Muhammad Arvan Ibrahim, Arif Widyantoro

The Effect of English Songs on Fifth Grade Students’ Motivation in Vocabulary Mastery at MI MA’ARIF SURENGEDE KERTEK

Introduction

The effect of english songs on fifth grade students’ motivation in vocabulary mastery at mi ma’arif surengede kertek. Discover how English songs significantly boost 5th-grade students' vocabulary mastery and learning motivation in elementary English. A quasi-experimental study confirms improved language skills.

Abstract

Vocabulary mastery plays a vital role in supporting students' language skills, especially in English learning at the elementary school level. However, many students still struggle with memorizing and understanding English vocabulary due to monotonous and conventional teaching methods. This study aimed to investigate the effectiveness of using English songs as a teaching medium to improve students’ vocabulary mastery and learning motivation. It employed a quasi-experimental design with a Pretest-Posttest Control Group Design involving all fifth-grade students of MI Ma’arif Surengede Kertek in the academic year 2024/2025, using total sampling technique. The experimental class was taught using several English songs by DJ Raphi, such as Head, Shoulders, Knees, and Toes, Move It, Superstar, and If You're Happy and You Know it, while the control class was taught using conventional methods. Data were collected through vocabulary tests and observation sheets, then analyzed using SPSS Statistics 25 covering validity, reliability, normality, homogeneity, paired sample t-test, and independent sample t-test. The analysis results showed a significant improvement in the experimental group’s post-test scores compared to both their pre-test scores and the control group’s scores, confirming that the use of English songs effectively enhances students’ vocabulary mastery and learning motivation, with statistical tests. 

Review

This study adeptly addresses a persistent challenge in elementary English language education: the struggle with vocabulary mastery often exacerbated by conventional teaching methods. By investigating the effectiveness of English songs as a teaching medium, the research offers a practical and engaging alternative. The clear aim to enhance both vocabulary and learning motivation, coupled with a robust quasi-experimental, Pretest-Posttest Control Group Design, provides a solid framework for the inquiry. The findings, indicating a significant improvement in the experimental group's post-test scores compared to both their pre-test and the control group's scores, strongly support the utility of integrating music into the curriculum, particularly at this foundational learning stage. From a methodological standpoint, the study exhibits several strengths. The selection of specific, age-appropriate English songs provides a concrete intervention, and the comprehensive statistical analysis, including validity, reliability, normality, homogeneity, and both paired and independent sample t-tests, demonstrates a rigorous approach to data interpretation. However, a notable area for clarification lies in the measurement of "learning motivation." While the abstract states that the analysis confirmed an enhancement in motivation, the data collection methods explicitly list "vocabulary tests and observation sheets." It remains unclear how motivation was specifically quantified or assessed from these observation sheets to allow for statistical comparison, which is a critical detail for substantiating this particular finding. Additionally, the mention of the "academic year 2024/2025" suggests a prospective study, or possibly a typographical error, which should be verified for accuracy. Despite these minor points, the study offers valuable pedagogical insights. The results reinforce the growing body of evidence supporting the integration of multimedia, specifically songs, to foster a more dynamic and enjoyable learning environment, which can significantly impact vocabulary acquisition and overall student engagement. Future research could delve deeper into the specific elements of songs (e.g., rhythm, lyrical repetition, storytelling) that contribute most to vocabulary retention and motivational uplift. Further studies might also explore the long-term effects of this teaching approach, or its applicability across different cultural contexts and age groups. Overall, this paper makes a meaningful contribution to the field of language education by providing empirical support for an accessible and appealing method to improve core English skills.

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