1

This because understanding a conversation feels easy, unless there

are obstacles like unclear audio or an unfamiliar accent. But when
listening in a foreign language, we become more aware of this process.
One of the biggest challenges in listening is that we only have one chance
to understand what is being said, and we have to do it in real time.
Sometimes we can ask the speaker to repeat or explain in a different way,
but not always. Traditionally, people thought listening was a passive
process, like our ears were just receivers that collected information, and all
we had to do was simply take in the message. But now, we understand that
listening is actually an active process. Good listeners are just as involved
in listening as speakers are in speaking.1
Listening skills are one of the essential aspects of learning English.
Listening is a receptive skill that serves as the foundation for other
language skills such as speaking, reading, and writing. Without good
listening skills, Learners’ will struggle to understand conversations, follow
instructions, and develop effective communication skills. This becomes
even more relevant in the context of globalization, where English serves as
a lingua franca in various fields, including education, business, and
technology. Therefore, improving listening skills is a necessity for
students who wish to master English proficiently.2
There are numerous ways to improve English language skills. In
today’s digital age, student can leverage technology to enhance their
English proficiency. One of the effective method is through English song.
Songs is ubiquitous and easily accessible as it is an integral part of human
life.3 For students, English song is a familiar and enjoyable medium.
Listening to music can be a relaxing and calming experience. Songs also

1
Norbert Schmitt dan Marianne Celce-Murcia, "An Overview of Applied Linguistics,"
dalam An Introduction to Applied Linguistics, ed. Norbert Schmitt (London: Hodder
Education, 2010), 1–17..
2
Digna Rita, "Peningkatan Keterampilan Berbahasa Inggris Menggunakan Gallery
Exhibition Project dalam Pembelajaran Bahasa Inggris pada Topik Report Text,"
Journal of Educational Learning and Innovation 2, no. 1 (Maret 2022), 96–120..
3
Saun Lolong, Persepsi Mahasiswa terhadap Penggunaan Lagu Bahasa Inggris
untuk Pembelajaran Bahasa Inggris (Skripsi Sarjana, Fakultas Ilmu Budaya,
Universitas Sam Ratulangi, 2019), hlm. 1–13.
 2

contain musical elements that can enhance engagement and motivation in

learning. English songs can help Learners’ recognize intonation patterns,
rhythm, and pronunciation more naturally compared to formal audio
materials.4 Developing appropriate resources and teaching strategies based
on students' needs is crucial to reducing barriers and helping students
understand English, especially listening skills. Various media can be used
for listening, and the most effective media are those that help students
achieve their listening goals. Using songs as a learning medium increases
students' interest in learning English, especially listening, and teachers can
guide students on how to pronounce words correctly. 5 Currently, English
songs are one of the most popular forms of entertainment among students,
including fourth-semester TBI students at IAIN Madura, who enjoy
listening to English music. Beyond entertainment, listening to English
songs can also serve as a learning medium to enhance listening skills,
expand vocabulary, and improve pronunciation. Through the songs they
listen to, students can more easily understand English vocabulary and
pronunciation.
This fact serves as the foundation for this research, aiming to provide
insights to fourth-semester TBI students at IAIN Madura that English
songs can be utilized as a tool to improve their listening skills. Based on
this assumption, this study is designed to explore students' perceptions of
the role of English songs in enhancing listening skills. In other words, the
research will delve into students' perspectives on how English songs
contribute to their listening ability, particularly for fourth-semester TBI
students at IAIN Madura.
From the questioner conducted by the aouthor to eight informans
the challenges faced by the fourth-semester students of TBI IAIN Madura
face several challenges in improving their listening skills through English
songs. The challenges include: Unfamiliar vocabulary used in the songs
which hinders comprehensio, complex sentence structures in the songs
4
Tiara Sylvia, S. S., Susi Diriyanti, N., Cahyadi, C. I., & SiT, S. (2024). Mastering
English: Your Essential First Step to Get Success. Bening Media Publishing.
5 6
Tiara Sylvia, S. S., Susi Diriyanti, N., Cahyadi, C. I., & SiT, S. (2024). Mastering
English: Your Essential First Step to Get Success. Bening Media Publishing.
 3

which make it difficult for students to follow, and Fast pronunciation rates
in the songs which can overwhelm students and impede their
understanding.6
Research by Lolong, 2019 entitled "Persepsi mahasiswa terhadap
penggunaan lagu bahasa inggris untuk pembelajaran bahasa inggris.” 7 This
study aims to identify students' perceptions of learning English through
songs and to analyze and describe the aspects of learning that can improve
students' English language skills by listening to English songs. This study
uses a descriptive method by collecting data. The results of this study
show that students stated that using English songs to learn English is
enjoyable, not boring, an effective learning medium, entertaining, a
medium to learn about culture, a motivation to learn, and improves brain
capacity.
Research by Muhammad Farhansyah, Mutmainah, Fitria Anggraini,
entitled "Analisis penggunaan lagu untuk meningkatkan kemampuan
berbahasa Inggris mahasiswa.”8 The type of research used by the
researcher is a literature study. The findings revealed that the use of songs
to improve English language skills is an effective method because songs
are easily accessible in students' daily lives. Moreover, songs are easy for
students to understand and memorize. The use of songs can help students
develop their listening and pronunciation skills.
Research by Wiranda Mamonto, 2021 entitled “The Students’
Perception Towards Learning Listening by Using English Song”. 9 This
research design into two categories which is quantitative and qualitative
design.This study findings perception towards learning listening by using
English song for learning English, epecially in listening subject. By using
6
Maryamah DKK, 4th semester of TBI IAIN MADURA, Wawancara lewat telepohone (28
februari 2025)
7
Lolong, S., MARENTEK, A., & RATTU, J. A. (2019). Persepsi mahasiswa
terhadap penggunaan lagu bahasa inggris untuk pembelajaran bahasa inggris.
Jurnal Elektronik Fakultas Sastra Universitas Sam Ratulangi, 1(3).
8
Farhansyah, M., Mutmainah, M., & Anggraini, F. (2023). Analisis penggunaan lagu
untuk meningkatkan kemampuan berbahasa Inggris mahasiswa. Indonesian
Journal of Innovation Multidisipliner Research, 1(1), 10-20.
9
Mamonto, W. (2021). The students’perception towards learning listening by using
English song (Doctoral dissertation, IAIN MANADO
 4

song in learning listening, the students felt more easier rather than without
song. They felt more enjoyable, interested and motivated to learning
listening.
From the third research I found the first study found that students
have a positive perception of using English songs as a learning medium,
with seven main aspects identified: songs are considered fun, not boring,
effective, entertaining, a means to learn culture, a motivation to learn, and
can improve brain performance. Additionally, the study showed an
improvement in students' English language abilities, including vocabulary,
pronunciation, listening, and speaking. The second study found that using
songs as a learning method is effective in improving students' English
language skills, especially in listening, vocabulary, and pronunciation. The
study showed that students feel more motivated and enjoy the learning
process when using songs, which also helps them remember new
vocabulary and practice pronunciation. This third research found that
about 88% of students have a positive perception of learning English
through songs, feeling interested, motivated, relaxed, and happy, which
contributes to improved listening and speaking skills. The songs used in
learning include pop, RnB, slow rock, and jazz genres, which are
considered effective in increasing student engagement. However, about
12% of students have a neutral perception and do not feel significant
benefits from this method.
Gaps in the Three Studies: The first study did not explore in-depth
the challenges or obstacles that students face when using songs as a
learning medium, as well as how external factors such as social and
cultural context can influence the effectiveness of songs in English
language learning. The second study did not explore in-depth what type of
songs are most effective or how individual students' preferences for certain
music genres can influence learning outcomes. Additionally, the study did
not discuss potential challenges or obstacles that students may face when
using songs as a learning tool. The third study did not find physical data
related to the listening tasks given by the teacher and did not include the
 5

lecturer's views on using songs, which could provide additional

perspectives. Furthermore, there was no in-depth analysis of the
effectiveness of each song genre and the influence of students'
backgrounds on their perceptions, which could be areas for further
research.
This research focus on describing about Learners’ prespective in
listening English songs in improving their listening skill and also to know
what are the difficulties in listening to English songs to improve their
listening skill at 4th semester of TBI IAIN Madura.

C. Research Focus
According to Cresswell, a research problem is an issue or concern
that needs to be addressed. The problem comes from a void in the
literature, conflict in research results in the literature, topics that have been
neglected in the literature; a need to lift the voice of marginalized
participants; and “real life” problems found in the workplace, the home the
community, and so forth.10 Based on research context above, the statement
of research focus is formulated as follow:
1. What are Learners’ perspective in listening English songs in improving
their listening skill of TBI IAIN Madura?
2. What are the difficulties in listening to English songs to improve their
listening skill of TBI IAIN Madura?

D. Research Objective
The aim statement is a statement advances the overall direction or
focus for the study.11 Based on the researcher’s focus, the researcher has
the goal of this study as follows:
1. To describe about Learners’ perspective in listening English songs in
improving their listening skill of TBI IAIN Madura.

10
John W. Creswell, Educational research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research. 4th ed(Boston;Pearson,2012)
11
John W. Creswell, Educational research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research. 4th ed(Boston;Pearson,2012)p.110
 6

2. To know what are the difficulties in listening to English songs to

improve their listening skill of TBI IAIN Madura.

E. Significances of Study
The result of this research are expected to give some benefical
contributions:
1. Theoretically Significance
The The results of this research aim to contribute to the
development of English language learning theories, particularly
regarding the use of English songs as a learning medium. This study
can help expand the understanding of how fourth-semester students of
the English Language Education program at IAIN Madura perceive the
use of English songs in improving their listening skills. The findings of
this research can serve as a reference for developing more effective
English learning theories.
2. Practical Significances
a. The Reader
This research will provide an explanation to the readers about
how fourth-semester students of the English Language Education
program at IAIN Madura use English songs to improve their
listening skills.
b. The Teacher
This research is expected to serve as a reference for English
teachers in developing more effective teaching strategies using
English songs to improve students' listening skills.
c. The Student
This research can provide students with insights into the
strategies used by fourth-semester students of the English Language
Education program at IAIN Madura in utilizing English songs to
improve their listening skills.
 7

d. For Researcher
As future teachers, the results of this research provide
knowledge about strategies that can be used in teaching listening
skills through the use of English songs.
e. For Further Researcher
This research can serve as a reference for other researchers
who wish to conduct studies related to listening skill learning
strategies using English songs. It is hoped that other researchers will
explore different types of songs that have not yet been used in this
study.

F. Definition of Key terms

Definition of key terms is needed to avoid the differences in
understanding or unclearly meaning. The terms that are needed to explain
are terms that are concerned with the main concept in a thesis. 12 From this
definition, the researcher wants to discuss understanding that states the
information such as:
1. Pesrpective
perspective is a particular way of thinking about something,
especially one that is influenced by your beliefs or experiences. In other
words, perspective is how we understand and interpret the world around
us, shaped by our life experiences, values, and beliefs. Perspectives can
differ from person to person, even when faced with the same situation.
This shows that perspective is highly subjective and can influence how
we think, feel, and act in various life situations.
2. English Song
English Song are songs whose lyrics are written in English. These
songs can come from various genres, such as pop, rock, jazz, R&B, hip-
hop, and others. English songs are widely produced by musicians from
English-speaking countries, such as the United States, the United
Kingdom, Australia, and Canada, but they can also be created by non-

12
John W.Cresswell, Educational Research, (Boston: Pearson Education,2012), page.82
 8

native English musicians who choose to sing in English to reach a

broader audience.
3. Listening Skill
Listening skill is the ability to hear, understand, and interpret
information effectively. This skill includes the comprehension of tone,
intonation, vocabulary, and the meaning of conversations or audio in
various contexts. Listening skills are crucial in daily communication,
language learning, and social interactions.

G. Previous Study
In this part, the researcher will clarify some differences between the
research with the previous studies. This research is not new but, some
research has been done before.
The first previous study was conducted by Livia Rostuti Sari
Sukardi, 2023 entitled "Students' Perception on the Use of English Songs
to Improve Listening Skills." This study focused on Students' Perception
on Using English Songs to Improve Listening Skills. This research using
qualitative method. The results indicated According to the perception of
the 16 students who participated in this research, they felt an improvement
in their English listening skills. The research findings also showed that the
participants had a positive perception towards the use of English songs to
improve listening skills. Their perception of the usefulness of songs in
improving listening skills was that 12 participants stated that their listening
skills improved by listening to English songs, and 4 participants stated that
they became familiar with English vocabulary.
The second previous study was conducted by Siti Rahmi Nurhasana
and Maman Suryaman, 2022 entitled “Students’ Perception On The Use
Of English Songs In Auditory Learning : Listening Skill”. 13The purpose of
this study is to take a look at how the use of English songs affect students
who have an auditory learning style and their perception on the effects.
This research using literature review. The researchers found From all the
13
Nurhasanah, S. R., & Suryaman, M. (2022). Students’ perception on the use of English
songs in auditory learning: Listening skill. Jurnal Ilmiah Mandala Education, 8(2).
 9

journals that have been reviewed, the most outstanding part found is the
fact that music has an enormous impact on learning, especially language
learning. It is widely known that classical music increases concentration,
but less research is done around the use of foreign songs to learn a foreign
language. Even though the presence of music does not increase
achievement, it increases motivation in students. Motivation is increased
because there is less pressure on studying when music is present, hence
music is also found to increase student’s attitude in school. Music lightens
the atmosphere and makes students feel more relaxed.
The third previous study was conducted by by Urwatul Wusqo,
Abdul Aziz Wahab, dan Feri Ferdiyanto, 2024 entitled “Students’
Perceptions of Using English song for Listening Skill”.14 The purpose of
this study is to determine students’ perceptions of the use songs as a
medium in learing English. This research was conducted by using
qualitative research. This research found new findings. There werw many
varieties of answers found in the interview. Most of the participant in the
interview. He said, “ I totally support and agree with the implementation
of English song in learning listening skill. English song can give many
useful information in every time the listener listen to them. something new
from the lyrics brought by the songs”. From the statement given by the
participant, the researcher found that English songs were able to give good
effect for the listeners. They could find many information and new
knowledge inside the lyrics.
The primary difference between the first study (Livia Rostuti Sari
Sukardi, 2023) and the second study (Siti Rahmi Nurhasana & Maman
Suryaman, 2022) lies in their research methods and focuses. The first
study employed a qualitative approach with direct interviews with
students, whereas the second study utilized a literature review to analyze
the relationship between songs and auditory learning styles, highlighting
that music enhances motivation more than academic achievement.

14
Wusqo, U., Wahab, A. A., & Ferdiyanto, F. (2024). Students' Perceptions of Using English
Songs for Listening Skill. International Journal of English Education and Linguistics
(IJoEEL), 6(1), 1-10.
 10

The main distinction between the second study and the third study
(Urwatul Wusqo, Abdul Aziz Wahab, & Feri Ferdiyanto, 2024) is that the
second study was based on literature without primary data, whereas the
third study used a qualitative approach with interviews to explore students'
perceptions of using songs in English language learning, finding that songs
can provide new information to listeners through their lyrics.
My study differs from these three studies because it not only
investigates students' perspectives on English songs in improving listening
skills but also explores the difficulties they encounter during this process.
This study employs a qualitative approach with a combination of
interviews, observations, and documentation to obtain more
comprehensive results.

H. Review Related Literature

1. Perspective
a. Definition of perspective
A perspective is a particular attitude toward or way of
regarding something; a point of view.15 Perspective is an
individual's way of viewing something. It refers to how a person
evaluates, interprets, or understands a situation, phenomenon, or
object based on their personal experiences, background, values, or
knowledge.
In the context of research, perspective is important because
it determines the researcher’s framework for viewing a problem.
Two people can observe the same object but arrive at different
understandings because they use different perspectives. For
example, when studying the influence of English songs on students'
listening skills, a researcher with a cognitive perspective will view it
as a mental process of information processing, whereas a researcher
with a sociolinguistic perspective might focus on how social or
cultural contexts influence the way students comprehend the songs.

15
Oxford University Press. (2023). Perspective. In Oxford English Dictionary.
 11

So perspective is not merely a matter of "personal opinion," but also

reflects the theoretical framework and way of thinking used to filter
and interpret reality.
a) kinds of perspective;
a. Cognitive Perspective
The cognitive perspective in psychology emphasizes
internal mental processes of individuals, such as perception,
memory, attention, language, and problem-solving, which
influence human behavior. This approach views individuals
as active processors of information, where they receive
stimuli from the environment, process it through various
cognitive processes, and produce corresponding responses.
In other words, the cognitive perspective focuses on how
individuals understand, think, and remember information, as
well as how these processes affect their actions and
emotions.
This approach differs from behaviorism, which
emphasizes observable behavior; the cognitive perspective
highlights the importance of unseen mental processes in
understanding human behavior. In the context of learning,
the cognitive perspective emphasizes the active role of
students in constructing knowledge and the importance of
learning strategies that support effective information
processing.16
b. Behaviorist Perspective
The behaviorist perspective in psychology
emphasizes that all individual behavior is the result of
interaction with the environment through a learning process
involving stimulus and response. This approach focuses on
observable and measurable behavior, without considering

16
De Houwer, J., Barnes-Holmes, P. M. D., & Barnes-Holmes, Y. (2017). What is cognition? A
functional-cognitive perspective. In Process-based CBT (pp. 119-136). New Harbinger
Publications.
 12

internal mental processes. In the context of learning,

behaviorist theory emphasizes the importance of positive
and negative reinforcement in shaping desired behavior, as
well as the role of the environment in influencing individual
responses. This approach has made significant contributions
to the fields of education and behavioral therapy,
emphasizing that behavioral change can be achieved through
the manipulation of environmental factors and appropriate
reinforcement.17
b) General Categories for Assessment Perspectives
a. Interpretivist Perspective
The interpretivist perspective emphasizes individuals'
subjective understanding of social reality. Interpretivist
researchers believe that reality is socially constructed
through individuals' experiences and interactions. This
approach often uses qualitative methods to explore the
meanings that individuals give to their experiences.18
According to Pervin and Mokhtar (2022),
interpretivism focuses on understanding phenomena from
the perspective of participants, emphasizing the importance
of social and cultural contexts in shaping individual
realities.19
b. Pragmatic Perspective
Pragmatic Perspective is an approach that emphasizes
the practical application of research, by integrating
quantitative and qualitative methods according to research
needs. This approach focuses on 'what works' to answer
17
Ulum, M., & Fauzi, A. (2023). Behaviorism theory and its implications for learning. Journal of
Insan Mulia Education, 1(2), 53-57.
18
Havanon, N. (2007). Constructing Knowledge within Social Constructivism Paradigm. Journal of
mekong Societies, 3(3), 1-24.
19
Pervin, N., & Mokhtar, M. (2022). The interpretivist research paradigm: A subjective notion of a
social context. International Journal of Academic Research in Progressive Education and
Development, 11(2), 419-428.
 13

research questions, without being tied to a particular

paradigm.
Kaushik and Walsh in Fahmy stated, pragmatism as a
research paradigm allows flexibility in choosing the most
appropriate method to answer research questions, by
emphasizing practical solutions and applicable results..20
c. Constructivist Perspective
Constructivism argues that individuals actively
construct their knowledge and understanding through
experience and reflection. In the context of education, this
approach emphasizes the active role of students in the
learning process, where they construct new understandings
based on prior knowledge.
Thakur (2014) explains that in constructivism,
learning is seen as an active process in which students
construct knowledge through social interaction and
reflection on their experiences.21
2. English Song
a. Definition of English Song
According to Wikipedia English songs are musical
compositions with lyrics in English, spanning various genres like
pop, rock, jazz, hip-hop, and classical. They are produced mainly in
English-speaking countries like the US, UK, Australia, and Canada,
which have strong music industries shaping global trends. Iconic
artists such as The Beatles, Michael Jackson, and Taylor Swift have
gained worldwide fame through their English songs. However, many
musicians from non-English-speaking countries also create English
songs to reach a broader audience, as seen in K-pop and artists from

20
Fahmy, Z., Pristiwati, R., & Subyantoro, S. (2024). PEMBELAJARAN MENULIS CERPEN BERBASIS
PLATFORM SASTRA SIBER DI INDONESIA: SELERA INDUSTRI ATAU KEBUTUHAN
SENI?. Paedagoria: Jurnal Kajian, Penelitian Dan Pengembangan Kependidikan, 15(1), 46-56.
21
Thakur, R. (2016). Understanding customer engagement and loyalty: a case of mobile devices
for shopping. Journal of Retailing and consumer Services, 32, 151-163.
 14

Sweden, Germany, and Indonesia. English songs play a major role in

artistic expression, cultural exchange, and global communication,
making them influential in entertainment, education, and language
learning.22
b. Song can improve listening skill
According to Afriyuninda Listening to song can improve
listening skill such as listening to song is the first stage to learn
something new. To make the listening process more enjoyable,
Using song as a mediumin listening class can build a positive
atmosphere in the process. The use of song in improving students’
listening skill is appropriate. Therefore, conducting song in a
classroom can make a variety of the activities. It can also make
students relax and reduce the anxiety. Moreover, there are the
steps in implementing song such as prepare the lesson plan
and appropriate song for the pre-listening, prepare the tasks for
main activities, give time to practice, check students’
understanding and evaluate the result by giving feedback.23
c. Benefits of Using English Songs in Listening
According to johanson songs in English as instruction
provides numerous significant benefits, including incidental
vocabulary acquisition and retention of new words. The study
shows that listening to songs can enhance students' motivation and
positive attitudes towards learning, creating a more enjoyable
classroom environment and reducing stress and anxiety among
students. Furthermore, songs also facilitate the development of
listening, speaking, reading, and writing skills, which are at the
core of the English language curriculum in Sweden. Therefore, a
song-based approach is considered an effective educational tool for

22
Wikipedia contributors. (2023). Genre musik. Wikipedia, The Free Encyclopedia. Diakses pada 4
maret 2025, dari https://id.wikipedia.org/wiki/Genre_musik
23
Afriyuninda, E., & Oktaviani, L. (2021). The use of English songs to improve English students’
listening skills.
 15

enhancing students' learning experiences and meeting the diverse

demands of the curriculum.24
d. Challenges/difficulties of Using English Songs in Listening
Walker (2014) in Movi Riana Rahmawanti stated listening is
one of most difficult skills to master. It because students prioritize
speaking, reading, and writing skills over listening skills. The
students realized that understanding listening is not easy to learn
because they mostly ignore it. It becomes a problem in world
education, especially for students. Everyone thinks if someone
can speak well, that means someone can communicate well.25
Toponlinecollages in Nur hidayah muhammad stated
understanding the meaning of songs migh be difficult. It is because
some of the songs are varied with complex vocabularies, sentence
structure and the most important thing is the pace of the songs is
too fast. For example, a song called 'One Week' by Barenaked
Ladies. It is hard to sing any of the words even the chorus of the
song is a little bit complicated.26
There are some challenges faced by listening English song,
the challenges faced when listening to English songs is mostly
related to the aspects of speech or also known as features of
pronunciation including the vowels and consonants used in the
lyric of the songs. This problem where one of the reasons students
have difficulties in learning pronunciation is because they are not
been exposed to the importance of pronunciation as well as the
teachers do not have the right tools to help their students from
learning proper pronunciation.27
24
Johansson, J. (2021). Benefits of Songs in the ESL Classroom.
25
Sari, I. B., & Rahmawanti, M. R. (2022). Benefiting EFL students in listening comprehension with
English songs. EJI (English Journal of Indragiri): Studies in Education, Literature, and
Linguistics, 6(1), 72-85.
26
Muhamad, N., & Rahmat, N. H. (2020). Investigating challenges for learning English through
songs. European Journal of English Language Teaching, 6(1).
27
Muhamad, N., & Rahmat, N. H. (2020). Investigating challenges for learning English
through songs. European Journal of English Language Teaching, 6(1).
 16

3. Listening skill
a. Definition of Listening Skill
According to kutlu listening skills are described as an active
process that involves understanding and interpreting information
received through hearing, which is a crucial component of effective
communication. This skill not only includes the ability to hear
sounds but also to understand meanings, evaluate information, and
respond appropriately. The journal emphasizes that good listening
is the foundation for other language skills, such as speaking,
reading, and writing, and contributes to academic success and
social interaction. Although important, listening skills are often
overlooked in formal education, where more focus is placed on
reading and writing. Therefore, the development of listening skills
should be a priority in the curriculum, with approaches that involve
a variety of engaging and relevant listening activities to improve
students' understanding and involvement.28
According to Tri listiyaningsih stated listening skill is skill
that should comprehend. If someone is not accustomed to listen,
then when that person is in a class listening then that person will be
difficult to get the contents of what is in an existing text. Therefore,
in order to easily understand the existing text, someone needs to
get used to train the ability to listen. The ability to listen is very
important to master especially in learning English because listening
is one skill that must be mastered in learning English.29
Listening is very important skill in language because by
listening students can produce language like speaking and writing
by vocabulary that they get from listening. Listening is the first step
for the students when they want to understand language particularly
English. It is receptive skill and very important skill in foreign

28
Kutlu, Ö., & Aslanoğlu, A. E. (2009). Factors affecting the listening skill. Procedia-Social and
Behavioral Sciences, 1(1), 2013-2022.
29
Listiyaningsih, T. (2017). The influence of listening English song to improve listening skill in
listening class. Academica: Journal of Multidisciplinary Studies, 1(1), 35-49.
 17

language classrooms because it provides input for the Learners’; by

listening the students can produce language such as speaking and
writing by vocabulary that they obtain from listening. For most
people, being able to claim knowledge of a foreign language means
being able to speak and listen in that language.30
listening skills are described as one of the four language
skills that must be mastered in learning English, along with
reading, writing, and speaking. Listening is considered an
important foundation for language proficiency because effective
listening helps students understand pronunciation, intonation, and
vocabulary used in communication. This journal emphasizes that
listening is not just about passively receiving information but an
active process that involves understanding the meaning of what is
heard and connecting it to existing knowledge. Although there is
growing recognition of the importance of listening skills, many
challenges remain in teaching this skill, such as over-reliance on
textbooks and a lack of classroom interaction. Therefore,
developing interactive listening strategies that consider students'
learning styles is highly recommended to improve their listening
ability.31
I. Research Method
The research method is the general approach chosen or taken by
the researcher to complete and conduct the research project. The
researcher will explain about the methods that will be used in conducting
the research from the beginning to the end of the research as well as
present how the research applies well. This includes the research approach
and type of research, research presence, research setting, data sources, data
collection methods, data analysis, data validity, and research steps.
1. Approach and Kind of Research
a. Research Approach
30
Nor, H. (2014). The techniques in teaching listening skill. Journal on English as a Foreign
Language, 4(1), 41-51.
31
Listiyaningsih, T. (2017). The influence of listening English song to improve listening skill in
listening class. Academica: Journal of Multidisciplinary Studies, 1(1), 35-49.
 18

The approach used by the researcher in this research is

qualitative. According to Hardani et al. Qualitative research is
the research that focuses their research activities on the
description and understanding of a phenomenon, where the
description and understanding should not by influenced by the
researcher’s perspective.32 It involves building a complex and
holistic picture of a social or human problem, formed with
words and reporting the views of informants in detail, and
conducted in a natural setting.
The researcher asked participants broad and general
questions, collected participants detailed views in the form of
words, and analyzed the information for descriptions and topics
from this data, the researcher also interpreted the information
obtained from research participants based on personal and past
reflections. The researcher uses qualitative research to describe
the data about Learners’ perspective of listening English song
to Improve Listening Skill of 4th Semester of TBI IAIN
Madura.
b. Kind of research
The kind of research which used in this study is descriptive
research. Descriptive research is designed to obtain information
concerning the current status phenomena and is directed toward
determining the nature of a situation as it exists at the time of
the study. Where the aim of this research is to describe about
Learners’ perspective of listening English song to Improve
Listening Skill of 4th Semester of TBI IAIN Madura, and
explores the difficulties they encounter during this process.
2. Researcher’s Attendance
In conducting qualitative research, the presence of researchers is a
very important activity to obtain the necessary data information. The
researchers acts as a research instrument in collecting data. According

32
Hardani et al, Metode Penelitian: Kualitatif & Kuantitatif (Yogyakarta: Pustaka Ilmu,2020),39.
 19

to sugiono, in qualitative research, the researcher becomes an

instrument or research tool. Where the researcher directly attended to
conduct the observation,interview,and documentation.
3. Research Setting
The research setting deals with the time and place where the study
conducted. The research location will be conducted by the researcher
on 4th Semester of TBI IAIN Madura. The researcher chose this
location for research because the student have been engaged in an
English learning program for three semester, They also use English
songs as one of the learning media, meaning they have experience and
perceptions regarding the use of songs in English learning.
4. Data Source
The main data sources in qualitative research are words and
actions, the rest are additional data such as documents and others. 33 In
conducting research, there are two kinds of data source in conducting
the research:
a. Subject
The subject of this research are students/Learners’ of 4 th
Semester TBI IAIN Madura. The researcher will interview the
students as a subject that the researcher will observe.
b. Object
The object of this research is students of 4 th Semester TBI
IAIN Madura.

5. Data Collection
According to Creswell, collecting the data refers to the process or
procedure of identifying the participants of the research, obtaining
participants permission, collected the information by interview or
observation.34 Therefore, the data collection procedure can be define as

33
Lexy J. Moleong, Metodologi Pnelitian Kualitatif (Bandung: Remaja Rosdakarya,2017), 4
34
John W. Creswell, Educational Research Planning, Conducting And Evaluating Quantitative and
Qualitative Research, Fourth Edition (Boston Pearsem, 2012), 9.
 20

procedure to collect the data of the research. In this research, the

researcher collects the data by conducting the interview, observation,
and taking some documentation.
1) Questioner
A questioner is a self-report instrument used to collect data
from respondents, typically through a series of questions that
are answered by the respondent.35 Questioner is one of the
important things in data collection because researchers want to
know what problems occur and get information in the field.
The researcher wants to know the Learners’ perspective of
listening English song to Improve Listening Skill of 4th
Semester of TBI IAIN Madura and also to know what are the
challenges in listening throught song.
There are three types of questionerquestioners:
a. Open-Ended Questionnaire
Open-ended questions are those that allow
respondents to answer in their own words, without being
limited to a set of predetermined responses.36
b. Closed-Ended Questionnaire
Closed-ended questions are those that provide
respondents with a set of predetermined responses, from
which they must choose one or more options.37
c. Mixed Questioner
Mixed methods researchers often use a combination
of open-ended and closed-ended questions to collect both
quantitative and qualitative data.38
In this reserarch the reseracher uses Open-Ended
Questioner to know about ther perspective abd challenges
35
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods
approaches
36
Creswell, 2014, p. 223
37
Creswell, 2014, p. 223
38
Creswell, 2014, p. 225
 21

inlistening to engkish song for learing more clear.

2) Interview
Interview is one of the techniques in data collection.
According to Sugiono, interview refers to the data collection
technique that used to know the participants deeply to interpret
the phenomenon that happens which cannot identify during the
observation.39 There are some kinds of interview40:
a. Structured Interview
Structured interviews were used as a data collection
technique if the researcher has known about the information
that they wll get surely. In other words, the researcher has
prepared a list of questions and alternative answers that
may answer the subject.
b. Semi Structured Interview
It is an interview that uses communication tools like
hand phone etc. Semi-structured interview belongs to the
category of depth interview, which is more free than
structured interview. The purpose of this interview is to
find more open issues, where participants are asked to give
their ideas and opinions.

c. Unstructured Interview
An unstructured interview is an unplanned
interview, meaning that the researcher asks several
questions to the informant but does not use interview
guidelines that have been systematically arranged for data
collection. Informants do not realize that they are being
interviewed so the conversation goes straight like everyday
conversations between researchers and informants.

39
Sugiono, Metodelogi penelitian kuantitatif, kualitatif dan R&D (Bandung: Alfabeta, 2013), 232.
40
Ary, Donald. Introduction to Research in Education, New York: Cengage Learning, 2009.
 22

In this research, the researcher uses semi structured

interview, the researcher wants to know more in-depth
information about phenomena in the field. The researcher
prepares some questions related to their perspective in
listening English songs in improving their listening skill
that are asked to the informant, the researcher makes the
interview smoother and more enjoyable by adding some
new questions depending on the situation and with whom
he asks the question so that the informant answers the
questions well and without pressure.
3) Documentation
Documentation is one of the instruments used in qualitative
research design which used to collect data by using pictures,
magazines, newspapers, personal journals, minutes of
meetings, letters, and other important documents. 41 By this
stage, the researcher will save the data and make it into a
document so that the result of the interview is more credible. It
can be taking a picture.
6. Data Analysis
Data analysis is a process whereby researchers systematically
search and arrange their data to increase their understanding of the data
and to enable them to present what they learned to others. 42 Sugiyono
also states that data analysis is the process of systematically searching
and arranging the interview transcript, field notes, and other materials
that you accumulate to increase your understanding of them and to
enable you to present what you have discovered to others. 43 The
technique used in the analysis of data using the steps below:
a. Data Reduction

41
Creswell, Educational Research Planning, Conducting, and Evaluating Quantitaive and
Qualitative Research Educational Research, 232
42
Ary et al., Introduction to Research in Education, 48.
43
Sugiyono, Metode Penelitian Kuantitatif Kualitatif DANR&D, P.224
 23

Data reduction is defined as a selection process, focusing

attention on simplifying, abstracting, and transforming raw data
that emerges from written records in the field. Data reduction
continues throughout the qualitative research-oriented project.44
In this study, researcher analyzed the data obtained from the
results of observations, interviews, and documentation relating to
4th Semester of TBI IAIN Madura about their Perspective of
Listening English Song to Improve Listening Skill.
b. Data Display
After the data is reduced, the researcher will display the data
which makes it easier for the researcher to understand something
that happened.
c. Conclusion
According to Miles and Huberman is the drawing of
conclusions and verification.45 The researcher will make a
conclusion based on the data display after displaying the data.
In this case, the researcher will make conclusions from the data
above. From this conclusion, it will be an answer to the focus of
the research that in this case will be presented in the last chapter.

7. Data Validity
According to Creswell validating finding means that the researcher
determines the accuracy or credibility of the findings through
strategies such as member checking or credibility of the findings
through strategies such as member checking or triangulation. 46
Therefore, the researcher uses triangulation. Triangulation is the
process of corroborating evidence from different individuals, types of
data, or methods of data collection in descriptions and themes in
44
Matthew B. Miles and A. Michael Huberman, Qualitative Data Analysis: An Expanded
Sourcebook (sage, 1994). P. 107
45
Sugiyono, Metode Penelitian Kuantitatif Kualitatif DANR&D, P.252
46
Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitaive and
Qualitative Research, 259
 24

qualitative research.47 Sugiyono stated that there are three kinds of

triangulation used in the research.48
a. Source Triangulation
Source triangulation is checking the validity of data that has
been obtained through some sources. In this kind of triangulation,
the researcher collected the data in checking the Learners’
Perspective of Listening English Song to Improve Listening Skill
of 4th Semester of TBI IAIN Madura.
b. Technical Triangulation
Technical triangulation is used to check the validity of data
to know the same source with different technique. After collecting
the data source of triangulation, the researcher used observation,
interview, and documentation technique to ensure which data
correct in different views.
c. Time Triangulation
Time triangulation influences the validity of data because the
data must be checking the validity that used interview, observation,
and documentation technique at different times and situations. The
researcher will use time triangulation when the researcher
conducting the observation, interview, questionnaire, and
documentation in several time.
8. The Steps of Research
The steps of research are very important because they give the
overall explanation of this research such as the research planning, the
collecting of the data, the analyzing the data, and also the reporting of
research. Three steps are used by the researcher in conducting
research, such as pre-research, whilst research, and post-research. The
three steps will be explained as follows:
a. Pre- research

47
Ibid
48
Sugiyono,”Metode Penelitian Kuantitatif Kualitatif dan R&D”, p.274
 25

This activity is done by the researcher before researching the

field, which means that in each step the researcher only prepares
anything that will be needed in doing research. The activities in
pre-research are:
a) Determining the research.
b) Making the tittle of the research.
c) Making the background and research focus.
d) Making the thesis and arraging the researcher licensing.
b. Whilst research
a) The process of research is begin by coming to the location of
the research, in this case, the researcher coming to the 4 th
Semester student of TBI IAIN Madura.
b) The researcher takes the data from 4 th Semester student of TBI
IAIN Madura, and after that, the researcher starts to interview
4th Semester student of TBI IAIN Madura .
c) After collecting the data, the researcher analyzes again the data
obtaining to get validity data.
c. Post Research
After the researcher collected the data from observation,
interview, and documentation, the researcher began to analyze the
data. In this step, the researcher will determine whether the data is
valid or invalid. When the data is already analyzed by the
researcher, the next step is concluding. The result of the data
analysis will be interpreted by the researcher as the conclusion of
this research process.

J. Systematic of Discussion
Chapter I: Introduction, consists of research context, research
focus, research objective, research significance, definition of key terms,
and previous study.
Chapter II: Theoretical study, consists of definition of English
Song, characteristic of English songs for language learning, benefits of
 26

English song in language learning, challenges of using English song in

learning, and definition of listening skill.
Chapter III: Research methodology, consists of research approach,
research design, research attendance, research setting, data source, data
collection, data analysis, data validity, and steps of research
Chapter IV: Data exposure, research finding, and discussion. in this
study, it includes Learners’ perspective of listening English song to
improve listening skill of 4th semester of TBI IAI Madura.
Chapter V: Closing. This chapter contains conclusion from the
research results and suggestions for the research results.

K. Research Outline
A. Title
B. Research Context
C. Research Focus
D. Research Objective
E. Significant of Study
F. Definition of Key terms
G. Previous Study
H. Review of Related Literature
1. Definition of Perspective
2. Definition of English Song
3. Characteristic of English songs for Language learning
4. Benefits of using English song in Language Learning
5. Challenges of using English song in Language Learning
6. Definition of Listening Skill
I. Research Method
1. Approach and kind of Research
2. Research Attendance
3. Research Setting
4. Data Source
5. Data Collection Technique
 27

6. Data Analysis
7. Validity of Data
8. The Steps of Research
J. Systematic of Discussion
K. Research Outline
L. Bibliography
M. Appendix

L. Bibliografy
Akmaliah, N., & Hanifah, N. (2025). Pengaruh Metode Audio-Lingual Terhadap
Keterampilan Listening Siswa SMPN 5 Tambun Selatan. Journal of
Learning and Instructional Studies, 4(2), 67-78.
Listiyaningsih, T. (2017). The influence of listening English song to improve
listening skill in l listening class. Academica: Journal of
Multidisciplinary Studies, 1(1), 35-49.
Afriyuninda, E., & Oktaviani, L. (2021). The use of English songs to improve E
English students’ l listening skills.
Lynch, T., & Mendelsohn, D. (2013). Listening. In An introduction to applied
linguistics (pp. 190- 206). Routledge.
John W.Cresswell, Educational Research, (Boston: Pearson Education,2012), p
age.82
Rita, D. (2022). Peningkatan keterampilan berbahasa Inggris menggunakan g
allery exhibition project dalam pembelajaran bahasa Inggris pada topik r
eport text. Journal of Educational Learning and Innovation (ELIa), 2(1), 9
6-120.
Farhansyah, M., Mutmainah, M., & Anggraini, F. (2023). Analisis penggunaan l
agu untuk meningkatkan kemampuan berbahasa Inggris m
ahasiswa. Indonesian Journal of Innovation Multidisipliner R
esearch, 1(1), 10-20.
Mamonto, W. (2021). THE STUDENTS’PERCEPTION TOWARDS LEARNING
LISTENING BY USING ENGLISH SONG (Doctoral dissertation, IAIN
MANADO
Lolong, S., MARENTEK, A., & RATTU, J. A. (2019). Persepsi mahasiswa
terhadap penggunaan lagu bahasa inggris untuk pembelajaran bahasa
inggris. Jurnal Elektronik Fakultas Sastra Universitas Sam Ratulangi, 1(3).
Tiara Sylvia, S. S., Susi Diriyanti, N., Cahyadi, C. I., & SiT, S. (2024). Mastering
English: Your Essential First Step to Get Success. Bening Media
Publishing.
John W. Creswell, Educational research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research. 4th ed(Boston;Pearson,2012)
John W.Cresswell, Educational Research, (Boston: Pearson Education,2012),
page.82
 28

Nurhasanah, S. R., & Suryaman, M. (2022). Students’ perception on the use of

English songs in auditory learning: Listening skill. Jurnal Ilmiah Mandala
Education, 8(2).
Wusqo, U., Wahab, A. A., & Ferdiyanto, F. (2024). Students' Perceptions of
Using English Songs for Listening Skill. International Journal of English
Education and Linguistics (IJoEEL), 6(1), 1-10.
Wikipedia contributors. (2023). Genre musik. Wikipedia, The Free Encyclopedia.
Diakses pada 4 Maret 2025, dari https://id.wikipedia.org/wiki/Genre_musik
Rahayu, Y. S. (2020). THE EFFECTIVENESS OF CROSSWORD PUZZLES
GAME TOWARDS IMPROVING STUDENTS’VOCABULARY
MASTERY. ELang| An English Language Education Journal, 5(2), 46-55.
Zhang, J. (2011). Jazz chants in English language teaching. Theory and Practice
in language studies, 1(5), 563-565.
Sekeon, E., Rombepajung, P., & Kumayas, T. (2022).
STUDENTS’PERCEPTION TOWARD ENGLISH SONG AS A
LEARNING MEDIA OF LISTENING COMPREHENSION. JoTELL:
Journal of Teaching English, Linguistics, and Literature, 1(1), 23-43.
Karim, S. A., Hamzah, A. Q. S., Anjani, N. M., Prianti, J., & Sihole, I. G. (2023).
Promoting EFL students’ speaking performance through ELSA Speak: An
artificial intelligence in English language learning. Journal of Languages
and Language Teaching, 11(4), 655-668.
Muhamad, N., & Rahmat, N. H. (2020). Investigating challenges for learning
English through songs. European Journal of English Language
Teaching, 6(1).
Nor, H. (2014). The techniques in teaching listening skill. Journal on English as a
Foreign Language, 4(1), 41-51.
Hardani et al, Metode Penelitian: Kualitatif & Kuantitatif (Yogyakarta: Pustaka
Ilmu,2020),39.
Lexy J. Moleong, Metodologi Pnelitian Kualitatif (Bandung: Remaja
Rosdakarya,2017), 4
John W. Creswell, Educational Research Planning, Conducting And Evaluating
Quantitative and Qualitative Research, Fourth Edition (Boston Pearsem,
2012), 9.
Sugiono, Metodelogi penelitian kuantitatif, kualitatif dan R&D (Bandung:
Alfabeta, 2013), 232.
Ary, Donald. Introduction to Research in Education, New York: Cengage
Learning, 2009.
Johansson, J. (2021). Benefits of Songs in the ESL Classroom.
Listiyaningsih, T. (2017). The influence of listening English song to improve
listening skill in listening class. Academica: Journal of
multidisciplinary Studies, 1(1), 35-49.
Kutlu, Ö., & Aslanoğlu, A. E. (2009). Factors affecting the listening
skill. Procedia-Social and Behavioral Sciences, 1(1), 2013-2022.

M. Appendix
 29

1. Appendix 1: Interview Guideline

a. Interview Student of TBI IAIN Madura

No. Question Answer

1. What do you think about
using English song in
English language learning?
2. How do you perceive the
benefits of using English
song to improve listening
skill?
3. Have you ever used
English song to improve
your listening skill?
4. Do you experience
difficulties in listening to
English song? If yes, hat
are those difficulties?
5. How do you overcome
those difficulties?
6. Do you think that using
English song in English
language learning can help
overcome those
difficulties?
7. What strategies do you use
when listening to English
song to improve your
listening skill?
8. How do you choosee the
right song to listen to?
9. Do you use other resources
such as dictionaries or the
 30

internet to help you u b.

Pragmatic
Perspectivenderstand the
song?
10. Do you think that using
English song in English
language learning can help
improve your listening
skill?
11. How do you perceive the
role of using English song
in improving your listening
skill?
12. Do you have any
suggestions for using
English song in English
language learning more
effectively?