Abstrak
This study intends to find out (1) the type of media used in teaching English and (2) students' perceptions of the media used by the teachers in teaching English. The research data was obtained using a qualitative descriptive method, which was carried out at SMAS FraterDon Bosco Tarakan in September–November 2022. This study's informants were 25 class XI IIS A students. Research data were collected by conducting non-participant observation, in-depth semi-structured interviews, and document analysis. In this case, the researcher also used a questionnaire as a supporting instrument. The findings of this study indicate that the types of media used in teaching English include whiteboards, English books, Powerpoint (laptop&LCD), and Google Chrome(smartphones). Some students have positive perceptions of the media used in the learning process. Students argue that the use of media in the English learning process is effective in facilitating the learning process, supporting the teaching and learning process, making students more confident in learning, making students feel happy and interested in learning, and motivating students to learn. In addition to positive perceptions, some students also had negative perceptions of the media used. These perceptions are that students are less active in learning, the media has not been able to improve students' four-language skills, and teachers are less actively involved in explaining material. These positive and negative perceptions are influenced by several factors that influence perception. These factors include perceiver factors, situation factors, and environmental condition factors. These findings can be used as evaluation material for teachers and other educators.