<![CDATA[Vocabulary mastery is a fundamental aspect of English language learning, particularly for young learners in EFL contexts, yet vocabulary instruction in many Indonesian elementary schools remains largely textbook-based and teacher-centered. This preliminary study aimed to explore the current conditions of vocabulary learning among fifth-grade students at MIN 4 Agam, an Islamic elementary school in West Sumatra, and to examine the potential role of song-based learning as an instructional strategy. A qualitative descriptive design was employed, involving classroom observation, a semi-structured interview with the English teacher, and an analysis of students' daily vocabulary test scores from two fifth-grade classes (n=55). The findings revealed that vocabulary instruction primarily relied on textbooks and direct explanation, with limited use of audio or visual media. Students commonly experienced difficulties in retaining previously learned vocabulary and using it productively in sentences. Analysis of test scores showed a mean of 74.5, slightly above the sch ool's minimum competency score (KKM) of 70, yet nearly one-third of students (30.9%) scored below this threshold, indicating considerable variation in vocabulary achievement. Notably, students demonstrated markedly higher engagement during an observed song-based activity compared to conventional instruction, and the teacher reported that students with greater exposure to English songs outside the classroom tended to show stronger pronunciation confidence and vocabulary use. These findings suggest a need for further research into song-based vocabulary instruction within Madrasah Ibtidaiyah contexts, where curricular constraints often limit the use of varied teaching media. This study provides an initial empirical foundation for future intervention-based research on song-based vocabulary learning among young EFL learners.]]>
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