First Slide

Poor development of receptive skill tends to impact the acquisition of the productive skills
especially the writing skill. ( Nesamalar, Saratha and Teh (2001)
Chong, Tan and Mardziah (2011) revealed in their study that a growing number of Malaysian
pupils are unable to produce coherent utterances or written text in English, even the simple
sentence
Some sentences consist of only a single main clause. That is, they are simple sentences
and have only one main verb, one subject, and one predicate
-mechanical skill (. (Rita and Kenneth Dunn (1978) who claim that one or two of these
receiving styles is normally dominant and this dominant style defines the best way for a
person to learn new information
Slide jazz chant
Jazz chants use both kinaesthetic and auditory learning styles. is filled with fun lessons that
need to be integrated together.
Maribel Peralta (2010) jazz chants add variety to lessons while they reduce anxiety and
motivate pupils.
Murphey (2012) found that the majority of English teachers use or have used songs for
different teaching purposes. According to him, it seems that songs stick in both our short and
long memory so they are a relatively easy way to remember quite long portions of language
ingrated through speaking skill
Skinner (1974) stated that learning needs to be trained in the same way as muscles are
trained. All learning behaviour has to be trained frequently through repetition, drill and rote
learning to reach positive effects.
Through vocalization of repetitive sentence structures, the pupils would be able to write
simple sentences by replacing certain words while jazz chanting. Having completed the
above steps the students will then be ready for independent writing,

First intervention (pre test and post test)

intervention was effective in minimizing the research participants’ errors in constructing
simple sentences including the mechanics of writing, as well as made them much more
aware and careful in using the subject which agrees with the verb
participant c
this problem and she believed that the participant was not being careful in the use of the
subject-verb-agreement while constructing the simple sentences and it could be due the
factor she was not interested
she was not well and had fever.-very passive during the first two lessons -reflected negative
body language. She hardly expressed herself and was quite shy in the beginning of the
lesson- refused to work with the group members
Participation
-Body Language
-Group Cooperation
-Ability to remain Focused Participant a and b started to play.
Is learning English is fun ? Why?
2) Do you enjoying using Jazz chants in English lessons? Why?
3) How do you think jazz chanting helps you in constructing sentences? Why do you think so
The researcher believed that jazz chanting has magical effects in the whole teaching and
learning process as it was a very fun activity. Addition to the shakers that were added during
the jazz chanting, participants could be seen enjoying the lesson. The participants really
loved jazz chanting activity especially when they had to sway their bodies and express
themselves through actions. Graham (2006) supported that the efficacy of jazz chants as
they are motivating, fun and the rhythm supports the act of remembering the lines easily. In
effect, the participants were able to translate the ‘knowledge’ which helped the participants
to later construct simple sentences. The researcher also fervently believes that learning a
language must be interesting and fun for young learners and jazz chants are good to
motivate young learners. The researcher realised that it was useful and worthwhile to take
advantage of children’s natural curiosity and enthusiasm and let them actively participate in
the lesson. The researcher also noted using some type of instrument like shakers during
jazz chanting really motivates pupils to learn and involve themselves.

it could be due to the limited time or period of the lessons. The implementation of the
intervention was only done in the three lessons. Perhaps, the participant needed longer time
to adjust to the new learning environment and get used to the jazz chants that were rather
new to her. This was because, based on the data, only during the last lesson she was seen
to have improved positively where she started to get the courage to be involved in the lesson
and participate actively. Thus, the researcher believed that ideally the time for working with
the jazz chants should have been extended if we deal with a whole class of pupils of varying
language proficiency levels. Moreover, the researcher can conclude that the intervention has
failed to impact on her as it had on the other participants because she was very reserved and
did not like to do activities in groups. According to Dunn and Dunn (1978), students have
distinct differences in the ways they responded to instructional materials. Thus, forcing her
into a learning style which did not suit her could have result in the failure deriving the desired
effects of the intervention. The important revelation here is that although the intervention was
designed for the three participants but teachers must not assume that “one size fits all”.
According to Gauge (NCRUEL, 2003), 21st century skills is identified as achieving 21st
century learning through digital age literacy, inventive thinking, effective communication, and
high productivity. Thus, when the element of the ICT is integrated in the teaching and in the
use of this intervention, it would be more beneficial and constructive for the pupils’ learning.
The researcher will be able to provide learning opportunities that will enhance the pupils’
learning of the target language in a fun and enjoyable environment. As such, the researcher
could include moving pictures and animation in exploiting the jazz chants to the students.