FROM MELODY TO MEANING: EXPLORING MOTIVATION, ENGAGEMENT, AND DIFFICULTIES IN ENGLISH-SONG BASED LISTENING FOR INTERMEDIATE EFL LEARNERS

Mahendra, Riza Maulana (2026) FROM MELODY TO MEANING: EXPLORING MOTIVATION, ENGAGEMENT, AND DIFFICULTIES IN ENGLISH-SONG BASED LISTENING FOR INTERMEDIATE EFL LEARNERS. Diploma thesis, IKIP PGRI BOJONEGORO.

Text Riza Maulana Mahendra-1-22.pdf Download (823kB)

Abstract

Mahendra, Riza Maulana. 2026. From Melody to Meaning: Exploring Motivation, Engagement, and Difficulties in English-Song Based Listening for Intermediate EFL Learners. Undergraduate Thesis, English Education Department, Faculty of Languages and Arts Education, IKIP PGRI Bojonegoro. Advisors: (I) Dr. Refi Ranto Rozak, M.Pd. (II) Meiga Ratih Tirtanawati, M.Pd. Listening comprehension is an essential yet challenging skill for English as a Foreign Language (EFL) learners, particularly when authentic materials such as English songs are used. Although songs can enhance learners' motivation and classroom engagement, they also present linguistic and cognitive challenges that may hinder comprehension. This study aimed to explore: (1) how English songs influence the motivation and engagement of intermediate EFL learners in listening comprehension activities; (2) the specific difficulties encountered during song-based listening; and (3) the strategies learners employ to overcome those difficulties. This study employed a descriptive qualitative case study design. The research was conducted at SMK Muhammadiyah 2 Cepu involving approximately 23 eleventh-grade students as the primary participants and one English teacher as a supporting informant. Data were collected through classroom observations, semi-structured interviews, and documentation. The data were analysed using the interactive model of Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing and verification. The trustworthiness of the findings was ensured through triangulation, member checking, and prolonged engagement. The findings revealed that English songs positively enhanced students' behavioural, emotional, and cognitive engagement by creating a more enjoyable, relaxed, and interactive learning environment. However, students also experienced several listening difficulties, including fast tempo, connected speech, unclear pronunciation, unfamiliar vocabulary, and background music interference. To address these challenges, learners applied repeated listening, lyric worksheets, contextual guessing, and peer discussion. The study concludes that English songs are valuable authentic materials for improving listening motivation and engagement when supported by appropriate instructional strategies that help learners overcome comprehension difficulties. Keywords: English songs, listening comprehension, motivation, engagement, listening difficulties.

Actions (login required)

View Item