A PROPOSAL
THE USE OF SHADOWING TECHNIQUE IN IMPROVING STUDENTS'
LISTENING SKILLS THROUGH SHORT MOVIE CLIPS AT MA
MADANI ALAUDDIN”
[Link]
105071100923
MASTER OF ENGLISH EDUCATION
POSTGRADUATE PROGRAM
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2025
i
Table of Content
CHAPTER I.......................................................................................................................1
INTRODUCTION..............................................................................................................1
A. Background...........................................................................................................1
B. Research Questions.............................................................................................12
C. Objective of the Research...................................................................................13
D. Significance of the Study....................................................................................13
E. Scope of the Research.........................................................................................14
F. Operational Definition of Variables..................................................................14
1
CHAPTER I
INTRODUCTION
A. Background
Listening is the process of understanding spoken language by
receiving, constructing meaning, and actively responding to what is heard.
Listening begins with receiving sounds, where the listener hears the
spoken words clearly and accurately. After receiving the sounds, the
listener processes and interprets the information to build an understanding
of the speaker’s intended message. Finally, the listener shows engagement
by reacting to the message, either through verbal responses, gestures, or
other forms of feedback that indicate comprehension. Thus, listening is not
a passive activity, but an active process Rost in Kirana, (2016).
In relation to the listening process described earlier, listening skills
are defined as the ability to accurately receive, construct meaning from,
and respond to spoken messages. According to Rost in Lestari (2020),
listening is a complex activity because listening is receiving what the
speaker actually says; constructing and representing meaning; negotiating
meaning with the speaker and responding; and creating meaning through,
imagination and empathy. Constructing meaning requires the listener to
process the information, interpret it, and understand the intended message.
Responding to what is heard involves providing feedback, either through
verbal responses or non-verbal cues, to demonstrate comprehension and
engagement. These key listening skills are crucial for learners to
2
understand and communicate effectively. Therefore, improving listening
skills is essential for achieving proficiency in language use and
communication.
Learning listening skills presents several challenges for students,
especially when they are exposed to authentic spoken language. One
common difficulty is the limitation of vocabulary, which prevents students
from fully understanding the meaning of what they hear because they often
fail to recognize or comprehend unfamiliar words. Another challenge
comes from the word recognition, where words are pronounced in a
reduced, blended, or faster way, making it difficult for students to
distinguish individual words. In addition, students may find it hard to
process spoken information quickly enough, especially when the speech is
continuous and delivered at a natural pace. These obstacles highlight that
mastering listening skills requires more than just hearing sounds; it
demands a strong foundation in vocabulary, familiarity with the words, and
the ability to process information effectively.
To support students in actively engaging with spoken language and
improving their listening skills, one effective technique that can be used is
shadowing. Shadowing is a technique for learning a second language by
repeating the audio immediately after the student has heard it, creating an
"echo" or "shadow" of the speaker (Lambert in Binarkaheni and
Dewangga, 2024). This technique can serve as a practical solution to help
students overcome difficulties such as limited vocabulary recognition and
3
challenges in understanding native connected speech. Through shadowing,
students repeatedly attempt to reproduce the same sounds, intonation,
pronunciation, stress, and rhythm as they hear. This practice helps learners
not only to sharpen their listening ability but also to internalize natural
patterns of spoken language, making their comprehension and production
more accurate and fluent.
Several studies have shown that the Shadowing Technique
effectively helps students overcome common challenges in listening, such
as limited vocabulary understanding and word recognition.
Ekayati, 2020 examined the significant effect of the Shadowing
Technique on students' listening ability, specifically in word recognition.
The researcher used audio as the media. In implementing the Shadowing
Technique, the researcher followed structured stages inspired by Hamada’s
framework, students begin with mumbling, slowly repeating the sounds to
familiarize themselves with phonetics. Then, they move on to
synchronized reading, following the audio in unison. Next, they practice
prosody shadowing, focusing on rhythm, intonation, and pauses. Finally,
in content shadowing, students imitate the speech while understanding its
content to enhance meaning and fluency. The materials were selected to
match students' proficiency, ensuring they could actively follow and repeat
the audio content. Repetitive and consistent practice, especially on
prosodic features like intonation and rhythm, supported the development
of listening skills. Additionally, the activities were designed to be engaging
4
and low-pressure by avoiding overly difficult input in the early stages,
making the process more effective and student-friendly.
Binarkaheni and Dewangga (2024) the research aimed to determine
whether the application of shadowing can enhance students' listening
comprehension and vocabulary. The researcher used audio and MP3 audio
files. The researcher carefully selected short and clear audio texts
accompanied by written scripts to ensure students could follow and
comprehend the material effectively. Students were asked to listen to the
audio multiple times typically two to three repetitions to better grasp
pronunciation, intonation, and rhythm. Emphasis was placed on the details
of spoken language, guiding students to focus on pronunciation accuracy,
intonation patterns, and rhythmic flow. Shadowing practice initially took
place in comfortable settings using tools like headsets to enhance
concentration, and students were encouraged to continue practicing
independently outside the classroom to build confidence and fluency.
Repetitive and consistent training was promoted, with students practicing
until they were satisfied with their performance, which helped reduce
frustration and improved outcomes. Throughout the process, the teacher
monitored students' progress through observation and reflective journals,
providing timely and constructive feedback. Furthermore, psychological
well-being was considered, with students being advised to start practicing
outdoors or in less pressured environments to maintain motivation and
minimize stress.
5
Zhou & Tang (2023) investigated the effectiveness of Shadowing
Technique in enhancing English listening skills among first-year students
at Hubei University of Technology. The researcher prepared CET-4
listening materials and marked important parts such as pauses, linking, and
intonation. During shadowing practice, students listened to the recordings
and tried to imitate these marked segments, including linking, reduction,
and intonation. This process helped students automatically recognize
words and sentence structures in natural, fast English. Students practiced
shadowing three times a week for about six weeks, listening to full
recordings and trying to copy the speech as accurately as possible. Before
listening, they received guidance on how to identify key parts and
practiced understanding linking and reduction on their own. During
practice, students also took notes by writing keywords or using cue marks
to help them remember. After each session, they received feedback from
the teacher to improve their pronunciation and overall understanding of the
material.
Several previous studies have confirmed the effectiveness of the
Shadowing Technique in enhancing students' English listening skills. Each
study implemented shadowing in different educational contexts and
adapted the method to suit various learner needs. For example, Ekayati
(2020) structured the shadowing process using Hamada’s framework to
develop word recognition through repeated audio-based practice.
Meanwhile, Binarkaheni and Dewangga (2024) emphasized listening
6
comprehension and vocabulary improvement using clear, short audio texts
paired with scripts, with attention to learner comfort and psychological
well-being. In a university setting, Zhou and Tang (2023) used exam-based
listening materials and focused on prosodic features such as linking and
intonation to help learners internalize natural spoken English. Despite
differences in implementation, these studies consistently reported positive
outcomes in listening comprehension, pronunciation, and learner
confidence.
However, while these findings validate shadowing as an effective
strategy, most studies continue to rely on audio-only materials, which may
limit learners’ contextual understanding—especially when dealing with
complex or abstract content. This presents a notable research gap. The
integration of video-based materials, particularly short movie clips, into
shadowing practice has the potential to enhance comprehension by
providing both auditory and visual context. This multimedia approach
could support deeper processing of meaning, increase engagement, and
better simulate real-life communication, thereby addressing the limitations
of previous audio-only shadowing studies.
Integrating short movie clips in future shadowing programs could
enhance comprehension further by giving students visual aids to support
understanding, thereby addressing this gap and increasing engagement.
The purpose of this study is to examine the effectiveness of Shadowing
Technique in improving students' listening skills through the use of short
7
movie clips at MA Madani Alauddin. This quasi-experimental research
aims to bridge the existing gap by integrating audiovisual elements into
shadowing exercises, providing a richer and more contextually grounded
learning experience. By combining the benefits of shadowing and
multimedia, this study seeks to enhance students' listening comprehension
and engagement while addressing the limitations of traditional audio-only
approaches. The findings will contribute to the growing body of literature
on innovative listening instruction techniques and offer practical insights
for EFL educators.
B. Research Questions
1. How does the use of the shadowing technique through short movie clips
improve students' listening skills in the 10th-grade class at MA Madani
Alauddin?
2. Does the use of the shadowing technique through short movie clips have a
significant impact on improving students' listening skills in the 10th-grade
class at MA Madani Alauddin?
C. Objective of the Research
1. To explore how the use of the shadowing technique through short
movie clips improves the listening skills of 10th-grade students at MA
Madani Alauddin.
2. To determine whether the use of the shadowing technique through short
movie clips has a significant impact on improving the listening skills of
10th-grade students at MA Madani Alauddin.
8
D. Significance of the Study
This study holds significance both theoretically and practically in
the field of English language teaching, particularly in enhancing listening
skills through the use of the Shadowing Technique with short movie clips.
From a theoretical standpoint, this research contributes to the
existing body of knowledge regarding the effectiveness of the Shadowing
Technique in improving listening comprehension.
Practically, this study offers valuable insights for educators seeking
to improve listening instruction. By investigating the effects of using short
movie clips, the study highlights the potential of combining audio and
visual elements in teaching listening skills. The findings will help
educators better understand how to incorporate multimedia tools into their
teaching methods, thereby making lessons more engaging and effective for
students. For teachers at MA Madani Alauddin and similar institutions, the
study offers practical strategies for implementing the Shadowing
Technique, contributing to a more dynamic and interactive learning
environment. For students, the study provides insights into how such an
approach can enhance their listening abilities, offering a more immersive
and enjoyable way to develop critical listening skills. This, in turn, can
lead to improved academic performance and better preparation for real-
world language use.
E. Scope of the Research
9
This research will focus on improving the listening skills of tenth-
grade students at MA Madani Alauddin through the Shadowing Technique.
Short movie clips will be used as the primary material for this study in
experimental class and song in control class. The research aims to explore
how the Shadowing Technique can enhance students' listening skill and
engagement. This study will also identify the effectiveness of using short
movie clips as a medium in applying the Shadowing Technique to improve
listening skills in the classroom.
F. Operational Definition of Variables
1. Listening Skill
Listening skill is the ability of students to process and understand
spoken English in real-time, encompassing several key components. It
involves phonological awareness, which is the ability to recognize and
distinguish sounds, stress, rhythm, and intonation patterns in spoken
language. Additionally, it includes comprehension of meaning, where
students understand the main ideas, key details, and context of spoken
texts while interpreting implied meanings, speaker intentions, and
attitudes.
2. Shadowing Technique
The shadowing technique is a language-learning method in which
students listen to spoken English and repeat it immediately after hearing it.
In this study, the technique involves mimicking dialogues from
10
3. Short Movie Clips
Short movie clips refer to video segments of approximately 3-7
minutes, selected for their relevance to the students' language proficiency
level and engagement potential. These clips are used as a multimedia tool
to enhance contextual understanding by providing audio and visual cues
during shadowing activities.
4. Songs
Song is English-language musical pieces chosen for their clear lyrics and
alignment with the students' language proficiency level. These are used as
auditory materials for the control group in shadowing activities to develop
listening skills without visual elements.
Bibliography
Ahmadpour Kasgari, Z., Abdollahi, Y., & Abadikhah, S. (2020). The Effects of
Audio-Only and Audio-Video Materials on Listening Comprehension and
11
Critical Thinking among Dental Students: A Focus Group Analysis.
Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(4),
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Andriani, D., Agustina, E., Setiadi, A., & Afas, M. Z. (2021). The Influence of
Shadowing Technique to The Students Listening Ability. Scope : Journal of
English Language Teaching, 6(1), 05.
[Link]
Azhar, A. A. (2021). The Effectiveness of Shadowing Technique. 3(02), 35.
[Link]
Binarkaheni, S., & Dewangga, V. (2024). Improving the Students’ Listening Skill
by using Shadowing Technique. Journal of English in Academic and
Professional Communication JEAPCO, 10(1), 2024.
Campoverde Villavicencio, M. N., & Argudo Serrano, J. C. (2023). Shadowing
technique to teach Listening to A1 level EFL students. Runas. Journal of
Education and Culture, 4(7), e230103.
[Link]
Ekayati, R. (2020). Shadowing Technique on Students’ Listening Word
Recognition. IJEMS:Indonesian Journal of Education and Mathematical
Science, 1(2), 31. [Link]
Fitri Maini, & Rachmanita. (2020). Applying shadowing technique to improve
students’ listening achievement. Language and Education Journal, 5(1), 47–
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12
Ginting, S. A. (2019). Shadowing Technique; Teaching Listening Skill to ESOL
Learners in University. SALTeL Journal (Southeast Asia Language Teaching
and Learning), 2(2), 83–87. [Link]
Goto, M. (2024). The Effect of Post-Shadowing on Listening Skills and Learner
Attitudes. Journal of Asia TEFL, 21(1), 74–89.
[Link]
Head, P. (2022). Student Reflections on the Effectiveness of Shadowing and
Listening Practice. JALT Postconference Publication, 2021(1), 182.
[Link]
Junipisa, N. M. E., & Aristana, I. N. (2021). Shadowing Technique To Improve
Student’s Listening Skill. Jurnal Pendidikan Bahasa Inggris Undiksha, 9(2),
134. [Link]
Kirana, M. (2016). The use of audio visual to improve listening. English
Education Journal, 7(2), 233–245.
[Link]
Kunihara, T., Zhu, C., Saito, D., Minematsu, N., & Nakanishi, N. (2022).
Detection of Learners’ Listening Breakdown with Oral Dictation and Its Use
to Model Listening Skill Improvement Exclusively Through Shadowing.
Proceedings of the Annual Conference of the International Speech
Communication Association, INTERSPEECH, 2022-Septe(September),
4461–4465. [Link]
Lestari, F. D. (2020). Improving students’ Listening Comprehension Ability
13
through Shadowing Technique. Asian EFL Journal, 1(2), 69–73.
Puspita, L. ., Sukirlan, M., & Suoriyadi, D. (2014). A COMPARATIVE STUDY
OF STUDENTS’ LISTENING TAUGHT THROUGH VIDEO AND AUDIO.
9, 1–11.
Puspita, P., & Suswanto, S. (2023). A Comparative Study of Authentic Listening
Materials for Non-English Major College Students. Inspiring: English
Education Journal, 6(2), 165–181.
[Link]
Ryotaro, H. (2024). Repetition Fosters the Effect of Shadowing on L2 Listening
Skills: Seeking an Enhanced Procedure. Journal of Asia TEFL, 21(3), 600–
617. [Link]
Thảo, N. T. M., & Tưởng, N. V. (2021). SHADOWING AND LISTENING
COMPREHENSION OF ENGLISH-MAJOR STUDENTS. TNU Journal of
Science and Technology, 226(13), 36–42. [Link]
jst.4478
Zhou, J., & Tang, W. (2023). An Empirical Study of Shadowing in College
English Listening Teaching. Journal of Education, Teaching and Social
Studies, 5(4), p61. [Link]
Ahmadpour Kasgari, Z., Abdollahi, Y., & Abadikhah, S. (2020). The Effects of
Audio-Only and Audio-Video Materials on Listening Comprehension and
14
Critical Thinking among Dental Students: A Focus Group Analysis.
Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(4),
215–223. [Link]
Andriani, D., Agustina, E., Setiadi, A., & Afas, M. Z. (2021). The Influence of
Shadowing Technique to The Students Listening Ability. Scope : Journal of
English Language Teaching, 6(1), 05.
[Link]
Azhar, A. A. (2021). The Effectiveness of Shadowing Technique. 3(02), 35.
[Link]
Binarkaheni, S., & Dewangga, V. (2024). Improving the Students’ Listening Skill
by using Shadowing Technique. Journal of English in Academic and
Professional Communication JEAPCO, 10(1), 2024.
Campoverde Villavicencio, M. N., & Argudo Serrano, J. C. (2023). Shadowing
technique to teach Listening to A1 level EFL students. Runas. Journal of
Education and Culture, 4(7), e230103.
[Link]
Ekayati, R. (2020). Shadowing Technique on Students’ Listening Word
Recognition. IJEMS:Indonesian Journal of Education and Mathematical
Science, 1(2), 31. [Link]
Fitri Maini, & Rachmanita. (2020). Applying shadowing technique to improve
students’ listening achievement. Language and Education Journal, 5(1), 47–
56. [Link]
15
Ginting, S. A. (2019). Shadowing Technique; Teaching Listening Skill to ESOL
Learners in University. SALTeL Journal (Southeast Asia Language Teaching
and Learning), 2(2), 83–87. [Link]
Goto, M. (2024). The Effect of Post-Shadowing on Listening Skills and Learner
Attitudes. Journal of Asia TEFL, 21(1), 74–89.
[Link]
Head, P. (2022). Student Reflections on the Effectiveness of Shadowing and
Listening Practice. JALT Postconference Publication, 2021(1), 182.
[Link]
Junipisa, N. M. E., & Aristana, I. N. (2021). Shadowing Technique To Improve
Student’s Listening Skill. Jurnal Pendidikan Bahasa Inggris Undiksha, 9(2),
134. [Link]
Kirana, M. (2016). The use of audio visual to improve listening. English
Education Journal, 7(2), 233–245.
[Link]
Kunihara, T., Zhu, C., Saito, D., Minematsu, N., & Nakanishi, N. (2022).
Detection of Learners’ Listening Breakdown with Oral Dictation and Its Use
to Model Listening Skill Improvement Exclusively Through Shadowing.
Proceedings of the Annual Conference of the International Speech
Communication Association, INTERSPEECH, 2022-Septe(September),
4461–4465. [Link]
Lestari, F. D. (2020). Improving students’ Listening Comprehension Ability
16
through Shadowing Technique. Asian EFL Journal, 1(2), 69–73.
Puspita, L. ., Sukirlan, M., & Suoriyadi, D. (2014). A COMPARATIVE STUDY
OF STUDENTS’ LISTENING TAUGHT THROUGH VIDEO AND AUDIO.
9, 1–11.
Puspita, P., & Suswanto, S. (2023). A Comparative Study of Authentic Listening
Materials for Non-English Major College Students. Inspiring: English
Education Journal, 6(2), 165–181.
[Link]
Ryotaro, H. (2024). Repetition Fosters the Effect of Shadowing on L2 Listening
Skills: Seeking an Enhanced Procedure. Journal of Asia TEFL, 21(3), 600–
617. [Link]
Thảo, N. T. M., & Tưởng, N. V. (2021). SHADOWING AND LISTENING
COMPREHENSION OF ENGLISH-MAJOR STUDENTS. TNU Journal of
Science and Technology, 226(13), 36–42. [Link]
jst.4478
Zhou, J., & Tang, W. (2023). An Empirical Study of Shadowing in College
English Listening Teaching. Journal of Education, Teaching and Social
Studies, 5(4), p61. [Link]
17