Republic of the Philippines

Commission on Higher Education

Region V
CARAMOAN COMMUNITY COLLEGE
Cadong, Caramoan, Camarines Sur

ACTION RESEARCH PROPOSAL

IMPROVING PRONUNCIATION ABILITY OF FIRST YEAR BEED STUDENTS

THROUGH TONGUE TWISTER TECHNIQUE

I. PROPONENTS
NORALYN A. OMBAO
MARYROSE P. ALVAREZ
ERIC JOHN C. BUENDIA
KAREN G. BRACERO
LIRA JEAN B. CLET
MARY GRACE TOMALE
FRILANA CEFERINA C. SUENO
JOMMEL D. FERNANDEZ
BEED 3-H

II. BACKGROUND OF THE STUDY

Pronunciation is one important factor to become a good speaker/communicator. It

is very essential to pronounce certain words correctly to express the thoughts, ideas and facts.
However, most students have issues on pronunciation and this could lead them to
misunderstandings and, of course, it can lower their confidence and self-esteem. Students
who have low self-esteem and confidence when it comes to speaking tend to become less
communicative. Mispronunciation of words may cause humiliation to the speaker.
Understandable pronunciation is one of the basic requirements of learners' competence and it
is also one of the most important features of language instruction. Good pronunciation leads
to learning while bad pronunciation promotes to great difficulties in learning language
(Pourhosein Gilakjani, 2012).

People from the Philippines often substitute the /p/ in a word for /f/. This becomes
especially tricky when those sounds occur close together. For example: perform, helpful, cup,
and perfect. Filipino speakers also commonly make the mistake of mixing up the /v/ and
the /b/ confused. Another sound that Tagalog speakers struggle with is the /th/, which they
substitute with /t/ or a/d/ sound. How many of your Filipino people, "tank" your "mudder"
instead of, "Thank your mother?" Lastly, many people native to the Philippines confuse the
/s/ sound with the /z/ sound, meaning that they often say a /s/ sound where there is commonly
a/z/ sound in English. Filipino speakers don't just have a difficult time with consonants, there
are several vowel sounds that they struggle with, as well. The most problematic ones are
the /I/ sound and the difference between it and the /i/ sound and the /a/ sound and the
difference between it and the /e/ sound. Tagalog speakers have an exceedingly difficult time
due in part to the acceptance of speaking "Filipino English" with each other, but if you want
to be more clearly understood when speaking to a native English speaker, work on these
sounds to be more confident in your English.

Nowadays, there are a lot of strategies that can be used in learning process. The
technique that the teacher used should be understandable and fun to the students, one of them
is tongue twister. Tongue twister is a series of words or longer piece, like a poem,
constructed to be difficult to pronounce properly. Tongue twisters are used to create humor
by challenging students to repeat the tongue twister very fast and enjoy listening to the funny
results. The faster of person can say the tongue twister without slipping up, become the
stronger their pronunciation skills. Tongue twister can help the students in better
understanding, memorizing vocabulary while saying the words as fast as possible. Tongue
twister can also help the students encourage their self-confidence in speaking English because
it will help the students speak fluently and clearly. Therefore, writer compiles a main idea
which contains a smart solution, collaborate some abilities such as memorizing and speaking,
to develop their ability with saying words fast, correctly and in a fun way.

The study focuses on the improvement of the student’s pronunciation using tongue
twisters, how it gives the learners the opportunity to practice by improving a range of real-life
spoken language in the class room, it is an extremely effective technique if the students are
confident and cooperative. The use of tongue twisters as a fast, fun and effective vocal warm
up challenges vocalists to improve pronunciation and technique in speaking skills.

III. STATEMENT OF THE PROBLEM

1. What are the factors affecting the pronunciation ability of First Year BEED
students based on oral reading?

2. Does tongue twister technique increase confidence and improve pronunciation

ability of learners?

3. How effective “Tongue Twister” in helping students improve their pronunciation?

IV. SIGNIFICANCE OF THE STUDY

The result of this study is expected to give contribution for both teachers and learners.
In particular, this study can be one of the sources in recognizing and realizing teacher’s
question related to the student’s speaking ability.
 Students. This study can help students get more motivation in learning English
speaking and they can practice pronunciation in a fun way of speaking.

English Teachers. The result of this study can help them to enrich their techniques in
teaching speaking English and enhancing pronunciation ability by using tongue twister
technique.

School Administration. The outcomes of this study will give wider avenue for the
administration to address effective technique in enhancing the pronunciation ability of the
students.

Other Researchers. This study may serve as basis for conducting and developing
related researches on improving pronunciation skill.

Expected Output:

1. An improvement of the students’ pronunciation ability after the treatment.

2. An improvement in the teacher’s implementation of tongue twister technique.

V. SCOPE OF THE STUDY:

The study will be conducted among 50 students of First Year BEED, Caramoan
Community College, Cadong, Caramoan, Camarines Sur this 2 nd Semester of school year
2023-2024.

VI. RESEARCH DESIGN:

 Methodology – This action research will be employing a quasi-experimental

research design. This quasi-experiment to be conducted in pretest; treatment
consisted of six meetings and a post-test. It aimed to observe the differences
increase the students' speaking ability through the use of tongue twister
strategy and the use of direct interaction strategy.

Techniques of Data Analysis in this study, both groups received a

dialogues test. One group as an experimental group, and the other group was
as a control group, and both groups will have a pre-test, treatment, and post-
test. This study focuses on the nonequivalent control group design since the
control group and experiment group not be close randomly.

 Description of instrument / Data gathering Focus –

Research Procedures

The data collection will be analyzed through the following techniques:

a. Pre-test

The pre-test to be given to the students for the first meeting, to obtain the
data of the students’ essential speaking ability and to ascertain that the students
from both groups has the same capacity and the corresponding English
proficiency before they receive the treatment.
In the pre-test, the experimental group and control group will receive the
same test. Both groups to be allotted dialogues text (asking and giving help)
and give the students some minutes to practice and memorize the dialogue
before a performance. Then, we will pick up a team to go first. When one
side finished, the next team will stand up.

b. Treatment

Treatment to be given to the students after doing the pre-test. In this

case, the procedure is designed for six meetings for the experimental group
and control group. Time allocation for each session consists of two hours.
Before the students receive a treatment, the teacher will give a motivation to
make the students enthusiasm and learn by providing a reward for the better
speaking team.
In treatment, both groups will receive different treatment. The
experimental group will receive tongue twister technique, and the control
group will receive a direct interaction strategy.

1) Experimental group

The first treatment, the Teachers will give training as one way to warm-
up for stage students, rehearsals, and performances using tongue twister
strategy. Begin by stretching out the muscles of the student's face and jaw.
After that, warming up students' tongue by repeating short tongue twister
aloud "Toy boat," "Unique New York." The next, move onto the next section is
a little tricky and complicated tongue twister "red leather, yellow leather,"
"Good blood, bad blood," "big black bear a big black bug bit the big black
bear, but the big black bear bit the big black bug and so on. The last, teacher
will explain the next subject matter and then allotted a dialogue text and will
ask the students to focus on listening and watching the teachers read the
dialogue carefully until two times. And then ask the students to repeat the
conversations. The teachers will observe when there’s an error reciting a
tongue twisters’ technique where the students to be asked to repeat the error
words for three and more times until the students' speaks with accuracy and
fluency.

The second treatment, Tongue twisters technique, to be shifted between /p/, /f/
and /v/ sounds. This treatment purpose of knowing how the different
pronounce between /p/, /f/ and /v/ sound accuracy and fluency.
Tongue twisters’ strategy for the third treatments to be shifted between /t/
and /th/ sounds. This treatment purposed to practice the students' speaking
ability and to know how different pronounce between /t/ and /th/ sound
accuracy and fluency.

Tongue twisters strategy for the fourth treatments to be shifted between /s/,
/ch/, and /ch/ sounds. This treatment purposed to practice the students'
speaking ability and to know how the different pronounce between /s/, /ch/,
and /ch/ sounds accuracy and fluency.

Tongue twister's strategy for the fifth treatment to be shifted between // and /r/
sounds. This treatment purposed to practice the students' speaking ability and
to know how different pronounce between / and /r/ sounds accuracy and
fluency.

The sixth treatment, tongue twisters’ strategy to be shifted between /t/ and /th/
sounds. This treatment purposed to practice the students' speaking ability and
to know how the different pronounce between /t/ and /th/ sounds accuracy and
fluency.

2) Control group

In the control group, the researchers will give task stimulus treatment, where
The teachers will present (models) the task to be performed and Response-
Prompt treatment, where the students will complete the responsibility as the
teachers' instructions. This treatment will be the procedure of direct interaction
strategy.

c. Post-test

This study will conduct the post-test at the end of the research, to measure the
students’ speaking ability after the treatment. This is intended to find out the
significant differences between students' scores of both groups. Both groups
will be allotted dialogues test (asking and giving help). Having one student
from each group came in front of the class and will ask the students to practice
and memorize the dialogues. After that, the teacher will ask the students back
to their teams and teach their team with the same strategy given by the teacher.
The teacher will give the students some minutes to practice their speaking and
memorize the dialogues. Then, will pick up a team to go first. When one side
is done, the next team proceed. The team with the shortest time and speaking
accuracy and fluency will win. This game will help the students to learn
quickly and improve their teamwork and also gave motivation to each other.
VII. WORK AND FINANCIAL PLAN

Person/s Resources Means of

Activities Time Involved Requirements Source Verification
Frame of Fund
PRE-
IMPLEMENTATION
Conceptualization, April 5, Proponents, ______ for printing AR proposal
consultation and 2024 Subject ______ for the snack
meeting with the Teacher and 3
personnel and other personnel (proponents
individuals with contribution)
technical-know-how to
the subject matter
Preparation, _____ for printing Approved AR
finalization and May Proponents proposal
submission of Action 2024
Research Proposal
Communicating the Approved
approved action Proponents Attendance Sheet Action
research proposal to the Research
respondents Proposals,
Signed
commitment of
stakeholders’
support
IMPLEMENTATION
PLAN
Determine and observe
the pronunciation Proponent and Instruments
ability of students May class advisers
using tongue twister 2024
technique
Administer pre-test to
determine the Proponents ______ for the
pronunciation ability May and multiplication of the
of First Year BEED 2024 Respondents tools
Students
Participants receive Proponent,
treatments using the May Respondents ______ for the
Tongue Twister 2024 and class multiplication of the Instruments
technique adviser tool, summary of
grading sheets
Progress monitoring Proponent,
and evaluation of Respondents Monitoring Monitoring
planned activities and Class Notebook Reports
Adviser
Administer Post Test Collated and
using same technique Proponent, ______ for the tabulated
to determine the Respondents multiplication of the results of Post-
improvement of and Class tool test.
pronunciation ability adviser
POST
IMPLEMENTATION
Preparation and Proponent _____ for the Action
submission of Action May printing Write-up Research
Research Write-up 2024 Write-up
a. Evaluate the project
b. Gather Proponent, Bond Paper, folder Documentation
recommendation Teachers, and and copy of the of the activity
and feedback. May other materials and activity
c. Submission of 2024 Stakeholders Write-up
action research
write-up
d. Reimplement of
research result
Communication of May Proponent Computer, Printer, Action
Research result 2024 Bond Paper Research write-
up
Reimplementation May Proponent Computer, Printer, Action
if found effective 2024 Bond Paper Research
with revisions Proposal

Submitted by:
Noralyn A. Ombao
Mary Rose P. Alvarez
Eric John C. Buendia
Karen G. Bracero
Lira Jean B. Clet
Mary Grace M. Tomale
Proponents

Submitted to: JANE EMERLYN S. ALARCON

Instructor