THE EFFECT OF TAYLOR SWIFT SONGS ON STUDENTS’ LISTENING SKILLS IN VOCABULARY LEARNING

Pengaruh Lagu Taylor Swift terhadap Keterampilan Mendengarkan Siswa dalam Pembelajaran Kosakata

Abstract

Listening comprehension is a fundamental skill in English language learning, yet it remains one of the most challenging aspects for students, particularly in vocational high schools where motivation and engagement are often low. This study aimed to investigate the effectiveness of using Taylor Swift’s 1989 album as a medium to improve students’ listening comprehension. Employing a mixed-methods experimental design, the research was conducted with one class of tenth-grade students at SMK NU 1 Karanggeneng. Data were collected through a pre-test and post-test using a gap-filling listening test consisting of 40 items, as well as a post-treatment questionnaire to capture students’ perceptions. The quantitative data were analyzed through descriptive statistics, normality and homogeneity tests, and a paired-sample t-test, while the qualitative responses were analyzed thematically. The findings revealed a significant improvement in students’ listening scores, with the mean increasing by 24 points, moving the class from the sufficient to the good excellent category, and the effect size was very large. Questionnaire results further showed that students responded positively to the integration of songs, particularly in terms of motivation, vocabulary enrichment, and teacher support. These results demonstrate that structured use of popular music can provide authentic input, reduce listening anxiety, and enhance phonological awareness. The study concludes that integrating songs into listening instruction can make English learning more engaging and effective for vocational students. While limited by its small sample size and short intervention, this research suggests that future studies should explore different genres, long term effects, and broader student populations.