Incidental Vocabulary Learning Through English Songs: A Correlational Investigation
DOI:
https://doi.org/10.31154/sjip.v4i1.1499.14-23Keywords:
listening to English songs, vocabulary mastery, EFL students, correlational studyAbstract
Abstract
This study aimed to examine the relationship between students’ level of listening to English songs and their vocabulary mastery. A quantitative correlational design was employed, involving 82 middle school students. Data were collected through a questionnaire measuring students’ listening habits and a vocabulary test consisting of 18 items. The data were analyzed using descriptive statistics and the Pearson product–moment correlation. The results indicated that both the level of listening to English songs (M = 3.34, SD = 0.82) and vocabulary mastery (M = 70.60, SD = 19.10) were at a moderate level. However, the correlation analysis showed a very weak negative relationship between the two variables (r = –0.127, p = 0.255), which was not statistically significant. These findings suggest that listening to English songs alone does not significantly contribute to students’ vocabulary mastery. Therefore, structured instructional strategies and active vocabulary practice are recommended to enhance students’ vocabulary development.
Keywords: listening to English songs, vocabulary mastery, EFL students, correlational study.
Abstrak
Penelitian ini bertujuan untuk mengkaji hubungan antara tingkat kebiasaan siswa dalam mendengarkan lagu berbahasa Inggris dan penguasaan kosakata mereka. Penelitian ini menggunakan desain kuantitatif korelasional dengan melibatkan 82 siswa sekolah menengah sebagai responden. Data dikumpulkan melalui kuesioner untuk mengukur kebiasaan mendengarkan lagu berbahasa Inggris serta tes kosakata yang terdiri dari 18 butir soal. Data dianalisis menggunakan statistik deskriptif dan korelasi Pearson product–moment. Hasil analisis menunjukkan bahwa tingkat mendengarkan lagu berbahasa Inggris (M = 3,34; SD = 0,82) dan penguasaan kosakata (M = 70,60; SD = 19,10) berada pada kategori sedang. Namun, analisis korelasi menunjukkan adanya hubungan negatif yang sangat lemah antara kedua variabel (r = –0,127; p = 0,255) dan tidak signifikan secara statistik pada taraf 0,05. Temuan ini menunjukkan bahwa mendengarkan lagu berbahasa Inggris saja tidak memberikan kontribusi yang signifikan terhadap penguasaan kosakata siswa. Oleh karena itu, diperlukan strategi pembelajaran yang terstruktur dan latihan kosakata yang aktif untuk meningkatkan perkembangan kosakata siswa.
Kata kunci: mendengarkan lagu berbahasa Inggris, penguasaan kosakata, siswa EFL, studi korelasional.
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