Students’ Perception of ChatGPT use for Vocabulary Mastery at Junior High School
Abstract
This study addresses the limited English vocabulary mastery of junior high school students and the potential of ChatGPT as a supportive learning tool in a rural school context. This study aims to investigate how junior high school students use ChatGPT for vocabulary learning and to explore their perceptions of its usefulness in improving vocabulary mastery. A qualitative descriptive exploratory design was employed with three ninth-grade students selected purposively because they had experience using ChatGPT for vocabulary learning and were able to provide rich and relevant information related to the focus of the study. Data were gathered through semi-structured interviews, non-participant observation, documentation, and field notes, then analyzed descriptively. The findings show that students use ChatGPT to find word meanings, learn through example sentences, and simplify difficult instructions. The students also hold generally positive perceptions of ChatGPT, citing its usefulness, ease of use, and ability to increase motivation and confidence, although they also noted internet limitations and the need for teacher guidance. The study concludes that ChatGPT can support vocabulary learning in rural schools when integrated with teacher supervision