Stick On Visual Media Cultivates Elementary English Vocabulary Acquisition And Student Engagement

Suhailah Himmatul Ulya (Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sidoarjo)
Sheila Agustina (Program Studi Pendidikan Bahasa Inggris, Universitas Muhammadiyah Sidoarjo)

Indonesian Journal of Education Methods Development
Vol. 21 No. 2 (2026): May

General Background: Vocabulary acquisition constitutes a fundamental pedagogical challenge in primary language education due to abstract instructional methods and limited contextual exposure. Specific Background: Integrating concrete instructional tools, such as stick-on visual labels attached directly to physical classroom objects, aligns with cognitive constructivist theories by connecting abstract linguistic concepts with tangible reality. Knowledge Gap: While previous empirical studies extensively document quantitative vocabulary retention metrics, qualitative research exploring the subjective pedagogical perceptions and lived experiences of young learners regarding these physical media remains notably limited. Aims: This descriptive qualitative research investigates elementary students' perceptions of acquiring English vocabulary through stick-on visual media at primary schools in Sidoarjo. Results: Data collected through participatory observation and semi-structured interviews with three fifth-grade students across varying cognitive levels demonstrated overwhelmingly positive pedagogical responses. Learners reported that tangible labels connected words to physical objects, cultivated classroom enjoyment, accelerated vocabulary mastery, and built their confidence in active language use. Novelty: The study uniquely foregrounds young learner voices to validate the utility of environmental print labeling, shifting the analytical focus from isolated test scores to holistic student experiences. Implications: Educators must strategically integrate environmental visual labels as routine classroom features and apply differentiated instructional scaffolding to support diverse cognitive levels during language acquisition. Highlights: Tangible stick-on labels successfully translate abstract linguistic concepts into concrete learning experiences for young language learners. Physical environmental labeling directly builds student confidence and drives active vocabulary usage within the classroom. Learner feedback validates the integration of visual environmental tools as a core strategy for language acquisition. Keywords: Stick-On Visual Media, English Vocabulary Acquisition, Student Perception, Constructivist Theory, Primary Education