Improving English Vocabulary of the Fifth Grade Students at Santa Monica Elementary School Through YouTube English Songs
DOI:
https://doi.org/10.59011/austronesian.5.1.2026.122-133Keywords:
CAR, English Vocabulary, YouTube English SongsAbstract
This study examines the use of YouTube English Songs as a digital learning resource to enhance English vocabulary among fifth-grade students at Santa Monica Elementary School. Vocabulary mastery is a crucial component in English language learning, as it directly affects students’ ability to communicate and comprehend meaning. However, many students demonstrated limited vocabulary due to low engagement and passive participation during learning activities. This study aims to implement and evaluate YouTube English Songs as an instructional tool to improve students’ vocabulary. A Classroom Action Research (CAR) design with a qualitative approach was employed, involving 20 fifth-grade students across two cycles, each comprising the stages of planning, action, observation, and reflection. Data were collected through observation and pre-test and post-test instruments. The findings revealed that the use of YouTube English Songs significantly increased students’ engagement and motivation. Collaborative singing activities led to a substantial improvement in vocabulary knowledge, with average scores rising from 66.45 in the pre-test to 74.45 after Cycle 1, and further to 90.4 after Cycle 2. Challenges encountered included time management and the selection of songs aligned with learning themes. These findings indicate that learning vocabulary through English songs is an effective and enjoyable strategy that offers a dynamic alternative to conventional teaching methods. Educators are encouraged to integrate digital learning resources into their instructional practices, and further research is recommended to explore this approach across different educational contexts.
References
Abdala, J. (2024). A qualitative approach on the instructional materials used in teaching and learning of English Language in Tanzania’s secondary schools. Heliyon, 10(14), e34129. https://doi.org/10.1016/j.heliyon.2024.e34129
Albahiri, M. H., & Alhaj, A. A. M. (2020). Role of visual element in spoken English discourse: implications for YouTube technology in EFL classrooms. The Electronic Library, 38(3), 531–544. https://doi.org/10.1108/EL-07-2019-0172
Alghuwainem, G. (2025). Navigating Bilingualism: Language, power, and the social identity construction of the first Saudi elementary students to receive English language instruction. Ampersand, 15, 100227. https://doi.org/10.1016/j.amper.2025.100227
Andari, I. A. M. Y., & Wiguna, I. B. A. A. (2022). The Acquisition of English Vocabulary by Kindergarten Students through Children Songs. Kumarottama: Jurnal Pendidikan Anak Usia Dini, 1(2), 84–97. https://doi.org/10.53977/kumarottama.v1i2.396
Apridayani, A., & Waluyo, B. (2025). Valuing students’ mindsets in essay compositions: Active learning and feedback approaches. Social Sciences & Humanities Open, 11, 101273. https://doi.org/10.1016/j.ssaho.2024.101273
Aura, I., Hassan, L., & Hamari, J. (2021). Teaching within a Story: Understanding storification of pedagogy. International Journal of Educational Research, 106, 101728. https://doi.org/10.1016/j.ijer.2020.101728
Babari, P., Hielscher, M., Edelsbrunner, P. A., Conti, M., Honegger, B. D., & Marinus, E. (2023). A literature review of children’s and youth’s conceptions of the internet. International Journal of Child-Computer Interaction, 37, 100595. https://doi.org/10.1016/j.ijcci.2023.100595
Basöz, T. (2016). Pre-service EFL Teachers’ Attitudes towards Language Learning through Social Media. Procedia - Social and Behavioral Sciences, 232, 430–438. https://doi.org/10.1016/j.sbspro.2016.10.059
Britto, J. de. (2023). English Vocabulary Hacks. Penerbit Terang Sejati.
Coxhead, A. (2017). Vocabulary and English for Specific Purposes Research. Routledge.
Datu, Y. A. (2024). Panduan Praktis Bahasa Inggris untuk Era Teknologi. Literasi Nusantara Abadi Grup.
Fitriani, F. (2023). Super Simple Song®: The Potential Use of Educational Kids’ Songs to Boost Young Learners’ Vocabulary. Attractive : Innovative Education Journal, 5(2), 81–88. https://doi.org/10.51278/aj.v5i2.585
Hamilton, C., Schulz, J., Chalmers, H., & Murphy, V. A. (2024). Investigating the substantive linguistic effects of using songs for teaching second or foreign languages to preschool, primary and secondary school learners: A systematic review of intervention research. System, 124, 103350. https://doi.org/10.1016/j.system.2024.103350
Hao, Y., Lee, K. S., Chen, S.-T., & Sim, S. C. (2019). An evaluative study of a mobile application for middle school students struggling with English vocabulary learning. Computers in Human Behavior, 95, 208–216. https://doi.org/10.1016/j.chb.2018.10.013
Hidayati, L., & Syafryadin, S. (2023). Students’ Perceptions In Using YouTube to Improve Young Learners’ Vocabulary Viewed Islamic English Content. Edu-Ling: Journal of English Education and Linguistics, 6(2), 127–136. https://doi.org/10.32663/edu-ling.v6i2.3342
Hidayatullah, R. (2019). Pendekatan Musik untuk Anak di Era 4.0. CV. Rumah Kayu.
Indriyani, N., & Wakerkwa, D. A. P. (2024). Peningkatan Kosa Kata Bahasa Inggris melalui Lagu Anak-Anak di Sekolah Dasar Kampung Koa, Distrik Animha, Kabupaten Merauke, Papua Selatan. Akselerasi: Jurnal Pengabdian Masyarkat, 2(2), 143–148.
Jiang, Y., & Vásquez, C. (2025). Sharing as informal teaching: Identity construction of an English learner/teacher microcelebrity on Douyin. Discourse, Context & Media, 65, 100888. https://doi.org/10.1016/j.dcm.2025.100888
Kulsum, E. M., Sakina, R., Fauzan, E., & Fajriah, Y. N. (2023). Teaching Vocabulary to Young Learners Using YouTube Videos at A Private School in Sumedang. JEPAL: Journal of English Pedagogy and Applied Linguistics, 4(1), 51–61. https://doi.org/10.32627/jepal.v4i1.771
Leona, N. L., van Koert, M. J. H., van der Molen, M. W., Rispens, J. E., Tijms, J., & Snellings, P. (2021). Explaining individual differences in young English language learners’ vocabulary knowledge: The role of Extramural English Exposure and motivation. System, 96, 102402. https://doi.org/10.1016/j.system.2020.102402
Lewis, N. (2014). Word Power Made Easy: The Complete Handbook for Building a Superior Vocabulary. Vintage Books.
Milatia, N. M. (2022). Pemanfaatan Media Video Youtube dalam Penguasaan Vocabulary serta Pengembangan Pendidikan Berbasis Karakter. SEMBIO: Prosiding Seminar Nasional Biologi Dan Pendidikan Biologi, 1(1), 60–68. https://doi.org/10.59672/sembio.v1.2158
Munibi, A. Z. (2023). Pengaruh Penguasaan Kosakata dan Tata Bahasa terhadap Kemampuan Membaca Bahasa Inggris. Edukatif: Jurnal Ilmu Pendidikan, 5(1), 691–698. https://doi.org/10.31004/edukatif.v5i1.4732
Munthe, E. J. B., Simamora, M. A., Herman, H., Napitupulu, F. D., & Saragi, C. N. (2022). An Analysis of Contextual Meaning in Batak Toba Songs Lyric by Putri Silitonga: A Case on Semantics. American Journal of Research in Humanities and Social Sciences, 4(2), 12–23.
Putri, A. W. K., & Rustipa, K. (2023). Using Songs to Teach English Vocabulary to Young Learners in Kindergarten. Edunesia: Jurnal Ilmiah Pendidkan, 4(3), 1017–1030. https://doi.org/10.51276/edu.v4i3.485
Rahmanu, I. W. E. D., & Molnár, G. (2024). Multimodal immersion in English language learning in higher education: A systematic review. Heliyon, 10(19), e38357. https://doi.org/10.1016/j.heliyon.2024.e38357
Saha, M. (2023). English teachers’ attitudes towards learners: Effects on the rural pedagogies in Bangladesh. Ampersand, 10, 100107. https://doi.org/10.1016/j.amper.2022.100107
Simatupang, G. E., Sinambela, R., Manurung, A. O. P., Anggraini, D. F., Purba, T. M., Herman, H., Saragih, S. T., Hasibuan, R., & Siahaan, S. H. (2023). Meningkatkan Kosakata Bahasa Inggris Melalui Lagu Bahasa Inggris di Kelas 4 SD Swasta GKPS 2 Pematang Siantar. Beru’-Beru’: Jurnal Pengabdian Kepada Masyarakat, 2(1), 16–25.
Sinaga, L., & Tarigan, S. N. (2024). Improving the Students’vocabulary Mastery by Using English Song at Markus Middle School Medan. ELT (English Language Teaching Prima Journal), 5(2), 86–91. https://doi.org/10.34012/elt.v5i2.4774
Sulis, G., & Mercer, S. (2026). Engagement with English beyond the classroom: A qualitative study with middle school Austrian students. System, 139, 104034. https://doi.org/10.1016/j.system.2026.104034
Tohamba, C. P. P. (2025). The Use of YouTube in Improving English Vocabulary Mastery in Early Childhood: Systematic Literature Review. Journal of Instructional and Development Researches, 5(5), 500–510. https://doi.org/10.53621/jider.v5i5.595
Tram, N. H. M., Nguyen, T. T., & Tran, C. D. (2024). ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study. System, 127, 103528. https://doi.org/10.1016/j.system.2024.103528
Vitaloka, L. (2024). Peran Pengembangan dan Pemanfaatan Teknologi Pendidikan dan Pembelajaran dalam Meningkatkan Kualitas Belajar. Martyvel: Jurnal Pendidikan Dan Pembelajaran, 1(2), 44–48. https://doi.org/10.33084/martyvel.v1i2.7514
Widiantari, I. A. P. A., Dewi, N. L. P. E. S., & Artini, L. P. (2023). YouTube as an Alternative Learning Media forIndependent Bilingual Young Learners: A Review. JET: Journal of English Teaching, 9(1), 83–97. https://doi.org/10.33541/jet.v9i1.4611
Wulanjani, A. N. (2016). The Use of Vocabulary-Games in Improving Children’s Vocabulary in English Language Learning. Transformatika: Jurnal Bahasa, Sastra, Dan Pengajarannya, 12(1), 76–83.
Yin, R. K. (2016). Qualitative Research: From Start to Finish (2 (ed.)). The Guilford Press.
Zahari, E. K., & Ananda, R. P. (2024). Pemanfaatan Media Lagu Bahasa Inggris untuk Meningkatkan Penguasaan Vocabulary Siswa Di SDN 69 Bengkulu Tengah. JURPIKAT (Jurnal Pengabdian Kepada Masyarakat), 5(3), 832–841. https://doi.org/10.37339/jurpikat.v5i3.1842
Zwier, L. J., & Boers, F. (2022). English L2 Vocabulary Learning and Teaching: Concepts, Principles, and Pedagogy (1st ed.). Routledge. https://doi.org/10.4324/9781003172994
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Valentina Prawita Angkasa Pasaribu, Roihatul Millah, Widya Syafitri
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
