Exploring the Relationship Between Students' Listening to English Pop Songs and Vocabulary Mastery

Abstract

This study investigates the relationship between students' engagement with English pop songs and their vocabulary mastery among 7th-grade students at SMPIT Al-Ibrah. Data were collected from the scores of a listening English pop songs questionnaire and a vocabulary mastery test. Pearson's correlation analysis revealed a significant positive correlation (p < 0.05) between students' listening to English pop songs and their vocabulary proficiency. The findings suggest that students who frequently engage with English pop songs tend to have better vocabulary mastery. This correlation underscores the potential of English pop songs as effective resources for vocabulary acquisition and listening skill development. The study highlights the importance of incorporating authentic and enjoyable materials into language learning activities to enhance students' motivation and engagement. Educators can leverage the power of music to create dynamic and immersive learning experiences that resonate with students' interests and preferences. However, the study's limitations include its focus on a single school and grade level. Future research could explore the long-term effects of integrating English pop songs into language learning curricula across diverse educational settings and age groups. Overall, this study contributes to our understanding of the role of English pop songs in language learning and underscores the importance of innovative approaches to language teaching and learning.