Journal on Interdisciplinary Studies in Humanities
Volume 8 Issue 2, 2025
DOI: [Link]
Homepage: [Link]/[Link]/jish
The Effects of Tongue Twisters on Improving Pronunciation Proficiency among
Eleventh-Grade Students
Sarah Sucati1, Hastini1, Zarkiani Hasyim1, Abd. Kamarrudin1
1Universitas
Tadulako, Indonesia
*Correspondence: Sarahsuciati28022004@[Link]
ABSTRACT ARTICLE HISTORY
Published June 26th 2025
This study aims to determine whether the effect of tongue twisters can improve
the pronunciation of eleventh-grade students at SMA Negeri 1 Lembo. A quasi-
experimental design was employed with a sample of 64 students selected
using random sampling techniques. Random sampling was chosen to reduce
bias, produce a representative sample, facilitate statistical analysis, and allow KEYWORDS
for replicability of the research. Data were collected through writing tests Tongue Twisters, EFL
administered twice as pre-test and post-test. The pre-test was given to the Learning, Pronunciation.
experimental group before the treatment, while the post-test was administered
afterward. The researcher collected and analyzed the data using the formula ARTICLE LICENCE
proposed by (Cohen et al., 2007) and SPSS 22. The results indicated a © 2025 Universitas Hasanuddin
significant improvement in the pronunciation scores of the experimental group, Under the license CC BY-SA
with a pre-test average of 51.56 and a post-test average of 77.97. In contrast, 4.0
the control group showed a smaller improvement. The Mann-Whitney test
revealed a significant difference between the two groups (p < 0.05), indicating
that innovative teaching methods can enhance students' pronunciation skills.
These findings suggest integrating interactive activities into English language
teaching, and training for teachers is necessary to implement this method
effectively. The study also opens up opportunities for further exploration of
other variations of games in teaching pronunciation.
1. Introduction
Pronunciation is an important part of oral communication because it involves how words are pronounced, including
the production and articulation of sounds. According to Asilfa (2019), good pronunciation is crucial to effective
communication because it ensures clear and accurate understanding of words. Additionally, pronunciation skills affect not
only the clarity of the speaker, but also their comfort and confidence when speaking in formal or informal situations (Turumi,
2016; Prihandoko et al., 2021; Ko et al., 2025; Rahman & Weda, 2019). Mispronunciation can cause confusion and
misunderstanding and diminish students' confidence in speaking a foreign language.
Students learning English at SMA Negeri 1 Lembo faced significant pronunciation challenges. These difficulties
hindered their communication skills and diminished their confidence when speaking a foreign language. Through
interviews with the English teacher, the researcher discovered that most students struggled to pronounce English words
correctly. Despite the teacher providing various exercises to improve pronunciation, students still struggled with fluency,
emphasis, and appropriate intonation. Hakim and Sampurna (2020) identified several factors contributing to these
challenges, including inadequate pronunciation training and excessive focus on grammatical structures that often neglect
critical pronunciation aspects. Additionally, long, complicated example sentences decreased student interest in practicing,
leading to increased stress and reduced motivation to speak English. Therefore, exploring more engaging and effective
pronunciation teaching methods was essential.
This study aimed to enhance students' pronunciation using tongue twisters. This technique was not only challenging
but also enjoyable, and it was expected to boost students' confidence, making them speak more like native speakers (Azis
et al., 2021; Sabila et al., 2025; Suheri et al., 2025). Practicing tongue twisters exposed students to various sounds and
pronunciations, enriching their speaking skills. Sugiharto et al., (2022) defined the use of this technique as anticipated to
increase student motivation toward learning pronunciation, making the process more interactive and enjoyable. This
approach allowed students to learn pronunciation in a more natural way, ultimately improving their communication skills.
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Students who had trouble pronouncing words correctly at SMA Negeri 1 Lembo were the main target population
for this study. By including this study, the researcher hoped to provide a welcoming and comfortable learning atmosphere
that encouraged creativity in their pronunciation. Maghrabi (2013) stated on order to create a successful learning
environment, collaboration between instructors and students was important, and teachers played a critical role in directing
this process. This study was based on the actual needs that field instructors had discovered, as many students still had
trouble pronouncing words correctly even after completing a variety of activities.
Several studies have investigated the effectiveness of tongue twisters in enhancing students' pronunciation skills.
Fahruli (2020) found that eighth-grade students using tongue twister videos significantly improved their pronunciation
compared to those using audio narratives, with a moderate effect size of 0.30. Cahyani (2020) reported that second-year
students at SMA Swasta Melati Binjai showed notable improvements in pronunciation and fluency with the tongue twister
method, as evidenced by pre-test and post-test results. Similarly, Husni, Khairita, fadhila (2023) demonstrated significant
gains in communication skills among students at SMKN 1 Kota Besar, with pre-test and post-test scores increasing from
37.0 to 55.8. Despite these findings, gaps remain regarding the variety of educational contexts, as most studies focused
on different school levels. The current study addresses this by focusing on eleventh-grade students at SMA NEGERI 1
LEMBO, using a quasi-experimental design to specifically explore consonant pronunciation improvement, thereby
expanding the understanding of media formats in pronunciation training.
There were many advantages to using tongue twisters in pronunciation exercises. This approach not only made
learning fun but also encouraged active pronunciation participation through play (Luviana, 2018). The study contrasted
participatory teaching strategies, such as tongue twisters, with conventional approaches, such as writing sentences on the
board and providing direct pronunciation training. According to Husni et al., (2023) this method made the learning process
challenging and enjoyable by providing ample practice opportunities and enabling students to transition from slow to fast
pronunciation. Ultimately, the goal was to boost students' confidence in speaking and their ability to pronounce words
correctly (Krenz et al., 2023; Yaumi et al., 2024; Youngsun et al., 2024). Using tongue twisters encouraged more frequent
practice, improving speaking skills by actively involving students in a dynamic learning process.
2. Methodology
This study used a quasi-experimental design with an experimental group that included pre-test and post-test results.
According to Cohen et al. (2007), the design of the study was explained as follows:
Experimental O1 X O2
Control O3 X O4
Where: O1 = Experimental class O3 = Control group
O2 = Experimental class O4 = Control group
X =Treatment
For this study, the researcher used a random sampling technique and carefully selected cases to include in the
sample based on their assessment of representativeness. The researcher chose XI IPA 1 as the experimental group and
XI IPA 2 as the control group. The researcher picked the experimental group based on the results of preliminary research.
Compared to other classes in the population, the class that became the experimental group still had difficulties with
pronunciation.
random sampling method was utilized to select participants. The study involved two intact classes, each receiving
different instructional treatments. The experimental group engaged in pronunciation activities using tongue twisters as a
media, whereas the control group received instruction through conventional teaching methods.
The study targeted of eleventh grade students at SMA Negeri 1 Lembo during the 2024/2025 academic year,
consisting of two classes with a total of 64 students. Using a random sampling technique, two classes were selected: Class
XI IPA 1, which included 32 students, was assigned as the experimental group, while Class XI IPA 2, with 32 students,
served as the control group. Consequently, the total sample size for this study was 64 students.
In this study, two versions of the test were administered: a pre-test aimed at measuring students’ pronunciation
skills before the treatment, and a post-test designed to evaluate any improvements in pronunciation after the treatment.
The pronunciation test served as the assessment instrument to measure the changes that occurred.
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3. Result and Discussion
3.1 Result
The research examined the students in experimental group before and after the treatment while the students in
control group were examined without treatment. After computing the scores, the researcher found some differences
between the result of two group. By seeing the result, the researcher can measure that the using of tongue twister’s games
as the teaching media improved the students’ pronunciation at SMA Negeri 1 Lembo.
This section present students’ pronunciation scores in the pre-test and post-test, along with the mean and standard
deviation. The researcher organized the data into tables and used SPSS 22 to calculate the scores. The classification of
students’ pronunciation scores in the pre-test and post-test can be in table
Table1. Descriptive Statistic
N Range Minimum Maximum Mean Std. Deviation
Pre-Test Experiment 32 45 30 75 51.56 12.979
Post-test Experiment 32 30 65 95 77.97 6.940
Pre-test class control 32 40 30 70 45.63 9.980
Post-test class control 32 35 45 80 60.47 10.346
Valid N (listwise) 32
Based on the calculation result on the descriptive analysis presented in the table above, in the experimental group,
the lowest pre-test was 30, and the highest score was 75, in the post-test, the lowest score was 65 and the highest was
95. The mean value of the pre-test was 51.56, while the mean value of the post-test was 77.97. In the control group, the
lowest pre-test score was 30, and the highest scores was 70. In the post-test, the lowest score was 45 and the highest
scores 80. Judging from descriptive statistics, the pre-test and post-test scores. The mean value of the pre-test was 45.63
while the mean value of the post-test was 60.47.
A normality test was conducted on the pre-test and post-test data for both the experimental and control groups.
The following table indicates whether the data from the two groups are normally distributed, using the criterion that data is
considered normal if the significance value (sig) is greater than 0.05.
Table 2. The Test of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Class Statistic df Sig. Statistic df Sig.
Pre-test experiment .114 32 .200* .948 32 .122
Post-test experiment .146 32 .079 .952 32 .168
Pre-test class control .139 32 .121 .936 32 .059
Post-test class control .139 32 .120 .936 32 .058
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Based on the result of calculations using SPPS 22, it can be concluded that the data is normally distributed. With
Kolmogorov Smirnov and Shapiro-Wilk sig values > 0.05. Because the data in this research were normally distributed, the
research continued using non parametric statistics.
After confirming that the data were normally distributed, the Mann-Whitney U test was conducted to compare the
pronunciation outcomes of the experimental and control groups. This non-parametric test is suitable for data that do not
meet parametric assumptions. The results showed a Mann-Whitney U value of 84.500, indicating that students in the
experimental group scored significantly higher than those in the control group. The Wilcoxon W value of 612.500 supports
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this, reflecting better overall performance in the experimental group. The Z value of -5.790 demonstrates a substantial
difference, while the p-value of .000 confirms a highly significant difference, allowing us to reject the null hypothesis. This
indicates that the use of tongue twister games significantly improves students' pronunciation skills.
3.2 Discussion
The implementation of tongue twister games as a teaching medium has demonstrated significant effectiveness in
enhancing students' pronunciation skills. Widianti (2022) noted this interactive approach not only made learning more
enjoyable but also actively engaged students, encouraging them to practice consistently. Studies by Sari, Suhartono, and
wardah (2022), incorporating creative activities, students exhibited increased motivation and participation in the learning
process.
Given the non-parametric nature of the data, which did not conform to the assumptions required for parametric
tests like the t-test, the Mann-Whitney U test was employed (Hossan et al., 2023). This test is particularly well-suited for
comparing two independent groups with non-normally distributed data, making it ideal for our study. The results confirmed
the effectiveness of the tongue twister games, with a significant p-value of .000, indicating that this interactive method led
to markedly better pronunciation outcomes compared to traditional teaching approaches.
Moreover, the study highlighted the specific benefits of using tongue twisters in mastering challenging fricative
consonant sounds, such as /v/, /θ/, /ð/, and /ʒ/. The statistical analysis reinforced that interactive teaching methods not
only motivate students but also facilitate superior pronunciation skills (Putri Fahruli, 2020). These findings underscore the
potential of innovative teaching practices in English language education, particularly in the realm of pronunciation.
The implications of this study extend to English language teaching methodologies. Educators are encouraged to
integrate games and interactive activities into their curriculum to enhance students' language skills. According to Fish
(2020), this approach can also be adapted for various aspects of language learning, including vocabulary and grammar.
Furthermore, the importance of teacher training cannot be overstated; equipping educators with the skills to implement
these innovative methods effectively is crucial for maximizing their impact (Cahyani, 2020).
To ensure the successful application of this teaching strategy, professional development opportunities for teachers
should be prioritized (Purwanto, 2019). Such training can significantly improve the quality of education at SMA Negeri 1
Lembo and similar institutions, fostering a dynamic and engaging learning environment.
The procedural steps for implementing tongue twisters in the classroom are as follows (Lusiyani & Anindya, 2023):
a. Introduction of Vocabulary: Begin with clear definitions and explanations of each word in the tongue twisters to
ensure students understand their meanings.
b. Model Pronunciation: Use videos that pronounce each word clearly multiple times, providing students with a
model to replicate.
c. Teacher Demonstration: Pronounce the tongue twister sentences, emphasizing key terms.
d. Collaborative Reading: Have students read the sentences together, building confidence and reinforcing their
learning.
e. Individual Practice: Randomly call on students to pronounce the tongue twisters individually, allowing for
personalized feedback.
f. Imitative Practice: Encourage students to imitate the sounds they hear, starting with slower readings before
progressing to faster pronunciations.
g. Showcase Skills: Provide opportunities for students to display their pronunciation skills, enhancing their
confidence.
h. Feedback and Corrections: Identify words that students struggle with and offer additional guidance on their correct
pronunciation.
According to Aini (2023) the findings of this study support the integration of interactive teaching strategies, such as
tongue twister games, into English language instruction, demonstrating their positive impact on student engagement and
pronunciation skills.
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4. Conclusion
Based on the results presented in the previous chapter, it can be concluded that the implementation of tongue
twister games significantly improved the pronunciation skills of students at SMA Negeri 1 Lembo. This conclusion is
supported by the comparison of pre-test and post-test scores, where the Mann-Whitney U test yielded a significant p-value
of .000, indicating a notable difference between the experimental and control groups. Therefore, the hypothesis proposed
in this study is accepted. Furthermore, the findings suggest that tongue twister games serve as an effective tool for
enhancing students' mastery of challenging sounds, particularly fricative consonants. In summary, the integration of tongue
twister games into the learning process can be considered a valuable alternative for improving pronunciation skills among
students at SMA Negeri 1 Lembo.
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