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DESIGNING A SET OF ENGLISH SPEAKING MATERIALS
USING JAZZ CHANTS FOR THE ENGLISH CLUB
OF SMP PANGUDI LUHUR 1 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as a Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Carolus Suksmo Praksono
Student Number: 121214057
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
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DESIGNING A SET OF ENGLISH SPEAKING MATERIALS
USING JAZZ CHANTS FOR THE ENGLISH CLUB
OF SMP PANGUDI LUHUR 1 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as a Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Carolus Suksmo Praksono
Student Number: 121214057
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
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ABSTRACT
Praksono, Carolus Suksmo. (2017). Designing A Set of English Speaking Materials
Using Jazz Chants for The English Club of SMP Pangudi Luhur 1 Yogyakarta.
Yogyakarta: English Language Study Program, Sanata Dharma University.
In this research, the researcher designed a set of English speaking materials
using jazz chants for the eighth grade of English club of SMP Pangudi Luhur 1
Yogyakarta. Based on the researcher’s findings, the English club teacher provided
the teaching materials by themselves, since the school did not provide the materials
for the English club teacher and the researcher also found that the students were not
exposed enough to speaking. There was a lack of speaking practice in the class.
Therefore, the researcher used jazz chants in designing the materials as a trigger for
the students to speak English more in a form of chanting
The research aimed to answer two research questions: (1) How is the set of
English speaking materials using jazz chants for grade eight of the English club
students designed? and (2) How does the design look like?
The researcher took five steps from the model of Kemp (1977): (1) set goals,
topics, and general purposes, (2) know the students’ characteristics, (3) set the
learning objectives, (4) list the subject content, and (5) select teaching/learning
activities. The researcher also used the steps of research and development by Borg
and Gall (1983). Due to the time limitation, the researcher only used five of them,
namely: (1) research and information collecting, (2) planning, (3) develop
preliminary form of products, (4) preliminary field testing, and (5) main product
revision. In gathering the data, the researcher used interview for the research and
information collecting. The researcher also distributed questionnaires for the
preliminary field testing to the experts to get feedbacks, comments, and suggestions
for an improvement on the designed materials.
Based on the results, there were few things to be revised. They were the
unclear instructions on the materials and the teachers’ guidelines, more guidelines
on how to use the chants, grammatical errors, less pictures, and no interconnection
between the title and the chant. The researcher accommodated the feedback and
revised them all to improve the designed materials. The final version of the
materials consists of four units. They are Animals, Making an Appointment, How
Was Your Holiday? And Meal Time. In each topic there are four sections provided.
They are Let’s Warm Up With The Chant, Grammar, Let’s Practice, and Wrap Up
Chant.
Keywords: speaking skills, Jazz Chant, designed materials
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ABSTRAK
Praksono, Carolus Suksmo. (2017). Designing A Set of English Speaking Materials
Using Jazz Chants for The English Club of SMP Pangudi Luhur 1 Yogyakarta.
Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Dalam penelitian ini, peneliti merancang materi speaking yang menggunakan
jazz chant untuk klub Bahasa Inggris kelas VIII SMP PL 1 Yogyakarta. Hal ini
berangkat dari penemuan peneliti, bahwa SMP PL 1 belum menyediakan materi
speaking yang menggunakan jazz chant, sehingga guru menyiapkannya sendiri. Di
samping itu, peneliti juga menemukan bahwa para siswa di sekolah tersebut tidak
begitu diasah keterampilannya dalam berbicara Bahasa Inggris. Terdapat sedikit
sekali kesempatan praktik bagi siswa untuk mengasah keterampilan berbicara
Bahasa Inggris. Oleh karena itu, peneliti menggunakan jazz chants dalam
merancang materi speaking agar siswa semakin terpacu semangatnya untuk
mengasah dan mengembangkan keterampilan berbicara bahasa Inggris.
Penelitian ini bertujuan untuk menjawab dua pertanyaan: (1) Bagaimana
sekumpulan materi speaking yang menggunakan jazz chants dirancang? (2) Seperti
apa rancangannya? Dalam penelitian ini, peneliti menggunakan lima langkah milik
Kemp (1977): (1) set goals, topics, and general purposes, (2) know the students’
characteristics, (3) set the learning objectives, (4) list the subject content, dan (5)
select teaching/learning activities. Di samping itu, peneliti juga menggunakan
langkah-langkah R & D milik Borg and Gall (1983). Namun, peneliti hanya
menggunakan lima langkah milik Borg and Gall karena waktu yang terbatas. Lima
langkah yang digunakan antara lain, (1) research and information collecting, (2)
planning, (3) develop preliminary form of products, (4) preliminary field testing,
dan (5) main product revision. Dalam mengumpulkan data, peneliti menggunakan
wawancara sebagai pemenuhan langkah pertama. Peneliti juga membagikan
kuisioner kepada para ahli sebagai pemenuhan langkah keempat untuk
mendapatkan umpan balik, komentar, dan saran. Umpan balik, komentar, dan saran
menjadi sarana untuk memperbaiki kekurangan dari materi yang telah dirancang.
Berdasarkan hasil yang diperoleh, ada beberapa hal yang harus direvisi oleh
peneliti, seperti ketidakjelasan instruksi dalam materi, kesalahan grammar, serta
judul dan chant yang tidak sinkron. Di samping itu, peneliti juga harus
menambahkan panduan dalam menggunakan chant dan gambar. Bentuk akhir dari
materi yang telah dikembangkan dan direvisi terdiri atas empat unit, antara lain
Animals, Making An Appointment, How Was Your Holiday? dan Meal Time. Di
masing-masing topik, terdapat 4 bagian yang disediakan, antara lain Let’s Warm
Up With The Chant, Grammar, Let’s Practice, dan Wrap Up Chant.
Keywords: speaking skills, Jazz Chant, designed materials
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ACKNOWLEDGEMENTS
First of all, I would like to thank Lord Jesus for all the blessings, for waking
me and pulling me up when I am down while finishing my thesis and for everything
He has done until now. My biggest love and special thanks for my family, Papi,
Mami, Deo, Bartho for everything and for the unstoppable prayer and support for
me.
I would like thank to all the lecturers and staff of English Language Education
Study Program, especially Paulus Kuswandono, Ph.D., Agustinus Hardi
Prasetyo, S.Pd., M.A., Josephine Sri Murwani Pudji Lestari, S.Pd. M.Hum.,
for the support and motivation so that I can finish my thesis.
I would also like to express my gratitude to SMP Pangudi Luhur 1
Yogyakarta for helping and giving me a chance to conduct this research. I also
thank my very best mate Joe, Doni, Vincent, Indra, Nanda, Joy, Marcell, Yole,
Eva, and the rest of PBI 2012 for the encouragement, motivation, prayers, and love
for me to finish this thesis. I also would like to thank The Prapanca Kos, Vito,
Jere, Kribo, Kina without them it would be hard for me to finish my masterpiece.
I also would like to express my happiness and thanks to an angel, my savior,
my motivation, my boost, the one who always pulls me up when I am down, giving
up and tired with the thesis, the one who is always there for me, Yuliana. Without
the presence of love, passion, and prayer I will not finish my thesis this soon.
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Last but not least, I would like to express my gratitude to whom I cannot
mention one by one, who have helped me to finish my masterpiece. I thank them
for all the support, motivation, prayers and love.
Carolus Suksmo Praksono
121214057
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TABLE OF CONTENTS
Pages TITLE PAGE ........................................................................................................... i
APPROVAL PAGES ............................................. Error! Bookmark not defined.
STATEMENT OF WORK’S ORIGINALITY ...... Error! Bookmark not defined.
PERNYATAAN PERSETUJUAN PUBLIKASI ....... Error! Bookmark not defined.
ABSTRACT ........................................................................................................... vi
ABSTRAK .............................................................................................................. vii
ACKNOWLEDGEMENTS ................................................................................. viii
TABLE OF CONTENTS ........................................................................................ x
LIST OF TABLES ................................................................................................ xii
LIST OF FIGURES ............................................................................................. xiii
LIST OF APPENDICES ...................................................................................... xiv
CHAPTER I. INTRODUCTION ............................................................................ 1
A. Research Background ............................................................... 1
B. Research Problems ................................................................... 4
C. Research Limitation ................................................................. 4
D. Research Objectives ................................................................. 4
E. Research Benefits ..................................................................... 5
F. Definition of Terms .................................................................. 5
CHAPTER II. LITERATURE REVIEW ................................................................ 7
A. Theoretical Description ............................................................ 7
1. Speaking Skill ................................................................... 7
a. The Nature of Speaking.............................................. 7
b. The Difficulties in Speaking Skill .............................. 8
c. Principles of Teaching Speaking Skill ....................... 9
2. Jazz Chant ....................................................................... 12
3. Kemp’s Model of Instructional Design ........................... 15
B. Theoretical Framework .......................................................... 20
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CHAPTER III. RESEARCH METHODOLOGY ................................................ 22
A. Research Method .................................................................... 22
B. Research Setting ..................................................................... 25
C. Research Participants ............................................................. 25
D. Research Instruments ............................................................. 26
E. Data Gathering Technique ...................................................... 27
F. Data Analysis Technique ........................................................ 28
G. Research Procedure ................................................................ 30
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION .......................... 31
A. Research and Information Collecting ..................................... 31
1. The result of interview with the English club teacher ..... 31
2. Knowing the students’ characteristics ............................. 33
B. Planning .................................................................................. 33
1. Setting goal, topics, and general purposes ...................... 33
2. Setting the learning objectives ........................................ 34
C. Develop Preliminary Form of Products .................................. 35
1. Subject Contents .............................................................. 35
2. Teaching Activities ......................................................... 37
D. Preliminary Field Testing ....................................................... 38
1. The description of the experts ......................................... 39
2. Data presentation ............................................................. 39
E. Main Product .......................................................................... 43
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ....................... 46
A. Conclusions ............................................................................ 46
B. Recommendations .................................................................. 47
REFERENCES ...................................................................................................... 49
APPENDICES ...................................................................................................... 51
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LIST OF TABLES
Page
Table 3.1 Combination Model………………………………………….……….. 23
Table 3.2 Points of Argument…………………………………………….……... 29
Table 3.3 The Average Point………………………………………………......... 29
Table 3.4 Interpretations of the Average Points…………………………………. 30
Table 4.1 Topics and General Purposes…………………………………..……... 34
Table 4.2 Learning Objectives…………………………………………….…….. 35
Table 4.3 Subject Contents…………………….....................................................36
Table 4.4 The Descriptions of The Experts……………………….…………...... 39
Table 4.5 The Results of The Experts’ Evaluation.................................................40
Table 4.6 Interpretations of the Average Points……………………...………...... 41
Table 4.7 Comments and Suggestions……………………………………..…..... 41
Table 4.8 The Revision………………………………………………….……..... 43
Table 4.9 The Final Version……………………………………....……….……. 44
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LIST OF FIGURES
Page
Figure 2.1 The Steps of Instructional Design Model by Kemp……………. 19
Figure 2.2 Researcher’s Model…………………………………………….. 20
Figure 3.1 R&D Cycle by Borg and Gall…………………………………... 23
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LIST OF APPENDICES
Page
APPENDIX A Letter of Permission…………………………………….. 52
APPENDIX B Questionnaire for Evaluation………………………….... 54
APPENDIX C Interview for Research and Information Collecting......... 57
APPENDIX D Final Product……………………………………………. 59
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CHAPTER I
INTRODUCTION
In this chapter, the researcher presents the research background, the research
problems, the research limitation, the research objectives, the research benefits, and
the definition of terms related to the study.
A. Research Background
English is a global language that is spoken around the world. It is also one
of the subjects that are being taught in many schools in Indonesia. A study shows
that starting to learn a language several years earlier was simply to increase the total
number of years spent learning the language (Brewster, Ellis, & Girard, 2002).
English is just as important as other subjects because English is a very useful tool
to connect the students with people around the world. Most students might find it
difficult to learn and to speak in English. Therefore, teachers should be creative in
creating activities to teach speaking in the classroom. English teaching with chants
is a new technique in Indonesia. According to Reilly and Ward (1997), songs,
chants, and rhymes can help the children’s language and physical development
when the chants are mixed with the dance and mime. Reilly and Ward (1997) state
the benefit of using songs, chants, and rhymes is that the learners will happily repeat
the same structure, even the same words, over and over without getting bored.
In this research, the researcher focuses on the speaking skill based on the
observation that has been done by the researcher in SMP Pangudi Luhur 1
Yogyakarta. The students still find it hard to implement the speaking skill. The
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students referred here were the eighth grade students of the English club of the
school. At this grade, the researcher found that the students still find it difficult to
speak and pronounce English words fluently and correctly. Based on the
observation, the researcher found that the school did not provide the teaching
materials for the English club. The teachers have to find their own materials to teach
the students.
The 2013 curriculum, as they call it, has been implemented in many schools
in Indonesia. In this new curriculum, the allotted time for English class is reduced
due to some reasons. In English teaching context, the new curriculum is producing
new problems for both teachers and students. Students need to be exposed more
into the language. According to Moon (2005), the ideal situation for children
learning a second language is to live in the country where the language is spoken,
to be surrounded by it, and to acquire it naturally through using it every day.
In this study, the researcher would like to give an innovation to help the
grade eight students of the English club in SMP Pangudi Luhur 1 Yogyakarta
improve their speaking skill. Since there is no existing speaking materials in the
English club, therefore, the researcher is going to design a new speaking materials
by using jazz chants. Graham (2006) states that:
A jazz chant is a rhythmic expression of natural language which links the
rhythms of spoken American English to the rhythms of traditional American
jazz. The rhythm, stress, and intonation pattern of the chant should be an
exact replica of what the student would hear from an educated native speaker
in natural conversation (p. 5).
A recent study shows that jazz chants introduce and reinforce the language
functions and structures of every day spoken language (Quito & Peralta, 2010).
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This research also shows that Jazz Chants provide an innovative, exciting,
and effective way of improving students’ speaking and listening skills.
Students can hear natural spoken English rather than the teachers’
pronunciation all the time, and they can keep the sounds in their mind (p.
41).
Another recent study conducted by Kung (2013) shows that the use of Jazz
Chants can improve students’ speaking skills. Jazz Chants can give the students
interests and motivation in speaking English.
Three findings can thus be identified at this point: to begin with, the use of
Jazz Chants not only improved EFL learners’ listening, but also speaking
skills. Second, music was found to complement well with Jazz Chants to
strengthen EFL students’ learning interests and motivation. Third, the use
of Jazz Chants could give students more confidence in speaking English
from the authentic input they received during this study (p.18).
According to Brewster, Ellis, and Girard (2002, 163), using songs, rhymes,
and chants in language teaching is particularly useful for practicing pronunciation
which includes individual sounds and sounds in connected speech, features relating
to stress, rhythm, and intonation. Students were given many chances for them to
practice their ability in English speaking by using the jazz chants.
Brewster, Ellis, and Girard (2002) state that songs, rhymes, and chants are
motivating and fun and develop positive attitudes towards the target language. They
can also encourage and build children’s confidence by letting the children learning
chunks of language from which they can teach or demonstrate to their friends and
family. Therefore, the researcher designs speaking materials with jazz chants to
improve students speaking skill and make students more motivated to speak in
English inside and outside the classroom
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B. Research Problems
In this study, the researcher would like to search for the answers of these
following questions:
1. How is a set of English speaking materials for grade eight of the English
club students designed?
2. What does the design look like?
C. Research Limitation
This research is limited to design suitable English speaking materials for the
eighth graders of English club of SMP Pangudi Luhur 1 Yogyakarta. The researcher
designs a set of English speaking materials based on the students’ needs. The
students referred here is the grade VIII G English club students of SMP Pangudi
Luhur 1 Yogyakarta. The class consisted of 28 students who were present during
the data gathering.
Because the study was limited to the above subjects engaged in an English
club setting, the researcher does not wish to generalize the findings as applicable to
any contexts. In designing the speaking materials, the researcher uses jazz chants
technique that provides many chances for the students to focus on the stress,
rhythm, and intonation.
D. Research Objectives
The objectives of this study are firstly to design a set of English speaking
materials using jazz chants for English club of grade eight students in SMP Pangudi
Luhur 1 Yogyakarta. Secondly, the study aims to present a set of English speaking
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materials using jazz chants for English club of grade eight students in SMP Pangudi
Luhur 1 Yogyakarta.
E. Research Benefits
The results of this research are expected to provide benefits for those who
have concern in teaching and learning process of English as explained below.
1. English teacher
This set of English speaking materials is expected to be used by the teachers
to teach speaking. It is also expected for the teacher to inspire and motivate the
teachers to be more creative in developing teaching materials for speaking skills.
2. The eighth grade English club students of SMP Pangudi Luhur 1 Yogyakarta
This product of the research can be a benefit for the students to improve their
speaking skills. Moreover, the activities provided are expected to motivate and
encourage the students to join the learning class. Besides, the product of the
research can give more chances for students to improve their speaking skills.
3. Other researchers
This research can be a useful tool for other researchers who are going to
conduct a study that focus on the designing a set of teaching materials.
F. Definition of Terms
1. Jazz Chant
According to Graham (2006), jazz chant is a rhythmic presentation of natural
language, linking the rhythms of spoken American English to the rhythms of
traditional American jazz. Therefore, in this research, jazz chants refers to the
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rhythm, stress, and intonation of what the student would hear from a native speaker
in natural conversation.
2. Speaking
According to Nunan (1989), speaking consists of short fragmentary
utterances, in a range of pronunciation. A great deal of repetition and overlap
between one speaker and another happened in the nature of speaking.
3. Instructional Design
According to Kemp (1977), instructional design is a systematic method to
examine instructional problems and needs, sets a procedure for solving them, and
evaluates the result. To educators, this method can be applied on any educational
level such as elementary, secondary, and college.
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CHAPTER II
LITERATURE REVIEW
In this chapter, the researcher would like to discuss the theories related in
this study. There are two major parts in this chapter that will be discussed:
theoretical description and theoretical framework. The theoretical description
discusses the related theories about the model of instructional design, jazz chant,
and speaking skill. The theoretical framework discusses the significance of the
theories in designing the materials
A. Theoretical Description
This part is divided into three different sections. The first part is the model
of instructional design. It discusses the model of instructional design that is used in
this research. The second part is the jazz chants which discusses the technique used
in the design. The third part, the speaking skill, is being discussed because the focus
of the research is to improve the ability of speaking.
1. Speaking Skill
a. The Nature of Speaking
According to Brown and Yule (1983), spoken language consists of short,
often fragmentary utterances, in a range of pronunciations. They also differentiate
two basic language functions. They are the transactional function that is mostly
concerned with the transfer of information and the interactional function, in which
the primary purpose of speech is the maintenance of social relationships. Another
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thing that is need to be considered in developing speaking skills is between
monologue and dialogue. Brown and Yule (1983) state that the ability to give an
uninterrupted oral presentation is quite distinct from interactional purposes. They
also suggest that most language teaching is concerned with developing skills, in
which a learner is required to make one or two utterances at a time.
b. The Difficulties in Speaking Skill
According to Brown (2007), there are eight things that make speaking
difficult, namely:
1) Clustering,
Fluent speech is phrasal, not word by word. Learners can organize their
output both cognitively and physically.
2) Redundancy
The Speaker has an opportunity to make meaning clearer through the
redundancy of language.
3) Reduced forms
Students who do not learn colloquial contractions can sometimes develop a
stilted quality of speaking that stigmatizes them.
4) Performance variables
According to Brown (2007), one of the advantages of spoken language is
that the process of thinking as you speak allows you to manifest a certain number
of performance hesitations, pauses, backtracking, and corrections and one of the
most salient differences between native and nonnative speakers of a language is in
their hesitation phenomena.
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5) Colloquial language
Language learner sometimes are not well acquainted with the words, idioms,
and phrases of colloquial language.
6) Rate of delivery
In teaching spoken English, a teacher is needed in order to get the students
an acceptable speed along with other attributes of fluency.
7) Stress, rhythm, and intonation
The stress, rhythm, and intonation of spoken English carries important
messages, therefore students need to know where to use the perfect stress, rhythm
and intonation.
8) Interaction
According to Brown (2007), learning to produce waves of language in a
vacuum – without interlocutors – would rob speaking skill of its richest component:
the creativity of conversional negotiation.
Those are the eight difficulties which might be experienced by the eighth
grade students of English club of SMP Pangudi Luhur 1 Yogyakarta. Brown (2007)
believes that the eight difficulties are mostly happened in language learners
especially in speaking skill. Teachers who are teaching English speaking should
consider on those difficulties to help the students improving their speaking skill.
c. Principles of Teaching Speaking Skill
According to Brown (2007), there are seven principles in teaching speaking
skill, namely:
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1) Focus on both fluency and accuracy (depending on your objectives)
Teachers need to bear in mind a spectrum of learner needs, from language-
based focus on accuracy to message-based focus on interaction, meaning, and
fluency.
2) Provide intrinsically motivating techniques
According to Brown (2007), the purpose of the second principle is to appeal
to students’ ultimate goals and interests, to their need for knowledge, for status, for
achieving competence and autonomy, and for “being all that they can be”. Teachers
should also help the students to see how the activity will benefit them.
3) Encourage the use of authentic language in meaningful contexts
It takes energy and creativity to devise authentic contexts and meaningful
interaction, thus teachers need to have a storehouse of the resource material.
4) Provide appropriate feedback and correction
Students are totally dependent on the teacher for useful linguistic feedback
in most EFL situations. Brown (2007) states that it is important that teachers take
advantage of their knowledge of English to inject the kinds of corrective feedback
that are appropriate for the moment.
5) Capitalize on the natural link between speaking and listening
Teachers should not lose out on opportunities to integrate speaking and
listening skills. It is because many interactive techniques involve these two skills.
Moreover, when teachers are focusing on speaking goals, listening goals may
naturally coincide and these two skills can reinforce each other.
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6) Give students opportunities to initiate oral communications
According to Brown (2007), a good deal of typical classroom interaction is
characterized by teacher’s initiation of language. In most situations in a classroom,
students have been conditioned only to “speak when spoken to”. Part of oral
communication competence is the ability to initiate conversations, to nominate
topics, to ask questions, to control conversations, and to change the subject (Brown,
2007).
7) Encourage the development of speaking categories
There are nine strategies to help the students accomplishing oral
communicative purposes, namely:
Asking for clarification (What?)
Asking for someone to repeat something? (Huh? Excuse me?)
Using fillers (Uh, I mean, Well) in order to gain time to process
Using conversation maintenance cues (Uh-huh, Right, Yeah, Okay, Hm)
Getting someone’s attention (Hey, Say, So)
Using paraphrases for structures one can’t produce
Appealing for assistance from the interlocutor
Using formulaic expressions
Using mime and nonverbal expressions to convey meaning
Those are the nine strategies of the last principles of teaching speaking skill
by Brown. By doing so, Brown believed that the strategies would help the students
in improving their speaking skill. According to Moon (2005), the ideal situation for
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children learning a second language is to live in the country where the language is
spoken, to be surrounded by it and to acquire it naturally through using it every day.
2. Jazz Chant
According to Graham (2006), a jazz chant is a rhythmic presentation of
natural language, linking the rhythms of spoken American rhythms and traditional
American jazz. There are three advantages of using Jazz Chants in language
teaching (Graham, 2006). Those advantages are:
a. Rhythm and Intonation
Unlike nursery rhymes, rapping, and songs, jazz chanting has the rhythm,
stress, and intonation pattern of how a native speaker speaks in natural
conversation. It can be constructed and taught by anyone by emphasizing natural
stress and intonation. The connection between spoken American English and the
natural rhythm of jazz is that they both have the basic 4-beat rhythm (Graham,
2006).
Keeping the rhythm of a jazz chant is crucial. Sometimes there is no word
spoken on a beat, but other signals such as a clap, tap, or pause can be used to
indicate the rhythm. The first beat is the first stressed word, which is not always the
first word of the line (Graham, 2006).
b. Grammar and Vocabulary
According to Graham (2006), jazz chants can reinforce grammar, develop
and practice vocabulary. It can also be used to practice the patterns of everyday
conversation.
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c. Memorization
Jazz chant is a powerful aid to memory. Graham (2006) states that using
rhythm to introduce new vocabulary offers students a very fast track for learning.
She also stated that it is possible to include multiple repetition or words and phrases
without the drudgery of repetitive drills because of the enjoyment in doing chanting.
Reilly and Ward (2002) also argued that when words are linked to rhythm and music
they seem to have more emotive and personal significance and are remembered
better.
Apart from the three advantages mentioned above, Graham (2006) states that
teachers and students do not need to be musicians or have that musical talent to
perform a chant. The rhythm, stress, and intonation can be acquired by practice
either in a big or small group with interactions and role-playing opportunities. Once
teachers or students practiced the chants, they will discover that it is a simple and
fun way to teach and learn English. Graham (2006) states that jazz chants are
flexible because they use natural spoken American English. Jazz chants can be used
in classes of any size and with all age groups which do not require any special
materials. The rhythmical attraction of chanting is common to all humans, young
or old. A jazz chant can be upgraded by adding songs, movements, poetry, and
storytelling. The kinesthetic element is especially important in this age group,
which is reluctant to sit still for very long.
According to Brewster, Ellis, and Girard (2002), songs, rhymes, and chants
can be used in many different ways. It can be used as warmers, as a transition from
one activity to the next, closers, to introduce, practice and revise new language, to
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change mood, to get everyone’s attention, to channel high levels of energy or to
integrate with storytelling, topic work or cross-cultural work.
Creating jazz chants is not difficult. According to Kustantinah & Himatu
(2014), jazz chants are simple because it deals with natural spoken language. There
is no special skill needed in composing the chants. Graham (2006) also provided
five steps of how to made jazz chants. The steps are as follow:
1. Select a Topic
Your choice will depend on the needs of the students
2. Write down useful words associated with the topic you have chosen
Select interesting, fun, and useful words for the students to know less than
ten words. A children’s picture dictionary can be a very useful tool in selecting
words.
3. Group your words according to the number of syllables in each.
This is very important because the syllable count will determine the rhythm
and music of the final chant. Most of the words used in jazz chants are consist of
one, two, or three syllables. For example, if the topic is transportation, the words
would be bus (one), taxi (two), and pedicab (three)
4. Make a list of words which rhyme with each of the chosen words in your
list.
These rhyming words can come from any topic area. They do not need to be
related to the topic you have chosen. They must simply rhyme. For example, Cat:
bat, hat, rat …
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5. Make a list of descriptive words that might be used with your topic.
Group these words according to syllable count. For example, if you have
chosen the topic ‘food’, the list would be like this:
Fresh (1-syllable adjective)
Frozen (2-syllable adjective)
Delicious (3-syllable adjective)
According to Reilly and Ward (2002), songs, chants, and rhymes help the
development of children’s language because it encourage children to explore the
sound of words. They are particularly useful in a stress-timed language because the
rhythm forces the learners to put stress in the right places, so that the learners will
be able to observe the strong and the weak forms (Reilly and Ward, 2002).
In terms of speaking skills, jazz chants are focused not only into the fluency
but also into the pronunciation which include the pattern of the rhythm, stress, and
intonation. Slowly the learners’ pronunciation is improved at the same time as they
concentrating on sound rather than meaning.
3. Kemp’s Model of Instructional Design
There are eight parts presented by Kemp (1977, p. 8) and can be summarized
as follows:
a. Consider goals, list the topics, and state the general purposes for
teaching each topic
According to Kemp (1977, p. 13), instructional design starts with a
recognition of the broad goals of the school system or institution which then served
by the developed educational program. After recognizing the goals, the next step is
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to list the topics because those topics would become the scope of the course. Topics
are sometimes arranged according to a logical organization, mostly from simple to
concrete levels to complex and more abstract levels. After listing the topics, stating
the general purposes is the next step. Teachers or members of a teaching team need
to be responsible to select one or more purposes to represent a topic that is going to
be taught. A professional instructional designer can help the teacher to decide and
state the purposes in clear, comprehensive fashion, but the one who is responsible
to question what is to be taught is the teachers because their training and knowledge
of the subject content and the students qualify them. The designer’s main
contribution is only to clarify the statements of purpose with the teacher and help
the teacher translate them into detailed behavioral terms for which learning
experiences can be planned (Kemp, 1977, p. 16).
b. Enumerate the important characteristics of the learners for whom the
instruction is to be designed.
Kemp (1977) states that each and every student should be recognized and
be respected as an individual learner. Moreover, he also states that each person
should be assisted in pursuing learning at his or her own pace, schedules, and with
their own selection of learning experiences and materials. The planner must obtain
information about the learners’ capabilities, needs, and interests because those
things should affect the emphases in instructional planning, including the selection
of topics and the level at which topics are introduced, the choice and sequencing of
objectives, the depth of treatment, and the variety of learning activities.
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c. Specify the learning objectives to be achieved in terms of measurable
student behavioral outcomes
Kemp (1977) argues that some instructional designers claim that objectives
be stated carefully early in the planning after the considering the goals and stating
the general purposes that is formulated in the topic. It could be correct, but in actual
practice sometimes it does not work due to many people cannot enumerate detailed
objectives. According to Kemp (1977, 24), writing objectives is a developmental
activity that requires refinements, changes, and additions as the writer develops
subsequent planning steps.
d. List the subject content that supports each objective
According to Kemp (1977), there are four questions that might be useful in
preparing the list of the content for a topic, namely:
What specifically must be taught or learned in this topic?
What are the facts, the concepts, and the principles related to this topic?
What steps are involved in necessary procedures relating to this topic?
What techniques are required in performing essential skills?
By answering these questions, it shows exactly how to select subject
contents. The subject content must be related to the objectives and the students’
needs.
e. Develop pre-assessments
According to Kemp (1977), before going on to the next step, an instructional
designer should consider whether the students are prepared and competent enough
for the topic or unit of the stated objectives. By understanding the students’
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characteristics, an instructional designer should plan the learning activities. In order
to plan learning activities for which students are prepared and not wasting time for
what they already know, Kemp (1977) suggests that the planners should find out
specifically:
a.) To what extent each student has acquired the necessary prerequisites for
studying the topic
b.) What the student may have already mastered about the subject to be studied
f. Select teaching activities and instructional resources
Kemp (1977) suggests that the designer must determine the most efficient
and effective methods and then select materials to provide learning experiences that
will utilize the content associated with each objective.
g. Coordinate support services
According to Kemp (1977), there are four support services that are required
to implement the design plan. They are budget, facilities, equipment, and time and
schedules. Teachers and teaching teams frequently neglect to request these
necessary services. If certain support such as budget or facilities is not available,
this procedure will be not suitable for an instructional design plan because it can
limit a new planned program severely. Support services must be considered at the
same time instructional plans are being made and materials are being selected, since
there are many interrelated elements in any instructional situation and each needs
careful considerations.
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h. Evaluate students’ learning
By reaching this step, it means that the design planners are ready to measure
the learning outcomes related to the objectives. These objectives indicate what the
evaluation should be. According to Kemp (1977), most teachers prepare a final
examination for a topic, unit, or course as the measurement. Teachers usually
develop essays or objectives questions that refer to the subject content covered in
the course or unit. The steps of Kemp’s instructional design model can be seen in
the following figure.
Figure 2.1: The Steps of Instructional Design Model by Kemp (1977, 9)
Kemp (1977) states that this is actually a flexible process. Design planners
can set their own pattern, however, they should use most of the eight steps
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because there is an interdependence among them and each elements are related to
the revision.
B. Theoretical Framework
The researcher would like to discuss the connection of the theories
mentioned above (the instructional design’s model of Kemp, the nature of Carolyn
Graham’s jazz chant, and speaking skill by Brown and Yule), with the research
questions. To answer the first research question, the researcher used some of the
Kemp’s model due to the time limitation. The researcher believes that the model is
the simplest way and it describes the steps clearly which helped the researcher in
designing a set of speaking materials by using jazz chant for the English club of
grade eight in SMP Pangudi Luhur 1 Yogyakarta. The steps are as follows:
Figure 2.2: Researcher’s Model
R
E
V
I
S
E
Set Goals, Topics, and General Purposes
Know the Students’ Characteristics
Set the Learning Objectives
List the Subject Content
Select Teaching/Learning Activities
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1. Set goals, topics, and general purposes
By setting the goals, topics, and general purposes, the researcher knows what
to accomplish in teaching each topic.
2. Know the students’ characteristics
In this second step, before designing the speaking materials, the researcher
would like to know the factors that will affect the students’ learning process.
3. Set the learning objectives
In this step, the students will know what performance and achievement
levels are to be expected throughout the learning.
4. List the subject content
In the fourth step, the researcher will list what specifically must be learned
or taught in each topic, the facts that are related, and the steps that are involved in
necessary procedures relating in each topic.
5. Select teaching/learning activities
The researcher will select the most efficient and effective activities and
materials that will utilize the content associated with each objective.
In doing these five steps, the researcher would revised every each step in
order to understand what needs to be improved in each step.
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CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher explains about the research method, research
setting, research participants, research instrument and data gathering technique,
data analysis technique, and research procedure.
A. Research Method
There are two objectives that were set by the researcher while doing the
research. The first objective was to design a set of speaking materials by using jazz
chants for the English club of the grade eight students of SMP Pangudi Luhur 1
Yogyakarta. The second objective was to present the designed English speaking
materials.
The researcher used Research and Development (R&D) and adopted
Kemp’s model of instructional design. According to Borg and Gall (1983),
educational research and development (R&D) is a process used to develop and
validate educational products. There are ten major steps in R&D (Borg and Gall,
1983). They are research and information collecting, planning, develop preliminary
form of product, preliminary field testing, main product revision, main field testing,
operational product revision, operational field testing, final product revision, and
dissemination and implementation. The cycle of the Research and Development
cycle by Borg and Gall is shown in figure 3.1.
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Figure 3.1 R&D Cycle by Borg and Gall
In doing this research, the researcher did not use the whole steps as mentioned
above. The researcher reduced the steps into five steps only and combined them
with the steps of Kemp the researcher has chosen.
Table 3.1. Combination Model
R&D Cycle Kemp’s Model
Research and Information Collecting - Getting Information by interviewing the
English Club teacher and classroom
observation
- Know the students characteristics
Planning - Setting goals, topics, and general
purposes
- Setting the learning objectives
Develop preliminary form of products - Listing the subject content
- Selecting teaching/learning activities
Preliminary field testing - Conducting evaluation from experts
Main Product Revision - Revising the designed materials
Research and Information Collecting
Planning
Develop Preliminary
Form of Product
Preliminary Field Testing
Main Product Revision
Main Field Testing
Operational Product Revision
Operational Field Testing
Final Product Revision
Dissemination and
Implementation
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1. Research and Information Collecting
In this study, the researcher conducted an interview with the English Club
teacher to gather the students’ needs, classroom situation, and learning attitudes
towards English club class, especially speaking class. The details of the participants
are explained in the “Research Participants” section. Before conducting the
interview, the researcher observed the class to know the students’ characteristics
and the problems they were facing such as the lack of speaking practice during
learning process. The researcher also had a small chance to show a jazz chant in
front of the class.
2. Planning
According to Borg and Gall (1983), the most important aspect of planning
a research-based educational product is the statement of the specific objectives to
be achieved by the product. In this planning step, the researcher formulated the
goals, topics, general purpose, and learning objectives.
3. Develop Preliminary Form of Product
In this stage, the researcher listed the subject content and select the teaching
and learning activities that is going to be designed in the speaking materials.
According to Borg and Gall (1983), an important principle that should be observed
in developing the preliminary form of an educational product is to structure the
product.
The researcher used Jazz Chants from different people such as Carolyn
Graham, Melanie Graham, and Stanton Procter as the resources in making the
subject contents and selecting teaching and learning activities. Graham (2006)
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25
states that a jazz chant is a useful tool for working on the sound system of English
and in particular for developing an ear for the correct stress and intonation patterns
of the spoken language.
4. Preliminary Field Testing
According to Borg and Gall (1983), the purpose of this step is to obtain an
initial qualitative evaluation of the new educational product. In this step, the
researcher distributed a questionnaire to get a feedback and evaluation from the
experts.
5. Main Product Revision
The purpose of this step is to determine whether the educational product
under development meets its performance objectives (Borg and Gall, 1983). In this
stage, the researcher did the revision that has been tested in the previous step.
B. Research Setting
The research was conducted in SMP Pangudi Luhur 1 Yogyakarta. It is
located in Jalan Timoho II No. 29, Yogyakarta. The data gathering was done in
SMP Pangudi Luhur 1 Yogyakarta on the 14th-29th November 2016 and Sanata
Dharma University on the 20th April – 2nd May 2017 (see Appendix A and B).
C. Research Participants
In this research, the researcher divided the participants into two groups.
They are the participants of research and information collecting and the participants
of preliminary field testing.
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1. The Participants of Research and Information Collecting
28 students of VIII G and a young English club teacher took place as the
participants because the researcher wanted to collect the students’ characteristics,
the difficulties in speaking in English, and the factors that will affect the students’
learning process. In this case, the researcher conducted a small observation by
joining the class and observed the learning process. The researcher also had a formal
interview with the English club teacher.
2. The Preliminary Field Testing
The participants of preliminary field testing were one English teacher of
SMP Pangudi Luhur 1 Yogyakarta and five lecturers of English Education of
Sanata Dharma University. These experts helped the researcher in evaluating the
designed materials which then could be improved by the researcher. The details of
the participants of preliminary field testing were explained in chapter IV.
D. Research Instruments
In doing the research, the researcher used two instruments to gather the data.
They are interview and questionnaire.
1. Interview
Interview is a data-collection method in which an interviewer asks questions
of an interviewee (Johnson and Christensen, 2012). By having an interview, the
researcher who acted as the interviewer, will get the information needed for the
research from the interviewee. In this research, the interview was conducted for
seven minutes to an English club teacher of SMP Pangudi Luhur 1 Yogyakarta on
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the 22 November 2016. By conducting this interview, the researcher obtained more
explanation of the students’ needs in order to create a good speaking material using
jazz chants for the eighth grade of students of the English club of SMP Pangudi
Luhur 1 Yogyakarta (see Appendix C).
2. Questionnaire
The questionnaire is used in the preliminary field testing. The questionnaires
are meant to collect comments, feedbacks, and suggestions from the experts
towards the designed materials. The researcher used close and open-ended
questionnaire.
The questionnaires are divided into two parts. The first part consist of 10
statements and the researcher used the Likert scale for each statement. There were
five points of agreement, strongly disagree, disagree, disagree nor agree, agree, and
strongly agree. Example of the statements are: 1. The Jazz Chants are helpful for
the students, 2. The Jazz Chants draw students’ attention to the topic, 3. The Jazz
Chants improve students’ speaking skill. The second part of the questionnaire is for
the experts to give comments and suggestions to improve the designed materials
(see Appendix B).
E. Data Gathering Technique
This research was conducted in the first semester which was within
November 2016 at SMP Pangudi Luhur 1 Yogyakarta. The researcher used
interview and questionnaire to get the feedback and suggestions of the designed
materials from the experts. The questionnaire was given out because the researcher
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would like to identify the students’ needs, the characteristics of the class, and the
factors that will affect the students’ learning process. Furthermore, the researcher
also conducted an interview to two English club teachers for the grade eight
students to get more information that will help the researcher in designing the
materials.
After gathering the data from the questionnaire and interview, the researcher
continued to design the speaking materials by using jazz chants. Then, the
researcher distributed another questionnaire to one English teacher of SMP Pangudi
Luhur 1 Yogyakarta and to four lecturers of English Education Study Program of
Sanata Dharma University to evaluate the designed materials (see appendix A, B,
and C).
F. Data Analysis Technique
In this study, there are two types of data gathered. The first one was the
interview to find out about the classroom situation, methods used in the class, how
speaking in the class going, students’ attitudes towards English which shown in
paragraphs. The other type of data gathered is the materials evaluation from the
experts. This type of data gathered by using questionnaire and calculated by using
a formula as follows.
𝑿 = 𝚺𝒙
𝑵
Where:
X = the average
𝚺𝒙 = The sum of the score
N = the number of subject
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In analyzing the respondents’ opinion towards the designed materials, the
researcher used Likert scale. According to Best (1977), Likert scale technique
assigns a scale value to each of the five responses. Therefore, the researcher
provided five points to show the respondents’ agreement and disagreement. The
points are shown in Table 3.2.
Table 3.2. Points of Argument
Point of Argument Meaning
1 Strongly Disagree
2 Disagree
3 Neither Agree or Disagree
4 Agree
5 Strongly Agree
The researcher used descriptive statistics to calculate the data of this
questionnaire. By using this way, the researcher were able to find the mean of each
statements. By finding the mean, the researcher then summed up the means to get
the total and average score of the evaluation. Then, the data were presented in the
following table:
Table 3.3. The Average Point
No Respondent’s
Opinion
Frequency Point of Agreement Central
Tendency
1 2 3 4 5 N Mean
After the researcher got the average score from the questionnaires, then the
researcher made the interpretations of the average as shown in Table 3.4
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Table 3.4. Interpretations of the Average Points
Range Meaning
1.00 – 1.99 Need a lot of revision
2.00 – 2.99 Need some revision
3.00 – 3.99 Need a small revision
4.00 – 5.00 Need a very small revision
By getting the average point, then the researcher revised the designed based on the
data. The researcher also got the comments and feedback for the improvement of
the design.
G. Research Procedure
In order to have the research done, there were several necessary steps that
were taken during the research. The first step was the research and information
collecting. In this step, the researcher got the information from the interview with
the English Club teacher of SMP Pangudi Luhur 1 Yogyakarta. While waiting for
the teacher to finish, the researcher observed the class to see the students’
characteristics. The second step was to plan. In this step, the researcher started to
set the goals, topics, general purposes, setting the learning objectives, selecting the
contents, and the teaching activities. The third step was to develop preliminary field
testing. In this step, the researcher distributed the questionnaires containing the
evaluation of the designed materials to an English club teacher of SMP Pangudi
Luhur 1 Yogyakarta and four English Education lecturers of Sanata Dharma
University. The last step was to make a revision in order to improve the designed
materials for the grade eight English Club students.
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the researcher presents the findings and discussions
concerning the process of designing instructional speaking materials using Jazz
Chants for the English club of grade eight students of SMP Pangudi Luhur 1
Yogyakarta. This chapter answered two research questions namely 1. How is a set
of English speaking materials for grade eight of the English club students designed?
This question is answered in part A to D; whereas the second research question is
2. What does the design look like? This question is answered in part E.
A. Research and Information Collecting
In this part, the researcher collected the information related to designing the
materials. The researcher needed to know the classroom situation, such as the
students’ attitudes, teaching methods, students’ needs, interests, and characteristics.
To get the information, the researcher interviewed only one of the English club
teachers due to the lack of time.
1. The result of interview with the English club teacher
The researcher conducted the interview on Tuesday, 22 November 2016.
This interview aimed to get information about the classroom situation, methods
used in the class, students’ motivation towards speaking skill, and how far the
students know about jazz chants, and other information which are useful for the
researcher in designing materials. Due to the time limitation, the researcher could
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32
only interview one teacher because it was the last class of the semester.
In the interview, the researcher got the information about how English class
is carried out. The teacher said that in his class, the willingness to learn English is
small due to the allotted time. The time allotted was 90 minutes and started after
school. From the interview, the researcher found that the students loved to be given
a movie to watch and listening exercises because it was more interesting to learn
rather than grammar and English structure. Whereas speaking exercises were hard
to be applied in the class due to the lack of the basic grammar and confidence.
The English club class was carried out once a week. In every meeting, the
teacher has four different skills every week. From this data, we can see that the
students had a very small chance to practice speaking, even though the teacher
sometimes spoke and encouraged the students to reply in English.
Before the researcher interviewed the teacher, the researcher also tried to
demonstrate a simple jazz chant by showing a video in the class. From the
experience the researcher had, the students were curious. After one trial of the jazz
chant, the researcher repeated the jazz chant one more time since the students were
curious about the chant. The researcher saw some students trying to sing or chant
along through watching the video.
After showing the jazz chant, the teacher said that it was his first time to see
and hear about jazz chants. The teacher also saw some of the students were curious
and motivated and even tried to sing or chant along. According to the teacher, jazz
chants are very good and suitable method in English teaching especially speaking
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because it is very helpful in motivating the students to speak English more (see
Appendix C).
2. Knowing the students’ characteristics
The result of the interview showed that students of the English Club had a
very low motivation and willingness to learn English because the class was always
after school. The students were tired and had enough of studying for the whole day
at the school. From the researcher’s experience in teaching training at the same
school on February-May 2016, the researcher observed that most of the students
loved music and singing. Therefore, the researcher designed the speaking materials
based on what the students loved which would be a useful tool in motivating and
improving their speaking skill.
B. Planning
According to Borg and Gall (1983), the specific objectives to be achieved
in the product are the most important aspect. In this section, the researcher presents
the goal, topics, general purposes, and learning objectives.
1. Setting goal, topics, and general purposes
a. Goal
The goal of designing the speaking materials for the grade eight students of
the English club was to help the students improving the speaking skill by using jazz
chants.
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b. Topics and General Purposes
Based on the 2013 Curriculum used by the school, the researcher provided
four units.
Table 4.1. Topics and General Purposes
Unit Topic General Purposes
1 Animals At the end of the course,
with the help of the jazz
chants, the students are able
to:
1. Use simple English in
daily conversation.
2. Learn new vocabularies
3. Use right stress, rhythm,
and intonation the same
as native speakers in
natural conversation.
2 Sports
3 Traveling
4 Meal Time
The researcher provided three general purposes for the designed speaking
materials. The three purposes were made because they represented the topics
designed by the researcher. They were the purposes for the researcher to design the
English speaking materials using jazz chants. By having the topics learned, the
students would be able to achieve those three purposes.
2. Setting the learning objectives
The researcher provided some objectives to be achieved in the learning
process. The objectives provided will be very helpful for the teachers as a guide in
learning from the designed materials. The objectives given are related to each topic
and they are elaborated in the following table.
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Table 4.2. Learning Objectives
Unit Topic Learning Objectives
1 Animals The students are able to:
- Describe a particular animal
2 Sports The students are able to:
- Make an appointment or a promise in the future
3 Traveling The students are able to:
- Retell events for the purpose of informing or
entertaining
4 Meal Time The students are able to:
- Use the expression to order food in restaurants
In designing the materials, the researcher focused on making an interactive
learning for the students. By doing so, the students were motivated in learning
English. The researcher realized that speaking was lack in the class and was the
problem. Therefore, by designing the materials the students would be able to
improve their speaking skill.
C. Develop Preliminary Form of Products
An important principle that should be observed in developing the product is
to structure the product (Borg and Gall, 1983). In this step, the researcher provided
the subject contents and made the activities based on the topics shown in Table 4.2.
1. Subject Contents
In this section, the researcher made a list of the contents based on the
objectives. In every unit, the jazz chants were given in the opening and closing part
followed by the grammar and the exercises. The jazz chants were provided in the
opening section because it could act as a trigger and motivate the students. Another
reason was that the English club class started every after school, so they needed
something that can change their mood. Therefore, the jazz chants could click their
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36
mind in a fun and interesting way. The jazz chants were also provided in the closing
section because the researcher believed that it could be used as the closer to practice,
revise and act as a tool to memorize of the topics they had learned.
Table 4.3. Subject Contents
Unit Topics Part Contents
1 Animals A: Let’s Warm Up With The
Chant
Warming up section before
starting the class.
B: Grammar A short explanation about how
to describe animal, the generic
structure, the example of how to
describe and pronunciation
practice.
C: Let’s Practice Describing practice in a few
points, guessing games by using
the description.
D: Wrap Up Chant Closing section to revise
2 Making an
Appointment
A: Let’s Warm Up with The
Chant
Warming up section before
starting the class.
B: Grammar A short explanation about how
to make an appointment in the
future, the generic structure, the
example and the pronunciation
practice.
C: Let’s Practice Making a short conversation
and perform, making a timetable
and present it in the class.
D: Wrap Up Chant Closing section to revise
3 Travelling A: Let’s Warm Up with The
Chant
Warming up section before
starting the class.
B: Grammar A short explanation about how
to retell events (childhood
stories, travelling experience,
and unforgettable moments), the
generic structure, the example
and the pronunciation practice.
C: Let’s Practice Filling up the table from a short
story and retelling past
experiences with the help of the
cue table.
D: Wrap Up Chant Closing section to revise
4 Meal Time A: Let’s Warm Up with The
Chant
Warming up section before
starting the class.
B: Grammar A short explanation about how
to order food and how to take an
order, the generic structure, the
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example and the pronunciation
practice.
C: Let’s Practice Completing the dialogs and
practice and make a
conversation based on the
situation given.
D: Wrap Up Chant Closing section to revise
The list of the subject contents were made based on the objectives provided
in Table 4.2. For each unit, there were four sections. The chanting sections were
made for the opening and closing session of each meeting. The grammar sections
were made for the students to learn the pattern and the structures of each topic. The
Let’s Practice sections were made for the students to practice on constructing good
sentences of each topic they learned.
2. Teaching Activities
In this part, the researcher selected and used the activities that supported the
designed materials. The activities were designed for the students to interact with
each other. The researcher divided the activities into four sections, they were as
follows.
a. Let’s Warm Up With The Chant
According to Brewster, Ellis, and Girard (2002, p. 168), songs, rhymes, and
chants can be used in many different ways. Chants can be placed in any part of the
teaching. The use of the chants in the opening section was to draw students’
attention and also boost their motivation in learning. The jazz chants provided by
the researcher were used as a trigger for the students. The researcher believed that
if the whole materials were jazz chants only, then the students might have felt bored.
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This became a reason for the researcher to combine the materials with different
kinds of exercises to be more interesting.
b. Grammar
This section was to drill the students to make good sentences with the correct
pattern. The researcher also provided the examples on every unit to help the students
in understanding the topics.
c. Let’s Practice
This section provided some exercises for the students to practice. Each unit
have different kind of exercises, such as role-play, fill in the blanks, completing the
dialogs and classroom presentations.
d. Wrap Up Chant
In the closing section, the chants acted as a powerful aid to memory. By the
end of the lesson, the students indirectly memorized the new vocabularies, stress,
rhythm, and the intonation due to the repetitive drills because of the enjoyment in
chanting. Therefore, the researcher provided the chants in the first section and the
last section of the designed materials.
D. Preliminary Field Testing
In this part, the researcher showed the result of the material evaluations.
According to Borg and Gall (1983), the purpose of this step is to obtain qualitative
evaluation of the new educational product. The researcher distributed the
questionnaires to five experts. They were one English teacher of SMP Pangudi
Luhur 1 Yogyakarta, and four English education lecturers of Sanata Dharma
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University. The researcher chose those five experts because they had the
experiences in English teaching. There were two section in this part, the description
of the experts and the data presentation (see Appendix B).
1. The description of the experts
The description of the experts are shown in the following table.
Table 4.4. The Description of the Experts
Experts Sex Education
Background
Teaching
Experiences
(year)
F M S1 S2 S3 < 1 1-5 > 5
English Teacher - 1 1 - - - 1 -
English Lecturers 3 1 - 2 2 - 1 3
The experts consisted of one English teacher of SMP Pangudi Luhur 1
Yogyakarta and four English Language lecturers of Sanata Dharma University.
Two experts have their teaching experiences in 1-5 years and the rest of the experts
have their teaching experiences in more than five years.
2. Data presentation
The data was taken from the questionnaires that were distributed to the
experts. There were two parts in this section, the data statistics and the comments
and suggestions.
a. Data Statistics
In this part, the researcher used five points of agreement to state whether
they agreed or disagreed related to the statements in the questionnaire and the
designed materials. From the questionnaire, the researcher was able to collect the
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data whether the designed materials were applicable for the grade eight English club
of SMP Pangudi Luhur 1 Yogyakarta or it still needed improvements.
Table 4.5. The Result of the Experts’ Evaluation
No Statements Points of Agreement Central
Tendency
1 2 3 4 5 N M
1 The materials are suitable for
grade 8 English club
- - - 3 2 5 4.4
2 The materials meet indicators
for grade 8
- - - 4 1 5 4.2
3 The materials are readable and
understandable
- - - 1 4 5 4.8
4 The topics are well organized
and suitable to teach speaking
for grade 8
- - 1 2 2 5 4.2
5 The instructions are clear for
both students and teachers
- - 1 4 - 5 3.8
6 The teachers’ guidelines are
understandable for teachers
- - 2 3 - 5 3.6
7 The Jazz Chants are helpful for
the students
- - 1 1 3 5 4.4
8 The Jazz Chants draw students’
attention to the topic
- - - 2 3 5 4.6
9 The Jazz Chants improve
students’ speaking skill
- - 1 3 1 5 4.0
10 In general, the designed
materials are well-elaborated
- - 1 4 - 5 3.8
Total 41.8
Average 4.18
The points of argument are made based on the Likert scale. It assigns a scale value
to each of the five responses. Therefore, the five points are provided to show the
respondents’ agreement and disagreement.
Points of agreement:
1. Strongly Disagree 4. Agree
2. Disagree 5. Strongly Agree
3. Neither Agree or Disagree
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From the result above, it was found that the average of the central tendency
was 4.18. It was found by adding up the mean of each statement and dividing them
by 10 as the total of the statements.
Table 4.6. Interpretations of the Average Points
Range Meaning
1.00 – 1.99 Need a lot of revision
2.00 – 2.99 Need some revision
3.00 – 3.99 Need a small revision
4.00 – 5.00 Need a very small revision
From Table 4.7 above, the average score was in between the range of 4.00
– 5.00. It means that the researcher only need a very small revision on the designed
English speaking materials. The revision was done based on the comments and
suggestions given by the experts.
b. Comments and Suggestions
To get comments and suggestions, the researcher provided three open-ended
questions in the questionnaire. By providing these three questions, the researcher
could get more information what needed to be improved in the designed materials.
The answers to those three questions are shown in the following table.
Table 4.7. Comments and Suggestions
No Statements Opinion
1 Strengths and Weaknesses Strengths:
Interesting and suitable for training
students to pronounce words
Improve fluency
The chants are variety, fun, easy
listening and memorable activities
The chants can draw students’
attention and boost their motivation to
follow the lesson
Eye-catching
The materials are applicable in daily
life
The materials are well-organized
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The use of jazz chants can be very
useful for young students
“I love the layout. It’s easy on the
eyes”
The thought of having guidelines is
remarkable
Chants are not as popular as songs.
Therefore, they are worth exploring.
Weaknesses
Not all SMP students are familiar with
chants, need to guide them step by
step.
Instructions are not clear enough.
In some part, no interconnection
between the title, chant, and content.
The neatness of the typing
2 Comments about overall
materials Simple but interesting
The material is well-designed and it
could be more awesome if it is revised
Some parts of the materials are
carefully scaffolded. Well-scaffolded
lessons help students achieve better.
3 Suggestions for the materials Add some more pictures and colors
Need to create opportunity to use
structures/vocabularies learned
through chants by adding chant-related
activity
Build interconnection between the
title, chants, and contents
Revise some instructions to make
them easier to follow
Explore the chants better by giving
more elaborate guidelines on how to
use the chants
Use exclamation mark when it is
necessary
According to the data shown on the table above, the materials were
interesting and eye catching. The jazz chants were very useful in daily life, fun, and
other points as seen in Table 4.8, but there were some weaknesses that needed to be
revised and suggestions that needed to be added in the revision.
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E. Main Product
This is the last step of the researcher’s model. According to Borg and Gall
(1983), the purpose of this step is to determine whether product under development
meets its performances objectives. In this stage, the researcher revised the designed
materials based on the weaknesses and suggestions from the experts. From the
previous step, there were things needed to be revised and improved such as adding
more pictures and colors, some instructions, more guidelines on how to use the jazz
chants, and correcting the grammatical errors. By doing the revision, the researcher
answered the second research question which is to present the designed materials
(see Appendix D).
Table 4.8. The Revision
Unit Need to be improved First Design Revision
The whole
Units
Instructions Some instructions were
not clear, over use of
exclamation mark
Omitting
exclamation marks
in the instructions
and made the
instructions clear
2 More pictures Less pictures Added some
pictures
3 The interconnection
between the title and the
chants
the title was not related
to the chants
changed the title
Teaching
Guidelines
More guidelines on how
to use the jazz chants,
grammar
Less guidelines,
grammatical mistakes
Providing more and
clear guidelines,
correcting the
mistakes
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Table 4.9. The Final Version
Unit Topic Sections
1 Animals A. Let’s Warm Up With The Chant
B. Grammar Focus
C. Let’s Practice
D. Wrap Up Chant
2 Making an Appointment
3 How Was Your Weekend?
4 Meal Time
The explanations of the sections are as follows:
1. Let’s Warm Up With The Chant and The Wrap Up Chant
According to Brewster, Ellis, and Girard (2002, p. 168), songs, rhymes, and
chants can be used in many different ways. Chants can be placed in any part of the
teaching. The use of the chants in the opening section is to draw students’ attention
and also boost their motivation in learning. Whereas, in the closing section, the
chants acted as a powerful aid to memory. According to Graham (2006), using
rhythms in chants offers students a very fast track for learning. By the end of the
lesson, the students indirectly memorized the new vocabularies, stress, rhythm, and
the intonation due to the repetitive drills because of the enjoyment in chanting.
Therefore, the researcher provided the chants in the first section and the last section
of the designed materials. The jazz chants provided by the researcher were used as
a trigger for the students in learning English. The researcher believed that if the
whole materials are jazz chants only, then the students might feel bored. This
become a reason for the researcher to combine the materials with different kinds of
exercises to be more interesting.
2. Grammar Focus
This section was to drill the students to make good sentences with the correct
pattern. According to Graham (2006), jazz chants can reinforce grammar and
develop and practice vocabulary. Jazz chants can also be used to practice the pattern
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of everyday conversations. The researcher also provided the examples on every unit
to help the students in understanding the topics.
3. Let’s Practice
This section provided some exercises for the students to practice. Each unit
had different kind of exercises, such as role-play, fill in the blanks, completing the
dialogs and classroom presentations.
This chapter has showed the research findings and discussed the answer of
the two research questions mentioned in the first chapter. The next chapter is the
conclusion and recommendations. The next chapter will conclude the findings of
the research.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
There are two sub-chapters in this section. They are conclusions and
recommendations. The conclusion part is to conclude the research, whereas the
other part contains the recommendations for the materials designed and for the
future researchers.
A. Conclusions
The objectives of this research are to answer the research questions, firstly
how is a set of English speaking materials for grade eight of the English club
students designed? and secondly what does the design look like? In order to answer
the first question, the researcher used Kemp’s model of instructional design and
Borg and Gall’s R&D methods.
In the first part, that is research and information collecting, the researcher
collected the information by interviewing the English club teacher. The next step
was planning. In this part the researcher set the learning goals, topics, objectives
and general purposes of the designed materials. The third part was to develop
preliminary from of products. In this section the researcher listed the subject content
and also selected teaching/learning activities for the speaking materials. After
designing the speaking materials, the researcher distributed the evaluation sheets to
five experts to validate the designed materials. The last step was to revise the
designed materials. The researcher revised the materials based on the comments
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and suggestions given by the experts. The suggestions from the experts were
grouped in three areas, namely: the clarity of the instructions (e.g. more elaborate
instructions of each sections of the units), the improvement of the design
presentation (e.g. color and pictures), and improvement of the teaching guidelines
(e.g. more guidelines on how to use the chants)
To answer the second research question, the researcher provided the main
product of the designed materials. It consist of four units and four different topics
for the materials. The title of the topics were Animals, Making an Appointment,
How Was Your Weekend, and Meal Time. Each unit have four different parts,
namely A: Let’s Warm Up With The Chant, B: Grammar Focus, C: Let’s Practice,
and D: Wrap Up Chant. E
The result of the descriptive statistic showed that the designed materials
were well-designed and suitable to teach speaking for eighth grade of English Club
of SMP Pangudi Luhur 1 Yogyakarta. Some improvements needed for the designed
materials based on the comments and suggestions of the five experts were done to
have the final version of the designed speaking materials (see Appendix D).
B. Recommendations
This part shows the recommendations of this study for the English teachers
and future researchers who are eager to conduct a similar study.
1. English Teachers
For the English teachers, the speaking materials can be implemented to
teach in the classroom to improve students’ speaking skills. It is because the
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speaking materials provide activities that give chances for the student to learn and
speak English fluently. The jazz chant will expectedly help the students in
improving the speaking skills in terms of pronunciation. The teachers are
recommended to use a little portion of movements while doing the chanting in the
pre and wrapped up activity to get the students’ attention and positive feelings
towards English learning. Teachers can also use the jazz chants in a form of role-
play and help the students in constructing their own chants.
2. Future Researchers
For the future researchers, the speaking materials might help as a guideline
in order to make a better speaking material for the grade eight or other grades
English club students. The future researcher can also combine their models of the
instructional design with other model, since the researcher only used the model of
Kemp. Future researchers can upgrade the jazz chants and focus into more learning
materials, namely: vocabulary and grammar. The jazz chants can also focus more
to practice the rhythm, stress, and intonation.
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REFERENCES
Best, J. W. (1977). Research in education (3rd ed.). New Jersey: Prentice-Hall, Inc.
Borg, W. R., & Gall, M. D. (1963). Educational research: An introduction (4th ed).
New York: Longman Inc.
Brewster, J., Ellis, G., & Girard, D., (2002). The primary English teacher’s guide:
New edition. Essex: Pearson Education Limited.
Brown, G., & Yule, G. (1983). Teaching the spoken language. Cambridge:
Cambridge University Press.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). San
Francisco: Pearson Education, Inc.
Cohen, L., Manion L., & Morrison, K. (2011). Research methods in education (7th
ed). New York: Routledge.
Gall, M. D., Gall, J.P., & Borg, W. R. (2007). Educational research: An
introduction (8th ed.). Boston: Pearson Education, Inc.
Graham, M., & Procter, S. (2003). Songs and chants. Hong Kong: Longman Asia
ELT.
Graham, C. (2006). Creating chants and songs. Oxford: Oxford University Press.
Johnson, B., & Christensen, L. (2012). Education research: Quantitative,
qualitative, and mixed approaches (4th ed). California: SAGE
Publications, Inc.
Kemp, J. E. (1977). Instructional design a plan for unit and course development
(2nd ed.). Belmont: Fearon Pitman Publisher, Inc.
Kung, F. W. (2013). Rhythm and pronunciation of American English: Jazzing up
EFL teaching through Jazz Chants. Belfast: Queen’s University
Belfast.
Kustantinah, I., & Himatu, F. R. (2014). Jazz chant for young learners. The 61st
TEFLIN International Conference, 579-581. Retrieved on 17 July 2017
from
https://lib.atmajaya.ac.id/default.aspx?tabID=61&src=a&id=288291.
Moon, J. (2005). Children learning English. Oxford: Macmillan Publishers
Limited.
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50
One Stop English. Jazz chants. Retrieved 9th January 2017 from
http://www.onestopenglish.com/skills/listening/jazz-chants/
Office of English Language Programs (2006). Teaching jazz chants to young
learners: Manual and resource guide for teachers. Washington D.C.:
Bureau of Educational and Cultural Affairs Department of State.
Phillips, S. (1993). Young learners: Resource books for teachers. Oxford: Oxford
University Press.
Quito, G., & Peralta, M. (2010). The use of jazz chants for children in the teaching
learning process of English. Cuenca: University of Cuenca.
Reilly, V., & Ward, S. (2002). Very young learners. Oxford: Oxford University
Press
Ulfa, F., et al. (2009). Interactive English 2 junior high school grade VIII. Bogor:
Yudhistira.
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APPENDICES
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APPENDIX A
Letter of Permission
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APPENDIX B
Questionnaire for Evaluation
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APPENDIX C
Interview for Research and Information
Collecting
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Pertanyaan Responden
1. Bagaimana minat siswa terhadap
pelajaran Bahasa Inggris?
Khususnya kalo di kelas saya minat
belajar bahasa inggris agak kurang
diminati karena sudah lelah
2. Hal apa saja yang menarik minat siswa
untuk belajar Bahasa Inggris?
Hal menarik selama mengajar disini
apabila mereka diberi movies, untuk
belajar grammar malas. Movies atau
listening paling diminati
3. Kemampuan Bahasa Inggris apa yang
paling diminati siswa?
(speaking/writing/listening/reading)
Yang paling diminati adalah listening.
4. Bagaimana kemampuan speaking siswa
kelas 8 ?
Basic grammar masih sangat kurang dan
belum terbangun dengan baik, maka dari
itu speaking sangat sulit diterapkan
dalam kelas
5. Berapa kali sebulan siswa mendapatkan
pelajaran speaking?
Dalam 1 bulan ada 4 pertemuan.
Masing- masing skill diterapkan dalam
setiap pertemuan, empat pertemuan
empat skills. Maka dari itu untuk
speaking saja hanya 1 kali pertemuan
dalam 1 bulan
6. Masalah apa saja yang dihadapi siswa
kelas 8 dalam pelajaran speaking?
Masalahnya adalah kurang percaya diri
dan vocabulary nya sangat minim
7. Bagaimana cara Anda mengatasi
masalah tersebut?
Cara mengatasinya biasanya saya
mengajak berbicara berbahasa inggris.
Kalau salah saya benarkan.
8. Media apa saja yang sudah pernah
digunakan untuk kegiatan speaking?
Selama ini saya hanya menggunakan
movies.
9. Apakah anda mengetahui tentang Jazz
Chant?
Saya baru mengetahuinya barusan tadi
(peneliti menunjukan sebuah contoh
chanting)
10. Menurut anda, apakah Jazz Chant dapat
meningkatkan minat siswa untuk belajar
Bahasa Inggris, khususnya speaking?
Menurut saya bisa, karena jazz chant
sangat memotivasi, sehingga proses
pembelajaran bisa lebih cepat terserap
saat murid termotivasi.
11. Menurut anda, apakah jazz chant sesuai
dengan media pembelajaran untuk kelas
8?
Menurut saya, Jazz chant sangat cocok
untuk speaking. Kedepannya akan saya
coba.
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APPENDIX D
Final Product
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By:
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PREFACE
This set of speaking materials is designed by referring to curriculum 2013. It
provides learning resources in improving speaking skill by using jazz chants. A jazz chant
is a rhythmic presentation of natural language, linking the rhythms of spoken American
rhythms and traditional American jazz (Graham: 2006). The materials are divided into
four units. They are about describing animal, making an appointment or promise, retelling
events and experience, and ordering foods in the restaurant. Each unit has different themes
which are related to each of the topic.
Through this module, students will have many opportunities to improve their
speaking skill through the materials provided. With a different teaching method,
interesting materials and activities, this module is aimed to:
Use simple English in daily conversations.
Acquire better speaking skills.
Use right intonation, rhythm, and stress the same as native speakers.
Therefore, this module hopefully can help and be useful for teachers in improving
students’ speaking skill.
Yogyakarta, April 11, 2017
Carolus Suksmo Praksono
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TEACHER’S GUIDELINES
These guidelines are made to help the teachers in the class.
UNIT 1
1. The teacher starts the lesson with the chant. The teacher can also change the
name of the animals and add movements to draw students’ attention.
2. The teacher explains how to describe an animal and practice the pronunciation
with the students.
3. Classroom Activity: The teacher tells the students to describe and inform the class
about their description of the animals according to the pictures. On the last empty
box, the students will think about their own animal and the rest of the class will
have to guess the animal.
4. Classroom Activity: The students will have to imagine their pet or favorite animal
and they have to describe them in front of the class in a complete sentence as
shown in the example part. The student who describes are allowed to bring a
small note to help. The rest of the students will have to guess what the animal is.
5. The teacher ends the class with the wrap up chant. The teacher can also change
the words with other words that have the same rhyme and add movements. Do
not change the rhythm. Repeat the chant for a few times.
Unit 2
1. The teacher starts the lesson with the chant. The teacher can also change the
words with other words that have the same rhyme and add movements to draw
students’ attention. Do not change the rhythm. Repeat the chant for a few times
2. The teacher explains how to make an appointment and practices the
conversation and the pronunciation with the students.
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3. Classroom Activity: The students will make a short conversation with their seat
mate about making an appointment.
4. Classroom Activity: The students will have to plan what they are going to do next
week and show their appointments if they have one. After finishing their
schedules for next week, the students will have to present it to the class.
5. The teacher ends the class with the wrap up chant. The teacher can also change
the words with other words that have the same rhyme and add movements. Do
not change the rhythm. Repeat the chant for a few times.
Unit 3
1. The teacher starts the lesson with the chant. The teacher can also change the
words with other words that have the same rhyme and add movement to draw
students’ attention. Do not change the rhythm. Repeat the chant for a few times.
2. The teacher explains how to retell stories, travelling experience, and
unforgettable memories. The teacher practices the pronunciation with the class.
The teacher and students do the small exercise from the first short story orally.
3. Classroom Activity: The students read the second story and fill out the table. The
teacher and the students discuss the table together.
4. Classroom Activity: The students will have to think about a trip in the past. After
that, they have to fill out the table to help them plot the stories and in the end,
they will tell their stories to the class by using the plot they have made in the table.
5. The teacher ends the class with the wrap up chant. The teacher can also change
the words with other words that have the same rhyme and add movements. Do
not change the rhythm. Repeat the chant for a few times.
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Unit 4
1. The teacher starts the lesson with the chant. Teacher can also change the words
with other words that have the same rhyme and add movement to draw students’
attention. Do not change the rhythm. Repeat the chant for a few times.
2. The teacher explains the situation in the restaurant (how to order and how to take
an order). The students practice the conversation and the pronunciation with the
help of the teacher.
3. Classroom Activity: The students complete both conversations and practice
them.
4. Classroom Activity: In pair, the students make a conversation based on the menu
given. Student A will be the customer and student B will be the waiter/waitress.
The students will perform in front of the class. Notes are allowed.
5. The teacher ends the class with the wrap up chant. The teacher can also change
the words with other words that have the same rhyme and add movements. Do
not change the rhythm. Repeat the chant for a few times.
Teachers can also develop their own Jazz Chants by:
6. Select a Topic
Your choice will depend on the needs of your students
7. Write down useful words associated with the topic you have chosen
Select interesting, fun, and useful words for your students to know less than ten
words.
8. Group your words according to the number of syllables in each.
This is very important because the syllable count will determine the rhythm and
music of the final chant. Most of the words used in jazz chants are consist of one,
two, or three syllables. For example, if the topic is transportation, the words
would be bus (one), taxi (two), and pedicab (three)
9. Make a list of words which rhyme with each of the chosen words in your list.
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These rhyming words can come from any topic area. They do not need to be
related to the topic you have chosen. They must simply rhyme. For example, Cat:
bat, hat, rat …
10. Make a list of descriptive words that might be used with your topic.
Group these words according to syllable count. For example, if you have chosen
the topic ‘food’, the list would be like this:
Fresh ( 1-syllable adjective)
Frozen (2-syllable adjective)
Delicious (3-syllable adjective)
Note:
1. Relax. Take it easy and slowly, don’t rush.
2. Don’t forget to change the words (the name of the animals, foods, places, and
activities) that have the same rhyme, so the students will learn new words.
3. You can add movements while chanting. Depends on the students’ mood,
fatigue, and classroom situation.
4. Make the class fun.
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Loud Sound
Loud sound, loud sound. It’s a cow
Loud sound, loud sound. It’s a cow
She’s big. She’s brown.
She shakes the ground
It’s a cow
(repeat)
Melanie Graham & Stanton Procter
How to describe an animal
Simple present tense. For example: The elephant is big.
Adjectives (long tail, sharp teeth, strong legs, big eyes)
To be (is, am, are)
Adverbs (very, extremely, )
Example of describing an animal
The Elephant
The elephants are known as the largest of all land mammals. They usually live in a group. The
adult female elephant is the leader of the group. Elephants are herbivores. They eat plants. They have
big ears and tusks. Both African and Asian animals have tusks. They also have a long and strong trunk
to carry heavy things and drink. They have almost hairless skin and four strong legs
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The Description
It has a long neck.
It has four legs.
It lives in the savannah.
It is a herbivore.
PRONOUNCE THESE WORDS !
TUSKS FEATHER CLAW FOREST
TRUNK FUR PAW PLANTS
HERBIVORE FIN SAVANNAH MEATS
CARNIVORE HORN DESERT SEEDS
OMNIVORE GILLS TUNDRA
TOOTH/TEETH BEAK ANTARCTICA/ARCTIC
DDFD
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The Description
_________________
_________________
_________________
_________________
_________________
The Description
_________________
_________________
_________________
_________________
_________________
The Description
_________________
_________________
_________________
_________________
_________________
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Think about your pet or favorite animal (if you don’t have any) and describe it in front of
the class. Let your friends guess what animal you are describing. You may bring a small
note to help.
The Description
_________________
_________________
_________________
_________________
_________________
Let’s guess!
The Description
_________________
_________________
_________________
_________________
_________________
Think of your own animal
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The Hungry Monkey
What do lions eat?
They eat meat.
What do tigers eat?
They eat meat.
What do sharks eat?
They eat fish.
But hungry monkeys eat bananas.
Hungry monkeys, hungry monkeys,
Hungry monkeys eat bananas.
Hungry monkeys, hungry monkeys,
Hungry little monkeys eat bananas.
Carolyn Graham
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Are You Going to Write a Letter?
Are you going to write a letter?
No, I’m not.
Are you going to take a test?
No, I’m not.
Are you going to shop for clothes?
No, I’m not.
I’m going to the beach
Because it’s hot!
Are you going to get a haircut?
No, I’m not.
Are you going to see the doctor?
No, I’m not.
Are you going to have a party?
No, I’m not.
I’m going to the lake because it’s hot!
Melanie Graham & Stanton Procter
In making an appointment you should use future tense
How to make an appointment?
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John : Where will you be going this weekend?
Clara : I will stay at home. My family plans to have a barbeque at home.
John : Really? That sounds great.
Clara : Yeah. All my cousins will come to visit. We are going to watch
movies together.
John : That’s cool! There is a new movie coming out next week. I’ll take
you to watch it with me.
Clara : Sure, I’d love that. Let’s watch it next weekend.
Future Tense (will, going to)
Will future expresses a spontaneous decision.
While going to future expresses a near future that has already been planned or prepare.
Pattern of will:
Subject + will + Verb1 + Object
Examples:
I will come to the party.
They will not do it.
Pattern of going to:
Subject + to be + going to + Verb1 + Object
Examples:
He is not going to spend his holiday in town this month.
Are you going to meet the doctor this afternoon?
EXAMPLES
Albert : Hey Paul! Where are you going for Christmas?
Paul : Hey! I’m going to visit my uncle in Surabaya. What about you?
Albert : That’s great! I am going to Surabaya too for Christmas. I know
Surabaya very well. I will take you around the city.
Paul : Wow! Excellent! I will taste special foods from Surabaya. Any
suggestion what food should I taste?
Albert : Rawon. I will take you to the best Rawon restaurant in Surabaya.
Paul : Great! I will see you in Christmas in Surabaya then!
Albert : Yeah! See you!
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Tell us what you are going to do next week. Is there any appointment you have made? If so put
them also in your schedules for next week below. Present it to the class briefly by using will and
going to.
MONTH:
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
PRONOUNCE THESE WORDS !
PROMISE RESTAURANT CHURCH
APPOINTMENT AROUND CINEMA
VISIT TASTE FRIENDS
RELATIVES MEET MOVIE
WEEKEND DENTIST COUSINS
HOLIDAY DOCTOR EXCELLENT
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Don’t Worry, I’ll Do It
Don’t worry, I’ll do it.
That’s a promise
You will?
Of course I will.
I’ll do it. You’ll see
That’s a promise
Don’t forget!
Don’t worry, I won’t
That’s a promise. You’ll see
You can count on me.
Carolyn Graham
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What did you do?
What did you do? What did you do?
What did you do yesterday?
I cleaned my room. Oh, yeah!
I watched TV. Oh, yeah!
I talked to friends. Oh, yeah!
And I studied English! Oh, yeah!
Melanie Graham & Stanton Procter
To retell events for the purpose of informing or entertaining (childhood stories, traveling experience,
unforgettable moments, etc.) the sentence must use Past Tense
Orientation:
Provides the setting and introduces participants.
Events:
Tell what happened, what kind of experience you had, how did it happen
Re-Orientation:
Optional-closure of events/ending.
HOW WAS YOUR WEEKEND?
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EXAMPLE
A Trip to the Village
Last weekend, I went to my grandma’s house in the village
near my town. In that beautiful village, I did many activities. I went
to my grandma’s farm and fed the animals. I also planted some
flowers in the garden and played with the village kids. They were
cheerful and kind-hearted. They even gave me a hand-made
souvenirs before I went home. I am sure that I’ll never forget the
days I spent in that village.
Where and when did I go?_________________________________
Whom did I go with?______________________________________
What did I do?___________________________________________
How did I feel?___________________________________________
A Terrible Day
First, I woke up an hour late because my alarm
clock didn’t go off. Then, I was in such a hurry that I
burned my hand when I was making breakfast. After
breakfast, I got dressed so quickly that I forgot to wear
socks. Next, I ran out of the house trying to get the 9:30
bus, but of course I missed it. I wanted to take a taxi, but
PRONOUNCE THESE WORDS!
VACATION AIRPLANE HIKING BONFIRE
TRIP BOAT CAUGHT VILLAGE
EXPERIENCE SHIP TENT ACCIDENT
VISIT BEACH BARBEQUE DANGEROUS
HOURS MOUNTAIN FAMILY GATHERING FIREWORK
WENT HILLS SNORKELING
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I didn’t have enough money. Finally, I walked the three miles to my school only to discover that it was
Sunday! I hope I never have a day as the one I had yesterday.
Fill up the table below!
Where did I go? School
How did I go? By….
When did it happen?
What happened?
How did I feel?
Think of a trip in the past. Fill the table below to help your story. Present your trip to the class.
Where did I go?
What transportation did I use?
When did you go?
What happened?
How did I feel?
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I TOOK A TRIP
I took a trip!
I took a trip!
I went to Spain.
I sang a song.
I danced around
And played in the rain.
I took a trip!
I took a trip!
I went to France.
I read a book.
I rode a bike
And learned to dance.
I took a trip!
I took a trip!
I went to Rome.
I ate pizza.
I wrote a friend
And then I went home.
Melanie Graham & Stanton Procter
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HUNGRY BOY
What does he want?
What does he want?
Listen carefully
He wants one egg,
Two bananas,
Three hot dogs,
Four hamburgers,
Five cookies,
Six sandwiches.
(Clap) He’s a hungry boy.
He’s a hungry boy. (Clap Clap)
He’s a very hungry boy.
He’s a hungry boy.
He’s a very hungry boy.
Carolyn Graham
When you are in a restaurant you may use the following expression:
While ordering you can say:
I’d like …
I’ll take …
I’ll have the …
I want …
Do you have …?
Can I have that with/without …?
What do you recommend?
I’m allergic to …
I don’t eat …
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The waiters will say:
Can I take your order, sir/madam?
Are you ready to order?
Our special menu today is …
Can I recommend …?
Can I get you any drinks?
What would you like to eat/drink?
I’m sorry we’re out of …
How would you like your steak?
Would you like anything else?
Example of ordering a food
Waiter : Can I take your order?
Customer : Yes, I’d like two super cheese burgers, please.
Waiter : Can I get you any drinks?
Customer : I will have a glass of coke.
Waiter : Anything else?
Customer : Can I have that without ice, please?
Waiter : Sure.
Another example of ordering food
Waiter : What would you like to eat sir?
Customer : I would like a T-bone steak with mashed potato please.
Waiter : How would you like your steak?
Customer : Medium, please and no pepper, thank you
Waiter : Sure, what about the drink, sir?
Customer : Can I have a glass of orange juice, please?
Waiter : Sure. Is that all?
Customer : Yes, thank you.
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Complete the conversation below individually by using the words given in the box and practice it
with your seat mate.
Conversation A
Waiter : Excuse me, are you ready to_____, sir?
Customer : Yes, uhm, what do you_____?
Waiter : Our _____today is Chicken barbeque with mushroom, would you like that,
sir?
Customer : Ah, yes! I _____that, please.
Waiter : Sure, what would you like to _____, sir?
Customer : Can I have ___________________________of ice lemon tea, please?
Waiter : Sure. ______________________you like anything else?
Customer : No, ______________________.
PRONOUNCE THESE WORDS !
FORK RECIPE HAMBURGER SANDWICH
SPOON STOVE KETCHUP BARBEQUE
KNIFE JUG MUSTARD MUSHROOM
NAPKIN PEPPER SAUSSAGE COKE
PLATE SALT HAM COFFEE
BOWL FRIED NOODLE VEGGIE MILKSHAKE
drink thank you will have
order a glass recommend
special menu Would
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What would you like to drink I have water Sure
I’m sorry we’re out of take your order Yes I’d like
only have I’m allergic to fish
Conversation B
Waiter : Can I ____________?
Customer : _________ five chicken wings, please.
Waiter : _____chicken wings, we _____ chicken sandwich and fish and chips left.
Customer : I’ll have chicken sandwich then because _________.
Waiter : Oh, okay. ____________, mam?
Customer : Can_____, please?
Waiter : ______________________________.
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Make and Perform!
Make a dialog based on this situation: Student A as the customer ordering something to eat and
drink from the menu below and student B as the waiter taking the customer’s order. Perform the
dialog in front of your classmates.
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I'll have soup, please
What would you like for your appetizer?
I’ll have soup.
I’ll have salad.
I’ll have salad, too.
Two salads and one soup for table number two.
What would you like for your entree?
I’ll have fish.
I’ll have beef.
I’ll have stir-fried pork.
One fish, one beef, one stir-fried pork for table number four.
What would you like for your dessert?
I’ll have ice cream.
I’ll have fruit tart.
Nothing, thanks, for me.
One ice cream and one fruit tart for table number three
Source: onestopenglish.com
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REFERENCES
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University Press.
Graham, M., & Procter, S. (2003). Songs and Chants. Hong Kong: Longman
Asia ELT.
Ulfa, F., et.al. (2009). INTERACTIVE ENGLISH 2 Junior High School Grade VIII.
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