Designing a set of English speaking materials using jazz chants for the English club of SMP Pangudi Luhur 1 Yogyakarta

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DESIGNING A SET OF ENGLISH SPEAKING MATERIALS

USING JAZZ CHANTS FOR THE ENGLISH CLUB

OF SMP PANGUDI LUHUR 1 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Carolus Suksmo Praksono Student Number: 121214057

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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DESIGNING A SET OF ENGLISH SPEAKING MATERIALS

USING JAZZ CHANTS FOR THE ENGLISH CLUB

OF SMP PANGUDI LUHUR 1 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Carolus Suksmo Praksono Student Number: 121214057

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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vi 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.

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vii 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.

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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.

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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.

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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

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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

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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

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1 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.

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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).

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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

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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

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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

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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

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7 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

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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

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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

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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-language-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

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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

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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

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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.

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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.

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5. Make a list of descriptive words that might be used with your topic. Group these words according to syllable count. For example, if you have

chosen the topic ‘food’, the list would be like this:

Fresh (1-syllable adjective) Frozen (2-syllable adjective) Delicious (3-syllable adjective)

According to Reilly and Ward (2002), songs, chants, and rhymes help the

development of children’s language because it encourage children to explore the

sound of words. They are particularly useful in a stress-timed language because the rhythm forces the learners to put stress in the right places, so that the learners will be able to observe the strong and the weak forms (Reilly and Ward, 2002).

In terms of speaking skills, jazz chants are focused not only into the fluency but also into the pronunciation which include the pattern of the rhythm, stress, and intonation. Slowly the learners’ pronunciation is improved at the same time as they concentrating on sound rather than meaning.

3. Kemp’s Model of Instructional Design

There are eight parts presented by Kemp (1977, p. 8) and can be summarized as follows:

a. Consider goals, list the topics, and state the general purposes for teaching each topic

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to list the topics because those topics would become the scope of the course. Topics are sometimes arranged according to a logical organization, mostly from simple to concrete levels to complex and more abstract levels. After listing the topics, stating the general purposes is the next step. Teachers or members of a teaching team need to be responsible to select one or more purposes to represent a topic that is going to be taught. A professional instructional designer can help the teacher to decide and state the purposes in clear, comprehensive fashion, but the one who is responsible to question what is to be taught is the teachers because their training and knowledge

of the subject content and the students qualify them. The designer’s main

contribution is only to clarify the statements of purpose with the teacher and help the teacher translate them into detailed behavioral terms for which learning experiences can be planned (Kemp, 1977, p. 16).

b. Enumerate the important characteristics of the learners for whom the instruction is to be designed.

Kemp (1977) states that each and every student should be recognized and be respected as an individual learner. Moreover, he also states that each person should be assisted in pursuing learning at his or her own pace, schedules, and with their own selection of learning experiences and materials. The planner must obtain

information about the learners’ capabilities, needs, and interests because those

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c. Specify the learning objectives to be achieved in terms of measurable student behavioral outcomes

Kemp (1977) argues that some instructional designers claim that objectives be stated carefully early in the planning after the considering the goals and stating the general purposes that is formulated in the topic. It could be correct, but in actual practice sometimes it does not work due to many people cannot enumerate detailed objectives. According to Kemp (1977, 24), writing objectives is a developmental activity that requires refinements, changes, and additions as the writer develops subsequent planning steps.

d. List the subject content that supports each objective

According to Kemp (1977), there are four questions that might be useful in preparing the list of the content for a topic, namely:

 What specifically must be taught or learned in this topic?

 What are the facts, the concepts, and the principles related to this topic?

 What steps are involved in necessary procedures relating to this topic?

 What techniques are required in performing essential skills?

By answering these questions, it shows exactly how to select subject contents. The subject content must be related to the objectives and the students’ needs.

e. Develop pre-assessments

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characteristics, an instructional designer should plan the learning activities. In order to plan learning activities for which students are prepared and not wasting time for what they already know, Kemp (1977) suggests that the planners should find out specifically:

a.) To what extent each student has acquired the necessary prerequisites for studying the topic

b.) What the student may have already mastered about the subject to be studied f. Select teaching activities and instructional resources

Kemp (1977) suggests that the designer must determine the most efficient and effective methods and then select materials to provide learning experiences that will utilize the content associated with each objective.

g. Coordinate support services

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h. Evaluate students’ learning

By reaching this step, it means that the design planners are ready to measure the learning outcomes related to the objectives. These objectives indicate what the evaluation should be. According to Kemp (1977), most teachers prepare a final examination for a topic, unit, or course as the measurement. Teachers usually develop essays or objectives questions that refer to the subject content covered in

the course or unit. The steps of Kemp’s instructional design model can be seen in

the following figure.

Figure 2.1: The Steps of Instructional Design Model by Kemp (1977, 9)

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because there is an interdependence among them and each elements are related to the revision.

B. Theoretical Framework

The researcher would like to discuss the connection of the theories mentioned above (the instructional design’s model of Kemp, the nature of Carolyn

Graham’s jazz chant, and speaking skill by Brown and Yule), with the research

questions. To answer the first research question, the researcher used some of the

Kemp’s model due to the time limitation. The researcher believes that the model is

the simplest way and it describes the steps clearly which helped the researcher in designing a set of speaking materials by using jazz chant for the English club of grade eight in SMP Pangudi Luhur 1 Yogyakarta. The steps are as follows:

Figure 2.2: Researcher’s Model

R

E

V

I

S

E

Set Goals, Topics, and General Purposes

Know the Students’ Characteristics

Set the Learning Objectives

List the Subject Content

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1. Set goals, topics, and general purposes

By setting the goals, topics, and general purposes, the researcher knows what to accomplish in teaching each topic.

2. Know the students’ characteristics

In this second step, before designing the speaking materials, the researcher would like to know the factors that will affect the students’ learning process. 3. Set the learning objectives

In this step, the students will know what performance and achievement levels are to be expected throughout the learning.

4. List the subject content

In the fourth step, the researcher will list what specifically must be learned or taught in each topic, the facts that are related, and the steps that are involved in necessary procedures relating in each topic.

5. Select teaching/learning activities

The researcher will select the most efficient and effective activities and materials that will utilize the content associated with each objective.

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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),

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Figure 3.1 R&D Cycle by Borg and Gall

In doing this research, the researcher did not use the whole steps as mentioned above. The researcher reduced the steps into five steps only and combined them with the steps of Kemp the researcher has chosen.

Table 3.1. Combination Model

R&D Cycle Kemp’s Model

Research and Information Collecting Getting Information by interviewing the English Club teacher and classroom observation

Know the students characteristics

Planning Setting goals, topics, and general

purposes

Setting the learning objectives Develop preliminary form of products Listing the subject content

Selecting teaching/learning activities Preliminary field testing Conducting evaluation from experts Main Product Revision Revising the designed materials

Research and Information Collecting Planning Develop Preliminary Form of Product

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1. Research and Information Collecting

In this study, the researcher conducted an interview with the English Club

teacher to gather the students’ needs, classroom situation, and learning attitudes

towards English club class, especially speaking class. The details of the participants are explained in the “Research Participants” section. Before conducting the

interview, the researcher observed the class to know the students’ characteristics

and the problems they were facing such as the lack of speaking practice during learning process. The researcher also had a small chance to show a jazz chant in front of the class.

2. Planning

According to Borg and Gall (1983), the most important aspect of planning a research-based educational product is the statement of the specific objectives to be achieved by the product. In this planning step, the researcher formulated the goals, topics, general purpose, and learning objectives.

3. Develop Preliminary Form of Product

In this stage, the researcher listed the subject content and select the teaching and learning activities that is going to be designed in the speaking materials. According to Borg and Gall (1983), an important principle that should be observed in developing the preliminary form of an educational product is to structure the product.

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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

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1. The Participants of Research and Information Collecting

28 students of VIII G and a young English club teacher took place as the

participants because the researcher wanted to collect the students’ characteristics,

the difficulties in speaking in English, and the factors that will affect the students’

learning process. In this case, the researcher conducted a small observation by joining the class and observed the learning process. The researcher also had a formal interview with the English club teacher.

2. The Preliminary Field Testing

The participants of preliminary field testing were one English teacher of SMP Pangudi Luhur 1 Yogyakarta and five lecturers of English Education of Sanata Dharma University. These experts helped the researcher in evaluating the designed materials which then could be improved by the researcher. The details of the participants of preliminary field testing were explained in chapter IV.

D. Research Instruments

In doing the research, the researcher used two instruments to gather the data. They are interview and questionnaire.

1. Interview

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the 22 November 2016. By conducting this interview, the researcher obtained more

explanation of the students’ needs in order to create a good speaking material using

jazz chants for the eighth grade of students of the English club of SMP Pangudi Luhur 1 Yogyakarta (see Appendix C).

2. Questionnaire

The questionnaire is used in the preliminary field testing. The questionnaires are meant to collect comments, feedbacks, and suggestions from the experts towards the designed materials. The researcher used close and open-ended questionnaire.

The questionnaires are divided into two parts. The first part consist of 10 statements and the researcher used the Likert scale for each statement. There were five points of agreement, strongly disagree, disagree, disagree nor agree, agree, and strongly agree. Example of the statements are: 1. The Jazz Chants are helpful for the students, 2. The Jazz Chants draw students’ attention to the topic, 3. The Jazz Chants improve students’ speaking skill. The second part of the questionnaire is for the experts to give comments and suggestions to improve the designed materials (see Appendix B).

E. Data Gathering Technique

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would like to identify the students’ needs, the characteristics of the class, and the

factors that will affect the students’ learning process. Furthermore, the researcher

also conducted an interview to two English club teachers for the grade eight students to get more information that will help the researcher in designing the materials.

After gathering the data from the questionnaire and interview, the researcher continued to design the speaking materials by using jazz chants. Then, the researcher distributed another questionnaire to one English teacher of SMP Pangudi Luhur 1 Yogyakarta and to four lecturers of English Education Study Program of Sanata Dharma University to evaluate the designed materials (see appendix A, B, and C).

F. Data Analysis Technique

In this study, there are two types of data gathered. The first one was the interview to find out about the classroom situation, methods used in the class, how

speaking in the class going, students’ attitudes towards English which shown in

paragraphs. The other type of data gathered is the materials evaluation from the experts. This type of data gathered by using questionnaire and calculated by using a formula as follows.

� = ��_�

Where:

X = the average

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In analyzing the respondents’ opinion towards the designed materials, the researcher used Likert scale. According to Best (1977), Likert scale technique assigns a scale value to each of the five responses. Therefore, the researcher provided five points to show the respondents’ agreement and disagreement. The points are shown in Table 3.2.

Table 3.2. Points of Argument Point of Argument Meaning

1 Strongly Disagree

2 Disagree

3 Neither Agree or Disagree

4 Agree

5 Strongly Agree

The researcher used descriptive statistics to calculate the data of this questionnaire. By using this way, the researcher were able to find the mean of each statements. By finding the mean, the researcher then summed up the means to get the total and average score of the evaluation. Then, the data were presented in the following table:

Table 3.3. The Average Point No Respondent’s

Opinion

Frequency Point of Agreement Central Tendency

1 2 3 4 5 N Mean

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Table 3.4. Interpretations of the Average Points

Range Meaning

1.00 – 1.99 Need a lot of revision 2.00 – 2.99 Need some revision 3.00 – 3.99 Need a small revision 4.00 – 5.00 Need a very small revision

By getting the average point, then the researcher revised the designed based on the data. The researcher also got the comments and feedback for the improvement of the design.

G. Research Procedure

In order to have the research done, there were several necessary steps that were taken during the research. The first step was the research and information collecting. In this step, the researcher got the information from the interview with the English Club teacher of SMP Pangudi Luhur 1 Yogyakarta. While waiting for

the teacher to finish, the researcher observed the class to see the students’

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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

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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.

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because it is very helpful in motivating the students to speak English more (see Appendix C).

2. Knowing the students’ characteristics

The result of the interview showed that students of the English Club had a very low motivation and willingness to learn English because the class was always after school. The students were tired and had enough of studying for the whole day at the school. From the researcher’s experience in teaching training at the same school on February-May 2016, the researcher observed that most of the students loved music and singing. Therefore, the researcher designed the speaking materials based on what the students loved which would be a useful tool in motivating and improving their speaking skill.

B. Planning

According to Borg and Gall (1983), the specific objectives to be achieved in the product are the most important aspect. In this section, the researcher presents the goal, topics, general purposes, and learning objectives.

1. Setting goal, topics, and general purposes a. Goal

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b. Topics and General Purposes

Based on the 2013 Curriculum used by the school, the researcher provided four units.

Table 4.1. Topics and General Purposes

Unit Topic General Purposes

1 Animals At the end of the course,

with the help of the jazz chants, the students are able to:

1. Use simple English in daily conversation. 2. Learn new vocabularies 3. Use right stress, rhythm,

and intonation the same as native speakers in natural conversation.

2 Sports

3 Traveling

4 Meal Time

The researcher provided three general purposes for the designed speaking materials. The three purposes were made because they represented the topics designed by the researcher. They were the purposes for the researcher to design the English speaking materials using jazz chants. By having the topics learned, the students would be able to achieve those three purposes.

2. Setting the learning objectives

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Table 4.2. Learning Objectives Unit Topic Learning Objectives 1 Animals The students are able to:

-Describe a particular animal 2 Sports The students are able to:

-Make an appointment or a promise in the future 3 Traveling The students are able to:

-Retell events for the purpose of informing or entertaining

4 Meal Time The students are able to:

-Use the expression to order food in restaurants In designing the materials, the researcher focused on making an interactive learning for the students. By doing so, the students were motivated in learning English. The researcher realized that speaking was lack in the class and was the problem. Therefore, by designing the materials the students would be able to improve their speaking skill.

C. Develop Preliminary Form of Products

An important principle that should be observed in developing the product is to structure the product (Borg and Gall, 1983). In this step, the researcher provided the subject contents and made the activities based on the topics shown in Table 4.2.

1. Subject Contents

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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

B: Grammar A short explanation about how to make an appointment in the future, the generic structure, the example and the pronunciation practice.

C: Let’s Practice Making a short conversation and perform, making a timetable and present it in the class. D: Wrap Up Chant Closing section to revise 3 Travelling A: Let’s Warm Up with The

Chant

B: Grammar A short explanation about how to retell events (childhood stories, travelling experience, and unforgettable moments), the generic structure, the example and the pronunciation practice. C: Let’s Practice Filling up the table from a short

story and retelling past

experiences with the help of the cue table.

D: Wrap Up Chant Closing section to revise 4 Meal Time A: Let’s Warm Up with The

Chant

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example and the pronunciation practice.

C: Let’s Practice Completing the dialogs and practice and make a

conversation based on the situation given.

D: Wrap Up Chant Closing section to revise

The list of the subject contents were made based on the objectives provided in Table 4.2. For each unit, there were four sections. The chanting sections were made for the opening and closing session of each meeting. The grammar sections were made for the students to learn the pattern and the structures of each topic. The Let’s Practice sections were made for the students to practice on constructing good

sentences of each topic they learned.

2. Teaching Activities

In this part, the researcher selected and used the activities that supported the designed materials. The activities were designed for the students to interact with each other. The researcher divided the activities into four sections, they were as follows.

a. Let’s Warm Up With The Chant

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This became a reason for the researcher to combine the materials with different kinds of exercises to be more interesting.

b. Grammar

This section was to drill the students to make good sentences with the correct pattern. The researcher also provided the examples on every unit to help the students in understanding the topics.

c. Let’s Practice

This section provided some exercises for the students to practice. Each unit have different kind of exercises, such as role-play, fill in the blanks, completing the dialogs and classroom presentations.

d. Wrap Up Chant

In the closing section, the chants acted as a powerful aid to memory. By the end of the lesson, the students indirectly memorized the new vocabularies, stress, rhythm, and the intonation due to the repetitive drills because of the enjoyment in chanting. Therefore, the researcher provided the chants in the first section and the last section of the designed materials.

D. Preliminary Field Testing

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University. The researcher chose those five experts because they had the experiences in English teaching. There were two section in this part, the description of the experts and the data presentation (see Appendix B).

1. The description of the experts

The description of the experts are shown in the following table. Table 4.4. The Description of the Experts

Experts Sex Education

Background

Teaching Experiences

(year) F M S1 S2 S3 < 1 1-5 > 5

English Teacher - 1 1 - - - 1 -

English Lecturers 3 1 - 2 2 - 1 3

The experts consisted of one English teacher of SMP Pangudi Luhur 1 Yogyakarta and four English Language lecturers of Sanata Dharma University. Two experts have their teaching experiences in 1-5 years and the rest of the experts have their teaching experiences in more than five years.

2. Data presentation

The data was taken from the questionnaires that were distributed to the experts. There were two parts in this section, the data statistics and the comments and suggestions.

a. Data Statistics

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data whether the designed materials were applicable for the grade eight English club of SMP Pangudi Luhur 1 Yogyakarta or it still needed improvements.

Table 4.5. The Result of the Experts’ Evaluation

No Statements Points of Agreement Central

Tendency

1 2 3 4 5 N M

1 The materials are suitable for grade 8 English club

- - - 3 2 5 4.4

2 The materials meet indicators for grade 8

- - - 4 1 5 4.2

3 The materials are readable and understandable

- - - 1 4 5 4.8

4 The topics are well organized and suitable to teach speaking for grade 8

- - 1 2 2 5 4.2

5 The instructions are clear for both students and teachers

- - 1 4 - 5 3.8

6 The teachers’ guidelines are understandable for teachers

- - 2 3 - 5 3.6

7 The Jazz Chants are helpful for the students

- - 1 1 3 5 4.4

8 The Jazz Chants draw students’ attention to the topic

- - - 2 3 5 4.6

9 The Jazz Chants improve

students’ speaking skill - - 1 3 1 5 4.0 10 In general, the designed

materials are well-elaborated

- - 1 4 - 5 3.8

Total 41.8

Average 4.18

The points of argument are made based on the Likert scale. It assigns a scale value to each of the five responses. Therefore, the five points are provided to show the

respondents’ agreement and disagreement.

Points of agreement:

1. Strongly Disagree 4. Agree

2. Disagree 5. Strongly Agree

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From the result above, it was found that the average of the central tendency was 4.18. It was found by adding up the mean of each statement and dividing them by 10 as the total of the statements.

Table 4.6. Interpretations of the Average Points

Range Meaning

1.00 – 1.99 Need a lot of revision 2.00 – 2.99 Need some revision 3.00 – 3.99 Need a small revision 4.00 – 5.00 Need a very small revision

From Table 4.7 above, the average score was in between the range of 4.00

– 5.00. It means that the researcher only need a very small revision on the designed

English speaking materials. The revision was done based on the comments and suggestions given by the experts.

b. Comments and Suggestions

To get comments and suggestions, the researcher provided three open-ended questions in the questionnaire. By providing these three questions, the researcher could get more information what needed to be improved in the designed materials. The answers to those three questions are shown in the following table.

Table 4.7. Comments and Suggestions

No Statements Opinion

1 Strengths and Weaknesses Strengths:

 Interesting and suitable for training students to pronounce words  Improve fluency

 The chants are variety, fun, easy listening and memorable activities  The chants can draw students’

attention and boost their motivation to follow the lesson

 Eye-catching

 The materials are applicable in daily life

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 The use of jazz chants can be very useful for young students

 “I love the layout. It’s easy on the eyes”

 The thought of having guidelines is remarkable

 Chants are not as popular as songs. Therefore, they are worth exploring.

Weaknesses

 Not all SMP students are familiar with chants, need to guide them step by step.

 Instructions are not clear enough.  In some part, no interconnection

between the title, chant, and content.  The neatness of the typing

2 Comments about overall

materials 

Simple but interesting

 The material is well-designed and it could be more awesome if it is revised  Some parts of the materials are

carefully scaffolded. Well-scaffolded lessons help students achieve better. 3 Suggestions for the materials  Add some more pictures and colors

 Need to create opportunity to use structures/vocabularies learned

through chants by adding chant-related activity

 Build interconnection between the title, chants, and contents

 Revise some instructions to make them easier to follow

 Explore the chants better by giving more elaborate guidelines on how to use the chants

 Use exclamation mark when it is necessary

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E. Main Product

This is the last step of the researcher’s model. According to Borg and Gall

(1983), the purpose of this step is to determine whether product under development meets its performances objectives. In this stage, the researcher revised the designed materials based on the weaknesses and suggestions from the experts. From the previous step, there were things needed to be revised and improved such as adding more pictures and colors, some instructions, more guidelines on how to use the jazz chants, and correcting the grammatical errors. By doing the revision, the researcher answered the second research question which is to present the designed materials (see Appendix D).

Table 4.8. The Revision

Unit Need to be improved First Design Revision The whole

Units

Instructions Some instructions were not clear, over use of exclamation mark

Omitting

exclamation marks in the instructions and made the instructions clear

2 More pictures Less pictures Added some

pictures 3 The interconnection

between the title and the chants

the title was not related to the chants

changed the title

Teaching Guidelines

More guidelines on how to use the jazz chants, grammar

Less guidelines, grammatical mistakes

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Table 4.9. The Final Version

Unit Topic Sections

1 Animals A. Let’s Warm Up With The Chant

B. Grammar Focus C. Let’s Practice D. Wrap Up Chant 2 Making an Appointment

3 How Was Your Weekend?

4 Meal Time

The explanations of the sections are as follows:

1. Let’s Warm Up With The Chant and The Wrap Up Chant

According to Brewster, Ellis, and Girard (2002, p. 168), songs, rhymes, and chants can be used in many different ways. Chants can be placed in any part of the

teaching. The use of the chants in the opening section is to draw students’ attention

and also boost their motivation in learning. Whereas, in the closing section, the chants acted as a powerful aid to memory. According to Graham (2006), using rhythms in chants offers students a very fast track for learning. By the end of the lesson, the students indirectly memorized the new vocabularies, stress, rhythm, and the intonation due to the repetitive drills because of the enjoyment in chanting. Therefore, the researcher provided the chants in the first section and the last section of the designed materials. The jazz chants provided by the researcher were used as a trigger for the students in learning English. The researcher believed that if the whole materials are jazz chants only, then the students might feel bored. This become a reason for the researcher to combine the materials with different kinds of exercises to be more interesting.

2. Grammar Focus

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of everyday conversations. The researcher also provided the examples on every unit to help the students in understanding the topics.

3. Let’s Practice

This section provided some exercises for the students to practice. Each unit had different kind of exercises, such as role-play, fill in the blanks, completing the dialogs and classroom presentations.

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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.

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and suggestions given by the experts. The suggestions from the experts were grouped in three areas, namely: the clarity of the instructions (e.g. more elaborate instructions of each sections of the units), the improvement of the design presentation (e.g. color and pictures), and improvement of the teaching guidelines (e.g. more guidelines on how to use the chants)

To answer the second research question, the researcher provided the main product of the designed materials. It consist of four units and four different topics for the materials. The title of the topics were Animals, Making an Appointment, How Was Your Weekend, and Meal Time. Each unit have four different parts, namely A: Let’s Warm Up With The Chant, B: Grammar Focus, C: Let’s Practice, and D: Wrap Up Chant. E

The result of the descriptive statistic showed that the designed materials were well-designed and suitable to teach speaking for eighth grade of English Club of SMP Pangudi Luhur 1 Yogyakarta. Some improvements needed for the designed materials based on the comments and suggestions of the five experts were done to have the final version of the designed speaking materials (see Appendix D).

B. Recommendations

This part shows the recommendations of this study for the English teachers and future researchers who are eager to conduct a similar study.

1. English Teachers

For the English teachers, the speaking materials can be implemented to

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speaking materials provide activities that give chances for the student to learn and speak English fluently. The jazz chant will expectedly help the students in improving the speaking skills in terms of pronunciation. The teachers are recommended to use a little portion of movements while doing the chanting in the pre and wrapped up activity to get the students’ attention and positive feelings towards English learning. Teachers can also use the jazz chants in a form of role-play and help the students in constructing their own chants.

2. Future Researchers

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Designing a set of English speaking materials using jazz chants for the English club of SMP Pangudi Luhur 1 Yogyakarta