Song-Based English Learning in Elementary Schools: A Systematic Literature Review
Authors
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Holy Angelica Hot Mauli Gultom
Universitas Pendidikan Indonesia
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Nadia Tiara Antik Sari
Universitas Pendidikan Indonesia
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Neneng Sri Wulan
Universitas Pendidikan Indonesia
DOI:
https://doi.org/10.36312/jolls.v6i3.5647Keywords:
English language learning, Songs, Elementary school, Systematic literature review, Song-based learningAbstract
Research on song-based English learning in elementary schools has developed significantly in recent years because songs are considered capable of creating an enjoyable learning atmosphere, increasing students’ motivation, and helping students master basic English skills. However, studies related to the use of songs in English learning are still scattered across various publications, so they have not yet provided a comprehensive overview of research trends, research focuses, methodological characteristics, learning strategies, and research gaps that can still be further developed. Therefore, this study aims to analyze the development of research on song-based English learning in elementary schools during the 2015-2025 period. This study employed the Systematic Literature Review (SLR) method guided by PRISMA 2020. The literature search process was conducted through Google Scholar and Scopus databases using keywords relevant to the research topic. Articles were selected based on inclusion and exclusion criteria, including publication years 2015–2025, research focus, participants, research design, and availability of full-text articles. The data were analyzed descriptively through the stages of identification, selection, quality assessment, data extraction, and data synthesis. The results showed that the main research focuses were vocabulary mastery, listening and speaking skills, pronunciation, and students’ learning motivation. The methodological characteristics of the studies were generally dominated by quantitative and qualitative approaches with simple experimental and descriptive designs. In addition, the learning strategies used tended to be interactive, enjoyable, and student-centered through singing activities, lyric repetition, audio media, and physical movements. The findings indicate that the use of songs has a positive impact on students’ English skills, motivation, and engagement in the learning process. However, studies related to writing skills, grammar, authentic communication, and digital technology integration are still limited and can become opportunities for future research. This study is expected to serve as a reference for developing more innovative English learning practices in elementary schools.
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