The Effect of Shadowing Technique to College Students’ Listening and Speaking Skill

The study was conducted to assess the effect of shadowing technique in the listening and speaking skills among the control and experimental group. This study is quasi-experimental method two-groups with 72 respondents. The control group consists of thirty-seven respondents and experimental group with thirty-five respondents employed with shadowing technique. Rubrics were used for the performance of the listening and speaking skills and adapted questionnaire for the perception. The statistical tools utilized were simple percentage, Weighted mean, Wilcoxon Singed Rank Test, Mann- Whitney U-test. The research found that the control group’s level of performance in listening during pre-test the post-test was below the passing level, while fairly satisfactory in speaking. In experimental group, listening performance showed an improvement in their mean scores from 59.29%- 71.4% while speaking skills yielded from fairly satisfactory to satisfactory level. Experimental group perceived that shadowing technique improves listening and speaking skills. There was no significant difference in the pretest and posttest in listening and speaking skills of the control group while there is significant difference between the pretest and posttest both listening and speaking of the experimental group. There was no significant difference between the control and experimental group in listening skill while in speaking, there was significant difference between the control and experimental group. It is then concluded that the respondents employed with shadowing technique yielded greater results compared to the respondents without the intervention. Thus, enhanced learning activities with listening and speaking activities employing shadowing technique is recommended