The Implementation of Duolingo Mobile Application in English Vocabulary Learning

Ari Irawan(1*), Agus Wilson(2), Sutrisno Sutrisno(3)

(1) Universitas Indraprasta PGRI
(2) Universitas Indraprasta PGRI
(3) Universitas Indraprasta PGRI
(*) Corresponding Author

Abstract


The purposes of this research are as follows: to obtain data and to analyze the effects of the implementation of Duolingo mobile application in English vocabulary. The research was held at SDN 02 Ciputat. All data variables were taken through tests. For vocabulary mastery tests, the data was taken in the questionnaires form. The method used was to conduct a system quality test (Software Quality Assurance) of software quality based on the factors and the criteria established. The data shows that the application gets a score with a pretty good predicate (73,8%), so learning media using the Duolingo mobile application can be applied especially for students in understanding English.

 


Keywords


duolingo, mobile application, vocabulary learning

Full Text:

PDF

References


Agudo, J. E., Rico, M., & Sánchez, H. (2016). Design and assessment of Adaptive Hypermedia Games for English acquisition in preschool. J. UCS, 22(2), 161–179.

Arsyad, A. (2011). Media Pembelajaran. Jakarta: PT Raja Grafindo Persada.

Basal, A., et. al. (2016). Effectiveness of mobile applications in vocabulary teaching. Contemporary Educational Technology, 7(1), 47–59.

Behroozi, M., & Amoozegar, A. (2014). Challenges to English language teachers of secondary schools in Iran. Procedia - Social and Behavioral Sciences, 136, 203–207. https://doi.org/10.1016/j.sbspro.2014.05.314

Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60, 101827. https://doi.org/10.1016/J.CEDPSYCH.2019.101827

Carter, Ronald, & McCarthy, M. (2013). Vocabulary and Language Teachng. Routledge.

Dehghanzadeh, H., et. al. (2019). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 1–24. https://doi.org/10.1080/09588221.2019.1648298

Golonka, E. M., et. al. (2014). Technologies for foreign language learning: a review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105. https://doi.org/10.1080/09588221.2012.700315

Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: a longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161. https://doi.org/https://doi.org/10.1016/j.compedu.2014.08.019

Huynh, D., Zuo, L., & Lida, H. (2018). An assessment of game elements in language-learning platform Duolingo. 2018 4th International Conference on Computer and Information Sciences (ICCOINS), 1–4. IEEE.

Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. San Francisco, CA: Pfeiffer.

Linnavalli, T., et. al. (2018). Music playschool enhances children’s linguistic skills. Scientific Reports, 8(1), 1–10.

Lusi, D. A. M. (2012). The use of games in teaching English at SMAN 2 Pare. English Language Education, 2, 1–8. Retrieved from http://jurnal-online.um.ac.id/article/do/detail-article/1/7/67

McCall, J. A., Richards, P. K., & Walters, G. F. (1977). Factors in software quality. volume i. concepts and definitions of software quality. GENERAL ELECTRIC CO SUNNYVALE CA.

Scrivener, J. (2011). Learning Teaching : The Essential Guide to English Language Teaching. Oxford: Macmillan Education.

Team, D. (n.d.). Duolingo - Cara Terbaik di Dunia Untuk Belajar Bahasa. Retrieved July 31, 2020, from https://www.duolingo.com/

Üstün-Aksoy, Y., & Dimililer, Ç. (2017). Teacher opinions on usage of mobile learning in pre-school foreign language learning. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 5405–5412.

Vogt, P., et. al. (2017). Child-robot interactions for second language tutoring to preschool children. Frontiers in Human Neuroscience, 11, 73.

Webster, M. (1987). Webster’s Ninth New Collegiate Dictionary. Springfield: Merriam-Webster.

Zahedi, Y., & Abdi, M. (2012). The impact of imagery strategy on EFL learners’ vocabulary learning. Procedia - Social and Behavioral Sciences, 69, 2264–2272. https://doi.org/10.1016/J.SBSPRO.2012.12.197




DOI: http://dx.doi.org/10.30998/scope.v5i1.6568

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 ari irawan, agus wilson, sutrisno sutrisno

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

scope isjd

Portal Garuda Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Web
Analytics
View My Stats

Flag Counter