THE EFFECT OF THE SONG LYRICS “BEYOND” TO IMPROVE VOCABULARY IN READING SKILLS AT FIRST SEMESTER STUDENTS
DOI:
https://doi.org/10.51878/teaching.v6i2.11825Keywords:
Vocabulary, Reading Skills, Song Lyrics, EFL StudentsAbstract
ABSTRACT
Limited vocabulary mastery remains a major challenge for English as a Foreign Language (EFL) learners, reducing their reading comprehension and engagement with English texts. This study aimed to examine the effect of using the song lyrics of Beyond from Moana 2 on students’ vocabulary mastery in reading skills. A quantitative pre-experimental design with a one-group pre-test–post-test approach was employed. The participants were 15 first-semester students of the English Education Study Program at STKIP PGRI Bangkalan. Data were collected using vocabulary tests administered before and after the treatment and analyzed through validity, reliability, normality, and paired-sample t-test using IBM SPSS version 30. The findings revealed that the instrument was valid and reliable, while the data were normally distributed (Asymp. Sig. = 0.087 > 0.05). Students’ mean score increased from 63.33 in the pre-test to 79.33 in the post-test, indicating a statistically significant improvement after the treatment. These findings demonstrate that the song lyrics of Beyond effectively enhance vocabulary mastery in reading skills and can serve as an engaging and meaningful instructional medium for EFL learning.
ABSTRAK
Rendahnya penguasaan kosakata masih menjadi kendala utama bagi pembelajar English as a Foreign Language (EFL) karena berdampak pada kemampuan memahami bacaan dan keterlibatan dalam pembelajaran bahasa Inggris. Penelitian ini bertujuan menganalisis pengaruh penggunaan lirik lagu Beyond dari film Moana 2 terhadap penguasaan kosakata dalam keterampilan membaca mahasiswa. Penelitian menggunakan pendekatan kuantitatif dengan desain pra-eksperimen melalui model one-group pre-test and post-test. Subjek penelitian terdiri atas 15 mahasiswa semester pertama Program Studi Pendidikan Bahasa Inggris STKIP PGRI Bangkalan. Data dikumpulkan menggunakan tes kosakata yang diberikan sebelum dan sesudah perlakuan, kemudian dianalisis melalui uji validitas, reliabilitas, normalitas, dan Paired Sample t-Test menggunakan IBM SPSS versi 30. Hasil penelitian menunjukkan bahwa instrumen valid dan reliabel serta data berdistribusi normal (Asymp. Sig. = 0,087 > 0,05). Nilai rata-rata mahasiswa meningkat dari 63,33 pada pre-test menjadi 79,33 pada post-test, yang menunjukkan adanya peningkatan yang signifikan setelah perlakuan. Dengan demikian, lirik lagu Beyond efektif digunakan sebagai media pembelajaran untuk meningkatkan penguasaan kosakata dalam keterampilan membaca pada pembelajar EFL.
Downloads
References
Alshumrani, H. A. (2024). Unveiling Vocabulary Teaching And Learning Beliefs Of Teachers And Learners In An EFL Context. Asian-Pacific Journal Of Second And Foreign Language Education, 9, Article 20. https://doi.org/10.1186/s40862-023-00242-0
Baker, W., Fang, F., & Gimenez, T. (2026). Global Englishes: Research Agendas And Tasks In English As A Lingua Franca. Language Teaching. Advance Online Publication. https://doi.org/10.1017/s0261444826101281
Bonganciso, R., & Bonganciso, J. M. (2022). Improving Reading Comprehension Of EFL Learners Through Metacognitive Strategies. Journal Of World Englishes And Educational Practices, 4(2), 105–112. https://doi.org/10.32996/jweep.2022.4.2.9
Butar Butar, E. L., & Katemba, C. V. (2023). EFL Students’ Perceptions Toward Vocabulary Learning By Listening To English Songs On Spotify. Journey: Journal Of English Language And Pedagogy, 6(1), 194–205. https://doi.org/10.33503/journey.v6i1.628
Fan, C. (2023). English Learning Motivation With TAM: Undergraduates’ Behavioral Intention To Use Chinese Indigenous Social Media Platforms For English Learning. Cogent Social Sciences, 9(2), Article 2260566. https://doi.org/10.1080/23311886.2023.2260566
Luo, Y. Z., Kong, X. Y., & Ma, Y. Y. (2022). Effects Of Multimedia Assisted Song Integrated Teaching On College Students’ English Learning Interests And Learning Outcomes. Frontiers In Psychology, 13, Article 912789. https://doi.org/10.3389/fpsyg.2022.912789
Mannarelli, P., & Serrano, R. (2022). ‘Thank You For The Music’: Examining How Songs Can Promote Vocabulary Learning In An EFL Class. The Language Learning Journal, 52(1), 1–15. https://doi.org/10.1080/09571736.2022.2092198
Nguyen, L. Q., & Van, L. H. (2023). Enhancement Of EFL Learners’ Lexical Retention: The Role Of Social Constructivism. Cogent Education, 10(1), Article 2223811. https://doi.org/10.1080/2331186x.2023.2223811
Nie, K., Fu, J., Rehman, H., & Zaigham, G. H. K. (2022). An Empirical Study Of The Effects Of Incidental Vocabulary Learning Through Listening To Songs. Frontiers In Psychology, 13, Article 891146. https://doi.org/10.3389/fpsyg.2022.891146
Nushi, M., & Amini, F. (2022). Effects Of Songs On Implicit Vocabulary Learning: Spoken-Form Recognition, Form-Meaning Connection, And Collocation Recognition Of Iranian English As A Foreign Language Learners. Frontiers In Education, 7, Article 797344. https://doi.org/10.3389/feduc.2022.797344
Nussy, W. S., & Pekpekay, N. (2024). Reading Comprehension Skills In EFL Students: Obstacles And Solutions In Semesters 2 And 4 At PSDKU ARU. MATAI: International Journal Of Language Education, 5(1), 34–42. https://doi.org/10.30598/matail.v5i1.16238
Odo, D. M. (2022). Examining The Influence Of English Songs On English L2 Lexical Learning: A Quantitative Meta-Analytic Review. Language, Culture And Curriculum, 35(4), 386–403. https://doi.org/10.1080/07908318.2021.2022684
Oliveira, M. M. De. (2024). English As A Lingua Franca And Interculturality: Navigating Structure- And Process-Oriented Perspectives In Intercultural Interactions. Language And Intercultural Communication, 24(2), 105–117. https://doi.org/10.1080/14708477.2023.2254285
Parjer, M. S., Ghozali, I., & Basya, D. (2024). Difficulties Of Undergraduate English Education Students On Reading Comprehension. Jurnal Educazione: Jurnal Pendidikan, Pembelajaran Dan Bimbingan Dan Konseling, 12(1), 57–68. https://doi.org/10.56013/edu.v12i1.1641
Smyrnakis, I., Andreadakis, V., Rina, A., Boufachrentin, N., & Aslanides, I. M. (2021). Silent Versus Reading Out Loud Modes: An Eye-Tracking Study. Journal Of Eye Movement Research, 14(2), 1–16. https://doi.org/10.16910/jemr.14.2.1
Sun, D., Chen, Z., & Zhu, S. (2023). What Affects Second Language Vocabulary Learning? Evidence From Multivariate Analysis. Frontiers In Education, 8, Article 1210640. https://doi.org/10.3389/feduc.2023.1210640
Sun, Y., Wang, J., Dong, Y., Zheng, H., Yang, J., Zhao, Y., & Dong, W. (2021). The Relationship Between Reading Strategy And Reading Comprehension: A Meta-Analysis. Frontiers In Psychology, 12, Article 635289. https://doi.org/10.3389/fpsyg.2021.635289
Wahyudi, M. A., & Kusumahwardani, A. (2024). The Effectiveness Of Word Search Puzzle Game As Media For Teaching Vocabulary. ELP (Journal Of English Language Pedagogy), 9(1), 43–52. https://doi.org/10.36665/elp.v9i1.817
Zaharani, H. (2023). The Effect Of Using Songs To Elevate Students’ Vocabulary Skill At SMP Yabes School. Journal Of Classroom Action Research, 2(2), 52–65. https://doi.org/10.52622/jcar.v2i2.164
Zeng, J., & Yang, J. (2024). English Language Hegemony: Retrospect And Prospect. Humanities And Social Sciences Communications, 11, Article 317. https://doi.org/10.1057/s41599-024-02821-z
Zhang, Y., Baills, F., & Prieto, P. (2023). Singing Songs Facilitates L2 Pronunciation And Vocabulary Learning: A Study With Chinese Adolescent ESL Learners. Languages, 8(3), Article 219. https://doi.org/10.3390/languages8030219
Zila, F. A., & Septiana, A. R. (2024). Student’s Reading Comprehension As Related To Strategies Used In Reading. Jurnal Arjuna: Publikasi Ilmu Pendidikan, Bahasa Dan Matematika, 2(4), 220–228. https://doi.org/10.61132/arjuna.v2i4.1107
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
