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.
These rhyming words can come from any topic area. They do not need to be related to the topic you have chosen. They must simply rhyme. For example,
Cat:
bat, hat, rat … PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
