A.

TITLE
The Effectiveness of Tongue Twister Technique in Improving Students’

Pronunciation of Breathed Dental Fricative /ʃ/

(A Pre-experimental Research to the Year-8 Students of SMP N 5 Sungai

Raya Kepulauan in Academic Year 2018/2019)

B. RESEARCH BACKGROUND
English is taught to students as a way to communicate ideas not

merely as a part to complete the list of lessons at school. The goal of

learning English in the classroom as set in the curriculum is that the

students are expected to be able to use it in an acceptable way, for one

instance, using proper way in pronouncing words when speaking. Using

proper pronunciation means that students have to sound English as it is

standardized by the system which is understood by the users. Once their

pronunciation is understandable, they can perform well in any

circumstances in English. Therefore, it is demanded to improve

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

be trained quite well to pronounce certain English words. Thus, improper

pronunciation way is built among them. For clear instance, when

pronouncing /ʃ/ as in word “she”, students tend to pronounce this word as

[siː] as in words “sea” or see” which is easier to pronounce, instead of the

right [ʃiː] which gains more effort. The /ʃ/ is a breathed dental fricative

1
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

proper words pronunciation.

Regarding the importance of having proper English pronunciation,

the main factor to consider is always related to the teaching and learning

activity in the classroom. The English teachers cannot just verbally

emphasize how important proper pronunciation is to students yet they need

to be willing to involve the students in a different and unique atmosphere

of pronunciation learning. However, when it comes to the atmosphere of

learning, teachers must consider about teaching technique to use. In case

of teaching pronunciation, especially pronunciation of breathed dental

fricative /ʃ/, the researcher thinks of several techniques that can probably

meet the requirement for improving the students’ pronunciation. One of

them is tongue twister technique that has to be considered for teaching

pronunciation of breathed dental fricative /ʃ/.

Tongue Twister is a unique and fun teaching technique which has

been long used for teaching pronunciation of English as both second and

foreign language. According to Goodwin (2013), Tongue Twister is one of

the conventional techniques but is still being well-used in line with

imitation, articulatory explanations, minimal pairs, and reading aloud.

Tongue twister technique is said to offer unique and fun atmosphere

because practically its function is to make students’ tongue slipped through

combination of words that are set by the similarity of the phonetic

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,

the researcher sees good connection or suitability if it is implemented in

teaching /ʃ/ sound. Therefore, the researcher chooses tongue twister

technique for improving students’ pronunciation of breathed dental

fricative /ʃ/.
In this research, the year-8 students of SMP Negeri 5 Sungai Raya

Kepulauan will be chosen as the participants. The reason why the

researcher chooses them, the lower year students is that firstly the

researcher believes in pronunciation is the one to be taught in early classes.

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

that the 8-year students are meeting the requirement to be enrolled in

teaching pronunciation of /ʃ/ sound because they might have been

sufficiently trained to word pronunciation when they were in 7-year.

Therefore, the researcher is going to take those students as the participants.

Focusing on Tongue twister technique, some researchers already

conducted the same topic. Turumi et al. (2016) on “Using tongue twister to

improve the pronunciation of year-8 students”, they found that tongue

twister helped students accustom their mouth to certain English sounds

which are strange and not routinely pronounced in Indonesian. Rohman

3
(2016) on “The use of Tongue Twister Technique to Improve EFL

Pronunciation of Year-10 students”, he found that the students really

enjoyed the learning process trough involvement of unique sentences and

phrases which are done in group. However, these researchers use Tongue

Twister technique for teaching pronunciation in general with no

specification, and one of them use different methodology which is

classroom action research with different procedure as well. Compared to

this research, this will be pre-experimental study with pronunciation of

breathed dental fricative /ʃ/ as the focus.

In short, it is advisable to have consideration toward what best

techniques to use in teaching pronunciation. Yet, there must be one

technique that is more effective to improve the students’ pronunciation.

However, in the research entitled “The Effectiveness of Tongue Twister

Technique in Improving Students’ Pronunciation of Breathed Dental

Fricative /ʃ/”, the researcher intends to find out whether using Tongue

twister technique improves students’ pronunciation of breathed dental

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

(Creswell, 2009). The purposes are follows:

4
 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

students’ pronunciation of /ʃ/.

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

significances are as follows:

1. For teachers, English teacher in particular, the researcher hopes

they will find this research useful for their pronunciation teaching and

can also motivate them to willingly try and even combine their regular

pronunciation activities with tongue twister.

2. For students, the researcher expects that they will find tongue

twister technique fun and interesting for their pronunciation learning

and be willing to use it as one of their everyday pronunciation trainings

and exercises.
3. For other researchers, the researcher hopes they fill find this

research a useful reference to support their study especially those

conducting the same topic or near.

G. SCOPE OF RESEARCH
1. Research Variables

5
 There are two variables in this research which are independent and

dependent. The independent variable of this research is tongue twister

while the dependent variable is pronunciation of breathed dental

fricative /ʃ/.

2. Terminologies
There are some terms related to the research title being conducted. The

terms are as follows:

a. Tongue Twister Technique is a pronunciation teaching

technique which centers organization of difficult sound of words,

phrases, and sentences as the main activity in pronunciation

classes.
b. Pronunciation is the act or result of producing sounds of

speech, including articulation, stress, and intonation, often with

reference to some standard of correctness or acceptability.

c. Breathed dental fricative /ʃ/ is a voiceless or unvoiced

consonant existing in English words with SH.

d. SMP N 5 Sungai Raya Kepulauan is a state educational

institution located in Sungai Raya, Sungai Raya Kepulauan

District, Bengkayang.
e. The Year-8 Students are students who go to SMP N 5

Sungai Raya Kepulauan.

H. FRAME OF THEORY
1. Definition of Pronunciation
Pronunciation is basically the act of producing sounds in spoken

activity. According to Gilakjani (2012), pronunciation is the way of

producing sounds in order to create meaning in speaking. In the

practice, people communicate ideas by pronouncing words by words

6
with the expectation of gaining response and understanding from the

others listening to them. However, to get the expected responses when

communicating, people have to pronounce words very clearly and in a

proper way based on the standard of the language.

Understanding the standard of a language allows people to also

understand its existing elements and features. Pronunciation itself

actually involves the elements such as consonants and vowels of a

language (segments), stress, timing, rhythm, intonation, phrasing

(supra-segmental features), and how the voice is described (Gilakjani,

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

determine a speaker’s pronunciation easy or difficult to understand. In

short, pronunciation is defined as a way of uttering a word, especially a

way that is accepted generally.

2. The Importance of Pronunciation
In oral communication, the very first thing noticed by listeners is

pronunciation. When one is pronouncing words the wrong way, it is

really difficult for listeners to focus on what is said and thus they do

not will to pay attention. Moreover, the overall ability of a speaker is

judged by their pronunciation (Gilakjani, 2016). Although they have

sophisticated grammar or vocabulary collection but lack in

pronunciation, they cannot be understood by listeners. However,

improper pronunciation really needs greater effort to concentrate on to

get the meaning.

7
 In case of learning English in the classroom, the presence of

pronunciation involvement in learning activity is also important for

students. Moreover, the teacher should really have consideration

towards emphasizing pronunciation in early class activities. Kreidler

(1972) states that, in English teaching for other language speakers, the

sound system has been really the emphasis to them. It means, any

earlier activity in the classroom should involve pronunciation as it is

one related aspect. Additionally, the first teaching and learning activity

is even said damaging when it is conducted without pronunciation

(Carmen, 2010). However, in the first activity in the classroom should

deal with activity with the involvement of pronunciation.

3. Pronunciation Features
The features of pronunciation are as follows:
a. Segmental features which refer to sound units arranged in a

sequential order, e.g. vowels, consonants, diphthongs.

b. Supra-segmental features which refer to stress, pitch, length,

intonation, and other features that always accompany the

production of segmental.
From the review of the explanation of pronunciation above, the researcher

thinks of a pronunciation teaching technique which perhaps can be

effective to succeed the learning. Thus, the researcher intends to try to use

tongue twister technique in teaching pronunciation of breathed dental

fricative /ʃ/.
4. Tongue Twister Technique
a. Definition of Tongue Twister Technique
Tongue twister technique is always said to deal with and is

well-recognized as the implementation of words, phrases, or

8
sentences which are difficult to articulate because of its succession

of similar consonantal sounds. Tongue twister technique may

sound traditional for some teachers who are not mainly concerning

over pronunciation teaching, but it is still actively used by some in

many other countries for teaching pronunciation of English as both

second and foreign language. According to Goodwin (2013),

Tongue Twister Technique is one of the conventional techniques in

line with imitation, articulatory explanations, minimal pairs, and

reading aloud. Tongue twister technique has been used and

developed by teachers to get it fits to their teaching. Still, they

sometimes combine the technique with other activities such as

song, videos, game in order to make the pronunciation teaching

attractive.
b. Tongue Twister as Pronunciation Teaching Technique
There are a number of techniques for pronunciation

teaching of English as a second and foreign language, some are

mentioned earlier such as imitation, articulatory explanations,

minimal pairs, and reading aloud. Sometimes, these techniques are

also combined with other activities to be more attractive. Even

tongue twister technique, in the implementation in teaching, is

sometimes combined with certain activities to make it more

attractive for students in learning. According to Gilakjani (2016),

the techniques and activities relating to the use of song, game and

of course tongue twisters have been also implemented to increase

9
students’ quality in pronunciation. Thus, combining tongue twister

technique with certain activity such as game will make the learning

more attractive for students. However, different teachers will have

different view towards the best ways to use in their teaching.

In implementing tongue twister as a pronunciation teaching

technique, there are three ways English teachers can use in their

class such as whispering game, video modeling, and warming up

activity (Sitoresmi, 2016). Those ways are combined in one

teaching in order to have a complete package of pronunciation

training and also to provide more attractive atmosphere. However,

more explanation regarding the implementation will be as follows:

1. Whispering Game
Whispering game is similar to Chinese Whisper activity,

but in this case, the materials are tongue twisters. In this game,

students are usually asked to work in group. Then, each person

in the team takes turn to whisper a tongue twister to the other

members of the team. Then the chosen groups compete to

finish whispering tongue twister provided by the teacher. The

group who first says the tongue twister quickest and most

accurate wins the game.

The details of whispering game implementation will be

delivered in this paragraph. To start the game, the teacher firstly

divides students into several groups of perhaps three to five and

then provides each chosen group a small piece of papers

containing tongue twisters phrases or sentences. Right after

10
that, the teacher gets the representative of each group to look at

and memorize their first tongue twister. One phrase is made up

of only about four to six words which can be a sentence or

phrase. Then, in their line, they have to whisper the tongue

twister to their group members, while competing with other

groups. At last, the group pronouncing the tongue twister first

and correctly will be the winner.

In short, whispering game is a good way to bring students

to betterment of their pronunciation, but apart from that,

students will also get another benefit which is the improvement

in listening. Sitoresmi (2016) adds that by playing whispering

game, students practice not only their pronunciation but also

their listening skill. Listening skill is as well important factor in

English specifically for assisting pronunciation to be well-

mastered. In addition, with whispering game, students learn

pronunciation in more exciting and relax atmosphere.

2. Video Modeling
In this way, students are simply provided with videos about

tongue twister. In the video, there will be some tongue twisters

to pronounce. The tongue twisters are firstly demonstrated by

the speaker in the video and after that students repeat after the

speaker continuously until they get used to pronounce without

any slip. They also have to train themselves to pronounce the

tongue twisters in little fast speed. However, providing students

11
 the real native pronouncing tongue twisters is a great way to

improve their knowledge about the tongue twister itself.

3. Warm-up Tongue Twisters
Warm-up tongue twisters are the activity for the beginning

of the lesson. Before going further to other activity, students

have to warm-up their tongue first by pronouncing simple

tongue twisters provided by the teacher. The benefit of this

activity is that students can become more prepared and trained

in pronouncing sounds in pronunciation class (Sitoresmi,

2016).
The success of all these activity is absolutely dependent upon the

tongue twisters itself. The teacher has to create and develop the

existing tongue twisters in such a way so that it will work out on

the expected sound. For example, if students are expected to be

capable in pronunciation of a breathed dental fricative /ʃ/, the

teacher has to arrange the tongue twisters by inserting words

with /ʃ/ sound as the main sounding focus. Other similar words

may also be put in as to trick the students.

c. The Strength of

Tongue Twister Technique

There are some popular pronunciation teaching techniques,

some are mentioned earlier in previous paragraph such as

imitation, articulatory explanations, minimal pairs, and reading

aloud. Yet, tongue twister technique has its own specialties when

being implemented as a pronunciation teaching technique.

12
However, compared to those techniques, there are some strengths

of tongue twister technique that make it better to apply instead.

Tongue twister technique allows teachers to be more

focused and creative. Since tongue twister technique is very tricky,

the teachers can be more focused on sounds they are about to

assess or parts that students lack of. Teachers here are more aware

of putting and combining words in the twisters in order to have

very tricky words sequence, but are still mainly focusing on the

target sound intended to be corrected, a breathed dental fricative /ʃ/

for instance. In this case, students are also benefited for their

pronunciation correction. Since teachers are being very creative in

designing tricky tongue twisters, then in the practice students will

have more possibility to be enrolled in a right way of correcting

sounds they lack of. Because tongue twister is a technique based on

strategies focusing on speakers’ speech correction.(Murcia et al.,

1996)
Tongue twister is very fun and enjoyable technique as for

teaching sound production. Kelly (2000) states that, an enjoyable

way to learn producing difficult sounds is through tongue twister

and rhymes. The statement of enjoyable or fun in this case is more

related to the way tongue twisters implemented in teaching. Since

tongue twister can be implemented in games it can be more

motivational for students. Besides, tongue twister itself consists of

unique sequence of consonantal sounds that makes it little funny

13
 when pronounced in fast. Hence if it is implemented in game, for

instance whispering game, students will feel it more attractive and

motivational in learning. Once they are motivated, they will be

benefited with pronunciation improvement.

d. Examples of Tongue

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

copyright doesn’t mean copy good – it might not be right

good copy, right?

5. Pronunciation of /ʃ/
The /ʃ/ sounds or what is called breathed dental fricative in this

research is basically a consonant. The consonants are actually

classified into certain classifications. According to Jones (1909), the

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

actually the organs that speakers use in articulating sounds, while

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/

sound is positioned, the researcher provides the table of English speech

sounds as is proposed by Daniel John.

Table of English Speech Sounds

(Daniel John, 1909, p. 9)

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

short descriptions, it can be concluded that /ʃ/ is a dental fricative.

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,

a breathed dental fricative.

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

end of word. However, the examples of the position of /ʃ/ sound in

words will be shown in table 1 below.

Position of /ʃ/ in Words (Table 1)

Position Words Phonetic

She /ʃiː/

Beginning Share /ʃeə r / or /ʃer/

Shell /ʃel/
Cushion /ˈkʊʃ. ə n/

Middle Machine /məˈʃiːn/

Lotion /ˈləʊ.ʃ ə n/
Brush /brʌʃ/

End Wash /wɒʃ/ or /wɑːʃ/

Push /pʊʃ/

In the table above, there are clear differences on how /ʃ/ is

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/

sound can also be seen from the phonetic transcription.

The table 1 shows the description of /ʃ/ positions in a word.

However, there are also differences on the /ʃ/ sound in the smaller unit

of words which is syllable. When two sounds are separated by one or

16
 more sounds less resonant than either of them, then they belong to

different syllables (Jones, 1909). In English, one word can actually

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

syllable. However, the further and clearer description will be shown in

the table below.

Position of /ʃ/ in Syllables (Table 2)

Position One-Syllable Words Phonetic

Beginning/Initial Sharp /ʃɑːp/ or /ʃɑːrp/
Short /ʃɔːt/ or /ʃɔːrt/
Shark /ʃɒk/

End/Final Brush /brʌʃ/

Wash /wɒʃ/ or /wɑːʃ/
Dash /dæʃ/
The table 3 above shows the position of /ʃ/ sound in words consisting

only one syllable. The /ʃ/ sound can actually be found in the beginning

or at the end of the syllables.

Finally, from all the explanation above, the researcher expects to review all

things related to pronunciation of breathed dental fricative /ʃ/. The

explanation is merely for connecting the dependent and independent

variables of this research.

I. FRAME OF CONCEPT

17
 In this research, tongue twister technique will be implemented in

teaching pronunciation of breathed dental fricative /ʃ/. Since pronunciation

is a type of spoken activities, the researcher will focus on speaking skill.

Speaking class allows students to talk or communicate so that they can

pronounce words and thus tongue twister can be implemented there.

The tongue twister used in the classroom will be the one 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

implementing tongue twister technique for teaching pronunciation of

breathed dental fricative /ʃ/, the stages are as follows:

First, the researcher will explain the students what tongue twister is

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

how to practice their pronunciation with tongue twister.

Second, in the beginning of the class, the researcher will ask the

students to do warm-up tongue twister. The researcher will provide them

some tongue twisters especially the ones related to pronunciation of

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

18
randomly to ask them pronouncing the tongue twisters. The students will

get three chances each. Once, this activity finished, the researcher can go

to further materials of the teaching.

Lastly, for both first and second meeting, in the middle of the

teaching, the researcher will ask the students to play whispering game of

tongue twister. Students will be set in group of around 5 to 6 standing in

line whispering tongue twisters on a piece of paper. Students will have to

compete with other groups. The first group can say tongue twister

accurately in fast speed will win the game. Considering the limitation of

time, tongue twister game will be done in 2 sessions.

However, all the tongue twisters are based on the teaching material

which is the conversation about travelling. The words in the tongue

twisters are taken from the conversation that students have just practiced

along the teaching.

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-

experimental research design. This design will be conducted by giving a

pre-test followed by a treatment and then a post-test (Creswell, 2009). To

know if there is any significant influence of tongue twisters on the

students’ pronunciation of “SH”, the researcher will compare the result of

the pre-test and post-test. The clear view of one-group pre-test-post-test

design will be as follows:

Group A = O1 X O2
(Creswell, 2009, p. 160)

19
 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

Junior High School 5 Sungai Raya Kepulauan. Population itself is

defined as the largest participants or groups of sample being chosen

(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

al. (2007) state that sample is a group or subset of the population

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

as the sample of the research.

L. TECHNIQUE AND TOOL OF DATA COLLECTION

1. Technique of Data Collection
In collecting the data, the researcher will use performance

assessment. According to Blerkom (2007), performance assessment is

an alternative assessment technique used when it is inappropriate to do

assessing through paper-based or pencil tests. However, since

pronunciation is a type of spoken activity, it must be appropriate to

have performance assessment to be the technique of collecting the

data. Therefore, performance assessment will be used in this research.

2. Tool of Data Collection

20
 The tool in collecting the data is pronunciation test for both pre-test

and post-test. Pronunciation test will be done by students pronouncing

list of words while being recorded and scored by the researcher. The

pre-test will be administered in the first meeting before any activity

relating treatment is conducted. Then, as to measure the improvement

of students’ pronunciation, the post-test will be administered at last.

However the detail of the test will be shown in the table of

specification.

Tests Specification (Table 3)

Number in Pre Number in Post

Type
Test Test

Pronunciation Test 20 words 20 words

3. Procedure of Data Collection

In case of enabling the researcher conducting this research

systematically, it is necessary to make the clear procedure of the

research. Thus, in collecting the data the researcher will:

a. Do observation to SMP N 5 Sungai Raya Kepulauan which

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

21
 and guideline for scoring.
d. Do validity test of the research instrument.(supported by

Ms. Excel and SPSS)

e. Do reliability test of research instrument.(supported by Ms.

Excel and SPSS)

f. Analyze the test.
g. Determine the appropriate schedule for researching.

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

analyzed, each item has its own scale to score.

The Pre-Test/Post-Test Scoring Scale (Table 4)

Score for Each Score for Each

Number of
Type Pronounced Mispronounce
Test Items
Word d Word

Pronunciation Test 20 5 0

To do the computation of the data, the researcher will calculate the

mean of pre-test and post-test using mean formula as proposed by Van

Blerkom. The students’ mean score is the sum of the scores divided by the

number of scores (Blerkom, 2009).

M = ΣX
n
Note:
M = mean score
Σx = sum of individual score
S = number of students

22
 The researcher will calculate the standard deviation which is the

standardized measure of the dispersal of the scores like how far is the

mean or average of students’ score (Cohen et al, 2007). The formula is as

follows:

SD =

√ ∑ d2
N−1

Note:

= the deviation of the score from the mean (average), squared

d2

= the sum of
∑¿
¿

N = the number of cases

(Cohen et al, 2007, p. 512)

Lastly, the researcher will calculate the effect size in order to know

how much tongue twister technique influence students’ pronunciation of

“SH”. The researcher will use formula as proposed by Cohen et al.

Sc=

√
2
∑ ( x 1− x̄ 1)
N
Se =

√
2
∑ ( x 2− x̄ 2)
N

23
 SD =

d=
√ ( Ne−1 ) Se 2 + ( Nc−1 ) Sc 2
Ne+Nc

X̄ e− X̄ c
Sp
Note:

d = Effect size

= mean of Post test

X̄ e
= mean of Pretest
X̄ c
SD = the standard deviation

N = the total number of students

Ne = the total number of students who participated in Post test

Nc = the total number of students who participated in Pre test

= standard deviation of posttest score

Se

= standard deviation of pretest score

Sc
= the sum of score minus mean score of Pretest
∑ ( x 1− x̄ 1)
= the sum of score minus mean score of Posttest
∑ ( x 2 − x̄ 2)

The effect size criteria will be as follows:

0 – 0.20 = weak effect

0.21 – 0.50 = modest effect

0.51 – 1.00 = moderate effect

24
 > 1.00 = strong effect

TEMPORARY BIBILIOGRAPHY

Bakarić, D. N. (2016). What makes our tongues twist?: computational

Analysis of croatian tongue-twisters. Journal of American Folklore

, 43–54.

Blerkom, M. L. (2009). Measurement and Statistic for Teachers. New

York: Routledge.

Carmen, R. (2010). SPOKEN ENGLISH Flourish Your Language.

CHANDIGARH: ABISHEK PUBLICATIONS.

Creswell, J. W. (2009). RESEARCH DESIGN Qualitative, Quantitative,

and Mixed Method Approaches 3rd Edition. US: SAGE

Publications.

Jones, D. M. (1909). The Pronunciation of English. London, UK:

Cambridge University Press.

Goodwin, J. (2013). Pronunciation teaching methods and techniques. The

Encyclopedia of Applied Linguistics .

25
Kelly, G. (2000). how to Teach Pronunciation. England, UK: Pearson

Education Limited.

Kenworthy, J. (1987). Teaching English Pronunciation. UK: Longman

Group UK Limited 1987.

Kreidler, C. W. (2014). Teaching English Spelling and Pronunciation.

Teachers of English to Speakers of Other Languages, Inc.

(TESOL), , 3-12.

Ladefoged, P. (2001). A Course in Phonetics/Fourth Edition. US: HEINLE

& HEINLE.

Cohen, L. M. (2007). RESEARCH METHOD IN EDUCATION . New

York: Routledge.

Newman, D. (2013). Sound Partners . David Newman.

O'Connor, J. D. (1980). Better English Pronunciation Second Edition.

Cambridge, UK: CAMBRIDGE UNIVERSITY PRESS.

Gilakjani. A.P. (2016). How Can EFL Teachers Help EFL Learners

Improve Their English Pronunciation? Journal of Language

Teaching and Research , 967-972.

Sitoresmi, U. (2016). TONGUE TWISTERS IN PRONUNCIATION

CLASS. ICTTE FKIP , Vol 1, Nomor 1, 589 - 592.

26
 Yollanda L. Turumi, J. S. (2016). USING TONGUE TWISTER TO

IMPROVE THE PRONUNCIATION OF GRADE VIII

STUDENTS. e-Journal of English Language Teaching Society

(ELTS) , Vol. 4 No. 2 , 1 - 12.

APPENDIX 1
LESSON PLAN

Nama Sekolah : SMP Negeri 5 Sungai Raya Kepulauan

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII (Delapan)/2

Standar Kompetensi : 9. Mengungkapkan makna dalam percakapan

transaksional dan interpersonal lisan pendek
sederhana untuk berinteraksi dengan
lingkungan sekitar.

Kompetensi Dasar : 9.1 Menungkapkan makna dalam percakapan

transaksional (to get things done) dan
interpersonal (bersosialisasi) pendek sederhana
dengan menggunakan ragam bahasa lisan
sangat sederhana secara akurat, lancar, dan
berterima untuk berinteraksi dengan
lingkungan terdekat yang melibatkan tindak
tutur: meminta, memberi, menolak jasa,
meminta, memberi, menolak barang, meminta,
memberi dan mengingkari informasi, meminta,
memberi, dan menolak pendapat, dan
menawarkan / menerima / menolak sesuatu.

Jenis Teks : Transactional/Interpersonal

27
Tema : Travelling and Holidays

Aspek/skill : Berbicara (Speaking)

Alokasi Waktu : 4 x 40 menit (2 kali Pertemuan)

1. Tujuan Pembelajaran
Pada akhir pembelajaran siswa diharapkan dapat berinteraksi seputar:

 Pengalaman liburan
 Tempat-tempat liburan
 Waktu dan situasi liburan

Karakter siswa yang diharapkan:

Dapat dipercaya (Trustworthy)

Rasa hormat dan perhatian (Respect)

2. Materi Pembelajaran
Percakapan yang memuat ungkapan:

Nia : Sasha? Where are you two going?

Ari : Yes, She is picking me up. We are going to Pasir Panjang Beach.

Ari : How far is it from Pontianak to Singkawang?

Nia : I don’t exactly know. But, I think it is around 50 kilometers.

Mita : How about you guys in such a short holiday?

Ivan : Dani and I went to Riam Merasap waterfall.

Kosakata, seperti:

Verb : Travel, go, show, share, experience

Noun : Car, Beach, Ship, Motorbike
Adjective : Wonderful, Happy, Short, Shocked

3. Metode Pembelajaran : Three-Phase Technique

4. Langkah-langkah kegiatan:

Pertemuan Pertama (First Meeting)

a. Kegiatan Pendahuluan

28
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:

29
 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.

Pertemuan Kedua (Second Meeting)

a. Kegiatan Pendahuluan

30
 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)

31
 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.

5. Sumber dan Alat Belajar

a. Handouts Terkait Materi
b. Video Tongue Twister
c. Gambar-gambar yang relevan
d. LCD Projector
e. Audio Recorder

6. Penilaian
a. Teknik : Unjuk Kerja (Performance)
b. Bentuk : Bermain Peran atau Berdialog

32
 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

10. Standard of Delivery and Performance:

Excellent 10
Very Good 9
Good 8
Average 7
Poor ≤6

Mengetahui
Kepala SMPN 5
Mahasiswa Peneliti
Sungai Raya Kepulauan

33

ALHAZIMI, S.Pd AWISTA

NIP. NIM.
 Nia : Hi, Ari. What are you doing here?
Ari : Hi nia. I am waiting for Sasha.
Nia : Sasha? Where are you two going?
Ari : Yes, She is picking me up. We are going to Pasir Panjang
Beach.
Nia : Pasir Panjang? It’s really wonderful there.
Ari : Really?
APPENDIX 2 Have you been there before?
Nia : I have, once.
Ari : How far is it from Pontianak to Singkawang?
HANDOUT
Nia : I don’t1exactly know. But, I think it is around 50 kilometers.
Practice
Ari thisitdialog
: Wow, is really with
far. your seatmate.
Nia : Yes it is. By the way, you are carrying so many bags. What do
you bring?
Ari : You know what? I only bring one bag with me. But, Sasha just
brings many things, shoes, socks, shampoo, snacks and many
more.
Nia : hahaha. It seems like you’re shopping not travelling.
Ari : Yeah, I think so.
Nia 34
: Anyway, I wish you guys a wonderful trip.
Ari : Thanks, Nia.
HANDOUT 2

Get a partner and make a short dialog about your travelling using

the following words. You may use other words to complete the

dialog. Once you have done, perform in front of the class.

VERB NOUN ADJECTIVE

Go Holiday Wonderful

Travel Weather Short

35
Shop Motorbike Shocked

Share Shoes Happy

Show Shirt Unforgettable

The Dialog

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………….......................................................................
..........................................................................................................................

HANDOUT 3

Tongue Twister for Whispering Game

1 She’s seeing someone’s showing something

2 Sasha shines like sunshine in a shining ship

3 Should she see the sun by the ship at the sea?

36
 4 Wishing for Sharon to share such experiences

5 How is she selling shells with a simple shirt?

6 It seems like a shade of a shape of a short ship.

7 There is a sheep in a ship shifting their stuffs.

8 She shops shoes and socks using a short shirt.

9 Shall she share experiences with her shells?

10 She’s seeing someone’s showing something

11 Short shoes and socks are shown for sale.

12 Fishing the sharks, dishing the stuffs.

13 She is such a selfish seller selling fishes.

14 Shocking shampoo was shown in the sea show.

15 A ship seems to sleep with a sheep’s shade.

HANDOUT 4
Make a group of four and practice this conversation in front of the
class.

Ivan & Dani: Hi guys! How are you?

Rani : Hi. I am fine!
Mita : Hi. I am fine! How about you guys?
Ivan : We are fine. Right, Dani?
Dani : Yeah. We are fine. So, don’t you want to share your holiday
experience guys?
Rani : My holiday was awesome. My sister, she asked me to go with her to
Keraton Sambas for the holiday.

37
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

Make a group of four to five and make a dialog about travelling

to the beach using the following words. You may use other words

to complete the dialog. Once you have done, perform in front of

the class.
VERB NOUN ADJECTIVE
Travel Sunshine Sunny

Fish Weather Short

Share Shampoo Shocked

38
Finish Shirt Shy

Wish Toothbrush Happy

Ship Unforgettable
The Dialog

………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………….......................................................................
..........................................................................................................................

APPENDIX 3

PRETEST

NAME OF STUDENT :

SCORE :

NO. WORDS PRONOUNCED MISSPRONOUNCED

1 Share

39
 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 :

NO. WORDS PRONOUNCED MISSPRONOUNCED

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

No. Name of Students Score

1. Name 0 to 100
2.
3.
4.
5.
6.
7.
8.

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

42