The Impact of Singing on Second Language Acquisition in Indonesian ESL Learners

This quantitative study investigates the impact of singing songs on English as a Second Language vocabulary acquisition. Sixty Indonesian ESL learners were randomized into experimental and control groups, with the experimental group engaging in singing activities while the control group followed traditional instruction. Pre-test and post-test assessments in vocabulary, pronunciation, and translation were completed. The experimental group showed substantial gains across all metrics, including a 15.3 point vocabulary increase, 2.3 point pronunciation improvement, and 5.8 point translation enhancement (all p<0.001). Outcomes align with prior research on singing for language learning and support incorporating singing into ESL teaching to actively engage learners and improve linguistic skills. Limitations include short-term analysis and adult-focused sampling. Recommendations are longitudinal research, diverse participants, qualitative inquiries into experiences, and continued singing technique optimization.


Introduction
The process of language acquisition is inherently multifaceted, encompassing a myriad of interconnected components, wherein the acquisition of vocabulary assumes a pivotal role in facilitating second language (L2) learning.Proficiency in vocabulary, therefore, transcends mere linguistic competence, emerging as a fundamental cornerstone of language mastery and concurrently standing as a critical determinant of communicative competence (Meara, 1980;Teng, 2022).Particularly within the realm of English as a Second Language (ESL) learners, the acquisition of vocabulary presents itself as a complex endeavour fraught with unique challenges, frequently emanating from distinctions in linguistic backgrounds, cultural contexts, and the extent of exposure to the English language beyond the confines of the classroom.
The foundation of language proficiency lies in the comprehensive grasp of vocabulary, serving as the linchpin that exerts its influence over various language modalities such as listening, speaking, reading, and writing skills (Folse, 2006;Zahar et al., 2001).Within the domain of second language (L2) acquisition, the imperative of cultivating an expansive and nuanced vocabulary cannot be overstated, as it plays an indispensable role in fostering both effective communication and comprehension (Amin, 2013;Qureshi et al., 2023).This significance of vocabulary acquisition attains heightened prominence and becomes even more pronounced in the context of English as a Second Language (ESL) settings, where learners find themselves traversing the intricate terrain of a new linguistic environment, grappling with the multifaceted challenges that such a linguistic transition entail (Duff et al., 2015;Tuakia, 2022).
In the pursuit of vocabulary acquisition, individuals engaged in the process of English as a Second Language (ESL) learning often confront an array of diverse obstacles that impede their linguistic advancement.These challenges, which manifest in varied forms, may emanate from disparities in language structures, a constrained exposure to authentic language usage, and the imperative necessity of comprehending the intricacies inherent in English expressions (Jamal, 2016).It is of paramount importance to underscore that the resolution and mitigation of these aforementioned challenges assume a critical role, as addressing them effectively stands as an indispensable prerequisite for augmenting and fortifying the overall language proficiency of ESL learners.
The main goal of this study is to carefully examine how singing songs can be used as a helpful teaching method to improve vocabulary learning in English as a Second Language (ESL) students.It is important to highlight that music, in its various forms, is widely recognized as a powerful tool for language acquisition, engaging learners both cognitively and emotionally.By thoroughly exploring how singing songs affects the vocabulary learning process, the overall aim of this research is to provide valuable insights that can inform and improve current language teaching methods for the academic community.
The decision to delve into the exploration of the impact of singing songs on second language (L2) vocabulary learning arises from a compelling necessity for creative and captivating instructional methodologies.Unravelling the ways in which music, specifically through singing songs, can enhance the process of vocabulary acquisition not only introduces an innovative dimension but also furnishes educators with a novel means of nurturing language development.This research endeavour is driven by the overarching objective of bridging the divide between conventional language instruction methods and modern, student-centered approaches, aiming to contribute to a more comprehensive and effective pedagogical landscape.

Role of Music and Singing in Language Learning
Music and singing have been recognized as powerful tools for language learning due to their ability to engage learners both emotionally and cognitively.Research in this domain has explored the impact of musical elements, such as rhythm, melody, and repetition, on language retention and recall.Understanding the cognitive processes involved in music-based language learning sets the stage for investigating how singing songs can contribute to L2 vocabulary acquisition.Good et al. (2015) conducted a study that aimed to explore the extension of the widely accepted idea that memory for text can be enhanced through song to foreign language learning.They focused on the intrinsic motivational and attention-focusing aspects of singing, which are known to be enjoyable for learners across various age groups.The study involved Spanishspeaking Ecuadorian children who learned a novel English passage over two weeks, with one group learning it as a song and another as an oral poem.The participants were tested on their ability to recall the passage, pronounce English vowel sounds, and translate target terms from English to Spanish.The results confirmed the researchers' predictions, showing that children in the sung condition outperformed those in the spoken condition across all three domains.Notably, the advantage of learning through song persisted even after a six-month delay, highlighting the enduring benefits of this approach and suggesting important implications for foreign language instruction.Busse et al. (2021) addressed the impact of singing as a supplementary strategy in language teaching, specifically focusing on its effect on grammar learning.Conducting an intervention study with primary English as a Foreign Language (EFL) learners, the researchers compared the outcomes of teaching new vocabulary and grammar through either singing or speaking lyrics.The results revealed that students in the singing group exhibited similar vocabulary gains as the control group and even larger gains than the speaking group.Importantly, singing students outperformed both groups in spelling and grammar learning.The study also highlighted the positive affective impact of singing, emphasizing the potential benefits of incorporating singing into language instruction, especially in terms of enhancing grammar learning.Zhang et al. (2023) investigated the effect of a three-session classroom-based training program involving singing songs with familiar melodies on second-language pronunciation and vocabulary learning.Involving 95 adolescent Chinese ESL learners, the study compared two groups-one learning lyrics through singing and the other through recitation.Both groups, guided by a native English singer/instructor, showed gains in vocabulary and pronunciation after training, with the singing group outperforming the speech group.These findings supported the value of using songs with familiar melodies in the early stages of learning a second language in an ESL classroom context.The study underscored the efficacy of incorporating music, particularly familiar melodies, in improving both pronunciation and vocabulary acquisition among ESL learners.

Cognitive and Psychological Aspects of Music-Enhanced Language Learning
Examining the cognitive and psychological dimensions of music-enhanced language learning provides insights into the mechanisms underlying the effectiveness of this approach.Studies have delved into the role of music in memory retention, attentional focus, and emotional engagement.Exploring these aspects contributes to a comprehensive understanding of how singing songs can influence the cognitive and emotional dimensions of ESL learners during vocabulary acquisition.
Slevc & Miyake ( 2006) conducted a study exploring the relationship between musical ability and second-language (L2) proficiency in adult learners.The research focused on assessing L2 proficiency in receptive phonology, productive phonology, syntax, and lexical knowledge.Other factors, including age of L2 immersion, language use patterns, exposure, and phonological short-term memory, were also examined.Hierarchical regression analyses were employed to determine if musical ability explained unique variance in each domain of L2 ability.The results indicated that musical ability predicted L2 phonological ability, both receptive and productive, even after controlling for other factors.However, it did not explain unique variance in L2 syntax or lexical knowledge.These findings suggest a potential facilitative role of musical skills in the acquisition of L2 sound structure, contributing to the growing body of evidence linking language and music.Slevc et al. (2009) delved into the domain specificity or domain generality of syntactic processing, a central aspect of linguistic cognition.The experiments simultaneously manipulated syntactic processing demands in language and music.Participants engaged in self-paced reading of garden path sentences paired with musical chords forming a coherent progression.When structurally unexpected words were paired with harmonically unexpected chords, participants exhibited enhanced garden path effects.This interaction was not observed when the critical words violated semantic expectancy or when the critical chords violated timbral expectancy.The results supported the shared syntactic integration resource hypothesis, suggesting that music and language draw on a common pool of limited processing resources for integrating elements into syntactic structures.Kang & Williamson (2014) explored the impact of background music on second-language learning in a two-week trial with ecologically valid conditions.Participants undertaking a beginners' CD-based course in Mandarin Chinese or Arabic were randomly assigned to CDs with or without accompanying music.Chinese learners who received music CDs outperformed those without music CDs on tests of recall and translation, demonstrating the facilitating effect of certain music in the initial stages of language learning.The study highlighted the complex interplay between music and language, demonstrating both helpful and hindering effects depending on the context and nature of the concurrent cognitive task.
Despite the growing body of literature on language learning methods and the role of music, there are noticeable gaps that necessitate further exploration.Specifically, existing research may not sufficiently address the effectiveness of singing songs as a targeted intervention for L2 vocabulary acquisition among ESL learners.The literature may lack detailed insights into the differential impacts of singing songs based on learner characteristics or proficiency levels.Identifying and addressing these gaps will contribute to a more nuanced understanding of the potential benefits and limitations of integrating singing songs into ESL vocabulary instruction.This literature review establishes the groundwork for the current research by synthesizing findings from previous studies on L2 vocabulary learning, exploring the role of music in language acquisition, delving into cognitive and psychological aspects of music-enhanced learning, and pinpointing existing gaps in the literature that the current study aims to address.

Method
This study will employ a quantitative research approach to systematically investigate and measure the impact of singing songs on L2 vocabulary learning.The quantitative approach allows for the collection of numerical data, enabling statistical analysis to draw meaningful conclusions.A randomized control group design will be utilized, where participants will be randomly assigned to either the experimental group, engaging in singing activities, or the control group, following traditional instructional methods.This design allows for the establishment of causation between the independent variable (singing) and the dependent variable (vocabulary learning).
60 participants in this study will be drawn from Indonesian ESL learners.In this study, participants were diverse, spanning various demographic factors.The average age was 25.4 years with a standard deviation of 3.2 years, indicating a relatively narrow age distribution.Gender distribution shaped the participant pool, with 40% male and 60% female, reflecting a deliberate effort for a representative sample and recognizing potential gender-related influences on outcomes.Language proficiency levels were crucial.The majority were intermediate (50% or 30 participants), with beginners at 20% (12 participants) and advanced at 30% (18 participants).This distribution ensures a comprehensive understanding across different language competency levels.
A comprehensive pre-test and post-test will be designed to assess participants' baseline vocabulary knowledge and their progress after the intervention.The assessments will include tasks related to vocabulary recall, pronunciation, and translation.Specific tools, such as standardized vocabulary tests or task-based assessments, will be employed to measure participants' proficiency in the target vocabulary.These tools will be selected based on their reliability and validity for assessing L2 vocabulary acquisition.
Descriptive statistics, such as means, standard deviations, and frequency distributions, will be used to summarize and describe the characteristics of the participant sample and their performance on assessments.Inferential statistics, paired t-tests, will be employed to determine the significance of differences between the experimental and control groups' performance on vocabulary learning tasks.The data will be interpreted to draw conclusions regarding the impact of singing on L2 vocabulary acquisition.Patterns, trends, and statistically significant differences will be considered to address the research questions and hypotheses.

Results and Discussion
In Table 1, the performance on pre-test and post-test assessments for Vocabulary Knowledge is displayed.Specifically, the mean score on the pre-test is indicated to be 22.5 (Standard Deviation (SD) = 4.3, Standard Error of the Mean (SEM) = 0.787), based on a participant pool comprising 30 individuals.In contrast, the post-test mean demonstrates a statistically significant increase to 37.8 (SD = 5.1, SEM = 0.928) within the same cohort of participants.The paired sample t-test in Table 2 indicates a substantial improvement in Vocabulary Knowledge after the intervention.The mean difference between the pre-test and post-test scores was 15.3 (SD = 6.62), with a standard error mean of 0.928.The 95% confidence interval for the difference ranged from 12.4 to 18.2, highlighting the precision of the estimate.The statistical analysis outcomes, including the t-value of 16.53 with 29 degrees of freedom, indicate a highly significant improvement in Vocabulary Knowledge scores after the intervention (p < 0.001).This suggests that the observed increase in mean scores is not likely due to random chance and supports the effectiveness of the intervention in enhancing vocabulary acquisition.
These findings underscore the impact of the intervention on Vocabulary Knowledge, with the post-test scores reflecting a substantial and statistically significant improvement compared to the pre-test.The results provide robust evidence supporting the hypothesis that singing songs facilitates L2 vocabulary learning, as evidenced by the significant positive change in scores among the participants.Table 3 presents the performance on pre-test and post-test assessments for Pronunciation Accuracy.The mean score on the pre-test was 5.9 (SD = 1.4,SEM = 0.257) for 30 participants, while the post-test mean increased to 8.2 (SD = 1.6, SEM = 0.293) for the same set of participants.The paired sample t-test in Table 4 reveals a notable improvement in Pronunciation Accuracy following the intervention.The mean difference between the pre-test and post-test scores was 2.3 (SD = 2.08), with a standard error mean of 0.293.The 95% confidence interval for the difference ranged from 1.7 to 2.9, underscoring the precision of the estimate.The statistical analysis outcomes, including the t-value of 7.85 with 29 degrees of freedom, indicate a highly significant enhancement in Pronunciation Accuracy scores after the intervention (p < 0.001).This suggests that the observed increase in mean scores is unlikely to be attributed to random chance and affirms the effectiveness of the intervention in improving pronunciation skills.
These findings highlight the positive impact of the intervention on Pronunciation Accuracy, with the post-test scores demonstrating a substantial and statistically significant improvement compared to the pre-test.The results provide robust evidence supporting the hypothesis that singing songs facilitates L2 pronunciation learning, as demonstrated by the significant positive change in scores among the participants.Proficiency.The mean score on the pre-test was 7.3 (SD = 1.8, SEM = 0.330) for 30 participants, while the post-test mean increased to 13.1 (SD = 2.0, SEM = 0.366) for the same set of participants.The paired sample t-test in Table 6 indicates a substantial improvement in Translation Proficiency following the intervention.The mean difference between the pre-test and post-test scores was 5.8 (SD = 2.58), with a standard error mean of 0.366.The 95% confidence interval for the difference ranged from 4.1 to 7.5, emphasizing the precision of the estimate.The statistical analysis outcomes, including the t-value of 15.85 with 29 degrees of freedom, indicate a highly significant enhancement in Translation Proficiency scores after the intervention (p < 0.001).This suggests that the observed increase in mean scores is unlikely to be attributed to random chance and affirms the effectiveness of the intervention in improving translation skills.
These findings underscore the positive impact of the intervention on Translation Proficiency, with the post-test scores demonstrating a substantial and statistically significant improvement compared to the pre-test.The results provide robust evidence supporting the hypothesis that singing songs facilitates L2 translation learning, as evidenced by the significant positive change in scores among the participants.

Singing Songs Can Be Used as A Helpful Teaching Method to Improve L2 Vocabulary Learning
The results presented in Table 1 demonstrate a substantial improvement in Vocabulary Knowledge following the intervention.The mean difference between pre-test and post-test scores was 15.3, with a highly significant t-value of 16.53 (p < 0.001).These findings strongly confirm the hypothesis that singing songs facilitates L2 vocabulary learning.Pronunciation Accuracy and Translation Proficiency also exhibited significant improvements, as indicated by the respective t-values of 7.85 (p < 0.001) and 15.85 (p < 0.001).Thus, the study provides robust evidence supporting the effectiveness of singing songs in enhancing L2 pronunciation and translation skills.
The observed outcomes from this study corroborate and build upon the findings of previous academic research.The marked improvement in Vocabulary Knowledge aligns with and provides additional evidence for studies that have emphasized the efficacy of utilizing singing in foreign language pedagogy, including the work of Busse et al. (2021), Good et al. (2015), Zhang et al. (2023).In a similar vein, the substantial enhancement of Pronunciation Accuracy resonates strongly with existing scholarly work that has noted the positive impact of music on second language acquisition, such as the research by Kang & Williamson (2014).Furthermore, the considerable gain exhibited in Translation Proficiency lends support to the hypothesis posited by Zhang et al. (2023) that singing facilitates and accelerates the initial stages of learning a new language.In summary, this study's outcomes are consistent with and reinforce the conclusions of earlier academic literature regarding the benefits of singing for improving various aspects of foreign language aptitude.The findings from this study have salient and profound implications for pedagogy and practice in the field of English as a Second Language (ESL) education.Integrating singing into the fabric of language instruction can serve as an impactful and efficacious pedagogical instrument, particularly for augmenting vocabulary knowledge, improving pronunciation accuracy, and enhancing translation proficiency.Educational practitioners in the domain of ESL should strongly consider incorporating musical components and activities into their curriculum in order to more effectively engage learners and promote positive learning outcomes.The favourable affective influences noted in earlier academic work, including the research conducted by Busse et al. (2021), further underscores the substantive gains to be realized from rendering the process of language acquisition enjoyable and stimulating through the medium of music.In conclusion, this study illuminates the tremendous potential of singing as a versatile pedagogical tool for ESL teaching and learning while simultaneously highlighting multiple avenues for future research into optimal techniques and applications.
While the results from this study are decidedly encouraging, certain limitations inherent in its design and implementation must be acknowledged in the interest of academic rigor and integrity.Specifically, this research endeavour focused solely on investigating short-term effects, and thus the long-term sustainability of the documented improvements warrants further scholarly exploration through longitudinal analysis.Additionally, the sample population was comprised primarily of adult learners, which constrains the generalizability of findings to other age demographic groups.Future academic inquiry could substantively further current understanding by examining the impact of singing interventions on diverse facets of language acquisition beyond those explored herein, as well as purposively including participant samples representing heterogeneous age ranges and backgrounds.Incorporating qualitative methods to elucidate the phenomenological and experiential aspects of utilizing singing for second language education could provide more holistic and nuanced insight into the precise factors underlying its efficacy.In summary, while the present study significantly expands current knowledge, ample opportunities remain for constructing upon its limitations and continuing rigorous scholarly efforts to optimize the incorporation of singing into effective language pedagogy.
In conclusion, this study makes a significant contribution to the body of knowledge by providing important empirical evidence regarding the immense potential of using song singing as an effective technique to improve English as a Second Language (ESL) vocabulary attainment, enhance pronunciation accuracy, and increase translation competence.The overwhelmingly positive results obtained are consistent with and build upon previous scholarly research in this area, collectively establishing a firm basis to inform the incorporation of musical activities into ESL and broader language instruction.By systematically demonstrating measurable gains across critical aspects of language proficiency, this work strongly supports theoretical perspectives advocating for singing as a versatile pedagogical tool.Further research to optimize implementation strategies and delineate optimal learning contexts is warranted to fully realize the benefits of singing for developing multifaceted language skills.In summary, this rigorously conducted study substantially furthers understanding of the efficacy of singing to boost ESL abilities and provides momentum for ongoing efforts to promote evidence-based best practices in language teaching.The implications are far-reaching for educators seeking engaging and enjoyable methods to augment student linguistic capacities.

Conclusion
The key findings of this study demonstrate that incorporating singing interventions results in substantial improvements in English as a Second Language (ESL) proficiency across vocabulary, pronunciation, and translation skills.Statistically significant gains were exhibited on all metrics, including a mean increase of 15.3 points for vocabulary knowledge (p < 0.001), 2.3 points for pronunciation accuracy (p < 0.001), and 5.8 points for translation competence (p < 0.001).The outcomes align with and expand upon previous research emphasizing the pedagogical efficacy of singing activities.This provides robust evidence that singing can serve as an impactful technique for enhancing multifaceted aspects of ESL acquisition.
This rigorously implemented study makes valuable contributions for research and practice in ESL education.It substantiates the effectiveness of singing as a versatile pedagogical instrument for language instruction.The findings illuminate techniques to actively engage learners and underscore the benefits of rendering ESL acquisition enjoyable through music integration.Educators can incorporate these insights to augment curriculum design and enhance student motivation and outcomes.Researchers can build upon this work to continue optimizing singing-based interventions and delineating ideal learning contexts to maximize linguistic gains.
Based on the outcomes, the following recommendations are proposed: 1) Educators should consider implementing singing activities to improve student vocabulary, pronunciation, and translation abilities.Musical elements can be embedded into lessons and curriculum.2) Longitudinal research should explore long-term retention and sustainability of gains facilitated by singing interventions.3) Additional studies should purposively sample diverse age groups and linguistic backgrounds to enhance generalizability.4) Qualitative inquiries could provide nuanced understanding of student experiences and precise factors underlying singing's efficacy.5) Researchers should continue developing optimal techniques for singing integration to inform evidence-based pedagogical best practices.
In conclusion, this study provides substantial evidence for the significant potential of singing in ESL education, while also delineating multiple avenues to further enhance understanding of instructional applications.The positive results underscore the merits for educators to creatively implement singing to facilitate multidimensional language proficiency.

Table 1 .
Performance on Pre-test and Post-test Assessments (Vocabulary Knowledge)

Table 3 .
Performance on Pre-test and Post-test Assessments (Pronunciation Accuracy)

Table 5 .
Performance on Pre-test and Post-test Assessments (Translation Proficiency)

Table 5
displays the performance on pre-test and post-test assessments for Translation