Islamic English Pop Songs in EFL Instruction: A Mixed-Method Study of Sixth-Grade Students’ Listening and Speaking Development at an Islamic Elementary School

Abstract

This study examined the effectiveness of Islamic English pop songs as a learning medium for developing sixth-grade students' listening and speaking skills at an Islamic elementary school and explored students' perceptions of this medium. A sequential explanatory mixed-methods design was employed involving 42 sixth-grade students, divided into an experimental group (n=30) taught using Maher Zain's songs "One Big Family" and "Hold My Hand," and a control group (n=12) receiving conventional textbook-based instruction, across six treatment sessions. Quantitative data from pre-tests and post-tests were analyzed using the Wilcoxon Signed-Rank Test and Mann-Whitney U Test, while qualitative data from classroom observations and semi-structured interviews were analyzed thematically. Within-group analysis showed significant improvements in both listening and speaking skills for the experimental group. However, between-group comparison indicated a significant difference in listening post-test scores favoring the control group, while no significant difference was found in speaking post-test scores between groups. Qualitatively, students responded positively to song-based learning, reporting increased motivation, enjoyment, and appreciation of the moral values embedded in the songs. These findings suggest that Islamic English pop songs hold pedagogical value as an engaging and culturally appropriate complementary medium, particularly for fostering motivation and speaking practice, although their comparative advantage over conventional instruction for listening skill remains inconclusive.