Develop Musicality of Teenager through Band Teaching and

Learning: A Case Study

Tri Wahyu Widodo

, and Muhammad Idham Kholid

Institute Seni Indonesia Yogyakarta, Jl. Parangtritis Km 6.5 Sewon Bantul, Yogyakarta, Indonesia

Pengkajian Seni Pertunjukan dan Seni Rupa, Universitas Gadjah Mada Jl. Teknika Utara, Yogyakarta, Indonesia

Keywords: Extracurricular, Music Band, Humanistic Education.

Abstract: The process of learning band music in junior high school students is part of the development of skills or soft

scale in the field of musical art. The level of interest in the musical activity is quite good. This can be seen

from the results of the band's music learning process. This article is the result of research on the activities of

grade VIII students who choose extracurricular activities at Sewon Bantul State Junior High School 1

Yogyakarta in the even academic year 2017/2018. Through interview techniques, documentation, and

observations on musical activities, the band's practice can provide data that the musical activities reduce

harmful activities of first-level school students. The process of practising band music at Sewon Bantul State

I Junior High School Yogyakarta also uses various approaches, namely humanistic education, utilising

electronic media, learning evaluation using discussion systems, demonstration methods, lecture methods, and

drill methods. Learning activities outside school hours are called extracurricular learning. The band's musical

activities at the Sewon Bantul State I Middle School Yogyakarta are extracurricular lessons. The results of

extracurricular learning activities such as band music learning can be concluded to have a positive impact on

student personality and mental development. The band's various extracurricular activities are also in line with

government education programs that provide a place for positive activities for the younger generation.

1 INTRODUCTION

Learning is an interaction between teacher and

students in the learning process. Learning is a system

that aims to help students' learning process, which

contains a series of events designed and arranged in

such a way that students can be affected and support

the occurrence of learning processes (Gagne &

Briggs, 1979:3). Learning can be held in the form of

formal, informal and non-formal. Formal learning, in

general, is held by many formal schools. Forms of

formal learning such as those conducted at Sewon

Yogyakarta 1 Junior High School. (Smith, 1998).

Sewon Yogyakarta 1 Junior High School is one of

the schools in the Bantul area. Sewon 1 Junior High

School is located on Jalan Parangtritis KM 7. The

school is one of the first favourite secondary schools

in the Bantul area. This school has a total of 24

classrooms with a capacity of 24 to 28 people. Sewon

Yogyakarta 1 Junior High School organises in the

form of an intra-curricular and extracurricular

learning process. Extracurricular learning is a

compulsory activity that should be carried out by the

curriculum and carried out in the morning at the

school. Extracurricular learning is an activity that is

freer and not too binding as extracurricular activities.

The learning of extracurricular activities is carried

out in the State High School 1 Sewon Yogyakarta, in

general schools do not target students to have an

achievement. Self-development activities carried out

in the school have not been managed in a structured

manner. The curriculum implementation carried out

by schools is less concerned with extracurricular

activities and goes on.

Extracurricular activities carried out at the school

are a place to accommodate students' talents and

interests. However, not all who choose musical

talents and interests can be accommodated in band

extracurricular activities. This is due to the selection

system that does not direct students to choose

extracurricular activities that are by their potential.

However, there are also some students who have the

potential to choose extracurricular activities. The

school has several activities in self-development

370

Widodo, T. and Kholid, M.

Develop Musicality of Teenager through Band Teaching and Learning: A Case Study.

DOI: 10.5220/0008765003700376

In Proceedings of the 1st International Conference on Interdisciplinary Arts and Humanities (ICONARTIES 2019), pages 370-376

ISBN: 978-989-758-450-3

which are embodied in extracurricular activities, and

are held once a week. Extracurricular activities at the

school aim to provide a place for students who have

talents and interests related to the field of sports, arts

including choir, band, painting, and calligraphy. The

band's extracurricular activities carried out at the

State 1 Sewon Yogyakarta Junior High School is

formally done in the classroom with a sufficient

number of instrument facilities. However, the

condition is that there are some unkempt instruments.

Band extracurricular activities are carried out in

classrooms containing tables and chairs.

The music band's learning has a process of

students learning of instruments that are in demand

and taught directly by the teacher. Learning methods

applied to students are given in the form of sample

material in playing band musical instruments.

Extracurricular learning from teacher bands provides

not only direct examples of how to play musical

instruments that are of interest to students but also

provides practical theories on how to play basic

chords. Room facilities are less comfortable because

of the existence of tables and chairs, and hot room

temperatures make students feel tired during the band

learning activities. This causes when the learning

process takes place; some students come out of the

class and do not pay attention to the teacher when

delivering learning material. Besides that, there were

also many participants in the band's extracurricular

activities who moved with other extras.

The extracurricular learning process for band

music in junior high school students through a case

study of the learning process at the I Sewon State

Middle School illustrates that adolescence needs a

positive activity. In this article, the results of the study

will be based on the background described and to the

understanding of the band's music learning process,

there are some things revealed, namely how the band

forms extracurricular learning at Sewon Yogyakarta

1 Junior High School and how the obstacles and

solutions of band extracurricular learning? The

question will provide an understanding that band

music extracurricular lessons will be known to form

extracurricular learning models and know the

obstacles and solutions in the process of teaching

band music teaching at Sewon Yogyakarta 1 Junior

High School.

2 METHODOLOGY

The research process at the State Junior High

School I Sewon refers to several previous studies

such as the research of Harel Arganata (2011) in the

final thesis report writing entitled "The

Extracurricular Learning Process Band at SD Bobkri

Demangan III Depok Sleman" discusses the music

learning model. Then the research of Frendi Andrian

(2014) in the final thesis report entitled "Band

Extracurricular Learning in Santo Yosef

Pangkalpinang High School in Bangka-Belitung

Islands Province 2013/2014 Academic Year Period"

discussed some of the methods applied in the school.

Next is Rifki Kurniawan's (2014) research in the final

thesis report "Band Music Extracurricular Learning

2013/2014 Academic Year in Kutowinangun 1

Kebumen Middle High School in Central Java" which

discusses the learning process and applies to learn

methods. The three results of the study can be

concluded that no one has examined the Band

Learning at Sewon Yogyakarta Junior High School 1

Bantul. Therefore the research that has been done is

still original. In the process of research carried out

requires several sources that can be a reference in the

discussion and reference. Examining the band's

learning process and strategies at Sewon Yogyakarta

1 Junior High School refers to several methods from

various reference sources. Andi Aldiano provides an

understanding of how to learn practically popular

musical instruments, such as guitars, basses, drums,

keyboards, violins, harmonicas, and others (Aldiano,

2014). The method of Andi Aldino provides

knowledge in learning music that does not yet have a

background in music knowledge and can be done

independently or commonly called self-taught

learning.

Ngalimun, 2016, gave the opinion that every

implementation of the teaching and learning process

would undoubtedly require a strategy. Designing a

strategy in detail will assist education providers,

namely teachers, in guiding students to be able to

understand the material in the learning (Ngalimun,

2016). This is revealed in the book “Strategi dan

Model Pembelajaran”, which was published by CV.

Aswaja Pressindo, Yogyakarta. Case studies of band

music extracurricular learning processes also require

the role of the teacher in understanding

psychologically. Psychological understanding is an

essential part of the teaching and learning process

(Syah & Wardan, 1999). This is as described in a

book entitled “Psikologi Pendidikan Dengan

Pendekatan Baru” revealed by Muhibbin Shah.

According to Muhibbin Shah, the discussion of

teaching and learning is directly connected with the

activities of students while conducting the learning

process. It is necessary for the stages of learning the

material in the school environment and outside the

school environment. Haryadi et al. Also provides an

Develop Musicality of Teenager through Band Teaching and Learning: A Case Study

371

understanding that the learning process at the

elementary and junior high school level requires

materials that are commonly used in learning. This

was revealed in a book entitled Metode Pendidikan

Seni Musik Untuk Sekolah Dasar dan Sekolah

Menengah Pertama, Dedikbud, Jakarta, 1977. The

process of band music extracurricular learning that

has been carried out by I Sewon State Middle School

students uses media technology that is currently

efficiently utilised. The learning process of using

technology is expressed through the thoughts of

Bambang Warsita (2008) in a book entitled,

Teknologi Pembelajaran Landasan dan Aplikasinya,

Rineka Cipta, Jakarta. Understanding of student

technology is also needed with the understanding and

scope of learning technology. This thinking is also

beneficial for the teaching teacher as well (Warsita,

2008).

The search process in the band's extracurricular

music learning process through several stages of

panhandling conducted directly to the field will

explain and describe the band's learning strategy in

extracurricular activities. This is also contained in the

explanation and description of an event in certain

situations (Sugiyono, 2013: 2). In the case study of

the band's music learning process in extracurricular

through various methods. One method of research

analysis that aims to gain an understanding of reality

through the process of thinking that applies things

that are common in advance to be connected in

particular parts. The results of data analysis in the

form of exposure of the situation under study are

presented in the form of narrative descriptions.

2.1 Data Collection

The search phase for data or information that is

directly related to the material needed, namely using

data collection techniques is the essential step in the

research because the primary purpose of the research

is to obtain data (Sugiyono, 2013: 224). The source of

the data obtained is a literature study that research is

done by collecting data from various library materials

that are relevant and other references related to the

material that will be studied (Sugiyono, 2013: 27).

Looking for data or reference material to be used as

reference material in the final assignment.

The data sought can be through libraries, web,

and others. Observation According to Nasution

(1998) states that the basis of all science. Scientists

can work based on data, namely facts about the world

of reality obtained by observation. At this stage, the

observation was carried out at Sewon Yogyakarta 1

Junior High School Bantul Yogyakarta. Observing

the process directly in learning from beginning to end

will be accurate. Interviews, according to Esterberg

(2002) state that, interviews are a meeting of two

people to exchange information and ideas through

question and answer so that that meaning can be

constructed in a particular topic. At this stage, the

researcher conducted interviews with several

speakers, namely parties at Sewon Yogyakarta 1

Public Middle School such as Principals, curriculum

fields, extracurricular teacher teaching teachers as

well as students of Sewon Yogyakarta 1 Junior High

School to obtain information and information needed

in collecting data. Documentation is a record of

events that have passed (Sugiyono, 2013: 240). The

document can be in the form of writing, drawing, or

monumental works from a person. Through searching

related documents, the learning process of the band at

Sewon Yogyakarta 1 Junior High School will be

complete in data collection. Also, documentation in

the form of excellent photos and videos was recorded

during the learning process at Sewon Yogyakarta 1

Junior High School.

2.2 Data Analysis

Data analysis is the process of systematically

searching for and compiling data obtained from

interviews, field notes, and other materials so that

they can be easily understood, and their findings can

be informed to others (Sugiyono, 2013). Processing

data with data analysis techniques is a process of

searching and systematically compiling data obtained

from interviews, field notes and documentation by

organising data into several categories, describing

into units, synthesising, arranging into patterns,

choosing which ones essential and what will be

learned then make conclusions (Sugiyono, 2013).

3 DISCUSSION

Education plays an essential role in preparing quality

human resources. Therefore, education should be

managed in quality and quantity. Education can be

achieved if students can complete their education on

time with one's learning outcomes, namely, the

teacher's ability (teacher professionalism) in

managing to learn with appropriate methods, which

makes it easy for students to learn the subject matter,

resulting in more learning good (Sugiyono 2012: 75).

According to Jamalus (1988: 3). Learning music art

is learning about sound. Whatever is discussed in

musical learning must be based on the sound itself.

Music is a result of sound art in the form of songs or

ICONARTIES 2019 - 1st International Conference on Interdisciplinary Arts and Humanities

372

musical compositions, namely rhythm, melody,

harmony, form or structure of songs, and expression

as a unit (Jamalus, 1988: 1).

3.1 Learning Methods

The method of learning music is a way taken to

achieve musical learning gradually according to the

logical sequence level. This method of learning music

is based on the stages of the sequence of music

learning activities. The method used by a music

teacher will depend on the views of the nature and

nature of music itself, the nature and nature of

learning, and the nature and rights of learning music

(Jamalus & Busroh, 1991: 120).

In music learning, various learning methods

according to Nana and Ibrahim (2003: 105), methods

commonly used in teaching and learning activities

include lecture methods, demonstration methods,

imitation methods, discussion methods, and training

drill methods (Sukmadinata & Ibrahim, 2003).

3.2 Band Learning Process

The band's extracurricular activities at Sewon

Yogyakarta 1 Junior High School are held every

Wednesday from 13.40-15.40 WIB or 2 hours of

learning in the band's classroom. Active time lasts

more or less for 4-5 months during holidays, holidays,

tryouts and other activities. The space used by band

extracurricular activities is located in the south of the

school measuring 9x15 meters. This space should be

the classroom used for theoretical learning. However,

due to the absence of a special band room or

soundproof room, the place is used for band

extracurricular activities.

The teacher gave the band's extracurricular

learning process at Sewon Yogyakarta 1 Junior High

School by learning to play musical instruments and

practical learning. Learning to play musical

instruments is given to students in band

extracurricular activities, which are only the basics in

playing music and getting to know the musical

instruments used to play the band. Theory learning is

given to students who first hold a band instrument.

Theoretical learning for beginners is also intended to

see students who have more abilities than other

beginner students. This is done to determine students

who will play band musical instruments such as

guitar, bass, drums, or vocals.

Learning the practice of the band is done in

practice together with playing a song determined by

the coach, and if there is a mistake, the teacher

immediately gives direction. The teacher also frees

teaching participants to choose the songs that will be

played when the band learning takes place. Practical

learning together can also train cohesiveness in a

team and hone the sensitivity of students to know

where the mistakes are afterwards; students can

improve them. Extra band learning takes place for one

semester consisting of 12 times face to face. In 1

semester divided into three stages. In stage 1 consists

of the 1st meeting until the 4th meeting to discuss the

first song, stage 2 consists of the 5th meeting to the

8th meeting for the second song discussion, while

stage 3 consists of the 9th to 12th meetings to discuss

the third song. At the final stage or the exam is held

after the meeting is completed.

3.3 Band Extracurricular Learning

Results

After the band music, extracurricular activities

process was held, there were three fundamental

findings related to musical aspects, namely

constraints, solutions to learning outcomes. The

results of extracurricular learning are then evaluated

through examination activities. The three

fundamental findings related to musical aspects are

respectively in group 1 consisting of 5 students

extracurricular band activities, each student holding

musical instruments is Ngalim on guitar, Fitri on

vocals, Habib on guitar 2, Hafid on drums, and tough

on guitars 3. Constraints that exist in this group 1 are

the tempo of the song is often not right and

occasionally fast. In students who play musical

instruments drum tempo that is played too fast and not

right, so the song played is not fun to play. The

solution in group 1 is that the teacher provides

direction and guidance with demonstration methods

and drill methods in playing a song on a drum

instrument. Learning outcomes in group 1 show that

playing music must be able to regulate the rhythm

pattern and can adjust cohesiveness. In a group, 1,

music games are good enough to play music together.

In group 2 which consisted of 5 students

extracurricular band activities, each student holding a

musical instrument was Wunglen on guitar, Indah on

vocals, Yeremi on guitar 2, Rendy on drums, and

Dihan on guitar 3. Constraints in group 2 that is, the

students who held the role of vocal when singing the

song somewhat false. However, the song delivered

can adjust the pitch of the sound. The solution for this

group 2 is that the teacher guides students who are

less fit to sing by playing back songs played with

mobile media and laptops to display Mp3. The

learning results in group 2, which are music games,

are quite good at playing music together. In group 2,

Develop Musicality of Teenager through Band Teaching and Learning: A Case Study

373

in managing the tempo and rhythm of the song, it is

good enough to be enjoyed.

In group 3 consisting of 5 students extracurricular

band activities, each student is holding a musical

instrument was Irfan on guitar, Naufal on vocals,

Gunawan on guitar 2, Jalu on drums, and Rizky on

guitar 3. Constraints in group 3 that is, for students

who play a musical guitar instrument is not right on

the progress of chords and lack of confidence.

Students who do not fit into the progress of chords

and lack confidence in playing songs are students

who play guitar 1 and guitar 2. The solution in group

3 is that the teacher provides guidance and provides

examples of songs played with demonstration

methods and drill methods. Learning outcomes in

group 3, namely music and compactness games, are

quite good. In group 3, this music game and the

rendition of the song was quite good.

3.4 Obstacles to Band Extracurricular

Activities

In the implementation of band music,

extracurricular learning at Sewon Yogyakarta Bantul

Yogyakarta 1 Junior High School which took place

twelve times this meeting, not all activities can run

smoothly according to what the researchers expected.

However, there are obstacles in the implementation of

band extracurricular learning. Regarding the

obstacles that are intended are problems that arise

outside the musical aspects. As for related to

obstacles beyond this musical aspect in detail,

namely.

3.4.1 Internal Barriers

Six students are indeed still difficult to play a musical

instrument because the talents or interests of students

are not in music. The process of recruitment of

students extracurricular activities of music is not from

the talents or interests of the students themselves, but

some students are only to join their friends to take part

in music extracurricular activities. The habits of

students during the learning process take place, which

is often out of extracurricular music activities because

students have an interest in other extra activities.

3.4.2 Obstacles to External Factors

The limited equipment of musical instruments and

places for the activities of music extracurricular

activities. This is because the school does not have a

particular room for music extracurricular activities, so

it uses student classrooms. Some instruments that are

not conditioned, such as electric guitar bass

instruments that cannot be used, musical guitar

instruments, and drums are also not maintained so

that it is difficult for students to start the learning

process. The school environment is still lack of

concern for extracurricular music activities. The

school curriculum used for learning extracurricular

music activities only provides learning results in the

form of several songs played.

3.5 How to Overcome Obstacles

In the research process, there have been two

obstacles, namely the Internal and External factors.

As a step to overcome these two obstacles,

extracurricular band teachers use three approaches,

namely the humanistic education approach, media

usage approach, and band learning evaluation

approach. The application of Humanistic Education

Extracurricular learning of bands for middle school

students who are growing up is not easy, because of

the emotions of students who have not been

sufficiently stable. Teachers need an approach to

interact more closely with students. Therefore,

Humanistic education is chosen because of the way

the approach provides the opportunity for teachers to

function as friends so that they can directly relate

more closely to students.

3.5.1 Humanistic Education

Humanistic education has an inquiry-discovery

learning approach where students are allowed to find

and find themselves in solving a problem, but if

students have difficulty students can directly ask the

trainer as a source or consultant or student senior.

According to Yatim, Riyanto explained that

Humanistic Education is an effort to help students

achieve their manifestations (Riyanto, 2009: 140).

Based on the description above, the humanistic

education approach is very appropriate to be used in

the band's extracurricular learning process at the

junior high school level where students are teenagers

and grow up. The interests and talents of students at

that level mostly still experience a period of identity

crisis or looking for their identity, so they need

someone close to them not as a teacher or trainer but

as a friend and senior student.

3.5.2 Media Use Approach

In the use of this media approach, there are two types

of media used, namely the first media in the form of

musical instruments, the two supporting media

ICONARTIES 2019 - 1st International Conference on Interdisciplinary Arts and Humanities

374

namely mobile as a repertoire, the songs learned are

Mp3 and laptop as a means of publishers. The use of

media in the form of mobile phones and musical

instruments consisting of guitar, bass, drums, mix and

sound is a type of media to realise student

achievement in band extracurricular learning.

Therefore, mastery of playing skills is the main target

in learning through demonstration methods, lectures,

discussions, and drill. The use of supporting media

such as cellphones and laptops to play songs has an

impact on students more quickly understand the

rhythms of songs and chords that are played. The use

of media in the learning process aims to make the

teaching and learning process run smoothly and

according to the results the school wants.

3.5.3 Learning Evaluation Approach

The teacher in conducting the evaluation is, of course,

to prepare the band's extracurricular participants to be

able to perform well at art shows or other events. This

method can also find out how far students are in

learning. Besides the teacher can also find out the

weaknesses and shortcomings of students in playing

musical instruments or mastery of songs. Evaluation

is also to find out the teacher's success in teaching.

The extracurricular teacher of the SMP Negeri 1

Sewon band gave an evaluation in the form of

material playing musical instruments and practical

learning that had been taught during band practice.

The teacher focuses on the band's extracurricular

evaluation for his students. The evaluation used in

each meeting was to measure the development of

students in playing the band, which included playing

techniques.

In the game technique section, the teacher

evaluates students individually from the way students

play musical instruments. The results achieved in the

game technique are that the average student can play

the song smoothly and well. Evaluating the material,

the teacher sees students from mastering and carrying

out the song as a whole and individually. If students

still have not mastered the song material being

played, the trainer directs to justify so that students

better master and understand the song material. The

results achieved in the song material being taught are

that students can receive the material provided by the

teacher.

Students make the sound arrangement; the teacher

listens and controls the sound settings so that the

sound quality that is released sounds balance. On the

results achieved in this sound arrangement, the

average student can begin to get used to the sound

given by the teacher, namely controlling the sound to

be balanced. Evaluation in appearance, the trainer

evaluates the appearance of students from the form of

stage mastery, compactness, and communication

between players. The results achieved were in each

band's extracurricular groups in terms of the achieved

students had begun to get used to and could be better.

4 CONCLUSIONS

The discussion of band extracurricular learning at

Sewon Yogyakarta 1 Junior High School Bantul

Yogyakarta Academic Year 2017 can be concluded

that the forms carried out in the learning process using

a humanistic education approach, media use

approach, and evaluation approaches have a positive

impact on students in understanding band music

learning. The lecture method, demonstration method,

discussion method, and drill method are part of the

band music learning process. The approaches and

methods of learning carried out are very supportive

and can be understood from the band's extracurricular

learning process.

In the band's extracurricular learning process

there are musical, and obstacle obstacles that are non-

musical, such as the level of musicality and skills are

not the same, the situation of learning conditions that

are not conducive and inadequate facilities. The

results obtained in the band learning process through

the approaches and methods used can overcome all

the obstacles and obstacles that arise so that in

extracurricular learning the band at Sewon

Yogyakarta 1 Junior High School can run smoothly

and produce a good learning process.

REFERENCES

Aldiano, A. (2014). Buku Lengkap Belajar Alat Musik.

Yogyakarta: Saufa.

Gagne, R. M., & Briggs, L. (1979). Principles of

Instructional Design. Harcourt Brace Jovanovich

College Publishers.

Jamalus & Busroh, H. (1991). Pendidikan Kesenian I

(Musik). Jakarta: Departemen Pendidikan dan

Kebudayaan.

Jamalus, D. (1988). Pengajaran Musik Melalui

Pengalaman Musik. Departemen Pendidikan dan

Kebudayaan. Jakarta: Departemen Pendidikan dan

Kebudayaan Direktorat Jenderal Pendidikan Dasar

dan Menengah Kejuruan.

Ngalimun, F. (2016). Strategi dan Model Pembelajaran.

Yogyakarta: Aswaja Pressindo.

Riyanto, H. Y. (2009). Paradigma baru pembelajaran:

sebagai referensi bagi guru/pendidik dalam

Develop Musicality of Teenager through Band Teaching and Learning: A Case Study

375

implementasi pembelajaran yang efektif dan

berkualitas. Jakarta: Kencana Prenada Media Group.

Retrieved from

https://books.google.co.id/books?id=NoKHAQAA

CAAJ

Sugiyono. (2013). Metode Penelitian Pendidikan

Pendekatan Kuantitatif, Kualitatif, dan R&D.

Alfabeta. Bandung: Alfabeta.

Sukmadinata, N. S., & Ibrahim, R. (2003). Perencanaan

Pengajaran. Jakarta: Rineka Cipta.

Syah, M., & Wardan, A. S. (1999). Psikologi pendidikan

dengan pendekatan baru. PT Remaja Rosdakarya.

Retrieved from

https://books.google.co.id/books?id=61n7jwEACA

Warsita, B. (2008). Teknologi Pembelajaran Landasan dan

Aplikasinya. PT. Rineka Cipta (Vol. 135). Jakarta:

PT. Rineka Cipta.

ICONARTIES 2019 - 1st International Conference on Interdisciplinary Arts and Humanities

376