The Melodic Classroom: Enhancing Second Language (L2) English Vocabulary Acquisition through Islamic Songs for Kindergarten Students

Abstract

The study aims at finding the effectiveness of Islamic songs in enhancing English vocabulary acquisition and improving attitudes toward English learning among kindergarten children. The researchers applied a quantitative design study. The sample consisted of 40 learners aged 5 to 6 from an Islamic kindergarten who participated in a pre-test and post-test survey. The intervention incorporated English Islamic songs designed with repetitive, meaningful, and culturally relevant lyrics. Paired-samples t-test results indicated a significant improvement in vocabulary acquisition. The Marginal Homogeneity Test further showed significant positive shifts in students’ attitudes, motivation, and reduced anxiety toward learning English. These findings support key principles from Krashen’s Input Hypothesis, Vygotsky’s Social Constructivism, and Gardner’s Multiple Intelligences Theory, demonstrating that Islamic songs provide comprehensible input, emotional comfort, and increased engagement. The study highlights the pedagogical value of culturally grounded musical instruction in early English language education and suggests implications for future research.