Abstract:
This This study addressed the use of animated films as a medium to support English vocabulary learning and to investigate students' perceptions toward its implementation at a vocational high school. The descriptive qualitative method was used to perform the study. Data were collected through classroom observations and semi-structured interviews with tenth-grade students at SMK Al-Huda Turalak. The findings of this study indicated that animated films significantly enhanced students’ vocabulary acquisition by providing engaging visual and contextual learning environments. Students were more interested, actively involved in the learning process, and showed greater confidence in using newly learned vocabulary. Characters, scenes, and narration were examples of visual components that supported word meaning and memory. According to the study's findings, animated films not only help students' vocabulary but also contribute positively to student motivation and participation. Animated films offer a promising alternative for vocabulary instruction. Particularly in vocational school, where students need interesting and practical learning tools, they are highly needed.
