TODDLERS’ LEARNING ENGAGEMENT IN ENGLISH LEARNING: A COMPARISON BETWEEN SONG BASED AND NON SONG BASED ACTIVITIES

Abstrak

This study aims to analyze toddlers’ learning engagement in English language learning by comparing song based activities and non song based activities. The study employed a descriptive qualitative approach involving one four year old toddler as the participant. Data were collected through classroom observation, focus duration measurement using a stopwatch, field notes, and a semi structured interview with the parent as a form of data triangulation. The findings indicate that song based activities lead to higher levels of learning engagement than non song based activities. The toddler demonstrated a longer attention span, more positive emotional responses, greater physical involvement, and faster and more spontaneous vocabulary recall during song based learning. In contrast, non song based activities resulted in shorter focus duration and higher levels of boredom. These findings support major theories in Second Language Acquisition (SLA), particularly Krashen’s Input Hypothesis and Affective Filter Hypothesis, as well as the principles of Total Physical Response (TPR). Therefore, song based learning is recommended as an effective and developmentally appropriate strategy for early childhood English language learning.