Students' perceptions of the shadowing technique in improving pronunciation skills at SMKN 2 Padang
DOI:
https://doi.org/10.24036/z0cry178Keywords:
Students’ perception , Shadowing technique, Vocational studentsAbstract
This study explores students' perceptions and experiences of using the shadowing technique in English pronunciation learning at SMKN 2 Padang. Employing a descriptive qualitative design, the study involved six eleventh-grade vocational students from class XI MPLB (Manajemen Perkantoran dan Layanan Bisnis) selected through purposive sampling based on their experience with the shadowing technique. Data were collected via semi-structured interviews consisting of 25 questions and analyzed using thematic analysis following Miles et al. (2014). Four major themes emerged: students' experiences using shadowing, students' perceptions while performing the technique, difficulties encountered, and physical experiences during practice. The findings reveal that students generally perceived shadowing as a helpful and engaging pronunciation activity. They reported improvements in pronunciation clarity, rhythm, and confidence while using the technique. However, students also experienced challenges, particularly related to fast audio speed, intonation reproduction, and the need for simultaneous listening and speaking. Physical sensations such as tongue stiffness, breath control difficulty, and articulatory awareness were also described. Overall, the study concludes that the shadowing technique is perceived positively by EFL vocational students as a meaningful pronunciation practice that fosters awareness, engagement, and confidence, though challenges remain in adapting to speech speed and prosodic features.
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Copyright (c) 2026 Salmi Arini Hasibuan, Salam Mairi (Author)
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