Examining the Effects of Modified Songs on Vocabulary Mastery and Learning Motivation: A Mixed-Methods Study of Indonesian EFL Learners

La SUNRA; Syarifah FARAHDIBA; MELINDA

doi:10.31963/rial.v4i1.6232

Authors

La SUNRA Universitas Negeri Makassar https://orcid.org/0009-0003-7337-4126
Syarifah FARAHDIBA Universitas Negeri Makassar https://orcid.org/0009-0005-1289-2995
MELINDA Universitas Negeri Makassar https://orcid.org/0009-0007-6967-3050

DOI:

https://doi.org/10.31963/rial.v4i1.6232

Keywords:

modified songs, vocabulary mastery, learning motivation, EFL, mixed-methods research, affective filter

Abstract

Vocabulary acquisition remains a central yet challenging aspect of English as a Foreign Language (EFL) instruction, particularly in fostering learners’ motivation at the lower secondary level. This mixed-methods study examined the effects of modified songs on vocabulary mastery and learning motivation among Indonesian EFL learners. Employing a pre-experimental design with one-group pretest–posttest, while quantitative data were collected from twenty-five seventh-grade students at a junior high school over five instructional sessions integrating modified songs, targeted vocabulary instruction, and interactive learning activities. The findings revealed a significant improvement in students’ vocabulary achievement, with mean scores increasing from 69.64 to 89.12 and an N-Gain of 64.47%, indicating high instructional effectiveness. To enrich the quantitative results, qualitative data were obtained through semi-structured interviews with three purposively selected students and analyzed thematically. The analysis indicated heightened learner engagement, enjoyment, and confidence in using English. Overall, the study demonstrates that modified songs function as an effective pedagogical approach for enhancing vocabulary acquisition while positively influencing affective dimensions of learning, highlighting their potential value in lower secondary EFL classrooms.

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