TEACHER'S PERCEPTIONS OF USING SONG IN TEACHING ENGLISH VOCABULARY AT MIS MAMBAUL ULUM DAHU KEDIRI

Hidayat, Muhammad Nur (2025) TEACHER'S PERCEPTIONS OF USING SONG IN TEACHING ENGLISH VOCABULARY AT MIS MAMBAUL ULUM DAHU KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

This research explores the English teacher’s perception and implementation of song as a medium for teaching vocabulary to fifth-grade students at MIS Mambaul Ulum Dahu Kediri. Recognizing the importance of creating engaging and meaningful learning experiences for young learners, the research aims to describe the teaching’s beliefs about using songs, examine how songs are implemented in the classroom, and identify the benefits and challenges of this approach. A descriptive qualitative method was employed, involving classroom observations, semi-structured interviews with the English teacher, and documentation analysis of lesson plans. Data collection was focused on a fifth grade class of 30 students learning vocabulary on the topic of Body Parts through structured song-based activities. The integration of song in teaching was designed to align with Thornbury’s (2002) stages of vocabulary instruction presentation, practice, and production while applying Vygotsky’s (1978) sociocultural principles of scaffolding and interaction. The lesson planning also demonstrated sensitivity to Gardner’s (1983) theory of multiple intelligences by combining musical, linguistic, kinesthetic, and interpersonal learning modes, aiming to reduce anxiety and enhance motivation in line with Krashen’s (1982) Affective Filter Hypothesis. The results indicate that the teaching holds a highly positive and reflective perception of using songs for vocabulary instruction. Songs were perceived as effective in fostering student motivation, reducing anxiety, and enhancing recall through repetition, rhythm, and contextualized input. The teaching purposefully selected and adapted songs to match curriculum objectives and learners’ cognitive development. Classroom observations confirmed structured lesson stages that integrated singing, gestures, multimedia support, and interactive tasks to reinforce vocabulary learning. However, challenges included students’ pronunciation difficulties, the need for age-appropriate song selection, and limited opportunities for students to produce full sentences independently during the production stage. The research concludes that songs, when carefully selected and strategically implemented, can serve as powerful instructional tools that align with Thornbury’s (2002) vocabulary teaching stages, Vygotsky’s (1978) sociocultural theory, and Gardner’s (1983) multiple intelligences theory. This research underscores the need for intentional instructional design, reflective teaching practice, and institutional support to maximize the pedagogical potential of songs in teaching English vocabulary to young learners.

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