Leveraging cross-referencing minimal pairs as an effective technique in teaching pronunciation

This research examines the impact of cross-referencing minimal pairs on improving English pronunciation among eighth-grade students at a junior high school in Aceh Besar, Indonesia. A pre-experimental method was utilized with a sample of 26 students. Pre-tests and post-tests were administered, and the data were analyzed statistically. The findings indicate a significant improvement in students' pronunciation following the use of the cross-referencing minimal pair technique. Most students demonstrated substantial increases in their pronunciation scores from the pre-test to the post-test. The mean score rose from 45.61 in the pre-test to 79.84 in the post-test, representing 34.24 points increase. The t-test results revealed a very large effect size, à la Cohen’s (1988) criteria. It was concluded that ‘cross-referencing minimal pairs’ is effective in enhancing pronunciation skills. It is recommended that this technique be integrated into pronunciation instruction.