INTRODUCTION
Background of Research
In addition, the teacher will ask the students to pronounce the tongue twister one at a time. Moreover, during the observation, the researcher gives points to the students after they have been taught using the tongue twister method. The researcher revised the lesson plan based on the students' problems found in the first cycle.
The second step, the researcher asked the students to whisper some of the expressions and turns of language based on the lesson. The researcher can conclude that the tongue twister method can improve students' pronunciation ability.
Subject of Research
The Statement of Problem
Objective of Research
Significance of Research
The first study was conducted by Agnes Cahya Lestari (2019), entitled “The Effectiveness of Tongue Twister Technique to Increase Fluency and Accuracy of Grade SMK Al-Mihajirin, Wiringinamom, Gersik in Academic year 2019”6. 6 ɑgnes Cahya Lestari, “The Effectiveness of Tongue Twister Technique to Increase Fluency and Accuracy Eleventh Grade Students of SMK Al-Muhajirin Wiringinanom Gersik”, (Thesis, Faculty of Education and Teacher Education, Sunan Ampel State Islamic University, Surabaya, 2019). The second study was conducted by Miftahur Rahman (2016) entitled “The Use of Tongue Twister Technique to Improve EFL Student's Pronunciation at The Tenth Grade of SMA Unggulan Nurul Islami Semarang”7.
7Miftahur Rahman, “The Use of Tongue Twister Technique to Improve EFL Student's Pronunciation The Tenth Grade of SMɑ Unggulan Nurul Islami Semarang”, (Thesis, Faculty of Teacher Training and Education, Walisongo State Islamic University, Semarang, 2016). 10 Rahman Purnama, “The Implication of Tongue Twister to Improve Student's Pronunciation of MTs N 1 ɒanda ɑceh ɒesar”, (Thesis, Faculty of Education and Teacher Education, Ar-Rainy State Islamic University, Darussalam, Banda Aceh, 2019).
Theoretical Bases
- Pronunciation
- Tongue Twisters
In the process of teaching and learning, the teacher is usually transferring knowledge, message and skills to the students. The teacher must pay attention to the students' abilities and performance during the learning process. Moreover, the tongue twister is a great and fun way to help students learn English better.
Students find it difficult to move their tongue and mouth when they say a tongue twister. Based on the teacher's order, students should follow the teacher's instructions during the learning process until the end of the lesson.
Hypothesis
The pre-test was given before the researcher taught the students pronunciation through the tongue twister method. After the researcher recognized the students' abilities in the pretest, the researcher continued to the next step, i.e. acting. The English teacher observed the activity of the researcher during the teaching process to know how much the tongue twister method affects the pronunciation ability of the students.
Furthermore, the researcher asked the students to be quiet and never make noise in the classroom during the teaching and learning process. Also, the English teacher observed the activity of the researcher during the teaching process to know how much the tongue twister method affects the pronunciation ability of the students.
RESEARCH METHOD
Setting of Research
This school is not easy to find because the location of the school is far from the main road and is surrounded by mountains and forest. MTs Al-Hamidiyah Boarding School has organized formal education starting from Kindergarten to Senior High School with adequate facilities. MTs Al-Hamidiyah NW was established on 08 August 1993 and has been accredited by Badan Akreditasi Nasional Sekolah/Madrasah (BAN S/M) on 20 October 2015 with SK No:.
Object of Action
Design of Research
Planning
Preparation of curriculum, lesson plan, rubric, material and media related to the tongue twister. Preparing the cell phone to take pictures and record the students' proficiency in the language roll, phonetics and text related to the pronunciation skill. This cycle will be introduced if in the cycle it is not possible to help students pass the KKM grade.
In the second cycle, the researcher tries to change the language twist sentence to make the students enjoy the learning process more. Preparing the mobile phone to take pictures, videos and record the ability of students in mastering English pronunciation.
Taking Action
By having the students pronounce the phonetic or tongue twisters themselves or by grouping the students to make them more fun. In the action of cycle two, the researcher focuses on the same phonetics that students learned in cycle one. For example, the drilling tongue twister and the whispering tongue twister (the researcher can choose one).
Observing
The same with cycle one, the researcher makes the observation about tongue twisters and phonics, in which phonics that students still have problems.
Reflecting
If both cycles do not help the students to reach passing KKM (70), the researcher plans to continue to the next cycle to make sure that the tongue twisters method can improve the students' performance. The researcher expected that the students can pass KKM, when the result of cycle two is less than passed KKM, the researcher will complete the next cycle. Conversely, if cycle two is finished and most of the students can reach pass in English lesson at MTs Al-Hamidiyah NW Sidemen or (KKM), this research will absolutely stop.
Instrument of Research
- Indicator of Success
At the same time, the researcher also prepared the students' worksheets while the researcher gave the pre-test to the students. The researcher asked the students to pay more attention to the words in bold and the students should mention with good pronunciation. Without wasting time, the researcher decided to teach the students like the previous meeting step.
After the researcher implemented the material, the researcher asked the students to meet in their own group. After conducting the lesson, the researcher asked one of the students to come forward to read the expressions and tongue twisters.
RESEARCH FINDINGS AND DISCUSSION
Description of Research Setting
In this phase, the researcher prepared a teaching plan, a curriculum and some instruments related to tongue twisters, including the attendance list of students, students. In the first step, the researcher divided the students into five groups and each group consisted of six members. The students were already in their group and the researcher asked them to read aloud all the expressions and tricks.
3 Researcher tells students about the expression and response to asking permission based on the statement. The purpose of the test was to know the students' skills before moving to the next cycle. After knowing the students' skills and students' problems in the first test, the researcher focused on the phonetics learned by the students in the first cycle.
Comparing quantity" with the title "Bigger is not always better", and the researcher told the students that during teaching and learning, the students should listen carefully. The researcher asked the students to pay more attention to the bold words, and the students should mention it with good pronunciation Furthermore, the researcher prepared the text related to the lesson to test or know the ability of the students to pronounce the English word after being thought using the tongue twister method.
After all the activities were finished, the researcher gave the students a test that could know the pronunciation ability of the students and the test conducted after all the meeting in cycle two completed. The purpose of the test was to know the ability of the students before they went to the next cycle. The teacher and the researcher concluded that the tongue twister method could improve the students' pronunciation.
Second meeting, the lesson was the comparison of adjectives, including the idioms, tongue twister and phonetics. In this meeting, the researcher asked the students to come forward and read the example of comparison adjectives. This was reflected in the students' results in each test and in the students' participation during the teaching and learning process.
Conclusion
Suggestions
Mengidentifikasi fungsi sosial ungkapan yang menunjukkan dan meminta perbandingan jumlah dan sifat orang, hewan, dan benda sesuai dengan pengucapan yang baik dan benar. Mengidentifikasi unsur kebahasaan dalam ungkapan untuk menunjukkan dan meminta perbandingan jumlah dan ciri-ciri orang, binatang, dan benda sesuai dengan pengucapan yang baik dan benar. Teks percakapan lengkap yang memuat ungkapan-ungkapan yang menunjukkan dan meminta perbandingan jumlah dan ciri-ciri orang, binatang, dan benda menurut pengucapan yang baik dan benar.
Melakukan percakapan yang bersifat mengungkapkan dan meminta perbandingan jumlah dan ciri-ciri orang, binatang, dan benda menurut pengucapan yang baik dan benar. Mampu mengidentifikasi fungsi sosial ungkapan yang menunjukkan dan meminta perbandingan jumlah dan sifat orang, hewan, dan benda sesuai dengan pengucapan yang baik dan benar. Mampu mengidentifikasi struktur teks dalam ungkapan yang menunjukkan dan meminta perbandingan jumlah dan sifat orang, hewan, dan benda sesuai dengan pengucapan yang baik dan benar.
Mampu mengidentifikasi unsur kebahasaan dalam ungkapan bertanya dan meminta perbandingan jumlah dan ciri-ciri orang, hewan, dan benda sesuai dengan pengucapan yang baik dan benar. Mampu melengkapi teks percakapan yang berisi ungkapan menyatakan jumlah dan ciri-ciri orang, hewan, dan benda serta meminta perbandingan jumlah dan ciri-ciri orang, hewan, dan benda sesuai pengucapan yang baik dan benar. Mampu melakukan percakapan yang mengungkapkan jumlah dan ciri-ciri orang, hewan, dan benda serta meminta perbandingan, sesuai dengan pengucapan yang baik dan benar.
Siswa mampu memahami rumus kalimat membandingkan besaran dengan pengucapan yang baik dan benar. Siswa mampu mengucapkan berbagai contoh kalimat membandingkan ciri-ciri orang untuk pengucapan yang baik dan benar dengan menggunakan metode lidah twister. Siswa melihat, mendengar dan menyaksikan guru menjelaskan ekspresi untuk membandingkan ciri-ciri hewan setelah pengucapan yang baik dan benar menurut metode twister lidah.
Siswa melihat, mendengar dan mengikuti penjelasan guru tentang ungkapan membandingkan sifat-sifat benda menurut pengucapan yang baik dan benar dengan menggunakan metode lidah twister. Siswa mampu memahami ungkapan membandingkan ciri-ciri hewan menurut pengucapan yang baik dan benar.
