Abstract
This study examines students’ perception on the implementation of mobile games to engage young learners in learning English vocabulary. Thirty young learners in Islamic elementary school MI As-Syahid, Bekasi were the participant of the study. This qualitative study applied observation, survey, and interview. The findings revealed that: 1) young learners perceived that educational mobile games are effective in improving students’ activeness in learning and boost their motivation to learn vocabulary. 2) Young learners expand their vocabulary knowledge through mobile games, and.3) Learners have positive attitudes towards the use of educational mobile games as a supplementary medium of English learning. Additionally, mobile games can also be a potential tool to stimulate the motivation of children who experience failure in learning. This study contributes to the literature regarding vocabulary learning media and the use of mobile game in Indonesia. It highlights young learners’ perception of learning using mobile games.
Highlights
Vocabulary plays an important role in language learning
2) Young learners expand their vocabulary knowledge through mobile games, and.3) Learners have positive attitudes towards the use of educational mobile games as a supplementary medium of English learning
Shen (2009) points out two dimensions of vocabulary knowledge, namely vocabulary breadth and depth or quality of vocabulary knowledge. He asserts that vocabulary breadth is “the number of words about the meaning of which a learner has at least some superficial knowledge” (p. 136), and depth of vocabulary knowledge is “a learners‟ level of knowledge of various aspects of a given word, or how well the learner knows this word” (p. 136)
Summary
Vocabulary plays an important role in language learning. It is the core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write According to Cameron (2001) vocabulary knowledge is the knowledge of knowing second language words. A learner has the ability to recognize the vocabulary or to connect it with its counterpart but s/he is able to use that word in all four language skills. Shen (2009) points out two dimensions of vocabulary knowledge, namely vocabulary breadth and depth or quality of vocabulary knowledge He asserts that vocabulary breadth is “the number of words about the meaning of which a learner has at least some superficial knowledge” Likewise, (Gardner (2009) viewed that vocabulary is defined as word meaning and includes how vocabulary in a language is structured.Based on experts’ reports above, it is clearly seen that vocabulary is essential to be mastered for successful English language use
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