The Use of Shadowing Technique in Teaching Speaking to English as a Foreign Language Students (A Case Study at an English Course in Tasikmalaya)

Abstract

This study explored the use of shadowing technique in teaching speaking to English as a Foreign Language (EFL) students at an English course in Tasikmalaya, West Java, Indonesia. The research had two main purposes: to investigate the teacher's practice in implementing the shadowing technique and to find out the students' perceptions of its use. Employing a qualitative approach with a case study design, the data were collected using classroom observation and structured interviews with five students. The data from the observations were analyzed adopting Miles, Huberman, and Saldana's interactive analysis model, while thematic analysis was used for the interview data. The findings indicated that the teacher implemented a structured process consisting of four main themes: (1) Listening comprehension, (2) Language Understanding and Vocabulary Building, (3) Pronunciation and Shadowing Practice, and (4) Shadowing Performance with Feedback. This approach, which involves listening to and simultaneously repeating spoken input, was found to be effective. Finally, the students reported positive perceptions, appreciating the technique’s ability to help them practice using materials relevant to daily life. In conclusion, the shadowing technique is a pedagogically sound method that serves as an effective alternative for teaching speaking skills in an EFL context.