i A THESIS
Submitted A Fullfillment of Recruitment Degree A Faculty of Teacher Training and Education Muhammadiyah University of Makassar
IRAWANTI 10535625015
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
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SURAT PERNYATAAN Saya yang bertandatangan di bawah ini:
Nama : IRAWANTI
NIM : 10535 6250 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Use of Tongue Twister Technique to Improve Students’
English Pronunciation (A Pre-Experimental Research Design at the Tenth Grade Of SMA Muhammadiyah 9 Makassar)
Dengan ini menyatakan bahwa skripsi yang saya buat di depan Tim penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain dan dibuatkan oleh siapapun.
Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Januari 2020 Yang Membuat Pernyataan
IRAWANTI
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SURAT PERJANJIAN
Saya yang bertandatangan di bawah ini:
Nama : IRAWANTI
NIM : 10535 6250 15
Jurusan : Pendidikan Bahasa Inggris Fakultas : Keguruan dan Ilmu Pendidikan Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Januari 2020
Yang Membuat Perjanjian
IRAWANTI
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“I dedicated this thesis to my beloved parents, family, friends, and all people who know me”
“Your future is your unknown paradise”
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Irawanti. 2020. Improving Students’ English Pronunciation through Tongue Twister Technique (A Pre-Experimental Research at Tenth Grade of SMA Muhammadiyah 9 Makassar). Faculty of Teachers Training and Education, Universitas Muhammadiyah Makassar (Supervised by St. Asriati AM and Farisha Andi Baso).
This research aimed to find out the improvement of the studnts‟ English pronunciation that focused on fricative consonant by teaching tongue twister technique. This research employed pre-experimental research design with one group pre-test and post-test design. There were two variables: independent variable was Tongue Twister technique and dependent variable was the students‟
English pronunciation. The research findings showed that the students‟ of SMA Muhammadiyah 9 Makassar had low score in pre-test. After treatment, their English pronunciation was significantly improved. The result of the research were the mean score of English pronunciation obtained by the students‟ through pre- test was 40.4 and post-test was 74.2, with the t-test value is higher that t-table value (15.33 > 2.093). It meant that there was significant difference between before and after giving the treatment. It indicated that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. It was concluded that the teaching of Tongue Twister Technique in English activity can improve the students‟ English pronunciation.
Keywords: Pronunciation, Tongue Twister, Narrative Text.
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English Pronunciation (A Pre-Experimental Research at the Tenth Grade Students of SMA Muhammadiyah 9 Makassar). Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar (Dibimbing oleh St. Asriati AM dan Farisha Andi Baso).
Penelitian ini bertujuan untuk mengetahui peningkatan pengucapan bahasa Inggris siswa yang berfokus pada fricative consonant dengan mengajarkan teknik tongue twister. Penelitian ini menggunakan desain penelitian pra-eksperimen dengan desain satu kelompok pre-test dan post-test. Ada dua varabel dalam penelitian ini yaitu: variabel independen adalah Tongue Twister Technique dan variabel dependen adalah the Students‟ English Pronunciation. Temuan penelitian menunjukkan bahwa siswa-siswi SMA Muhammadiyah 9 Makassar memiliki skor rendah dalam pre-test. Setelah menerima perlakuan, post-test mereka meningkat secara signifikan. Hasil penelitian ini menunjukkan skor rata-rata pemahaman pengucapan bahasa Inggris yang diperoleh siswa melalui pre-test adalah 40.4 dan post-test adalah 74.2, dengan nilai t-test lebih tinggi dari nilai t-tabel (15,33>
2,093). Itu berarti ada perbedaan yang signifikan antara sebelum dan sesudah diberikan perlakuan. Ini menunjukkan bahwa hipotesis alternatif (H1) diterima dan hipotesis nol (H0) ditolak. Disimpulkan bahwa mengajarkan teknik Tongue Twister dalam aktivitas bahasa Inggris dapat meningkatkan kemampuan siswa dalam pengucapan bahasa Inggris.
Keywords: Pronunciation, Tongue Twister, Narrative Text.
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Alhamdulillahi Rabbil Alamin. The researcher expressed her highest gratitude to the almighty Allah SWT, who has given her guidance, blessing, and mercy to her so that she could finally complete the thesis by the title “The Use of Tongue Twister Technique to Improve Students‟ English Pronunciation (A Pre- Experimental Research Design at the Tenth Grade Students of SMA Muhammadiyah 9 Makassar).” Salam and Shalawat are addressed to the final, religious messenger, the prophet Muhammad SAW.
Further, the researcher also expressed sincerely deepest gratitude to her beloved parents (H. Musking and Hj. Jumrati) for their prayer, financial, motivation, sacrificed for her success, and their love sincerely and purely without time.
The researcher realized that in carrying out the research and writing this thesis, many people have contributed their valuable suggestion, guidance, assistance, and advice for completion of this thesis. Therefore she would acknowledgment them:
1. Prof. Dr. H. Abd. Rahman Rahim, SE, MM., as the Rector of Muhammadiyah University of Makassar for his advices during her study at the university.
2. Erwin Akib, M.Pd., Ph.D., as the Dean of Teacher Training and Education for all advices and motivation.
3. Ummi Khaerati Syam, S.Pd., M.Pd., as the Head of English Education Department of Muhammadiyah University of Makassar for suggestion and motivation in doing this thesis.
4. Dr. St. Asriati, S.S., M.Hum., as the first consultant and Farisha Andi Baso., S.Pd., M.Pd., as the second consultant who has given their valuable time and patient, to support assistance and guidance to finish this thesis.
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motivation, and suggestion during the completion of this thesis.
6. Teacher of SMA Muhammadiyah 9 Makassar (Nunung, S.Pd.) for allowed her to conduct a research at that school and Students of SMA Muhammadiyah 9 (X) Makassar for participation in this thesis.
7. For all everybody who gave valuable suggestion, motivation, guidance, assistance, and advice to complete this thesis may Allah S.W.T. be with us now and forever.
The researcher realizes that this thesis is far from being perfect, so she sincerely appreciates the constructive criticism from the readers. Hopefully this thesis will be useful for the readers. Finally, she hopes all mistakes will be blessed by Allah S.W.T.
Aamiin
Billahi Fi Sabillil Haq Fastabiqul Khaerat
Researcher
Irawanti
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COVER...i
APPROVAL SHEET...ii
COUNSELLING SHEET...iii
SURAT PERNYATAAN...iv
SURAT PERJANJIAN...v
MOTTO...vi
ABSTRACT...vii
ACKNOWLEDGMENT...viii
TABLE OF CONTENTS...ix
LIST OF TABLES...x
LIST OF FIGURES...xi
LIST OF APPENDICES...xii
CHAPTER I INTRODUCTION...1
A. Background...1
B. Problem Statement...3
C. Objective of the Reserach...3
D. Significances of the Research...3
E. Scope of the Research...4
CHAPTER II REVIEW OF RELATED LITERATURE...5
A. Previous Related Researchers Findings...5
B. Some Partinent Ideas...7
C. Conceptual Framework...17
D. Hypothesis...18
CHAPTER III RESEARCH METHOD...19
A. Research Design...19
B. Research Variables and Indicator...20
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E. Procedure of Collecting Data...21
F. Technique of Analysis Data...23
CHAPTER IV FINDINGS AND DISCUSSIONS...26
A. Findings...26
B. Discussions...31
CHAPTER V CONCLUSION AND SUGGESTIONS...34
A. Conclusions...34
B. Suggestions...34 BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
xiii Table 2.1 Description of English Vowels Table 2.2 Chart of the English Consonants Table 2.3 Fricative Consonants
Table 2.4 Distribution of Fricative Consonants Table 3.1 Scoring Criteria
Table 4.1 List of Fricative Consonant Sounds in Narrative Text
Table 4.2 The Mean Score and Improvement of Students’ English Pronunciation
Table 4.3 The Classification and Rate Percentage of Students’ Pre-test and Post-test
Table 4.4 The Mean Score and Standard Deviation of the Students’ Pre- test and Post-test
Table 4.5 Distribution the Value of t-test and t-table
xiv FIGURE 2.1 Conceptual Framework
FIGURE 4.1 Graphic of the Mean Score of Pre-test and Post-test of English Pronunciation
xv APPENDIX A Lesson Plan
APPENDIX B Pre-test and Post-test
APPENDIX C Correct Pronunciation of the Students in Pre-test and Post-test
APPENDIX D The Row Score and Classification of Studets’ Pre-test and Post-test
APPENDIX E Calculating the Frequancy and the Rate Percentage of the Students’ Scores
APPENDIX F Calculating the Students’ Mean Score of Pre-test and Post-test
APPENDIX G Calculating the Standard Deviation APPENDIX H Calculating the t-test and t-table APPENDIX I Table Distribution of T-Value APPENDIX J Documentation
1 CHAPTER 1 INTRODUCTION
A. Background
Nowdays, English still become the dominant foreign language as an international language. Indonesia is one of the nations in the world that relizes the importance of mastering English as an international language today in order to involved in the global relation and development. Indonesian goverment has included English as one of the school subject taught from elementary school up to universities. In terms of teaching, English itself deals with four language skills, they are listening, speaking, reading, and writing. Whereas language elements included vocabulary, grammar, and pronounciation to support those four skills.
Speaking is prior of the four language skills. Because it can be used to communication to each other although we did not master the grammar. Kormos (2006) states that speaking skill is often regarded to be more important nowdays.
Richard (2006) says that for many second language or foreign language learners the ability of the speaking skill in English is priority. According to Munawar (2015:6) speaking is the human ability to produce sounds or voice orally and to share or express feelings and thoughts with other as a means of communication in life using or without any particular gedgets to fulfill human needs and emotions.
One of the important things in speaking is pronunciation. Pronunciation is the way we pronounce a word, especially in a way that is accepted or generally understood. The way we speak also conveys something about ourselves to the people around us. Learners with good English pronunciation are more likely to be
understood even if they make errors in other areas. It is true that pronunciation is the most important skill of spoken English. Gilakjani (2011) states that if speakers have very bad pronunciation, their speech will not be understandable to listeners.
Gilakjani (2012) also states that pronunciation is an integral part of foreign language learning since directly affect learners‟ communicative competence as well as performance.
In Indonesia, the error of English pronunciation caused by the different way of articulating a language because of the difference of mother tongue of first language of the speakers. Either English teacher or students faces the same problem in pronunciation. Most of Indonesian learners do not really know how to differentiate between nearly similar sounds in English such as /i:/ and /I/, /o:/ and /o/, /f/ and /v/, /t/ and / θ /, /d/ and / ծ /, etc. Besides that, there are the different pronunciation between English and Indonesian language in consonant sounds like /θ/, /ծ /, /ʧ/, /ʤ/, /ʃ/, and /ӡ/, or vocal sound like /ɛ/, /ᴂ/, /Ͻ/, /ә/, and /Ʌ/ which is not exits in Indonesian language.
Moreover, the way to teach pronunciation needs to be effective so that the learning process get maximum results. One of the effective method to teach pronunciation is using tongue twister that is fun and challenging as being suggested by Dewi (2017) that “Using Tongue Twister to Improve Students‟
Pronounciation”. The findings of this research suggest that tongue twisters helped students in improving their pronunciation by repeteadly practicing to pronounce the words or phrases. Repetition also indicated an attemt memorize the words or phrase, and it was intended to improve the fluency of pronunciation.
In this research, the researcher will analyze how to improve the students‟
English pronunciation using tongue twisters. Tongue twister is a phrase or sentence which is hard to speak fast, usually because of alliteration or a sequences of nearly similar sounds. The researcher chose tongue twister technique beacuse the tongue twisters very challenging and fun technique given to the students so that the students not feel bored to learn.
B. Problem Statement
Based on the background above, the researcher formulated the research question as follow: Does students‟ English pronunciation improve by using Tongue Twister Technique at the 10th grade students of SMA Muhammadiyah 9 Makassar?
C. Objective of the Research
Based on the problem statement previously, the researcher intends: To find out whether or not tongue twisters improve the students‟ English pronunciation.
D. Significances of the Research
Theoritically, the researcher provided an explanation of English sounds specifically fricative consonant sounds and understanding of each sound that has almost the same in pronunciation. Researcher also inform to the students about tongue twister, a technique that used to improved their English pronunciation.
Practically, the students pronounced the English sounds that has been explained so the students found differences in the pronunciation each sound. The students also practiced reading tongue twister sentences quickly.
E. Scope of the Research
The scope of the research is focused on students‟ English pronunciation in fricative consonant sounds (/f/, /v/, /θ/, /ծ /, /s/, /z/, /ʃ/, /ӡ/, and /h/).
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REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
In this part, the researcher found several previous research findings, which are related to this research, those are:
According to Sitoresmi (2016:1) states that tongue twisters which consist of combinantion of sound that are hard for the mouth and tongue to manage especially for non-native learners are meaningful tools to improve pronunciation.
In this case, tongue twisters are implemented in pronunciation class of the second semester of English Department Faculty of Teacher Training and Education Slamet Riyadi University. The students reported that they had never used tongue twisters before. They found the drills useful and interesting. The class became fun and active. However, some still found difficulty while using tongue twisters especially the speed and time consuming. Tongue twisters are useful drills to improve motivation, class condition, and pronunciation skill.
Maulida (2018) states that the implementation of tongue twisters as a teaching technique could improve the students‟ pronunciation of fricative consonants and vowels. Besides, tongue twisters also could improve the students‟
vocabulary at the same time. The classroom condition became more interesting and alive. However, the implementation of tongue twisters consumed time so much and students need to adapt the technique longer and as often as a possible.
Therefore, the English teacher should select carefully suitable activities for teaching pronunciation by using tongue twisters.
Putri (2018) states that there are several benefits using tongue twister. (1) The use of tongue twister technique can improve students in pronunciation. (2) The use of tongue twister technique can make the students read a simple description sentence by using word stress. (3) The use of tongue twister technique can make the students read a simple description sentence by using intonation. (4) Tongue twister technique can improve students‟ interest in learning pronunciation.
It is shown while the teacher introducing the tongue twister sentence through the students, they directly practice pronoucing the sentence by themselves. The students also raise a hand when the teacher asked to pronounce the sentence. (5) Tongue twister technique can improve students‟ ability to dicrease pauses and hesitation in pronouncing English word.
Rohman (2016) states that used tongue twister whisper activity was very interactive and challenging because students must memorize a tongue twister sentence and whisper it to the next member of their group. During the implementation of tongue twister technique in teaching pronunciation, students gave their better attention and participation. They become more active in the teaching and learning process. Then, the result of the test shows that the average of students‟ score was increase. Therefore, it can be concluded that teaching pronunciation by using tongue twister technique can improve EFL students‟
pronunciation ability.
Lestari (2019) states that tongue twister technique can decrease problematika in fluency and accurary of speaking. Moreover, the use of tongue twister technique is to motivate and improve students‟ fluency and accurary in
speaking. It means that by using tongue twister, the students can be an easy way to pronounce the difficult vocabulary and learn pronunciation.
Based on the explanations above, the researcher concluded that the tongue twister is a sentences consist of combination sounds that hard to manage of the mouth and tongue especially for non-native speaker. Tongue twister is a technique that very interactive, challenging and interesting for the students. There are some benefits used tongue twister technique, one of them is can improved the students in pronunciation.
The similarity between previous researches and my research is has a same focus. It is focusing on improved pronunciation through tongue twister technique, and the difference between previous researches and my research is on English sounds that has been improved. In my research only improved the English pronunciation of fricative consonant sounds, while previous researches improved the long vowel, EFL, fluency and accurary, and also all English sounds.
B. Some Partinent Ideas 1. Concept of Pronunciation
In speaking English, one of important elements is pronunciation. Yates (2002) stated that pronunciation is defined as production of sounds that we use to make meaning. It is believed that as a sub-skill in speaking, good pronunciation is essential and constibutes to the listeners‟ understanding, (Gilakjani:2011). A good example of this is when someone is asking “How old are you” and the interlocutor answers /sik/ instead od /siks/. This bad pronunciation may result in
failure to pass one‟s intended meaning. Moreover, people are often impressed firstly by one‟s pronunciation when they are speaking.
Sometimes, ESL and EFL learners who are good at vocabulary and grammar have some difficulties in pronunciation because they do not learn pronunciation from the early time as they start learning English. In addition, Brown (2001) stated from general speaking, children have an exellent opportunity to sound like native speaker if they keep being in authentic context. Consequently, learners in the beginning level need to have more practice if they want to have good ability in pronunciation.
a. Vowel
Before describing the English vowels in detail, it is necessary to distinguish the vowels and the consonants. If the air is obstructed partially or totally in one or more places, the sound produced is a consonant. If the air is allowed to pass freely out the glottis, the sound produced is a vowel. It is also made by the air passing through different shape of the mouth, which is caused by different positions of the tongue and the lip.
The first is related to the height of the tongue or the openness of the mouth. In this case, the categories are „close‟ and „open‟. The heigh of the tongue is also related to the levels such as high, high middle, middle, low middle, and low. Notice that close and high are synonymous with each other, as is, open and low, when talking about tongue height.
The second related to the position of the tongue or the general area of the mouth in which the vowels are made. It is related to „front, central, and back‟. The
vowels that are pronounced depend of the position of the tongue, unsurprisingly.
The tongue can be pushed forward, and this gives rise to a front vowel. By drawing it back a little, it becomes a central and when fully retracted inside the mouth, a back vowel result.
The third is related to the shape of the lips. It is categorized as „rounded and spread‟. The formation of the vowel is also dependent on how the lips are shaped. „Rounded‟ means that the lips are rounded when we produce the sound.
„Unrounded‟ or „spread‟ means that the lips are relaxed, and this can involve some measure of lip spreading.
Table 2.1 Description of English Vowels
Symbols Description
/i:/ Close front spread vowel
/I/ Lower and centralized close front spread vowel /e/ Mid front spread vowel
/ᴂ/ Open front spread vowel /u:/ Close back rounded vowel
/u/ Lower and centralized close back rounded vowel /ᴐ:/ Mid back rounded vowel
/ɒ/ Open back rounded vowel /ɑ:/ Open back spread vowel /ӡ:/ Mid central spread vowel
/ә/ Unstressed mid central spread vowel /ᴧ/ Open central spread vowel
(Ampa, 2014)
b. Consonants
In English, phonemes can be devided into consonants. In the articulation of consonants, the flow of air from the lungs through the vocal apparatus is cut off or impeded. Referring to the English consonants, there are three important categories that should be known:
1. Voiced and voiceless sounds
a) Voiced sounds (with vibration): /b, d, dӡ, g, j, l, m, n, r, v, ծ , y, z, ӡ, ŋ/
b) Voiceless sounds (no vibration): /f, p, t, tʃ, k, θ, s, ʃ/
2. Place of articulation
a) Bilabial: involves by lower and upper lips in producing the sounds.
b) Labiodental: involves by lower lip and upper front teeth.
c) Dental: involves by tongue tip againts the upper teeth.
d) Alveolar: involves by the tip or blade of tongue and alveolar ridge.
e) Palato-alveolar: involves by the blade and the back of the alveolar ridge.
f) Palatal: involves by the front tongue and hard palate.
g) Velar: involves by the back part of the tongue againts the soft palate.
h) Glottal: involve with open vocal cords.
Table 2.2 Chart of the English Consonants Manners of
Articulation
Place of Articulation
BLB LBDT DTL ALV PLTAL PLT VLR GLT
PLV p b t d k g
NSL M n ŋ
FRV f v θ ծ s z ʃ ӡ h
AFR tʃ dӡ
LTR l
APX W R j
(Ampa, 2014) Notes:
BLB : Bilabial PLV : Plosive
LBDT : Labiodental NSL : Nasal
DTL : Dental FRV : Fricative
ALV : Alveolar AFR : Affricate
PLTAL : Palato-alveolar LTR : Lateral
PLT : Palatal APX : Approximant
VLR : Velar GLT : Glottal
In this research, the researcher focuses on Fricative Consonant sounds to implement in English pronunciation improvement, because each sounds of
fricative consonants almost have similarity so it is very appropriate to be used in tongue twister technique. Fricative consonants also have more sound than another English consonants.
c. Fricative Consonants
Fricatives are consonants produced by forcing air through a narrow channel made by placing two articulators close together. These may be the lower lip againts the upper teeth such as /f/ and /v/; the tip of the tongue againts the upper front teeth in the case of /θ/ and /ծ /; the tip of the tongue againts the alveolar ridge in the case of /s/ and /z/; the tip of the tongue againts the back of alveolar ridge in the case of /ʃ/ and /ӡ/; and in the glottis in the case of /h/. It may be also said that a fricative consonant is formed by a constriction in the vocal tract by the articulators so that the air becomes turbulent. This turbulent airflow is called friction.
The fricative consonant are also continuant consonants which mean that we can continue making them without interruption as long as we have enough air in our lungs. In English, fricatives are so complex. They have five places of articulation and each place of articulation has a pair of phonemes, those are voiceless (fortis) and voiced (lenis) fricatives except for glotal fricative.
The fortis fricatives are articulated with greater force than lenis fricatives and have the effect of shotening a preciding vowel such as the word pairs „leaf‟
and „leave‟ /li:f/ and /li:v/. The two words consist of long vowel in final position but in the first word is pronounced shorter than in the second because of the effect
of fortis consonant. The place of articulation of fricative consonants are shown in the following table.
Table 2.3 Fricative Consonants Place of Articulation
Labiodental Dental Alveolar Palato-alv Glottal Voiceless
(Fortis)
f θ S ʃ
H Voiced
(Lenis)
v ծ Z Ӡ
(Ampa, 2014)
Most of fricatives can be found in initial, medial and final positions.
However, in the case of /ӡ/, the distribution is limited. It is commonly found in medial positions like in the word „measure‟, „usual‟ and its occurrence os rare in initial position of a word. In the glottal fricative (/h/), it means that the narrowing that produces the friction noise is between the vocal cords. If we breathe silently, and produce /h/ we are moving our vocal cords from wide apart to close together.
This consonant is always followed by a vowel. It never occurs in final posotion of a word. The occurrences of fricative consonants in the words are shown in the following table.
Table 2.4 Distribution of Fricative Consonants
Fricatives Symbol Initial Middle Final
Voiceless Labio-dental Fricative
/f/ ferry infest Laugh
Voied Labio-dental Fricative
/v/ very invest Love
Voiceless Dental Fricative
/θ/ thin nothing Month
Voiced Dental Fricative
/ծ / then neither With
Voiceless Alveolar Fricative
/s/ sing mister Hearse
Voiced Alveolar Fricative
/z/ zing misery Hers
Voiceless Palate- Alveolar Fricative
/ʃ/ she wishes Fish
Voiced Palato-Alveolar Fricative
/ӡ/ - measure Beige
Glottal Fricative /h/ house behind -
(Ampa, 2014) The distribution of fricative consonants in the table above indicates that all fricative consonants may occur either in nitial, middle or in final of words, except for the palato-alveolar fricative and glottal fricative. The palato-alveolar fricative only occurs in the middle or in final of words and the glottal fricative never occurs at the end of words.
2. Tongue Twister
a. Definition of Tongue Twister
Karker (2000:2) defines tongue twister as a text that features 1 or a combination of sounds that are extremely difficult for the mouth and of course tongue to control. Despite the difficulty, especially for foreign learners, tongue twisters are helpful to learn many minimal pairs. Practising „She sells sea shells on the sea shore‟, for example can help students distinguish phonemes /ʃ/ and /s/.
Some examples of tongue twisters can also be found in other languages. Rahardi (2006:44) states that the tongue twister is an alternative way of teaching pronunciation optimally to avoid conventional and boring way.
Rohman (2016) states that the tongue twister is a sentences or phrase that is intended to be difficult to say, especially when repeated quickly and often.
Tongue twister may rely on similar but distinct phonemes, unfamiliar constructs in loanwords, or other featuresof a language. Moreover, the tongue twister sentences are very interesting because they consist of many similar sounds but usually different in their written form and meaning
According to Gonzales (2009:3) the tongue twister are used to repeat it as many times as possible, as quickly as possible, without mispronunciation. Beare (2014) states that tongue twister are short, memorable lines that are difficult to pronounce, especially rapidly, because of alliteration or a slight variation of consonant sounds. Tongue twister are especially useful in pronunciation when focusing on a specific, related phonemes, or sounds.
b. Steps of Tongue Twister
There are some steps how to implement the tongue twisters technique (Wikipedia):
a. Find the tongue twisters you want to say successfully Here let‟s use “She sells seashells on the seashore”.
b. Write it down in a piece of paper, read it five times to yourself.
c. While looking at it say it at a normal speed, but whispering. (do this five times) d. Now, read it out very slowly five times.
e. Do this again without looking at the paper . f. Now say each word separately five times.
“She” five times, “sells” five times, etc.
g. Say each section (if any) of the tongue twisters five times.
h. Say the tongue twisters five times, but putting pauses in between each word.
“She. Sells. Seashells. On. The. Seashore.”
i. Close your eyes, focus, and say it once.
Did you say it right? If not, repeat all steps. If so, say it twice more and see if you can still say it.
j. Test yourself, say it five times fast.
c. Advantages of Tongue Twister
According to Sitoresmi (2016:1) there are several advantages of tongue twisters to the students of English Department of Teacher Training and Education Slamet Riyadi University, that is:
a. Tongue twisters improve their motivation as a result of various activities conducted during the course lika whispering game, watching videos, and peer teaching. They become more self confident as they are actively involved in the learning process. Their awarness of using occurate pronunciation also improves.
b. The class conditions are improves. The students learnt in more exciting and relax atmosphere. They were willing to actively response to the lecturer‟s quetions and instructions. They also enjoyed the pleasent sounds the tongue twisters made. It made the class more alive.
c. The pronunciation improves. Since they got models from native speakers by watching youtube videos specifically concerning tongue twisters and routine drills using tongue twister before starting the class, they could minimize mistakes. The improvement was observed during course and the result of the test. Moreover, their muscles became relax when pronouncing words.
C. Conceptual Framework
Figure 2.1
Pronunciation
Tongue Twister Technique
Consonants
Improvement of Fricative
Consonants
This research applied a pre-experimental study which reseacher focuses on improved the students‟ English pronunciation by used tongue twister technique.
First, to measure the students understanding of pronunciation the researcher ask students to pronounce a text that has been provided. Second, the resercher give axplanation and example about tongue twister technique and also about fricative consonants. Last, the students practice to pronounce the tongue twisters that contain fricative consonant sounds and researcher scoring their improvement.
D. Hypothesis
Concerning the literature review above, the hypothesis could be formulated as follow:
H0 : There is no any significant difference before learn tongue twister technique of the students‟ improvement in English pronunciation.
H1 : There is a significant difference after learn tongue twister technique of the students‟ improvement in English pronunciation.
19
RESEARCH METHOD
A. Research Design
In this research, the researcher applied pre-experimental design with one group pretest – posttest design involves a singel group that is pretest (O1), exposed to treatment (X), and posttest (O2). The treatment is given four times of meeting.
On treatment, the researcher teaches English sounds through tongue twisters.
According to Sugiyono (2016:111) the research design could be repreanted as follows:
O1 X O2
Note:
O1 = Pre-test (before being treatment)
In this research, pre-test is given before the researcher teach tongue twisters technique and in order to measure the students‟
understanding in English pronounciation.
X = Treatment
After giving pre-test, the students got treatment. The researcher give treatment through fricative consonants and tongue twisters.
First, the researcher introduce the teaching method is the tongue
twisters, then the researcher applied tongue twisters in teaching and practicing English sounds to the students.
O2 = Post-test (after being treatment)
Post-test is given after teaching tongue twisters technique to measure pronunciation of the students‟ improvement of fricative consonants after they get the treatment.
B. Research Variables and Indicator 1. Variables
There were two variables in this research, namely dependent and independent variable. The independent variable was Tongue Twister Technique and the dependent variable was the students‟ improvement in English pronunciation specifically fricative consonants.
2. Indicator
The indicator of this research was improved English pronunciation specifically fricative consonant sounds (/f/, /v/, /θ/, /ծ /, /s/, /z/, /ʃ/, /ӡ/, and /h/) used tongue twister technique.
C. Population and Sample 1. Population
The population of this research was conducted in the tenth grade students of SMA 9 Muhammadiyah that consisted of one class. The total population were 20 students.
2. Sample
The sample taken from the population in the tenth grade which consisted of 20 students. The researcher used total sampling technique. The researcher determined the sample by looking the characteristics of the class.
D. Research Instrument
The instrument of this research was pronunciation test which applied both in pre-test and post-test. The content of pronunciation test was a narrative text that pronounced by the students orally. The pre-test given before treatment, intended to find out the value of students in pronouncing English sounds based on the materials that has been learned in the treatment. The treatment given to the students in four meetings with the same procedure.
E. Procedure of Collecting Data
The procedures of collecting data in this research were as follows:
1. Pre-test
Before giving treatment, the researcher give pre-test. In this section, the researcher distributed handout consisted of narrative text to the students so the researcher can measure their knowledge of English pronunciation.
2. Treatment
The researcher give treatment about fricative consonants and tongue twister technique. The treatment of the research that conducted in four meetings which each meeting needs 90 minutes.
a. Opening Activities
1) The teacher give apperception;
2) The teacher give some question to the students based on the topic that will be learn to activate students‟ prior knowledge;
b. Lesson Activities
1) The teacher distribute handout consist of narrative text to the students;
2) The teacher asks each student to read aloud the handouts that have been distributed;
3) The teacher tells students about their error pronunciation of fricative consonants after read the text;
4) The teacher explain what the Fricative Consonants and Tongue Twister technique is;
5) The teacher give example about the Tongue Twister technique;
6) The teacher distibute handout consist of Tongue Twister texts that contain fricative consonant sounds;
7) All the students apply the Tongue Twister technique (read fast the Tongue Twister texts which contain fricative consonant sounds that have been distributed).
c. Closing Activities
1) The teacher give conclusion about the learning material;
2) The teacher close the class.
3. Post-test
After giving the treatment, the students given post-test. The content and items of the post-test were the same as the pre-test. The purpose of this test was to improve the students in English pronunciation specifically fricative consonants.
F. Technique of Data Analysis
Scoring the students‟ correct pronounciation of pre-test and post-test by using formula:
(Depdikbud, 2017)
Table 3.1 Scoring Criteria
Score Mark
Score 96 - 100 Score 86 - 95 Score 76 - 85 Score 66 - 75 Score 56 - 65 Score 36 - 55 Score 0 - 35
Excellent Very good
Good Fairly good
Fairly Poor Very poor
(Depdikbud, 2017)
In the following, the researcher presented the chronological steps in analyzing the data. The data in this research was analyzed through tongue twisters technique of statistical and technique of inferentical statistical.
a. Mean score
Finding out the students‟ mean score in both pretest and posttest by using the following formula:
̅ ∑
Note: ̅ = mean score
∑X = the total row scores
N = total number of the students
(Gay et al, 2012)
b. Standard deviation
Calculating the standard deviation of the students‟ score in pre-test and post-test by using the following formula:
√
Where:
∑
(∑ )Note: SD = Standard deviation SS = Standard score
N = The total number of the students
∑X = The sum of the score
∑X2 = The sum of the square
(∑X)2 = The squares of the sum of the score 1 = Constant number
(Gay et al, 2012) c. Frequency and Rate Percentage
Computing the frequency and the rate percetage of the students‟ score:
Note: P = Percentage
F = Frequency
N = The total number of students (Gay et al, 2012)
d. Testing Hypothesis
Testing the hypothesis to find out the difference between pre-test and post- test by using the formula:
̅
√∑ (∑ ) ( )
Where: ̅
Note:t = Test of significant x1 = Pre-test score
D = Difference n = The total of the subject
x2 = Post-test score (Gay et al, 2012)
26 A. Findings of the Research
The finding of the research covered the result of the data collected through reading narrative text that consisted of fricative consonant sounds in pre-test and post-test. The content of the test was similar, the students read those narrative text based on their comprehending in the text.
Table 4.1 List of Fricative Consonant Sounds in Narrative Text
Fricative Consonants Pre-test Post-test
/f/ Fell
After From Safely Off Feeling Flew For If Leaf
For Food Fought Feeling Fighting Different Fight of Finally After
/v/ Dove
Have Moved Of Very
Lived Several Very Never River
/θ/ Throwing Thing
/ծ / There
Then This The That Other They
The There They This Then There Other
/s/ Seeking
Some Spring Grass Slipped Sunk Seen
Sea Once Some Suddenly Saw This Is
Stuggling Safely Soon Guessing Same Strong Always
Said Several Hours Places So Promise Same
/z/ Was Was
/ʃ/ She
Should
Shark Should
/ӡ/ Garage Legend
/h/ Hot
Have Had Hunter His Hoping Him What While Heel
Hours He Hit Hard Thing Happy Hungry Have Had Home
The table above showed that the number of words in the pre-test was the same as in the post-test but in the different word.
1. The Mean Score and Improvement of the Students’ English Pronunciation Students‟ English pronunciation by using tongue twister as teaching technique had different in pre-test and post-test. The result of the students‟ pre-test and post-test in this research could be seen in the following table:
Table 4.2 The Mean Score and Improvement of Students‟ English Pronunciation
Variable/Indicator
Mean Score
Improvement Pre-test Post-test (%)
English Pronunciation (Fricative Consonants)
40.4 74.2 83.66%
The table above showed that the improvement precentage of students in English pronunciation was 83.66% after using tongue twister as teaching technique. The mean score of the students in pre-test were 40.4 and post-test with the mean score 74.2.
Figure 4.1 Graphic of the mean score of pre-test and post-test of English Pronunciation
Figure 4.1 showed that there was improvement of the students in English pronunciation through tongue twister technique in English pronunciation of pre- test with the mean score was 40.4 and post-test with the mean score was 74.2.
2. The Analysis of the Score of Pre-test and Post-test
The pre-test has been done to measure the basic competence of the students‟ English pronunciation toward narrative text consisted fricative consonant sounds. While, the post-test has been done to measure the students‟
English pronunciation achievement after the treatment using tongue twister technique. Firstly, the researcher tabulated the students‟ raw score and the second determined the quality of the students‟ score into the rate persentage and score classification as follows:
0 20 40 60 80
40.4 (Main score of pre-
test)
74.2 (Main score of post-test)
pre test post test
Table4.3The Classification and Rate Percentage of Students‟ Pretest and Posttest
Score Classification
Pre-test score Post-test score
F % F %
96-100 Excellent 0 0% 0 0%
86-95 Very Good 0 0% 3 15%
76-85 Good 0 0% 8 40%
66-75 Fairly Good 1 5% 4 20%
56-65 Fairly 4 20% 3 15%
36-55 Poor 7 35% 2 10%
0-35 Very Poor 8 40% 0 0%
Total 20 100% 20 100%
The table showed that the score of the students basic competence of English pronunciation in procedure text was only 5% fairly good. There was no student who get through the grade because the passing grade of English subject of tenth grade in SMA Muhammadiyah 9 Makassar was 70. After giving treatment were 15% very good, 40% good, 20% fairly good, 15% fairly, and 10% poor, which meant that most 75% of students were achieve the passing grade.
After calculating the result of the students‟ pretest and posttest, the mean score and standard deviation were presented in the following table:
Table 4.4 The Mean Score and Standard Deviation of the Students‟ Pretest and Posttest
Test Mean Score Standard Deviation
Pre-test 40.4 13.75
Post-test 74.2 12.19
The table above presented that the students‟ mean score of pretest was 40.4 who only categorized as low and it did not gain the passing grade. Besides the standard deviation was 13.75. The table above also presented that students‟
meanscore of posttest was 74.2 who categorized as High, and it did gain the passing grade. Besides the standard deviation was 12.19 (The calculation of mean score and standard deviation could be seen in eppendix).
3. Significant Testing
Analysing the t-test is used to find out the significant difference of the students‟ pre-test and post-test. In order to know the level significance 5% (0.05), degree of freedom df = N - 1 (df is N - 1 = 20 – 1 = 19), it was found that t-table value is 2.093 the result of the calculation as follows:
Table 4.5 Distribution the Value of t-test and t-table
t-test t-table
15.33 2.093
The data on the table above, showed about the value of t-test is higher than the value of t-table. It indicated that there was a significant difference between the result of the students‟ pronunciation achievement in English pronunciation after treatment.
It can be concluded that there was significant difference between the results of the students‟ achievement in English pronunciation before and after teach by tongue twister technique. This also meant that null hypothesis (H0) there is no significant difference of students‟ English pronunciation before and after taught through Tongue Twister Technique is rejected and the alternative
hypothesis (H1) there is significant difference of students English pronunciation before and after taught through Tongue Twister Technique is accepted.
4. The improvement of students’ achievement in English Pronunciation Based on the result of the students‟ English Pronunciation test, the score of the students‟ pre-test showed that 1 (5%) out of them classified into fairly good score, 4 (20%) out of them classified into fairly score, 7 (35%) out of them classified into poor score, and 8 (40%) out of them classified into very poor score, none of them classified into excellent, very good, and good score. This meant the students still unfamiliar with English sentences.
While the score of the students‟ post-test, it showed that 3 (15%) out of them classified into very good score, 8 (40%) out of them classified into good score, 4 (20%) out of them classified into fairly good score, 3 (15%) out of them classified into fairly score, and 2 (10%) out of them classified into poor score, none of them classified into excellent and very poor score. It included that 75% of the students gained the passing grade and improve their English Pronunciation.
Furthermore, the result of the data analysis through the pronunciation test also showed that the mean score of pre-test was 40.4 and post-test was 74.2, while the standard deviation of pre-test was 13.75 and post-test was 12.19.
5. The significant difference of t-test and t-table
Through the result of pre-test and post-test, the result of –t-test value of the level of the significant 5% = 0.05, degree of the freedom (df) = 19 indicated that t- table value was 2.093 and t-test value was 15.33. Therefore, it can be concluded that statistically hypothesis of H0 was rejected. It means that the material of
Tongue Twister in teaching pronunciation can improve the students‟ English Pronunciation specifically Fricative Consonant sounds.
B. Discussion
In this part, the result of findings would be explained clearly about students‟ achievement improve in English pronunciation after teach by Tongue Tiwtser Technique. This part deals with the interpretation of the findings.
The pre-test was conducted on November 14th 2019. The topic was taken from the material based on syllabus at the school that was Narrative text. The researcher ask the students to read the narrative text. Most students found the difficulties to read the text. Most of them gave wrong pronunciation on the text especially for /f/ and /v/, /s/ and /z/, also /ʃ/ sound, it showed that their English pronunciation which had been appeared in pre-test, the researcher counducted treatment in four meetings.
The first meeting was on November 16th 2019. It was the first day for treatment. The researcher conducted the first treatment by teaching about Narrative text and Fricative Consonant sounds. Firstly, the researcher explain about Narrative text and its generic structure, linguistic features, kind of narrative text, example and introduce the sounds of fricative consonant. The researcher than showed the students about the generic stucture and linguistic features in the example. The researcher also brought the students to focus on the words that contain fricative consonant sounds (/f/, /v/, /θ/, /ծ /, /s/, /z/, /ʃ/, /ӡ/, and /h/). In this meeting the students showed that they difficult to distinguish the pronunciation each words that had almost same sound.
The second meeting was on November 18th 2019. It was the second treatment. The researcher conducted the second treatment by teaching Tongue Twister technique. Firstly, the researcher explain about Tongue Twister and steps of Tongue Twister, also example of sentence of Tongue Twister. The researcher showed the students about sentence of Tongue Twister in the example. The researcher also brough the students to focus on sentence of Tongue Twister and ask the students to practice read the sentence. In this meeting, the students showed that its the first time they know about Tongue Twister.
The third meeting was on November 21th 2019. In this meeting, the researcher ask the students to improve their English pronunciation. Firstly, the researcher ask the students to read narrative text and pay attention to the words that contain fricative consonant sound. The last, the researcher ask the students to practice read Tongue Twister sentences. The students read Tongue Twister sentence based on the steps that had been explained. The students have to read the Tongue Twister faster. In this meeting, most students feel difficulties but always to try.
The fourth meeting was on November 23th 2019. In this meeting has same procedure with the third meeting. The researcher ask the students to read narrative text and the students have to improve their English pronunciation, especially for the words that contain Fricative Consonant sound. Then the researcher ask the students to read Tongue Twister sentences and with the step that had been explained before. The students have to read the Tongue Twister sentences faster and with the correct pronunciation. In this meeting, the students already familiar with its procedure so that the they can read better.
The last meeting was on November 25th 2019. This meeting was for giving the post-test after treatment. Based on the row score in appendix, all of the students gave right pronunciation on the narrative text that contain Fricative Consonant sounds through Tongue Twister technique. It means most of the students showed their improvement in their achievement.
The data of this research showed that there was a significant difference of students‟ English Pronunciation between before and after teaching by material of Tongue Twister technique, it was beneficial for the students in high school who studied English as foreign language because it could improve their English in pronunciation. It also caused by the involvement of the students during the process.
From the discussion above, it can be concluded that the tenth grade of SMAN Muhammadiyah 9 Makassar have good skills in English Pronunciation after being taught Tongue Twister technique.
35 A. Conclusion
After conducting the Experimental Research about Improving Students‟
English Pronunciation Through Tongue Twister Technique in high school and based on research findings in the previous chapter, the researcher concluded that teaching material about Tongue Twister is effective to improve the students‟
English pronunciation, it was proved by the mean score of students‟ achievement before and after giving treatment is 40.4 become 74.2. There was significant difference of students‟ English pronunciation before and after taught through Tongue Twister. It could be proven by the value of t-test (15.33) was higher than t-table (2.093).
B. Suggestion
Based on the result of the data analysis and conclusion above, the researcher suggest:
1. The material of Tongue Twister is needed in English which is effective to improve their ability in pronunciation.
2. Teacher should be more creative to manage the material for teaching by introducing the material suitable such as Tongue Twister in English pronunciation.
3. It is suggested that the teacher of English be more creative in presenting materials when teaching pronunciation, it makes the students more interested and enjoyable in learning English pronunciation.
4. The students had better to keep on reading with various material of pronunciation.
5. The result of this research can also be used as an additional reference or future research with difference discussion for the next researcher.
37 UNM.
Beare, Kenneth. 2014. Tongue Twister.
(http://esl.about.com/od/englishlistening/a/ttwister_mater.htm)
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Depdiknas. 2003. Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris. Semarang: Kantor Wilayah Depdikbud Provinsi Jawa Tengah.
Dewi, L. 2017. Using Tongue Twister to Improve Students‟ Pronunciation.
Universitas Muhammadiyah Jember. Journal of English Language, Literature, and Teaching. Vol 02, No 2.
Gay, L. R., Geoofrey E. Mills, Peter W. Airasian. 2012. Educational Research:
Competencies for Analysis and Application Tenth Edition. USA: Pearson.
Gilakjani, A. P. 2011. A Study on the Situation of Pronunciation Instruction in ESL/EFL Classrooms. Journal of Studies in Education.
http://www.macrothink.org/journal/index.php/jse/article/view/924
Gilakjani, A. P. 2011. A Study of Factors Affecting EFL Learners‟ English Pronunciation Learning and Strategies for Instruction. International Journal of Humanities and Social Science, 2 (3), 119.
Gilakjani, A. P. 2012. Goals of English Pronunciation Instruction. International Journal of Language Teaching and Research, 1 (1), 4.
Gonzales, Natalia Iglesia. 2009. Learning English with Tongue Twister. Lulu Press Inc.
Kormos, J. 2006. Speech Production and Second Language Acquisition. Marwah, NJ: Lawrence Erlbaum Associates.
Karker, S. 2000. Tongue Twisters for Children. Delhi: India.
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Institut Agama Islam Negeri (IAIN) Ponogoro, Indonesia. Journal of English Teaching and Learning Issues.
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Rohman, M. 2016. The Use of Tongue Twisters Technique to Improve EFL Students‟ Pronunciation. Walisongo State Islamic University Semarang.
Sitoresmi, U. 2016. Tongue Twisters in Pronunciation Class. Prociding ICTTE FKIP UNS 2015. Vol 1, No 1.
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APPENDIX A
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMA Muhammadiyah 9 Makassar Kelas/Semester : X/1
Mata Pelajaran : Bahasa Inggris
Skill : Speaking (Pronunciation)
Materi : Teks Naratif Lisan & Tulis Berbentuk Legenda Sederhana Alokasi Waktu : 90 Menit x 4 Pertemuan
A. Kompetensi Inti
KI 1 :Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 :Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong-royong, kerjasama, tolearn, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dan berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3 :Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural, berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4 :Mengolah, menalar, dan menyaji dalam ranah konkret dan rana abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya.
4.15Menangkap makna teks naratif lisan dan tulis berbentuk legenda sederhana.
C. Indikator Pencapaian Kompetensi
Mengenali teks fungsional pendek berupa teks naratif
Mengidentifikasi fungsi sosial teks naratif sederhana
Memaparkan teks naratif sederhana dengan pengucapan yang benar
Mengenali perbedaan pengucapan pada kalimat yang hampir mempunyai kesamaan dalam penyebutannya
D. Tujuan Pembelajaran
- Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif.
- Siswa mampu memahami apa itu teks naratif.
- Siswa mampu menangkap makna teks naratif lisan dan tulis.
- Siswa mampu mengungkapkan (membaca) teks naratif dengan baik dan tepat.
E. Materi Pembelajaran Pertemuan 1:
1. Definition of Narrative Text?
Narrative text is a piece of writing that tells about story. It can be imaginary or based on reality.
2. Generic Structure of Narrative Text a. Orientation (exposition, beginning):
- sets the scene
- introduces the character
b. Complications (rising action, middle):
- new problems that cause suspense and add to the conflict of the story - leads to the climax
c. Resolution (ending):
- the conflict are solved.
3. Steps of Tongue Twister Technique
a. Find the tongue twister you want to say successfully
b. Write it down in a piece of paper, read it five times to yourself
c. while looking at it say it at a normal speed, but whispering (do this five times)
d. Now, read it out very slowly five times e. Do this again without looking at the paper f. Now say each word separately five times
g. say each section (if any) of the tongue twisters five times
h. Say the tongue twister five times, but putting pauses in between each word
i. Close your eyes, focus, and say it once j. Test yourself, say it five times past.
Narrative text:
APPLE TREE AND A BOY
Once upon a time, there was a huge apple tree which gave tasty apples to the people around it. There was also a little boy who became a close friend to the apple tree. The boy used to play with apple tree, climb its branches, sleep under its shadow, and pluck its apples. Everyday he visited the apple tree, and ate some apples. One day, the biy joined in school and didn‟t have a time to spend with apple tree. After several days, the boy came to the tree. The apple tree was so happy to see the boy. It asked the boy to play.
Unfortunately, the boy said that he was not a child anymore. He didn‟t want to play with the tree. But he asked another request to the apple tree. The boy said he needed toys, but his parents didn‟t money to buy it for him. The tree said,
“dear my boy, I don‟t have any money to buy it for you, but you can pick my apples, then sell them, get money and buy the toys you want.” The boy went happily to his home after plucking apples. The tree was waiting to see the boy return. But he never come back for many years. The apple tree was sad and it didn‟t produce any apples anymore.
Fricative Consonants
There are several sounds in fricative consonants as follow:
/f/ like “fast” /z/ like “hers”
/v/ like “very” /ʃ/ like “shoes”
/θ/ like “nothing” /ӡ/ like “beige”
/ծ / like “then” /h/ like “behind”
/s/ like “sing”
Tongue Twisters
1. For fine fresh fish, phone Phil
2. Very volatile vest visited several wives
3. The thirty three thieves thought that they thrilled the throne throughtout Thursday
4. Not these things here but those things there 5. She sells seashells by the seashore
6. I saw Susi sitting in a shoe shine shop. Where she sits she shines, and where she shines she sits
7. Busy buzzing buble bees
8. Hattie Henderson hated happy healthy hippos
9. Garage is garage, not cage. Cage is cage, not garage 10. Zed zipper many zippers.
Pertemuan 2:
Narrative text
A CAP SELLER AND THE MONKEYS
Once, a cap seller was passing through a jungle. He was very tired and needed to rest. Then, he stopped and spread a cloth under a tree. He placed his
