Eksplorasi Peran Lirik Lagu Pop Berbahasa Inggris Flowers oleh Miley Cyrus dalam Meningkatkan Retensi Kosakata: Studi Kasus pada Pembelajar Mandiri. = Exploring The Role Of English Pop Song Lyrics Flowers By Miley Cyrus In Enhancing Vocabulary Retention: A Case Study Of Independent Learners.

ABSTRACT MERCY SINTIKHE ZAMMA. Exploring the Role of English Pop Song Lyrics “Flowers” by Miley Cyrus in Enhancing Vocabulary Retention: A Case Study of Independent Learners (Supervised by Prof. Dra. Nasmilah, M.Hum., Ph,D. and Dr. Sitti Sahraeny, S.S,. M.Appling). This study explores the role of the English pop song “Flowers” by Miley Cyrus in supporting vocabulary retention among independent English learners. It specially examines learners’ perceptions of the song as an authentic source of vocabulary input, the contribution of repeated engagement with the lyrics to vocabulary retention, and the ways learners regulate their vocabulary learning through digital platforms and autonomous learning strategies. This study employed a qualitative case study design to obtain an in-depth understanding of learners’ experiences and perceptions. The data were collected through semi-structured interviews with independent English learners and document analysis of the official lyrics of “Flowers”. The data were analyzed using Braun and Crake’s (2006) six-phase thematic analysis. The findings revealed three main themes: (1) English pop song lyrics as authentic vocabulary input, in which the lyrics provided natural, contextualized, and everyday English expressions; (2) repetition of lyrics supports vocabulary retention, as repeated exposure facilitated vocabulary recall, retrieval, and long-term memory consolidation; (3) autonomous digital engagement for sustainable lexical growth, in which learners used digital platforms such as Spotify, YouTube, TikTok, online lyric websites, and online dictionaries to regulate and extend their vocabulary learning independently. Overall, the findings indicate that vocabulary retention through pop song lyrics is a cumulative process involving authentic language exposure, repeated cognitive engagement, and learner autonomy. The study suggests that English pop songs can function not only as entertainment but also as accessible authentic resources for supporting sustainable and autonomous vocabulary learning.