The Effectiveness of Children’s Song-Based Learning Method on Improving Indonesian Vocabulary Mastery in Elementary School Students

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Published: Sep 13, 2026
DOI: https://doi.org/10.55299/ijerec.v6i1.2090
Keywords:
Children's Song-Based Learning, Vocabulary Mastery, Indonesian Language, Multisensory Learning

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Nurul Mawaddah Hasibuan
Universitas Muslim Nusantara Al-Washliyah, Indonesia
Rahmat Kartolo
Universitas Muslim Nusantara Al-Washliyah, Indonesia
Sutikno Sutikno
Universitas Muslim Nusantara Al-Washliyah, Indonesia
Siti Lam’ah Nasution
Universitas Muslim Nusantara Al-Washliyah, Indonesia

Abstract

Language acquisition and vocabulary mastery are fundamental to cognitive development in early childhood. From a physiotherapy perspective, the integration of multisensory learning approaches, including rhythmic and melodic elements, may stimulate neural pathways associated with both motor and cognitive functions. Objective: This study aimed to evaluate the effectiveness of a children's song-based learning method on improving Indonesian vocabulary mastery among first-grade elementary school students. Methods: A pre-experimental one-group pretest-posttest design was employed with 21 first-grade students (11 males, 10 females) from SDN 10 Rantau Selatan, Labuhanbatu Regency. The intervention consisted of four sessions incorporating children's songs as the primary instructional medium for vocabulary acquisition. Data were collected using vocabulary mastery tests (pretest and posttest) and analyzed using descriptive statistics and paired sample t-tests. Results: Results demonstrated a significant improvement in vocabulary mastery, with mean scores increasing from 55.50 (pretest) to 80.50 (posttest), representing a 25.00-point increase (p<0.001, t=14.15). The N-Gain score of 0.56 indicated moderate effectiveness. Standard deviation decreased from 19.208 to 10.500, suggesting more homogeneous learning outcomes post-intervention. Conclusion: The children's song-based learning method proved effective in enhancing vocabulary mastery, supporting the integration of multisensory, rhythmic activities in early childhood education. These findings align with physiotherapy principles of sensorimotor integration and neuroplasticity, suggesting that musical-rhythmic interventions may facilitate cognitive-linguistic development through enhanced neural connectivity and motor-cognitive coupling

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How to Cite
Hasibuan, N. M., Kartolo, R., Sutikno, S., & Siti Lam’ah Nasution. (2026). The Effectiveness of Children’s Song-Based Learning Method on Improving Indonesian Vocabulary Mastery in Elementary School Students. International Journal of Educational Research Excellence (IJEREC), 6(1), 758–771. https://doi.org/10.55299/ijerec.v6i1.2090
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Vol. 6 No. 1 (2027): January-June
Section
Articles
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This work is licensed under a Creative Commons Attribution 4.0 International License.

Author Biography

Sutikno Sutikno, Universitas Muslim Nusantara Al-Washliyah, Indonesia

Vocabulary mastery constitutes a fundamental component of language acquisition, particularly during elementary school years when cognitive development facilitates rapid linguistic growth. This classroom action research investigated the effect of the "Word Bag" learning strategy on vocabulary improvement among 31 fifth-grade students at SDN 17 Rantau Selatan, Labuhan Batu Regency, during the 2025-2026 academic year. Employing the Kemmis and McTaggart action research model across two cycles, the study collected data through observation instruments assessing student and teacher activities, along with vocabulary mastery tests (pretest and posttest) measuring students' abilities to write, pronounce, and translate vocabulary. Results demonstrated significant improvements across intervention cycles. Student activity engagement increased from 87.50% in Cycle I to 91.25% in Cycle II, achieving "Very Good" classification. Vocabulary mastery classical completeness rose dramatically from 19.35% (6 of 31 students) in the pre-cycle phase to 51.61% (16 students) in Cycle I, and finally to 81.71% (25 students) in Cycle II, exceeding the 80% success indicator. Statistical analysis using paired t-tests and ANOVA with post-hoc tests confirmed significant differences between stages, validating the strategy's effectiveness. These findings establish the "Word Bag" strategy as an evidence-based intervention for enhancing vocabulary acquisition in elementary education

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