<![CDATA[The aim of this study was to improve students' vocabulary acquisition through the integrated implementation of Kahoot, Quizizz, and Quizlet, operationalized as a Three-Stage Vocabulary Learning Model. In this model, Kahoot supports the engagement and noticing stage, Quizizz facilitates retrieval practice, and Quizlet strengthens long-term vocabulary retention through spaced repetition. The participants of this study were 28 Tenth-grade students at SMA Kristen Abdiwacana Pontianak in the academic year 2025/2026. This study employed Classroom Action Research (CAR) conducted in two cycles. Data were collected through observation checklists, field notes, and vocabulary tests, and were analysed using both qualitative and quantitative approaches. The findings indicated that the integrated implementation of the Three-Stage Vocabulary Learning Model contributed positively to students' vocabulary acquisition. In Cycle 1, which included a three-meeting diagnostic phase using conventional instruction followed by a first introduction to the digital model in Meeting 4, only 7 out of 28 students (25%) achieved the minimum passing grade of (75), and the class mean score was 60.07, which remained below the expected standard. Based on the reflection findings from Cycle 1, two instructional improvements were made for Cycle 2: extended vocabulary contextualisation during the Kahoot phase and a guided demonstration of Quizlet's Learn mode. In Cycle 2, a considerable improvement was observed, as 22 out of 28 students (79%) achieved the passing grade and the class mean score increased to 78.71. In addition, observable improvements in students' classroom participation and on-task behaviour were documented through observation checklists and field notes across both cycles. It can be concluded that the integrated implementation of Kahoot, Quizizz, and Quizlet within a Three-Stage Vocabulary Learning Model was effective in improving students' vocabulary acquisition and in creating a more active and participatory learning environment, as evidenced by both the vocabulary test results and the qualitative classroom observations.]]>
