CHAPTER II

THEORETICAL REVIEW ON RELATED LITERATURE AND ACTION

This chapter will discuss about the literary review of the variable that

consist of pronunciation, some aspects in English pronunciation, tongue twister,

why use tongue twister, procedure of tongue twister, relation between

pronunciation and tongue twister, and action hypothesis.

2.1 Review On Related Literature

2.1.1 Pronunciation

Pronunciation is the way we pronounce a word, especially in a way that is

accepted or generally understood. The way we speak also conveys something

aboutourselves to the people around us. Learners with good English pronunciation

are more likely to be understood even if they make errors in other areas. Gilakjani

(2012) defines pronunciation is an integral aspect of communicative competence

that can impact the desire to use the language as well as the quantity and quality

of input received and output produced. Gilakjani (2012) also defined that

pronunciation is an integral part of foreign language learning since it directly

affects learners' communicative competence as well as performance. Limited

pronunciation skills can decrease learners’ self-confidence, restrict social

interactions, and negatively affect estimations of a speaker’s credibility and

abilities.

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According to Hayati (2008), Pronunciation no doubt is one of the most

significant and inevitable parts of teaching English in particular and any other

languages in general. Whereas Prommak (2010) states pronunciation is an

integrated part of language learning. It consists of segmental (e.g., consonant and

vowels) and supra segmental (e.g., stress, intonation, rhythm, rate, and volume)

elements. Clearly, mastering these elements supports the communicative process.

In other words, learners desire to gain communicative competence are to learn and

understand pronunciation.

2.1.2 Some Aspects in English Pronunciation

Beare (2014) defines that there are some important concepts that will help

improve English pronunciation. These are the explanation of the concepts:

1. Phoneme

A phoneme is a unit of sound. Phonemes are expressed as phonetic symbols in the

IPA (International Phonetic Alphabet). Some letters have one phoneme, others

have two such as the diphthong long 'a' (eh - ee). Sometimes a phoneme may be a

combination of two letters such as 'ch' in 'church', or 'dge' in 'judge'. 

2. Letter

There are twenty-six letters in the English alphabet. Some letters are pronounced

differently depending on which letters they are with. For example, 'c' can be

pronounced like a hard /k/ or as an /s/ in the verb 'cite'. Letters are made up of

consonants and vowels.

Consonants can be voiced or voiceless depending on the sound (or phoneme). The

difference between voiced and voiceless is explained below.

3. Consonants

Consonants are the sounds that interrupt vowel sounds. Consonants are combined

with vowels to form a syllable. They include:

b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, z

Consonants can be voiced or voiceless.

4. Vowels

Vowels are open sounds caused with the vibration of vocal sounds, but without

obstruction. Consonants interrupt vowels to form syllables. They include:

a, e, i, o, u and sometimes y

NOTE: 'y' is a vowel when it sounds as /i/ such as in the word 'city'. 'Y' is a

consonant when it sounds as /j/ such as in the word 'year'. 

All vowels are voiced as they are produced using the vocal chords.

5. Voiced 

A voiced consonant is a consonant that is produced with the help of the vocal

chords. A good way to tell if a consonant is voiced is to touch your fingers to your

throat. If the consonant is voiced, you will feel a vibration.

Voiced Consonant Sounds

b, d, g, j, l, m, n, r, v, w

Voiceless

A voiceless consonant is a consonant that is produced without the help of the

vocal chords. Place your fingers on your throat when speaking a voiceless

consonant and you will only feel a rush of air through your throat.

Voiceless Consonants

c, f, h, k, q, s, t, x
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6. Minimal Pairs

Minimal pairs are pairs of words that differ in only one sound. For example: 'ship'

and 'sheep' differ in only in the vowel sound. Minimal pairs are used to practice

slight differences in sound.

7. Syllable

A syllable is formed by a consonant sound combining with a vowel sound. Words

can have one or more syllables. To test how many syllables a word has, put your

hand under your chin and speak the word. Each time your jaw moves indicates

another syllable.

8. Syllable Stress

Syllable stress refers to the syllable that receives the main stress in each word.

Some two syllable words are stressed on the first syllable: table, answer - other

two syllable words are stressed on the second syllable: begin, return. There are a

number of different word syllable stress patterns in English.

9. Word Stress

Word stress refers to which words are stressed in a sentence. Generally speaking,

stress content words and glide over function words (explained below).

10. Content Words

Content words are words that convey meaning and include nouns, main verbs,

adjectives, adverbs and negatives. Content words are the focus of a sentence.

Glide over function words to stress these content words to provide the rhythm of

English.
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11. Function Words

Function words are words that required for the grammar, but that provide little or

no content. They include helping verbs, pronouns, prepositions, articles, etc. 

12. Stress-Timed Language

When speaking about English we say that the language is stress-timed. In other

words, the rhythm of English is created by words stress, rather than syllable stress

as in syllabic languages.

13. Word Groups

Word groups are groups of words that are commonly grouped together and before

or after which we pause. Word groups are often indicated by commas such as in

complex or compound sentences.

14. Rising Intonation

Rising intonation occurs when the voice goes up in pitch. For example, we use

rising intonation at the end of yes / no questions. We also use rising intonation

with lists, separating each item with a short rise in the voice, before a final, falling

intonation for the last item in a list. For example in the sentence:

I enjoy playing hockey, golf, tennis, and football. 

'hockey', 'golf', and 'tennis' would rise in intonation, while 'football' would fall. 

15. Falling Intonation

Falling intonation is used with information sentences and, in general, at the end of

statements.
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16. Reductions

Reductions refers to the common practice of combing a number of words into a

short unit. This generally occurs with function words. A few common reduction

examples are: gonna -> going to / wanna -> want to

17. Contractions

Contractions are used when shortening the helping verb. In this way, two words

such as 'is not' become one 'isn't' with only one vowel. 

According Gilakjani (2011) states that many learners of English language

have major difficulties with English pronunciation even after years of learning the

language. This often results in them facing difficulties in areas such as finding

employment (Fraser, 2000). The fault which most severely impairs the

communication process in EFL/ESL learners is pronunciation, not vocabulary or

grammar (Hinofotis& Baily, 1980). It is important to make a distinction between

speaking and pronunciation as it is sometimes wrongly applied interchangeably.

Different elements in sound system between the native and the foreign

language may cause some problems of the students. The foreign sound is thus

completely new to the students, such as the first sound of the English word.

Indonesian students will find it is difficult to pronounce the sound since speech

organs have never been trained or moved to produce it. The other aspects in

English pronunciation are stress, intonation, length, pitch, and rhythm.Stressis the

degree of emphasis given a sound or syllable in speech.Stress also calledlexical

stressorword stress. English has variable (or flexible) stress. This means that stress

patterns can help distinguish the meanings of two words or phrases that otherwise

appear to be the same. For example, in the phrase "every white house," the words
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white and house receive roughly equal stress; however, when we refer to the

official home of the American president, "the White House," the word White is

usually stressed more heavily than House(Nordquist: 2015). Correct word stress

pattern are essential for the learner’s production and perception of English. If non

native speaker produces a word with a wrong stress pattern, an English listener

may have great difficulty in understanding the word, even if most of the

individual sounds have been well pronounced. Nordquist (2016) states that in

speech, intonation is the use of changing vocal pitch (rising and falling) to convey

grammatical information or personal attitude.Intonation is particularly important

in expressing questions in spoken English.In The Intonation Systems of English

(2015), Paul Tench observes that "in the last two decades, linguists have been

turning to intonation in a much more systematic fashion as a result of discourse

studies, and as a result, much more is now known”.

The other element is length. According Chun (2002: 5) length refers to the

physical duration of a sound, but phonologically, it refers to the relative duration

of sounds and syllables when these are linguistically contrastive. While, the term

pitch refers, as in everyday language, to the varying level or height of the sounds

produced in speech. Pitch is produced or created physiologically by the vibration

of the vocal folds (vocal cords) within the larynx (Chun 2002: 4). In addition,

Chun (2002: 7) also states that the rhythm of the language is determined largely

by strong “beats” falling onthe stressed syllables of phrases and sentences. The

most general definition ofrhythm is thus the perceived regularity of prominent

units in speech. Althoughthese regularities are sometimes described in terms of

patterns of syllable length(long vs. short) or pitch (high vs. low), rhythm is most
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commonly discussed interms of patterns of stressed vs. unstressed syllables (cf.

Crystal, 1985, p. 266).

This research, will focus on stress and intonation. Beare (2014) states that

correct intonation and stress are the key to speaking English fluently with good

pronunciation. Intonation and stress refers to the music of the English language.

Words that are stressed are the keyto understanding and using the correct

intonation brings out the meaning.In this research, the researcher also define that

pronunciation have five elements (stress, intonation, length, pitch, and rhythm) as

that related with how to make correct sounds in order to achieve meaning in

context of use and the researcher focuses on stress and intonation that are

important in pronunciation.

2.1.3 Tongue twister

Gonzalez, (2009:3) states that tongue twister often used to practice

pronunciation. Gonzales, (2009:4) also states that tongue twister is a fun activity

in any language classroom. 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.

According Beare (2014) Tongue twisters are short, memorable lines that

are difficult to pronounce, especially rapidly, because of alliteration or a slight

variation of consonant sounds. Tongue twisters are especially useful in

pronunciation when focusing on a specific, related phonemes, or sounds.

Goldrick and Blumstein (2008:7) assumed that the tongue twister

paradigm induces phonological planning errors, in addition NCDC

(2008:7)Tongue twisters are characterized by repetition of certain sounds and

words or phrases with emphasis on pronunciation, stress, intonation, speed and

speech. They are also intended to help the learners identify the difference between

similar and confusing letter sounds.

The tongue twisters selected are simple enough and short to suit the level

and ability ofchildren. For a start they should be said slowly, several times but

with time, the speed at which the tongue twister is said should be increased.

Tongue twisters help develop speech skills and help in speech therapy.

Tongue Twisters are hard to say because the repetition of the same

phonetic sound creates issues with pronunciation and clarity of words. Native

English speakers find great fun in learning tongue twisters because many people

turn them into games to see how many people can say them three times, fast it

same in ELLIS (2006: 66) Tongue twister A phrase marked by alliteration

that is difficult to pronounce, especially to pronounce quickly. For example, the

phrase She sells sea shells by the seashore is a tongue twister.

Tongue twister has long been a popular wordplay, particularly for school

children to avoid their boredom. Using Tongue Twister will be helpful the

students to speak up, help develop a skill which experts call phonemic awareness

or the ability to identify and manipulate sounds (called phonemes) in words that

are spoken and to help them in learning with fun way.

Tongue twisters are not only for games. They also serve a practical

purpose in practicing pronunciation. Students learning English to improve their

accent may use English tongue twisters. Actors trying to develop a particular

accent may use them. In addition, they are frequently used by speech therapists to

help those with speech difficulties.

Many tongue twisters use a combination of alliteration and rhyme. They

have two or more sequencesofsounds that require repositioning the tongue

between syllables, then the same sounds are repeated in a different sequence. For

example, in the sequence: “She sells sea shells... The shells she sells..." requires a

speaker to switch rapidly between the “sh and s” sounds. When their use is for one

of these more serious reasons, then tongue twisters are general subdivided into

categories classifying them by the particular vowel or consonant sounds they

exercise.

2.1.4 Why Use Tongue Twister

There are some reasons for using tongue twister in language lessons:

1. Tongue twister is enjoyable and fun. Tongue twister is a fun activity in any

language classroom.You can hold contests to see which student can say the

tongue twister the fastest, loudest, or with the most expression (Gonzales,

2009: 4). Linse (2005: 60) states tongue twister are fun way to teach

pronunciation to children learning English as a second or foreign language.

2. Tongue twister help you learn to pronounce a specific sound in English

without difficulty. This is great rote learning, but it can be verychallenging!

(Beare: 2014).

3. Tongue twisters are a tool to practice a particular sound, to exercise

pronunciation. Tongue twisters help to strengthen the muscles necessary for

proper speech while you practice the correct placement of your tongue, lips

and teeth.

Tongue twisters are one of the few types of spoken word play that are fun to

recite and are a great tool to aid children’s language development. Attempting to
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recite a tricky rhyme or tongue twister as fast as possible without tripping over

your tongue is a great challenge – try saying “She sells sea shells” or “Peter Piper

picked a peck of pickled peppers” and you can’t help but smile and enjoy the race

to get it right.Tongue twisters usually rely on alliteration – the repetition of a

sound starting with a similar letter - with a phrase designed such that it is made

very easy to slip (hence the fun).

After all, verbal language is only a part of the way usually get meaning from

context. In this case tongue twister is included. Tongue twister are not only

categorized as a fun, enjoyable, but also it has another contribution like motivate

and stimulate the leaners to be more active in receiving the materials from the

teachers.

2.1.5 Procedure of Tongue Twister

Ruth and Steve (1991: 326) states the tongue twister activities start from

ask children to repeat a variety of tongue twisters, encourage children to increase

their speed or to make up some original verses. Examples - “Sally sells seashells

by the seashore” or “Bubby baby buggy bumpers” or “Busy Barry Bear barely

bakes berries” or “Peter Pepper picked a peck of pickled peppers”.In addition, the

researcher will develop the procedure of twister.

1. Give a variety of tongue twisters.

2. Ask the students to read the tongue twister.

3. Ask the students to repeat a variety of tongue twister.

4. Ask the students to increase their speed or to make up some original verses.

5. Ask the students to practicing tongue twister in pair.

6. Ask the students to read the tongue twister.

2.1.6 Relation Between Pronunciation and Tongue Twister

Tongue Twisters are a great way to practice and improve pronunciation

and fluency. Teresa (2014) states that tongue twister are word games which are

fantastic to improve pronunciation when speaking English. They can also help to

improve accents by using alliteration, which is the repetition of one sound.They’re

not just for kids, but are also used by actors, politicians, and publicspeakers who

want to sound clear when speaking.Pronunciation is one of competence that

students’ need to fluency. Beare (2014) defined that tongue twister are especially

useful in pronunciation. So tongue twister can improve students’ pronunciation

because tongue twister also practices articulation, intonation, alliteration and they

also can improve their vocabulary by using tongue twister. Tongue twister is

appropriate method to improve student’s pronunciation.

Based on Teresa and Beare, the researcher conclude that tongue twister

can improve pronunciation.

2.2 Action Hypothesis

Based on research problem and the relevant theories review above, the

hypothesis of the researcher is described as follows:

1. The use of tongue twister can improve the eleventh grade students’

pronunciation at SMA Muhammadiyah 3 Jember in the 2015/2016 academic

year.

2. The use of tongue twister can improve the eleventh grade students’ active

participation at SMA Muhammadiyah 3 Jember in the 2015/2016 academic

year.