Students’ Interest in Using ColorCoded Semantic Mapping in Vocabulary Learning at the Elementary Leve

This study investigated fourth-grade students’ interest in learning English vocabulary through the use of Color-Coded Semantic Mapping at SD Inpres 17 Sorong Regency. The research was motivated by students’ low interest and passive participation in vocabulary learning caused by conventional teaching methods, such as memorizing word lists, which often make English learning monotonous and intimidating for elementary learners. To address this issue, Color-Coded Semantic Mapping was implemented as an alternative teaching strategy that combines vocabulary categorization with visual color cues to make learning more engaging and meaningful. The study employed a descriptive quantitative approach with a case study design. The participants were 30 fourth grade students consisting of 6 male and 24 female students. Data were collected using a students’ interest questionnaire administered after several teaching sessions using Color-Coded Semantic Mapping. The questionnaire consisted of ten closed-ended statements with “Yes” and “No” responses representing key aspects of learning interest, including enjoyment, motivation, confidence, attention, and willingness to relearn using the same method. The data were analyzed descriptively using frequency and percentage to determine students’ levels of interest. The findings showed that the majority of students demonstrated high to very high levels of interest in learning English vocabulary through Color Coded Semantic Mapping. Specifically, 57% of students were categorized as having very high interest, 30% showed high interest, and 13% were in the moderate interest category. No students fell into the low or very low interest levels. These results indicate that the use of colors, pictures, and vocabulary grouping successfully increased students’ enthusiasm, confidence, and active participation during the learning process. Color-Coded Semantic Mapping proved to be an effective and engaging strategy for fostering students’ interest in English vocabulary learning at the elementary level. This method is simple, low-cost, and suitable for schools with limited resources. It is recommended as an alternative vocabulary teaching strategy to enhance students’ motivation and positive learning attitudes in English classrooms.