Speaking skill comprises five components; pronunciation, vocabulary, grammar,
fluency and accuracy, which are very essential in delivering messages or information clearly. As one of the five components of speaking, pronunciation is an essential component in oral communication and a basic ability of speaking English. Since English is a foreign language, correct pronunciation becomes a crucial matter to avoid misunderstanding between a speaker and a listener. Therefore, teaching pronunciation to EFL students is very essential, and it is not an easy task for English teachers. The main reason is that English pronunciation is difficult for most foreign language learners since what is written is different from what is spoken. Regarding the difficulty of the students, teachers should be creative to select a technique of teaching pronunciation. One technique that is suitable for teaching pronunciation is tongue twister. This technique was applied to the eleventh grade of SMA Muhammadiyah 3 Jember in the 2015/2016 academic year. The results of the classroom action research which was done in two cycles showed 77.14% students got score ≥75 and 77.13% of the students were active in teaching learning process. The results had met the criteria of success of the research.
Keywords: pronunciation, tongue twister
Pronunciation is the way we pronounce affect estimations of a speaker’s credibility
a word, especially in a way that is accepted or and abilities. Moreover, Hayati (2008) states generally understood. The way we speak also pronunciation no doubt is one of the most conveys something about ourselves to the significant and inevitable parts of teaching people around us. Learners with good English English in particular and any other languages pronunciation are more likely to be understood in general. Whereas Prommak (2010) states even if they make errors in other areas. pronunciation is an integrated part of language It is true that pronunciation is the learning. It consists of segmental (e.g., most important skill of spoken English. If consonant and vowels) and suprasegmental speakers have very bad pronunciation, their (e.g., stress, intonation, rhythm, rate, and speech will not be understandable to listeners volume) elements. Clearly, mastering these (Gilakjani, 2011). Gilakjani, (2012) also elements supports the communicative states that pronunciation is an integral part process. In other words, learners desire to of foreign language learning since it directly gain communicative competence are to learn affects learners’ communicative competence as and understand pronunciation. well as performance. Limited pronunciation Pronunciation is one of the English skills can decrease learners’ self-confidence, components that considered as the devise to restrict social interactions, and negatively develop the students’ oral communication
110 Dewi L & Indri A: Using Tongue Twister ... 110-115 ISSN (Print) : 2527-4120 ISSN (Online) : 2528-0066
ability. However, related to the condition and pronunciation, achieved the standard score, situation right now, there are some students and were active in speaking class. Therefore, who still unable to pronounce the English the teachers had to be creative to teach and help words correctly. This is because English has students to increase their ability in pronouncing a distinct set of sounds but Indonesian does English words. Teachers had to use varieties not. Therefore, learners should pay a very close of methods in teaching pronunciation; one attention to pronunciation as early as possible of the alternatives in teaching pronunciation and it should be taught in all English language is using Tongue Twister. Thus, the researcher classes through a variety of activities. proposed a way to solve the students’ problems In learning foreign language especially using Tongue Twister. English, it must be understood that English Tongue twister is a phrase or sentence that sound systems are different from Indonesian. is difficult to say because it contains many There are some sounds of English language similar sounds. According to Beare (2014) which are not found in Indonesian language, Tongue twisters are short, memorable lines that such as /ᶴ/ sound in ‘cash’, and /θ/ sound in are difficult to pronounce, especially rapidly, ‘theory’ or /ð/ sound in ‘the’. In English, many because of alliteration or a slight variation words have the same pronunciation but are of consonant sounds. Tongue twisters are written differently and have different meanings. especially useful in pronunciation when For example “to, two, too” which all have focusing on a specific, related phonemes, transcription /tu/. Sometimes, words which or sounds. Gonzales (2009:3) states tongue are written similarly, but they have different twister are used to repeat it as many times pronunciation like thought and though. as possible, as quickly as possible, without Students are indicated with the International mispronunciation. Phonetic Alphabet and followed by example Tongue twisters are useful in learning and exercises. pronunciation, and it is very helpful to improve In learning English, the ability to students’ pronunciation, not only practicing express words, phrase, and sentences as well as, and pronouncing words, but also developing the right pronunciation as the native speaker memory skill as well. For someone who speaks of English pronunciation is the main point. It to a listener, working with tongue twisters to is very important because in English, wrong build on his/her phonemic awareness helps to pronunciation influences the meaning of the develop better articulation and pronunciation word. As a consequence, the information will of words. In line with these, Gonzalez, (2009:3) not be accepted clearly. states that tongue twister often used to practice The results of preliminary study pronunciation. Further, Gonzales, (2009:4) which was done by a class observation and states that tongue twister is a fun activity in an interview to the English teacher of SMA any language classroom. Practicing tongue Muhammadiyah 3 Jember, the eleventh grade twisters allows people who are learning English students had low speaking/ pronunciation to strengthen their speech skills. The faster achievement. The students mean score of a person can say the tongue twister without speaking achievement was 60, while the slipping up, the stronger their language skills standard speaking score of the curriculum was become. 75. The students had difficulty in pronouncing Goldrick and Blumstein (2008:7) the English words well. The difficulty in assumed that the tongue twister paradigm pronouncing the English words causing the induces phonological planning errors, in students to be passive in the speaking class. addition NCDC (2008:7) Tongue twisters In this study, the researcher wanted to solve are characterized by repetition of certain these problems until the students had a good sounds and words or phrases with emphasis
111 ELLITE Journal of English Language, Literature, and Teaching Volume 02, No. 2, November 2017
on pronunciation, stress, intonation, speed test was used to get the data of pronunciation and speech. They are also intended to help the scores while observation checklist was used to learners identify the difference between similar get the data of students’ active participation. and confusing letter sounds. Ruth and Steve (1991: 326) states the tongue twister activities Results and Discussion start from ask children to repeat a variety of The result of the pronunciation tongue twisters, encourage children to increase test in Cycle 1 showed the percentage of their speed or to make up some original verses. students who got scores ≥75 was 65.71%. Examples - “Sally sells seashells by the seashore” The percentage suggests that there were 23 or “Bubby baby buggy bumpers” or “Busy of 35 students got ≥75 as their pronunciation Barry Bear barely bakes berries” or “Peter scores. Meanwhile, the percentage of the Pepper picked a peck of pickled peppers”. students’ active participation in the teaching learning process was 51.42%. It was got from Method the students’ active participation in the first A cycling model consisting of four meeting which reached 42.85% and 60% in stages i. e., planning, acting, observing, and the second meeting, as seen in Table 1. reflecting of A Classroom Action Research was The results indicate that there were used in the research. The model was adopted some improvements in the percentage of from Kemmis and Mc Taggart in Arikunto the students’ pronunciation scores and (2013: 137). Planning was made based on the students’ active participation, but the the findings in the preliminary study which percentage of both criteria of success had was done by interviewing the English teacher not been achieved yet. In other words, the of the school and observing the teaching action of using tongue twisters in Cycle 1 learning process of speaking class. Acting was not successful in improving students’ was done by conducting teaching learning pronunciation and active participation. processes of speaking class by using lesson Based on the reflecting, the failure was plans, materials, and technique that had been caused by some reasons. First, a lot of students made in the planning stage. The Procedures of were passive during the teaching learning using tongue twister were; 1) Give a variety of process. They had difficulty in pronouncing tongue twisters, 2) Ask the students to read the the tongue twisters selected because they were tongue twister, 3) Ask the students to repeat a new for them. They needed a lot of practices, variety of tongue twister, 4) Ask the students so that they would be used to reading and to increase their speed or to make up some saying the tongue twisters given. Second, they original verses, 5) Ask the students to practice had fun and enjoyed the activities, but a lot of tongue twister in pair, 6) Ask the students to them liked to watch their friends to read and say the tongue twister. Observing was done say the tongue twisters without any attempt by a collaborator that observed the running of to force themselves to try. the teaching learning processes. And reflecting In Cycle 2, the results revealed 77.14% was done at the end of the stages to find the of the students got scores of ≥75 for their results of the action that had been done. pronunciation test. It indicates that there There were two criteria of success proposed in the research. First, if the students Table 1. The percentage of student’s active participation who got score of ≥75 reached 75%. Second, if in Cycle 1 75% or more of the total student were active during the teaching learning process. To First Meeting 42.85%
achieve the criteria of success, the research Second Meeting 60%
used two main instruments. Pronunciation Mean 51.42%
112 Dewi L & Indri A: Using Tongue Twister ... 110-115 ISSN (Print) : 2527-4120 ISSN (Online) : 2528-0066
Table 2. The Percentage of student’s active participation Table 4. Recapitulation of student’s active participation in Cycle 2 Cycle 1 Cycle 2 First Meeting 71.42% Percentage 51.42% 77.13% Second Meeting 82.85% Mean 77.13% Tongue Twisters are effective for improving students’ active participation because Tongue Twisters require students to were 27 of 35 students met the target. On the practice a lot. As stated by Gonzales (2009:3) other hand, the percentage of students’ active tongue twisters are used to repeat it as many participation was 77.13% of the students were times as possible, as quickly as possible, without active during the teaching learning process. mispronunciation. The idea indicates that to The students’ active participation in the first be good and fluent in reading and saying the meeting reached 71.42% and 82.85% in the tongue twisters, students need to say the tongue second meeting, which is shown in Table 2. twisters again and again. It is not an instant Based on the results, the action in Cycle step that ends in one trial. By trying again and 2 was successful because the criteria of success again, it means that students become more were reached. In other words, Tongue Twisters active during the teaching learning process. were able to improve students’ pronunciation It is also supported by Ruth and Steve (1991: and active participation. 326) who state the tongue twister activities start The improvements of the percentage from ask children to repeat a variety of tongue of students’ scores and active participation are twisters, encourage children to increase their presented in Table 3 and Table 4. speed or to make up some original verses. The table showed the improvements on Like other games, Tongue Twisters are the percentages of the students’ pronunciation also fun and enjoyable activities. The students scores from 28.57% in the preliminary study enjoy the Tongue Twisters without any fear of to 65.71% in Cycle 1 and to 77.14% in Cycle making mistakes because slipped-tongue is 2. There were sharp improvements of 37.14 almost impossible to avoid and students feel points in the first step and 11.43 points in the free to practice. When they make a slipped- latter action. tongue, the mistake is considered as a funny The chart indicated the improvement thing, and they enjoy it. Then, they try harder of 25.71 points on the students’ active to avoid making a slipped-tongue Gonzales participation from Cycle 1 to Cycle 2. It (2009:4) states that tongue twister is a fun suggests that tongue twisters could improve activity in any language classroom. By having students’ active participation in the teaching fun, they participate actively in the teaching and learning process. and learning process. In improving students’ pronunciation, Tongue twisters are intended to help students Table 3. Recapitulation of student’s pronunciation to memorize the words and improve their scores speaking skill. As Gonzales, (2009:4) says Prelimi- Cycle 1 Cycle 2 that practicing tongue twisters allows people nary Study who are learning English to strengthen their Mean 51.37 68.92 72.14 speech skills. Further, NCDC (2008:7) Tongue Score twisters are characterized by repetition of Percentage 28.57% 65.71% 77.14% certain sounds and words or phrases with emphasis on pronunciation, stress, intonation, speed and speech. In other words, the focus of Tongue Twisters is pronunciation and other
113 ELLITE Journal of English Language, Literature, and Teaching Volume 02, No. 2, November 2017
speaking aspects. Bennett, R., & Bennett, S. T. (1991). 365 TV
Free Activities You Can Do With Your Conclusions Child. Holbrook, MA: Bob Adams. The findings of this research suggest that Brown, Douglas. 2004. Language Assessment. Tongue Twisters helped students in improving New York: Pearson Education. their pronunciation by repeatedly practicing Chun, Dorothy M. 2002. Discourse to pronounce the words or phrases. Repetition Intonation in L2 From Theory and also indicated an attempt to memorize the Research To Practice. Amsterdam: words or phrase, and it was intended to John Benjamins Publishing Company. improve the fluency of the pronunciation. The percentage of students reaching the target Elliot, John. 1991. Action Research for score improved from 65.71% in Cycle 1 to Educational Change. Philadelpia: 77.14% in Cycle 2. Tongue twisters were also Open University Press. able to improve students’ active participation. Ellis. 2006. Master Pronunciation 3. USA: The activities of Tongue Twisters induced the English Language Learning and students to practice again and again. It was Instruction System, Inc. indicated by the percentage of students’ active participation that improved from 51.42% Gilakjani, A.P. (2011). A Study of Factors in Cycle 1 to 77.13% in Cycle 2. To sum up, Affecting EFL Learners’ English Tongue Twisters could improve the students’ Pronunciation Learning and Strategies pronunciation scores and students’ active for Instruction. International Journal participation in the teaching learning process. of Humanities and Social Science, 2 (3),119. Gilakjani, A. P. (2012). A Study on the Situation of Pronunciation Instruction References in ESL/EFL Classrooms. Journal of Studies in Education, 1(1): E4. Arikunto, Suharsimi. (2013). Prosedur Penelitian: Suatu Pendekatan Praktik. Gilakjani, A. P. (2012). Goals of English Jakarta: Rineka Cipta. Pronunciation Instruction. International Journal of Language Beare, Kenneth. (2014). Intonation and Teaching and Research, 1 (1), 4. Stress in English, (Online), (https:// www.thoughtco.com/intonation-and- Goldrick. M and Blumstein S. E. (2008). stress-in-english-1212070, accessed Cascading Activation From March 17 2016). Phonological Planning to Articulatory Processes: Evidence from Tongue Beare, Kenneth. (2014). Tongue Twister, Twisters. Department of Cognitive and (Online), (http://esl.about.com/od/ Linguistic Science Brown University englishlistening/a/ttwister_master. & Department of Linguistics htm, accessed March 17 2016). Northwestern University. Beare, Kenneth. (2014). Understanding Gonzales, Natalia Iglesias. (2009). Learning English Pronunciation Concept, English with Tongue Twister. Lulu (Online), (http://esl.about.com/ Press Inc. od/pronunciationtechniques/ fl/Understanding-English- Hayati, A. M. (2010). Note on Teaching Pronunciation-Concepts.htm, English Pronunciation to EFL accessed March 17 2016) Learners: A Case of Iranian High
114 Dewi L & Indri A: Using Tongue Twister ... 110-115 ISSN (Print) : 2527-4120 ISSN (Online) : 2528-0066
School Students. English Language Teaching
Vol. 3 (4); 121. Hughes, Arthur. (1996). Testing For Language Teacher. Cambridge University Press. Nunan, David & Lines, Caroline T. (2005). Practical English Language Teaching: Young Learners. New York: McGraw- Hill ESL/ELT. McMillan, James H. (1992). Educational Research: Fundamentals For The Consumer. New York. Harper Collins Publisher. National Curriculum Development Centre (NCDC). (2008). Ministry Of Education and Sports. Uganda: National Curriculum Development Centre. Nordquist, Richard. (2015). Stress (Speech), (Online), (https://www. thoughtco.com/stress-speech- definition-1691995) accessed March 17 2016). Nordquist, Richard. (2016). Intonation (Speech), (Online), (http://grammar. about.com/od/il/g/intonationterm. htm, accessed March 17 2016). Prommak, Supanan. (2010). Thai University Students’ Perspectives on English Pronunciation Awareness: Is It Ignored or Awakened?. Thailand: Thaksin University. Wright, Betteridge and Buckby. (2006). Games for Language Learning. New York: Cambridge University Press.
