"TONGUE TWISTERS AS A TOOL FOR TEACHING ENGLISH PRONUNCIATION AT THE PRIMARY SCHOOL"

Abstract

This study investigates the use of tongue twisters as a tool for teaching English pronunciation at the primary school level. The purpose of the study is to determine whether the use of tongue twisters in language instruction leads to improvements in English pronunciation. The study uses a quasi-experimental design, with an experimental group and a control group, to compare pre-and post-test scores of students' pronunciation. Data was collected through surveys, interviews, and observations of language instruction. Statistical analysis and content analysis were used to analyze the data. Results show that the experimental group, which used tongue twisters in language instruction, had significantly higher post-test scores than the control group, which did not use tongue twisters. Teacher and student feedback also indicated that the use of tongue twisters was effective in improving pronunciation. Implications for language instruction and the use of tongue twisters as a teaching tool are discussed, along with recommendations for future research. Overall, the findings suggest that tongue twisters are an effective tool for teaching English pronunciation at the primary school level.