Introduction
English is international language which is used in international communication. In order to know recent information in the world we are demanded to master English. Because of the important of English, recently English is taught from kindergarten or elementary school. As stated in elementary school curriculum, teaching English consists of for language skills, they are: listening, speaking, reading, and writing. The four language skills are supported by language aspect such as vocabulary, pronunciation, and structure. Besides, mastering vocabulary is essential in learning English because it is the basic component to learn the four language skills. Without a sufficient vocabulary, it is almost impossible to communicate or express idea in term of oral and written form. Topic for this paper entitled “enhance English vocabulary learning by using interactive media for ESL learners”. Interactive media such as video within the subtitles or video games give big impact in second language learning specifically in vocabulary.
In learning vocabulary through interactive media, several theories are involved. Dual-coding theory that proposes when picture added to the meaning, the number of signals connected with viewers will be more probable to keep the message in mind. In these circumstances communication theory of telepresence, that seems suggest that a game player’s experience of feeling ‘there’ in an interactive video game environment will better situate the linguistic information and make it easier to recall. In addition, constructivism theory also related which learning is a process of meaning construction under certain situation through resourcing, cooperating and interacting with people.
Interactive media and vocabulary
Harji, woods and Alavi (2010) focused on the effectiveness of English subtitles on the EFL learner’s vocabulary. From the findings illustrated that participants viewing the video with subtitles could obtain a higher main score. The major conclusion from this study clearly explains using subtitled videos would help second language learner develop their vocabulary. Bravo (2010) study consisted how the video used in the project develops the listening, reading, writing, and speaking skills of the adult participating in the ABEESL/Civics program. This study is an action research project that analyzed the ways in which ESL students improve their language learning process by using as a teaching tool a media literacy video and civic education for social skills. This video lesson plan focused of the learning of specific second language process and vocabulary which students may encounter in their daily lives. An un-expecting result of the study was the depth of the learners’ awareness of their metacognitive process in learning English as a second language. Lu, Hou and Huang (2010) agreed the role of ICT program functioned as an intermediate medium between the teacher and the students, and made the interaction between member in the classroom smooth and flexible. By watching English video (especially those with English subtitles) can expand vocabulary and hear the flow of speech from the video and different accent too. These several research is well conducted and purposely to find relation between interactive media with vocabulary enhanced for ESL learners. It can be improved by changing the sample and conduct it in more large scale. It is suitable in Malaysian context where teaching with interactive media is one of the method in teaching second language especially English.
Alysia (2009) argue that serious games designed for educational purpose should follow on iterative design paradigm that integrates learning objectives with specific game task. The researcher concludes that in game social interactions foster emergent collaborative behavior between ESL students and native speakers, and scaffold ESL students’ second language vocabulary acquisition and reading comprehension. This study about design and evaluation massive Multiplayer Online Role Playing Games that facilitate second language acquisition. A research conducted by deltaan (2008) based on communication theory of telepresence, that seems suggest that a player’s experience of feeling “there” in an interactive video game environment will better situate the linguistic information and make it easier to recall.
The players of the video game in this study recalled less vocabulary than the watcher, and the players of the video game perceived their playing of the game to be more difficult than the watchers of the game perceived their watching to be. For learning through games as mansion in academic research above is very interesting. An adventure game is a kind of computer game which similar to movie. There is always a story and the main character (usually a person, such as a detective or pirate). One useful technique when playing an adventure game is very simple: use a dictionary. Pause the game frequently and look up new English words in a good dictionary for learners. This study suitable conducted at advance country such as Japan, Korea where English has been taught as foreign language there and children use to playing video games.
Conclusion
In conclusion, all study that had been done can be used to benefit teaching and learning of ESL. In Malaysia context, the teaching method by using video can be used widely in school. Video games developer can start thinking to develop serious games software that can enhance vocabulary.
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deHaan, J.. Video games and second language acquisition: The effect of interactivity with a rhythm video game on second language vocabulary recall, cognitive load, and telepresence. Ph.D. dissertation, New York University, United States – New York. Retrieved February 19, 2011, from Dissertation & Theses: Full Text. (Publication No. AAT 3332503).
Harji, M., woods, P., & Alavi, Z.. (2010). The Effect Of Viewing Subtitled Videos On Vocabulary learning. Journal of College Teaching and Learning, 7(9), 37 – 42. Retrieved February 19, 2011, from ABI/INFORM Global. (Document ID: 2140405221).
Lu, Z., Hou, L., & Huang, X.. (2010). Research on a student-centered teaching model in an ICT-based English audio-video speaking class. International Journal of Education and Development using Information and Communication Technology, 6(3), 101- 123. Retrieved February 19, 2011, from Proquest Education Journals. (Document ID: 2212517571).
Rankin, Y.. Design and evaluation of Massive Multiplayer Online Role Playing Games that facilitate second language acquisition. Ph.D. dissertation, Northwestern University, United States – Illinois. Retrieved February 19, 2011, from Dissertation & Theses: Full Text. (Publication No. AAT 3336460).
