Comparison of Dalcroze Eurhythmics Teaching Approach with Conventional Approach to Enhance Kompang Playing Skills among Malaysian Children

International Journal of Humanities and Social Science

© 2018 by SSRG - IJHSS Journal

Volume 5 Issue 6

Year of Publication : 2018

Authors : Md Jais Bin Ismail, Loo Fung Chiat, Rorlinda Yusuf and Mohd Sham Bin Kamis

10.14445/23942703/IJHSS-V5I6P112

How to Cite?

Md Jais Bin Ismail, Loo Fung Chiat, Rorlinda Yusuf and Mohd Sham Bin Kamis, "Comparison of Dalcroze Eurhythmics Teaching Approach with Conventional Approach to Enhance Kompang Playing Skills among Malaysian Children," SSRG International Journal of Humanities and Social Science, vol. 5,  no. 6, pp. 64-69, 2018. Crossref, https://doi.org/10.14445/23942703/IJHSS-V5I6P112

Abstract:

 Kompang playing is getting more recognition in schools to celebrate official events and as learning activity in classroom. The aim of this research is to compare the efficiency of Dalcroze Eurhythmics teaching approach with conventional approach to enhance kompang playing skills in school. Research sample consisted of 70 Year 3 students aged 9 years old from a primary school in Putrajaya, Malaysia. This research was conducted as quasi-experimental that involves two groups which are control group and experimental group. The experimental group was given the intervention of Dalcroze Eurhythmics approach whereas the control group used conventional approach. Intervention was given once a week until three months for 12 times. Quantitative data was analysed using SPSS version 21. Results from independent T-test shows that null hypothesis is rejected due to significant difference between achievement score of students in experimental group with control group that is t(68) = 7.03, p = .000, 95% CI [-15.04, -8.38]. Paired T-Test found that null hypothesis is rejected for there is significant difference between achievement score of students in experimental group in pre-test and post-test which is t (34) = -9.92, p = 0.00. 95% CI [-17.83, -11.77]. Results show that Dalcroze Eurhythmics approach is more effective compared to conventional approach in enhancing students’ kompang playing skills.

Keywords:

Dalcroze Eurhythmics, kompang playing, students.

References:

[1] Abdullah, M. H. (2004). Multicultural and Idiosyncratic Aspects of Malaysian Music: How Does it Survive in the Public School Curriculum?.International Society for music education Conference. 
[2] Abramson, R. M. (1980). Dalcroze-based improvisation. Music Educators Journal, 66(5), 62-68. 
[3] Boyarsky, T. (2009). Dalcroze Eurhythmics and the Quick Reaction Exercises. The Orff Echo, 41(2), 15-19. 
[4] Dalcroze, E. J. (2013). Rhythm, Music and Education . Read Books Ltd. 
[5] Dalcroze, E. J. (1921). Rhythm, music and education. GP Putnam's Sons. 
[6] Daley, C. (2013). Moved to Learn: Dalcroze Applications to Choral Pedagogy and Practice (Doctoral dissertation, University of Toronto). 
[7] Findlay, E. (1995). Rhythm and movement: applications of Dalcroze Eurhythmics. Alfred Music. 
[8] Manifold, H. L. (2008). Applying Jaques-Dalcrose’s Method to Teaching Musical Instruments And its Effect on the Learning Process. 
[9] Miller, P. A. (2008). Music theory pedagogy: Melding Dalcroze Eurhythmics with Brain Gym RTM. MM, University of Missouri-Kansas City). ProQuest Dissertations and Theses, 304518495 
[10] Roscoe, J.T.(1975). Fundamental research statistics for the behavioral sciences. 2nd edition. New York: Holt Rinehart & Winston. 
[11] Syahroni. (2011). Nilai estetika dan moral dalamkeseniantradisionalkompang; Kajian TerhadapKesenianDaerah Bantan Tengah, KecamatanBantan. (Thesis, Universitas Islam Negeri Sultan Syarif Kasim Riau). 
[12] Thomsen, K. (2007). Interview with Silvia Del Bianco. American Dalcroze Journal, 34(1), 12-15. 
[13] Wang, D. P. C. (2008). The Quantifying Analysis of Effectiveness of Music Learning Through the Dalcroze Musical Method. Online Submission, 5(9), 32-41. 
[14] Zaharah M. A. (2003). Dalcroze Eurhythmics DalamPengajaran Dan Pembelajaran Pendidikan MuzikTahap Satu Sekolah Rendah (Doctoral dissertation, USM) eprints@usm.