TITLE
The Effectiveness of Tongue Twister Technique in Improving Students’
B. RESEARCH BACKGROUND
English is taught to students as a way to communicate ideas not
pronunciation ability.
Having good pronunciation is indeed emphasized to students and is
also supportive for good performance in using English. But, the students
will find it difficult sometimes since the system is really different from
their first language Indonesian. Meanwhile, in the classroom, they may not
right [ʃiː] which gains more effort. The /ʃ/ is a breathed dental fricative
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uttered with the tip of the tongue against the upper teeth where the focal
part of the tongue being more or less flat (Jones, 1909). Clearly, the way
the students move their lips, teeth and tongue is really supportive to have
the main factor to consider is always related to the teaching and learning
fricative /ʃ/, the researcher thinks of several techniques that can probably
been long used for teaching pronunciation of English as both second and
2
structure (Nikolić & Bakarić, 2016). Thus, if /ʃ/ sound is included in
tongue twisters with other similar consonantal sounds it will make tongue
twister very tricky, hence very useful for /ʃ/ sound improvement. However,
fricative /ʃ/.
In this research, the year-8 students of SMP Negeri 5 Sungai Raya
researcher chooses them, the lower year students is that firstly the
When students are already well-trained earlier, their tongue will get used
to producing /ʃ/ sound the right way. Carmen (2010) emphasizes that in
learning English, any form of activities in the first lesson at school should
deal with pronunciation. The other reason is that the researcher assumes
conducted the same topic. Turumi et al. (2016) on “Using tongue twister to
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(2016) on “The use of Tongue Twister Technique to Improve EFL
phrases which are done in group. However, these researchers use Tongue
Fricative /ʃ/”, the researcher intends to find out whether using Tongue
fricative /ʃ/.
C. RESEARCH QUESTIONS
1. Is tongue twister effective in improving students’ pronunciation of
/ʃ/?
2. If it is, how big is the effective size?
D. RESEARCH PURPOSES
This research has two purposes in which are correlated to the research
problems. The purpose itself sets the goals or the major idea of a research
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1. To know whether tongue twister is effective in improving students’
pronunciation of /ʃ/.
2. To know how big the effect size of tongue twister is in improving
E. RESEARCH HYPOTHESES
There are two hypotheses in this research, the hypotheses are as follows:
1. Null Hypothesis
Tongue twister is not effective in improving students’ pronunciation of
/ʃ/.
2. Alternative Hypothesis
Tongue twister is effective in improving students’ pronunciation of /ʃ/.
F. RESEARCH SIGNIFICANCE
This research has significances that convey the importance of the problem
for different groups that may be profitable for them. However, the
they will find this research useful for their pronunciation teaching and
can also motivate them to willingly try and even combine their regular
and exercises.
3. For other researchers, the researcher hopes they fill find this
G. SCOPE OF RESEARCH
1. Research Variables
5
There are two variables in this research which are independent and
fricative /ʃ/.
2. Terminologies
There are some terms related to the research title being conducted. The
classes.
b. Pronunciation is the act or result of producing sounds of
District, Bengkayang.
e. The Year-8 Students are students who go to SMP N 5
H. FRAME OF THEORY
1. Definition of Pronunciation
Pronunciation is basically the act of producing sounds in spoken
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with the expectation of gaining response and understanding from the
2012). All of the above parts work together when speakers talk, so that
problems in one part can influence the others and this can then
really difficult for listeners to focus on what is said and thus they do
7
In case of learning English in the classroom, the presence of
(1972) states that, in English teaching for other language speakers, the
sound system has been really the emphasis to them. It means, any
one related aspect. Additionally, the first teaching and learning activity
production of segmental.
From the review of the explanation of pronunciation above, the researcher
effective to succeed the learning. Thus, the researcher intends to try to use
fricative /ʃ/.
4. Tongue Twister Technique
a. Definition of Tongue Twister Technique
Tongue twister technique is always said to deal with and is
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sentences which are difficult to articulate because of its succession
sound traditional for some teachers who are not mainly concerning
attractive.
b. Tongue Twister as Pronunciation Teaching Technique
There are a number of techniques for pronunciation
the techniques and activities relating to the use of song, game and
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students’ quality in pronunciation. Thus, combining tongue twister
technique with certain activity such as game will make the learning
technique, there are three ways English teachers can use in their
but in this case, the materials are tongue twisters. In this game,
group who first says the tongue twister quickest and most
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that, the teacher gets the representative of each group to look at
the speaker in the video and after that students repeat after the
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the real native pronouncing tongue twisters is a great way to
2016).
The success of all these activity is absolutely dependent upon the
tongue twisters itself. The teacher has to create and develop the
with /ʃ/ sound as the main sounding focus. Other similar words
aloud. Yet, tongue twister technique has its own specialties when
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However, compared to those techniques, there are some strengths
assess or parts that students lack of. Teachers here are more aware
very tricky words sequence, but are still mainly focusing on the
for instance. In this case, students are also benefited for their
1996)
Tongue twister is very fun and enjoyable technique as for
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when pronounced in fast. Hence if it is implemented in game, for
Twisters
More examples of tongue twister will be shown below:
1. Sentence Type
The sun shines on the shop signs.
She sells seashells by the sea shore.
Sally is a sheet slitter, she slits sheets.
Sam's shop stocks short spotted socks.
She sews six sheets for her sister Shelly.
2. Repetitive Words
(Phrases/Sentences)
Sheena leads, Sheila needs
I slit the sheet, the sheet I slit.
Crash Quiche Course
3. Story
When you write copy you have the right to copyright the
copy you write. You can write good and copyright but
consonants are classified into two categories; the first is the organs
articulating the sounds, the second is the manner in which the organs
articulate the sounds. The labial, dental, palatal, velar and glottal are
14
plosive, nasal, lateral, rolled and fricative are the manners. However, to
get more understanding and clearer view of what is it and where /ʃ/
In the table, the /ʃ/ is positioned in the fricative manner, in line with
other manners such as plosive, nasal, lateral, and rolled. While in the
other side, /ʃ/ is right positioned in the dental organ. Thus, from these
Apart from that, still, there are also classifications in the dental
fricative. From the table, there are seven different dental fricatives. The
dental fricatives underlined such as /Ө/, /s/, and /ʃ/ are the breathed
ones while the rests are the voiced. Shortly, the /ʃ/ is the breathed one,
15
In relation to the existence of a breathed dental fricative /ʃ/ in
English, there are still certain classifications on how the /ʃ/ sound is
positioned in words. Absolutely, the /ʃ/ sound can exist in even one
word, but the exact position may be different from one word to
another. The /ʃ/ sound can actually appear in the beginning, middle and
Shell /ʃel/
Cushion /ˈkʊʃ. ə n/
Lotion /ˈləʊ.ʃ ə n/
Brush /brʌʃ/
Push /pʊʃ/
positioned in words. There are some words containing the /ʃ/ sound at
the beginning, in the middle and at the end. Also, the position of the /ʃ/
However, there are also differences on the /ʃ/ sound in the smaller unit
16
more sounds less resonant than either of them, then they belong to
contain one or more syllables with /ʃ/ sound in different positions. The
/ʃ/ sound can anyway be found in the beginning and at the end of a
only one syllable. The /ʃ/ sound can actually be found in the beginning
Finally, from all the explanation above, the researcher expects to review all
I. FRAME OF CONCEPT
17
In this research, tongue twister technique will be implemented in
repetitive and sentence type containing words with “sh” letters. Other
words containing ch, ss, and –tion can sometimes sound as /ʃ/, but in this
research the researcher only focuses on words that contain “sh” letters in
the beginning and at the end such as she, show, wash, brush, and the like.
For the word choice, the researcher will take verb, noun and adjective.
However, there are several stages that will be used by the researcher in
and the function of its. The researcher will get all the students watch
videos about tongue twister to build more understanding about it. The
researcher will sometimes let the students try practicing tongue twister by
themselves. However, the researcher will control and teach them regarding
breathed dental fricative /ʃ/. The students will have to listen and repeat
after the researcher. Once it is done, the researcher will go to the students
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randomly to ask them pronouncing the tongue twisters. The students will
get three chances each. Once, this activity finished, the researcher can go
teaching, the researcher will ask the students to play whispering game of
compete with other groups. The first group can say tongue twister
accurately in fast speed will win the game. Considering the limitation of
twisters are taken from the conversation that students have just practiced
J. METHODOLOGY
Form of this research is pre-experimental research using one group
pre-test and post-test design. There is only one group involved in the pre-
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Where: 01 = pre-test
02 = post-test
X = treatment
K. RESEARCH SUBJECT
1. Population
The population of this research is the year-eight students of State
(Cohen et al., 2007). In this grade, there is only one class that consists
of 35 students.
2. Sample
Sample can be defined as a small part of the population. Cohen et
which is as the representative of the total. Since there is only one class
that consists of 30 students, the researcher will take all of the students
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The tool in collecting the data is pronunciation test for both pre-test
list of words while being recorded and scored by the researcher. The
specification.
is the location for the research. The researcher and the school will
cooperate.
b. Prepare the equipments for teaching.
c. Prepare the instrument of research such as pre-test, post-test
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and guideline for scoring.
d. Do validity test of the research instrument.(supported by
M. DATA ANALYSIS
The researcher will analyze the data by using statistical analysis. It is
used to analyze the result of pre-test and post-test. For the data being
Pronunciation Test 20 5 0
Blerkom. The students’ mean score is the sum of the scores divided by the
M = ΣX
n
Note:
M = mean score
Σx = sum of individual score
S = number of students
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The researcher will calculate the standard deviation which is the
standardized measure of the dispersal of the scores like how far is the
follows:
SD =
√ ∑ d2
N−1
Note:
= the sum of
∑¿
¿
Lastly, the researcher will calculate the effect size in order to know
Sc=
√
2
∑ ( x 1− x̄ 1)
N
Se =
√
2
∑ ( x 2− x̄ 2)
N
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SD =
d=
√ ( Ne−1 ) Se 2 + ( Nc−1 ) Sc 2
Ne+Nc
X̄ e− X̄ c
Sp
Note:
d = Effect size
24
> 1.00 = strong effect
TEMPORARY BIBILIOGRAPHY
, 43–54.
York: Routledge.
Publications.
25
Kelly, G. (2000). how to Teach Pronunciation. England, UK: Pearson
Education Limited.
(TESOL), , 3-12.
& HEINLE.
York: Routledge.
Gilakjani. A.P. (2016). How Can EFL Teachers Help EFL Learners
26
Yollanda L. Turumi, J. S. (2016). USING TONGUE TWISTER TO
APPENDIX 1
LESSON PLAN
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Tema : Travelling and Holidays
1. Tujuan Pembelajaran
Pada akhir pembelajaran siswa diharapkan dapat berinteraksi seputar:
Pengalaman liburan
Tempat-tempat liburan
Waktu dan situasi liburan
2. Materi Pembelajaran
Percakapan yang memuat ungkapan:
Kosakata, seperti:
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1. Guru memulai dengan menyapa, mengucapkan salam dan berdoa
2. Guru bertanya kepada siswa seputar tempat-tempat wisata
yang pernah atau sering mereka kunjungi.
3. Guru menunjukkan beberapa gambar tempat wisata melalui
LCD Projector.
4. Guru menjelaskan secara singkat gambar-gambar tersebut.
5. Guru menyampaikan tujuan pembelajaran pada pertemuan
tersebut.
b. Kegiatan Inti
Eksplorasi:
1. Guru memberikan teks percakapan 2 orang tentang jalan-
jalan atau liburan (HANDOUT 1)
2. Guru meminta beberapa siswa mempraktekkan teks
percakapan tersebut dengan suara lantang dibangku masing-
masing.
3. Guru mengamati pengucapan kosakata siswa, terutama kata
yang mengandung ”SH”.
4. Guru mengoreksi pengucapan kosakata siswa, terutama
kata yang mengandung ”SH”.
5. Guru meminta siswa mengulangi kosakata yang diucapkan
oleh guru, terutama kata yang mengandung ”SH”
6. Guru memotivasi siswa untuk serious dan menikmati
proses belajar tersebut.
7. Selanjutnya, guru menjelaskan tentang percakapan
mengenai liburan atau jalan-jalan.
8. Guru menggunakan teks yang baru saja di praktekkan siwa
sebagai contoh.
9. Guru memfokuskan siswa dalam penggunaan noun, verb
dan adjective dalam menjelaskan teks percakapan tersebut.
Elaborasi:
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1. Guru meminta siswa untuk membentuk kelompok
beranggotakan 2 orang membuat teks percakapan pendek tentang
liburan atau jalan-jalan.
2. Guru menyediakan beberapa kosakata yang harus
digunakan siswa, terutama kosakata yang mengandung ”SH”.
(HANDOUT 2)
3. Guru meminta siswa untuk mempraktekkan hasil pekerjaan
mereka kedepan kelas secara bergantian.
4. Guru mengamati hasil kerja siswa dan memberi nilai.
5. Setelah itu guru menunjukkan sebuah video dari native
speaker tentang tongue twister.
6. Guru menjelaskan penggunaan tongue twister, terutama
yang mengandung ”SH”.
7. Setelah itu, guru meminta siswa untuk membentuk
kelompok beranggotakan 6 orang untuk bermain game (Chinese
Whispering) dengan tongue twister. (HANDOUT 3)
8. Guru memberitahu siswa cara bermain dan kriteria
pemenangan game tersebut.
9. Guru memberi applause untuk kelompok yang
memenangkan game tersebut.
Konfirmasi:
1. Guru bertanya kepada siswa tentang perasaan mereka
terhadap kegiatan belajar yang baru saja dilakukan.
2. Guru mereview pengucapan kosakata yang terdapat dalam
teks percakapan siswa dan teks tongue twister.
3. Guru memotivasi siswa untuk selalu aktif dalam proses
belajar.
c. Penutup
1. Guru memberitahukan tujuan dari proses belajar yang baru
saja dilakukan.
2. Guru memberitahu materi dan kegiatan untuk pertemuan
berikutnya.
3. Guru menutup pelajaran dengan berdoa dan salam,
kemudian mempersilahkan siswa meninggalkan kelas.
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1. Guru memulai dengan menyapa, mengucapkan salam dan
berdoa
2. Guru me-review sedikit materi yang dipelajari pada
pertemuan sebelumnya.
3. Guru bertanya kepada siswa tentang pengucapan kosakata
yang telah dipelajari, terutama kosakata yang mengandung “SH”.
4. Selanjutnya, guru mengajak siswa untuk melakukan
pemanasan atau Warm-up dengan tongue twister.
5. Guru menjelaskan bagaimana tata cara melakukan aktifitas
Warm-up tersebut.
6. Melalui LCD Projector, guru menujukkan tongue twister
yang akan digunakan.
7. Guru memotivasi siswa untuk serious dan menikmati
kegitatan tersebut.
b. Kegiatan Inti
Eksplorasi:
1. Guru memberikan teks percakapan untuk 4 sampai 5 orang
tentang jalan-jalan atau liburan (HANDOUT 4)
2. Guru meminta beberapa siswa mempraktekkan teks
percakapan tersebut didepan kelas.
3. Guru mengoreksi pengucapan kosakata siswa, terutama
kata yang mengandung ”SH”.
4. Selanjutnya, guru menjelaskan tentang berbicara mengenai
liburan atau jalan-jalan dalam konteks percakapan dalam
kelompok..
5. Guru menggunakan teks yang baru saja di praktekkan siwa
sebagai contoh.
Elaborasi:
1. Setelah itu, guru meminta siswa untuk membentuk
kelompok beranggotakan 6 orang untuk bermain game (Chinese
Whispering) dengan tongue twister. (HANDOUT 3)
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2. Guru memberikan tongue twister yang berisi kosakata yang
akan siswa gunakan dalam aktifitas selanjutnya.
3. Guru memberikan applause pada kelompok yang
memenangkan game tersebut.
4. Selanjutnya, guru meminta siswa membentuk kelompok
beranggotakan 4 sampai 5 orang untuk membuat percakapan
tentang liburan atau jalan-jalan.
5. Guru menyediakan kosakata yang harus digunakan dalam
percakapan tersebut, terutama kosakata yang mengandung ”SH”.
Kosakata tersebut adalah kosakata yang telah mereka gunakan
pada saat bermain whispering game. (HANDOUT 5)
6. Setelah itu, guru meminta siswa untuk mempraktekkan
hasil kerja mereka kedepan kelas.
7. Guru mengoreksi hasil kerja siswa dan memberi nilai.
Konfirmasi:
1. Guru bertanya kepada siswa tentang perasaan mereka
terhadap kegiatan belajar yang baru saja dilakukan.
2. Guru mereview pengucapan kosakata yang terdapat dalam
teks tongue twister dan teks percakapan siswa.
3. Guru memotivasi siswa untuk selalu aktif dalam proses
belajar.
c. Penutup
1. Guru memberitahukan tujuan dari proses belajar yang baru
saja dilakukan.
2. Guru menutup pelajaran dengan berdoa dan salam,
kemudian mempersilahkan siswa meninggalkan kelas.
6. Penilaian
a. Teknik : Unjuk Kerja (Performance)
b. Bentuk : Bermain Peran atau Berdialog
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c. Instrument : Instruksi-instruksi, seperti:
1. Create dialog of two students talking about their
school holiday. Once it is finished, perform it at the front.
2. Created dialog of 4 to 5 students talking about
travelling. Once it is finished, perform it at the front.
7. Pedoman Penilaian
Jumlah Skor Maksimal Keseluruhan: 25
Nilai Siswa = Skor Maksimal x 4
10
8. Rubrik Penilaian:
Element Score
Pronunciation 5
Delivery 10
Performance 10
9. Standard of Pronunciation:
Excellent 5
Very Good 4
Good 3
Average 2
Poor 1
Excellent 10
Very Good 9
Good 8
Average 7
Poor ≤6
Mengetahui
Kepala SMPN 5
Mahasiswa Peneliti
Sungai Raya Kepulauan
33
Get a partner and make a short dialog about your travelling using
the following words. You may use other words to complete the
Go Holiday Wonderful
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HANDOUT 3
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4 Wishing for Sharon to share such experiences
HANDOUT 4
Make a group of four and practice this conversation in front of the
class.
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Ivan : Your sister? She asked you? How lucky. How about you Mita?
Mita : My holiday was also great. My parents took me to an art show in
Singkawang.
Dani : It’s so cool. Your holiday must be memorable one.
Mita : How about you guys in such a short holiday?
Ivan : Dani and I went to Riam Merasap waterfall. It was amazing because
there were so many people. Besides, the waterfall and weather
were so great. But, as you said it feels really short like we never
want to return home. You guys should go there.
Rani : That’s cool. I love waterfall too.
Mita : Yes, it is. By the way, how could you two go together?
Dani : Oh. We already made a plan before. We thought water was a right
destination.
Rani : If I didn’t go to Keraton Sambas I might joint you two for the holiday.
Ivan : It’s okay Rani. So, how about your holiday in Keraton Sambas?
Rani : hahaha. By the way, I’m little shy to share my experience.
Ivan : Why? What happened?
Dani : Not because you didn’t bring any shirts and shoes with you, right?
Mita : hahaha, like she always does when we camp.
Rani : No! It is the opposite. I brought many things like what you said
before, even shampoo and toothbrush. You know, I wished my
sister would also take me to the beach, but she didn’t.
Ivan : Hahaha, I thought you would include fishing as well because you
love it so much.
Rani : No way. Not this time.
Mita : Anyway, It was very nice to hear about your holiday guys.
Rani : Thanks, Mita.
Ivan : So, all of our holiday was truly nice right?
Dani, Rani & Mita: Yes you are right.
HANDOUT 5
to the beach using the following words. You may use other words
the class.
VERB NOUN ADJECTIVE
Travel Sunshine Sunny
Ship Unforgettable
The Dialog
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APPENDIX 3
PRETEST
NAME OF STUDENT :
SCORE :
1 Share
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2 Shine
3 Shoes
4 Shirt
5 Fish
6 Finish
7 She
8 Show
9 Wish
10 Shall
11 Brush
12 Ship
13 Shy
14 Shade
15 Shampoo
16 Dish
17 Should
18 Shop
19 Sheep
20 Shift
APPENDIX 4
POSTTEST
NAME OF STUDENTS :
SCORE :
1 Shoes
2 Shirt
40
3 Share
4 Shine
5 Fish
6 Wish
7 She
8 Show
9 Finish
10 Shy
11 Shade
12 Ship
13 Shall
14 Shampoo
15 Brush
16 Sheep
17 Shop
18 Should
19 Dish
20 Shift
APPENDIX 5
Scoring Note
41
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30. Name 0 to 100
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