<![CDATA[This study examines the effectiveness of educational songs in improving fifth-grade students' English vocabulary mastery and comprehension at a Madrasah Ibtidaiyah in East Lombok, Indonesia. The study aimed to analyze the planning, implementation, and outcomes of English instruction using educational songs. An explanatory sequential mixed-methods design was employed, beginning with a one-group pretest-posttest quantitative phase involving 25 fifth-grade students, followed by a qualitative phase using participatory observation, in-depth interviews, and documentation. Data were collected through an adapted TOEFL Junior Primary vocabulary-comprehension test, a structured observation checklist, a student-response questionnaire, and interview guidelines, then analyzed using paired-sample t-test, Normalized Gain (N-Gain), and reflexive thematic analysis integrated through a joint-display technique. Results show a significant increase in mean scores from 54.20 (pretest) to 82.04 (posttest), t(24) = 84.35, p < .001, with a moderate mean N-Gain of 0.61. Qualitative findings revealed systematic lesson planning, interactive multimodal implementation, and markedly increased student motivation, participation, and vocabulary retention. Integrated evidence indicates that educational songs are moderately but consistently effective for vocabulary mastery and comprehension among young EFL learners, and the study offers an integrated mixed-methods model for evaluating song-based instruction in an underrepresented Madrasah context.]]>
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