THE CORRELATION BETWEEN STUDENTS’ LISTENING TO SONG AND THEIR VOCABULARY MASTERY OF FIFTH GRADE STUDENTS AT MIN 4 AGAM
ABSTRACT Aditya Gusman, 23219143, The Correlation Between Students’ Listening to Song and Their Vocabulary Mastery of Fifth Grade Students at MIN 4 Agam, A Thesis, State Islamic University Of Sjech M. Djamil Djambek Bukittinggi, 2026. This research was conducted based on several problems related to the correlation between students' listening to English songs and their vocabulary mastery at MIN 4 Agam. First, many students still had difficulties in remembering and using English vocabulary, even after the words had been taught in class. Second, vocabulary instruction mostly relied on textbooks and teacher-centered explanation, with limited use of audio media such as songs. Third, although students showed more enthusiasm when songs were used in the classroom, this potential had not been integrated consistently into the learning process. Therefore, this research aimed to determine whether there is a significant correlation between students' listening to English songs and their vocabulary mastery among the fifth-grade students at MIN 4 Agam. This research used a quantitative correlational design to examine the relationship between the two variables. The population was all fifth-grade students at MIN 4 Agam, consisting of two classes — Class 5A with 28 students and Class 5B with 27 students — totaling 55 students. Using total sampling, all students were included as the sample. Data were collected through a questionnaire to measure students' listening to song habits and a 20-item multiple-choice test to measure vocabulary mastery. Since the questionnaire produced ordinal data, the scores were converted into interval data using the Method of Successive Intervals (MSI) before analysis. Data were then analyzed using SPSS 26 through normality testing, linearity testing, and Pearson Product Moment correlation. The findings of this research revealed that there is a significant positive correlation between students' listening to English songs and their vocabulary mastery, with a Pearson correlation coefficient of 0.472. Based on the interpretation scale, this value categorized as moderate. The significance value obtained was 0.000, which is lower than 0.05, meaning the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. This indicates that the more actively students listen to English songs, the better their vocabulary mastery tends to be, although other factors such as classroom instruction, reading habits, and daily English exposure may also contribute to vocabulary development.