STUDENTS’ PERCEPTIONS ON THE USE OF SHADOWING TECHNIQUE FOR SPEAKING SKILL AT MEC TUBAN

Fitriana, Ilma Nur (2026) STUDENTS’ PERCEPTIONS ON THE USE OF SHADOWING TECHNIQUE FOR SPEAKING SKILL AT MEC TUBAN. Undergraduate (S1) thesis, UNIVERSITAS ISLAM NEGERI SYEKH WASIL KEDIRI.

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Abstract

Fitriana, Ilma Nur. 2026. "Students’ Perceptions on the Use of Shadowing Technique for Speaking Skill at MEC Tuban". Thesis. English Department, Faculty of Tarbiyah, State Islamic University of Syekh Wasil (UIN) of Kediri. Advisors: (I) Burhanudin Syaifulloh, M.Ed., Ph.D., (II) Yogi Rohana, M.Hum. Keywords: Students’ perceptions, shadowing technique, speaking skill, qualitative study,english language learning This study aimed to explore students’ perceptions of the use of the shadowing technique for speaking skill at Mukarom English Course (MEC) Tuban. The study focused on students’ perceptions regarding the benefits of the shadowing technique, the challenges they encountered during its use, and the strategies they employed to overcome those challenges. This study employed a descriptive qualitative research design. The participants were ten students of MEC Tuban who actively participated in shadowing activities. Data were collected through observation and semi-structured interviews and analyzed using thematic analysis proposed by Braun and Clarke (2006). To ensure the trustworthiness of the findings, data triangulation was applied by comparing data obtained from observations and interviews. The findings revealed that students generally perceived the shadowing technique positively as a useful learning technique for developing speaking skill. Students reported various linguistic benefits, including improvements in pronunciation, grammar usage, sentence construction, speaking fluency, and vocabulary development. In addition, students perceived affective benefits, such as increased confidence, positive attitudes toward English learning, and greater motivation to practice speaking. Despite these benefits, students also experienced several challenges, including difficulties understanding native-speaker accents, pronunciation problems, fast speech input, lack of confidence, speaking anxiety, and fear of making mistakes. To address these challenges, students adopted various strategies, such as replaying audio repeatedly, practicing sentence by sentence, writing transcripts, and using subtitles or transcripts to support comprehension. The study concludes that students perceived the shadowing technique as a beneficial technique that supports both linguistic development and affective growth in speaking skill learning. Although students encountered several challenges during the learning process, they were able to employ appropriate strategies to overcome these difficulties and continue benefiting from shadowing practice.

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