STUDENTS' PERCEPTIONS OF ROLE PLAYING AS A STRATEGY TO SUPPORT VOCABULARY LEARNING IN JUNIOR HIGH SCHOOLS

Abstract

Vocabulary is fundamental to English language learning, yet many junior high school students struggle with traditional vocabulary teaching methods. This study investigates how 32 eighth-grade students perceive role-playing as a vocabulary learning strategy. Using a descriptive qualitative design, data were collected through an open-ended questionnaire with ten questions, which were then analyzed using thematic analysis based on Braun and Clarke's framework and guided by Douglas Brown's perception theory. Five major themes emerged: students' opinions, motivation, perceived benefits, challenges, and suggestions. Findings revealed that students generally held positive perceptions toward role-playing for vocabulary learning. They perceived it as an enjoyable, interactive, and engaging activity that increased motivation and confidence in using English. Students reported that role-playing helped them understand, remember, and use vocabulary more effectively through meaningful communication and direct practice. Despite facing challenges such as pronunciation difficulties, nervousness, and limited vocabulary knowledge, students continued to value role-playing as beneficial. Students suggested implementing role-playing more frequently with adequate vocabulary preparation, extended practice time, and engaging topics. In conclusion, role-playing is positively perceived by junior high school students and serves as an effective strategy for supporting vocabulary learning, enhancing motivation, and promoting active participation in English learning.

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