101 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: totokunnes@yahoo.co.id Udi Utomo Music Department, Semarang State University, Sekaran Campus, Semarang 50229, Indonesia E-mail: udi_utomo_unnes@yahoo.com 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 HARMONIA : Journal of Arts Research and Education 15 (2) (2015), 101-106 Available online at http://journal.unnes.ac.id/nju/index.php/harmonia DOI: 10.15294/harmonia.v15i2.4099 p-ISSN 1411-5115 e-ISSN 2355-3820 Musical activities, as a kind of teaching and learning processes in the kindergarten and a combination of the various areas are expected to support the outcome of teach- ing and learning objectives in the kinder- garten. To create musical activities such as listening to music, singing, playing simp- le music instruments and others which INTRODUCTION The implementation of teaching and learning process (TLP) in kindergartens has never been apart from musical activi- ties, even though it is still in the form of singing. This activity is conducted either inside or outside of the classroom (see Sy- ahrul, 2010; Moeslichatoen, 2009, p.12-13). HARMONIA : Journal of Arts Research and Education 15 (2) (2015): 101-106102 are meaningful to the students, it needs teachers’ skills to develop a plan and an implementation in the TLP. Some of the critical issues related to the teachers’ skills concern: (1) the ability to determine the ap- propriate music experiences which relate to the themes and development aspects in the kindergarten, (2) the ability to design musical activities to be implemented, (3) the ability to determine kinds of music and songs that will be used as teaching media, and (4) the ability to define and use musi- cal instruments that support the learning process. Based on the explanation above, the research questions are outlined as follows: (1) how is the music media used in the TLP to be implemented in the kindergarten? And (2) how do the teachers develop and apply music media in the TLP in the kin- dergarten? Musical activity is an important role in the kindergarten education program. Froebel, an expert of kindergarten believes the values of musical experiences for the students as written in his book, Mother Play and Nursery Songs. Based on his opin- ion, the students should be given as much singing and playing experiences through singing activities. Moreover, Anderson (2004, p. 2) states that the kindergarten students are the most original composers. They create more music, explore it carefully, use more consistent and spontaneous music, and have a stronger motivation on music com- pared to the students in the higher level (adolescence). Music, as one of the important activi- ties in the TLP in the kindergarten is con- sidered to be affected the child’s personal development which involve some devel- opment aspects such as motoric, language, emotional, social, and intelligence. In ad- dition, it is also due to the music as a part of children’s life, cultural heritage, and it is as tools to express themselves (Moeslicha- toen, 2009, p. 12-13). The scope of the TLP in the kin- dergarten involves behavior formation through the implementation of moral de- velopment of Pancasila, religion, disci- pline, feelings/ emotions, and social skills, as well as the development of basic skills through activities prepared by the teach- ers which include the development of lan- guage skills, critical thinking, creativity, skill, and physic. To achieve the goals of the TLP in the kindergarten, the teachers have es- tablished varied themes. The themes are (1) I, (2) senses, (3) family, (4) houses, (5) schools, (6) food and drink, (7) clothing, (8) cleanliness, (9) plants, (10) vehicles, (11) occupation, (12) recreation, (13) water and air, (14) fire, (15) countries, (16) communi- cation tools, (17) natural phenomena, (18) sun, moon, stars, and earth, and (19) life in cities, villages, coastal areas and mountain (Moeslichatoen, 2009, p. 13-14). The varied themes are delivered to the students through integrated activities by including music as one of the compo- nents. Music activities such as listening music, responding music with its rhyth- mical motion, singing, reading music notation, and playing simple musical in- struments are the activites in the TLP, the purpose of which is to establish behavior (especially through messages of the lyr- ics), and to develop their basic skills such as creativity, language, thinking, skill, and physic (through melody, rhythm, harmo- ny, lyric and expression) (Safrina, 1999, p. 125-166). In order to achieve its objectives, it needs the teachers’ skills to develop and apply the existing music media. The media are anything (hardware and or software) which relate to music, applied as teaching media since they can stimulate the stu- dents’ thinking, feeling, attention and will- ingness to promote effective and efficient TLP. In the context of teaching and learn- ing process in the kindergarten, it empha- sises on the process (not the goal). Music media can be devided into three main forms: music composition, mu- sic instruments and electronic equipment. The composition of music is in the forms of vocal music, works of instrumental 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 into two types: musical rhythmic and me- lodic instruments. The rhythmic musical instrument is a musical instrument that can only be used as a rhythmical support. For example, it can be seen from drums, drum, tambourine, castanyet, guiro, cym- bals, and others. Furthermore, the melo- dical music instrument can function not only to support but also to play melody. For example, it can be in the forms of flute, pianika, glockenspiel, guitar, harmonica, and others. Based on the sound sources, music instruments can be divided into several groups: (1) an instrument derived from human (limbs) such as clapping, pound- ing feet, excerpting fingers, and others, as well as human voice for more specific, (2) idiophone instruments such as calung, xylophone, marimba, glokenspiel, chimes, maracas, tambourine, castanyet, trian- gle, guiro, etc., (3) aerophone instrument, such as flute, clarinet, saxophone, trum- pet, trombone, pianika, harmonica, etc., (4) membranophone musical instruments such as stringed drum, bass drum, bongo, conga drum, drums, terbang, etc., (5) cor- dophones instrument such as guitar, man- dolin, violin, zither, piano, harp, fiddle, etc., and (7) electrophone musical instru- ments such as elerctronic organ, electone, syntesizer, sound effects, electric guitars, and others (Safrina, 1999, p. 15-18). Electronic equipment included as music media (hard ware) are radio, tape recorder, television, cassettes music re- corder, music CDs, music VCD, MP3, LD music, sound system and others. Some of those can be used as media for listening or watching music (Rinanto, 2005, p. 44-63). METHOD The study used a qualitative ap- proach. The setting of the study was at TK Hj. Isriati Baiturahman and TK Negeri Pembina Semarang. The principals, teach- ers, staffs and students became the sub- ject of the study. To collect the data, the writer used interview, observation, and documentation. The qualitative data was analysed for its validity using the degree of trustworthiness, triangulation and also theory. The technique to analyse data used three phases. They were data reduction, categorization, and data interpretation (verification / conclusion). RESULT AND DISCUSSION The Application of Music Media in the TLP in TK Hj. Isriati Baiturahman The forms of music media including: (1) music composition, (2) music instru- ments, and (3) electronic equipment have been implemented as a part of the TLP in TK Hj. Isriati Baiturahman. The utilization of those music media could be seen from their varied activities. Vocal works like children’s songs have always been used as teaching media in the pre activity for 30 minutes started from 07:00 to 07:30. It was held in the hall attended by all students in class A at the same time (A1, A2, A3, and A4). Not only to support pre activity, the children’s songs were also used for other purposes such as to strenghthen messag- ges for the students and to improve stu- dents’s vocal skills (singing lesson). In addition, there were also some other TLP that utilized music composition such as musical composition and instru- mental mixture. Based on the data, the use of music instrument as teaching media in TK Hj. Isriati was implemented in the ex- tracurricular activities. Classroom teachers or the students only used clapping hands in their pre activity, main activity, post ac- tivities and singing activity to support the TLP. There were various numbers of mu- sical instruments used in the extracurricu- lar activities, among others were: (1) a set of musical instrument drum band, (2) a set of angklung musical instrument, and (3) keyboard to support singing activities. There were some activities in which elec- tronic equipment was used in TK Hj. Isriati such as (a) before the class began around 6:00 to 7:00, the teachers used music media to welcome the students’ arrival and when HARMONIA : Journal of Arts Research and Education 15 (2) (2015): 101-106104 students were playing outside while wait- ing for the bell rang. It was the recording of children’s songs in the form of either instrument or mixture (vocal with musical accompaniment). In doing so, the teachers played the songs using a tape deck with its sound system in order all students could listen, (b) teachers also used electronic equipment as the teaching media in the TLP on pre-activity, main activity and post activity. The electronic equipment used by the teachers during the pre activity in the hall were a mic wereles and a big tape functioning as sound control. When the TLP was held in the classroom, the teach- ers also used loudspeakers such as mic wereles, amplifier and speaker. Those employing electronic equip- ment as music media in the TLP in TK Hj. Isriati were the teachers teaching dance and music. On the dancing activity, the electronic equipment used as music me- dia was tape and cassette recorder as mu- sical accompaniment. While in the music learning activities, there were a keyboard (Roland EM 25) and two electrical equip- ments, a tape as sound control and mic wereles for students to sing in turns. The Effort of Teachers to Develop and Apply Music Media in the TLP in TK Hj. Isriati Baiturrahman Semarang An effort to develop music media in the TLP undertaken by the teachers in TK Hj. Isriati was still by using music com- position media in the forms of childrens’s songs and sound system. The development of children’s songs could be seen while the teachers were doing improvisation of the lyrics and the TLP. It happened when they found interesting things or events that needed appropriate songs with their proper lyrics to reinforce the atmosphere of the TLP. Beside modifying the lyrics, the teachers also created their own songs. On the other hand, to develop elec- tronic equipment in the form of sound sys- tem as teaching media in the pre-activity, main activity and post activity the teachers always utilized the existing sound system. It was due to its precision tone, rhythm and articulation in reciting the lyrics by the teachers in order the students could hear and follow. The Implementation of Music Media in TK Negeri Pembina Semarang. Similar to TK Hj. Isriati, music media were in the forms of (1) music composi- tion, (2) music instruments, and (3) elec- tronic equipment which have become an important part of the TLP. The details are as follow: The utilizaion of music composi- tions as teaching media in TK Negeri Pembina involved vocal, instrument and mixture works. Vocal works in the forms of children’s songs were always used as teaching media while the students were doing pre-activity at 07:00 in the morning. Moreover, the teachers also used mixture works in the main activities. For example, the students were doing some ativities such as drawing, coloring and sticking. Meanwhile, the teachers also played children’s songs to accompany the students’ activities. Then, the teachers of TK Negeri Pembina kalso utilized music composition both instrumenal and mixtu- re music especially by those teaching dan- ce. They used it as accompaniment “move and song” for class A. Furthemore, the te- achers used folk and “dolanan” songs to accompany “move and song” learning for the male students of class B.. For the fema- le students of class B, musical composition for gamelan (gending) was used as lear- ning accompaniment since the teaching material was the new dance creations. Both classroom teachers in their main classes and art teachers in their clas- ses in TK Negeri Pembina used isntrumen- tal music. The classroom teachers in their pre-activity, main activity and post acti- vity in the classroom utilized a number of music instruments such as (1) castanet, (2) maracas, (3) triangle, and (4) tambourine. Meanwhile, the art teachers used two main music instruments: a set of kulintang and angklung instruments. There were two main activities which utilized electronic equipment in TK Negeri Pembina: (1) at Mohd Sawari Rahim, et al., Comment and Comics Artwork by Mohd Yaman Ahmad ... 105 rang. Music media in the forms of vocal, instrument and mixture works have been done by the classroom teachers in the TLP in TK Hj. Isriati Baiturahman Semarang. Otherwise, music media in the forms of instrument was still limited only by the use of natural instrument such as clapping. The use of musical instruments avaliable in the school was only conducted by extr- acurricular teachers such as singing, angk- lung and drumband. Electronic equipment such as sound system, tape recorder, cas- sette recorder have already been used by the classroom teachers both before the class started and in the TLP inside the classroom started by pre activity, main activity and psot activity by utilizing sound system as the loud speaker. To develop the utilization of mu- sic media by the teachers in TK Hj. Isriati can be seen by their courage to modify the original lyrics based on the learning situa- tions. Beside, they also created new songs based on the school needs and creations to utilize electronic equipment in many TLP. On the other hand, music media in the forms of vocal, instrumet and mixtu- re works have also been utilized by the classroom teachers in the TLP in TK Ne- geri Pembina Semarang. It was not only limited to use the natural instrument such as clapping, but also rhytmic instrument such as (1) castanet, (2) triangle, (3) mara- cas, and (4) tambourine. Then, the other music instrument was still used by those teaching music art. Finally, tape and cas- sette recorders as electronic equipment were used during rhytmic activities per- formed in the pre-activity, main activity and post activity. The effort to develop the utilization of music media in TK Negeri Pembina was shown by the courage to modify the lyrics, to create simple songs, and to utilize rhyt- mic music instrument in the rhytmic and singing activities. Not only tape and cas- sette recorders, music media was also uti- lized to support the TLP in the classrooms. the TLP conducted by all classroom teach- ers and (2) at the TLP of music. The details are outlined as follows: The use of electronic equipment as music media by the classroom teachers were conducted in the pre-activity, main activity and post activity. Mini compo as one of electronic equipment was used not only to play children’s song recording to accompany the students while they were doing several acticities such as drawing, coloring, cutting, etc. but also to play cas- sette recorder either instrumental or mix- ture works in the rhythmic and physical activities. The use of electronic equipment as music media in the art learning was con- ducted by the art teachers. The equipment was a tape deck or tape mini compo availa- ble in each class. It was to play music as ac- companiment in the motion and song TLP, “dolanan” dance and new dance creations. The Effort of Teachers to Develop and Apply Music Media in the TLP in TK Negeri Pembina Semarang To develop music media which relat- ed to problems of choosing media, the use of varied media and teachers’ creation in utilizing music media in TK Negeri Pembi- na were conducted by modifying the lyrics of the existing children’s songs and creat- ing simple songs of their own. The lyrics were adapted based on the existing themes in the TLP. Finally, to develop the utilization of music media was done by developing rhythmic instrument including: 1) casta- net, (2) triangle, (3) maracas, and (4) tam- bourine as well as tape recorder while the students were doing a number of activities such as drawing, sticking, cutting, color- ing, printing and others. CONCLUSION The use of music media in the forms of: (1) music composition, (2) music instru- ment, and (3) electronic equipment has been conducted by the teachers both in TK Hj. 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