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INTERNATIONAL
JOURNAL OF SOCIAL SERVICE AND RESEARCH
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Rr. Sri Widhi Astuti
Sekolah Menengah
Pertama (SMP) Negeri 3 Teluk Keramat, Sambas, Kalimantan Barat, Indonesia
Email: [email protected]
Abstract
This class action
research (PTK) aims to improve students' rhythmic reading skills in playing
similar music ensembles by using model song media in class VII-A SMP Negeri 3
sacred bay sambas west Kalimantan. The study was conducted with two cycles of
35 students. Based on the results of the processing of research data and test
results obtained as follows: The results of the pre-observation stage
assessment showed students who met the assessment indicator only five out of 33
numbers students, namely: 15.15% of the expected 100%. In cycle 1, students
were notified about the assessment indicators, divided groups of students into
two groups, prepared teaching materials about notes and silent sign materials
and similar musical ensemble materials and students were given an explanation of
the meaning of musical ensembles, rhythms, and time signatures. The researcher
showed several videos about playing ensembles. Evaluation is carried out
individually/individually to play the scores that have been distributed using
applause. The average score of the initial Test results is 67.6. The results of
the assessment stage of the cycle test stage I students who meet the assessment
indicator or reach KKM are 16 students or 48.5%. Students who have not earned
the Teaching Completion Criteria are 17, 51.5%. Assessment activities are
categorized into two types, namely individual test taking and group testing.
The assessment is carried out individually first and then followed by a group
assessment. The researcher will call one by one the students who are adjusted
to the serial number in the student absent list to play a rhythmic pattern
according to the musical instrument they carry. After doing the individual
test, then a group test is carried out with the aim of seeing the cohesiveness
of students in playing ensemble music. The results of the assessment stage of
the cycle II test showed that students who met the assessment indicator or
achieved the Minimum Completion Criteria (KKM) were as many as 33 students or
100%. The average score of students' rhythmic reading ability in cycle 2 was
83.3 with the Good category. From the study results, it can be concluded that
using model song media can improve the ability to read rhythmically in playing
similar music ensembles for students of grade VII-A.
Keywords: Ensembles
of Music; Learning; Media; Model Song; Rhythmic
Received 20
Januari
2022, Revised 30
Januari
2022, Accepted 10
Februari
2022
Introduction
Humans are born inseparable from the nature that Allah SWT
has determined. Starting from birth, they have been given knowledge, talents,
and abilities within themselves. A person's knowledge, talents, and skills do
not just appear suddenly so that
they
only depend on that nature (Nugroho, Florentinus, & Lestari, 2020).
Certain things must be done. A person's knowledge, talents, and abilities will
be realized through a process, namely the learning process
(Nugroho, Istiandini, & Muniir, 2019).
In learning music, one's musicality is indeed one of the determining factors for
maximum success. Still, it is not a form of nature/inheritance that automatically
follows the individual in a birth. Musical behavior is obtained from a person's
long interaction process with musical stimuli (Julia,
2017) . This attitude will only be
possible to grow if a series of artistic activity processes are carried out. It
can be said that a person's essential musical ability is one of the absolute
requirements in the music learning process (Eko,
dkk, 2017).
The 2013 curriculum is designed to strengthen students'
potential in terms of knowledge, skills, and attitudes. There are several
topics regarding the appreciation and expression of music
(Ikhlas, enggi Maihendra, Mastro, Esy, &
Kadir, 2018). The main targets achieved
in appreciation and expression learning are inculcating a sense of musicality, analyzing
and assessing the quality of the beauty of a musical work, developing attitudes
and expressive abilities, appreciating art and increasing creativity so that
students can cultivate a sense of art in themselves through the development of
music and art. assumptions about music Some essential competencies refer to the
achievement of abilities based on basic knowledge of music
(Pratama, 2015).
One of the basic knowledge of music is rhythm/rhythm.
Rhythm or rhythmic is one of the essential elements and essential capital in
music. So it can be said that the ability of students to read rhythm/rhythm is
an absolute requirement in the process of learning music at school
(Aton, Rustandi Mulyana, 2021).
Ironically, many students have not been able to read the rhythm/rhythm, let
alone play it, and do not even know rhythm at all (YUNI, 2020). There
is a gap between the pattern of teaching music in elementary schools and the
teaching pattern in secondary schools. Elementary schools emphasize thematic
teaching, which leads teachers only to teach songs that follow the prevailing
theme.
In contrast, in secondary schools, it refers to integrated
and complete learning, manifested in a series that every knowledge taught,
education must be continued until students are skilled in presenting the
knowledge taught. Mastered concretely and abstractly in a form related to works
of art and culture. Students' essential ability to understand rhythm in
elementary school is critical to the subsequent learning of the art of music.
If students do not master rhythm, these students will have difficulty playing
ensemble music.
Bane stated that the language of the ensemble comes from
French. The ensemble has the meaning of a musical group. Then in the music
dictionary, the definition of an ensemble is a group of musical instrument
activities with the type of activity as stated in its designation
(Fillamenta & Arfani, 2020).
According to Schmidt (Evasanti & Kumara, 2015),
the group process in learning activities of learning to play music ensembles
has a relationship between motivation and outstanding performance and
experience with music because there is a very strong cohesiveness between
members of the musical ensemble team. While according to Kruse
(Evasanti & Kumara, 2015),
playing ensemble music can increase a person's self-esteem.
A similar musical ensemble presents ensemble music that
uses similar musical instruments (Julia Julia, 2021).
Based on the researcher's experience as a music teacher, the researcher found
that many students had problems with rhythmic reading when learning similar
ensemble music in the classroom every day. These obstacles can be seen from the
low learning outcomes of students under the KKM that the school, namely 73, has
set. Of course, the right way is needed to overcome these obstacles to
understand them easily. Therefore, the author is interested in researching
"Improving Rhythmic Reading Ability in Playing Similar Musical Ensembles
by Using Model Song Media" in Class VII-A (Seven) A students at SMP Negeri
3 Teluk Keramat, Sambas Regency ".
Based on the background of the problem above, the writer
formulates the research problem, "Can the use of model song media improve
the ability to read rhythmically in playing a similar musical ensemble in
seventh-grade students at SMP Negeri 3 Teluk Keramat, Sambas Regency". The
research aims to improve the ability to read rhythmically in playing similar
musical ensembles by using model song media, enhancing the quality of learning
the art of music, especially in the learning process of similar musical
ensembles. For students, it can be used as learning material to increase
knowledge and understanding of music subjects.
Rhythmic or rhythm is a musical movement that runs regularly.
The regularity of this movement makes the song pleasant to hear and feel.
Rhythm relates to the length of the note and the severity of stress and accent
on the message. The rhythm will still be felt through regular movement even
though the melody is silent. Rhythm provides the beat in music
(Utomo, 2013). In
the Indonesian Dictionary, an ensemble is a small group of singers or
musicians. The word can be interpreted that a costume is a form of presenting
music games that are carried out together by involving groups of music players
in small units, giving the music using one type of musical instrument or using
various kinds of musical instruments (mixed).
The model song is a song chosen to convey material in
learning activities, with the aim that the learning material is quickly
understood and understood by students (Nugroho, et al., 2019).
Model songs in learning activities are not mastery of the song but are used as
tools or media to learn the desired material (Suhada & Indrapraja, n.d.).
So the model song can be interpreted as a song that is chosen or used as a tool
for something to be made or done. The thing that is being done is learn Similar
Music ensembles.
Method
This research was conducted at SMP Negeri 3 Teluk Keramat,
Sambas, West Kalimantan. The research method used is classroom action research
with research procedures or steps carried out in an activity cycle that refers
to the Hopkins model (Muhammad Arvin Nugroho et al., 2019).
Each process consists of four main activities: planning, action implementation,
observation, and reflection. The performance of this research was in the odd
semester of the 2017/2018 academic year, with 33 students consisting of 16 male
students and 17 female students.
Data in the form of qualitative data and quantitative
data. The research data was collected and compiled through the data collection
techniques used namely
1.
Observation Techniques,
2.
Documentation Techniques, and
3.
Performance Test Techniques. Researchers used
triangulation to test the validity of the data in this study. The data
collection technique was carried out using observation, interviews, and
questionnaires for qualitative data and tests for quantitative data. Interviews
were conducted to obtain direct data or opinions from students so that
weaknesses in learning to read rhythm can be brought to be continued in the
next cycle. The 2-cycle research procedure in this study consisted of four
stages, namely: (1) planning stage; (2) implementation stage; (3) the
observation stage; (4) reflection stage.
According to Usman & Purnomo (2003: 87), The level of
data validity is measured by the triangulation method, namely checking the
truth of the data obtained by trusted parties. (Sanjaya, 2011) states
triangulation is a way to get accurate information in various forms so that the
data can be charged its validity so that the author is not wrong in making
decisions. Triangulation can be done in three ways, namely source
triangulation, method triangulation, and data triangulation. The data analysis
techniques used are (1) Data Reduction, (2) Data Display, (3) Conclusion
Drawing.
Results
and Discussion
Research results from Suharnik media as all forms and
channels used for the process of delivering information. Briggs argues that
"the media are all musical instruments that can present messages and
stimulate students to learn. Model songs as learning media for children today
are very important effective (Suharni, Imma, & Chirtianly, 2017).
The learning method through this song has become material research
for some people who have done in learning activities especially for language
learning. Through the results of these studies, satisfactory results are seen
from this method. As a study found that children who love music and who can
sing to regular rhymes tend to have an easier time learning to speak and they
also become more creative and confident (Febriyona, Supartini, & Pangemanan, 2019).
The difference in learning outcomes was significant
between the experimental class using the model song media compared to the
control class using the conventional method without the media. Based on the
results obtained, it can be concluded that there is a significant influence
between the model song media on student learning outcomes (Firda & Yermiandhoko, 2019).
At the pre-observation stage, students' difficulties in rhythmic
reading were identified by asking students about their playing experiences in
playing music. The researcher asked whether students had practiced playing
music in arts and culture subjects while sitting in elementary school. From
these questions, it is known that students have never played music in previous
lessons. The researcher also asked whether the students were familiar with the
song "Cik-Cik Periok." Simultaneously the students answered tau, and
the researcher asked the students to sing the song while clapping to apply the
rhythmic pattern of the music. In the learning process, students are given a
model song sheet. Then the teacher only gives a brief explanation about
rhythmic reading. Students only pay attention and listen to the short description.
From the results of the initial test activities above regarding students'
rhythmic reading ability in playing similar musical ensembles, the results of
the initial test stage assessment show that only five students meet the
assessment indicators, the rest are still lacking, students who achieve the
criteria for teaching completeness are only five students out of 33 total
students is 15.15% of the expected 100 percent. The average value of the
initial test results is 67.6. The value is in the less category.
Cycle 1 action research will be carried out on October 16,
23, and 30, 2018. At the first meeting of cycle 1, students are notified about
the assessment indicators, dividing students into two groups, preparing
teaching materials for notes, and silent signs and material. Similar musical
ensembles and students explain the meaning of ensemble music, rhythm, and time
signatures. The researcher showed several videos about playing ensembles.
Students listen to videos that are offered about mixed ensembles and similar ensembles.
So that students can understand what the meaning of a matching ensemble is. The
researcher explains the types of symbols from the shape and value of notes and
silent signs as elements of forming rhythmic patterns. Students listen to the
researcher's explanations about the forms of letters and silent symbols as
elements of developing rhythmic patterns.
In the second meeting, the students were given exercises
about rhythm patterns at the second meeting. The researcher asked students to sit
in groups based on the groups formed at the previous session. After all the
students had calmed down and sat in groups, the researcher immediately
distributed the score pattern of the song Cut Duck Goose to the students. The
researchers did this intending to make it easier for researchers to assess and
control students in learning activities.
Figure 1
The score of Cycle 1
Lagu
Then the teacher gives the students 15 minutes to study
the scores of the rhythm patterns that have been distributed. Some of the
students whom the researcher pointed to read the score for the song "Cut
the Bebek Angsa" by mentioning the note values according to what is
written on the score.
The researchers intended to know the students' ability to
apply the value of beats into a rhythm pattern. The ability to use the shape
and values of the moment is essential; it is the necessary element for forming
rhythm patterns by delivering the learning material. The researcher continued
the learning activities by giving examples to students on how to read the notes
or beats and how to apply them in rhythm. Students listen to the teacher's
explanation then imitate reading the note's value according to the example that
the researcher conveys using applause. Students repeatedly perform these
rhythmic reading activities so that the time for learning art and culture has
run out.
At the third meeting, an evaluation will be carried out,
and if the results are not significant, it will be continued to the next cycle.
The researcher allowed students to practice rhythmic reading before the test
was carried out according to the sheet music distributed for one hour of
lessons. Evaluation is carried out individually/individually to play the scores
that have been distributed using applause. From the results of the first cycle
of test activities regarding the ability to read rhythmically in playing a
similar musical ensemble above, the results of the assessment stage of the
cycle 1 test show that students who meet the assessment indicators or reach the
KKM are 16 students or 48.5%, students who have not achieved the criteria for
teaching mastery is 17 students that is 51.5%.
Figure 2
Graph of Cycle 1.
Resul
Then it is known that the advantages in cycle one students
can understand the material of similar musical ensembles and the shape and
value of notes and silent signs explained at the beginning of the meeting. Some
students can understand can read rhythmic patterns. The drawbacks are that a
small number of students still look passive, students look less confident when
practicing rhythmic patterns, students are still not fluent in doing the
rhythmic reading, many students are still unable to read rhythmically with the
right beat, and the tempo is less regular when transferring students' notation.
Students are still unable to concentrate and seem to have difficulty moving
notes.
The researchers' solution aims to overcome the
shortcomings in cycle 1, namely, to motivate them to continue to study
seriously and to use model songs so that they will get maximum results in rhythmic
reading. To fix the deficiencies that occurred in cycle 1, the researcher will
make improvements that will be carried out in cycle 2 using a model song. In
cycle 2, the researcher used the model song in a way, before the students knew
the rhythmic pattern, listening to the rhythmic patterns in the model song. With
this strategy, the researcher assumes that students will remember faster and
can understand more quickly by listening. When the second cycle takes place,
students immediately apply these rhythmic patterns into a predetermined
instrument, namely a non-conventional musical instrument. Before using
non-conventional musical instruments, the researcher first discussed the tools
to be used during the lesson.
In cycle 2, learning activities will be carried out which
will be carried out with three meetings, namely on 6,13, and 20 November 2018.
In this learning, the model song media is applied. The material presented by
the researcher in cycle 2 discussed the value of beats on rhythmic patterns in
model songs. At the first meeting
of
cycle 2, the researcher played the "Sipatokaan" Model Song, arranged
with percussion instruments. Students were asked to listen to the song and were
instructed to practice rhythmically from the song played. Students played a
rhythmic pattern with applause, the result of playing the music that students
do, the results are still not satisfactory.
Figure 3
Score 2 Cycle Model
Song
The researcher continued the learning by replaying the
model song that the students had heard at a slow tempo. It is intended that
students understand every beat on the rhythmic patterns of the model song they
hear. Next, the researcher invites students to analyze the sheet music on the
model song so that the note values in the sheet can be known. The researchers
carried out rhythmic reading learning activities by inviting students to play
the rhythmic pattern with applause. After students see the rhythm, the researcher
asks students to come forward with their study groups to practice their
learning outcomes individually first and then in groups using the applause
instrument. It aims to allow researchers to know the ability to read
rhythmically individually in students. The researcher looked at the students' rhythmic
ability using a model song.
At the second meeting, the researchers divided the student
study groups again according to the musical instrument brought. According to
the needs of each group, four students then distributed the sheet music and
gave directions to the students about what to do with the sheet music.
Researchers provide suggestions for studying the sheet music according to the
tools used during these training activities. Researchers continuously monitor
the exercise course so that students do the exercise seriously. Groups who feel
there are difficulties can consult their learning results to researchers to get
input and guidance.
The third meeting of the researchers started the activity
by giving each group time to prepare for one hour of lessons (40 minutes) to
practice with their group. Until a bell is heard, indicating that learning time
has lasted for 1 hour of classes, a test/evaluation of rhythmic reading is
immediately carried out according to the sheet music that has been given. Assessment
activities are categorized into two types, namely individual test-taking and group
testing. The assessment is carried out individually first and then followed by
a group assessment. The researcher will call one by one the students who are
adjusted to the serial number in the student absent list to play a rhythmic
pattern according to the musical instrument they carry. After doing the
individual test, a group test is carried out to see the cohesiveness of students
in playing ensemble music.
The results obtained through observations in cycle 2
learning activities using model songs are that students' rhythmic reading
abilities have increased more than before. This is indicated by the increasing
number of students who can read rhythmically in the rhythmic patterns that the
researcher provides. Each student tries and works hard to put together a
musical ensemble game in groups by counting the beats on their respective
rhythm patterns. Students also look cooperative with their separate groups and
try to complete the researcher's tasks.
Figure 4
�Results of Cycle 2
Improved learning outcomes that have been signed with the
completeness that has been achieved. The results of the second cycle of test
activities regarding the ability to read rhythmically in playing a similar
musical ensemble above are: The results of the second cycle test stage
assessment show that students who meet the assessment indicators or reach the
Minimum Completeness Criteria (KKM) are 33 students or 100%, the average score
The average rhythmic reading ability of students in cycle two is 83.3 in the
Good category, the highest score that can be achieved by students in rhythmic
reading in cycle 2 is 98 with an outstanding class. The lowest score achieved
by students in rhythmic reading in cycle 2 was 74, with good variety. Based on
the presentation of the percentage test results above, it can be concluded
that, through the use of model song media, it can improve the ability to read
rhythmically in playing similar ensemble music in seventh-grade students of SMP
Negeri 3 Teluk Keramat.
Conclusion
Based on
the research results, the researchers concluded that learning rhythmic reading
music to students by using model song learning media could improve the rhythmic
reading ability of grade VII-A students of SMP Negeri 3 Teluk Keramat. From the
results of the stimulus given to students using model song media observations
of researchers during the initial learning activities to evaluation activities,
researchers concluded that there was an increase in each cycle in students'
rhythmic reading. This increase can be seen from the test of each individual.
The model
song media was successfully applied because, during the learning process,
children who previously could not read rhythmically could be overcome because
of an adequate understanding and stimulation from their group friends. Each
group seemed to work together to complete their respective group tasks. The
average value of students' rhythmic reading ability in cycle 1 is 48.5%, increasing
to 100% in cycle 2. Based on the performance test assessment in cycle 1,
mastery of rhythmic beats is still low; most students have not been able to
master rhythmic patterns. Well, the rhythmic way that is sung is still not
following the best value. Likewise, the ability of students to read rhythmically,
most of the students have not been able to read rhythmically well because
students are learning rhythmic material for the first time, so they do not have
the basic knowledge.
In cycle
II, the students' ability to read rhythmically increased because the
researchers used the model song learning media well and motivated them to
practice and study it at home consistently. Students' ability to read rhythmically
also increases because researchers guide students in rhythmic learning, especially
students who can't do it at all. For the following research, it is hoped that
the model song media can be developed again to learn the art of music for other
materials.
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