Efektivitas aplikasi duolingo dalam peningkatan keterampilan berbicara bahasa inggris siswa SMK Negeri 6 Kota Jambi
Keywords:
Duolingo, English language learning in SMK, Speaking skillsAbstract
This study aims to analyze the effectiveness of using the Duolingo application in improving the English speaking skills of students at SMK Negeri 6, Jambi City. The study employed a mixed-methods approach with a parallel convergent design, involving 30 purposively selected students from grades 10 and 11, and two English teachers as supporting informants. Data were collected through speaking pre- and post-tests, motivation and engagement questionnaires, semi-structured interviews, and classroom observations. The results showed a significant improvement in students' speaking skills after using Duolingo for six weeks, with the most significant increase in scores in the communicative competence aspect. The questionnaire revealed that students had high motivation and engagement, although self-regulation was still relatively low. Interviews and observations confirmed that Duolingo helped enrich vocabulary and practice pronunciation, but its effectiveness was more optimal when integrated with communicative activities in the classroom. This study concluded that Duolingo is effective as a supporting medium for English learning in vocational contexts, with the need for teachers' roles in pedagogical integration and adequate learning facilities
Downloads
References
1. Ajisoko, P. (2020). The use of Duolingo apps to improve English vocabulary learning. International Journal of Emerging Technology in Learning, 15(7), 149–155. https://doi.org/10.3991/ijet.v15i07.13229
2. Asnawi, A. (2015). The effects of immersive multimedia learning with peer support on speaking skill among male and female students. Studies in English Language and Education, 2(2), 170–186. https://doi.org/10.24815/siele.v2i2.2697
3. Astiandani, F. R., & Mustofa, A. (2021). Drama in fostering students’ speaking skills: A systematic review on benefits and problems. Vivid: Journal of Language and Literature, 10(1), 24–34. https://doi.org/10.25077/vj.10.1.24-34.2021
4. Cao, C., Song, H., & Yang, S. (2023). A review of research on the effect of digital learning on foreign language learning motivation. Lecture Notes on Education Psychology and Public Media, 29(1), 176–180. https://www.ewadirect.com/proceedings/lnep/article/view/7585
5. Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research. SAGE Publications, Inc.
6. Desmiyanti. (2022). English club to improve students’ speaking skills: A case study of an Indonesian Islamic senior high school. Jurnal Inovasi Edukasi, 5(2), 96–108. https://ejournal.unaja.ac.id/index.php/JIE/article/view/405
7. Faradisa, L. H., Afrila, I. Y., Faroh, I. N., & Choirunnisa, G. (2022). The use of Duolingo to assist EFL students of Prof. KH. Saifuddin Zuhri State Islamic University in learning vocabulary. Conference on English Language Teaching, 2, 34–40.
8. Grego, J. (2012). Duolingo effectiveness study: Final report executive summary. City University of New York.
9. Hidayati, D., Dharmawan, Y. Y., Prasatyo, B. A., & Luciana, L. (2024). Exploring how translanguaging and multimodal learning improve EFL students. Journal of English as a Foreign Language, 14(2), 446–475. https://doi.org/10.23971/jefl.v14i2.8012
10. Indrasari, H. A., Prasetyo, Y., & Putranto, H. R. (2024). Unlocking language proficiency: Exploring Duolingo’s impact on vocabulary learning. Journal of English Teaching, Literature and Applied Linguistics, 8(1), 12–23.
11. Isaacson, J. (2021). Gamified enough? Student reaction to the Duolingo language learning app in a university setting. Bulletin of Tohoku Fukushi University, 45, 19–33.
12. Kurniati, E. (2017). The correlation of students’ speaking achievement with vocabulary mastery of the second semester students in English education at FKIP Batanghari university academic year of 2016/2017. Journal of English Language Teaching.
13. Kurniati, E., Jufrizal, J., & Jufri. (2020). Communicative games in teaching English at elementary schools in Jambi. Proceedings of the International Conference on Languages and Arts.
14. Kusuma, A. P., & Pusparini, R. (2021). Vocational high school English teachers’ perspectives on “Merdeka Belajar” curriculum. Edukatif: Jurnal Ilmu Pendidikan, 3(5), 1982–1992. https://edukatif.org/edukatif/article/view/672
15. Malykhin, O., Bondarchuk, J., Tersina, I., & Voitanik, I. (2024). Unlocking success: Strategic approaches to enhancing communicative competence in English learning. Amazonia Investiga, 13(76), 90–102.
16. Mukminin, A., Sari, S. R., Haryanto, E., Habibi, A., Hidayat, M., & Marzulina, L. (2019). “They can speak English, but they don’t want to use it.” Teaching contents through English in a bilingual school and policy recommendations. The Qualitative Report, 24(6), 1258–1274. https://nsuworks.nova.edu/tqr/vol24/iss6/5
17. Munday, P. (2016). The case for using Duolingo as part of the language classroom experience. RIED: Revista Iberoamericana de Educación a Distancia, 19(1), 83–101. https://doi.org/10.5944/ried.19.1.14581
18. Nur Hidayah, W. (2021). Konsep solusi terhadap problem keterampilan berbahasa Inggris di lembaga pendidikan Indonesia. Jurnal Pendidikan Indonesia, 2(10), 1544–1552.
19. Pajrini, A., & Mubaidillah. (2023). Enhancing students’ speaking skill through active learning strategy: A classroom action research. NUR EL-ISLAM: Jurnal Pendidikan dan Sosial Keagamaan, 10(1), 55–64.
20. Prancisca, S. (2015). The key to success: Building speaking competence through problem-based learning (PBL) for real communication. Jurnal Visi Ilmu Pendidikan, 7(3), 1021–1030.
21. Qiao, H., & Zhao, A. (2023). Artificial intelligence-based language learning: Illuminating the impact on speaking skills and self-regulation in Chinese EFL context. Frontiers in Psychology, 14, 1–12. https://doi.org/10.3389/fpsyg.2023.1187465
22. Ratnasari, D. (2019). Behaviorism, innatism, and interactionism in English teaching and learning. Jurnal English Literature Education Teaching and Learning English as a Foreign Language, 6(1), 1–9.
23. Redjeki, I. S., & Muhajir, R. (2021). Gamification in EFL classroom to support teaching and learning in 21st century. Journal of English Education and Society, 6(1), 93–103.
24. Roza, D. (2022). Analysing the speaking and writing competence of an Indonesian student in the USA: A case study. J-SHMIC: Journal of English for Academic, 9*(1), 28–39.
25. Sari, Y. I. H., Soelistiyowati, E., Nuraniwati, T., Tyas, A. S. P., Vardhani, N. K., & Setyaningsih, W. H. (2021). Workshop upgrading kemampuan mengajar guru bahasa asing SMA/SMK/MA se-Kabupaten Sampang: Sebuah penelitian dan pengembangan pendidikan. Jurnal Pengabdian dan Pengembangan Masyarakat, 3(2), 45–52.
26. Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (2023). Gamification in mobile-assisted language learning: A systematic review of Duolingo literature from public release of 2012 to early 2020. Computer Assisted Language Learning, 36(3), 1–27. https://doi.org/10.1080/09588221.2021.1879167
27. Xie, J. (2014). The design of a mobile English learning system for higher vocational students. International Journal of Information Technology and Management, 13(1), 34–47. https://doi.org/10.1504/IJITM.2014.060952
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Erisa Kurniati, Ade Kumalasari, Siti Enik Mukhoiyaroh, Kevin Waldo, Risky Akbar, Suhardi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Published with license by LPPM Universitas Jambi. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0 International). This license enables reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator.
