| This research aims to investigate the effectiveness of creating and sharing memes, how this activity helps the students, and its reasons. The participants were the 26 Tarsisius Vireta Senior High School 12th-grade students. Pre and post-tests were utilized to find out the effectiveness of creating and sharing memes for vocabulary learning. Eleven Likert-scale statements and five open-ended questions were utilized to find out the ways and the reasons that influence the learning. The results of the tests were analysed using t-tests. Through the analysis, it was found that there was a significant improvement from the pre- to post-test. Overall, the students agreed on the factors that affect them in learning vocabulary with memes. It was further supported by the reasons uttered in the open-ended questions. Creating and sharing memes can effectively improve high school students’ vocabulary learning. The factors that influence their learning are ordered from fun and enjoyable, interesting, easy to understand, help to understand the definition of words and using them in sentences, stimulating, motivating, challenging them to improve, and the least is the view of memes being important. However, this was not without any drawbacks and considerations by the students, such as the difficulty of vocabulary, students' proficiency, and students' understanding of memes. The findings provide more insight into the usage of memes as a vocabulary-learning tool. Suggestions were also provided to implement other types of memes in other EFL topics and fields. |