The Effect of Using Tongue Twisters on Improving Pronunciation among 5th grade Primary School Pupils

Abstract

The aim of the present study is to reveal the role of the tongue twister exercises on improving primary 5^th class pupils' pronunciation skills. The participants are 40 pupils who were divided into experimental group and control group. The pupils in the experimental group were exposed to tongue twister activities. The experiment was lasted seven weeks. Pretest/post-test strategy and qualitative data in the form of questionnaires and observations were employed to gather data. Results were found to reflect significant improvement in experimental group's performance in pronunciation, i.e., 70.15 post-test mean score compared to 59.75 for the control group. Reactions of the students were also positive, with greater motivation, confidence, and pleasure in using tongue twisters. Classroom observation also agreed with such findings, reflecting greater involvement in class and active learning climate for the experimental group. The study unveiled the truth that the application of tongue twisters in pronunciation instruction would prove an effective means of enhancing articulation skills for young kids and emphasize the necessity of making their inclusion in language teaching programs, as well as teacher training programs, mandatory in order to enhance competence in oral communication.