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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
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
