<![CDATA[This study investigated whether using Spotify improves students’ English vocabulary mastery, motivated by low vocabulary achievement and lack of interest in conventional methods. A quantitative pre-experimental design with one-group pre-test and post-test was employed. Participants were 22 eighth-grade students from MTs Keutapang Dua, selected through total sampling. Data were collected using vocabulary tests and a questionnaire on students’ responses to Spotify-based learning. Results showed an increase in vocabulary mastery by 12.75 points, with the mean pre-test score rising from 60.86 to 73.61 in the post-test. A paired sample t-test revealed a t-count of 28.84, exceeding the t-table value of 2.080 (df = 21, p 0.05), indicating a significant improvement. Questionnaire responses (M = 3.58, SD = 0.32) compared to the neutral midpoint of 2.5 yielded a very large effect size (Cohen’s d = 3.38), showing strongly positive perceptions. The highest-rated item (M = 3.9) was viewing lyrics while learning, while the lowest (M = 3.1) concerned difficulty understanding singers. In conclusion, integrating Spotify and English song lyrics effectively enhances vocabulary development and increases student motivation and interest. Teachers are encouraged to adopt music-based digital platforms as instructional strategies.]]>
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