TONGUE-TWISTER AS A METHOD OF STUDENTS’ PRONUNCIATION TRAINING AT HANOI UNIVERSITY (INITIAL STAGE OF TRAINING)

This paper discusses the ways of employing tongue-twisters in training students’ pronunciation at the Hanoi University (the initial stage of training). The study analyzes the accent of students of the Hanoi University as well as the most common difficulties in the pronunciation of students. The article examines the similarity and differences in the pronunciation of the Russian and Vietnamese languages. The author of the research proposes suitable tongue-twisters and games that can be used in Russian language classes to practice pronunciation.

The The Role of Tongue Twister to Improve the Students’ Speaking Skill

Recently the ability to English speaking is very necessary since English has become a foreign language in Indonesia. A correct speech is become crucial to avoid misunderstanding conveying the information to the listener. Therefore, teaching English speaking is very necessary to the teacher in improving the students’ speaking skills. The main reason why learning to speak English is very difficult for the students is because students often use the Indonesian language (mother tongue) as the main language and are not accustomed to speaking in English in their daily life. One of the alternatives technique that can be used by the teacher is using tongue twister. The aims of this study is to explore about what are the problems that faced by the students while learning English speaking in Tongue Twister assisted. The classroom action research is a method that conducted in this research. There are two Cycles in this research and both of cycles showed of 77.14% of students has obtained a score of 75 and 77.13%. This result shows that the students have met the success criteria of the research and the students actively participate in the teaching and learning processes during English-speaking class.

El trabalenguas como estrategia para desarrollar la fluidez verbal en Educación Básica Elemental

Los trabalenguas vienen a ser un grupo de palabras que tiene dificultad para pronunciar, comparten sonidos semejantes que deben ser recitados con fluidez. Se podría consideras que es un juego que entretiene a los niños puesto que busca que ellos pronuncien los trabalenguas sin equivocarse. Los ejercicios a través de los trabalenguas mejoran el desarrollo de la fluidez verbal, aporta no solo la pronunciación, sino también la vocalización correcta de sonidos y palabras, finalmente fortalecerán el proceso en su etapa de desarrollo de la memoria. El presente trabajo hace referencia a los trabalenguas como estrategia para desarrollar la fluidez verbal. Se procedió a la construcción del marco teórico para fundamentar apropiadamente la temática planteada, en base a la información recopilada de libros, folletos, revistas e internet. Establecida la metodología de la investigación se elaboró los instrumentos adecuados para la recolección y el procesamiento de la información. Posteriormente se realizó el análisis cualitativo de las variables investigadas, procediéndose a analizar los postulados de ciertos autores a manera de discusión, pudiendo así establecer las conclusiones pertinentes. PALABRAS CLAVE: trabalenguas; juegos de palabras; fluidez verbal; desarrollo del niño. Tongue twister as a strategy to develop verbal fluidity in Elementary Basic Education ABSTRACT Tongue twisters come to be a group of words that have difficulty pronouncing, they share similar sounds that must be recited fluently. It could be considered that it is a game that entertains children since it seeks that they pronounce the tongue twisters without making mistakes. The exercises through the tongue twisters improve the development of verbal fluency, provide not only pronunciation, but also the correct vocalization of sounds and words, finally they will strengthen the process in its stage of memory development. This paper refers to tongue twisters as a strategy to develop verbal fluency. The theoretical framework was built to properly support the issue raised, based on the information collected from books, brochures, magazines, and the Internet. Once the research methodology was established, the appropriate instruments were developed for the collection and processing of information. Subsequently, the qualitative analysis of the investigated variables was carried out, proceeding to analyze the postulates of certain authors by way of discussion, thus being able to establish the pertinent conclusions. KEYWORDS: tongue twisters; word games; verbal fluency; child development.

TONGUE TWISTER AS AN ICE BREAKER IN BOOSTING STUDENTS’ SPEAKING ABILITY

This study discussed about how tongue twister effective in boosting students’ speaking ability at the tenth graders of MAN 1 OKU. To collect data, the researcher used test in the form of recording video as an instrument. The methodology of this research was experimental research and the researcher used Quasi experimental method. From the population, the researcher took class X.IPA3 and X.IPS 1 as samples of this research, where X.IPA 3 was as the experimental class, and X.IPS 1 as the control class. The total number of sample was 72. The samples were taken by using simple random sampling. The students’ mean score in pretest in control class was 4.66 while the pretest in experimental class was 6.49. The mean score in posttest in control class was 4.94 and the mean score of posttest in experimental class was 7.36. Based on the distribution of students’ score in pre-test and post-test Tongue Twister strategy was effective in boosting students’ speaking ability to the tenth Graders of MAN1 OKU because the students’ score in post-test was better than pre-test both in control class and experimental class, and the significant difference is seen in experimental class that is taught by tongue twister. The minimum scores in pre-test were 1.67 in each class, and and the maximum score were 6.94 and 8.33, while the minimum scores in post-test were 1.67 and 5, while the maximum score was 7.5 and 9.17. If the value of Sig. (2-tailed) = 0,000 more than the Significance level (a=0,05) it means that it was significantly effective to use Tongue Twister strategy in boosting students’ speaking ability at the tenth graders of MAN 1 OKU

THE EFFECT OF USING TONGUE TWISTER TO IMPROVE STUDENTS’ PRONUNCIATION MASTERY

This study aimed to find out whether using Tongue Twister to Improve Students’ Pronunciation Mastery at the Tenth Grade Students of SMA Swasta Melati Binjai In Academic Year 2019/2020. In this study, used Tongue Twister as the independent variable (X) and students’ pronunciation mastery as the dependent variable (Y), with the hypothesis: using Tongue Twister significantly affects students’ pronunciation mastery of the 2019/2020 tenth grade students of SMA Swasta Melati Binjai Senior High School. The population of this study was the 2019/2020 tenth grade students of SMA Swasta Melati Binjai Senior High School. Which consisted of 62 students. The sample was taken by using cluster random sampling, that consist of 62 students. Then, the sample was divided into two groups, the group taught by using Tongue Twister was as the experimental group and the group taught without Tongue Twister was as the control group. The writer used speaking test as the instrument of collecting data. The data was analyzed by using t-test formula. Based on the data analysis, it was found that the value of t-observed (t0) was higher than the value of t-table, (t-observed = 18.08 > t-table = 1.671). Therefore, the hypothesis proposed by the writer was accepted. In the other words, using Tongue Twister significantly affects the students’ pronunciation mastery of the 2019/2020 tenth grade students at SMA Swasta Melati Binjai Senior HighSchool.

Maximum Speech Performance and Executive Control in Young Adult Speakers

Purpose This study investigated whether maximum speech performance, more specifically, the ability to rapidly alternate between similar syllables during speech production, is associated with executive control abilities in a nonclinical young adult population. Method Seventy-eight young adult participants completed two speech tasks, both operationalized as maximum performance tasks, to index their articulatory control: a diadochokinetic (DDK) task with nonword and real-word syllable sequences and a tongue-twister task. Additionally, participants completed three cognitive tasks, each covering one element of executive control (a Flanker interference task to index inhibitory control, a letter–number switching task to index cognitive switching, and an operation span task to index updating of working memory). Linear mixed-effects models were fitted to investigate how well maximum speech performance measures can be predicted by elements of executive control. Results Participants' cognitive switching ability was associated with their accuracy in both the DDK and tongue-twister speech tasks. Additionally, nonword DDK accuracy was more strongly associated with executive control than real-word DDK accuracy (which has to be interpreted with caution). None of the executive control abilities related to the maximum rates at which participants performed the two speech tasks. Conclusion These results underscore the association between maximum speech performance and executive control (cognitive switching in particular).

Fostering Students’ Pronunciation of /ð/ and /θ/ Sounds by Utilising Tongue Twister

The objective of this research is to find out whether or not the improvement of the students’ pronunciation skill of /ð/ and /θ/ sounds, the population of the research was the third semester of English Education Department of Universitas Muhammadiyah Bulukumba in academic year of 2018/2019 consist of 2 classes they were English 18A and B, the sample chosen by using purposive sampling technique where the sample was English 18A and the total number of the sample were 21 students. This research was conducted by using Pre-Experimental design with one group pre-test and post-test. The result of this research shows that T-test value was 14,89 and t-table value was 1,703. Based on the statistic analysis results it was found that T-value was higher than T-table. It can be concluded that application of tongue twister improves the students’ pronunciation skill of /ð/ and /θ/ sounds.

Teaching Students Pronunciation Skills through Tongue Twister Exercises

This study discusses about the teaching of English pronunciation practices to the students of Early Childhood Education Study Program of Faculty of Teacher Training and Education of Universitas Sultan Ageng Tirtayasa. This study was qualitative research which carried out in the learning of the English Education for Early Childhood subject of Early Childhood Education Study Program of Faculty of Teacher Training and Education of Universitas Sultan Ageng Tirtayasa. The researchers chose tongue twisters as the material used to train students' ability to pronounce their vocabularies in English. The result shows that tongue twister exercises can improve their English vocabulary pronunciation skill; and their abilities to pronounce every vocabulary will be stored in the child's memory and become the main standard in the next learning process.