prosody

shadowing focuses on rhythm, stress, intonation, speed, and pause of

the language. The last step on the shadowing technique focuses on

trying to understand the meaning of the language.

Moreover, Hamada (2018) said that teaching listening using

the shadowing technique is holistically well fitted to a lesson other

listening technique such as dictation or dictogloss. Then, it divides

the stages of shadowing into three. Firstly, the students do shadowing

 23

and learn the content. Secondly, the students learn to connect the

phonological of the words with the meaning with the same material.

The last stage is for productive activities where the students review

what they have learned and internalize the learned items. In

conclusion, they start by practicing shadowing, learning new

vocabulary, understanding the contents, and practicing the

shadowing again. Therefore, in listening to English using the

shadowing technique, the students do not have to feel pressure due to

the unknown contents.

2.6 Conceptual Framework

Listening is very important in learning a foreign language

because communication starts from listening. Most of the listeners’

problem while listening is recognizing words. Recognizing words in

listening is the process of identifying words and the relationship of

lexical knowledge to organized words. For native speakers, it is not

an easy task to identify and recognize knowledge. To understand

foreign language, the teacher as a guide in class should prepare the

media to make students more interested in teaching listening.

This research was conducted to solve the problem of listening

difficulties using shadowing technique to improve listening ability in

words recognition. Shadowing technique of listening, where students

repeat simultaneously what they heard at the same time when the

speaker speaks, is an improvement of the repetition technique. It can

be solution for the students to recognize the words and remember the
 24

words that they heard. This technique have the advantages to

motivated students, helping students, enjoy and creating more

practice. Therefore, shadowing technique can minimize the use of

teachers’ voices.

The conceptual framework underlying the research is given

by the following figure :

Pre Test

Experiment
Control group
group

Treatment Conventional
Learning Method Learning
listening with listening without
shadowing shadowing
technique technique

Post Test Post Test

Listening ability

Figure 2.1 The Conceptual Framework

 CHAPTER III

METHOD OF THE RESEARCH

3.1 Design of the Research

In this research, the researcher conduct quantitative through Experimental

design. The researcher used a quantitative research design that is a quasi-

experimental design. surviving, nothing is equal like Control Group Design

involving two groups of classes. One group is treated as the experimental class

and the other treatment groups as the control class. In experimental class, the

researcher teaching the use of shadowing technique and pre-test, treatment, and

post-test and control class using conventional methods, pre-test and post-test. The

design of this research can be described as follows:

Group Pre-test Treatment Post-test

Experimental 0₁ X 0₂

Control 0₃ - 0₄

Tabel 3.1 The experimental research design

Note:

0₁ : pre-test in experimental class

0₂ : post-test experimental class

X : treatment with shadowing technique

25
 26

0₃ : pre-test in control class

0₄ : post-test in control class

- : there is no treatment

3.2 Variable of the Research

In this research, there are two variables namely the independent variable

(X) and the dependent variable (Y). The dependent variable in this research is the

shadowing technique. The independent variable is the word recognition in terms

of distinguishing sound and rewriting in Listening skill. The independent variable

focused on how the shadowing technique affected the students' word recognition

in Listening skills. The researcher tried to find out whether the shadowing

technique improved the students' word recognition in Listening skills.

3.3 Population and Sample of the Research

3.3.1 Population

Population refers to the set or group of all the units on which the findings of the

research are to be applied.

The population of this research were all of the first grade of SMP Negeri

1 Wundulako. The population consisted of two classes. The total population of

the research was 51 students. Class VIII 2 had 25 students, class VIII 3 had 26

students.
 27

3.3.2 Sample

Sample is a part of the population using a certain procedure. So, it can be

expected to represent the population. Sample is a part of the population. In taking

a sample of this research, the researcher used a purposive sampling. Sugiyono

( 2017), purposive sampling is a technique for determaining samples with certain

consideration. This is mean that sampling is based on certain consderations or

criteria that have been formulated in advance by researcher.

This research used two classes as a sample of the population. That the

sampling process using the experimental class. The researcher chosee class VII 2

as control class and VII 3 as experimental class.

As the way the researcher determines the sample for the control class and

the experimental class, that was with agreement and consideration between the

researcher and the school, namely the English teacher, therefore the researcher

chose class VII 3 as experimental class while VII 2 as the control class. The

experimental class was class VII 3 which taught by shadowing technique and

class VII 2 was the control class taught by using conventional techniques or

without using shadowing technique.

3.4 Instruments of the Research

The instrument of this research was fill in the blank as a tool for listening

test. The test was given through pre-test and post-test. The test consist of 25 items

fill the blank. The test was given to find out the students’ achievement of

listening. A pre-test conducted to determine students’ on listening ability before

 28

using the "Shadowing technique", while a post-test conducted to determine the

effect of students' on listening ability after being given treatment.

3.5 Validity and Reliability of the Research

Before the test was given to the students, the researcher conducted

validity and reliability tests. It was used to know whether each item of test was

valid and reliable or not.

To determine the validity of the test, the researcher calculates it by using the

product-moment formula as follow:

1) Instrument validity

N ∑ XY −( ∑ X )( ∑ Y )
r=
√ ( N ∑ X −(∑ X ) )( N ∑ Y −(∑ Y ) )
2 2 2 2

Explanation:

N : Number of Samples

∑X : Score item

∑Y : Total scores

r : Correlation coefficient

Arikunto (2013)

2) Instrument Reliability

[ ][
∑ σb
]
2
K
r 11 = 1− 2
K−1 σt
 29

Explanation:

r 11 = Instrument reliabilty

k = Number of question

∑ σ 21 = Number of item variances

2
σ 1 = Total variance

(Arikunto (2013))

3.6 Procedure of Data Collecting

In collecting data in experimental design research, there were procedures

that researchers was done. They are:

1. Pre-test

Before the treatment was given at the first meeting, the researcher gave pre

test to the students in term of listening test. The aim of this test is to know the

students’ prior knowledge concerned with the listening of the students before

applying the shadowing technique as a learning method. The total of test consist

25 items of listening test in objective test format. In this research, both

experimental group and control group are give a fill the blank test format.

2. Treatment

After giving the pre-test the researcher gave the treatment to the

experimental group using shadowing technique. In this case, the researcher

conduct it in four meetings, and the researcher applie shadowing technique

especially in helping student’s listening ability in learning process. While the

control group used conventional teaching.

 30

3. Post-test

After doing treatment the researcher gave the post test. The post test

conducted to measure the students listening achievement after the treatment for

experimental group compare to control group.

3.7 Technique of Data Analysis

In this research, the researcher used descriptive statistics and inferential

statistics to analyze the data. Descriptive statistic used to describe the basic

features of the data, inferential statistic used to testing hypothesis. There are some

steps in analyzing the data:

a) After giving post – test and pre – test to the students the researcher check

the students answer by using the following scoring rubric:

Tabel 3.2 Scoring Rubric

Description Score

Correct Answer 3

Incorrect Answer 0

 Scoring student correct answer of presentation post-test

Students correct answer

Score = X 100
Number of item

 Classifiying the score of students pre-test and post-test

86 – 100 = Very high

71 – 85 = High

51-70 = Enough

0-50 = Low

(Sugiyono, in Sanastry, 2012)

 31

d. Calculating the mean score of the students

X=
∑x
N

Where:

X = Mean score

∑x = Total row score

N = Total number of students

( Sugiyono, in Sanastry, 2012)

e. To find out the hypothesis testing by using the formula (T) for one class

between pre-test and post-test, as follow :

D
t=

√ ∑( D−D2 )
N−2

where :

t = Test of effect

D =The different of mean score

D =The different score

N =Total number of sample

(Arikunto,2016)
 32

3.8 Hypothesis Statistic

1. If t-test > t-table in significant of 0.05, H0 (the null hypothesis) is reject

and H1 is accepted. It means that there is an effect of shadowing

technique on students listening ability in word recognition.

2. If t-test < t-table in significant of 0.05, H0 (the null hypothesis) is accept

and H1 is reject. It means that there is no any effect of shadowing

technique on students listening ability in word recognition.

3.9 Definition of Operational Research

a) Listening

Ahmadi (2016) point out that listening is an activity that consists of

auditory discrimination, aural grammar, identifying necessary information,

remembering it, and connecting it to the process between sound and

meaning. Thus, listening is fundamental to oral communication.

b) Shadowing technique

Shiota (2012) states that shadowing is a training technique which is used

to improve the interpreting skills.

 CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter provides a summary of the data consisting of the pre-test

score and post test of the experimental class and the control class. The discussion

of the research findings is also explained in this chapter.

4.1. The Findings

This section shows the test results were given to the sample by SMP

Negeri 1 Wundulako. The results used to obtain evidence of the influence of the

shadowing technique on students' listening ability in the second grade of SMP

Negeri 1 Wundulako for the academic year 2022/2023.

4.1.1. Data Analysis From Pre-Test And Post-Test

This analysis aims to determine differences in vocabulary skills between

two classes, namely class VIII 2 and VIII 3 SMP Negeri 2 Wundulako before and

after learning was carried out by using the shadowing technique.

4.1.2 Descriptive Analysis

Descriptive analysis was an important step to perform statistical analysis.

It aims to give an idea of the distribution of data, helps detect outliers and errors

in the typing process, and allows the identification of associations between

variables, thus making the researcher was ready to perform further statistical

analysis.

33
 34

The data from experimental class :

NO. Name Score Pre-test Score Post-test

1. Alena saleh 76 84
2. Ahmad israfil 72 80
3. Andi evan setiawan 76 84
4. Andres kristian 72 84
5. Arsinta dwi rahma 57 72
6. Candra kirana latanna 64 76
7. Clarisya Olivia 76 88
8. Dirga 76 88
9. Fadel 72 80
10. Raafi rahmaa 52 72
11. Jannuard rispo lontong 80 96
12. Kasih 80 88
13. M. azril inesta 72 76
14. Muh. Rafa al khaliq 72 76
15. Muh. Teguh rizqullah 80 92
16. Muh. Al – Qatar 72 76
17. Muh. Al –Hasby 76 80
18. Mutiara fhebi ester yusuf 64 80
19. Namira lulu. O 72 84
20. Novianti nepa 57 72
21. Radil patandianan 76 84
22. Raflee haffidz ilham 72 76
23. Rasti Olivia 72 76
24. Selviana 76 80
25. Sindy arman dhany 60 76
26. Septri ramadani 72 80

The data from Control Class :

NO. Name Score Pre-test Score Post-test

1. Adilah k hanzah 80 88
2. Agriz mutiah zanriad 76 80
3. Amirah salsabila ramadani 72 80
4. Anvil wingardana 68 72
5. Aqidah afifah sang jaya 80 84
6. Arzyadilah 76 80
7. Athifah syahrani jamal 76 84
8. Dellsa sariani 76 80
9. Destri dwi lestari 72 76
10. Indah fatriani 60 72
11. Julio fhadil samudra 76 80
12. Keisya Olivia safitri 76 84
13. Marsel 80 88
 35

14. Muh. Afriansyah 64 76

15. Muh. Fazhli barid 72 76
16. Muh. Widy pratama 57 72
17. Muh. Yusril 76 80
18. Muh. Zendy rana saputra 72 76
19. Muh. Zidan 76 76
20. Muh. Akbar. M 76 88
21. Muh. Alfahry 72 80
22. Muh. Fajri. T 72 76
23. Nabilah chairunnisa 72 72
24. Nur said 76 84
25. Nurul izah 80 88

4.1.2.1 Pre-Test in Experimental Class

The experimental class was VIII 3 students at SMP Negeri 2 Wundulako

which consisted of 26 students who were taught using shadowing technique. Data

collected through a pretest conducted before the researcher used shadowing

technique in learning process. The results of the pre test was seen in table 4.1

below.

Table 4.1 Pre-Test Experimental Class

Descriptive Statistics
N Minimu Maximu Mean Std.
m m Deviation
Pre-Test
26 52 80 71.00 7.483
Eksperimen
Valid N (listwise) 26

By using SPSS it showed that the average score (mean) achieved by

students was 71.00, and standard deviation was 7.483, where the lower the
standard deviation, the closer to the average, whereas if the standard deviation
value is higher, the wider the range of variation of the data or increasingly varied
data values, while the highest score was 80, and the lowest score was 52.

Frequency distribution of pre-test score in teaching listening throught

Shadowing technique with the experimental class was shown in table 4.2.
 36

Table 4.2 Frequency Distribution of the Pre-test Score in Experimental Class

Average
No Interval Category Frequency
Percentase (100)

1 0-50 Poor 0 0%

2 51-70 Enough 6 23,0 %

3 71-85 Good 20 76,9%

4 86-100 Excelent 0 0%

Based on table 4.2, it was known that there were 6 students (23,0%) who had

scored 51-70, and there were 20 students (76,9%) who had scored 71-85. From

the statistical data, the category of the pre-test scores in the experimental class

was divided into four categories, namely poor, enough, good and excellent.

4.1.2.2 Pre-test in Control Class

The control class was a class VIII 2 that was taught using the

conventional method. The subject in the control class was 25 students and the pre-

test was done. The result of the pre-test was seen in table 4.3 below

Table 4.3 Pre-test Control Class

Descriptive Statistics
N Minimu Maximu Mean Std.
m m Deviation
Pre-Test
25 57 80 73.32 5.850
Kontrol
Valid N
25
(listwise)
 37

By using SPSS, it was known that the average score obtained by students was

73.32, while the standard deviation value or the difference between the sample

value and the average was 5.850, which means that the data or variables used in

this study are homogeneous, minimum score was 57 and maximum score was 80.

Frequency distribution of pre-test score in teaching listening through listening test

with the control class was shown in table 4.4 below.

Table 4.4 Frequency Distribution of the Pre-Test Score in Control Class

Average
No Interval Category Frequency
Percentase (100)

1 0-50 Poor 0 0%

2 51-70 Enough 4 16 %

3 71-85 Good 21 84%

4 86-100 Excelent 0 0%

Based on table 4.4, it was known that there were 4 students (16 %) who had score

51-70, and there were 25 students (84%) who had scored 71-85. From the

statistical data, the category of the pre-test scores in the control class was divide

into four categories, namely excellent, good, enough, and poor.

4.1.2.3 Post-test in Experimental Class

A post-test of the experimental class aimed to determine the result of

students’ teaching listening after treatment. The result of the pos-test was seen in

table 4.5 below.

 38

Table 4.5 Post-test Experimental Class

Descriptive Statistics
N Minimu Maximu Mean Std.
m m Deviation
Post-Test
26 72 96 80.77 6.199
Eksperimen
Valid N (listwise) 26

By using SPSS, it was known that the average score obtained by students

was 80.77, while the standard deviation value or the difference between the

sample value and the average was 6.199, which means that the data or variables

used in this study are homogeneous, minimum score was 72 and maximum score

was 92.

The frequency distribution of post-test score in teaching listening through

Shadowing technique with the experimental class was shown in table 4.6 below.

Table 4.6 Frequency Distribution of the Post-test Score in Experimental

Class

Average
No Interval Category Frequency
Percentase (100)

1 0-50 Poor 0 0%

2 51-70 Enough 0 0%

3 71-85 Good 21 80,7%

4 86-100 Excelent 5 19,2%

Based on table 4.6, it showed that there were 21 students (80,7%) who has score

71-85, and there were 5 students (19,2%) who had scored 86-100. From the
 39

statistical data, the category of the pre-test scores in the experimental class was

divided into four categories, namely poor, enough, good and excellent

4.1.2.4 Post-test in Control Class

A post-test of the control class was aimed to determine the result of

students’ teaching listening after treatment. The result of the post-test was seen

in table 4.7 below

Table 4.7 Post-test Control Class

Descriptive Statistics

Descriptive Statistics
N Minimu Maximu Mean Std. Deviation
m m
Post-Test
25 72 88 79.68 5.281
Kontrol
Valid N
25
(listwise)

By using SPSS, it was known that the average score obtained by students

was 78.62, while the standard deviation value or the difference between the

sample value and the average was 5.158, which means that the data or variables

used in this study are homogeneous, minimum score was 72 and maximum score

was 88.

The frequency distribution of post-test score in teaching vocabulary

through vocabulary test with the control class was shown in table 4.8 below.
 40

Table 4.8 Frequency Distribution of the Post-Test Score in Control Class

Average
No Interval Category Frequency
Percentase (100)

1 0-50 Poor 0 0%

2 51-70 Enough 0 0%

3 71-85 Good 21 84%

4 86-100 Excelent 4 16%

Based on table 4.8, it showed that there were 21 students (84%) who has score
71-85, and there were 4 students (16%) who had scored 86-100. From the
statistical data, the category of the post-test scores in the control class was divided
into four categories, namely poor, enough, good and excellent.

82
80
78
76
Students' Mean Score

74
72
70
68
66
t t l l
en en ntro ntro
im ir m
er pe Co Co
ksp ks est est
E E -t st-
t
st st re
t- e t-te P Po
re s
P Po

Figure 4.1 Comparison between Experimental and Control Class Based on

Pre-test and Post-test Score

The chart above described the comparison of experimental class and control class

progress from pre-test to post-test which had been obtained from the previous

table; table 4.1, table 4.2, table 4.3, and table 4.4. From the graph above it can be

seen that the average value of the experimental class (learning using Shadowing

technique) from an average value of 71.00 in the pre-test to 80.77 in the post-test.
 41

While the control class (conventional teaching) from 73.32 in the pre-test to 78.62

in the post-test. The increase in the average value indicates that there was a better

increase in the scores of students' listening skills in the experimental class than in

the control class. To find out whether the results were significantly different,

researchers had carried out a significance test through an independent t-test on

SPSS 20.0 which will be explained in the following sub -chapter.

4.1.3 Inferential Analysis

Inferential analysis was a collection of methods for estimating what

the population characteristics (parameters) might be, given what is known

about the sample’s characteristics (statistics), or for establishing whether

patterns or relationships, both association, and influence, or differences

between categories or sample (Blaikie, 2013). There were two inferential

analysis in this research, namely normality test and hypothesis test.

4.1.3.1 Normality of the Data

A normality test was used to test whether the data show normal

distribution or not. Saleh (2012) states that the normality test is

supplementary to the graphical assessment of normality. The normality test

was conducted on the data that were obtained from the pre-test and post-

test. Data was said to be normally distributed if the p-value obtained from the

calculation was greater then 0.05. This test compared the scores in the

sample to a normally distributed set of scores with same mean and standard

deviation.
 42

This interpretation of the test was drawn as follows: (1) if the value of

Asymp. Sig. (2-tailed) was greater than the rate of 5% Alpha Asymp. Sig. (2-

tailed) > 0.05) it can be concluded that the data derived from populations

that were normally distributed and (2) if the value of Asymp. Sig. (2-tailed)

was smaller than the Alpha level 5% (Asymp. Sig. (2-tailed) <0.05) it can be

concluded that the data from the population distribution was not normal. The

result of the normality test was presented as follows.

Table 4.9 Normality Test in Experiment Class

Tests of Normality
One-Sample Kolmogorov-Smirnov

Tests of Normality
Class Kolmogorov-Smirnova

Statistic df Sig.

Pre-Test Eksperimen
.322 26 .000
(PBL)
Post-Test Eksperimen
.165 26 .067
(PBL)

a. Test distribution was normal

From normality test result of the control class showed that the Asymp

value. Sig. (2-tailed) of the pre-test was greater than 0.05 (5%). 000 and 0.05

(5%). 067 and 0.05 (5%). It could be concluded that the distribution of the

data of the Experimental class was normal.

 43

Table 4.10 Normality Test in Control Class

Tests of Normality
Class Kolmogorov-Smirnova

Statistic df Sig.

Pre-Test Kontrol
.251 25 .000
(Konvensional)
Post-Test Kontrol
.157 25 .113
(Konvensional)

Based on table 4.10 from normality test result of the control class showed that the

Asymp value. Sig. (2-tailed) of the pre-test was greater than 0.05 (5%). 000 and

0.05 (5%). 113 and 0.05 (5%). Thus, it could be concluded that the distribution

of the data of the control class was normal.

4.1.3.2 Hypothesis Testing

The hypothesis testing was aimed to reveal whether there was a significant

difference between students’ listening skill before and after being taught using the

shadowing technique. Firstly, the hypothesis must be changed to the null

hypothesis (H0) before the hypothesis was rejected or accepted. Therefore, the

null hypothesis (H0) was “There is no significant effect of using the shadowing

technique on students’ listening ability.”

In this case, the researcher used SPSS 20.0 for the windows computer

program. The data were gained by employing paired sample T-test. It was applied

because there were two variables in this research (experiment class and control

class) and the scores for both pre-test and post-test and the mean score were

different but related (paired). To find out the degree of freedom (Df), the

researcher used the formula Df = N-1, where N (experiment class) = 26, so Df =

 44

26-1 = 25 and N (control class) = 25, so Df = 25-1 = 24 at the significant level

0.05. Based on the result of the testing hypothesis , it showed t-count was higher

that t-table, this indicated that H1 was accepted while H0 was rejected which

means that there was a significant effect of Shadowing technique on students’

listening ability of the second grade of SMP Negeri 1 Wundulako.

Table 4.11 Hypothesis Testing

Paired Samples Test

Paired Differences
95% Confidence Sig.
Std. Std. Interval of the (2-
Deviatio Error Difference taile
Mean n Mean Lower Upper T df d)
Pair Pre-Test 9.769 4.735 .929 11.682 7.857 10.519 25 .000
1 Eksperimen
- Post-Test
Eksperimen

Pair Pre-Test 6.360 3.729 .746 7.899 4.821 8.527 24 .000

2 Kontrol -
Post-Test
Kontrol

Interpretation of the paired sample T-test

Based on the output pair 1 it showed sig. (2-tailed) of 0.000 < -0.05, it

can be concluded that there was a difference in the average student learning

outcomes for the experimental class pre-test and the experimental class post-

test (Shadowing technique).

Based on the output pair 2, the value of Sig. (2-tailed) of 0.000 <0.05, it

can be concluded that there was a difference in the average student learning
 45

outcomes for the pre-test control class and the post-test control class

(conventional teaching).

Table 4.12 T-Test of Experimental and Control Class

Statistic Result

Variabel Df T-table T-test T-test > T-table

10.51

Experiment class 25 2.060 9 H0 = Rejected

Control class 24 2.064 8.527 H1 = Accepted

Table 4.11 showed that T-test of experimental class (10.519) > T-table

(2.060). Where the T-test was higher than the T-table this indicated that H1 was

accepted while H0 was rejected which meant there was a significant effect of

Memrise application towards students’ listening ability at the second grade of

SMP Negeri 1 Wundulako.

4.2 Discussion

This section discusses the relationship between Shadowing technique and

improving students' listening skill based on the research that has been done.

The results of the student Listening test in the evaluation showed that there

was an influence on students' listening skills from the pre-test and post-test after

being treated using Shadowing technique in the learning process. This can be

proven by the average pre-test and post-test scores for the experimental class,

namely 71.00 and 80.77, while the average pre-test and post-test scores for the

control class are 73.32 and 78.62.

 46

The result of the t-test was 10.519 and the critical value of the t-table was

2.060. Because the t-test is higher than the t-table, this shows that after getting

treatment using Shadowing technique in the learning process, the experimental

class achieves better results than before receiving treatment Shadowing technique

in the learning process.

It can be concluded that the achievement of learning effectiveness with the

Effect of Shadowing technique in teaching listening there is a significant

difference when applied to listening learning materials for class VIII 3 students at

SMP Negeri 1 Wundulako. Inferentially, there is a significant difference between

them.

The findings supported Rini ekayati (2020) who found that shadowing

technique help student learn English and especially improve their listening, this

finding also in line with Mukminatus Zuhriyah (2017), and Melly Astriyani & La

Miliha (2019), who stated that shadowing technique helps the students easily

enhance their listening ability.

Based on the discussion above, teaching English especially listening using

Shadowing technique was one of the recommended learning techniques that can

be applied in class. Therefore, the researcher concluded that teaching listening

using Shadowing technique had a positive effect on the students' listening ability

in second grade at SMP Negeri 1 Wundulako.

 CHAPTER V

CONCLUSION AND SUGGESTION

5.1. Conclusion

Based on the research findings and discussion, the writer made conclusion

that using Shadowing technique was effective in teaching listening. The students

got understanding about how to listen sentence and word in audio. It was proved

by the mean score based on pre-test and post-test in both experimental group and

control group. The mean score in experimental group before and after treatment

for students vocabulary achievement was 71.00 becomes 80.77 meanwhile in

control group before and after treatment for students listening achievement was

73.32 becomes 78.62 with the t-test value was greater than t-table for students

vocabulary achievement (7.483 > 6.199).

5.2. Suggestion

Based on the conclusion above, the writer proposed suggestion as follows:

1. For the teacher at the second grade of SMP Negeri 1 Wundulako.

 Shadowing technique is a good to applied in the second grade of SMP

Negeri 1 wundulako to increase their listening achievement.

 The teacher should manage the class in order to make the students focus in

learning listening using shadowing technique in teaching and learning

process.

 Teacher should be creative and innovative to use various technique to arise

students in listening class.

47
 48

2. For students

Students should develop their motivation in order to be more active in the

process of teaching and learning in the English classroom. By applying

shadowing technique, the students could manage their motivation because

this it could give not only fun and enjoy activities but also enhance

students’ listening skill.

3. For other researchers

the result of this research can give information or reference about

implementation of shadowing technique in teaching listening.

 BIBLIOGRAPHY

Ahmadi, S. M. (2016). The Importance of Listening Comprehension in Language

Learning.

Ahour, T., & Bargool, S. (2015). A Comparative Study on the Effects of While
Listening note Taking and Post Listening Summary Writing on Iranian
EFL Learners' Listening Comprehension. Theory and Practice in
Language Studies.

Arikunto, S. (2013). Dasar-dasar evaluasi pendidikan jilid 2. Jakarta: Bumi

Aksara.

Arono, A. (2014). Improving Students Listening Skill through Interactive

Multimedia in Indonesia. Journal of Language teaching and research.

Asmawati, A. (2017). Analyzing Students’Difficulties toward Listening

Comprehension. ETERNAL (English, Teaching, Learning, and Research
Journal).

Astriyani, M., La Miliha, S. P., & Fatmawati, W. O. (2019). JTE. Journal of

Teachers of English.

Ayuanita, K. (2013). Assessing Listening in the Language Classroom. OKARA:

Jurnal Bahasa dan Sastra.

Bozorgian, H., & Pillay, H. (2013). Enhancing Foreign Language Learning

through Listening Strategy Delivered in L1: an Experimental
Study. International Journal of Instruction.

Croom, H. (1998). Teaching English . Oxford: Oxford University Press.

Ekayati, R. (2020). Shadowing Technique on Students’ Listening Word

Recognition. IJEMS: Indonesian Journal of Education and Mathematical
Science.

Gilakjani, A. P. (2016). The Significance of Listening Comprehension in English

Language Teaching. Theory and Practice in Language Studies.

Hadijah, S., & Shalawati, S. (2016). A Study on Listening Skills and Perspectives
to First Year Students at English Department of Academic year
2015/2016. J-SHMIC: Journal of English for Academic.

Hamada, Y. (2011). Improvement of Listening Comprehension Skills through

Shadowing with Difficult Materials. Journal of Asia TEFL.

......... (2012). An Effective Way to Improve Listening Skills through Shadowing.

The Language Teacher.

49
 50

......... (2014). The Effectiveness of Pre-and Post-Shadowing in Improving

Listening Comprehension Skills. The Language Teacher.

......... (2019). Shadowing: What is it? How to use it. Where will it go?. RELC
Journal.

Hidayat, A. (2013). The Use of Songs in Teaching Students’ Listening

Ability. Journal of English and Education.

Horiyama, A. (2012). The Development of English Language Skills through

Shadowing Exercises. Journal of Bunkyo Gakuin University of Foreign
Studies, Bunkyo Gakuin Junior College.

Hsieh, K. T., Dong, D. H., & Wang, L. Y. (2013). A Preliminary Study of

Applying Shadowing Technique to English Intonation Instruction. Taiwan
Journal of Linguistics.

Kim, J. And Kang, M. 2015. The Effects of Develoving English Listening Ability
of Middle School Students through English Pop Song. Asia-Pacific Journal
of Multimedia Services Convergen with Art, Humanities, and Socioligy,
Vol.5, No.2 (2015).

Kline, J. A., & Air University (US). (1996). Listening effectively. Maxwell AF
Base, Montgomery, AL: Air University Press.

Kurniasih, M., & Kartika, D. (2011). Sintesis dan Karakterisasi Fisika-Kimia

Kitosan. Jurnal inovasi.

Kwan, R. (2015). Enhancing Learning through Technology (research on emerging

technologies and pedagogies). Hong Kong: World Scientific.

Lestary, N. L. G. W. (2019). The Use of Songs to Improve Students’Listening

Comprehension Ability. Yavana Bhasha: Journal of English Language
Education.

Listiyaningsih, T. (2017). The Influence of Listening English song to Improve

Listening Skill in Listening Class. Academica: Journal of
Multidisciplinary Studies.

Marzban, A., & Abdollahi, M. (2013). The Effect of Partial Dictation on the
Listening Comprehension Ability of Iranian Intermediate EFL
learners. International Research Journal of Applied and Basic Sciences.

Moradi, K. (2013). The Impact of Listening Strategy Instruction on Academic

Lecture Comprehension: A Case of Iranian EFL Learners. Procedia-Social
and Behavioral Sciences.

Navidinia, H., Alidoost, M. M., Hekmati, N., & Shirazizadeh, M. (2016). The
Impact of Word-Recognition Practice on the Development of the Listening
 51

Comprehension of Intermediate-level EFL Learners. International Journal

of English Language & Translation Studies.

Picard, M., & Velautham, L. (2016). Developing Independent Listening Skills for
English as an Additional Language Students. International Journal of
Teaching and Learning in Higher Education.

Powles, T., Tomczak, P., Park, S. H., Venugopal, B., Ferguson, T., Symeonides,
S. N., ... & Villanueva, L. (2022). Pembrolizumab versus placebo as post-
nephrectomy adjuvant therapy for clear cell renal cell carcinoma
(KEYNOTE-564): 30-month follow-up analysis of a multicentre,
randomised, double-blind, placebo-controlled, phase 3 trial. The Lancet
Oncology.

Praheto, B. E., Andayani, M. R., & Wardani, N. E. (2020). The effectiveness of

interactive multimedia in learning Indonesian language skills in higher
education. Rupkatha J. Interdiscip. Studs. Humanity.

Renandya, W. A., & Farrell, T. S. (2011). ‘Teacher, the tape is too fast!’Extensive
Listening in ELT. ELT journal.

Renukadevi, D. (2014). The Role of Listening in Language Acquisition; the

Challenges & Strategies in Teaching Listening. International Journal of
Education and Information Studies.

Rost, M. (2011). Teaching and Researching: Listening (ed.). Harlow: Pearson

Education.

Sadiku, L. M. (2015). The Importance of Four Skills Reading, Speaking, Writing,

Listening in a Lesson Hour. European Journal of Language and
Literature.

Saito, Y., Nagasawa, Y., & Ishikawa, S. (2011). Effective Instruction of

Shadowing using a Movie. In JALT2010 Conference Proceedings. Tokyo:
JALT.

Saleh, S. (2019). The Influence of Teaching Variations on Student Learning

Motivation at State Vocational High School 4 Makassar. In Proceedings of
the International Conference on Social Science 2019 (ICSS 2019). Atlantis
Press.

Schmidt, A. (2016). Listening Journals for Extensive and Intensive Listening

Practice. In English Teaching Forum (Vol. 54, No. 2, pp. 2-11). US
Department of State. Bureau of Educational and Cultural Affairs, Office of
English Language Programs, SA-5, 2200 C Street NW 4th Floor,
Washington, DC 20037.

Şevik, M. (2012). Developing Young Learners’listening Skills Through

Songs. Kastamonu Eğitim Dergisi.
 52

Shiota, K. (2012). The Effectiveness of Shadowing on Students’ Psychology in

Language Learning. Journal of Accents Asia.

Solak, E., & Erdem, G. (2016). Teaching Language Skills for Prospective English
Teachers. Pelikan.

Sreena, S., & Ilankumaran, M. (2018). Developing Productive skills through

receptive skills–a cognitive approach. International Journal of
Engineering & Technology.

Sugiyono, S. (2017). Metode Penelitian Pendidikan Pendekatan Kualitatif,

Kuantitatif dan R & D. Alfabeta, Bandung.

Sumarsih. (2017). The Impact of Shadowing Technique on Tertiary EFL Learners'

Listening Skill Achievements. International Journal of English
Linguistics.

Valentini, A., Ricketts, J., Pye, R. E., & Houston-Price, C. (2018). Listening while
reading promotes word learning from stories. Journal of experimental
child psychology.

Yonezaki, H. (2014). Effectiveness of dictation in improving English listening

ability of Japanese high school students. Journal of Research Reports of
Nagaoka National College of Technology.

Yunita, F., & Rahmawati, F. (2022). Analisis Sektor Basis Dan Pengaruhnya
Terhadap Pengeluaran Pemerintah Di Kabupaten Banyuwangi. Ekonika:
Jurnal Ekonomi Universitas Kadiri.

Zanjani, B. A., & Izadpanah, S. (2016). The impact of listening strategies on

improving learners' listening skill in Iran. Journal of language teaching
and research.

Zuhriyah, M. (2016). Improving Students’listening Skill Through

Shadowing. Journal of Chemical Information and Modeling.
 53

APPENDICES
 54

Appendix 1

SCHEDULE OF THE RESEARCH IMPLEMENTATION

No Class Type of Activity Implementation Time Note

1. VIII 3 First Meeting Senin, 5 September 2023 Done
(Pre-Test) (11.10-12.30)
2. VIII 2 First Meeting Selasa, 6 September 2023 Done
(Pre-Test) (07.45-09.05)
3. VIII 2 Second Meeting Rabu, 7 September 2023 Done
(09.05-09.45)-(10.15-10.55)
4. VIII 3 Second Meeting Rabu, 7 September 2023 Done
(Treatment) (10.55-12.15)
5. VIII 3 Third Meeting Senin, 11 September 2023 Done
(Treatment) (11.10-12.30)
6. VIII 2 Third Meeting Selasa , 12 September 2023 Done
(07.45-09.05)
7. VIII 2 Fourth Meeting Rabu, 13 September 2023 Done
(09.05-09.45)-(10.15-10.55)
8. VIII 3 Fourth Meeting Rabu, 13 September 2023 Done
(Treatment) (10.55-12.15)
9. VIII 3 Fifth Meeting Senin, 18 September 2023 Done
(11.10-12.30)
10. VIII 2 Fifth Meeting Selasa, 19 September 2023 Done
(Treatment) (07.45-09.05)
11. VIII 2 Sixth Meeting Rabu, 20 September 2023 Done
(Post-Test) (09.05-09.45)-(10.15-10.55)
12. VIII 3 Sixth Meeting Rabu, 20 September 2023 Done
(Post test) (10.55-12.15)
 55

Appendix 2

ATTENDENCE LIST OF CLASS VIII AT SMP NEGERI 1 WUNDULAKO

 ATTENDANCE LIST OF CLASS VIII 3

MEETINGS
No Name
I II III IV V VI

1 Alena saleh   
P  P
2 Ahmad israfil   
R 
O
3 Andi evan setiawan   

E S
4 Andres kristian   


T
5 Arsinta dwi rahma   


6 Candra kirana latanna T   



7 Clarisya Olivia E 

  T
8 Dirga
S 

 
E
9 Fadel   
T 
S
10 Raafi rahmaa    
 56

11 Jannuard rispo lontong   

T


12 Kasih   


13 M. azril inesta   


14 Muh. Rafa al khaliq   



15 Muh. Teguh rizqullah   



16 Muh. Al – Qatar   


17 Muh. Al –Hasby   


18 Mutiara fhebi ester yusuf   



19 Namira lulu. O   


20 Novianti nepa   


21 Radil patandianan   


22 Raflee haffidz ilham    

 57

23 Rasti Olivia   


24 Selviana   


25 Sindy arman dhany   



26 Septri ramadani   


 ATTENDANCE LIST OF CLASS VIII 2

MEETINGS
No Name
I II III IV V VI

1 Adilah k hanzah   
P  P
2 Agriz mutiah zanriad   
R 
O
3 Amirah salsabila ramadani   

E S
4 Anvil wingardana   


T
5 Aqidah afifah sang jaya   


6 Arzyadilah    
 58

7 Athifah syahrani jamal

T   
T


8 Dellsa sariani E    E


9 Destri dwi lestari S 


  S
10 Indah fatriani
T 

 
T
11 Julio fhadil samudra   


12 Keisya Olivia safitri   



13 Marsel   


14 Muh. Afriansyah   


15 Muh. Fazhli barid   



16 Muh. Widy pratama   



17 Muh. Yusril   


18 Muh. Zendy rana saputra    

 59

19 Muh. Zidan   


20 Muh. Akbar. M   


21 Muh. Alfahry   


22 Muh. Fajri. T   


23 Nabilah chairunnisa   


24 Nur said   


25 Nurul izah   

 60

Appendix 3
RENCANA PELAKSANAAN PEMBELAJARAAN (RPP)
Kelas Percobaan
Nama Sekolah : SMP Negeri 1 Wundulako
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/I
Alokasi Waktu : 80 Menit/pertemuan
Meeting : I – IV pertemuan
Tema : Teks deskriptif (animals, place, people, and thing)

A. Standar Kompetensi

K1 : Menerima, menjalankan dan menghargai ajaran agama yang dianutnya

K2 : Memiliki perilaku jujur, disiplin, tanggung jawab, santun, peduli, dan

percaya diri dalam berinteraksi dengan keluarga, teman, guru, dan

tetangganya

K3 : Memahami pengetahuan faktual dengan cara mengamati (mendengar,

melihat, membaca dan menanya) dan menanya berdasarkan rasa ingin tahu

tentang dirinya, makhluk ciptaan Tuhan dan kegiatannya, dan benda-benda

yang dijumpainya di rumah, sekolah, dan tempat bermain

K4 : Menyajikan pengetahuan faktual dalam bahasa yang jelas, sistematis, dan

logis, dalam karya yang estetis, dalam gerakan yang mencerminkan anak

sehat, dan dalam tindakan yang mencerminkan perilaku anak beriman dan

berakhlak mulia.

B. Standar Kompetensi

Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi

transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta
 61

informasi terkait keberadaan orang, benda, binatang, sesuai dengan konteks

penggunaannya.

C. Indikator Pencapaian

1. Melengkapi dialog berdasarkan rekaman audio.

2. Memilih jawaban yang sesuai berdasarkan audio rekaman yang telah

didengarkan.

3. Melatih kemampuan speaking melalui shadowing technique.

D. Tujuan Pembelajaran

1. Diharapkan siswa mampu melengkapi monolog berdasarkan rekaman

audio.

2. Diharapkan siswa mampu mendengarkan audio dan memilih jawaban

yang benar.

3. Diharapkan siswa mampu menggunakan shadowing technique dalam

meningkatkan listening skill.

4. Diharapkan siswa mampu menuliskan kalimat dengan baik dan benar

menggunakan audio.

E. Materi Pembelajaran

 Teks deskriptif ( animals )

Description : Rabbit

This is a rabbit. Its name is pod. It is brown. It has got fluffy hair. It has

got a little head and two small black eyes. It has got two long ears, a funny

nose and a pink mouth. It has got two short legs and two long legs. It has

got a short tail. Pod is very funny. It can run, jump and climb. It can’t

swim and fly. It likes carrot, cabbage and corn.

 62

( Place )

Description : My classroom

My classroom is big, neat and clean. It is about 10 x 9 meters. The wall color

is white. There are four glass doors and six windows. There are thirty desks

for students and two desks for teachers. One teacher desk is in front of the

class and another one is in the back. The students’ desks are grey and light

blue. While the teachers’ desks are white and brown. All desks are made of

wood and iron. There are two bookshelves and two whiteboards in front of

the class. I feel really comfortable to study in my classroom.

( People )

Description : My uncle

I have an uncle. His name is Nyoman Yasa. He is a hard working man. He

works as a government employee. His body is tall, like my youngest

brother. His hair is dark brown and straight, same as mine. He wears

glasses. He has bright skin. He has thick mustache. I love talking to my

uncle. He is very funny and humorous. Besides, he is a wise man who

always gives his nephews many good advices. He is a great uncle for me.

( Things )

Descriptions : My Big Dolphin Doll

On my previous birthday, my friend gave me a dolphin doll. The size of

the doll is big. It’s about 1.6 meters. The colors is white and blue. It is very

soft and fluffy. I feel really comfortable when I hug it. My sister also likes
 63

to hug my big dolphin doll. I love dolphins because they are very

intelligent marine mammals.

F. Metode Pembelajaran

Metode pembelajaran menggunakan shadowing technique.

G. Media, Alat dan Sumber Pembelajaran

Media: Bahan ajar dan Speaker

Alat : Papan tulis, Spidol dan Kamus

Contoh teks tertulis

Sumber Pembelajaran :

 Kementerian Pendidikan dan Kebudayaan.2017. Bahasa inggris, When

English Rings The Bell: Edisi Revisi ,Jakarta.

 Youtube chanel

https://youtu.be/gySGfEYLDUo

https://youtu.be/QnUC8SQzWMo

https://youtu.be/JDEiPuSYqO0

https://youtu.be/5MaVAZXafGw

 Kamus Bahasa Inggris-Indonesia

H. Langkah-langkah Pembelajaran

(Pertemuan I)

Alokasi
Kegiatan Deskripsi Kegiatan
Waktu

Pre-  Guru memberi/membalas salam, tegur sapa 10 Menit

Activity
dengan peserta didik
 64

Alokasi
Kegiatan Deskripsi Kegiatan
Waktu

 Peserta didik berdoa sebelum memulai kegiatan

 Guru memeriksa kehadiran peserta didik.

 Guru mengajukan pertanyaan yang ada

kaitannya dengan materi yang akan di lakukan

Whilist-  Guru memberi tahu siswa apa yang akan 60 Menit

activity
mereka lakukan.

 Menjelaskan prosedur kegiatan pertama dan

batas waktu.

 Guru menjelaskan kepada siswa tentang

metode yang akan diterapkan

 Guru memutarkan audio tentang materi yang

akan dipelajari.

 Siswa diinstruksikan hanya untuk

mendengarkan dan mengulangi secara langsung

apa yang dikatakan pembicara, audio diulang

dalam tiga kali. Pertama, seluruh siswa

mendengarkan audio yang akan diputar

perkalimat dan mengulangi secara langsung

apa yang dikatakan pembicara kalimat demi

kalimat. Kedua, guru meminta siswa untuk

menuliskan kata-kata baru yang tidak mereka

kenali.
 65

Alokasi
Kegiatan Deskripsi Kegiatan
Waktu

 Setelah teknik implementasi selesai, guru

memutar kembali audio tiga kali dan siswa

diminta untuk mulai mengisi pertanyaan yang

berbentuk fill the blank tentang deskriptif teks

dengan menggunakan audio listening setelah

selesai maka soal latihan dikumpulkan oleh

guru.

 Setelah soal latihan dikumpulkan, kemudian

guru memberikan teks dari audio untuk

dipelajari oleh siswa untuk mengenali kata-kata

yang mereka tidak ketahui sebelumnya.

 Guru meminta siswa menyimpulkan apa yang

telah dipelajari 10 Menit

Post-
Activity  Guru memberikan motivasi kepada siswa

 Doa penutup

(Pertemuan II)

Alokasi
Kegiatan Deskripsi Kegiatan
Waktu

Pre-  Guru memberi/membalas salam, tegur sapa 10 Menit

Activity
 66

Alokasi
Kegiatan Deskripsi Kegiatan
Waktu

dengan peserta didik

 Peserta didik berdoa sebelum memulai kegiatan

 Guru memeriksa kehadiran peserta didik.

 Guru mengajukan pertanyaan yang ada

kaitannya dengan materi yang akan di lakukan

Whilist-  Guru bertanya tentang materi sebelumnya dan 60 Menit

activity
membahasnya

 Guru memberi tahu siswa apa yang akan

mereka lakukan.

 Menjelaskan prosedur kegiatan dan

menetapkan batas waktu.

 Guru memutarkan audio tentang materi yang

akan dipelajari.

 Siswa diinstruksikan hanya untuk

mendengarkan dan mengulangi secara langsung

apa yang dikatakan pembicara, audio diulang

dalam tiga kali. Pertama, seluruh siswa

mendengarkan audio yang akan diputar

perkalimat dan mengulangi secara langsung

apa yang dikatakan pembicara kalimat demi

kalimat. Kedua, guru meminta siswa untuk

menuliskan kata-kata baru yang tidak mereka

 67

Alokasi
Kegiatan Deskripsi Kegiatan
Waktu

kenali.

 Setelah teknik implementasi selesai, guru

memutar kembali audio tiga kali dan siswa

diminta untuk mulai mengisi pertanyaan yang

berbentuk fill the blank tentang deskriptif teks

dengan menggunakan audio listening setelah

selesai maka soal latihan dikumpulkan oleh

guru.

 Setelah soal latihan dikumpulkan, kemudian

guru memberikan teks dari audio untuk

dipelajari oleh siswa untuk mengenali kata-kata

yang mereka tidak ketahui sebelumnya.

 Guru meminta siswa menyimpulkan apa yang

telah dipelajari

Post-  Guru memberikan motivasi kepada siswa 10 Menit

Activity
 Doa penutup

(Pertemuan III)

Alokasi
Kegiatan Deskripsi Kegiatan
Waktu

Pre-  Guru memberi/membalas salam, tegur sapa 10 Menit

Activity
 68

Alokasi
Kegiatan Deskripsi Kegiatan
Waktu

dengan peserta didik

 Peserta didik berdoa sebelum memulai kegiatan

 Guru memeriksa kehadiran peserta didik.

 Guru mengajukan pertanyaan yang ada

kaitannya dengan materi yang akan di lakukan

Whilist-  Guru bertanya tentang materi sebelumnya 60 Menit

activity
 Menjelaskan prosedur kegiatan dan

menetapkan batas waktu.

 Guru memutarkan audio tentang materi yang

akan dipelajari.

 Siswa diinstruksikan hanya untuk

mendengarkan dan mengulangi secara langsung

apa yang dikatakan pembicara, audio diulang

dalam tiga kali. Pertama, seluruh siswa

mendengarkan audio yang akan diputar

perkalimat dan mengulangi secara langsung

apa yang dikatakan pembicara kalimat demi

kalimat. Kedua, guru meminta siswa untuk

menuliskan kata-kata baru yang tidak mereka

kenali.

 Setelah teknik implementasi selesai, guru

memutar kembali audio tiga kali dan siswa

 69

Alokasi
Kegiatan Deskripsi Kegiatan
Waktu

diminta untuk mulai mengisi pertanyaan yang

berbentuk fill the blank tentang deskriptif teks

dengan menggunakan audio listening setelah

selesai maka soal latihan dikumpulkan oleh

guru.

 Setelah soal latihan dikumpulkan, kemudian

guru memberikan teks dari audio untuk

dipelajari oleh siswa untuk mengenali kata-kata

yang mereka tidak ketahui sebelumnya.

 Guru meminta siswa menyimpulkan apa yang

telah dipelajari

Post-  Guru memberikan motivasi kepada siswa 10 Menit

Activity
 Doa penutup

(Pertemuan IV )

Alokasi
Kegiatan Deskripsi Kegiatan
Waktu

Pre-  Guru memberi/membalas salam, tegur sapa 10 Menit

Activity
dengan peserta didik

 Peserta didik berdoa sebelum memulai kegiatan

 Guru memeriksa kehadiran peserta didik.

 70

Alokasi
Kegiatan Deskripsi Kegiatan
Waktu

 Guru mengajukan pertanyaan yang ada

kaitannya dengan materi yang akan di lakukan

Whilist-  Guru bertanya megenai materi sebelumnya. 60 Menit

activity
 Menjelaskan prosedur kegiatan dan

menetapkan batas waktu.

 Guru memutarkan audio tentang materi yang

akan dipelajari.

 Siswa diinstruksikan hanya untuk

mendengarkan dan mengulangi secara langsung

apa yang dikatakan pembicara, audio diulang

dalam tiga kali. Pertama, seluruh siswa

mendengarkan audio yang akan diputar

perkalimat dan mengulangi secara langsung

apa yang dikatakan pembicara kalimat demi

kalimat. Kedua, guru meminta siswa untuk

menuliskan kata-kata baru yang tidak mereka

kenali.

 Setelah teknik implementasi selesai, guru

memutar kembali audio tiga kali dan siswa

diminta untuk mulai mengisi pertanyaan yang

berbentuk fill in the blank tentang deskriptif

teks dengan menggunakan audio listening

 71

Alokasi
Kegiatan Deskripsi Kegiatan
Waktu

setelah selesai maka soal latihan dikumpulkan

oleh guru.

 Setelah soal latihan dikumpulkan, kemudian

guru memberikan teks dari audio untuk

dipelajari oleh siswa untuk mengenali kata-kata

yang mereka tidak ketahui sebelumnya.

 Guru meminta siswa menyimpulkan apa yang

telah dipelajari

Post-  Guru memberikan motivasi kepada siswa 10 Menit

Activity
 Doa penutup

Exercise :

Rabbit

This is a …… . Its name is pod. It is ….. . It has got …… hair. It has got a

little head and two …… black eyes. It has got two long ears, a ….. nose and a

pink …… . It has got two short legs and two long legs. It has got a short …… .

Pod is very funny. It can run, …… and climb. It can’t ….. and fly. It likes …….,

cabbage and corn.

1. Rabbit 3. Brown 5. Fluffy 7. Small 9. Funny

2. Mouth 4. Tail 6. Jump 8. Swim 10. carrot

 72

Appendix 4

RENCANA PELAKSANAAN PEMBELAJARAAN (RPP)

Kelas Kontrol

Nama Sekolah : SMP Negeri 1 Wundulako

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/I

Alokasi Waktu : 80 Menit/pertemuan

Meeting : I – IV Pertemuan

Tema : Teks deskriptif ( animals, place, people, and thing )

A. Standar Kompetensi
K1 : Menerima, menjalankan dan menghargai ajaran agama yang dianutnya

K2 : Memiliki perilaku jujur, disiplin, tanggung jawab, santun, peduli, dan

percaya diri dalam berinteraksi dengan keluarga, teman, guru, dan

tetangganya

K3 : Memahami pengetahuan faktual dengan cara mengamati (mendengar,

melihat, membaca dan menanya) dan menanya berdasarkan rasa ingin tahu
 73

tentang dirinya, makhluk ciptaan Tuhan dan kegiatannya, dan benda-benda

yang dijumpainya di rumah, sekolah, dan tempat bermain

K4 : Menyajikan pengetahuan faktual dalam bahasa yang jelas, sistematis, dan

logis, dalam karya yang estetis, dalam gerakan yang mencerminkan anak

sehat, dan dalam tindakan yang mencerminkan perilaku anak beriman dan

berakhlak mulia.

B. Standar Kompetensi

Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi

transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta

informasi terkait keberadaan orang, benda, binatang, sesuai dengan konteks

penggunaannya.

C. Indikator Pencapaian

1. Melengkapi dialog berdasarkan rekaman audio.

2. Memilih jawaban yang sesuai berdasarkan audio rekaman yang telah

didengarkan.

3. Melatih kemampuan listening.

D. Tujuan Pembelajaran

1. Diharapkan siswa mampu melengkapi monolog berdasarkan rekaman

audio.

2. Diharapkan siswa mampu mendengarkan audio dan memilih jawaban

yang benar.

3. Diharapkan siswa mampu meningkatkan listening skill.

 74

4. Diharapkan siswa mampu menuliskan kalimat dengan baik dan benar

menggunakan audio.

E. Materi Pembelajaran

 Teks deskriptif ( animals, place, people, and thing )

F. Metode Pembelajaran

Metode pembelajaran konvensional : Dikte dan tanya jawab.

G. Media, Alat dan Sumber Pembelajaran

Media: Bahan Ajar

Alat : Papan tulis, Spidol dan Kamus

Sumber Pembelajaran :

 Kementerian Pendidikan dan Kebudayaan.2017. Bahasa inggris, When

English Rings The Bell: Edisi Revisi ,Jakarta.

 Kamus Bahasa Inggris-Indonesia

H. Langkah-langkah Pembelajaran

(Pertemuan I)

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

 Guru memberi/membalas salam, tegur sapa

dengan peserta didik

 Peserta didik berdoa sebelum memulai

10
Pre- kegiatan
Activity Menit
 Guru memeriksa kehadiran peserta didik.

 Guru mengajukan pertanyaan yang ada

kaitannya dengan materi yang akan di

 75

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

lakukan

 Guru memberi tahu siswa apa yang akan

mereka lakukan.

 Menjelaskan prosedur kegiatan pertama dan

menetapkan batas waktu.

 Guru memberikan instruksi kepada siswa

untuk mendengarkan teks deskriptif tentang

hewan (animal) yang guru sampaikan secara

langsung di depan kelas sesuai dengan tema

yang dipelajari
60
 Guru mendikte siswa dan siswa
Menit
mendegarkan dengan baik apa yang di

ucapkan guru kemudian menuliskan apa

yang didengar.

 Siswa mengerjakan tugas yang terkait

dengan materi deskriptif teks tentang hewan

(animal), untuk mengetahui apakah siswa

mamahami pelajaran dipertemuan ini.

Whilist-  Siswa mengumpulkan tugas, kemudian guru

activity
membahas hasil pekerjaan siswa

Post-  Guru meminta siswa menyimpulkan apa 10

Activity Menit
 76

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

yang telah dipelajari

 Guru memberikan motivasi kepada siswa

 Doa penutup

(Pertemuan II)

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

 Guru memberi/membalas salam, tegur sapa

dengan peserta didik

 Peserta didik berdoa sebelum memulai

kegiatan 10
Pre-
Activity  Guru memeriksa kehadiran peserta didik. Menit

 Guru mengajukan pertanyaan yang ada

kaitannya dengan materi yang akan di

lakukan

Whilist-  Memberitahu apa saja prosedur kegiatan dan 60

activity
menetapkan batas waktu. Menit

 Guru memberikan instruksi kepada siswa

untuk mendengarkan teks deskriptif tentang

tempat (place) yang guru sampaikan secara

langsung di depan kelas sesuai dengan tema

 77

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

yang dipelajari

 Guru mendikte siswa dan siswa

mendegarkan dengan baik apa yang di

ucapkan guru kemudian menuliskan apa

yang didengar.

 Siswa mengerjakan tugas yang terkait

dengan teks deskriptif tentang tempat

(place), untuk mengetahui apakah siswa

mamahami pelajaran dipertemuan ini.

 Siswa mengumpulkan tugas, kemudian guru

membahas hasil pekerjaan siswa

 Guru meminta siswa menyimpulkan apa

yang telah dipelajari

Post- 10
Activity  Guru memberikan motivasi kepada siswa Menit

 Doa penutup

(Pertemuan III)

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

Pre-  Guru memberi/membalas salam, tegur sapa 10

Activity
dengan peserta didik Menit
 78

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

 Peserta didik berdoa sebelum memulai

kegiatan

 Guru memeriksa kehadiran peserta didik.

 Guru mengajukan pertanyaan yang ada

kaitannya dengan materi yang akan di

lakukan

Whilist-  Menjelaskan prosedur kegiatan pertama dan 60

activity
menetapkan batas waktu. Menit

 Guru memberikan instruksi kepada siswa

untuk mendengarkan teks deskriptif tentang

orang (people) yang guru sampaikan secara

langsung di depan kelas sesuai dengan tema

yang dipelajari

 Guru mendikte siswa dan siswa

mendegarkan dengan baik apa yang di

ucapkan guru kemudian menuliskan apa

yang didengar.

 Siswa mengerjakan tugas yang terkait

dengan teks deskriptif tentang orang

(people), untuk mengetahui apakah siswa

mamahami pelajaran dipertemuan ini.

 Siswa mengumpulkan tugas, kemudian guru

 79

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

membahas hasil pekerjaan siswa

 Guru meminta siswa menyimpulkan apa

yang telah dipelajari

Post- 10
Activity  Guru memberikan motivasi kepada siswa Menit

 Doa penutup

(Pertemuan IV)

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

 Guru memberi/membalas salam, tegur sapa

dengan peserta didik

 Peserta didik berdoa sebelum memulai

kegiatan 10
Pre-
Activity  Guru memeriksa kehadiran peserta didik. Menit

 Guru mengajukan pertanyaan yang ada

kaitannya dengan materi yang akan di

lakukan

Whilist-  Menjelaskan prosedur kegiatan dan 60

activity
menetapkan batas waktu. Menit

 Guru memberikan instruksi kepada siswa

 80

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

untuk mendengarkan teks deskriptif tentang

benda (thing) yang guru sampaikan secara

langsung di depan kelas sesuai dengan tema

yang dipelajari

 Guru mendikte siswa dan siswa

mendegarkan dengan baik apa yang di

ucapkan guru kemudian menuliskan apa

yang didengar.

 Siswa mengerjakan tugas yang terkait

dengan teks deskriptif tentang benda (thing),

untuk mengetahui apakah siswa mamahami

pelajaran dipertemuan ini.

 Siswa mengumpulkan tugas, kemudian guru

membahas hasil pekerjaan siswa

 Guru meminta siswa menyimpulkan apa

yang telah dipelajari

Post- 10
Activity  Guru memberikan motivasi kepada siswa Menit

 Doa penutup
 81

Appendix 5

KEMENTERIAN PENDIDIKAN, KEBUDAYAAN,

RISET, DAN TEKNOLOGI
UNIVERSITAS SEMBILANBELAS NOVEMBER KOLAKA
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Pemuda No. 339, Kabupaten Kolaka, Sulawesi Tenggara, 93517
Telp (0405) 2324028 Fax (0405) 2324028
E-mail : [email protected] ; Website : www.usn.ac.id

LISTENING TEST
Pre Test

Name : Jumlah Soal : 25 butir soal

NIS : Time :
Class :
Direction: In this test, you will hear some incomplete monologue spoken in
English, you must fill in the blank that incomplete monologue correctly. The
monologue will be spoken twice. They will not be printed in your test book, so
you must listen carefully to understand what the speakers are saying. You have to
write the best answer and fill in the blank that incomplete dialogue.
 82

(Dalam test ini, kamu akan mendengar monolog rumpang dalam bahasa inggris,
bagian rumpang tersebut harus diisi dengan benar. Monolog ini akan diputar dua
kali, jadi dengarkan baik-baik. Kamu harus menulis jawaban terbaik dan isilah
monolog rumpang tersebut).

ELEPHANTS

Elephants are the (1) .................. land animal in the world. They are from
Asia and Africa. They are (2) .................. . They eat grass, leaves, branches and
fruits. An elephant has a big (3).................. with four legs. It has large but thin
ears and small eyes. It also has one long nose called trunk. It uses the (4) ..............
to lift the food. Its skin is grey and (5) .................. . It has a short tail. Their habitat
is usually in (6) ..................... or in the zoo. The elephants are strong animals.
They can carry heavy loads.

MY HOUSE

This is my house. My parents, (7) ......................., sister and I live there.

The color of (8) ......................... is dark brown and the wall color is white. There
are three bedrooms, two (9) ........................., one kitchen, a dining room and a
living room. We like to (10) ...................... in the living room. We usually watch
TV or movies there after dinner. (11) ................ ...... is my favorite place. My
(12) ...................... and I love playing in the backyard. We have a swing and
trampoline there. I love my house.

MY SISTER

My sister’s name is Maria and she is 23 years old and she (13) ...................
in an office. She’s tall and has long, brown, wavy hair and she has green eyes.
Maria sometimes wears red glasses and she often (14) ..................... books in the
library. When she doesn’t read, you can sometimes find her in the gym. She likes
to (15) ....................... two or three times a week. Because she like to exercise, she
is thin, strong and healthy. She is also a very (16) .................... person and she
 83

loves to talk with people and make them laugh, so she has lots of friends. Maria
has a big, (17) .................. smile and I think she is a (18) .................... person.
Everyone loves her and, of course, I am very happy that she is my older sister.

HANDPHONE

My favorite thing is my handphone. It was actually my dad’s handphone.

After he (19) .................. a new one, he gave the old one to me. The brand is
samsung Galaxy A51. The display size is 6.5 inches. The (20) ..................... of my
handphone is black. I use it for connecting with my friends, (21) ....................... to
music and also learning new languages. I have installad some (22) ......................
learning applications in my handphone. I also love taking (23) ......................
with it. The result is very (24).................. and brigth. My handphone is very
(25) ................ for me.

ANSWER KEY PRE-TEST

1. Largest 16. Funny

2. Herbivores 17. Friendly

3. Body 18. Beautiful

4. Trunk 19. Bought

5. Hairless 20. Color

6. The forest 21. Listening

7. Brother 22. Language

8. The roof 23. Pictures

9. Bathroom 24. Sharp

 84

10. Spend time 25. Useful

11. Backyard

12. Siblings

13. Works

14. Reads

15. Exercise

Appendix 6

KEMENTERIAN PENDIDIKAN, KEBUDAYAAN,

RISET, DAN TEKNOLOGI
UNIVERSITAS SEMBILANBELAS NOVEMBER KOLAKA
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Pemuda No. 339, Kabupaten Kolaka, Sulawesi Tenggara, 93517
Telp (0405) 2324028 Fax (0405) 2324028
E-mail : [email protected] ; Website : www.usn.ac.id

LISTENING TEST
Post Test

Name : Jumlah Soal : 25 butir soal

NIS : Time :
Class :

Direction: In this test, you will hear some incomplete monologue spoken in
English, you must fill in the blank that incomplete monologue correctly. The
monologue will be spoken twice. They will not be printed in your test book, so
 85

you must listen carefully to understand what the speakers are saying. You have to
write the best answer and fill in the blank that incomplete dialogue.
(Dalam test ini, kamu akan mendengar monolog rumpang dalam bahasa inggris,
bagian rumpang tersebut harus diisi dengan benar. Monolog ini akan diputar dua
kali, jadi dengarkan baik-baik. Kamu harus menulis jawaban terbaik dan isilah
monolog rumpang tersebut).

MY SISTER

My sister’s name is Maria and she is 23 years old and she works in an
office. She’s tall and has long, brown, (1) ..................... hair and she has green
eyes. Maria sometimes wears red (2) .................... and she often reads books in (3)
.................. . When she doesn’t read, you can sometimes (4) ................... her in the
gym. She likes to exercise two or three times a week. Because she like to
exercise, she is thin, strong and (5) .................... .She is also a very funny person
and she loves to talk with people and make them (6) ...................., so she has lots
of friends. Maria has a big, friendly smile and I think she is a beautiful person.
Everyone loves her and, of course, I am very happy that she is my older sister.

ELEPHANTS

Elephants are the largest land animal in (7) ................. . They are from
Asia and Africa. They are herbivores. They eat grass, leaves, (8) ................. and
fruits. An elephant has a big body with four legs. It has large but (9) ...............
ears and (10) .................. eyes. It also has one long nose called trunk. It uses the
trunk to lift the food. Its skin is grey and hairless. It has a short tail. Their
(11) ................... is usually in the forest or in the zoo. The elephants are strong
animals. They can carry (12) .................. loads.

HANDPHONE

My (13) ................. thing is my handphone. It was actually my dad’s

handphone. After he bought a new one, he (14) ............... the old one to me. The
brand is samsung Galaxy A51. The (15) ................. size is 6.5 inches. The color of
my handphone is black. I use it for (16) ................. with my friends, listening to
 86

music and also learning new languages. I have installad some language
(17).................. applications in my handphone. I also love taking pictures with it.
(18) ................. is very sharp and brigth. My handphone is very useful for me.

MY HOUSE

This is my house. My parents, brother, sister and I (19) .............. there.

The color of the roof is dark brown and (20) ................. color is white. There are
three bedrooms, two bathrooms, one kitchen, a (21) ................... and a living
room. We like to spend time in the living room. We usually (22) ................ TV or
movies there after dinner. Backyard is my favorite place. My siblings and I love
(23) ................. in the backyard. We have a (24) ................. and (25) .................
there. I love my house.

ANSWER KEY POST-TEST

1. Wavy 16. Connecting

2. Glasses 17. Learning

3. The library 18. The result

4. Find 19. Live

5. Healthy 20. The wall

6. Laugh 21. Dining room

7. The world 22. Watch

8. Branches 23. Playing

9. Thin 24. Swing

 87

10. Small 25. Trampoline

11. Habitat

12. Heavy

13. Favorite

14. Gave

15. Display

Appendix 7

Data Analysis with Excel

Uji Reliabilitas Metode KR-21:

 88

Mean Total Skor 18,56

Standar deviasi (s) 6,32
S2 39,942
Koefisien reliabilitas (1’11) 0,896
r table 0,444
kesimpulan reliabel

Appendix 8

Pre test Experimental

89
90
91
92
93
94
 95

Appendix 9

Pre – test Conrtol Class

96
97
98
99
100
 101

Appendix 10

Post – Test Experimental class

102
103
104
105
 106

Appendix 11

Post – Test Control Class

107
108
109
110
111
 112

Appendix 12

Documentation

The students of Experimental class when doing the Pre-test

The students of Control class when doing the Pre-test

 113

When the researcher gave the treatment in the Experimental class

 114

When the researcher explained the material to students in the Control class
 115

The students of Experimental Class whe doing the Post-test

The students of Control Class when doing the Post-test

 116

Appendix 13

Documentation of the Research Letters

117
118
119
120