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Dewi Angelina, Heri Hidayatullah, Haryadi

English Department

Mataram Instutute of Teacher Training and Education



This research was aimed to describe the use of tongue twister technique be able to improving
students’ pronunciation. The subject of this study was 24 students at sixth grade students of
SMPN 1 Praya Tengah. In which consist of 14 males and 10 females. It is was classroom
action research with one cycle, each cycle of four steps: planning, acting, observing, and
reflecting. The data gathering used observation sheet and test and analyzed by using
quantitative and qualitative approach. At the result of pre-test was failed where the mean
score of pre-test was 65 and class percentage was 52% and the result of the first cycle that the
mean score was 70,4 and the class percentage was 100% indicating the target of 70 of the
minimum criterion has been achieved, it means that the action was stopped

Key Word: Pronunciation and Tongue Twister Technique.


Penelitian in bertujuan untuk mengetahui penggunaan teknik Tongue Twister untuk meningkatkan
cara pengucapan siswa. Subjek dalam penelitian ini adalah 24 siswa kelas sembilan di SMPN 1 Praya
Tengah. Yang mana terdiri dari 14 laki-laki dan 10 perempuan. Ini merupakan penelitian tindakan
kelas dengan satu siklus, setiap siklus memiliki 4 tahap: perencanaan, pelaksanaan, observasi, dan
refleksi. Data yang digunakan yaitu angket dan tulis, dalam menganalisa data peneliti menggunakan
pendekatan kuantitatif dan kualitatif. Hasil yang diperoleh dari pre-test adalah gagal dimana skor
rata-rata dari pre-test adalah 65 dan presentasi kelasnya adalah 52% dan hasil dari siklus pertama
nilai rata-ratanya adalah 70,4 dan persentasi kelasnya adalah 100% mengindikasikan dari target 70
kriteria minimal telah dicapai, itu artinya pelaksanaan penelitian dihentikan.

Kata kunci: Pronunciation and Tongue Twister Technique.

INTRODUCTION speaking but also in learning

English in general. Patchara
A. Background of the Study (2007) argues that pronunciation
Pronunciation is an is foundation of learning
element that is very important in English. .
English not only in learning
Based on the researchers The result of this study
observation in the sixth grade is expected to give the
students at SMPN 1 Praya students the theoretical
Tengah, There was something information of the positive
less in students’ interest in result of the use of tongue
learning English, some of them twisters technique in
were not communicable, they learning pronunciation.
were afraid to talk and shy
because they were worry to b. For the teacher:
make mistakes. Besides, the The result of this
teacher was lack of teaching study will be utilized as
media, teacher’s strategy was input and information for
monotonous, the teacher was not the teacher about how to
creative in making the class use tongue twisters
active. So in here, there were technique in teaching and
many techniques and methods learning process to make
of languange teaching that can students more interested in
be selected for teachnig learning pronunciation.
pronunciation that could be c. For the next researcher
combined with many activities The result of this
such as “dictogloss tongue study is expected to provide
twister, chain reading tongue information for the
twister and whisper tongue subsequent researchers
twister”. about the method in
teaching pronunciation.
B. Statement of the Problem 2. Practically
Referring to the background a. For the students:
of the study previously presented, This method is
the researcher formulates the believed to be able to give
statement of the problem as follows good influence and to help
“How does the use of tongue students become easier to
twisters technique improve the comprehend message and to
students’ pronunciation? make the students more
C. Purpose of the Study interested in learning
The researcher aims to English pronunciation.
describe the use of tongue twister b. For the teacher:
to improve students’ pronunciation The practical
at SMPN 1 Praya Tengah in significance of this research
academic year 2017/2018. is to provide input to the
D. Significance of the Study English teachers in order to
1. Theoretically apply the tongue twisters
a. For the students: technique especially to
overcome the students’

problems in the teaching of be studied in isolation.
pronunciation. Suprasegmental features cannot
E. Scope of the Study be described, unless it deals
The researcher focuses on with segmental.
the use of tongue twister technique
to improve students pronouncing 3. The importance of
vowel at SMPN 1 Praya Tengah in Pronunciation
academic year 2017/2018. a. Intelligibility (the speaker
produces sound patterns
REVIEW OF RELATED that are recognizable as
A. Pronunciation b. Comprehensibility (the
1. Defintion of Pronunciation listener is able to
Gilakjani (2012, p.119) understand the meaning of
assumes that pronunciation is a what is said).
set of habits of producing c. Interpretability (the listener
sounds. The habit of producing is able to understand the
a sound is acquired by purpose of what is said).
repeating it over and over again 4. Assesing Pronunciation
by being corrected when it is The students’ speaking
pronounced wrongly. performances were assessed
using a scoring rubric proposed
2. The Elements of by David P. Harris as it is cited
Pronunciation in Nurnia (2011: 27). The
Ramelan (1985:22) divides rubric is shown in the
the elements of English following.
pronunciation into two parts 5. Has few traces of foreign
namely segmental and language.
suprasegmental features. The 4. Always intelligible, thought
first is segmental features, one is conscious of a
which refer to sound units definite accent..
arranged in a sequential order. 3. Pronunciation problem
This feature can be studied in necessities concentrated
isolation. It means that every listening and occasionally
utterance may be cut up or lead to misunderstanding.
segmented into a linear 2. Very hard to understand
sequence of segmental feature. because of
The other one is pronunciation problem,
suprasegmental features, which most frequently be asked to
refer to such features as stress, repeat.
length, intonation, and other 1. Pronunciation problem to
features that always accompany serve as to make speech
the production of segmentals. virtually unintelligible.
Suprasegmental features cannot

B. Tongue Twister notes try to write what they
1. Definition of Tongue Twister remember. Then they hear it
Vas as citied in Iryani again and get to work with a
(2015) states that “tongue partner to share both renditions
twister is a word, phrase, or with the end goal of having
sentence that is difficult to replicated the original text
pronounce in a row which is well.
packed with the repetition of the
same sound and the repetition of b. Chain Reading
consonant sound”. The activity The first step, teacher
in tongue twister is done orally starts the activity by grouping
and repeated many times to train students and asks them to
the tongue with particular stand up making some lines
sounds. facing whiteboard.
After that, every
2. Types of Tongue Twister member of the group has to
1) Sentence types read a word of tongue
a) I scream, you scream, twister one by one. The
we all scream for an group which finishes the
ice cream! reading more quickly
2) Repetitive become the winner. Then,
a) Sheena leads, Sheila teacher and students discuss
needs the result together.
3) Story 1. Whisper Tongue
a) There was a young Twister
farmer of leeds, The teacher explains
Who swallowed six the task to the students.
packets of seeds, 2. The teacher introduces
It soon came to pass the sounds, students are
he was covered in to practice and write
grass, their symbols on the
And could not sit whiteboard.
down for the weeds. 3. Teacher asks students
to suggest words that
(Fiona, 2000) illustrate the various
sounds written on
3. The Implementation of Tongue whiteboard.
Twister Technique in Teaching 4. Teacher reads aloud the
Pronunciation: words and asks students
to listen carefully.
a. Dictogloss 5. Teacher reads aloud
Dictogloss is essentially words randomly
an activity (in this case the selected from the list,
tongue twister) and without and ask students to

identify the words by Research (CAR). With
watching the movement qualitative and quantitative
of teacher’s mouth and approach. Classroom Action
tongue. Research begins with a
6. Teacher asks students question about classroom
to practice pronouncing experience, issue, and
the sounds. challenging. It is reflective
7. Teacher divides the process which helps teacher to
class into groups and explore and examine aspects of
have each group sitting teaching learning process and
or standing in single to take action to change and
file. improve the students
8. Teacher distributes a achievement in teaching
short, typed tongue learning process.
twister to the first
student in each group This research used one
and ask him/ her to cycles which cycle consist of
learn it by heart. four steps, that are: planning,
9. Teacher takes away the acting, observting, and reflecting
strips of paper. (Kemmis and Mc Taggart 1998:
10. Each student is asked to 11-14)
repeat the tongue B. Setting of the Research
twister to next person This research was
in line. That person conducted from September until
repeats the message to Oktober 2018 in SMPN 1 Praya
the next in line. In this Tengah in academic year
way, the message is 2017/2018.
passed from one
student to the next. 1. Place
11. The last student who This research was
hears the tongue twister conducted in SMPN 1 Praya
in each group should Tengah. It is located in Central
write it on whiteboard. Lombok.
12. The group finishing 2. Time
correctly in the shortest The research was
time wins the game. conducted from September
13. Repeat the process with until Oktober 2018.
another tongue twister. C. Subject and Object of the Study
Subject and object of the
RESEARCH METHOD research are explained as follow:

A. Research Design 1. Subject

The research method The subjects of this
used Classroom Action research are 24 students, there

are 14 males and 10 females of constructed by the
class IX SMPN 1 Praya researchers based on the
Tengah in academic year English vowels which were
2017/2018. taught during the study. In
2. Object order to get enough data the
The object of this research researcher divided the test
is the use of tongue twister into two: they are pre-test
technique in improving and pos-test.
students’ pronounciation at
the IX grade of SMPN 1 E. Procedure of the Research
Praya Tengah. In this study the writer
applies classroom action research
D. Instruments of the Study
1. Observation Sheets (CAR), the research that is done by
In this classroom the teacher in the classroom by
observation, the objects of emphasizing on the improvement
observation were students’ of practice and process in learning
activities in English (Susilo 2009, p.16).
language teaching learning. a. Planning
The researcher used the Some activities dealing
observation checklist to with the planning are:
make it more systematic. It
is containing list of students’ 1. Arranging the schedule of
activities and response classroom action research
happening during teaching 2. Designing a lesson plan:
and learning process. 3. Designing syllable
Observation is intended to 4. Preparing teaching
know the obstacles appear instruments and materials.
during teaching learning 5. Test
process, the students’ 6. Note taking observer
motivation, their difficulties 7. Assesment
and understanding about the 8. Preparing students’ pre-test.
material given that can be b. Action
seen from their attitude, This action discusses the
behavior, and response. In implementation of planning or
observation stage, the steps and activities that will be
researcher helped by the taken by the researcher. After
English teacher to observe determining the planning of the
students’ behavior and pronunciation teaching, then
activities during the lesson. some teaching steps were done
2. Test as follow:
To measure the First, students are taught
students’ pronunciation how to have good pronunciation
ability, a pronunciation test by giving the example of
was utilized. It was pronunced words based on

segmental feature rules (vowels, classroom activity, and
dipthongs, consonants). students” response concerning
Second, the teacher the use of pronunciation by
explains about segmental tongue twisters technique.
features and drilled students by
using tongue twister technique.
Then, students are 2. Test
divided into groups and play Test used in this
games. research is pre-test and post-
c. Observation test. Pre-test was done before
In this step, the implementing Tongue Twisters
researcher observes the technique in pronunciation. It is
students’ behaviour when doing to measure students’
tongue twister activities, and pronunciation at first.
identify their difficulties. The Meanwhile, the post-test is
data are obtained through this implemented after using
observation include Tongue Twisters technique in
quantitative data and qualitative pronunciation.
data. G. Technique of Data Analysis
d. Reflection On the research design
Reflection is the above, the researcher used
analysis of the observation classroom action research using
result and also the evaluation qulitative and quantitative data.
of the activities in the first Where qualitative data take from
cycle and the second cycle. In observation sheets, and quantitative
this step, the researcher data take from students’ scores.
interpretes observed data from H. The Indicator of Succes
drilling students’ using tongue Classroom Action Research
twister technique. (CAR) can be called successful if it
can exceed the criterion that has
F. Techniques of Data Collection been determined, and fail if it could
To collect the data, the not exceed the criteria that has been
researcher uses several methods. determined. In this study, tongue
They were: twister technique is success to
1. Observation sheet enchance students’ pronunciation
In this case, the mastery, when the students could
researcher uses the pass the target score of the minimal
unstructured or opened mastery level criterion (KKM). The
observation sheet to know the score of minimal mastery level
occurrences within learning criterion (KKM) of this school is
process. It may be about the >70 where this score was adapted
teacher’s performance during from school agreement.
Classroom Action Research
(CAR), class situation in the

A. Research Findings CONCLUSION AND
In this chapter, the writer SUGGESTION
want to describe and discuss the A. Conclusion
findings of the research. This The implementation of
research is Classroom action tongue twister technique in
research on the use of Tongue teaching pronunciation could be
Twister technique to improve combined with many activities
student’s pronunciation. This such as “dictogloss tongue twister,
research was held on the sixth chain reading tongue twister and
grade students of SMPN 1 Praya whisper tongue twister”. In this
Tengah. It is aimed to know research, the researcher had used
students’ ability in pronunciation. dictogloss tongue twister in the
The data findings research first cycle. It was started by
consisted of qualitative data and dictating students and students
quantitative data. Qualitative data were asked to listen carefully
take from observation sheets, and without taking any notes on their
quantitative data take from books. After that, students
students’ scores. discussed the answer in pairs to
B. Discussion decide the answers. Secondly,
After computing the data, chain reading tongue twister
the result of pre-test was 65 (52%), activity was also implemented.
and post test cycle 1 was 70,4 Teacher started this activity by
(100%). The researcher can see the grouping students and asked them
comparison before and after to stand up making some lines
teaching pronunciation by using facing whiteboard. After that, every
tongue twisters technique. The member of the group had to read a
researcher came to conclusion that word of tongue twister one by one.
tongue twisters technique can The group who finished the reading
improve the students pronunciation more quickly become the winner.
at IX grade students of SMPN 1 Then, teacher and students
Praya Tengah. Most of the students discussed the material together.
could not pronuncing the words
before the teacher gave the B. Suggestion
treatment, the result of the test was After implementing and
failed and then after the teacher making evaluation of the research,
gave the treatment by using tongue there are several important things
twisters technique, the result of the can be suggested in this paper and
test was success, because of the it is hopefully can be useful for the
treatment that teacher gave and readers, especially:
used to teach pronunciation.
1. For English teachers

There are some

recommendations in teaching

learning English. First, an from being perfect.
English teacher must be Constructive critics and advice
creative when transfers the are really expected for the
knowledge to students, so perfection of the future
students can easily receive and research. Hopefully, this thesis
understand the materials. will be useful for the teachers
Second, it is necessary for the and learners especially in
English teachers to give learning pronunciation of
motivation to their students. English.
Third, it will be better if
English teachers find out the
appropriate and interesting BIBLIOGRAPHY
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