In addition, the writer would also like to thank :. as Rector of IAIN Parepare who has worked hard to manage education in IAIN Parepare. Abdullah, M.Pd as principal of SMK 2 Parepare who allowed the writer to conduct and observe the research in the school. Burhanuddin as an English Teacher of SMK 2 Parepare who has given the writer advice and changes in teaching and conducting research.
The purpose of this research is to obtain empirical data on the differences between the pronunciation test scores of students who were taught using the tongue twister technique and those students who were not taught using the tongue thread technique.
INTRODUCTION INTRODUCTION
- Problems Statement
- Objectives of the Research
- Significances of Research
- Some Pertinent Ideas
- The Concept of Pronunciation
- Tongue Twister
- Conceptual Framework
Using Tongue Twister to Improve the Pronunciation of Grade VIII Students”, e- Journal of English Language Teaching Society (ELTS) Vol. Therefore, in this case, the researcher is interested in using the tongue twister technique in her research in order to improve the students' pronunciation. 13Agnes Cahya Lestari, "The Effectiveness of the Tongue Twisting Technique for Improving Fluency and Accuracy." (UIN Surabaya: February 2019), p.
14 Agnes Cahya Lestari, "The Effectiveness of the Tongue Roll Technique to Improve Fluency and Accuracy." (UIN Surabaya: February 2019), p.
PROCESS
Hypothesis
Null Hypothesis (Ho): There is no improvement of tenth grade students in SMK Negeri 2 Parepare. Alternative Hypothesis (Ha) : In SMK Negeri 2 Parepare, there has been an improvement in the tenth grade students.
Variable and Operation Definitional
A tongue twister is a phrase designed to be difficult to articulate properly, and can be used as a type of spoken (or sung) word game. Some tongue twisters produce results that are humorous (or humorously vulgar) when mispronounced, while others simply draw on the confusion and mistakes of the speaker for their entertainment value.18.
RESEARCH METHOD
Location and Duration of the Research
The location of this study was in Senior High School SMK Negeri 2 Parepare by focusing on first grade students. This study takes more than a month to conduct because this study is quantitative and takes several times to collect and analyze the data. Scarvia argued in Sugiono that a population is a set or collection of all elements that possess one or more interesting attributes.20 The population of this study consists of the students of the first class of the academic year 2018/2019 of the Senior High School SMK Negeri 2 Parepare.
Based on the population above, the researcher used quasi-experimental to take two of the classes of the first grade students. The sample of the data taken from X Listrik A and X Listrik B class, the researcher chooses the class because based on the results.
Instrument of the Research
Procedure of Collecting Data .1 Pre-test
Treatment
The students were given the opportunity to ask questions about the explanation material and the researcher answered the students' question. The researcher did warm-up activities for the students before the students read alone in each seat. Students had to repeat the material at home and the researcher gave the students the text tongue twister to study at home.
The researcher asked the students to read the tongue twister text they gave at the previous meeting before giving new tongue twister texts. The researcher gave students the opportunity to build up their confidence to get to the front of the class to read the tongue twister text with the correct pronunciation. The researcher did warm-up activities for the students before the students came to the front of the class.
The researcher asked the students to read the text tongue twisters given at the previous meeting. The researcher gave new text tongue twister, which makes the students' higher level of challenged, and the researcher will explain the meaning of the text. The students were given the opportunity to ask questions about the explanatory material, and the writing researcher answered the students' questions.
All groups conducted the researcher gave correction to the students when the student pronounces wrong. All the groups done the researcher gives correction to the students when the students mispronounce the word and some motivation.
Technique of Data Analysis
One of the group representatives came forward to speak out. Although he has to make an effort and search for a word, there aren't too many unnatural pauses. Must exert himself a great deal of time, must often search for the desired meaning.
Only small parts (usually short sentences and phrases) can be understood, and then with considerable effort by someone who is used to hearing the speaker. There is no evidence that you have mastered any of the language skills and practice areas in the course. 21. Evaluation of the 2013 curriculum based on the regulation of the Minister of Education and Culture 104 in 2014 evaluation of the degree of competence and skill of knowledge.
This chapter consists of two parts namely research findings and research discussion. The research finding covers the description of the result of the data collected by the test, which can be discussed in the section below.
Research Finding
Based on Table 4.7, the lowest score and the highest score for pre-test in the experimental class are 1.3 and 3.6, while the lowest score and the highest score for post-test are 2.0 and 4.0. The author gave some short story texts to the students as a pre-test to know the student's pronunciation skills. The student's Posttest scores based on speaking skills show that most of the students' scores are high.
The measurement of the students' mastery of phrases before teaching them using inductive approach can be seen by students' score in pre-test. After that, the researcher gives motivation to the students about the material and prepares teaching material about what is tongue twister and shows example about how to apply the strategy. After that, each student has to speak during pronunciation exercises and the researcher gave warm-up activities for the students before students only read in each seat.
The researcher asks the students to repeat the material of the previous lesson and the researcher has motivated the students about the material. After that, the researcher asks the students to read the tongue twister text they gave in the previous session before giving the new tongue twister texts. The researcher asks the students to read the twisting language text they gave in the previous meeting.
The students were given the post-test to measure their pronunciation ability after the treatment. The researcher then motivates the students about the material and prepares teaching material about what pronunciation is. The researcher asks the students to read the text given at the previous meeting.
The researcher asks the students to read the material given at the previous meeting.
Discussion
This means that students using Tongue Twister can be an easy way to pronounce the difficult vocabulary and learn pronunciation. The theory of tongue twister technique in Chapter II explained that improving pronunciation through tongue twister teaching as a technique. For this research, the writer focuses on the pronunciation of tongue twister teaching as a technique.
The research uses the criteria for pronunciation if the learning outcome (posttest) of the experimental class is higher than the control class. Based on the data, it is found that the mean score of the posttest score of the experimental class is 2.4, the mean score of the pretest score of the control class is 2. The mean score of the posttest score of the experimental class is 3.3, and the mean score of the posttest score of the control class is 2.7.
So, based on the tongue twister teaching is improving the pronunciation in English teaching to the first grade students of SMK Negeri 2 Parepare. This chapter presents: Conclusions and suggestions based on the findings and interpretations of the previous chapter.
Conclusions
In conclusion, the tongue twister technique is effective to use in teaching speaking to the first year students of SMK Negeri 2 Parepare. Most students are easy to understand when given examples, trained and practiced in front of the class, and their friends are tasked with correcting if an error occurs in the statement. Because treatment is given before practice in this class, so that students can easily understand the purpose of the material, they feel happier and enjoy the learning process when they can collaborate with other friends.
Further, we can conclude that there are two types of students in learning English, the first are students who are good at public speaking so they can speak English every time, and the second are students who feel ashamed when they should speak English. This difficulty is based on the differences between their personalities and most of the students in this class find it difficult to pronounce the new vocabulary seen, some of these students need to repeat the vocabulary in order to read well.
Suggestions
Finally, it is suggested that students use an effective technique to help them speak. The result of this study is used as a consideration for the next researcher in conducting research related to this technique. An English teacher can use the Tongue Twister method in the teaching and learning process because Tongue Twister is suitable for classroom use, especially for teaching pronunciation to English as a Foreign Language (EFL) learners. Tongue Twister can create a different atmosphere in the teaching and learning process, because this method is one of the methods that can make students more interesting and encourage the teacher to be creative in giving material to students, not just the usual method.
Improving Pronunciation Skills Using Tongue Twister”, Research on Classroom Activities in Grade Eight SMP 2 Kulo Kab. Effectiveness of Tongue Twisting Technique to Improve Fluency and Accuracy" http://digilib.uinsby.ac.idaccessed June 2019 L. Yolanda "Using Tongue Twisting to Improve Pronunciation of Grade VIII Learners", E-Journal of the English Language Teaching Society (ELTS) Vol.
Miftahur Rohman, "Using Tongue Twister Technique to Improve EFL Students' Pronunciation." accessed on 22 June 2019. Sarasiah, Students' Speaking Ability Trough Rotating Trio Exchange Strategy to the Second Year of MAN 1 Parepare. Unpublished thesis: Parepare Tarbiyah Faculty STAIN.
