<![CDATA[Listening comprehension remains challenging for many learners of English as a Foreign Language (EFL), particularly when they have limited exposure to naturally occurring spoken English. Music-Assisted Learning (MAL) offers a potentially engaging form of repeated auditory exposure by integrating English songs with structured listening activities. This study investigated changes in the listening comprehension of eleventh-grade students following the implementation of MAL at MAN 1 Surakarta, Indonesia. A quantitative pre-experimental design using a one-group pre-test–post-test procedure was employed with 30 students from Class XI F7. The instructional treatment incorporated guided listening, lyric-based activities, vocabulary identification, singing, and karaoke. Students’ listening comprehension was measured before and after the intervention. The mean score increased from 84.33 (SD = 6.92) in the pre-test to 93.17 (SD = 5.33) in the post-test. A paired-samples t-test indicated a statistically significant difference between the two measurements, t(29) = −7.003, p < .001, with a large within-group effect size (d ≈ 1.28). The findings suggest that structured song-based instruction is associated with meaningful improvement in students’ listening performance. Nevertheless, because the study employed a single-group design without a comparison group, causal interpretation should be made cautiously. The study highlights the pedagogical potential of integrating music with explicit listening tasks while emphasizing the need for controlled and longitudinal research.]]>
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