Students’ Perceptions on the Use of Emoji Contextual Support in Learning Vocabulary: A Case Study of Seventh-Grade Students at MTsN 2 Padang Pariaman

Mukhtar, Mazratul Aziza (2026) Students’ Perceptions on the Use of Emoji Contextual Support in Learning Vocabulary: A Case Study of Seventh-Grade Students at MTsN 2 Padang Pariaman. Skripsi thesis, UIN Imam Bonjol Padang.

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Abstract

This study aims to explore students' perceptions and experiences of using Emoji Contextual Support in learning English vocabulary among seventh-grade students at MTsN 2 Padang Pariaman. This study employed a qualitative method with a case study design. The participants were ten students of class VII.6 who were selected purposively based on their levels of vocabulary understanding. Data were collected through vocabulary tests and semi-structured interviews. The vocabulary test was used as initial data to select the interview participants, while the main data were obtained from the interviews. The results showed that most students had positive perceptions of using Emoji Contextual Support. They felt that emojis helped them understand and remember vocabulary more easily and made the learning activities more interesting and enjoyable. The use of emojis also increased students' motivation and confidence during the lesson. However, some students experienced difficulties because certain emojis were unclear or looked similar to one another. To overcome these difficulties, they asked the teacher for clarification, reviewed the lesson, and tried to find the answers by themselves. Overall, Emoji Contextual Support can be used as a helpful visual aid in learning English vocabulary, provided that the emojis are carefully selected and match the target vocabulary.

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