IMPROVING JUNIOR HIGH SCHOOLSTUDENTS’ SPEAKING CLARITY THROUGH THE SHADOWING METHOD USING ‘TOY STORY’: A PROCESS ORIENTED STUDY

Abstract

Mastering English at the Junior High School (JHS) level is a critical foundation for students’ future development, yet many EFL students in Indonesia face significant challenges in speaking clarity due to performance anxiety and lack of authentic language exposure. Traditional teaching methods often prioritize grammar over active speaking, leading to gap in students’ ability to produce intelligible speech with proper articulation, intonation, and word stress. This research proposes the integration of the Shadowing Method which mean the technique where students repeat audio  instantly with a short time lag, using the animated film Toy Story as a pedagogical tool. Toy Story was selected for its high-quality visual audio clarity, relatable character and, authentic everyday dialogue that provide students with clear model of prosodic language feature. Adopting a qualitative descriptive design with a process oriented approach, this study investigates how JHS students in campus-based English Club develop their speaking clarity over time. Data are collected through periodic voice recordings, participant observations, and reflective interviews to track phonetic improvement and psychological growth. The study emphasizes the “process” of improvement, aiming to lower studentss’ “Affective Filter” and enhance their communicative competence  through consistent interaction with animated media.