Engaging Young Learners in English Language Learning: Vocabulary Building and Motivation through Songs

Abstract

This study examines the effectiveness of using songs to improve English vocabulary mastery and learning motivation among early childhood learners. Songs are effective in early childhood education because they directly meet the two core requirements for learning strategies: they are cognitively meaningful and affectively engaging. The research employed a quasi-experimental design with two groups: an experimental group taught using songs and a control group taught with conventional methods. The study used a purposive sample of 20 students from TK Chatya Manis, selected for its relevance to the research on early childhood learning. The children within this class were randomly assigned to groups. The instruments consisted of a vocabulary test and a motivation observation sheet, both validated by early childhood education experts. Data were analyzed using the Shapiro–Wilk test and an independent samples t-test. The results revealed that the data met the assumptions of normality and homogeneity (p > 0.05). The independent samples t-test indicated a significant difference in both vocabulary mastery and learning motivation between the experimental and control groups (p < 0.001). The experimental group achieved higher vocabulary scores (M = 13.20, SD = 1.55) than the control group (M = 8.90, SD = 2.18), with Cohen’s d = 2.27 showing a very large effect. Similarly, learning motivation was higher in the experimental group (M = 35.60, SD = 2.84) compared to the control group (M = 26.80, SD = 3.82), with Cohen’s d = 2.62. These findings confirm that songs are highly effective in enhancing cognitive and affective aspects of learning.