Investigating The Elementary Students' Perception in Learning English Vocabulary Through Stick-On Visual Media
Investigasi Persepsi Siswa Sekolah Dasar dalam Belajar Kosakata Bahasa Inggris Melalui Media Visual Stick-On
DOI:
https://doi.org/10.21070/ups.10051Keywords:
constructivist theory, english vocabulary learning, qualitative research, stick-on visual media, student perceptionAbstract
This study investigates elementary students' perceptions of learning English vocabulary through stick-on visual media in primary schools in Sidoarjo. Using a descriptive qualitative approach, three fifth-grade students representing different cognitive levels were selected through purposive sampling. Data were collected through semi-structured interviews and participatory observation over four weeks. Findings reveal overwhelmingly positive perceptions across five dimensions: understanding learning materials, engagement and enjoyment, vocabulary mastery, confidence and active use, and identification of challenges. Students reported that stick-on visual media facilitated comprehension by creating direct connections between words and physical objects, enhanced engagement through visual appeal, and improved vocabulary retention through daily exposure. The findings align with Piaget's cognitive constructivism and Vygotsky's sociocultural theory, demonstrating how tangible learning tools mediate vocabulary acquisition. This study contributes to understanding learner experiences with visual media, addressing a gap in research that has primarily focused on measurable outcomes rather than student perspectives.
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