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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
c. Specify the learning objectives to be achieved in terms of measurable
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