CHAPTER I
INTRODUCTION
A.
Background
Laidlaw, (2006) state that language is a tool
of communication. Language can be a medium for giving information and it reflecting on various things as well. Speaking is so important in acquiring and using a language, and
language-competence covers so many aspects. Phonetics, both theory and practice
constitute the basis of speaking above. Speaking is a tool of communication that very easy to
understand meaning if the speaking is smooth, but if the speaking is
disjointed and mispronounced, others might not understand the meaning. It is analogous to a
fish out of water. Pronunciation is the foundation of speaking. Good pronunciation
may make the communication easier and more relaxed and thus more successful, but
poor pronunciation can never facilitate effective communication. If they didn't
know how to pronounce each word or sentence in the right way, this was sure to
lead to a failure of communication.
In
learning foreign language specially English language, it must be really
understood that the language sound system different between Indonesia language.
There are several sound of English language are not found in Indonesia Language, such as vocal, consonant,
diphthong and another sound systems. Beside that in Indonesia language stress,
length and intonation not influence the meaning of a word or phrase. Caused
existence the different various, the English learners often experience
difficulty that coused by anything
various: the different sensitivity of ear, the matter of making foreign sounds,
the distribution of the sounds, and fluency.
In English many words can have
the same pronunciation but be written differently with different meanings. For
example "to, two, and too" which all have the phonetic transcription
/tu/. Sometimes, words can be written similarly but have different
pronunciations as in the "ough" combinations thought, though, bough,
and through. The students are indicated with the
International Phonetic Alphabet and followed by examples and exercises dealing
with contrasting sounds, recognition and dictation.
In
learning English, can express words, phrase, and sentences as well as,
righteously pronunciation be produced by the native speaker English is the main
point. It is very important because in language English, error pronunciation
will cause the meaning of the word be erroneous. As a consequence, the
information be conveyed will not accepted clearly.
Based on the explanation above, it is very important
to introduce the role of English speaking with pronouncing correctly toward the
English learners specially students of SMP level . Thereby, can be expected to
appear the English learners that able to master the role of speaking with pronouncing
correctly in English language so finally the students can speak English
accuracy and fluency. All problems above will be overcome by the use of tongue
twisters strategy to increase the students’ speaking ability.
Karin M. Cintron, (1999-20120) state that tongue
twisters are a great way to introduce the concept of alliteration and help
those trying to learn English
better understand the language. Practicing tongue twisters allows people who
are learning English to strengthen their speech skills. The faster a person can
say the tongue twister without slipping up, the stronger their language skills
become.
A
tongue twister is a series of words or a longer
piece, like a poem, constructed to be very difficult to pronounce properly. Tongue twisters are used to create humor by challenging
someone to repeat them very fast and listening to the funny results, as well as
by public speakers and speech language students to increase verbal agility. Tongue twisters are also useful in understanding how we
process language. It turns out that there are certain sound sequences that are
difficult to alternate because of the changing positions in the mouth and/or
the aural feedback of the sound similarities, and tongue
twisters focus on these.
Alicia, (2012) state that using
tongue twisters is a common ESL (English as a second language) teaching
technique because it helps ESL students to learn correct pronunciation of
English words, to correctly use vowels and consonants and to become familiar
with common English words, all while making the learning process fun. To
incorporate tongue twisters into ESL teaching, create games that challenge the
students' minds and motor skills, while still keeping the learning of a
language fun.
Acoording to the information that research found of
SMP for the class VIII which the students
still low in speaking. specially in
accuracy (pronunciation) and fluency (content).
Beside that the research have done observation and
teaching for several days which found
some problems that students faced in speaking are accuracy
(pronunciation) and fluency (content) of the students are still low. It is
same with the information from the teacher in the school. Based on the
condition of the students faced in speaking, the research would like to solve
the problems by using a strategy. The research strategy will be applied is Tongue
Twisters Strategy, so the students’ speaking ability can increase.
Using tongue
twisters strategy in learning speaking is very important to increase the
students speaking ability. So, Tongue Twister in learning to speak is powerful
capacity and help given to the students, so that they will be the learners can use the role of speaking
accuracy in English language so for the future they can speak English accuracy
and fluency.
B. Problem Statements
Based on the statement above, the researcher
formulates the research question as “Is these any differences between the
students who are taught by using Tongue Twister and those who are tought by using
interview Technique”
C. Objective of the Study
Based on the questions formulated above, the aims of
this research is to find out these any Differences between the students who are
taught by using Tongue Twister and those who are tought by using interview
Technique.
D. Significance of the Study
The results
of the research are expected to be a very useful reference for the teacher
English in general in order they can improve their knowledge and strategy in
teaching English speaking and for the students to increase their knowledge and
ability in speaking so they can speak actively and fluently.
E.
Scope of the Study
This study is
limited to the use of tongue twisters strategy and interview to increase the
students’ speaking ability at the second grade SMP . which covers accuracy (pronunciation) and fluency (content). The
study will take these items because it is very important to identify by the
teacher to increase the role of tongue twister in motivating and overcoming the
students’ problems in speaking English.
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