Exploring Students’ Perceptions of English Vocabulary Learning Difficulties

Abstract

This study aims to explore students’ perceptions of the difficulties they experience in learning English vocabulary at SMPN 7 Palu. The research employed a qualitative descriptive design to provide a clear and detailed understanding of students’ experiences without manipulating variables. The participants of this study were 30 eighth-grade students selected through simple random sampling. Data were collected using a questionnaire and semi-structured interviews. The questionnaire consisted of Likert-scale items and open-ended questions, while the interviews were conducted to gain deeper insights into students’ responses. The data were analyzed using the interactive model proposed by Matthew Miles et al., which includes data condensation, data display, and conclusion drawing. The findings reveal that students generally have positive perceptions toward learning English vocabulary. Most students show interest and motivation, especially when interactive teaching methods such as games, pictures, and videos are used. However, despite these positive attitudes, students still face several difficulties. The main challenges include remembering vocabulary, understanding certain types of words such as tenses and adjectives, and experiencing anxiety during vocabulary tests. Limited exposure to English outside the classroom and lack of repetition were identified as major factors contributing to these difficulties. In addition, students’ confidence varies depending on their familiarity with vocabulary. Students who practice more frequently tend to feel more confident, while those with limited practice feel less certain.