HARMONIA : Journal of Arts Research and Education 15 (2) (2015), 101-106 p-ISSN 1411-5115 Available online at http://journal.unnes.ac.id/nju/index.php/harmonia e-ISSN 2355-3820 DOI: 10.15294/harmonia.v15i2.4099

FORMS, DEVELOPMENT AND THE APPLICATION OF MUSIC MEDIA IN THE KINDERGARTENS: A Comparative Study of Two Kindergartens

Totok Sumaryanto Florentinus Study Program of Art Education Post Graduate Program, Semarang State University, Indonesia E-mail: [email protected]

Udi Utomo Music Department, Semarang State University, Sekaran Campus, Semarang 50229, Indonesia E-mail: [email protected]

Received: October 18, 2015. Revised: November 29, 2015. Accepted: November 29, 2015

Abstract

This study was aimed at investigating the form of music media employed in the teaching and learning process (TLP) in the kindergartens, and the teachers’ effort to develop and apply music media in the TLP. The researchers used a qualitative approach. The research was conducted in TK Hj. Isriati Baiturahman and TK Negeri Pembina Semarang. The subjects of the study were principals, teachers, staffs and students. In collecting the data, the researchers used three different techniques: interview, observation and documentation. Then, the researchers used data reduction, categorization and data interpretation to analyse the data. The result shows that the teachers in both schools have utilized varied music media in the TLP. In TK Hj. Isriati, the teachers used music media in the form of music composition and electronic equipment; and the new music instruments were used by the teachers in extracurricular activities. Meanwhile, the teachers in TK Negeri Pembina utilized music media, including music composition, music instruments and electronic equipment. The development of music made by the teachers was done by modifying lyrics, composing simple songs, utilizing rhythmical music instruments and employing electronic equipment in the TLP.

Keywords: form; media; music; kindergarten

How to Cite: Sumaryanto F., T., & Utomo, U. (2015). Forms, Development and The Application of Music Media in The Kindergartens: A Comparative Study of Two Kindergartens. Harmonia: Journal of Arts Research and Education, 15(2), 101- 106 doi:http://dx.doi.org/10.15294/harmonia.v15i2.4099

INTRODUCTION Musical activities, as a kind of teaching and learning processes in the kindergarten The implementation of teaching and and a combination of the various areas are learning process (TLP) in kindergartens expected to support the outcome of teach- has never been apart from musical activi- ing and learning objectives in the kinder- ties, even though it is still in the form of garten. singing. This activity is conducted either To create musical activities such as inside or outside of the classroom (see Sy- listening to music, singing, playing simp- ahrul, 2010; Moeslichatoen, 2009, p.12-13). le music instruments and others which

101 102 HARMONIA : Journal of Arts Research and Education 15 (2) (2015): 101-106 are meaningful to the students, it needs velopment of Pancasila, religion, disci- teachers’ skills to develop a plan and an pline, feelings/ emotions, and social skills, implementation in the TLP. Some of the as well as the development of basic skills critical issues related to the teachers’ skills through activities prepared by the teach- concern: (1) the ability to determine the ap- ers which include the development of lan- propriate music experiences which relate guage skills, critical thinking, creativity, to the themes and development aspects in skill, and physic. the kindergarten, (2) the ability to design To achieve the goals of the TLP in musical activities to be implemented, (3) the kindergarten, the teachers have es- the ability to determine kinds of music and tablished varied themes. The themes are songs that will be used as teaching media, (1) I, (2) senses, (3) family, (4) houses, (5) and (4) the ability to define and use musi- schools, (6) food and drink, (7) clothing, cal instruments that support the learning (8) cleanliness, (9) plants, (10) vehicles, (11) process. occupation, (12) recreation, (13) water and Based on the explanation above, the air, (14) fire, (15) countries, (16) communi- research questions are outlined as follows: cation tools, (17) natural phenomena, (18) (1) how is the music media used in the TLP sun, moon, stars, and earth, and (19) life in to be implemented in the kindergarten? cities, villages, coastal areas and mountain And (2) how do the teachers develop and (Moeslichatoen, 2009, p. 13-14). apply music media in the TLP in the kin- The varied themes are delivered to dergarten? the students through integrated activities Musical activity is an important role by including music as one of the compo- in the kindergarten education program. nents. Music activities such as listening Froebel, an expert of kindergarten believes music, responding music with its rhyth- the values of musical experiences for the mical motion, singing, reading music students as written in his book, Mother notation, and playing simple musical in- Play and Nursery Songs. Based on his opin- struments are the activites in the TLP, the ion, the students should be given as much purpose of which is to establish behavior singing and playing experiences through (especially through messages of the lyr- singing activities. ics), and to develop their basic skills such Moreover, Anderson (2004, p. 2) as creativity, language, thinking, skill, and states that the kindergarten students are physic (through melody, rhythm, harmo- the most original composers. They create ny, lyric and expression) (Safrina, 1999, p. more music, explore it carefully, use more 125-166). consistent and spontaneous music, and In order to achieve its objectives, it have a stronger motivation on music com- needs the teachers’ skills to develop and pared to the students in the higher level apply the existing music media. The media (adolescence). are anything (hardware and or software) Music, as one of the important activi- which relate to music, applied as teaching ties in the TLP in the kindergarten is con- media since they can stimulate the stu- sidered to be affected the child’s personal dents’ thinking, feeling, attention and will- development which involve some devel- ingness to promote effective and efficient opment aspects such as motoric, language, TLP. In the context of teaching and learn- emotional, social, and intelligence. In ad- ing process in the kindergarten, it empha- dition, it is also due to the music as a part sises on the process (not the goal). of children’s life, cultural heritage, and it is Music media can be devided into as tools to express themselves (Moeslicha- three main forms: music composition, mu- toen, 2009, p. 12-13). sic instruments and electronic equipment. The scope of the TLP in the kin- The composition of music is in the forms dergarten involves behavior formation of vocal music, works of instrumental through the implementation of moral de- music, or a mixture of both. Based on the Mohd Sawari Rahim, et al., Comment and Comics Artwork by Mohd Yaman Ahmad ... 103 character, the instrument can be classified documentation. The qualitative data was into two types: musical rhythmic and me- analysed for its validity using the degree lodic instruments. The rhythmic musical of trustworthiness, triangulation and also instrument is a musical instrument that theory. The technique to analyse data used can only be used as a rhythmical support. three phases. They were data reduction, For example, it can be seen from drums, categorization, and data interpretation drum, tambourine, castanyet, guiro, cym- (verification / conclusion). bals, and others. Furthermore, the melo- dical music instrument can function not RESULT AND DISCUSSION only to support but also to play melody. For example, it can be in the forms of flute, The Application of Music Media in the pianika, glockenspiel, guitar, harmonica, TLP in TK Hj. Isriati Baiturahman and others. The forms of music media including: Based on the sound sources, music (1) music composition, (2) music instru- instruments can be divided into several ments, and (3) electronic equipment have groups: (1) an instrument derived from been implemented as a part of the TLP in human (limbs) such as clapping, pound- TK Hj. Isriati Baiturahman. The utilization ing feet, excerpting fingers, and others, of those music media could be seen from as well as human voice for more specific, their varied activities. Vocal works like (2) idiophone instruments such as calung, children’s songs have always been used xylophone, marimba, glokenspiel, chimes, as teaching media in the pre activity for 30 maracas, tambourine, castanyet, trian- minutes started from 07:00 to 07:30. It was gle, guiro, etc., (3) aerophone instrument, held in the hall attended by all students in such as flute, clarinet, saxophone, trum- class A at the same time (A1, A2, A3, and pet, trombone, pianika, harmonica, etc., A4). Not only to support pre activity, the (4) membranophone musical instruments children’s songs were also used for other such as stringed drum, bass drum, bongo, purposes such as to strenghthen messag- conga drum, drums, terbang, etc., (5) cor- ges for the students and to improve stu- dophones instrument such as guitar, man- dents’s vocal skills (singing lesson). dolin, violin, zither, piano, harp, fiddle, In addition, there were also some etc., and (7) electrophone musical instru- other TLP that utilized music composition ments such as elerctronic organ, electone, such as musical composition and instru- syntesizer, sound effects, electric guitars, mental mixture. Based on the data, the use and others (Safrina, 1999, p. 15-18). of music instrument as teaching media in Electronic equipment included as TK Hj. Isriati was implemented in the ex- music media (hard ware) are radio, tape tracurricular activities. Classroom teachers recorder, television, cassettes music re- or the students only used clapping hands corder, music CDs, music VCD, MP3, LD in their pre activity, main activity, post ac- music, sound system and others. Some of tivities and singing activity to support the those can be used as media for listening or TLP. watching music (Rinanto, 2005, p. 44-63). There were various numbers of mu- sical instruments used in the extracurricu- METHOD lar activities, among others were: (1) a set of musical instrument drum band, (2) a The study used a qualitative ap- set of angklung musical instrument, and proach. The setting of the study was at (3) keyboard to support singing activities. TK Hj. Isriati Baiturahman and TK Negeri There were some activities in which elec- Pembina Semarang. The principals, teach- tronic equipment was used in TK Hj. Isriati ers, staffs and students became the sub- such as (a) before the class began around ject of the study. To collect the data, the 6:00 to 7:00, the teachers used music media writer used interview, observation, and to welcome the students’ arrival and when 104 HARMONIA : Journal of Arts Research and Education 15 (2) (2015): 101-106 students were playing outside while wait- and articulation in reciting the lyrics by the ing for the bell rang. It was the recording teachers in order the students could hear of children’s songs in the form of either and follow. instrument or mixture (vocal with musical accompaniment). In doing so, the teachers The Implementation of Music Media in played the songs using a tape deck with its TK Negeri Pembina Semarang. sound system in order all students could Similar to TK Hj. Isriati, music media listen, (b) teachers also used electronic were in the forms of (1) music composi- equipment as the teaching media in the tion, (2) music instruments, and (3) elec- TLP on pre-activity, main activity and post tronic equipment which have become an activity. The electronic equipment used important part of the TLP. The details are by the teachers during the pre activity in as follow: the hall were a mic wereles and a big tape The utilizaion of music composi- functioning as sound control. When the tions as teaching media in TK Negeri TLP was held in the classroom, the teach- Pembina involved vocal, instrument and ers also used loudspeakers such as mic mixture works. Vocal works in the forms wereles, amplifier and speaker. of children’s songs were always used as Those employing electronic equip- teaching media while the students were ment as music media in the TLP in TK Hj. doing pre-activity at 07:00 in the morning. Isriati were the teachers teaching dance Moreover, the teachers also used and music. On the dancing activity, the mixture works in the main activities. For electronic equipment used as music me- example, the students were doing some dia was tape and cassette recorder as mu- ativities such as drawing, coloring and sical accompaniment. While in the music sticking. Meanwhile, the teachers also learning activities, there were a keyboard played children’s songs to accompany the (Roland EM 25) and two electrical equip- students’ activities. Then, the teachers of ments, a tape as sound control and mic TK Negeri Pembina kalso utilized music wereles for students to sing in turns. composition both instrumenal and mixtu- re music especially by those teaching dan- The Effort of Teachers to Develop and ce. They used it as accompaniment “move Apply Music Media in the TLP in TK Hj. and song” for class A. Furthemore, the te- Isriati Baiturrahman Semarang achers used folk and “dolanan” songs to An effort to develop music media in accompany “move and song” learning for the TLP undertaken by the teachers in TK the male students of class B.. For the fema- Hj. Isriati was still by using music com- le students of class B, musical composition position media in the forms of childrens’s for gamelan (gending) was used as lear- songs and sound system. The development ning accompaniment since the teaching of children’s songs could be seen while material was the new dance creations. the teachers were doing improvisation of Both classroom teachers in their the lyrics and the TLP. It happened when main classes and art teachers in their clas- they found interesting things or events ses in TK Negeri Pembina used isntrumen- that needed appropriate songs with their tal music. The classroom teachers in their proper lyrics to reinforce the atmosphere pre-activity, main activity and post acti- of the TLP. Beside modifying the lyrics, the vity in the classroom utilized a number of teachers also created their own songs. music instruments such as (1) castanet, (2) On the other hand, to develop elec- maracas, (3) triangle, and (4) tambourine. tronic equipment in the form of sound sys- Meanwhile, the art teachers used two main tem as teaching media in the pre-activity, music instruments: a set of kulintang and main activity and post activity the teachers angklung instruments. There were two always utilized the existing sound system. main activities which utilized electronic It was due to its precision tone, rhythm equipment in TK Negeri Pembina: (1) at Mohd Sawari Rahim, et al., Comment and Comics Artwork by Mohd Yaman Ahmad ... 105 the TLP conducted by all classroom teach- rang. ers and (2) at the TLP of music. The details Music media in the forms of vocal, are outlined as follows: instrument and mixture works have been The use of electronic equipment as done by the classroom teachers in the TLP music media by the classroom teachers in TK Hj. Isriati Baiturahman Semarang. were conducted in the pre-activity, main Otherwise, music media in the forms of activity and post activity. Mini compo as instrument was still limited only by the one of electronic equipment was used not use of natural instrument such as clapping. only to play children’s song recording to The use of musical instruments avaliable accompany the students while they were in the school was only conducted by extr- doing several acticities such as drawing, acurricular teachers such as singing, angk- coloring, cutting, etc. but also to play cas- lung and drumband. Electronic equipment sette recorder either instrumental or mix- such as sound system, tape recorder, cas- ture works in the rhythmic and physical sette recorder have already been used by activities. the classroom teachers both before the class The use of electronic equipment as started and in the TLP inside the classroom music media in the art learning was con- started by pre activity, main activity and ducted by the art teachers. The equipment psot activity by utilizing sound system as was a tape deck or tape mini compo availa- the loud speaker. ble in each class. It was to play music as ac- To develop the utilization of mu- companiment in the motion and song TLP, sic media by the teachers in TK Hj. Isriati “dolanan” dance and new dance creations. can be seen by their courage to modify the original lyrics based on the learning situa- The Effort of Teachers to Develop and tions. Beside, they also created new songs Apply Music Media in the TLP in TK based on the school needs and creations to Negeri Pembina Semarang utilize electronic equipment in many TLP. To develop music media which relat- On the other hand, music media in ed to problems of choosing media, the use the forms of vocal, instrumet and mixtu- of varied media and teachers’ creation in re works have also been utilized by the utilizing music media in TK Negeri Pembi- classroom teachers in the TLP in TK Ne- na were conducted by modifying the lyrics geri Pembina Semarang. It was not only of the existing children’s songs and creat- limited to use the natural instrument such ing simple songs of their own. The lyrics as clapping, but also rhytmic instrument were adapted based on the existing themes such as (1) castanet, (2) triangle, (3) mara- in the TLP. cas, and (4) tambourine. Then, the other Finally, to develop the utilization music instrument was still used by those of music media was done by developing teaching music art. Finally, tape and cas- rhythmic instrument including: 1) casta- sette recorders as electronic equipment net, (2) triangle, (3) maracas, and (4) tam- were used during rhytmic activities per- bourine as well as tape recorder while the formed in the pre-activity, main activity students were doing a number of activities and post activity. such as drawing, sticking, cutting, color- The effort to develop the utilization ing, printing and others. of music media in TK Negeri Pembina was shown by the courage to modify the lyrics, CONCLUSION to create simple songs, and to utilize rhyt- mic music instrument in the rhytmic and The use of music media in the forms singing activities. Not only tape and cas- of: (1) music composition, (2) music instru- sette recorders, music media was also uti- ment, and (3) electronic equipment has lized to support the TLP in the classrooms. been conducted by the teachers both in TK Hj. Isriati and TK Negeri Pembina Sema- 106 HARMONIA : Journal of Arts Research and Education 15 (2) (2015): 101-106

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