Teacher’s Perception of Using Song in Teaching English Vocabulary at MIS Mambaul Ulum Dahu Kediri

Abstract

This research aims to describe the English teacher’s perception of using songs in teaching vocabulary to fifth-grade students at MIS Mambaul Ulum Dahu Kediri. Employing a descriptive qualitative approach, data were collected through classroom observations, in-depth teacher interviews, and analysis of instructional documents. The findings indicate that the teacher holds a positive perception of songs as engaging, motivating media that help students remember vocabulary more effectively through repetition and rhythm. The implementation followed three stages: introduction, practice with singing and gestures, and reinforcement activities. Challenges included selecting age-appropriate songs and addressing students’ pronunciation difficulties. In conclusion, carefully chosen and well-planned song-based activities can serve as effective tools for improving English vocabulary learning among elementary students.