<![CDATA[This research aimed to obtain empirical evidence about the effect of the shadowing technique on students' listening ability in word recognition at the second grade of SMP Negeri 1 Wundulako. A quasi-experimental, control-group design was used, involving two intact classes selected through purposive sampling: an experimental class (VIII.3, n = 26) taught using the shadowing technique across four treatment meetings, and a control class (VIII.2, n = 25) taught using a conventional method. Both classes were given a pre-test and post-test using a 25-item fill-in-the-blank listening test. Results showed the experimental class's mean score rose from 71.00 (pre-test) to 80.77 (post-test), while the control class's mean score rose from 73.32 to 78.62. Paired-sample t-tests showed both improvements were statistically significant: t = 10.519 (df = 25) for the experimental class and t = 8.527 (df = 24) for the control class, both exceeding their respective t-table values at the 5% significance level, leading to rejection of the null hypothesis. The experimental class's post-test mean was higher than the control class's, and its pre-to-post gain was also larger. It is concluded that the shadowing technique had a positive effect on students' listening ability in word recognition and can be recommended as an alternative technique for teaching listening.]]>
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