THE IMPLEMENTATION OF SHADOWING TECHNIQUE IN TEACHING AND LEARNING ENGLISH PRONUNCIATIONS FOR 10th GRADE STUDENTS AT SMK YPM 11 WONOAYU

Penelitian ini mengkaji pembelajaran pelafalan bahasa Inggris pada siswa kelas X Farmasi Industri di SMK YPM 11 Wonoayu serta mengidentifikasi persepsi mereka terhadap teknik shadowing. Dengan menggunakan metode deskriptif kualitatif, data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Teknik shadowing diterapkan dalam dua bentuk: pre-shadowing dan post-shadowing. Temuan menunjukkan bahwa kelompok pre-shadowing mengalami kesulitan dalam pelafalan karena kurangnya pemahaman konteks, yang sering kali menyebabkan kesalahan pengucapan dan keraguan. Sebaliknya, kelompok post-shadowing menunjukkan kepercayaan diri, kefasihan, dan ketepatan yang lebih tinggi setelah memahami teks terlebih dahulu. Mereka juga memperlihatkan peningkatan yang signifikan dalam aspek suprasegmental seperti intonasi, tekanan kata, dan ritme. Selain itu, para siswa menyatakan bahwa post-shadowing membantu mereka lebih fokus pada elemen pelafalan tanpa terbebani oleh konten yang belum dikenal. Secara keseluruhan, post-shadowing terbukti lebih efektif dalam membantu memperbaiki pelafalan bahasa Inggris siswa, menegaskan pentingnya mengintegrasikan latihan pelafalan dengan pemahaman konteks dan dukungan pembelajaran untuk hasil yang lebih optimal dalam pembelajaran bahasa Inggris sebagai bahasa asing.
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This study examines English pronunciation learning among 10th-grade Industrial Pharmacy students at SMK YPM 11 Wonoayu and identifies their perceptions of the shadowing technique. Using a qualitative descriptive method, data were collected through observation, interviews, and documentation. The shadowing technique was applied in two forms: pre-shadowing and post-shadowing. The findings indicate that the pre-shadowing group faced pronunciation difficulties due to a lack of contextual understanding, often leading to mispronunciation and hesitation. In contrast, the post-shadowing group demonstrated greater confidence, fluency, and accuracy after comprehending the text in advance. They also showed notable improvement in suprasegmental features such as intonation, word stress, and rhythm. Furthermore, students expressed that post-shadowing helped them focus more effectively on pronunciation elements without being overwhelmed by unfamiliar content. Overall, post-shadowing proved more helpful in enhancing students' English pronunciation, highlighting the importance of integrating pronunciation practice with contextual understanding and learner support for more effective and meaningful learning outcomes in EFL classrooms