Teaching English Pronunciation Using Tongue Twister

Sugiharto, Prasetyawan Aji; Santoso, Yan Imam; Shofyana, Maila Huda

doi:10.30650/ajte.v4i1.3210

Cited by 3 publications

(7 citation statements)

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“…The trapezoid and animation used at this study completed with its arrows because the goal of this warm-up is to pronounce (almost) every English single vowel correctly before pronouncing every English diphthong. At this stage, it is important to help students realize that each area of the trapezoid represents the position of each English vowel in the oral cavity (Sugiharto et al, 2022;Almaki & Algethami, 2022). For this reason, let us prove that the /i vowel in English: / is located high in the front of the oral cavity, while the vowel /ɔ in English: / is located far from the lower part of the oral cavity, which will make children confident about the importance of learning sounds in English speech.…”

Section: Using Vowel Trapezium and Animation To Teach English Diphthongsmentioning

confidence: 99%

“…Some experts in the field categorize English diphthongs into two major types, each with its distinct pronunciation patterns and nuances. Mastery of these diphthongs becomes essential for learners as it enables them to convey meaning accurately and communicate effectively, especially in a global context where English serves as a primary means of cross-cultural communication (Ponidi et al, 2021;Sugiharto et al, 2022). Therefore, a comprehensive understanding of phonological features, including consonants, vowel length, and diphthongs, is essential for learners aiming to enhance their proficiency in English and engage in meaningful communication on an international scale (Almalki & Alghethami, 2022).…”

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confidence: 99%

“…Compounding the issue is the lack of emphasis on pronunciation training by most educators, leading to pronunciation being somewhat neglected in language teaching, akin to being the 'Cinderella of Language Teaching.' Pronunciation is rarely taught explicitly (Sugiharto et al, 2022;Almalki & Alghethami, 2022), resulting in students struggling to communicate clearly with native English speakers.…”

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confidence: 99%

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Exploring the Use of Animated Trapezium in Teaching English Diphthongs at Senior Junior High School Students

Rahman

2024

ERJEE

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The main purpose of this study was to examine Animated Trapezium to teach the English Diphthongs as one of some important and complicated aspects, the articulation of diphthongs is often treated as the “stepchild of language learning aspects” compared to that of grammar and vocabulary. Further than that, as one of the phonetic systems, articulating diphthongs is not usually taught explicitly in secondary schools. Indeed, articulating diphthongs is often problematic for the EFL/ESL teachers as well. This study found that most (if not all) English teachers adopted some approaches by relying on materials that, as a matter of fact, lack grounding but expect good results. In Indonesia, particularly in West Nusa Tenggara for the secondary school level, articulating diphthongs is one most difficult parts of the English sound systems to learn. It is commonly known that the difficulties are caused by the fact that in the Indonesian language, diphthongs are usually (if not always) articulated by monophthongize. As such, in trying to articulate the English diphthongs, secondary school students also tend to monophthongize them. Designed by giving animation to the common English vowel trapezium, this paper is intended to discuss how this ‘Animated Trapezium’ can be used by English teachers as the medium of teaching and how this medium can help students easier to understand and practice articulating the English diphthongs.

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Section: Using Vowel Trapezium and Animation To Teach English Diphthongsmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Exploring the Use of Animated Trapezium in Teaching English Diphthongs at Senior Junior High School Students

Rahman

2024

ERJEE

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“…In addition to being a fruitful area for further investigation by the NLP/G communities, tongue-twisters also present a wide range of real-world applications, making the case for their automatic generation even stronger. These applications include (1) being used as an educational tool (Wilshire 1999;Somoff 2014;Sugiharto, Santoso, and Shofyana 2022); (2) being a source of entertainment and humor stemming primarily from unintentional misarticulation; (3) as a literary device for engaging young children in developing their literacy (such as the approach taken in numerous Dr. Seuss stories (Geisel 1965)); (4) as a method of designing memorable slogans and tag lines (Guerini, Özbal, and Strapparava 2015); and (5) as stimuli in neuroscience and physiology research to investigate the localization of functions within the brain and how linguistic perception links to production on a neurological level (O'Halloran 2020; Wong et al 2019;Kember, Connaghan, and Patel 2017).…”

Section: Has Broughtmentioning

confidence: 99%

TwistList: Resources and Baselines for Tongue Twister Generation

Tyler¹,

Tang²,

Lin³

2023

Proceedings of the 61st Annual Meeting of the Association for Computational Linguistics (Volume 2: Short Papers)

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Previous work in phonologically and phonetically grounded language generation has mainly focused on domains such as puns and poetry. In this article, we present new work on the generation of tongue-twisters -a form of language that is required to be conditioned on a phoneme level to maximize sound overlap, whilst maintaining semantic consistency with an input topic and still being grammatically correct. We present TwisterLister, a pipeline for generating phonologically informed tongue-twisters from Large Language Models (LLMs) that we use to generate TwistList 2.0, the largest annotated dataset of tongue-twisters to date, consisting of 17K+ examples from a combination of human and LLM authors. Our generation pipeline involves the use of a phonologically constrained vocabulary alongside LLM prompting to generate novel, nonderivative tongue-twister examples. We additionally present the results of automatic and human evaluation of smaller models trained on our generated dataset to demonstrate the extent to which phonologically motivated language types can be generated without explicit injection of phonological knowledge. Additionally, we introduce a Phoneme-Aware Constrained Decoding module (PACD) that can be integrated into any causal language model and demonstrate that this method generates good quality tongue-twisters both with and without fine-tuning the underlying language model. We also design and implement a range of automatic metrics for the task of tongue-twister generation that is phonologically motivated and captures the unique essence of tongue-twisters based on Phonemic Edit Distance (PED).

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“…By adding a variable, Mu'thi & Indah (2021) made researched a similar issue about tongue twister within rap music applied in pronunciation class. The last (Sugiharto et al, 2022) discovered how tongue twisters can improve students' pronunciation skills.…”

Section: Introductionmentioning

confidence: 99%

Tongue Twister Method in Teaching Pronunciation: A Narrative Inquiry of Pre-Service English Teacher

Puspita

Wachyudi

Hoerniasih

2023

edu

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Since English has become a foreign language in Indonesia, the capability to communicate in English has become ever more crucial. Correct speech is progressively required to prevent misunderstandings in articulating a message to the public. As a result, teaching English speaking is essential for teachers to improve their students' speaking abilities. As English is a second language in Indonesia, students struggle to acquire it. In the context of communication, the mother tongue or the language used in daily activities is more dominant. Because the use of foreign languages is still descending, one of the alternative techniques that a teacher can accomplish is a tongue twister. Tongue twisters as a teaching method enable pupils to speak more clearly, especially when pronouncing words. This research aims to report on the researchers’ experience using tongue twister to teach pronunciation in speaking practice. This research was conducted in an Indonesian Vocational High School in the Karawang district. Besides that, the role of the researchers was as active observers. The findings are that students relish learning using the tongue twister technique. Relish means that the students vigorously participate in learning because the teaching method is delightful and comfortable for students to comprehend the crux material. Therefore, the tongue twister technique assists students in learning English speaking continually.

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Teaching English Pronunciation Using Tongue Twister

Cited by 3 publications

References 2 publications

Exploring the Use of Animated Trapezium in Teaching English Diphthongs at Senior Junior High School Students

Exploring the Use of Animated Trapezium in Teaching English Diphthongs at Senior Junior High School Students

TwistList: Resources and Baselines for Tongue Twister Generation

Tongue Twister Method in Teaching Pronunciation: A Narrative Inquiry of Pre-Service English Teacher

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