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Research Article

The Development and Evaluation of a Song Album as an Instructional Material for the

Teaching and Learning of Basic Arabic Language in Malaysian Primary Schools

ZaharulLailiddinSaidon*1, MohdNizam HjNasrifan2, MuhammadAnas Al Muhsin3,

MohdFahrurRozi Bin Ismail4

*1Faculty of Music and Performing Arts 1,2,3,4

Sultan Idris Education University, 35900, Tanjung Malim, Perak, Malaysia zaharul@fmsp.upsi.edu.my*1

Article History: Received: 10 November 2020; Revised: 12 January 2021; Accepted: 27January 2021; Published online: 05April 2021

Abstract: This article reports on a research project aimed at developing and evaluating a song album as an instructional

material for the teaching and learning of basic Arabic language in Malaysian primary schools. Generally, the procedure for undertaking the research project could be divided into four different stages, namely (i) the gathering of ideas for the music arrangement for all the nine songs in the album; (ii) development of the song album; (iii) evaluation of the developed song album; and(iv) improvement and refinement of the song album. The results show that characteristics of suitable music arrangementfor the songs in the album are as follows: (i) modern music instruments combined with local and Arabic traditional music instruments so as to make the compositions more unique and interesting, (ii) the use of a variety of rhythmic styles;combining modern and traditional elements including middle east rhythm, (iii) employment of the combination of adult and children singers (iv) varied tempo with vibrant and energetic mood (v) take into account the possibility of combining singing of the songs with dance and movement activities. According to evaluation by the panel of experts, the songs in the albumareof good quality in both the aspects of singing and music arrangement. Meanwhile the results on the aspect of usability found that all of the songs in the album are attractive and suitable to be used as instructional material for the teaching and learning of basic Arabic language to year one pupils in Malaysian primary schools. The song album could facilitate Arabic language teachers to be more confident in carrying outsingingactivities in their classroom as outlined in the Year One Arabic language textbook published by the Ministry of Education. Consequently, by employing singing activities using the songs in the album could help to make their lessons more engaging, attractive and effective.

Keywords:Instructional Material, Teaching and Learning, Arabic language

1. Introduction

Changes in time has brought new challenges to the teaching profession including the role of teachers in the classroom. The conventional role of teachers as a key source of knowledge transfer has shifted to the role of facilitators in the teaching and learning (T&L) process in the classroom. These changes require teachers to be more creative and innovative in their teaching by applying appropriate instructional materials or teaching aids to ensure that the T&L process is not only effective but also attractive and engaging students in their learning.

The use of instructional materials are essential for successful teaching and learning (T&L) processes in the classroom. The failure of teachers to make changes in instructional materials has been a challenge that should be taken seriously and addressed by all relevant parties. A study conducted by Mustafa (2008) found that 39.4% (n = 198) of the Arabic language teachers who were respondents had problems with their ability to apply instructional materials in Arabic language teaching including the use of video and audio materials. Similarly, a study conducted by Azhar Ahmad et al. (2008) also reported a similar finding that the use of instructional materials is rather limited in the Arabic language teaching and learning in Malaysian schools.

The phenomena as described above, too some extend reflects the weaknesses of Arabic language teachers in playing the role of effective facilitators in the classroom. Weaknesses in the use of instructional materials may have negative effect on students’ interest towards Arabic language lessons as well as may impede the acquisition of Arabic listening and speaking skills among students (Azhar Ahmad et al. 2008). According to Mustafa (2008), this has to do with some schools facing problem of the lack of facilities and resources as well as the attitude of teachers who underestimated the significance of using instructional materials including audio visual aids in order to facilitate learning in the classrooms.

2. Background & Problem Statement of the Study

This research project was based on the Theory of Multiple Intelligence (Gardner, 1983), specifically related to aspects of musical intelligence. In his theory, Gardner challenges the traditional narrow understanding of intelligence as the only measurable general ability. He expanded his conceptualization to eight types of intelligence. One of the intelligences according to Gardner is music which is quite often regarded as merely a form of entertainment or cultural product. Failoni (1993) supports the framework of Gardner's Theory of

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Research Article Multiple Intelligence which states that a person's musical intelligence can be used to acquire skills in non-music fields such as foreign languages and the learning of different cultures.

Similarly, Berghoff (1998) states that music is a system of symbol that functions as a form of communication. Symbol systems such as music, including visual arts, drama and mathematics, are used to express and build meaning in communication. Thus students who are less motivated to communicate through traditional language conventions may be interested in expressing themselves through other symbol systems such as music. In the context of this study, music intelligence was expected to help improve Arabic speaking ability among primary school students.

Arabic Language subject in the Malaysian Primary Schools Standard Curriculum has been implemented in 2011 beginning with ear one students. In the 2016 the curriculum has been fully implemented for all primary students from year one to year six. Concurrently, Arabic language textbooks have been published by the Ministry of Education Malaysia and subsequently adopted by all mainstream primary school students throughout the country. Among the contents of the published Arabic language textbook were a set of nine songs suggested for singing activities in the classroom.

In the year one primary school Arabic language textbook, there are 9 songs arranged according to the topics of the textbook which were required to be used in the teaching and learning process. The lyrics of the songs were based on the topics to be learned while the melodies are taken from existing children's songs as well as local and English folk songs. However, the published textbook only provides the title and lyrics of the songs. There were no music notation or audio material that supports the printed lyrics. The only guide to the melody was just the title of the children's song or the folk songs.

Most Arabic language teachers were not trained and therefore less skillful in singing and music. Quite often they faced difficulties to sing the songs listed in the textbook particularly because only the title of the songs were given without other guidance to the actual sound of the melodies. If teachers were not familiar with the songs to be taught, it is not a surprise that theyfaceddifficulties to apply the suggested songs confidently and effectively in their lessons. Consequently it was not a surprise when informed that many Arabic language teachers simply avoided singing activities as suggested in the textbook.Consequently, this may stunted the original aim of employingsinging activities in the teaching of Arabic language learning so as lessons become more attractive and effective for primary school pupils.

Arabic language teachers were in need of support in terms of music and singing materials which can assist them in their teaching and learning process. Therefore, this research project was aimed at developing and evaluating an album of songs as instructional media for year one primary school Arabic language teaching and learning. The intention wasthat the production of this song album will help primary school Arabic language teachers in employing singing activities more confidently and effectively in their lessons.

3. Research Aim & Objectives

The aim of this research project was to develop and evaluate an album of songs as instructional media for the teaching and learning of basic Arabic language in Malaysian primary school. Specifically, the objectives of this proposed study are are as follows:

(i) to identify the characteristics and write music arrangement for nine songs to be used as instructional material in the teaching and learning of Arabic language as suggested in the Primary School Year One Arabic language textbook;

(ii) to undertake the process of recording and mixing of music accompaniments and the singing of the nine songs suggested in the Primary School Year One Arabic language textbook;

(iii) toevaluate the recordings and mixing of the nine songs in terms of quality of singing and music arrangement; and

(iv) to evaluate the usability of the song album as instructional media for the teaching and learning of Arabic language for year one in Malaysian primary schools.

4. Research Questions

The research questions that guided this research project are as follows:

(i) What are the characteristics of music arrangementsuitablefor the nine Arabic language songs suggested in the Primary School Year One Arabic language textbook?

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Research Article (ii) How arethequalities of singing and music arrangements for the nine songs according to the panel of accessors?

(iii) How is the usability of the developed song album as instructional media for the teaching and learning of basic Arabic language for year one primary schools according to the panel of accessors?

5. Literature Review

The aim of this research project was to develop and evaluate an album of songs as instructional media for year one elementary school basic Arabic language teaching and learning (T&L). In this article, we would only share part of the literature review for this study which focuses on two main related topics. The first topic discusses the various ways in which music elements could be integrated into several subjects in the school curriculum. Meanwhile the second topic discusses the application and intergration of music in the teaching and learning of foreign language.

There are numerous research on the topic of integrating music in the classroom teaching and learning process. The studies not only vary in terms of scope but also in the many ways in which music were integrated with different subjects. The review of related literatures showsthatthe strategies ofintergratingmusic in teaching and learning process as an effective educational tool particulary at the primary school level. Studies on integrating music in the language curriculum and the learning of English and foreign languages, math, and social sciences haveshownpositive impact on students’ engagement, understanding, and motivation at various stages and contexts of learning.

The Integration of Music in the Teaching and Learning of Various Subjects in the School Curriculum According to Fiske (1999) and Erickson (2001), teaching and learning through the arts including music could help to: (a) change the learning environment; (b) approach students who are not easily approached; (c) encourage communication among students; (d) provide opportunities for adult involvement; (e) offer students new challenges; (f) address important issues, issues and concepts; (g) reduce the separation of curriculum; (h) enable teachers and students to delve deeper into knowledge;) challenge higher levels of thinking by helping students connect with knowledge; and (j) connect learning in the school with the real world.

Betts (2005) believes that one of the ways to teach math is to integrate the arts including music into teaching. Music is an ideal art form to incorporate into mathematics teaching. The relationship between music and mathematics is very strong including aspects such as melody, rhythm, pause, scale, harmony, tuning, and temperament. These musical concepts are related to mathematical concepts such as proportionality and numerical relations, integers, logarithms and arithmetic operations as well as algebraic content, probability, trigonometry and geometry (Beer, 1998; Harkleroad, 2006).

According to An, Ma, &Capraro (2011), educators have implemented a number of different teaching strategies to provide a math-music integrated curriculum. Mathematic and music intergrationhas the potential to enhance student attitudes toward mathematics learning and to improve student mathematics achievement (An, Kulm, & Ma, 2008; An, Ma, &Capraro, 2011; Benes-Laffety, 1995; Omniewski, 1999). First, music can be used to engage students in relevant and enjoyable mathematical learning. Second, music can be used as a resource for teachers to formulate mathematical problems on a regular basis. This provides an opportunity for students to apply their mathematical knowledge in a more meaningful way and connect new mathematical knowledge to existing knowledge.

Song, Capraro& Tillman (2013), conducted a study to examine how teachers integrate music into their math lessons as well as the effect of music-mathematics interdisciplinary lessons on the mathematics ability of elementary students in modeling, strategy and application. Two teachers and two grade one and third grade students (n = 46) participated in this study. Both teachers planned and performed music activities as part of their five-week math lessons integration.The findings show that both teachers integrate different musical activities with different mathematical content. The study also concluded that music-mathematics interdisciplinary lessons had a positive impact on various areas of mathematics ability.

D. Governor, J. Hall & D. Jackson (2012) conducted a multi-case qualitative study exploring the use of music learning and science content teaching in six primary schools. Through the study, a group of researchers sought to understand how teachers used content-rich songs to teach science, how they impact student engagement and learning, and teachers’and students' experiences of using songs for teaching science in the junior high classrooms. The data collected included three teacher interviews, one classroom observation and student focus

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Research Article group discussions from each of the six cases. The data from each unit of analysis were independently examined and then synthesized in the analysis of the various cases, resulting in a number of findings or statements that were consolidated into the experience. The findings show that teachers use content-rich music to enhance students' understanding of science concepts by developing content-based vocabulary, providing students with examples and alternative explanations of concepts and as experiences to help build conceptual understanding. The use of science content songs engages students in providing personal situations and interests, as well as providing a cinematic device for remembering key concepts in science. The use of songs has to do with the constructivist approach used to help students build meaning; from a socio-cultural perspective in terms of student engagement; and from a cognitive standpoint, in this case, they help students make connections in learning. The findings of this study have implications for science teachers and the science education community in developing new teaching strategies for science classes in secondary schools.

Zahra Virani (2015) conducted a collaborative action research in which songs and poetry were used to teach science to two undergraduate students at a primary school in Karachi, Pakistan. The main research question was how to restructure science lessons to integrate song and poetry as pedagogy to enhance second-grade learning at a private school in Karachi? This study was conducted for 23 weeks in three cycles. During the review period, science classes were monitored and interviews were conducted with the teachers involved. In cycles one and two, researchers and classroom teachers plan and teach six science lessons using this pedagogy. Data were collected through observations, interviews with teachers and children and reflections in collaboration between researchers and teachers. Student work samples were collected and a reflective journal written by the researcher. During the survey, teachers used songs and poems to teach. It was found that teachers' knowledge, skills and attitudes were changing. They became more confortable to use songs and poetry to teach their science lessons. Their knowledge, motivation and confidence levels also increased. Children's learning was enhanced through better science vocabulary retention, more fun in science classes, transformational learning (reaching Bloom's taxonomic creativity level) and increasing their motivation and confidence.This study has important implications for teaching the basics of science using song and poetry.

Meanwhile in Malaysia, Hamisan (2010) conducted a study on the use of music in the teaching and learning of primary school Life Skills. The study involved 180 subjects comprising Year 2, Year 5 and Year 6 students from a primary school in Pontian Johor. Hamisan has classified her research findings into four questions regarding the use of music in the teaching and learningof life skills such as enhancing learning interest, improving performance and willingness to learn, creatingenjoyment according to mood and situations, and improving work and memory. The findings of the study show that the four answers to the questions were accepted by the respondents and can be applied in the life skills subject in the primary school.

Another study conducted in Malaysia by Nur Farhanah (2011) shows that singing techniques are very effective in improving students’ memory. The subjects of the study involved 10 Year 5 pupils from the Batu Rakit National School and by qualitatively and quantitatively using the instruments of Pre-Test, Post-Examination, Observation, and Questionnaire. The findings of the study shows that singing can and do improve student memory in mastery of the lessons and that it can interest students in learning a subject. The researcher also cited several opinions from other studies that support the findings.

Meanwhile a study conducted by MohdIzzuddinAkmal (2011) shows that skills of remembering the names of 10 angels for Year 2 pupils could be enhanced by singing songs. MohdIzzuddin concluded that the singing method benefits both students and teachers alike. According to Izzuddin, this student-centered method where the focused was 80% onthe students and only 20% of direct involvement of the teachers. In addition, learning through singing has proven to be fun and stimulates students' interest in learning. The learning sessions using the singing method took place in interesting ways and the students did not feel pressured to learn.

Using Music as Pedagogical Tool in Foreign Language Teaching and Learning

There arenumerious evidence from a variety of sources suggesting the use of music and songs as pedagogical tools to be effective and engaging and could increase students' motivation to learn a foreign language. Among them are researchers and theorists such as Spicher& Sweeney (2007), Ting (2002), Medina (1993), Lozanov&Gateva (1989), and Rees (1977) who have argued that the use of music in foreign language lessons provide positive emotions and improvement to learning for students at different ages and levels of learning.

Teachers also reported that using music as teaching aid could quickly and positively create a positive classroom atmosphere, increase the understanding of foreign or second language in the learning process, and engage students in the linguistic material contained in the song (Jensen, 2000). According to Spicher& Sweeney

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Research Article (2007), as a pedagogical tool, music is well suited to achieve the goals of modern language teachers.This statement reinforces Murphey's (1990) view that music and song can provide pure and challenging second language material, while the repetition of sound and language structure through the use of songs can encourage students to practice second language material outside of the classroom.

Another study on the use of songs in English learning for students was conducted by Ida Vera Sophya (2013) who stated that media plays a role in the teaching and learning process. The findings of her study show that the used of songs to explain teaching could assist students to understand better and achieve lessons objectives. She concluded that the use of songs to be an excellent "tool" to aid teaching and learning English. Examples of songs included in her research were"If you're happy and you know it", "Hokey Pokey", "10 little Indians" and "Twinkle twinkle little star".

6. Research Methodology

The procedure of conducting this study was divided into four stages, namely (i) gathering ideas for the music arrangement for the nine primary year one Arabic language songs (ii) development of an album comprising the nine primary year one Arabic language songs, (iii) evaluation of the developed song album, and (iv) improvement on the developed song album based on comments given by panel of experts.The research procedures for the study is as shown in Figure 1 below:

Figure 1. Research Procedures

Gathering Ideas for the Music Arrangement for the Arabic Language Songs

The first phase of this research project was focused on the gathering ideas on the suitable music arrangements for the nine Arabic language songs. For this purpose, a focus group discussion was conducted with five Arabic language teachers selected among the Arabic language teachers from schools around the district of Mualim and Ulu Selangor. The open-ended questions posed to the teachers were more focused on obtaining their opinion on the general characterics of music arrangement most appropriate to achieve the main aim of developing the song album that is to be used as instructional media in the teaching and learning of Arabic language for primary year one students.

Development of the Song Album

The second phase of this research project was focused on the development of the song album comprising the nine Arabic language songs for primary one student. Generally, the process of developing the album was divided into four stages: (i) arranging the music for the nine Arabic language songs, (ii) recording of the music accompaniment and singing for the nine songs, (iii) mixing and mastering of the recorded songs, and (iv) transferring the recorded songs into an album in the form of a compact disc. The overall procedures are as shown in figure 2 below:

Figure 2. Procedures for developing the song album (i)

Gathering ideas for the music arrangement for

the nine Arabic language songs

(ii) development of an

album comprising the nine Arabic language songs (iii) evaluation of the developed song album (iv) improvement on the developed song album based on comments given by panel of experts

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Research Article Evaluation of the Song Album

The third stage of this study was focused on the evaluation of thedeveloped song album. The evaluation process involved three different panels of assessors. The first panel comprised of two Arabic language lecturers from the Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris (UPSI); the second panel comprised of two music lecturers from the Faculty of Music and Performing Arts, UPSI; while the third panel comprised of five Arabic language teachers from five different schools in the district of Tanjong Malim and Ulu Selangor. Prior to the evaluation, cooperation was requested from the selected Arabic language teachers to implement the use of songs from the album as instructional tool in their lessons.

The evaluation consists of three different aspects:(i) quality of music; (ii) quality of singing, and (iii) usability. For this purpose, every assessor was provided with an evaluation form. The evaluation form consists of three sections namely Section A, B and C.

Section A of the evaluation form was on the quality of singing, Section B was on the quality of music arrangement, and Section C on usability. The evaluation on quality of the songs (Section A) include aspects such as (i) tone, (ii) intonation, (iii) rhythm &tempo, (iv) diction,and (v) interpretation & expression. Meanwhile, evaluation on the quality of the music arrangement (Section b) include aspects such as (i) timbre (choice of instruments), (ii) harmony, (iii) texture, (iv) rhythm &style, and (v) expression.

The evaluation on usability(Section C) comprised of statement such as (i) The pronunciation of words by the singers are correct, (ii) The diction of the lyrics by the singers are clear, (iii) The singing is suitable for primary year one students, (iv) The music arrangement is attractive to the students, and (v) The music arrangement is suitable for primary year one students.

The selected music lecturers were asked to respond to Part A and Part B, while the Arabic language lecturers and Arabic language teachers were required to respond to Section C only. Section A and section B of the evaluation form employed a likert scale of 1 to 5 (1: Very Weak; 2: Weak 3: Average; 4: Good and; 5: Very Good). Meawhile, Section C of the evaluation used a likert scale of 1 to 5 (1. Strongly disagree; 2. Disagree; 3. Undecided; 4. Agree; 5. Strongly Agree. Apart from the likert scale, all assessors were encouraged to give additional comments in the blank space provided in the form.

SECTION A (Quality of Singing)

Tone Intonation Rhythm& Tempo Diction Interpretation

&Expresion Song 1 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 2 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 3 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 4 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 6 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 7 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 8 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 9 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Comme nt / Suggesti on

(please use the back of this page if more space is needed)

Figure 3.Evaluation Form (Section A) SECTION B

(Quality of Music Arrangement) Timbre (choice of instruments)

Harmony Rhythm & Style Balance & Blend Interpretation & Expression

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Research Article Song 2 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 3 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 4 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 6 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 7 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 8 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 9 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Commen t / Suggesti on

(please use the back of this page if more space is needed)

Figure 4. Evaluation Form (Section B) SECTION C (Usability) The pronunciation of words by the singers are correct The diction of lyrics by the singers are clear

The singing is suitable for primary year one students The music arrangement is attractive to the students The music arrangement is suitable for primary year one students Song 1 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 2 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 3 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 4 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 6 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 7 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 8 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Song 9 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Comment / Suggestion

(please use the back of this page if more space is needed) Figure 5.Evaluation Form (Section C)

Refinement on the album

Improvement and refinement were made to the album based on the feedbacks and comments given by the assessors before the final mixing and mastering process were conducted. Some of the songs were recorded again due to inclearity of diction and pronunciation of some words of the lyrics. In addition, some parts of a few songsneeded to be recorded again due to inaccuracy in pitch and insatisfactorytone quality.

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Research Article This study was guided by three research questions. The first question of study was to identify the suitablemusical arrangement for the nine songs. The second question was related to the evaluation of the song albumfrom the aspects of quality of singing and music arrangement. Meanwhile the third question was on the usability of the album as a teaching and learning material for the teaching and learning of basic Arabic language to year one primary school pupils. The answers to these research questions were obtained through analysis of data from focus group discussions, questionnaires and interviews.

Findings for Question 1

The first research question is "what are the characteristics of music arrangement suitable for the nine Arabic language songs suggested in the Primary School Year One Arabic language textbook?" From the focus group discussions, it was concluded that the music arrangement for the songs should use modern musical instruments so as to meet the students’ interest in current popular music. However, the focus group also encouraged the inclusion of suitable local and Middle East instruments in order to make the arrangements sound more attractive and unique. In addition, it was recommended that the music arrangement to use various rhythmic styles which combine modern and traditional elements including rhythm of the Middle East. Meanwhile, the combination of adult singers and children was suggested for all the songs. Members of the focus group also agreed that the tempo of the songs need to be varied and to be suitable to the themes and lyrics of the songs. Moderately fast and energetic mood are much preferred in order to suit the energetic soul of the young children. A more detail description of the music arrangement for all the nine songs are given below:

Song#1

Original melody : IkanKekek

Tempo: 120 crotchet per minute

Key : Major

Instrumentation: Piano, bass guitar, keyboard, accordian dan synth brass

solo

Rhythmic style: Pop

Other elements: The use of syncopation element. Bridge at the ending of

each phrase. Song #2

Original melody: Jingki Nona

Temp: 104 crotchet per minute

Key: Major

Instrumentation: Strings, bass guitar, flute, synth brass, accordian, drum set

Rhythmic style: Joget

Other elements: Introducing the Malay traditional dance rhythm (Joget) to young children. Combining brass instruments in joget music.

Song #3

Original melody: Lompat Si KatakLompat

Tempo: 124 crotchet per minute

Key: Minor

Instrumentation: Keyboard, bass guitar, brass synth, flute, drum machine

Rhythmic style: Triplet-Shuffle

Other elements: The repetition of simple motifs by flute throughout the music arrangement in order to facilitate students to sing the melodies. The used of rhythms that can influence children's movements while singing this song which is ideal for psychomotor development.

Song #4

Original melody: Clementine

Tempo: 120 crotchet per minute

Key: Major

Instrumentation: Piano, Oboe, violin, bass guitar

Rhythmic style: Western Folk Ballad

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Research Article instrumentations on each track since the song has many repetition in the structure of the melody.

Song #5

Original melody: SepohonKayu

Tempo: 83 crotchet per minute

Key: Minor

Instrumentation: Synth brass, violin, bass guitar and drum set

Rhythmic style: Other elements:

Pop

Combination of modern and traditional music. Song #6

Original melody: WauBulan

Tempo: 124 crotchet per minute

Key: Major

Instrumentation: Gamelan, synth brass, bass guitar, piano, string pad.

Rhythmic style: Pop

Other elements: A combination of modern music and traditional rhythms to give the song a variety of tone colours. Introducing the concept of modulation in the middle of the music. Song #7

Original melody: Twinkle-Twinkle Little Star

Tempo: 124 crotchet per minute

Key: Major

Instrumentation: Piano, bass guitar, violin, drum machine

Rhythmic style: Pop R&B

Other elements: Lullaby concept. In the introduction, the piano plays a broken chord. In the verse, the singing was accompanied by bass and violin. In the second verse, the texture of the song changes with the drummer playing R&B pop rhythm. Clarinet and cello dominated the ending part.

Song #8

Original melody: GorengPisang

Tempo: 120 crochet per minute

Key: Major

Instrumentation: Piano, oboe, violin, bass gitar, drum

Rhythmic style: Folk Ballad

Other elements Bedtime story concept. Introduces a light and easy music arrangement; using variations in instrumentations at every phrase. Since the song has repetitions in its melodic structure, the use of different instruments was used to create different colours to the music.

Song #9

Original melody: Aci-AciBukaPintu

Tempo: 130 crotchet per minute.

Key: Major

Instrumentation: Wind & Brass section, string section, pitch percussion (marimba, timpani) and rhythm section.

Rhythmic style: March

Other elements: Lively and energetic music in the intro. Fairy talefeel in the introduction, incorporating elements of musical theatre.

Findings for Question 2

The second research question is "How are the qualities of singing and music arrangements for the nine songs according to the panel of accessors?" For this purpose a likert scale of 1 to 5 was used (1: Very weak 2: Weak 3: Average 4: Good, and 5: Very Good). The results of data analysis show that the panel of assessors gave positiveresponds to both the quality of music arrangement and quality of singingfor all the nine songs. The panel of assessors had rated either good or very good for all the items in the evaluation form on the aspect of quality of

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Research Article music arrangement and quality of singing forall the nine songs. The results show that the overall mean for the assessment by panel of assessors on the quality of singingisX = 4.61 and the overall mean for quality of music arrangementisX = 4.68.Specifically, the mean rated by the panel of accessorsfor each item on the quality of singing are as follows: (i) toneX = 4.58, (ii) intonationX = 4.76, (iii) rhythm & tempoX = 5.0,(iv) dictionX = 4.33, and(v) interpretation & expressionX = 4.42. Meanwhilethe mean rated by the panel of accessorsfor each item on the quality of the music arrangement are as follows: (i) timbre (choice of instruments)X = 4.58, (ii) harmonyX = 4.76, (iii) rhythm & styleX = 4.8, (iv) balance and blendX = 4.64, and (v) interpretation &expressionX = 4.64.

Findings for Question 3

The third research question is “How is the usability of the developed song album as instructional media for the teaching and learning of Arabic language for year one primary school pupils according to the panel of accessors?” For this purpose a likert scale of 1 to 5 was used (1. Strongly disagree; 2. Disagree; 3. Undecided; 4. Agree; 5. Strongly Agree). Apart from the likert scale, all assessors were encouraged to give additional comments in the blank space provided in the form.The results of data analysis show that the panel of assessors gave positive responds by rating either agree or strongly agree for all the items in the evaluation form on the aspect of usabilityfor all the nine songs. The results show that the overall mean for the assessment by panel of assessors on the usability isX = 4.59. Specifically, the mean rated by the panel ofaccessors for each item on usability are as follows: (i) The pronunciation of the words by the singers are correctX = 4.33, (ii) The diction of the lyrics by the singers are clearX = 4.58, (iii) The singing is suitable for primary year one students X = 4.64, (iv) The music arrangement is attractive to the students X = 4.8, and (v) The music arrangement is suitable for primary year one studentsX = 4.64.

8. Conclusion

This research project has produced an album containing nine songs as an instructional material for the teaching and learning of basic Arabic language for year one pupils in Malaysian primary schools. Generally the music arrangement for all the songs in the album had used modern music instruments in order to suit students' interest towards the more currentand contemporary music styles. However, some local and Middle East traditional music instruments were also used in order to make the music more unique and interesting. In addition, the music arrangement had also used a variety of rhythm patterns and styles which include modern western rhythms, Malaysian traditional dance rhythmsandthe Middle East rhythms. The vocal partshas used a combination of adult and children singers. The tempo of the songs in the album were diversified together with a more vibrant and energetic mood to suit the carefree soul of year oneprimary school pupils. According to experts’ evaluation, the songsin the album were of good quality; in both the aspects of singing and music. The study also found that all the songs in the album were suitable to be used as an instructional material for the teaching and learning of basic Arabic language among year one primary school pupils in Malaysian schools. The song album could facilitate Arabic language teachers to be more confident in carrying out singing activities in their classroom as outlined in the Year One Arabic language textbook published by the Ministry of Education. Consequently, by employing singing activities using the songs in the album could help to make their lessons more engaging, attractive and effective.

9. Acknowledgement

This research is funded by the University Research Grant/GPU (2016--0137-107-01) from UniversitiPendidikan Sultan Idris (UPSI).

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