Article Preview
TopIntroduction
Game based language learning has gained increasing popularity in the process of teaching and learning EFL over the past decade. In this post-millennial generation, both children and adults are technology users. They use technology in web surfing, texting, social networking, interactive games, for educational purposes and others. Kim and Gurvitch (2018), stated that technology facilitates a wider adoption in classrooms, thus enabling educators to be innovative in integrating technology in their teaching, and educational games promote students learning (Khan, Ahmad, & Malik, 2017) Further, Ulla, Perales, & Tarrayo, (2020). found in their study that teachers used the internet-based software such as Kahoot, Socrative, Google Form, QR code, Facebook, YouTube, Quizizz' and 'Quizlet' in their classroom teaching that make the ELT classroom more comfortable, exciting and fluid.
Therefore, the use of technology in teaching learners in public schools has become a high priority (Brugger, 2014). Indeed, the success of commercial online language learning services attests to the interest in using applications for independent language learning. (Loewen, Crowther, Isbell, Kim, Maloney, Miller, & Rawal, 2019). Tsai and Tsai (2018) conclude That the use of digital games can inspire and boost the L2 vocabulary learning of students effectively. Vocabulary is essential in second and foreign language learning (Alqahtani, 2016; Hosseini & Salehi, 2016; Viera 2018). In view of this strong link between vocabulary knowledge and language learning, the value of vocabulary knowledge cannot be denied in comprehending and learning a second language. “Indonesian students often face problems when learning English, specifically vocabulary, because Indonesian language differs from English in structure, pronunciation” (Katemba, 2019) and Indonesian students have problems in acquiring vocabulary. That is why several studies and several methods have been conducted to increase students’ vocabulary knowledge.
As a way to help the students enhance their vocabulary knowledge, and to overcome the problem they encounter in learning the target language, the researcher applied ESA (Engage, Study, and Activate) as one of the alternative to solve this problem. There were some reasons why the ESA method was chosen to enhance student’s vocabulary knowledge. The ESA method was effective in increasing students' vocabulary (Ayiz, 2014; Dariah, Khoshsima, 2017). In this study, the researcher used technology application to support the ESA method
In the 21st century, the digital games in the computer, iPad, and smartphone are not only for fun, but it has become a very active educational tool among teachers in teaching and learning in-and-out of the classroom. Canals and Al-Rawashdeh (2018) concluded that teachers perceive more affordances in using technology to practice receptive skills (listening, reading) than productive skills (speaking, writing). Technology has been found useful for teaching vocabulary (Ahmad, Armarego, & Sudweekds, 2017; Gorjian, 2012; Katemba, 2021; Mahdi, 2018; Niitemaa, 2018; Taj, Ali & Ahmad, 2017).