Efektivitas Music-Assisted English Microlearning Terhadap Penguasaan Kosakata dan Keterampilan Berbicara Siswa Sekolah Dasar
DOI:
https://doi.org/10.31100/dikdasmatappa.v9i2.4679Keywords:
microlearning, pembelajaran berbasis musik, pembelajaran Bahasa Inggris, pendekatan multimodalAbstract
This study examines the effect of Music-Assisted English Microlearning on elementary school students’ vocabulary mastery and speaking skills. A quasi-experimental pretest–posttest control group design was employed involving 63 fourth-grade students at UPTD SDN 2 Maros, Indonesia. The experimental group (n = 32) learned through 30–60 second music-integrated microlearning videos, while the control group (n = 31) received conventional instruction. Data were collected using vocabulary tests and speaking performance assessments covering pronunciation, vocabulary use, fluency, and comprehension. The results show that the experimental group achieved higher posttest scores than the control group, indicating a significant improvement in both vocabulary mastery and speaking skills. The integration of music and multimodal microlearning enhanced students’ engagement, motivation, and language retention. These findings suggest that Music-Assisted English Microlearning is an effective instructional approach for improving young learners’ English proficiency in elementary education.
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