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The Concepts of Tongue Twister

The concepts of Tongue Twister

1.      Definition of Tongue Twister

Karin M. Cintron (1999-2012) state that tongue twisters are sentences containing alliteration. Alliteration refers to the same phonetic sound repeated at the beginning of each wood, for several words. For example. “Sally sang songs on Sunday. “repeat the “s” sound many times. Most tongue twisters use rhyme and alliteration. Ryme is an important aspect of tongue twisters because it makes them easier to remember. Tongue twister have also been used in scientific research as part of the effort to prove reading silently still requires speech articulation as if the words were being read aloud.

Goldrick. M and Blumstein S. E. (2008: 7) assumed that the tongue twister paradigm induces phonological planning errors, in addition Ministry of Education and Sports (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 of  the child. 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  dif´Čücult  to  pronounce, especially to pronounce quickly. For example, the phrase She sells sea shells by the seashore is a tongue twister

Mary Elizabeth (2003-2012). Shifting from a single sound to a blend or digraph. Shifting between /s/ and /sh/ is quite tricky, so you will find many tongue twisters that play on this sound combination: She sells seashells by the seashore. and The sixth sheik's sixth sheep's sick. In the following tongue twister, we see a shift between /k/ and two blends: /kr/ and /kl/: How can a clam cram in a clean cream can?

2.      Why Use Tongue Twister

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

First, tongue twister is enjoyable. Tongue twister can help the students to use the intonation better and better. Besides that it can make the English lessons very enjoyable by taking the attention of the students at once. Who wouldn’t like listening to other twisting tongues?:) Isn’t it fun to hear funny mistake? (By Merveoflaz, subbmitted on 5 February, 2011 – 16:15).

Secondly, Tongue twister is fun. Using tongue twister is a fun way to teach pronunciation . it’s particularly a good technique to teach sounds and increase the students’ speaking ability. The students’ shouldn’t focus on the speed while practizing tongue twister. If they say tongue twister at a reasonable speed, they can learn the correct sound and the pronunciation correctly. (By Bulent, submitted on 6 February, 2011- 00:24).

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 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).

Alex Brooks (1996-2012) state that tongue twisters are not only a linguistic fun and game but serve a practical purpose for language and speech development. For example, tongue twisters may be used by foreign students of English to increase their accent and speech pathologists often use them as a tool to help those with speech difficulties.

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 as fun, enjoyable, but also it has another contribution  like motivate and stimulate the learners to be more active in receiving the materials from the teachers. 

3.      Procedures of Tongue Twister

According to Joyce. K (2002:2) the Procedure of tongue twisters follows write some English tongue twisters on the board or on pieces of paper to distribute to students. Ask them to read the tongue twisters aloud. Then faster. Then three times in a row. All levels and ages enjoy tongue twisters. They work well as a warm-up to get  students speaking, and they help students to practise pronouncing difficult sounds in English and

Bennett, R., & Bennett, S. T. (1991: 326). States the tongue twister 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”.

Based on Macmillan & McGraw (2006:1) Instructional Strategy Whole and Small Group Read students a tongue twister that includes more than one sound that you have been working on in your class. Read aloud the tongue twister as a group and ask students to clap every time they hear the sounds. Ask students to make up a tongue twister or rhyming poem of their own that uses a pattern or sound that you have worked on in your class.  Have pairs share them with other groups.

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