INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
The Melodic Classroom: Enhancing Second Language (L2) English  
Vocabulary Acquisition through Islamic Songs for Kindergarten  
Students  
Bazrina Ramly., Wan Syariza Wan Yadri*., Nur Afiqah Ab Latif., Mimi Mazlina Mohamad., Amanina  
Abdul Razak  
Centre of Foundation Studies, Universiti Teknologi MARA, Cawangan Selangor, Kampus Dengkil,  
Dengkil, Selangor, Malaysia  
*Corresponding Author  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000841  
Received: 07 November 2025; Accepted: 14 November 2025; Published: 26 November 2025  
ABSTRACT  
The study aims at finding the effectiveness of Islamic songs in enhancing English vocabulary acquisition and  
improving attitudes toward English learning among kindergarten children. The researchers applied a quantitative  
design study. The sample consisted of 40 learners aged 5 to 6 from an Islamic kindergarten who participated in  
a pre-test and post-test survey. The intervention incorporated English Islamic songs designed with repetitive,  
meaningful, and culturally relevant lyrics. Paired-samples t-test results indicated a significant improvement in  
vocabulary acquisition. The Marginal Homogeneity Test further showed significant positive shifts in students’  
attitudes, motivation, and reduced anxiety toward learning English. These findings support key principles from  
Krashen’s Input Hypothesis, Vygotsky’s Social Constructivism, and Gardner’s Multiple Intelligences Theory,  
demonstrating that Islamic songs provide comprehensible input, emotional comfort, and increased engagement.  
The study highlights the pedagogical value of culturally grounded musical instruction in early English language  
education and suggests implications for future research.  
Keywords: Vocabulary acquisition, Islamic Songs, Early Childhood Education, Second Language, Affective  
Factors  
INTRODUCTION  
Background of the Study  
The vocabulary acquisition in early stages of language development plays a significant role in second language  
(L2) language learning. The ability to understand new words effectively builds the foundation for later language  
proficiency and communicative competence as a whole (Joyce, 2011; Lightbrown & Spade,2013). Thus,  
teaching vocabulary to young learners requires approaches that are not only effective but also engaging, age  
appropriate and contextually relevant to their environment.  
Among the various strategies available, the use of songs has become one of the powerful approaches for young  
learners to learn the English language. Songs combine melody, rhythm, repetition, and meaningful lyrics that  
lower the affective filter, sustain attention, and provide memorable linguistic input that supports vocabulary  
learning. Lijiao & Amirdabbaghian (2024) stated that songs stimulate interest and emotion through melody and  
lyrics, creating a positive, interactive, and engaging classroom atmosphere compared with traditional methods.  
In kindergarten contexts, rhythmic and melodic features help learners incorporate language patterns and routines,  
making lexical items more accessible and easier to recall (Ngadni & Wong, 2021).  
Beyond initial word recognition, songs deepen vocabulary knowledge by situating words in context, exposing  
learners to collocations and formulaic sequences, and offering repeated, low-anxiety rehearsal opportunities that  
build automaticity (Nie, et al, 2022). For young L2 learners who have limited English exposure outside school,  
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music-based instruction can bridge home and school language environments, increase motivation, and accelerate  
the acquisition of high-frequency vocabulary, which is important for academic success, such as in reading and  
communication skills.  
In the Malaysian context, Islamic songs hold a meaningful role in early childhood education. These songs are  
commonly used in preschools to nurture moral values, create a calming learning environment, and provide  
culturally familiar experiences for Muslim learners. According to Ngadni et al. (2025), Islamic songs blend  
simple language with melodic repetition, presenting English words in a way that is both accessible and  
emotionally comforting to young children. This cultural and pedagogical relevance makes Islamic songs a  
promising tool for supporting early English vocabulary development in Malaysia.  
Statement of the Problem  
Developing a strong English vocabulary during early childhood sets a vital foundation for future reading and  
communication skills. However, in Malaysian kindergartens, teachers often face challenges to retain young  
learners’ interest long enough for effective vocabulary acquisition. This is due to short attention spans and  
limited English exposure at home. It has been observed that traditional learning methods often fail to hold young  
learners’ attention. Previous studies confirmed that the lower the child's age, the shorter their attention span tends  
to be (Seli et al., 2023). Hence, there is a pressing need to develop teaching methods that can sustain and capture  
the interest of young learners, particularly those aged 5 to 6 years old.  
Recent research supports the use of songs and music-based instruction as powerful tools to enhance vocabulary  
retention among preschoolers because rhythm, rhyme, and repetition naturally support memory and  
pronunciation (Morini et al., 2021; Silva, 2024; Zaharani & Hasanah, 2023). For Muslim learners, Islamic songs,  
or nasheeds, offer an added cultural advantage as they embed positive values and familiar contexts while  
presenting English words in meaningful and emotionally engaging ways (Misman et al., 2022; Ngadni et al.,  
2025). Ideally, integrating nasheed-based English lessons would motivate participation, strengthen vocabulary  
recall, and nurture moral development. However, despite these advantages, empirical evidence on how Islamic  
songs support English language vocabulary remains limited.  
Existing studies often describe positive classroom experiences using songs but rarely examine the linguistic  
mechanism and affective mechanism that contribute to successful vocabulary learning. Very few studies apply  
established learning theories to explain how Islamic songs may enhance children’s vocabulary development.  
Furthermore, research involving young Muslim learners frequently lacks structured pre-post assessments that  
measure actual vocabulary gains. As a result, there is limited empirical data showing to which extent Islamic  
songs improve vocabulary learning in early childhood education. In addition, although affective factors such as  
attitude and anxiety strongly influence language learning, little is known about how Islamic song-based lessons  
shape young children’s feelings towards English.  
Given these gaps, there is a clear need for research that examines both the vocabulary outcomes and the affective  
responses associated with using Islamic songs in English lessons. As such, this study aims to determine the  
effectiveness of Islamic songs in improving vocabulary acquisition among kindergarten learners and to explore  
how these songs influence their attitudes and anxiety towards learning English. By integrating pre- and post-  
vocabulary testing and child-friendly attitude measures, this study provides empirical evidence on the  
pedagogical value of Islamic songs in early English language learning.  
Objective of the Study and Research Questions  
This study is done to explore the role of songs in acquiring the English language learning. Specifically, this study  
is done to answer the following questions:  
1.  
Is there a statistically significant difference in the vocabulary acquisition (pre-test vs. post-test scores) of  
kindergarten students following the intervention using Islamic songs in English?  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
2.  
Did the intervention program using English Islamic songs significantly change kindergarten students’  
attitudes and anxiety towards English language learning?  
LITERATURE REVIEW  
The Importance of Vocabulary Acquisition in Early Childhood Education  
Vocabulary acquisition is more incidental and accommodating in the mother tongue. However, L2 learners face  
difficulties in acquiring new vocabulary since they have lower vocabulary depth. The limited exposure to  
authentic language input restricts children’s ability to use and interpret words in meaningful contexts (Hjetland  
et al., 2021). Therefore, educators need to vary the teaching strategies, especially for early learners, to enrich the  
students’ vocabulary range and enhance their proficiency in the target language. One of the strategies that is  
believed to help widen early learners’s vocabulary acquisition is by using songs in English. The theory that  
underpins this approach is Howard Gardner's Theory of Multiple Intelligences. The theory posits that humans  
possess multiple distinctive intelligences that affect their ability to acquire new skills. Using music in language  
learning encourages greater learner participation and sustained engagement, making lessons more interactive  
and productive (Nguyen & Nguyen, 2023). The study demonstrates that having diverse learning activities in  
language classrooms improves vocabulary retention and fosters student engagement. Another similar study,  
managed by Meisuri et al. (2025), found that incorporating songs to reinforce vocabulary enhances learners'  
attention through repetition, rhythm, and gestures. Thus, the learning environment is more memorable and  
engaging for children, making the learning input more sustainable and retained.  
Songs as a Tool for Language Learning  
Songs are recognised as an effective instrument for second language acquisition due to their unique ability to  
integrate verbal input with rhythm, melody, and repetition. These components enhance memory traces and  
promote phonological awareness, thereby simplifying the process of learning new vocabulary (Hamilton et al.,  
2024). Songs also offer contextualised and intelligible input, consistent with Krashen’s Input Hypothesis. In  
accordance with this theory, students acquire language quickly whenever they have exposure to comprehensible  
input that is slightly above their current level (i+1), and the rhythm and repetition in songs create precisely such  
input (Rowe et al., 2023).  
Kumar (2022) asserts that music and songs enhance language retention in both short- and long-term memory by  
promoting repetition and lowering the affective filter, therefore making studying more effective and appealing.  
Similarly, Zhang et al. (2023) found that Chinese secondary students who learned English through singing  
demonstrated enhanced vocabulary retention and pronunciation fluency as compared to those learning through  
a traditional method. The results reveal that melodies enhance verbal memory and learning effectiveness.  
Supporting these findings, Kholid et al. (2024) reported a substantial vocabulary gain (43%, compared to 10%  
using textbook methods). This suggests that using songs in the English lesson can improve vocabulary recall via  
rhythm, repetition, and emotional involvement.  
Huang et al. (2024) and Alharthi (2024) demonstrated that exercises centered on songs and lyrics enhance  
listening comprehension and vocabulary acquisition, particularly when the lyrics are relevant, comprehensible,  
and age-appropriate for the learners. Lawson-Adams et al. (2022) similarly found that sung and rhythmic recited  
songs enhanced preschoolers’ vocabulary more successfully than conventional visual card techniques. Their  
findings emphasise that music, rhythm, and pictures collectively enhance meaningful language learning and  
involvement.  
Integration of Islamic Songs to Enhance English Vocabulary Learning  
Islamic songs serve as a culturally meaningful and pedagogically effective medium that integrates rhythm,  
language, and moral instruction. Djamdjuri (2016) highlights that Islamic lullabies are designed not only to  
entertain but also to nurture faith-based qualities such as compassion, respect, and gratitude. Through these  
songs, children can adopt English vocabulary related to both religious and everyday moral values, demonstrating  
how language learning and character education can coexist. Similarly, Naralita and Azis (2020) emphasise that  
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incorporating Islamic melodies into English education promotes language proficiency while deepening religious  
consciousness, achieving harmony between linguistic and spiritual growth. In the Malaysian context, such  
religion-based learning materials also create a familiar and supportive classroom environment that reduces  
anxiety and fosters a sense of belonging among Muslim learners.  
Moreover, Megawati et al. (2024) present a systematic framework for the implementation of Islamic song-based  
pedagogy, encompassing activities such as lyric analysis, fill-in-the-blank tasks, vocabulary matching, and  
reflective dialogues, all of which facilitate vocabulary acquisition through repetition and emotional involvement.  
These teaching approaches correspond with the findings of Coyle and Gómez Gracia (2014) that song-based  
learning enhances receptive vocabulary retention in young EFL learners. Likewise, Long and Mustafa (2020)  
discovered that Malaysian early childhood educators regard music and nursery rhymes as effective instruments  
for language instruction, as they enhance a positive learning atmosphere. Djamdjuri (2016) contends that Islamic  
melodies, or nasheeds, exemplified by Sami Yusuf, convey moral ideals that offer pedagogical potential for L2  
classrooms by associating language input with spiritual reflection.  
These studies jointly affirm that the incorporation of Islamic music into English vocabulary training enhances  
language outcomes while promoting moral, emotional, and cultural awareness among young Muslim learners.  
This instructional approach provides a holistic educational framework wherein language acquisition functions  
as an avenue for communication and personal growth.  
Conceptual Framework  
This study's methodological approach and hypothesised relationships are guided by a robust Conceptual  
Framework (as shown in Figure 1), which integrates established learning and language acquisition theories to  
explain the mechanism by which culturally relevant material, specifically Islamic songs, can enhance early  
English proficiency. While the existing literature identifies the benefits of music in language learning, a  
framework that synthesizes the linguistic input (Krashen), the social-cultural context (Vygotsky), and the  
cognitive pathway of delivery (Gardner) is necessary to precisely model the intervention's impact on  
kindergarten students. This framework operationalizes the use of Islamic songs as the independent variable,  
identifies the specific mediating variables through which learning occurs (exposure, engagement, repetition, and  
contextualization), and posits the predicted improvement in the dependent variables (vocabulary acquisition,  
pronunciation accuracy/fluency, and motivation). The subsequent sections detail the theoretical underpinnings,  
the hypothesized relationships, and the visual representation of this framework.  
Figure 1 illustrates the conceptual framework, which is primarily grounded in three foundational learning  
theories: Krashen’s Input Hypothesis, Vygotsky’s Social Constructivism, and Gardner’s Multiple Intelligences  
Theory. This synthesis explains how the use of Islamic songs in English enhances English language outcomes  
for kindergarten students. In this model, the independent variable is the Islamic Songs Intervention, which  
delivers comprehensible input (i + 1), as per Krashen's Hypothesis, through features such as simple vocabulary,  
repetitive lyrics, and meaningful cultural context. These song characteristics stimulate exposure, engagement,  
repetition, and contextualization, which function as mediating variables (or mechanisms) that directly influence  
the children's learning. Consequently, the dependent variables are positively affected: Linguistic outcomes (i.e.,  
vocabulary acquisition and pronunciation accuracy) and the affective outcome (i.e., motivation toward English  
learning). Vygotsky's theory supports this process by emphasising the song's role as a potent social and cultural  
tool that facilitates language development within the learners' Zone of Proximal Development (ZPD).  
Simultaneously, Gardner’s theory highlights that music activates musical intelligence, making the input more  
enjoyable, memorable, and thus lowering the affective filter. Therefore, the framework clearly highlights that  
Islamic songs serve as a culturally congruent and engaging medium, providing both necessary linguistic input  
and crucial affective benefits that collectively facilitate young learners' English discovery.  
IV:  
MV: Exposure  
Learning  
DV: Vocabulary Acquisition  
Facilitation  
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Use  
of Krashen’s  
MV: Engagement  
Islamic  
Songs  
Input (i + 1)  
Gardner’s  
MI  
MV: Repetition  
Vygotsky’s  
ZPD  
DV: Pronunciation Accuracy  
V: Motivation  
MV: Contextualization  
Fig. 1 Conceptual Framework  
METHODOLOGY  
This quantitative study is conducted to investigate the effectiveness of Islamic songs in enhancing English  
language learning among kindergarten students. A purposive sample of 40 children, aged 5 to 6, from an Islamic  
kindergarten participated in the study. The main instrument used is a questionnaire with a 5-point Likert scale  
adapted from Medina (2002) and Wasubaie (2015), which was designed to reveal the key variables shown in  
Figure 1. The instrument measured children’s vocabulary acquisition and attitude, and anxiety when learning  
English through Islamic songs.  
The questionnaire consisted of three sections. Section A captured the demographic profile of the respondents  
(age and gender). Section B measured vocabulary acquisition, while Section C measured children’s attitudes and  
anxiety towards the use of Islamic-based songs in English learning. The data was analysed to identify patterns  
of improvement and relationships between the variables.  
Figure 2 shows the distribution of items in the questionnaire. The items were developed to reflect a framework  
that synthesises the linguistic input (Krashen), the socio-cultural context (Vygotsky), and the cognitive pathway  
of delivery (Gardner) that is necessary to model the intervention's impact on kindergarten students. These  
frameworks explain how repeated, meaningful input and low-anxiety learning environments contribute to  
vocabulary acquisition and positive attitudes toward English among kindergarten learners.  
The analysis shows a Cronbach's alpha of .865 for all 10 items. These values exceed the recommended minimum  
of 0.70 (Jackson, 2015), thus indicating a good level of reliability for the instrument used. Further data analysis  
was conducted using SPSS to compute descriptive and inferential statistics to present findings that answer the  
research questions of the study. The findings provide empirical explanations for how Islamic songs can enhance  
English language learning by improving their vocabulary acquisition and fostering more positive attitudes while  
reducing anxiety towards English language learning.  
CONSTRUCTS  
SECTION  
ITEMS  
VOCABULARY ACQUISITION  
ATTITUDES AND ANXIETY  
B
C
5
5
10  
Fig. 2 Distribution of Items in the Questionnaire  
FINDINGS  
Findings for Demographic Profile  
This section presents the results of the statistical analyses conducted to address the study's two research questions  
(RQs). The findings are organized as follows: first, a descriptive analysis of the participants' demographic profile  
is provided. Second, the quantitative results of the pre-test/post-test analysis, which determine the statistical  
significance of the Islamic songs intervention on vocabulary acquisition (RQ1), are presented. Finally, the  
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descriptive statistics derived from the post-intervention questionnaire are reported, detailing the students' levels  
of motivation and enjoyment (RQ2).  
Gender  
Male  
Frequency (n)  
Percentage (%)  
16  
24  
40  
40  
Female  
Total  
60  
100  
Fig. 3 Distribution of participants by gender  
The study involved a total of 40 kindergarten students (Figure 3). The sample was slightly skewed towards  
female participants, who constituted 60% (n=24) of the total sample, while male participants accounted for 40%  
(n=16). As the students were all drawn from kindergarten classes, they represent the target population of young  
learners aged approximately 5 to 6 years old.  
Findings to answer RQ1  
Is there a statistically significant difference in the vocabulary acquisition (pre-test vs. post-test scores) of  
kindergarten students following the intervention using Islamic songs in English?  
This section presents the results of the paired-samples -test conducted to determine if the use of Islamic songs  
in English resulted in a statistically significant difference between the kindergarten students' pre-test and post-  
test vocabulary acquisition scores.  
Fig. 4 Paired samples t-test  
The analysis of the intervention yielded statistically significant evidence supporting the efficacy of using Islamic  
songs to enhance English learning outcomes among the kindergarten participants. Specifically, the students  
demonstrated a marked increase in their vocabulary scores post-intervention (M=43.40, SD=6.25) compared to  
their baseline scores at pre-test (M=23.30, SD=3.47). The results of the paired-samples t-test confirmed this  
difference was statistically significant, t(39) = 18.88, p<.001, 95% CI[17.95,22.25], leading to the rejection of  
the null hypothesis. This suggests that the Islamic songs intervention has a profound and positive impact on  
vocabulary acquisition.  
This linguistic success is attributed to several mechanisms inherent in the intervention, directly supporting the  
claims of the conceptual framework. Firstly, the repetitive and rhythmic structure of the songs ensured the  
delivery of comprehensible input (i+1), which is crucial for acquisition according to Krashen's Input Hypothesis  
and is strongly supported in L2 vocabulary retention studies (Ananda et al., 2023). This repetitive input facilitates  
long-term memory retrieval and retention by maximising exposure frequency. Secondly, the use of culturally  
relevant Islamic themes provided meaningful contextualisation, reinforcing language learning by treating the  
songs as effective social and cultural tools in line with Vygotsky's Social Constructivism (Harmer, 2020).  
Finally, the musical delivery channels the input through Gardner's Musical Intelligence, a factor established in  
the literature as an effective pedagogical tool that engages students and lowers the cognitive barrier to language  
processing (Hui & Jamaludin, 2024). Thus, the program's success in driving significant vocabulary gains is a  
direct outcome of leveraging these linguistic and contextual pathways.  
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Findings to answer RQ2  
Did the intervention program using English Islamic songs significantly change kindergarten students'  
attitudes and anxiety towards English language learning?  
This section presents the results of the Marginal Homogeneity Test (MHT), which was performed to determine  
if the Islamic songs intervention resulted in a statistically significant change in the kindergarten students’  
attitudes toward English songs and learning and their level of anxiety regarding English language learning. The  
MHT was applied to the five pairs of pre- and post-survey items, which were measured on a three-category  
nominal scale (Yes, Not Sure, No). The results show a statistically significant change in the distribution of  
responses from the pre-survey to the post-survey for all five attitude and affect items, as shown in Figure 5  
below:  
Fig. 5 Analysis of Marginal Homogenity Test Results  
Based on Figure 5, the Marginal Homogeneity Test (MHT) was conducted to assess the effectiveness of the  
Islamic songs intervention in significantly changing students’ attitudes and anxiety towards English Learning.  
The analysis revealed a statistically significant change in the distribution of responses from the pre-survey to the  
post-survey. Specifically, highly significant shifts were observed for Q2 (liking English songs, Std. MH Statistic  
= 3.27, p = .001), Q3 (liking to learn English, Std. MH statistic = 3.92, p = <.001), and Q4 (excitement to learn  
English, Std. MH Statistic = 3.80, p = <.001). Crucially, there was also a highly significant reduction in reported  
nervousness (Q5, Std. MH Statistic = 3.58, p <.001), suggesting the program successfully lowered the students’  
affective filter. The shift in general liking for singing (Q1, Std. MH Statistic = 2.65. p = .008) was also significant.  
The statistically significant shifts across all five measures of attitude and affect strongly suggest that the Islamic  
songs intervention was highly effective in creating a positive and supportive learning environment. This finding  
directly supports the secondary claims of the conceptual framework, namely the roles of Gardner’s Musical  
Intelligence and the affective filter.  
The significant increase in reported excitement and liking to learn English (Q3 and Q4) demonstrates the  
intervention's success in enhancing intrinsic motivation (Jones, 2020). The engaging, rhythmic nature of the  
songs activates the learners' musical intelligence, making the cognitive effort of learning feel enjoyable rather  
than burdensome (Zakaria et al., 2023). This alignment between pedagogy and cognitive style is crucial for  
young learners.  
Furthermore, the highly significant decrease in reported nervousness (Q5) is critical. This indicates that the songs  
successfully lowered the Affective Filter (Krashen’s Input Hypothesis), a psychological barrier that prevents  
comprehensible input from reaching the language acquisition process (Sibouih et al., 2025). By lowering this  
filter, the learning environment becomes less threatening, allowing learners to be more receptive to the  
vocabulary and pronunciation input.  
Finally, the improved attitude towards English songs (Q2) underscores the importance of culturally relevant  
content. Integrating Islamic themes provided a meaningful contextualisation (Vygotsky’s Social  
Constructivism), transforming the learning material into a familiar cultural tool that children readily accepted  
and engaged with (Sabir & Hammad, 2023). This combination of affective engagement and cultural relevance  
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is the key driver behind the observed positive change in attitudes and the subsequent success in the vocabulary  
acquisition (RQ1).  
CONCLUSION  
Summary of Findings and Discussions  
The study’s findings convincingly demonstrate that integrating Islamic songs into English vocabulary lessons  
significantly enhances young learners' language acquisition and positive attitudes toward learning English.  
Quantitative analysis revealed a marked increase in vocabulary scores post-intervention, confirming the  
effectiveness of musical, repetitive, and culturally relevant input in facilitating language retention. In addition,  
students exhibited more positive attitudes and showed reduced anxiety, with significant shifts in their liking for  
English songs, motivation to learn, and decreased nervousness. These results point out the importance of  
culturally familiar and emotionally engaging materials. This aligns with theories such as Krashen’s Input  
Hypothesis, Vygotsky’s social constructivism, and Gardner’s multiple intelligences in creating an enjoyable,  
meaningful, and less-threatening learning environment that boosts both linguistic and affective development.  
Furthermore, the findings suggest that Islamic songs serve a dual purpose: fostering linguistic skills while  
simultaneously reinforcing moral and spiritual values, which enhances students’ overall engagement and  
emotional connection to the learning process. By reducing anxiety and increasing motivation, these culturally  
embedded songs become powerful pedagogical tools that support sustained interest and active participation  
among young Muslim learners. The positive outcomes also highlight the importance of culturally relevant  
content in early childhood education, emphasising that integrating moral, religious, and language objectives  
within engaging and meaningful activities can significantly shape learners’ attitudes, motivation, and long-term  
language retention. Future research exploring long-term effects and cultural comparisons could further  
strengthen the understanding of the broader educational benefits of this approach.  
Implications and Suggestions for Future Research  
The study has multiple pedagogical implications for English language instructors, particularly in Islamic or  
culturally relevant early childhood environments. English teachers in Muslim countries like Malaysia could  
incorporate Islamic songs as extra educational resources to enhance vocabulary acquisition and pronunciation  
skills. Islamic songs, or nasheeds, impart moral principles that provide teaching opportunities for second  
language classrooms by connecting language use with moral or spiritual development (Djamdjuri, 2016; Naralita  
and Azis, 2020). As proposed by Megawati et al. (2024), preschoolers’ attention span could be enhanced by  
using lyric-based exercises like “gap filling,” “vocabulary matching”, or “action singing”. These activities also  
reinforce vocabulary through contextual application and repetition.  
Additionally, the incorporation of faith-based and culturally relevant content mitigates emotional obstacles and  
anxiety, as evidenced in this study and corroborated by Naralita and Azis (2020). Educators in Malaysian  
kindergartens might modify English nasheeds that incorporate qualities of respect, honesty, and thankfulness,  
ensuring alignment between moral and language objectives. This culturally sensitive methodology corresponds  
with Vygotsky’s concept of social learning within familiar contexts and Bandura’s (2001) focus on  
environmental factors in learning. Furthermore, the incorporation of Islamic songs can improve motivation and  
engagement by fostering excitement and interest within the teaching environment. Hence, preschool teachers are  
urged to employ musical intelligence as a primary learning approach (Gardner, 1983) to assist learners with  
diverse cognitive processes.  
In addition to the pedagogical implications, several directions for future research are suggested. Firstly,  
longitudinal research should examine the long-term effects of Islamic song-based instructions on children’s  
moral development and language retention. This would enable the researchers to determine if the immediate  
impacts of Islamic melodies are long-lasting. Furthermore, it may be feasible to investigate the impact of cultural  
relevance on retention and participation by comparing Islamic and non-Islamic song-based language learning.  
By comparing the responses of learners to materials that are aligned with their cultural and religious beliefs to  
those that are not, future research could determine the extent to which cultural familiarity improves retention,  
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motivation, and emotional connection. Finally, qualitative research methodology, such as classroom  
observations or interviews with teachers and parents may provide further insights into the impact of Islamic  
songs on children’s motivation and identity development.  
In summary, the incorporation of Islamic songs into English language kindergarten classrooms provides a  
comprehensive and culturally sensitive teaching strategy that fosters moral growth, improves vocabulary  
acquisition, and creates a positive learning atmosphere. This strategy integrates rhythm, repetition, and religious  
beliefs, constituting an innovative framework for early second language teaching in Muslim countries like  
Malaysia.  
ACKNOWLEDGEMENT  
The researcher would like to express sincere gratitude to the administration and teachers of the Islamic  
kindergarten involved in this study for their cooperation and support throughout the data collection process.  
Heartfelt appreciation is also extended to the young learners and their parents for their participation and  
willingness to contribute to this research. The researcher is also grateful to colleagues and friends who provided  
assistance, insights, and motivation during the development of this project.  
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