DEVELOPMENT OF THE CONTENT STANDARDS OF MONGIGOL-SUMUNDAI MUSIC ENSEMBLES IN MUSIC SUBJECT FOR LOWER SECONDARY SCHOOL IN MALAYSIA

Abstract

Mongigol-Sumundai music ensemble is ethnic music which accompanies Mongigol-Sumundai dance that belongs to the tribe of Rungus who lives in the northern part of Sabah. This ensemble is usually performed during festivities such as the Harvest Festival (Kaamatan), Magahau Festival, weddings and cultural events. However, the absence of formal reference and documentation inhibits the music ensemble from being taught at schools. Therefore, this research was conducted to develop a content standard of Mongigol-Sumundai music ensemble so that it can be taught formally in national secondary schools of Malaysia. This research adopted a qualitative design that leads to the design and development research (DDR) which involved exploratory research. This research involved three sequential research instruments which were documents analysis, observations and interviews. There were three phases in this research—first, the process of collecting and analysing data; second, the process of writing and developing the content standard and third, the process of validation of the content standards by the experts. The findings have produced the content standard and learning standard for teaching Mongigol-Sumundai music ensemble in the classroom, which has been manifested into three levels (Form One, Form Two and Form Three). Other than that, this research uplifts the MongigolSumundai music ensemble as one of the most valuable cultural heritage that needs to be preserved throughout the centuries. Index Terms Malaysian Ethnic Music, Music Education, Music Curriculum, Mongigol-Sumundai. I. BACKGROUND The implementation of Malaysia’s National Education Blueprint 2013 to 2025 (PPPM) has affected the reform of curriculum in Malaysia. The Malaysia Integrated Curriculum for Secondary School (KBSM) which was introduced in 1989 was rebranded to the Secondary School Standard Curriculum (KSSM) of Music Education in 2017 by stages. (Form One Music Education Standards Document for Curriculum and Assessment (DSKP) 2015). This is to fulfil the new requirements of Malaysia’s National Education Blueprint (PPPM) 2013 to 2025 so that Malaysia’s curriculum standard is on par with abroad schools. This curriculum consists of content standard, learning standard and achievement standard. (Form Two Music Education Standards Document for Curriculum and Assessment, (DSKP) 2016). The Standards Document for Curriculum and Assessment (DSKP) has been designed by focusing on six cores which enclose the aspects of communication, spirituality, attitudes and values, humanity, self-skills, physical and aesthetic development, and science and technology. (Form One Music Education Standards Document for Curriculum and Assessment (DSKP) 2015). Singing ensemble, music ensemble, music creation, music appreciation and writing and reading music notation are the five major areas outlined in the Form One Music Education Standards Document for Curriculum and Assessment (DSKP) (2015), Form Two Music Education Standards Document for Curriculum and Assessment (DSKP) (2016) and Form Three Music Education Standards Document for Curriculum and Assessment (DSKP) (2017). Besides, this research contributes to the additional suggestion for music ensemble area, as stated in Form One, Form Two and Form Three Music Education Standards Document for Curriculum and Assessment. The Mongigol-Sumundai music ensemble was the main focus of this research. This music ensemble also accompanies the Mongigol-Sumundai traditional dance performed by the tribe of Rungus in the state of Sabah. (Rosnah Nining Sidek, Ronald Yusri Batahong and Mohd Hafizuddin Hanafiah, 2018). The National Department for Culture and Arts (2017) has stated that Mongigol-Sumundai dance is the dance of Rungus people who live in the district of Kudat and Pitas. A few musical instruments used include sandangau, somponukul, soludon, pompo, tontog (singleheaded cylindrical drum) and tawag-tawag. www.ijcrt.org © 2021 IJCRT | Volume 9, Issue 1 January 2021 | ISSN: 2320-2882 IJCRT2101321 International Journal of Creative Research Thoughts (IJCRT) www.ijcrt.org 2612 II. PROBLEM STATEMENT According to Form One Music Education Standards Document for Curriculum and Assessment (2015), teachers could select any suitable music ensemble based on their expertise, school and students’ environment. The early review found that a content standard of Mongigol-Sumundai music ensemble has never been developed in national secondary schools, specifically in the district of Kudat. Besides, the absence of materials and documents for teaching and facilitating purposes at school became as one of the reasons why this music ensemble has never been taught in schools. The introduction of this content standard can be used as a guideline for teachers planning the lesson in the classroom. In this research, Kudat has been selected as the research location since the Mongigol-Sumundai ensemble has mainly been performed by the Rungus people who live in that area. This is supported by Raymond Majumah (2015) who has pointed out that the Rungus people are living in the district of Kudat, Matunggong, Kota Marudu, Pitas, Pulau Banggi and a half part of Sandakan, East Malaysia. Other than that, this research also has been carried out to preserve Mongigol-Sumundai music ensemble. As part of the music preservation, the music ensemble can be widely performed and inherited to the next generation in line with the modernisation era. The Malaysian National Department for Culture and Arts has stated that restoration, preservation and cultural development were done towards strengthening the foundation the foundation of a national culture through joint research, development, education, development and cultural relations. Based on these recommendations, this research is expected to fulfil the requirements established by the National Culture Policy (Dasar Kebudayaan Kebangsaan) 1971. III. RESEARCH OBJECTIVES Based on the statement of the above problem, three objectives were identified. In general, this research aimed to develop a content standard of Mongigol-Sumundai music ensembles for Music subject to Form One, Form Two and Form Three. The objectives of this research are; i. To identify a suitable content standard of Mongigol-Sumundai music ensembles for Music subject for Form One, Form Two and Form Three. ii. To develop the content standard of Mongigol-Sumundai music ensembles for Music subject for Form One, Form Two and Form Three. iii. To validate the content standard of Mongigol-Sumundai music ensembles for Music subject for Form One, Form Two and Form Three. IV. LITERATURE REVIEW The inavailability of the content standard of Mongigol-Sumundai music ensembles for Music subject, Form One, Form Two and Form Three in school became the main reason why this research has been conducted. The music ensemble area is one of the five major regions, as stated in the Music Education Standards Document for Curriculum and Assessment (DSKP) for Form One, Form Two and Form Three. The music ensemble also has the highest percentage of distributions (30%) compared to the other areas. Table 1 shows the list of five major regions for three levels named Form One, Form Two, and Form Three. Table 1: Five Major Regions CURRICULUM CONTENTS FORM ONE TWO THREE Singing Ensemble 25% 25% 25% Music Ensemble 30% 30% 30% Music Creation 20% 20% 20% Music Appreciation 10% 10% 10% Reading and Writing Music Notation 15% 15% 15% Source: Form One Music Education Standards Document for Curriculum and Assessment (DSKP) 2015. Mongigol-Sumundai music ensemble refers to a group of musical instruments that become a music backline to MongigolSumundai dance which is danced by the tribe of Rungus in the district of Kudat and Pitas. (The National Department for Culture and Arts of Sabah, 2017). Mongintal (2019) has stated that this music ensemble consists of a few knobbed gongs such as koritikon, sandangau, soludon om pompo, tavag (three gongs tied together) and a single-headed cylindrical drum called tontog. (Interview: Mongintal, 11 of November 2019). www.ijcrt.org © 2021 IJCRT | Volume 9, Issue 1 January 2021 | ISSN: 2320-2882 IJCRT2101321 International Journal of Creative Research Thoughts (IJCRT) www.ijcrt.org 2613 Figure 1: The musicians of Mongigol-Sumundai music ensemble set up the musical instruments. (Photo: Chonnel George, 2019) Figure 2: Mongigol-Sumundai dancers consist of one male dancer (Mongigol) and a few female dancers (Sumundai). (Photo: Chonnel George, 2019) Content Standard is a detailed statement that the students have to learn in a particular period. The Form One Music Education Standards Document for Curriculum and Assessment (2015) stated that the content standard is a specific statement the students should know, and enable them to do it in a certain period of time, including knowledge, skills and values. Therefore, based on this statement, teachers will be able to teach the music ensemble in school by following the guidelines provided. Learning Standard is an establishment of criteria, or learning quality and achievement indicator that can be measured for each content standard. (The Form One Music Education Standards Document for Curriculum and Assessment, 2015).