Hastuti, Kharisma Dwi (2026) The Effectiveness of Authentic YouTube-Based Shadowing Practice Using Rachel's English on EFL Students' Pronunciation Improvement at MTs Darut-Tholibin Ponorogo. Undergraduate (S1) thesis, Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo.
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Abstract
Online tools like Rachel's English can be useful for teaching pronunciation, especially when it comes to real-world video-based shadowing exercises. Pronunciation has a significant impact on learners' intelligibility, fluency, and communication confidence, making it an essential part of speaking English as a foreign language (EFL). Nonetheless, a lot of pupils still struggle to produce proper English sounds, rhythm, intonation, and stress patterns. Therefore, it is anticipated that incorporating real-world YouTube-based shadowing activities into classroom instruction can enhance students' speaking confidence and pronunciation correctness.
This research aims to investigate whether authentic YouTube-based shadowing practice using Rachel’s English significantly improves students’ English pronunciation at MTs Darut-Tholibin. Additionally, it is anticipated that this study would give English teachers practical ideas about how to use digital media to improve students' pronunciation in junior high school settings.
This study used a pre-test and post-test control group format using a quantitative method with a quasi-experimental design. All eighth-grade pupils at MTs Darut-Tholibin made up the population. Two complete classes, including 23 students in the experimental group and 21 in the control group, were chosen for the samples using total sampling. Oral pronunciation tests were used to gather data before and after treatment. Both suprasegmental (stress, intonation, rhythm, and fluency) and segmental (vowel and consonant correctness) aspects were assessed. The instruments underwent reliability testing and validation using Aiken's V formula. The significance of the group differences was examined using an independent sample t-test.
The results revealed that the experimental group, which received authentic YouTube-based shadowing practice, showed a significant improvement in mean score from 48.87 in the pre-test to 84.09 in the post-test, with the standard deviation decreasing from 9.588 to 5.443. Meanwhile, the control group, which was taught using the conventional drilling method, also improved from a mean score of 45.62 in the pre-test to 70.00 in the post-test, with the standard deviation decreasing from 8.164 to 7.014. These findings indicate that authentic YouTube-based shadowing practice using Rachel’s English was more effective in improving students’ pronunciation than conventional drilling, with a gain score of 35.22 points compared to 24.38 points in the control group.
| Item Type: | Thesis (Undergraduate (S1)) |
|---|---|
| Thesis Supervisor: | Andi Susilo |
| Subjects: | 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified |
| Divisions: | Fakultas Ilmu Tarbiyah dan Keguruan > Jurusan Tadris Bahasa Inggris |
| Depositing User: | Perpustakaan Pusat |
| Date Deposited: | 13 May 2026 03:08 |
| Last Modified: | 13 May 2026 03:08 |
| URI: | http://etheses.uinponorogo.ac.id/id/eprint/37704 |
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