<![CDATA[This study aims to explore students’ perceptions of the use of English Singsing animated videos as a strategy for learning vocabulary at SMP Alfaqih Muqaddam Kubu Raya. The study employed a qualitative approach with a descriptive case study design involving 25 seventh-grade students in the 2025/2026 academic year who were selected through purposive sampling. Data were collected through classroom observation, questionnaires, semi-structured interviews with students and the English teacher, and documentation. The data were analyzed descriptively by organizing, reducing, displaying, and interpreting the findings, with particular attention to students’ cognitive, affective, and conative perceptions. The findings revealed that students generally had positive perceptions of the use of English Singsing animated videos in vocabulary learning. Cognitively, the combination of visual, auditory, and textual elements helped students recognize, understand, and remember new vocabulary more effectively. Affectively, students demonstrated greater enthusiasm, enjoyment, and interest during the learning process and tended to prefer animated videos to conventional textbook-based learning. Conatively, the videos encouraged students to participate more actively, respond to classroom activities, and practice newly acquired vocabulary. The teacher also perceived English Singsing as an appropriate and effective learning medium because of its clear pronunciation, subtitles, colorful animations, and engaging presentation. Nevertheless, several challenges were identified, including relatively fast pronunciation, limited instructional time, and technical constraints. Overall, the findings indicate that English Singsing animated videos provide an engaging and supportive strategy for vocabulary learning by facilitating students’ understanding, increasing their motivation and enjoyment, and encouraging active participation in the English classroom.]]>
