A DESCRIPTIVE ANALYSIS OF STUDENTS’ PERCEPTIONS IN USING THE MEMRISE APPLICATION FOR VOCABULARY LEARNING

Abstract

Vocabulary mastery is a fundamental component of English language learning that underlies all four language skills. Many EFL students experience difficulties due to limited exposure, low motivation, and monotonous teaching methods. This research aimed to describe students’ perceptions of using the Memrise application for vocabulary learning, identify perceived obstacles, and explore its influence on students’ interest and motivation.

This research employed a descriptive qualitative design with 30 students of class XI.9 at SMA Negeri 1 Gadingrejo as participants, selected using the Slovin formula and purposive sampling. Data were collected through questionnaires, semi-structured interviews, observation, and documentation. The questionnaire used a five-point Likert scale adapted from Davis (1989) and Dörnyei (2001). Three students were purposefully selected for interviews, and the data were analyzed using thematic analysis by Braun and Clarke (2006).

The findings revealed four major themes. Students perceived Memrise as easy to use, with agreement rates ranging from 76.7% to 86.6%. They also found the application enjoyable and beneficial for vocabulary learning, particularly through its audio feature, which received the highest level of agreement (96.7%). In addition, Memrise increased students’ interest and motivation to learn independently. Although unstable internet connectivity was identified as the primary obstacle, it did not significantly affect students’ overall positive perceptions.

It is concluded that Memrise is positively perceived as an easy-to-use, engaging, and effective tool for supporting vocabulary learning and encouraging independent learning among EFL students.