Exploring The Implementation of Tongue Twister Strategy on Students Pronunciation Skill at MTSN 1 Lumajang

Nurhofifah, Siti (2025) Exploring The Implementation of Tongue Twister Strategy on Students Pronunciation Skill at MTSN 1 Lumajang. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

Keywords: Tongue twister, Pronunciation skill, Qualitative Approach

Learning English does not only emphasize vocabulary and grammar mastery, but also the ability to pronounce words accurately to ensure clear oral communication. However, many students still face difficulties in pronouncing certain words, especially those containing sounds that do not exist in their first language. Therefore, innovative learning strategies are needed to help students improve their pronunciation skills. One of the strategies that can be applied is the tongue twister, as this activity trains students to repeat challenging sound patterns, allowing them to build better pronunciation habits.
The research questions were: 1) How is the implementation of tongue twister strategy on students’ pronunciation skill at MTsN 1 Lumajang? 2) How is the impact of of tongue twister strategy on students’ pronunciation skill at MTsN 1 Lumajang? This research has two research objectives: 1) To investigate the implementation of tongue twister strategy on students’ pronunciation skill at MTsN 1 Lumajang. 2) To examine the impact of of tongue twister strategy on students’ pronunciation skill at MTsN 1 Lumajang.
This research used qualitative approach with a descriptive design. The research has been conducted at MTsN 1 Lumajang, which has been purposively selected the research location. The researcher chooses students of VIII H as the participant of this research. The data were collected through observation, interviews, and documentation. The data were analysed through the stages of data condensation, data display, and conclusion drawing.
The result of this research showed that first, the implementation of the tongue twister strategy in pronunciation learning was carried out effectively through the stages of pre-activity, while-activity, and post-activity, which involved gradual practice and direct corrective feedback from the teacher. This strategy proved effective in improving sound accuracy, pronunciation fluency, and students’ confidence in producing English words. Second, the findings reveal that the tongue twister strategy generated strong student engagement through the mechanisms of stimulus, response, and reinforcement. The stimulus, in the form of challenging tongue twister examples, successfully captured attention and sparked curiosity; the response was reflected through students’ active participation in repeating and correcting sounds; while reinforcement such as praise and students’ awareness of their own progress led to long-term motivation. Thus, the tongue twister strategy is not only effective in enhancing pronunciation skills but also in creating an interactive learning atmosphere and supporting the development of independent learning habits.

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