Since mastering English has emerged as one of the
most crucial abilities for students to gain, teaching English as a Secondary
Language in the dynamic age of evolution takes a rigorous effort. As one of the
most important abilities to improve in learning English is vocabulary,
Malaysian Upper Primary ESL learners have been exposed to a list of vocabulary
relating to their everyday lives through a CEFR-aligned curriculum at school.
However, acquiring vocabulary is a time-consuming process that requires the
learners to master the form and meaning range of a specific lexical word.
Therefore, this paper investigated the use of Minnie Sites as a way to enhance
vocabulary acquisition among upper-primary ESL learners. It involved 33
participants who were in their Upper Primary school level from a rural school
in Kota Tinggi, Johor. This study uses a
Design and Development Research (DDR) approach to generate interest in
English vocabulary learning through five stages in the ADDIE model. Based on a
comparison between the pre-and post-tests, findings indicated that there is a
significant effect of using Minnie Sites to enhance vocabulary. This study
implies the effectiveness of applying Minnie Sites among learners, teachers,
and parents who value their children’s vocabulary acquisition mainly at primary
levels.
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