Analysis of Vocabulary Learning Difficulties, Learning Preferences, and Digital Media Use Based on Junior High School Students’ Perceptions

Abstract

This study aims to analyze junior high school students’ perceived difficulties in learning English vocabulary, their vocabulary learning preferences, and their perceptions of digital media use in vocabulary learning. A quantitative descriptive research design was employed. The participants consisted of 60 junior high school students who completed a structured questionnaire containing 20 closed-ended items measured on a five-point Likert scale. The data were analyzed using descriptive statistics, including frequencies, percentages, and mean scores. The findings indicate that 77.3% of the students agreed or strongly agreed that they experienced difficulties in learning vocabulary, particularly in remembering new words, understanding meanings, and applying vocabulary in appropriate contexts. Regarding learning preferences, 71.9% of the students showed positive responses toward having specific needs and preferences for vocabulary learning, particularly through familiar topics, visual support, example sentences, repetition, and interactive activities. Furthermore, 75.6% of the students expressed positive perceptions of digital media in supporting vocabulary learning. Digital tools were perceived as useful for making learning more enjoyable, engaging, and motivating, although their use was often focused on drills and quizzes. These findings indicate that junior high school students require vocabulary instruction that is contextualized, interactive, and aligned with their learning preferences. Digital media can support such instruction when its use is guided by students’ learning needs and appropriate pedagogical objectives. The study recommends integrating digital media not only for repetitive practice but also for contextualized and communicative vocabulary learning activities.