Inspiring: English Education Journal
Volume 2 No 2 September 2019
THE EFFECTIVENESS OF TEACHING PRONUNCIATION THROUGH
JAZZ CHANTS METHOD
Nurhayati1, Nurhamdah2
English Program, Tarbiyah Faculty, State Islamic Institute of Parepare12
Abstract
This study expected to find out the effectiveness of teaching pronunciation
through jazz chants and the students’ response toward the implementation of jazz
chants method in teaching pronunciation at the eight grade of MTsN Parepare. The
result of this research was expected to be useful information in the English teaching
and learning process especially in the pronunciation teaching. This research applied
pre-experimental method, with two group pre-test and post-test design. The samples
of the research were consisted of 27 students from five classes taken from the
population at the eight grade students of MTsN Parepare first semester in Academic
Year 2018/2019.The result of the data analysis showed that the students’
pronunciation abilitywas improved. It could be showed from the result of the t-
obtained value (7.698) was higher than t-table value (1.706). Those indicated that H0
was rejected and Ha was accepted. It meant that the students’ pronunciationwas able
increased by using jazz chants method. Besides that, the result of the questionnaire
showed that most of the students agree and had a positive response in learning
pronunciation by using jazz chants method. It could be showed from the result of the
cumulative percentage on the fifteen items of the questionnaire was 89,28 (very
strong), while the cumulative score that they got the questionnaire was 1808 (strongly
agree). Based on the result of data analysis above, the researcher then concluded that
the students’ pronunciation ability was improved and it is effective to teaching
pronunciation through jazz chants at the eight grade of MTsN Parepare.
Keywords: Pronunciation, Jazz Chants
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Introduction
Pronunciations the most important element in speaking skills. It relates to how
human say words and receive sounds from the spoken word. Communication will run
smoothly if there is a good understanding between the speaker and the listener.
Understanding will be obtained if the person who is advancing the conversation
understands and speaks the voice accurately. Although we fluent in English without
good pronunciation skills, so our English will be difficult to understand by native
speakers and also, we will have difficulty understanding English from native speakers
when they speak quickly.
Learning English pronunciation is not easy. According to research from
Primanda and Monika, students have some difficulties to learn it. Firstly, they are
lack of pronunciation knowledge due to their inadequate English background.
Secondly, it is seldom for them to practice speaking, which also has some
disadvantages in pronunciation practice. Next, the teaching and learning process in
the classroom focuses more on writing. Lastly, there are too many activities proposed
by the materials which result in the lack of time.
In addition, which causes students to trouble or sometimes find problems in
pronunciation when they are talking, read or hear a word in English. It might be
caused by internal and external factors. Internal factors come from the learners
themselves such motivation, interest, and aptitude. While the external factors come
from outside of the learners, such as learning materials, and the teacher’s ability in
handling the English teaching-learning process.
Therefore, learning English should be done in a fun way and understand what
they learn in order to generate motivation and interest of students in learning English,
exactly in mastering pronunciation. Fun learning will arise when the method used in
delivering the material is interesting. It is important as a teacher how to make students
understand the pronunciation of the word in English well.
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Music is one of the learning media that can have a positive impact on the
learning process. Because using music students will generate more motivation to
learn. Music does not always have to be so that the learning process can take place
but with music, the learning process will be more fun and certainly not boring, it also
gives better results. Learning by not using music makes students tense and difficult to
accept learning material. But with music students become relaxed and ready to
receive learning materials easily so that they are stored in long-term memory.
A study by George Lozanov proved that music is very useful in the learning
process. Lozanov developed a method to accelerate language training through
suggestion, relaxation and music at the University of California at Irvie and found
that students who listened to music won points 8 and 9 higher than those who listened
to recorded verbal relaxation messages. In addition to being able to practice learning
language music also stimulates rhythmic thoughts, meaning music trains movement
coordination with rhythm, learning and understanding music is a process of learning
to understand rhythm. One method of learning that uses music is a learning method of
jazz chants. So that the researcher interested to do a research about teaching
pronunciation through jazz chants. The researchers expect music in jazz chants to
have a good impact on students, especially in pronunciation learning.
The researcher chooses MTsN Parepare in eight grade as a subject of the
research because based on problem survey which has been discovered by the
researcher and find that there is a lack ability of pronunciation. This case motivates
the researcher to find an appropriate solution to solve that problem, how to make the
student understand the lesson well, not bored and can enjoy the lesson given. There
are actually many methods that can be done for pronunciation learning to be effective
in the classroom. But the method of choice of researchers is the method of jazz
chants.
Jazz Chantsare Carolyn Graham's snappy, upbeat chants and poems that use
jazz rhythms to illustrate the natural stress and intonation patterns of conversational
American English. By using jazz chants to teaching English especially pronunciation
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to the class, It's a very effective and enjoyable way to learn because jazz chants help
the student to get the “feel” of American English. The student learns the stress,
rhythm and intonation patterns by “doing” them and also can motivate students to
pronounce English as often as possible with fun. They will enjoy the repetition of
words in verse and can memorize quickly.
Jazz chants are simple techniques because they correspond to natural
language, no special skills are required in composing this short chant. All we need is
we practice it and sing it so that these short songs are easy to remember. So, this jazz
chant emphasizes the number of syllabuses on words, phrases or sentences. Jazz
chant was not only for young children but also English learners at all levels, as jazz
chant teaches active learning.
In accordance with the background of students at the eight grade ofMTsN
Parepare, they are still less good in pronunciation learning, they also need English
teaching methods especially in pronunciation teaching that can make the spirit and
feel no longer bored in learning English. Therefore researchers use jazz chants
method so that by using the method that researchers hope that students can enjoy
lessons and teaching pronunciation to be effective.
Method
The research is design pre-experimental design (the one group pre-test post-
test). This design as follow:
O1 X O2
The research done at the Eight Grade at MTsN Parepare for English subject
and the duration is 1 month.
The population of this research was the second year of students MTsN
Parepare in academic 2017/2018 which consisted of five classes so the totally of
population are 142 students. The researcher used purposive sampling technique and
chose the VIII.4, which was consists of 27 as the sample in this research.
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Table.1 Students’ data of MTsN Parepare in academic year 2017/2018
No. Class Number of Students
1 VIII.1 29
2 VIII.2 29
3 VIII.3 30
4 VIII.4 27
5 VIII.5 27
Total of Students 142
Source: MTsNParepare2018
The instrument of this research was objective test in form of 31 item number
of the test. These tests were applied in pre-test and post-test. The test focused to
improve students’ pronunciation. The pre-test would be intended to see student’s
pronunciation skill before giving treatment, while the post-test would be intended to
know the student’s improvement in pronunciation. The researcher used another media
in measuring student’s pronunciation before applying the Jazz Chants in the pre-test.
Table 2 Rating Scale for Pronunciation Test
Pronunciation is very slightly Pronunciation is influenced by the
influenced by the mother tongue. other tongue but only a view serious
6 3
Two or three mirror grammatical phonological errors, some of which
and lexical errors. causes confusion.
Pronunciation is slightly Pronunciation seriously influenced by
influenced by the mother tongue. the mother tongue with errors causing
5 A view minor grammatical and 2 a breakdown in communication.
lexical errors. But most utterances Many basic grammatical and lexical
are correct. errors.
Pronunciation is still moderately
Serious pronunciation errors as well
influenced by the mother tongue
as many basic grammatical and
but not serious phonological
4 1 lexical errors. No evidence of having
errors. A few grammatical and
mastered any of the language skills
lexical errors but only one or two
and areas practiced in the course.
major errors causing confusion.
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Table 3 Guideline for reviewing the students’ pronunciation
No Classification Score
1 Excellent 5.00 – 6.00
2 Very Good 4.00 – 4.99
3 Good 3.00 – 3.99
4 Poor 2.00 – 2.99
5 Very Poor 1.00 –1.99
Table 4 The rating score of interest category
Score Category
67-75 Very interested (very positive)
58-66 Interested (Positive)
49-57 Neutral
40-48 Uninterested (negative)
32-39 Very uninterested (very negative)
The table above means that the student was said to have strongly interested
when the mean score is 67 up to 75; they were said to have interested in the mean
score is between 58-66; they were said to have moderate interested if the mean score
is between 49-57; they were said to have uninterested if the mean score is between
40-48; and they were said to have strongly uninterested if the mean score is between
32-39.
Table 5 The rating percentage of the students’ interest score
Score Category
81 – 100 Very Positive
61 – 80 Positive
41 – 60 Neutral
21 – 40 Negative
0 – 20 Very Negative
Result
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Based on the result of pretest analyzed in the table above, it was stated that the
total score of this test ranges from one to twentieth seven. The highest total score was
achieved by students 22 with five total score. On the other hand, the students 15 and
21 achieve one as the lowest total of the score. However, the overall students achieve
2.41 as the average score for their pronunciation is “poor” before learning by using
jazz chants method. In the pre-test it can be seen that there was3 students who got
score 1 (11.1%), 13 students got score 2 (48.1%), 9 students got score 3 (33.3%), 1
student got score 4 (3.7%), 1 student got score 5 (3.7%). The highest frequency was
13 at score 2, and the total frequency was 27.
Data in posttest, there twentieth seven students who participated in this study.
Two students (S6 and S22) got six scores as the highest total score and three students
(S9, S15, and S16) got two scores as the lowest total score achieved by the students in
this post-test. Wholly, the result of the post-test score analysis indicates that the
students have achieved 3,96 as the total average score in the posttest which means
that the quality of the students’ pronunciation after getting treatment using jazz chants
method is “good”.
In the pre-test it can be seen that there was 3student who got score 2 (11,1%),
5 students got score 3 (18.5%), 11 students got score 4 (40.7%), 6 students got score
5 (7.4%), 2 students got score 6 (7.4%). The highest frequency was 11 at score 4, and
the total frequency was 27.
The result of the table score of pretest and posttest shows that there was a
difference between the pretest and posttest result. The students get significant
improvement by gaining score before and after treatment. It means that the students
get improvement in their pronunciation after learning by using jazz chants method.
The improvement can be measured by taking a look the maximum and the minimum
score in the pre-test and post-test in which one (1) is the minimum score in the pretest
while two (2) is the minimum score of posttest. On the other hand, five (5) is the
maximum score in the pretest, while six (6) is the maximum score of the posttest.
Furthermore, there were two (2) students got the maximum score in the posttest.
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In addition, the students’ progress in learning also be measured by comparing
the students gain score in pretest 2.41 and the students gain score in posttest 3.96. If
the two-gain score is taken into account the student’s pronunciation quality before
and after treatment, we may then state that the quality of the students’ pronunciation
increased from “poor” to “good”.
Table 6 Paired Sample Test
Paired Differences t df Sig. (2-tailed)
95% Confidence
Interval of the
Mean Std. Deviation Std. Error Mean
Difference
Lower Upper
Pretest-Postest -1.555 1.050 .202 -1.970 -1.140 -7.698 26 .000
From the table of Paired Sample Test above, it shows that the df is 26, mean
difference is 1.555, standard error difference is 0.20208, the lower difference interval
is 1.970 the upper difference interval is 1.140, to is 7.698 while t table is 1.706 (to> t
table) and sig. 0.000. So, it can be concluded that the students’ pronunciation skill by
using jazz chants method is significantly better after getting the treatment. So, the
null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is fail rejected.
The researcher description of the data collected through pronunciation test to
improve the student’s pronunciation ability by using Jazz Chants method, it was
supported by the student’s score of pre-test and post-test in the experimental class.
Students mean score after presenting material by using Jazz Chants method in
teaching was better than after giving the treatment.
Jazz Chants method that has been taught to the students make them more enjoy
and fun to study English because the material taught used strategies that are
appropriate to the conditions of students. Thus, making students active in the learning
process. In this chapter, the researcher presents the description of findings of the
implementation of jazz chants method to improve students’ pronunciation ability.
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From 8 positive and 7 negative questionnaires. Most of the students’ answered
very positively according to the Likert's scale. Based on Likert's scale that the
students’ very interest in learning pronunciation by using jazz chants.
The result show that the cumulative percentage on the fifteen items of the
questionnaire was 89.28 (Very Strong), while the cumulative score that they got the
questionnaire was 1808 (Strongly Agree).
0 405 810 1215 1620 2025
SD DN A SA
180
Discussion
Jazz Chants are the rhythmic expression of Standard American English as it
occurs in situational contexts. The Jazz Chants included in the book and recorded on
the accompanying tape are designed as a language acquisition tool to develop the
student's appreciation of the rhythm and intonation patterns of Spoken American
English. Just as the selection of a particular tempo and beat in jazz may convey
powerful and varied emotions, the rhythm, stresses and intonation patterns of the
spoken language are essential elements for the expression of feelings and the intent of
the speaker. ( Carolyn Graham, 1978)
The students made a lot of mistakes in pronouncing some words. They spoke
naturally without stress and intonation. They read the test with the same intonation
and pronounced the words with unstressed. For examples dances /da:nces/, surprised
/su:praized/, baby /ba:bi/, unique /u:nikui/, television /televiӡn/ and celebration
/selebreiʃn/. Furthermore, many faults in pronouncing vowels sound. The students
cannot pronounce the word with the correct sound. They were only able to use the
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sounds /a/, /i/, /u/, /e/, /o/ and error in pronounce the other vowel sounds like /iy/, /Ʌ/,
/eiy/, /ow/, /iuw/. For examples, music /musik/, object /objek/, fortunately
/fortunateli/, importance /importance/ and etc. The problem occurs because the
sounds are not present in their first or mother language. So, they tend to replace it
with the sounds of language that approaching, which they can produce. But, it was
different from the posttest result. Their pronunciation was better.
The writer concluded that teaching pronunciation was effective by using jazz
chants because when she applied this method to students, the students really looked
enthusiastic in the learning process. The existence of chants helped the students more
enjoy and fun in the class. So, they could easily to understand the material was given
by the writer about some situational context of the conversation and knew the correct
stress and intonation when they did it. Thus, studying with chants would not be really
difficult for the students. They enjoy the chants and happy because they most of them
liked to sing.
But the problem that they face mostly is lack of pronunciation knowledge due
to their inadequate English background and also, they seldom to read or practice
speaking in English. The students got trouble when reading the text and practice the
conversation that is given by the writer. Therefore, good pronunciation will avoid
misunderstanding in communication. Actually, the sound system of English was two
that is the segmental aspect and supra segmental aspect, the segmental aspect was
consonant and vowel, and supra segmental aspects were rhythm, stress, and
intonation. According to Marianne Celce Murcia in the same chapter, to be effective
in teaching pronunciation, it is essential to have an understanding of how the speech
sounds of English are produced. In this research the writer focuses on teaching
pronunciation of supra segmental aspects that is rhythm, stress, and intonation.
Moreover, teaching pronunciation should be interesting for students, so the writer
took chants that is close by daily life conversation of the students.
According to Marie Kretz, they stated that the jazz chants method allows for a
creative classroom environment and engages teachers in the creative process. It is
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proved by the writer when she taught in class. The writer gave a sheet to students
about the chants so they could easily to read the text. When students sang the chants,
they pay attention to the writer’s explanation about the correct stress and intonation
in every line of the chants, they also more active in responding the writer, and also
enjoyed the repetition of the line in the chants. The students did not feel bored during
the learning process because the writer divided the class in two parts so they could
enthusiastic when between of two-part practice the chants with clapping and a loud
voice. Carolyn Graham stated that particular tempo and beat in jazz may convey
powerful and varied emotions, the rhythm stresses and intonation patterns of the
spoken language are essential elements for the expression of feeling and the intent of
the speaker. The natural rhythms and humor of the chant are highly motivating and
effectively in classroom practice. It is proved by the writer when she taught in class,
the students looked really motivated to studied.
Conclusions
Based on the finding and discussion in the previous chapter, There is a
significant difference between the students’ pronunciation ability at the eight grade of
MTsN Parepare before and after giving treatment. It is proven the mean score of pre-
test that is 2,41 then improved to 3,96 as the mean score of post-test. It means that the
quality of the students’ in pronunciation ability improved from “very poor” to “good”
after using Jazz Chants method in giving treatment. The use of Jazz Chants method is
effective to teaching pronunciation to improve students’ pronunciation ability at the
eight grade of MTsN Parepare. It is proven by the t-test value that is 7.698 which is
higher than 1.706 as the t-table value.
The students’ response to the implementation of jazz chants in teaching
pronunciation were very positive, students really looked enthusiastic, they are very
happy and fun during the learning process. It is proven by the students’ response of a
questionnaire, the cumulative percentage on the fifteen items of the questionnaire was
89,28 (very strong), while the cumulative score that they got of the questionnaire was
1808 (strongly agree)
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