It is specified that music has an influence on the individual as an external force, not directly but indirectly, through internal influences. In fostering social harmony, encouraging social interactions, and instilling a sense of responsibility in learners, music is successful. Music is a great language kit that in just a few rhymes bundles history, vocabulary, listening, grammar and a host of other components of language.
Moreover, as pointed out in the study of (Or Kan Soh, 2020) (Medina, 1993) a broad range of useful vocabulary items can be assessed by popular songs. Using favorite songs by learners to teach vocabulary offers infinite options for revision. This is important for storing information in long-term memory.
Almost every student enjoys music and songs that can be used as a medium to help their language, not just to lift their mood. Many people from all over the world get their first exposure to English through common song lyrics. Music on second language acquisition, this study involved ten junior high school students. Based on the data gathered, it was revealed that the Pop music was 4.5, listening to house or dance was 1.4, listening to grim was 1.00, listening to rock music was 1.4, listening to Indi was 1.00, listening to R&B was 3.8, listening to classical music was 3.00, and listening to country music was 1.4. This implies that most of the respondents listened to Pop music. Based on the data gathered, the following recommendations were hereby forwarded: The proponents recommended that students may take into consideration listening to music for it will help them in acquiring a second language, particularly in word recognition, learning language through meaning interaction with the target language, and improvement of their vocabulary.