Enhancing Students' Vocabulary Mastery through English Song Lyrics at Man 2 Bulukumba: A Classroom Action Research

Introduction

Vocabulary plays a fundamental role in the process of learning and using a language. In English language learning, having sufficient vocabulary is important for students to understand information, communicate their thoughts, and participate effectively in various language activities. Therefore, vocabulary development is an important aspect of English language education, particularly in English as a Foreign Language (EFL) contexts. A sufficient level of vocabulary knowledge can help students understand both spoken and written language and support them in expressing their ideas more appropriately. In addition, vocabulary knowledge provides students with the basic linguistic resources needed to engage in classroom activities and interact with others using English.

Because it makes it possible for students to understand texts, communicate effectively, and convey ideas, vocabulary mastery is widely acknowledged as one of the essential elements of learning the English language. The development of the four language skills, namely listening, speaking, reading, and writing, in English as a Foreign Language (EFL) situations is based on vocabulary knowledge. Students sometimes find it difficult to comprehend course topics and correctly express their ideas when they lack an adequate vocabulary. Limited vocabulary may also make students hesitant to participate in classroom activities because they may have difficulty finding appropriate words to express what they want to say. In contrast, students with a wider range of vocabulary are more likely to understand learning materials and communicate their ideas with greater clarity and confidence. According to Nation (2001), vocabulary knowledge includes not just comprehending word meanings but also identifying pronunciation, spelling, collocations, and suitable usage in various settings. Thus, vocabulary knowledge involves several aspects that enable learners to recognize, understand, and use words appropriately in different language situations. Therefore, increasing vocabulary knowledge continues to be a key goal of teaching English, as it supports students’ overall language development and helps them participate more effectively in English learning activities.

Despite its importance, vocabulary learning continues to be a significant challenge for many Indonesian EFL learners. Students are frequently exposed to teacher-centered instruction that emphasizes memorizing isolated word lists rather than using vocabulary in authentic communicative contexts. Such practices often result in limited vocabulary retention and low engagement in classroom activities. Consequently, students experience difficulty understanding English texts, expressing ideas during speaking activities, and applying newly learned vocabulary appropriately. These problems highlight the need for instructional media that can provide meaningful language input while simultaneously increasing students’ motivation to learn.

One instructional medium that has attracted considerable attention is the use of English song lyrics. Songs combine language, rhythm, and repetition, allowing learners to encounter vocabulary naturally and repeatedly Mayer's Multimedia Learning Theory (2021) states that when verbal knowledge is combined with audio stimuli, pupils learn more efficiently. Songs provide language learners the chance to concurrently integrate context, meaning, and pronunciation. Additionally, frequent exposure to vocabulary through song lyrics encourages meaningful language acquisition and long-term vocabulary retention.

English songs are beneficial for acquiring vocabulary, according to earlier research. Almuizzah and Hindriana (2025) discovered that by offering fun and interesting learning opportunities, song-based learning improved students' vocabulary development. Similarly, Mustafidah and associates (2025) reported that authentic song lyrics promoted vocabulary retention through repeated exposure to contextual language. Yuliana and Saputra (2020) also concluded that songs improved learners' pronunciation and vocabulary comprehension while increasing classroom participation. These studies indicate that songs have considerable potential as instructional media for vocabulary learning.

However, most previous studies employed experimental or descriptive research designs that primarily measured learning outcomes after treatment. Relatively few studies have examined how English song lyrics can be implemented through Classroom Action Research (CAR) to address authentic classroom problems, particularly in Indonesian Islamic senior high schools. Moreover, limited attention has been given to documenting how continuous reflection and instructional improvement across action research cycles contribute to students’ vocabulary development. This gap suggests the need for research that not only measures learning outcomes but also explores the instructional process through iterative classroom interventions.

A preliminary observation conducted at MAN 2 Bulukumba revealed that many eleventh-grade students had limited English vocabulary mastery. Students encountered difficulties in understanding unfamiliar words, pronouncing vocabulary accurately, and applying vocabulary appropriately during speaking activities. As a result, classroom interaction was limited because many students hesitated to participate in English discussions. The English teacher also reported that conventional vocabulary instruction had not produced satisfactory improvement. These findings indicated that a more engaging and contextual instructional medium was needed to facilitate vocabulary learning.

To address this problem, the present study implemented English song lyrics as an teaching tool within the scope of classroom action research. This research highlights the process of enhancing classroom practice via preparation, action, observation, and reflection, in contrast to earlier studies that only assessed the efficacy of songs through experimental comparisons. By integrating authentic song lyrics into vocabulary learning activities, the study seeks to create meaningful learning experiences that promote vocabulary acquisition and active classroom participation.

Therefore, this study aims to investigate the extent to which the use of English song lyrics enhances students' vocabulary mastery at MAN 2 Bulukumba. Specifically, the study addresses the following research question: To what extend the use of English song lyrics enhances students’ English vocabulary mastery at Man 2 Bulukumba?

Research Method

Research Design

This study employed Classroom Action Research (CAR) founded on the four-stage paradigm of planning, activity, observation, and reflection put forward by Kemmis and McTaggart. Classroom Action Research was chosen because it is intended to address real-world issues that arise during classroom instruction while also enhancing the caliber of the teaching and learning process. Planning the instructional activities, carrying out the action, monitoring the students' vocabulary growth and learning process, and evaluating the implementation's advantages and disadvantages to identify future improvements comprised each of the two cycles of this study.

The implementation of English song lyrics served as the instructional medium to enhance students' vocabulary mastery during speaking activities. In Cycle I, the researcher used Send It On as the learning material, while Heal the World was implemented in Cycle II after considering the reflection results from the previous cycle. The second song was selected because it contains more familiar vocabulary and explicit expressions that were expected to facilitate students’ vocabulary acquisition more effectively.

Subject

Twenty-five eleventh-grade students from MAN 2 Bulukumba served as the study's subjects. Purposive sampling was used to choose the participants based on the preliminary observation's findings and the English teacher's recommendation. The pupils' poor command of English vocabulary during speaking exercises led to the selection of this class. Their average vocabulary performance remained below the Minimum Mastery Criterion (KKM) set by the school, demonstrating the necessity of improving instruction using suitable learning resources.

Instrument

The primary instrument used in this study was a speaking performance test focusing on students' vocabulary mastery. The assessment employed an analytic scoring rubric adapted to evaluate four vocabulary indicators: understanding word meaning, pronunciation, vocabulary use, and contextual use of vocabulary during speaking performance. The speaking performance test was administered three times, namely during the diagnostic stage, Cycle I, and Cycle II, to identify students' vocabulary improvement throughout the research process.

To strengthen the research findings, classroom observations and reflective notes were also employed to document students' participation, classroom interaction, and responses toward the implementation of English song lyrics during the teaching and learning process.

Research Procedure

The research was conducted through two action cycles following the Kemmis and McTaggart model.

Planning

During the planning stage, the researcher prepared lesson plans based on the Problem-Based Learning (PBL) approach, selected appropriate English songs, prepared students' worksheets, developed vocabulary assessment rubrics, and designed learning activities that integrated English song lyrics into vocabulary learning. The researcher also prepared observation sheets and classroom documentation to support the implementation of the research.

Action

The action stage involved implementing vocabulary learning through English song lyrics in classroom activities. Students first listened to the selected song while reading the lyrics. Subsequently, they identified unfamiliar vocabulary, discussed word meanings and pronunciation, completed vocabulary exercises, and practiced using newly learned vocabulary during speaking activities. In Cycle I, students learned through the song Send It On, whereas Cycle II employed Heal the World with improved instructional strategies based on the reflection from Cycle I.

Observation

During the observation stage, the researcher monitored students’ participation, vocabulary development, classroom interaction, and responses throughout the learning process. Students’ vocabulary performance was assessed using the analytic scoring rubric, while classroom observations and reflective notes were used to record the implementation process and identify areas requiring improvement.

Reflection

In order to assess the efficacy of the teaching activities, the researcher examined the findings of the vocabulary assessment and classroom observations following each cycle. The reflection focused on identifying the strengths and limitations of the implementation in each cycle and determining necessary revisions for the subsequent cycle. The reflection results from Cycle I became the basis for improving instructional strategies implemented in Cycle II.

Data Analysis

Descriptive statistics were used to examine the gathered data. The mean scores from the diagnostic stage, Cycle I, and Cycle II were used to examine the vocabulary mastery of the students. The degree of vocabulary growth following the use of English song lyrics was also determined by calculating the percentage of pupils meeting the Minimum Mastery Criterion (KKM). In order to offer a thorough explanation of the teaching and learning process, the quantitative results were corroborated by classroom observations and reflective notes.

The extent of students' vocabulary improvement was determined by comparing the diagnostic results with those obtained in Cycle I and Cycle II. The analysis focused on changes in students' vocabulary mastery across the four assessment indicators and the overall improvement achieved throughout the Classroom Action Research.

Research Findings And Discussion

The purpose of this study was to find out how much using English song lyrics improved MAN 2 Bulukumba students' vocabulary proficiency. Speaking performance tests given during the diagnostic stage, Cycle I, and Cycle II yielded the results. Four indicators word meaning comprehension, pronunciation, vocabulary usage, and contextual vocabulary use during speaking performance were used to assess vocabulary competence. The results show that when the Classroom Action Research was implemented, pupils' vocabulary mastery gradually improved.The purpose of this study was to find out how much using English song lyrics improved MAN 2 Bulukumba students' vocabulary proficiency. Speaking performance tests given during the diagnostic stage, Cycle I, and Cycle II yielded the results. Four indicators word meaning comprehension, pronunciation, vocabulary usage, and contextual vocabulary use during speaking performance were used to assess vocabulary competence. The results show that when the Classroom Action Research was implemented, pupils' vocabulary mastery gradually improved.

Improvement of Students' Vocabulary MasteryFrom the diagnostic stage to Cycle II, pupils' vocabulary mastery greatly increased, according to the quantitative results. at Cycle II, the mean score rose from 27.25 at the diagnostic stage to 78.50. Additionally, the proportion of students who met the Minimum Mastery Criterion (KKM) rose from 0% during the diagnostic phase to 40% throughout Cycle II. These results show that using English song lyrics improved students' vocabulary growth.

Table 1. Students’ Vocabulary Mastery Across Research Cycles

The results demonstrate a significant improvement in students' vocabulary proficiency over the research cycles. The majority of pupils struggled to accurately pronounce words, comprehend word meanings, and use newly taught vocabulary during speaking exercises throughout the diagnostic stage. Their vocabulary knowledge was limited, which affected their ability to communicate ideas effectively.After the implementation of English song lyrics in Cycle I, students demonstrated noticeable improvement in identifying vocabulary, understanding meanings, and using selected words during classroom discussions. However, some students still experienced difficulties in pronunciation and contextual vocabulary use. Therefore, improvements were made in Cycle II by selecting a song containing more familiar vocabulary and providing additional vocabulary-focused activities.The results of Cycle II showed that students achieved a considerably higher level of vocabulary mastery. Students became more capable of understanding vocabulary meanings, pronouncing words accurately, and applying vocabulary appropriately in speaking activities. The improvement indicates that repeated exposure to vocabulary through song lyrics facilitated vocabulary acquisition and retention.

Students’ Vocabulary Development During Classroom Activities

During vocabulary acquisition exercises, students' engagement increased, according to observations made in the classroom. Students were typically quiet and unwilling to take part in class discussions throughout the diagnostic phase. Many pupils found it difficult to comprehend new words and frequently relied on instructor explanations.During Cycle I, students showed greater interest when learning through song lyrics. The combination of listening to songs, reading lyrics, and discussing vocabulary created a more enjoyable learning atmosphere. Students actively participated in identifying unfamiliar words and discussing their meanings with peers.In Cycle II, students demonstrated higher participation and stronger vocabulary retention. Most students were able to recognize target vocabulary independently and apply the vocabulary during speaking activities. They also appeared more confident when expressing ideas using newly acquired vocabulary. These classroom observations support the quantitative findings that English song lyrics facilitated vocabulary learning effectively.

Discussion

The findings of this study indicate that the use of English song lyrics effectively enhanced students' vocabulary mastery at MAN 2 Bulukumba. The improvement can be observed through the increase in students' mean scores and their ability to use vocabulary more accurately during speaking activities. The findings suggest that song lyrics function as meaningful instructional media that expose students to authentic language in an enjoyable learning environment.One important factor contributing to the improvement was the contextual nature of vocabulary presented in song lyrics. Unlike isolated vocabulary lists, song lyrics provide vocabulary within meaningful sentences and communicative contexts. This contextual exposure helps students understand word meanings more effectively and facilitates long-term retention. According to Nation (2001), vocabulary mastery involves understanding not only word meanings but also how words are used in different contexts. The findings of this study support this perspective, as students demonstrated improved ability to apply vocabulary appropriately during speaking tasks.Another factor influencing vocabulary improvement was repeated exposure to target vocabulary. During the learning process, students repeatedly listened to songs, read lyrics, and practiced vocabulary through various classroom activities. This repetition strengthened vocabulary retention and enabled students to recall vocabulary more easily during speaking activities. The findings support previous studies which reported that repeated encounters with vocabulary through songs contribute significantly to vocabulary acquisition and retention.The findings also revealed differences between the implementation of Send It On in Cycle I and Heal the World in Cycle II. During Cycle I, some students still experienced difficulties because several expressions in Send It On required interpretation and contained less familiar vocabulary. Consequently, vocabulary acquisition was not optimal for all students. In contrast, Heal the World contained more familiar and explicit vocabulary, making it easier for students to understand meanings and use vocabulary appropriately. Students' vocabulary scores increased throughout Cycle II as a result. These results show that the choice of song lyrics has a significant impact on how successful song-based vocabulary training is. Songs with simple, well-known language are more suited to help EFL learners expand their vocabulary.Additionally, English song lyrics improved the learning environment and boosted student engagement in class activities. Students' boredom was decreased and active participation was promoted by the combination of music, rhythm, and relevant linguistic input. Compared to more conventional vocabulary acquisition exercises, students seemed more excited while recognizing terminology from song lyrics. This result is consistent with Mayer's multimedia learning theory, which highlights that when learning activities incorporate several modalities of representation, learners absorb information more efficiently.Additionally, the results of this investigation align with earlier studies. According to Almuizzah and Hindriana (2025), English songs foster vocabulary growth by providing interesting educational opportunities. In a similar vein, Mustafidah et al. (2025) discovered that frequent exposure to real language through song-based training promotes vocabulary learning. According to these studies, the current study shows that English song lyrics can serve as a useful teaching tool for enhancing vocabulary knowledge in EFL courses.Overall, the results show that pupils' vocabulary mastery at MAN 2 Bulukumba was much improved by English song lyrics. Contextual language exposure, frequent exposure to target vocabulary, meaningful learning experiences, and heightened student participation in class activities all contributed to the improvement. Thus, in EFL circumstances, English song lyrics might be regarded as an efficient substitute teaching medium for vocabulary acquisition.

Conclusion

This classroom action study examined how much students' vocabulary knowledge at MAN 2 Bulukumba improved when English song lyrics were used. The results showed that using English song lyrics enhanced students' vocabulary knowledge throughout the course of the research cycles. During speaking exercises, students demonstrated significant growth in their comprehension of word meanings, correct pronunciation, proper vocabulary use, and application of recently learned terms. The quantitative results showed that pupils' vocabulary mastery had significantly improved. at Cycle II, the mean score rose from 27.25 at the diagnostic stage to 78.50. Additionally, the proportion of students who met the Minimum Mastery Criterion (KKM) rose from 0% to 40%. These results show that using English song lyrics in the classroom gave pupils significant chances to learn and remember new vocabulary more successfully. The use of English song lyrics increased students' engagement in vocabulary learning exercises, according to additional observations made in the classroom.

An engaging and significant learning environment was produced by the combination of listening to songs, examining lyrics, talking about vocabulary definitions, and using vocabulary during speaking exercises. Through contextualized language exposure, this teaching method promoted active student participation and aided in vocabulary development. The choice of suitable songs had a major impact on students' vocabulary growth, which is another key finding of the study. Because Heal the World's language was more recognizable, clear, and simple for pupils to comprehend, its deployment in Cycle II yielded superior learning results than Send It On. As a result, when speaking, students showed improved language memory and more precise word usage. The study's overall findings indicate that English song lyrics are a useful teaching tool for improving students' vocabulary acquisition in EFL classes. The results indicate that in order to give real language input, meaningful learning experiences, and increased student engagement, English teachers should think about including properly chosen song lyrics into vocabulary training.

Funding

No particular grant from a governmental, private, or nonprofit funding organization was obtained for this study.Informed Consent Statement

This study's participation was completely voluntary. Participants were made aware of the goals, methods, and advantages of the study prior to its execution. They received guarantees that all personal data would be kept private and used only for educational objectives. At any point throughout the trial, participants were free to leave without facing any repercussions.

Data Availability Statement

Because they contain information that might jeopardize the research participants' privacy, the data supporting the study's conclusions are not made publicly available. However, upon fair request for scholarly purposes, the associated author will provide the data.

Acknowledgement

The headmaster, the English instructor, and the eleventh-grade students of MAN 2 Bulukumba are all much appreciated by the authors for their collaboration and active involvement in this study. Additionally, the authors would like to express their sincere gratitude to the supervisors from Universitas Muhammadiyah Makassar's Master of English Education Program for their invaluable advice, helpful recommendations, and unwavering support during this study.