Determining Objects of Observation for the Accuracy of the Singing Assessment Instrument

Abstract

Learning to sing in junior high schools based on the 2013 curriculum can be implemented by setting at least three important aspects as benchmarks for their assessment. Based on this matter, this study aims to determine the object of observation and scoring techniques in assessing aspects of the accuracy of the tone (pitch and duration), phrasing, and articulation. The study was conducted using a combination of qualitative and quantitative methods (mix methods). The use of these two methods is expected to be complementary. Results of the study show that: (1) the object of observation in assessing aspects of the accuracy of the tone (pitch and duration) is the students' skills in singing all parts of the melody of the song; (2) the object of observation in assessing the phrasing aspect is the students' skills in singing songs in accordance with the fragments of existing song sentences; (3) the object of observation in assessing the articulation aspect is the students' skills in singing the lyric in accordance with the existing pronunciation (4) scoring techniques for three aspects of singing assessment are performed using a range of scores based on the number of song bars, parts of song sentence, and the number of syllables specified in all parts of the lyric; and (5) the results of the trial conducted prove that the singing assessment instrument developed is accurate and meets the established criteria.

Adaptation of Assessment Techniques and Procedures of Music Learning Outcomes in The New Normal Era

“…This invisible process requires tactics to make an assessment. By performance assessment, the teacher can observe students' work indirectly, where the object of observation is in the form of video recordings made by students (Utomo & Suharto, 2019).…”