The aim of this study is to develop effective and easy pronunciation instructions for students. The participants were divided into two groups. One group was taught English individual sounds with vast explanation (Explicit group), while the other group was taught without any explanations and was asked to imitate the teacher's showing models (Implicit group). Both groups were taught English rhythm and intonation by shadowing. From the results of ANOVA and a questionnaire, it was concluded that the test timing of the instructions was statistically significant, and Implicit group thought the instructions were much easier, interesting, and understandable than Explicit group.
