Efektivitas Music-Assisted English Microlearning Terhadap Penguasaan Kosakata dan Keterampilan Berbicara Siswa Sekolah Dasar
DOI:
https://doi.org/10.31100/dikdasmatappa.v9i2.4679Kata Kunci:
microlearning, pembelajaran berbasis musik, pembelajaran Bahasa Inggris, pendekatan multimodalAbstrak
Penelitian ini bertujuan untuk menguji pengaruh Music-Assisted English Microlearning terhadap penguasaan kosakata dan keterampilan berbicara siswa sekolah dasar. Penelitian menggunakan desain kuasi eksperimen pretest–posttest control group dengan melibatkan 63 siswa kelas IV di UPTD SDN 2 Maros, Indonesia. Kelompok eksperimen (n = 32) memperoleh pembelajaran melalui video microlearning berdurasi 30–60 detik yang terintegrasi musik, sedangkan kelompok kontrol (n = 31) menggunakan pembelajaran konvensional. Data dikumpulkan melalui tes kosakata dan penilaian keterampilan berbicara yang mencakup aspek pronunciation, vocabulary use, fluency, dan comprehension. Hasil penelitian menunjukkan bahwa kelompok eksperimen memperoleh peningkatan skor yang lebih tinggi dibandingkan kelompok kontrol, baik pada penguasaan kosakata maupun keterampilan berbicara. Integrasi musik dalam pembelajaran microlearning meningkatkan keterlibatan, motivasi, dan retensi bahasa siswa. Dengan demikian, Music-Assisted English Microlearning terbukti efektif sebagai pendekatan pembelajaran Bahasa Inggris untuk siswa sekolah dasar.
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