Delvi Nanda Marpaung, Nursayani Maru’ao, Hidayati Daeli, Riswan Zega

Analysis of Using Song in English Vocabulary Mastery to Young Learners

Introduction

Analysis of using song in english vocabulary mastery to young learners. Discover how songs boost English vocabulary for young learners. Research shows songs are fun, effective pedagogical tools. Get recommendations for teachers on integrating music regularly.

Abstract

This research explores the use of song as pedagogical media in vocabulary mastery among young learners. Recognizing the important role of vocabulary in language mastery, this research aims to address the challenges faced by young learners in mastering English vocabulary, especially in a monotonous learning environment. The research focuses on two main aspects: the use of song in vocabulary mastery and teachers' perceptions of this method. Through qualitative research methods, including observations and interviews with English teachers, this research sought to analyze how song can facilitate vocabulary retention and engagement in young learners. This research used the data analysis technique by Miles and Huberman (1984), there were three stages in data analysis: data reduction, data display, and conclusion. The research findings show that song not only make learning fun, but also serve as an effective medium to improve vocabulary mastery. The research highlights the importance of selecting age-appropriate song that match students' interests and the importance of integrating song into the core teaching process rather than using them only as ice-breakers. The research concludes with recommendations for teachers to regularly incorporate song into their lesson plans and suggests future research to further explore the impact of different music genres on language learning. Overall, this research underscores the potential of music as a dynamic tool in fostering a positive learning environment and improving vocabulary mastery among young learners.

Review

This paper investigates the highly relevant topic of using songs to enhance English vocabulary mastery among young learners, addressing the common challenge of monotonous learning environments. The research clearly outlines its aim to explore the efficacy of songs as pedagogical media and to understand teachers' perceptions of this method. Employing a qualitative research design, the study utilized observations and interviews with English teachers, with data meticulously analyzed using the Miles and Huberman model. The findings robustly support the idea that songs not only make learning enjoyable but are also an effective tool for improving vocabulary retention and engagement, underscoring the potential of music in fostering a positive and productive learning atmosphere. While the abstract presents a compelling case, a few points could be considered for further detail in the full manuscript. The research's strength lies in its practical focus and the inclusion of teachers' perspectives, offering valuable insights into real-world application, particularly the critical distinction between using songs as core teaching tools versus mere ice-breakers. However, without details on the scale of observations or the number of teachers interviewed, it is difficult to fully assess the breadth of the qualitative data and the generalizability of the findings on teachers' perceptions. Furthermore, while the study concludes *that* songs are effective, the abstract does not elaborate deeply on the "analysis of *how* song can facilitate vocabulary retention," which might benefit from a more explicit discussion of underlying cognitive or pedagogical mechanisms. Overall, this research offers a valuable contribution to the field of early language education by providing empirical support for the systematic integration of music into vocabulary instruction. Its recommendations for teachers to regularly incorporate age-appropriate songs are practical and directly actionable, providing a clear path for educators seeking to enhance engagement and effectiveness. The suggestion for future research to investigate the impact of different music genres on language learning is also well-placed and opens avenues for more nuanced understanding. This paper effectively highlights the dynamic potential of music as a significant tool in language pedagogy for young learners.

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