designing a set of english speaking materials … · creating activities to teach speaking in the...

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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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


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.


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 …


15

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


16

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.


17

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’


18

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.


19

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


20

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


21

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.


22

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.


23

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


24

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)


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.


26

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


27

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


28

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


29

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


30

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.


31

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


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


33

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.


34

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.


35

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


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


starting the class.


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.


3 Travelling A: Let’s Warm Up with The

Chant


starting the class.


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.


4 Meal Time A: Let’s Warm Up with The

Chant


starting the class.


to order food and how to take an

order, the generic structure, the


37

example and the pronunciation

practice.

C: Let’s Practice Completing the dialogs and

practice and make a

conversation based on the

situation given.


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.


38

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


39

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


40

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


41

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


42

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.


43

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


44

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


45

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.


46

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


47

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


48

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.


49

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.


https://lib.atmajaya.ac.id/default.aspx?tabID=61&src=a&id=288291

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.



51

APPENDICES


52

APPENDIX A

Letter of Permission


53


54

APPENDIX B

Questionnaire for Evaluation


55


56


57

APPENDIX C

Interview for Research and Information

Collecting


58

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.


59

APPENDIX D

Final Product


60

By:


61

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



62

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


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.


63

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.




Unit 3


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.





64

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.




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.


65

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.


Page | 1

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


Page | 2

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


Page | 3

The Description

_________________

_________________

_________________

_________________

_________________

The Description

_________________

_________________

_________________

_________________

_________________

The Description

_________________

_________________

_________________

_________________

_________________


Page | 4

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


Page | 5

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


Page | 6

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!


In making an appointment you should use future tense

How to make an appointment?


Page | 7

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!


Page | 8

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


PROMISE RESTAURANT CHURCH

APPOINTMENT AROUND CINEMA

VISIT TASTE FRIENDS

RELATIVES MEET MOVIE

WEEKEND DENTIST COUSINS

HOLIDAY DOCTOR EXCELLENT


Page | 9

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


Page | 10

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!


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?


Page | 11

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


Page | 12

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?


Page | 13

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.



Page | 14

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 …


Page | 15

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.


Page | 16

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, ______________________.


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


Page | 17

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 : ______________________________.


Page | 18

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.


Page | 19

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


Page | 20

REFERENCES

Graham, Carolyn. (2006). CREATING CHANTS AND SONGS. Oxford: Oxford

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.

Bogor: Yudhistira.

One Stop English. Jazz Chants. Retrieved 9th January 2017 from


Child Care Development Fund. (2014). Chanting Clip Art. Retrieved 10th April

2017 from http://www.kthcmcloud.com/child-care-development-fund.html

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http://clipartix.com/vacation-clipart-image-23751/

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CLIPARTIX.COM. (2016). New Year Clipart. Retrieved 22nd March 2017 from

http://clipartix.com/new-year-clip-art-image-16206/

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Canva. (2017). Fast Food Restaurant Menu. Retrieved 22nd March 2017 from

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restaurant-menu/

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http://www.kthcmcloud.com/child-care-development-fund.html

http://clipartix.com/vacation-clipart-image-23751/

http://clipartix.com/bus-clipart-image-2278/

http://clipartix.com/picnic-clipart-image-10855/

http://clipartix.com/new-year-clip-art-image-16206/

https://vwellhealth.com/restaurant-food-to-avoid/

https://www.canva.com/templates/menus/MABKeM6Jk7c-fast-food-restaurant-menu/

https://www.canva.com/templates/menus/MABKeM6Jk7c-fast-food-restaurant-menu/

http://www.giraffeworlds.com/giraffe-pictures/

http://animal-dream.com/wolf.html

https://www.hedweb.com/animimag/parrot.htm

Page | 21

Sweet Dreams. (2015). Photo Gallery of Dream-Shark. Retrieved 22nd March

2017 from http://weknowyourdreams.com/shark.html

Geology.com. (2005). Where Do Bears Live in North America. Retrieved 22nd

March 2017 from http://geology.com/stories/13/bear-areas/

Atiurahman. (2016). OPTIONS FOR UNDESIRABLE EXOTIC PETS. Retrieved

22nd March 2017 from http://www.atiurrahman.org/options-for-undesirable-

exotic-pets.html

We known All About Dreams. (2015). Photo Gallery of Dream – Cow. Retrieved

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