The Influence of Rex Orange County's Music on Students' Learning Motivation in English Learning

Abstract

Learning motivation plays a crucial role in determining students' engagement and achievement in English as a Foreign Language (EFL) classroom. Although previous studies have demonstrated the benefits of music-assisted language learning, limited research has examined the educational potential of a specific contemporary artist in motivating students to learn English. Therefore, this study investigated the influence of Rex Orange County's music on students' learning motivation in English learning. This study employed a quantitative approach using a one-group pretest-posttest quasi-experimental design involving 88 students at an Islamic Senior High School in Jakarta. Data were collected using a learning motivation questionnaire based on Keller's ARCS Model, which demonstrated excellent validity and reliability. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, the Wilcoxon Signed-Rank Test, effect size analysis, and Normalized Gain (N-Gain). The findings revealed a statistically significant improvement in students' learning motivation after the implementation of Rex Orange County's music (Z = −5.281, p < .001), with a large practical effect (r = .62). Improvements were observed across all ARCS dimensions, particularly Attention. These findings suggest that English teachers can integrate contemporary songs into lessons through activities such as lyric-based listening, vocabulary exploration, and guided discussion to increase students' attention and engagement. However, the use of a one-group design and a single school limits the generalizability of the findings. Overall, contemporary English songs may serve as a supplementary instructional resource for creating a more engaging EFL learning environment.