http://dictionary.cambridge.

org/dictionary/english/chant

to repeat or sing a word or phrase continuously:

The crowd were chanting the team's name.

Demonstrators chanted anti-government slogans in the square.

to sing a religious prayer or song to a simple tune:

We could hear the monks chanting.

THE EFFECT OF JAZZ CHANTS ON SPEAKING ABILITY OF SEVENTH

GRADE STUDENTS AT SMP NEGERI 6 SINGARAJA IN THE ACADEMIC
YEAR 2015/2016

Luh Suryani ., Prof. Dr. Anak Agung Istri Ngr. Marha ., I Putu Ngurah Wage M, S.Pd. .

Abstract

Penelitian ini bertujuan untuk menyelidiki apakah ada pengaruh yang signifikan dari Jazz Chants
pada kemampuan berbicara siswa kelas tujuh. Posttest-Only Control Group digunakan sebagai
desain penelitian. Populasi dari penelitian ini adalah 357 siswa kelas tujuh di SMP Negeri 6
Singaraja pada tahun akademik 2015/2016. Sampel dari penelitian ini adalah 60 siswa yang
dipilih dengan menggunakan teknik sampel random atau acak. Hasil analisis menunjukkan
bahwa ada pengaruh yang signifikan dari Jazz Chants pada kemampuan berbicara siswa kelas
tujuh (tobs= -2.333, sig. 0.023). Siswa yang diajarkan menggunakan Jazz Chants lebih baik
dalam kemampuan berbicara.
Kata Kunci : Jazz Chants, Kemampuan Berbicara

This study aimed at investigating whether there was a significant effect of Jazz Chants on
speaking ability of seventh grade students. Post-test Only Control Group was used as the design
of the research. The population of this study was 357 of seventh grade students at SMP Negeri 6
Singaraja in the academic year 2015/2016. The sample of this study was 60 students that were
selected by random sampling. The result of analysis showed that there is significant effect of
Jazz Chants on speaking ability of seventh grade students (tobs= -2.333, significance 0.023). The
students who were taught using Jazz Chants achieved better in speaking ability.
keyword : Jazz Chants, Speaking Ability

http://ejournal.undiksha.ac.id/index.php/JPBI/article/view/6131
https://is.muni.cz/th/394697/pedf_b/Bachelor_Thesis_Katerina_Hynko
va.pdf
1.1.1
How to use Jazz Chants
Graham
(1978) gives instructions to
all
teachers who would like
to use Jazz
Chants in their classes.
She summarized
them
in
six steps:
1.
Explain situational context and present vocabula
ry.
2.
Give the first line and let learners repeat together. Continue with rest
of the
lines. Listen carefully and correct any mistakes in pronunciation or
intonation.
9
3.
Provide a clear beat and repeat second step.
4.
Divide class into two equal groups. Provide c
lear beat and give the first line
which is repeated by the first group. Then
,
give the second line which is
repeated by the second group. Continue till the last line of the Jazz
Chant while
each group is repeating its own lines.
5.
Give the first line and le
t the whole class answer with the second line. Continue
with the dialogue between you and the whole class. There are no
more two
groups of learners.
6.
Divide learners into two groups. Give a strong clear beat and let the
two groups
proceed the Jazz Chant dia
logu
e. You function as a conductor.
Later Graham (2001) adds more ideas
extending these
six
steps
.
For instance, i
t
is suitable to
“divide the class into various groups to practice different stanzas of the
chant or to practice the many question/response pa
tterns in the chant
”
(p.
7)
.
Another
possibility is
to include movement and let
learners pantomime or act the C
hant.
When learners are familiar with
a particular
Chant
there is an opportunity to
proceed to
rather challenging activities which include active use of language.
Firstly,
l
earners can substitute various words in the Chant b
y their ideas keeping the given
structure of a specific Chant.
They can personalize the language by providing their own
names
or various words which have some significance to them.
(Graham, 2001)
Graham (2001) suggests
role playing
as
a
next step
during which learners “move
from
the formal structure of chants to an informal classroom i
mprovisation” (p.7). It is a
possibility for
the learners to
speak independently.
However,
Graham reminds teachers
of the importance to monitor
learners
carefully because i
t is crucial for the learning
process
to
keep the “rhythm and intonati
on patterns established earlier
” (p.7)
The structure of Jazz Chants can be
either
a form of
a
dia
logue which enables to
practise
communicative language or they can be
based specifically on individual words
which are chanted
according to particular
patterns.
(
Graham,
2006)

http://www.academypublication.com/issues/past/tpls/vol01/05/21.pdf

ref Ecuador

http://dspace.ucuenca.edu.ec/bitstream/123456789/2076/1/tli276.pdf