This study aims to find out the implementation of English webtoon comics in
teaching vocabulary and teachers' perceptions of the implement of webtoon
comics in language learning. The research method used is descriptive qualitative,
which aims to obtain detailed and comprehensive data related to the research
topic. Data were collected through observation and interviews, which were then
analyzed through the process of data reduction, data display, drawing conclusion
and verification. The participants in this study consisted of 34 people, including
an English teacher and thirty-three tenth grade students from Madrasah Aliyah
Negeri 3 Banjar. This research has two objectives, which are divided into two
parts. First, the study revealed that the teaching process using webtoon comics
consists of three stages: pre-teaching, during teaching, and post-activity. Second,
knowing teachers' perceptions of the implementation of webtoon comics in
teaching vocabulary, the findings show that teachers have a positive perception of
the implementation of webtoon comics in vocabulary learning. The teachers
consider webtoon comics as an innovative media, can increase motivation,
improve students' understanding, and create fun and interesting learning. In
addition, there is ease in overcoming challenges and difficulties in the application
of webtoon comics for vocabulary learning. In conclusion, this study highlights
the importance of the application of webtoon comics in teaching English
vocabulary and the positive perceptions of teachers regarding the use of webtoon
comics. The findings provide valuable insights for educational practitioners in
developing innovative and engaging teaching strategies using webtoon comics as
media.