95 The Tryout of Dance Teaching Media in Public School in The Context of Appreciation and Creation Learning Malarsih Department of Dance Education, Semarang State University Sekaran Campus Gunungpati, Semarang 50229, Indonesia E-mail: unnesmalarsih@yahoo.com Received: November 28, 2015. Revised: December 23, 2015. Accepted: January 24, 2016 Abstract Dance learning through appreciation and creation approach is considered important in public school. This study is aiming at realizing dance media to be used as a tool to educate students as formulated in the school curriculum. Specific target to be accomplished in this study is the re- alization of dance learning media as one of appreciation and creation educational tool in public school. Further, this study employed developmental research method. The tryout of the product was done to measure the effectivity and creativity of students while the media is implemented in dance learning. The product’s trial result showed that the use of dance learning media that was designed specifically for appreciation and creation approach has succesfully driven the students to be more active and creative. Teacher assistant was less needed by students whenever they have problems related to the dance learning. Keywords: dance; appreciation; creation; learning; media How to Cite: Malarsih. (2016). The Tryout of Dance Teaching Media in Public School in The Context of Appreciation and Creation Learning. Harmonia: Journal of Arts Research And Education, 16(1), 95-102. doi:http://dx.doi.org/10.15294/ harmonia.v16i1.4561 HARMONIA : Journal of Arts Research and Education 16 (1) (2016), 95-102 Available online at http://journal.unnes.ac.id/nju/index.php/harmonia DOI: 10.15294/harmonia.v16i1.4561 p-ISSN 1411-5115 e-ISSN 2355-3820 donesian public school, in fact, is created and revised based on the policy that the government has. As a result, the curricu- lum changes every time the government has a new education policy. However, the role of dance is remaining the same; that is as an education tool. When art is taught as an education tool, the output is the skill of a process which contains a considerable number of educational values, specifically one related closely to character education. Previous research entitled “The En- hancement of Student Creativity in Dance Learning by Cooperative Learning in Pub- lic School” by Dian Trisna Mustika, et al. (2013) is employed to support this study. It tells about the lack of students’ creativi- ty in learning school subjects. The result shows that cooperative learning is consi- INTRODUCTION Dance learning in public school needs to be done in accordance with the purpose of art education written in a cur- riculum, that is as an appreciation and creation educational tool. The first phase of research done by researchers (Malar- sih, et al., 2015) has produced dance lear- ning media product as appreciation and creation educational tool. In line with the first phase of research, the researcher be- lieves that product produced by the first phase of research needs to be tried out to the practitioners before being used in the actual teaching and learning. It is hoped that after the tryout, a product can be ma- ximally used to achieve the aims of lear- ning. Dance education curriculum in In- HARMONIA : Journal of Arts Research and Education 16 (1) (2016): 95-10296 derably beneficial in enhancing students’ dance creativity, though the result has not been significant enough to support the stu- dy. Second supported study is entitled “The Dance Subject: Image and its Cont- ribution in Shaping Children’s Character” by Kuswarsantyo (2012). The research was conducted in public school in primary, se- condary, and high school level in Yogya- karta province. The problems discussed in this study are related to the image of dance from textual to contextual understanding. Results show that changing the students’ perspective about dance from textual to a more contextual understanding is influen- tial towards the students’ attitude in ap- preciating social life as one of art education implication at school. In addition to this is a research en- titled “Learning Lampung Creation Dan- ce through Choreography in Senior High School 5 Bandar Lampung” by Adzan (2014). The problems raised in this study is related closely to how the process of dan- ce creation learning is held in Senior High School 5 Bandar Lampung. Research result shows that the process of dance creation learning is initiated by the activity of un- derstanding the conception of the dance, that is then followed by introduction of choreography using audiovisual media. Starting from the activity of introducing through audiovisual media, students can explore and improve further. The enhance- ment of creativity after the use of audiovi- sual media is the shift of students’ attitude to be more active and creative. The three previous studies employed in this study are all related to dance lear- ning in public school, ranging from prima- ry, secondary, and high school. Even so, all studies conducted before this have not conducted any trial or tryout in the actual field related to the usefulness of in- house dance teaching and learning media in se- nior high school to optimize appreciation and creation learning. Thus, research sta- tement in this study is how dance teaching media product can be used as a model for dance learning that employs appreciation and creation approach in public schools of high school level. METHOD This study implemented develop- mental research. Developmental research is a study in which product demanded by research subject produced at the end of the study. Further, this study adopted and de- veloped a theory from Borg & Gall (1983). In detail, setting and object of the study, data analysis technique, and research steps are explained as follows: Setting and Object of Study This study was conducted in both Semarang City and Regency. Specifically, the subject of the study was Senior High School involving teachers and students in a specific context which was dance learning process. The object of the study, however, was related to the tryout of dance learning media product in order to support the ap- preciation and creation learning to dance in public school. In accordance with the object of study, components of appreciati- on and creation became important as com- ponents used in learning media to activate and push students to be creative during the learning process. Seeing from the perspective of prob- lems that needed to be solved −specifically about appreciation and creation− therefo- re, the teaching and learning media also had to be filled with appreciation and cre- ation approach. The media of appreciation focused on the introduction of text and context of dance. The text and context of dance then had to be understood, inter- preted, innated, and internalized before being evaluated after that. The teaching media of creation were developed from appreciation media that was filled with dance material that was expected to be de- veloped by students, either from the point of view of its movement ideas or its ability to connect and construct all elements, be- fore being arranged into a new creation of appreciation media. Malarsih, The Tryout of Dance Teaching Media in Public School in The Context .... 97 Data Analysis Technique and Steps of Study The data analysis technique was re- lated closely to the data collected from the subject of study. Data in this study was all related to the dance appreciation and cre- ation, dance learning, and ways in develo- ping teaching materials. Data was collected through observation, interview, and docu- mental study. The data analysis technique employed here had been adjusted to the characteristics of data and its usage in this study. The following explanation presents steps of research in all phases in relation to the tryout of teaching media product for appreciation and creation learning. First was delivering information about the purpose of dance teaching and learning. Second, conveying the manifes- tation of teaching media in relation to dan- ce learning. Third, explaining the necessity of using teaching media to raise creativity in dance. Fourth, implementing the teach- ing media to attract students’ interest in dance subject. Fifth, observing responds from students on the use of the tried out te- aching media. Sixth, asking responds from students verbally regarding the teaching media used during the process of teaching and learning dance. RESULT AND DISCUSSION In this part, steps in trying out the research product that is packaged in a form of dance appreciation and creati- on learning media will be described. The product’s try out is done qualitatively in collaborative work between teachers and researcher. Here, the teacher’s role is to apply the tryout in classroom learning process and the role of the researcher is to observe students’ activity in appreciating and creating the dance. Students’ Activity in Appreciates the Dance As written in the method of the stu- dy, the first step of media’s try out is con- veying information about the purpose of learning dancing. Thus, learning dancing for students in public school is aiming at teaching students to appreciate others’ work in the context of dance. Appreciation can be identified as a process to interpret meanings contained in an artwork (Baha- ri, 2014). The definition literally means as the meaning of a meaning (Pradopo, 1999). Specifically, in arts, meaning can be under- stood as whether the art (1) is enjoyable or not, (2) is sensible or not, (3) is imaginable or not; and (4) embodies a cultural value or not (Sedyawati, 1995). Up to this stage of learning, it was found that students had not understood the meaning or definition of art apprecia- tion itself. The considerably easiest way to teach the students about appreciation is to explain appreciation as an apprai- sement or recognizition. In other words is to recognize the existence and value of certain dances. Getting students to be able to appreciate dance is indeed not a simple thing to do. There is a set of process that needs to be passed by students to be able to appreciate a dance. The first process is to identify dance from the perspective of text and context. Second is to understand the dance from the perspective of text and con- text. Third is to interpret the meaning of dance from text and context perspectives. The fourth is to be able to value or evalu- ate the dance from the perspective of text and context. This model of appreciation departs from art critic thought pattern that claims to be able to make students appre- ciate art well and correctly (Wadiyo, 2012); Ispahami, 2011, p. 27-28). After getting students prepared with the ability of appreciating art, the next step was the implementation of the teaching media in the learning process. The media itself is considered as a learning source component or physical medium that con- tains instructional material related to the students’ environment that is expected to be able to stimulate the desire of students to study. Meanwhile, teaching media itself is a medium that brings messages or infor- mation aiming at an instructional purpose of teaching. Learning or teaching media encompass tools that are physically used HARMONIA : Journal of Arts Research and Education 16 (1) (2016): 95-10298 to deliver the content of teaching. Several examples of teaching and learning media are booked, recording tape, cassette, vi- deo, film, slide, picture, graph, television, computer, etc. (Hamdani, 2010). For the tryout purposes, the teaching media in this context is created in a form of visual audio containing dances that are set exclusively to stimulate students to be able to actively participate in appreciation activities with explanations and assistance provided by teachers. Further, in relation to learning, the dance appreciation taught through teach- ing and learning media also has the pur- pose of making students active in learning dance at the level of passive and active appreciation. According to Wadiyo (2008), passive appreciation happens when an ap- preciator only has the ability to enjoy the art, while active appreciation takes place when appreciators not only enjoy the art but also do the art even though up to the level of imitation only. Research in this context is employing audio-visual media that allow all students to access and watch it. During the first step of the learning pro- cess, students only require watching the video. The next step then gives an oppor- tunity for students to ask and give critic to the video they watch, and finally is a class discussion. During the class discussion, the teacher’s role is as a facilitator that brings freedom to students to give their commen- tary or responds towards the media used in teaching and learning. According to Tu- kiran Taniredja, et al. (2014), the class dis- cussion may happen and run well when students have employed a conception or experience regarding the discussed prob- lems. Thus, through appreciation teaching media used in teaching and learning dan- ce, students will have a chance to watch the dance while at the same time develops conception they have already had. Dis- cussion or debate may happen since each student has opinions to be heard. If dis- cussion or debate is taking place, thus, the teacher has been profoundly successful in giving space for students to explore their ideas and knowledge about the dance that was watched together earlier. Learning is an effort done by teach- ers to facilitate students. It can be also un- derstood as an effort done by the teacher to assist students optimally to achieve the desired goal (Gegne and Wager, 1992). Related to the understanding of learning conception, it needs to be understood as well that learning is mainly related to the learning material. Learning material will be delivered well to students maximally if it is supported by the smart use of teach- ing and learning media (Joice and Wheil, 1986). Therefore, the teaching and learning media are considered important in a cer- tain learning process. Phenomenon happened in the actu- al teaching and learning during the tryout process was that students had more confi- dence in delivering responds towards the media. Besides responding to the media personalities, students were also able to do it in a group that led to a discussion to oc- cur. During the discussion, some students were in fact attempting to imitate the dan- ce shown in the media. The teacher, in this case, gives all opportunities for students to express themselves, even though some stu- dents may do this while joking with their friends. It is considerably in line with the- ory explained before that in the level of ac- tive appreciation, students tend to imitate the presentation given by both the teacher directly and through teaching media. The teacher’s role was paying attention to the students who gave their active appreciati- on by imitating the dance. The teacher also gave the right explanation or example re- garding the correct movement of the dan- ce. Giving an example by demonstrating in practical learning is usually seen du- ring the classroom teaching and learning. This type of teaching is referred as the de- monstration method by Iline (2013). Moreover to underline the purpose of teaching appreciation in school is that for students to understand dance from the perspective of text and context. The expected outcome is that the ability of stu- dents to enjoy or imitate the movement of Malarsih, The Tryout of Dance Teaching Media in Public School in The Context .... 99 involved in creative thinking; the ability of divergent production and transforma- tion. Further, creativity also seems to be correlated with flexibility in the process of thinking, that is the presence of ideas which are more directed to the comple- xity of thinking. It can also defined that creativity is the thought process that ge- nerates new concepts or generate problem solving (Sumaryanto, 2001; Vogel, 1986; Ross, 1978; Lowenfeld and Brittain, 1982; Gomez, 2007; Tsai, 2012). The concept as proposed by the experts were delivered to the students. After the conception of creativi- ty being delivered in the classroom, the dance creativity teaching media was then shown and introduced to students. The media here is given to be responded by students. This creative teaching media containing local/ traditional, Indonesian, as well as an International dance that has been edited/ merged into one. The stu- dents were asked to respond the teaching media as well as to think about new dance that must be created or produced by them later. In the process of creativity, students can later use the sample dance to be com- bined with physical natural phenomena, and cultural/ or social phenomena. The form of dance can be in the form of the new composition or new choreography of dance (Compare with the research results from Kuswarsantyo, 2012). In a dance lesson that focuses on the creativity of these students, it is emphasi- zed that the necessity of using audio-visual teaching media is to foster the artful dance creativity. Without the use of audiovisual media does not mean it cannot foster the creativity of the students, but the use of au- dio visual media can further enable the cre- ativity of students because students may receive guidelines to maintain the dance movement in accordance with the theme, combined with the phenomena of nature, social, as well as cultural condition that are felt by the students. Through audio-visual media, context and concrete example can be seen easily by students. Thus, when stu- dents are asked to make creations, they did dance as exemplified in audio-visual me- dia provided by teachers. At the end of the learning, the teacher will ask for students’ feedback either personally or classically at the classroom towards the dance that was previously shown through the audio-visu- al media. The feedback given by students were vary. However, goals of appreciation learning have been accomplished and may give experiences to students that are ho- ped to be further developed by them. Students’ Activities in Dance Creativity The tryout of media to build stu- dents’ activity in the process of dance cre- ativity is done through several steps, such as, teaching and learning media try out to support the learning of appreciation. The difference is only in the media that being used. During the demonstration of teach- ing media appreciation, its local traditional dances are used more in the form of solo, couple, and group dance. As for the pur- pose of testing of teaching media of crea- tion, a dance that is used as a medium for teaching dance are local dance, Indonesian regional (Nusantara) dance, and Interna- tional dance that had been edited into one package of dancing video. The following paragraphs present the process of media testing and results. Once the initial pilot test had been done, the information related to the core purpose of the dance was delivered to stu- dents. In teaching dance at school, the pur- pose of the lesson is to teach students to appreciate and create. It is indeed impor- tant for students to be creative as well as possible in order to produce the best dan- ce creativity product. However, the more important rather that the product is the process itself. The process is considerably important to train the students to become active and creative to explore their abili- ties. In this context, however, the product produced from creativity is not a top prio- rity for the outcome of the study. What is seen as creativity is the abili- ty to think about something in a new way in order to be able to find a unique solu- tion? At least there are two skills that are HARMONIA : Journal of Arts Research and Education 16 (1) (2016): 95-102100 not experience difficulties because of exis- ting audio-visual examples can be deve- loped by the students (Compare with the results of Adzan, 2014). Based on an emphasis by the teacher to the students related to the importance of using audio-visual media to foster crea- tivity during the process of dance creation, teacher has attempted to implement the te- aching media to be used in the classroom. What is seen by students in the teaching media is used as guidelines by the stu- dents in creative dance. The uniqueness of teaching students to be creative here is that the product produced by them were va- ried, even though the sample of teaching media they used were the same. Phenome- non happened during the research was at the end in line with the concept of creativi- ty by Starko, 2005 and Kozbelt et al., 2010 in which creative means different with the existed phenomenon, but among those dif- ferences lied similar usage. What was done by the teachers in the tryout of media was to pay attention and gave response to the activity of students during and after the students watched the audio-visual teaching media. From the observation result, it was found that students were initially imitate the move- ments shown in the video. However, after the video showed more complex types of dance movement with some varieties in it, students began to develop their own crea- tion of dance. Several students created solo dance, others danced it in pairs or groups. All creations here are, in fact, a manifestati- on of creativity had by students which are resulted from freedom to act and develop. Definition of dance according to Sa- chs (1975) is a rhythmic motion or move- ment. Najamuddin (1983) argues that, in principle, the dance has fundamental ele- ments, namely motion, rhythm, and beau- ty. Dance can not be separated from the movement. It is because the raw substan- ce of the dance is movement (Soedarsono, 1976; Camp, 1996; Kalyn, et al, 2015). At the end of the classroom learning, the teacher asked for students’ feedback re- lated to the advantages and disadvantages of teaching media implementation in the classroom. Results indicated that students felt the advantage of the media implemen- tation as it may trigger the students’ cre- ativity in creating dance. In general, the students gave positive response towards teaching media and expected the use of te- aching media in the form of video to be gi- ven at every meeting, especially when the subject is about dance creation. In short, the media were proven to be successfully implemented in the classroom since it may help them in creating dance. The results of the dance creation were varied. Some stu- dents preferred to create solo dance, whi- le some other students chose to create the couple and a group dance. Related to this, the creativity of students had successfully brought diversity in the classroom, which means that the goal of creative teaching has been accomplished. CONCLUSION Teaching and learning media were profoundly needed in dance appreciation and creation learning in public school. Te- aching media in a form of the video had activated the students’ interest in appre- ciating and creating dance. From the stu- dy, it was found that the video may trigger students to both passively and actively ap- preciate the dance. The passive appreciati- on was seen when students enjoyed the vi- deo, while the active appreciation was seen when they were imitating the movements of dance as shown in the video. 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