<![CDATA[This study investigates the effect of the shadowing technique on students' pronunciation ability at Grade X MAN Insan Cendekia Tapanuli Selatan. A quasi-experimental pretest-posttest control group design was employed with 44 tenth-grade students divided into an experimental class (X IPAS 1, n=22) receiving shadowing instruction and a control class (X IPAS 2, n=22) using the drill technique. Data were analyzed through Shapiro-Wilk normality test, Levene homogeneity test, intraclass correlation coefficient (ICC), and paired samples t-test using SPSS. The experimental group's mean score improved from 5.82 to 7.11 (a gain of +1.30 points), while the control group improved by only 0.32 points. The t-test confirmed statistical significance (t=5.952, df=43, p=0.000), demonstrating that the shadowing technique significantly improved students' pronunciation, particularly in word stress and intonation patterns. The study concludes that English teachers in EFL settings should consider integrating shadowing into their pronunciation instruction.]]>
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