Addal Muddin

THE USE OF DUOLINGO TO IMPROVE STUDENTS’
VOCABULARY
THESIS
Submitted by:
Addal Muddin
Student of Faculty of Education and Teacher Training
Department of English Language Education
Reg No. 231324418
FACULTY OF EDUCATION AND TEACHER TRAINING

AR-RANIRY STATE ISLAMIC UNIVERSITY
DARUSSALAM-BANDA ACEH
2018 M/1439 H
ACKNOWLEDGEMENT
Alhamdulillah, all praises be to Allah ‘Azza wa Jalla, The Most Gracious
The Most Merciful The Most Beneficent who has given us love and blessing that
made the writer able to finish the research and writing the thesis. Peace and
salutation be upon our beloved prophet Muhammad SAW, his family and
companions.
The writer presents sincere gratitude to main-supervisor and academic
advisor Dr. Maskur, M. A who has given him invaluable advices and
encouragement throughout the whole semesters in the university. Honorable also
to Yuni Setia Ningsih, M. Ag as co-supervisor for her time, supports, advices, and
valuable corrections during the writing of this thesis, and all the lecturers of
Department of English Language Education who have taught and guided during
the study.
Henceforth, the writer would like to express the greatest love and thanks to
his beloved motivators in the world, his father Ismail and his mother Rukaiyah for
their wisdom, patience, love and everything that have made him to be the luckiest
son in the world and to all his sisters and brothers for their endless love who
inspired and motivated his all along acomplishing the thesis. The writer also
would like to thank to his inspirator and motivator Dr, Muhammad Nasir, M.
Hum, without his attention and guidance he would not be able to finish the thesis.
i
The last, the writer would like to thank to all of PBI 2013 (expecially for
Unit 8 family and FAAMSS) for the inspiration and happiness that we share all
along. Also unforgettable big thanks for Hajrul Rahmat, Ardiansyah, Jasmadi and
Adri Jernih Miko who always cheer him up in running the days and enrich his in
completing this thesis. May Allah ‘Azza wa Jalla bless us and unite us even
stronger. Amin.
Banda Aceh, January 20th 2018
Addal Muddin
ii
LIST OF CONTENTS
ACKNOWLADGE ......................................................................................................... i
LIST OF CONTENTS .................................................................................................... iii
LIST OF TABLE ............................................................................................................ v
LIST OF APPENDICES ................................................................................................ vi
DECLARATIONS LETTER ......................................................................................... vii
ABSTRACT ..................................................................................................................... viii
CHAPTER 1 : INTRODUCTION
A. Background of Study .......................................................................... 1

B. Research Question ........................................................................... 3
C. The Aim of Study …....... ................................................................... 3
D. Significance of Study .......................................................................... 4
E. Terminology ........................................................................................ 5
1. Improve ......................................................................................... 5
2. Student Vocabulary ...................................................................... 5
3. Duolingo ....................................................................................... 6
CHAPTER II: REVIEW OF LITERATURE
A. The Nature of Vocabulary ................................................................. 7

1. The Definition of Vocabulary ..................................................... 7
2. The Importance of Learning Vocabulary .................................... 8
3. The Component of Effective Vocabulary Teaching .................... 9
a. Encouraging wide reading ..................................................... 9
b. Promoting word conciosness ................................................. 10
c. Providing explicit instruction of specific words .................... 11
d. Providing modeling and insturuction in independent
word-learning strategies ........................................................ 12
iii
4. The Problem of Learning Vocabulary ......................................... 13
B. Duolingo ............................................................................................ 14
1. Definition of Duolingo ................................................................ 14
2. The Purpose of Using Duolingo .................................................. 16
3. Advantages of Duolingo .............................................................. 17
4. Disadvantages of Duolingo ......................................................... 18
5. The Procedure of Learning Vocabulary by Duolingo ................. 19
C. Previous Study ................................................................................... 21
CHAPTER III: RESEACH METHODOLOGY
A. Research Design............................................................................... 23
B. Population and Sample .................................................................... 23
C. Technique of Data Collections......................................................... 24
a. Test ........................................................................................ 24
b. Questionnaire......................................................................... 25
D. Technique of Data Analyses .............................................................. 26
E. Validity of Data ................................................................................. 27
F. The Process of Data Collection ......................................................... 28
CHAPTER IV: DATA ANALISYS AND DISCUSSION
A. The Brief Description of MTsN 2 Aceh Besar ............................... 31

B. The Analysis of Tests .................................................................... 34
a. The Result of Pre-test and Post-test....................................... 34
C. Analysis of Questionnaire .............................................................. 38
D. Discussion....................................................................................... 44
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
A. Conclusion .................................................................................... 46
B. Suggestion ..................................................................................... 47
C. Bibliography ................................................................................. 48
iv
LIST OF TABLE
Table 4.1: The headmasters’ name of MTsN 2 Aceh Besar ..................................................... 32
Table 4.2: The amount of MTsN 2 Aceh Besar Students ......................................................... 33
Table 4.3: The English Teachers’ name of MTsN 2 Aceh Besar ............................................. 34
Table 4.4: Students’ grade in Pre-test and Post-test ................................................................ 35
Table 4.5: The students feel more motivated to learn English by using Duolingo ................. 38
Table 4.6: Learning English by using Duolingo makes the students more skillful ................ 39
Table 4.7: The students intersted in learning English by using Duolingo............................... 39
Table 4.8: learning with Duolingo provides an opportunity to be active. ......................... …...40
Table 4.9: using Duolingo in learning is boring ........................................................................ 40
Table 4.10: Duolingo makes difficult for students .................................................................... 41
Table 4.11: Duolingo is less useful for learning vocabulary..................................................... 41
Table 4.12. Students cannot express their opinion , while learning using Duolingo .............. 42
Table 4.13. Duolingo encourage students to discover new ideas ............................................. 42
Table 4.14. Learning with Duolingo makes students understand the material ...................... 43
Table 4.15. Learning by using Duolingo get students in mastering new

Vocabulary .................................................................................................................................. 43
Table 4.16. learning by Duolingo allows students to apply their skill in daily life ................. 43
v
LIST OF APPENDICES
i. Appointed Letter of Supervisor

ii. The letter for doing research from faculty of education and pedagogy
iii. The letter of finishing the research from MTsN 2 Aceh Besar
iv. Lesson plan
v. The tests and students’ scores of Pre-Test and Post-Test
vi. Key answer of tests
vii. The questionnaire and the Result of Questionnaire
viii. Pictures : the pictures while the researchers was Implementing
Duolingo in English class
ix. Autobiography
vi
vii
ABSTRACT
Name : Addal Muddin

Student Id : 231324418
Faculty/Major : Education and Teacher Training/ English Education
Thesis Title : The Use of Duolingo to Improve Students’ Vocabulary
Advisor 1 : Dr. Maskur, M.A.
Advisor 2 : Yuni Setia Ningsih, M. Ag.
Keywords : Teaching English, Vocabulary Mastery, Duolingo
This research was conducted to find out the effect of using Duolingo in
teaching English to improve students’ ability in mastering vocabulary and to
know the students’ perception toward the implementation of Duolingo in teaching
English subject at MTsN 2 Aceh Besar. The research design of this research is
pre-experimental research. This research only need one class as sample with five
meetings. The data collection techniques were tests and questionnaire. Based on
the quantitative data, the students’ score is increased. The average score of pre-
test is 44.75, and the average score of post-test is 59.75. It shows that the post-
test’s mean is higher than the pre-test’s mean. The result show there is a positive
effect of students’ ability in mastering vocabulary through using Duolingo. Based
on the questionnaire, the result of the research showed that the use of Duolingo in
teaching English has many positive effects to the students, such as: the students
are more motivated in learning; make students easy to understand the material;
getting the opportunity for fair turn in practicing the material; less boredom in
learning; getting encourage for new ideas; facilitated in remembering and
practicing the material in daily life. They also learn enthusiastically in teaching
learning activities. The students showed positive attitude toward the
implementation of Duolingo.
viii
CHAPTER I
INTRODUCTION
A. Background of Study
One of the importance aspect in learning language is mastering vocabulary
of target language. If the foreigners learn a new language without mastering
vocabulary of the language, they will be difficult to understand that language.
Vocabulary is one of English components or sub skill that must be taught to the
learners because vocabulary has the primary role for all languages. Moreover,
there are some researchers regarding that vocabulary more important than
grammar. Carter (2014) stated that vocabulary is knowledge about words and
word meanings.
Vocabulary is the basic competence that must be reached by students in
order to get other competences like reading, writing, listening, and speaking. In
order to communicate well, the students need to have adequate vocabulary. It is
difficult to master the other competences without mastering and understanding the
vocabulary well. In learning English students should know about vocabularies,
because by knowing the words, they will try how to use it to express their ideas
and communicate. In fact, the vocabulary can not be separated from other aspects
of language.
According by Amri (2013, p.28) the concept of curriculum 2013 is scientific
approach which means students learn more independently in the learning process.
So, if students have lack of vocabulary, they will be difficult in learning and
1
2
understanding the material which provided by curriculum. It is important to
consider because vocabulary learning will help students to understand the
material.
Teachers as facilitator in learning process will have an important role.
Besides, they should fulfill students’ achievement in their lesson plans. They must
think how to improve students’ vocabulary. Nowadays, teachers just focus on
material in syllabus. In syllabus, there are no teaching vocabulary, it just focuses
on 4 aspects, such as listening, speaking, reading, and writing. So, the students
who have lack of vocabulary will be difficult in doing the exercise and some of
them also have a problem where there are many words that have multiple
meanings.
Usually, students are ordered by teacher to rewrite the vocabulary on the
white board, pay attetion on what teacher’s explanation, and memorize the
vocabulary that they have written at home. Hammer (1991) stated the problem on
improving vocabulary that researchers can find. Many studentsare difficult to
improve vocabulary because the technique of teaching from the teacher is not
interesting and make students feel bored. Teachers should think and implement
the creative method and media which will increase students’ motivation in
learning vocabulary. They are indeed using media in teaching, but ignore to
support vocabulary learning with those. In this case the teaching of the 4 skills
should be taught together with vocabulary for language learners to avoid many
problems in learning English language.

3
Nation (1994, p.20 as cited in Muttahidah, 2011) has given several strong
reasons for which the vocabulary components of language courses should be
planned carefully. First, the different of vocabulary gives a very different
feedback for study. Second, most language teaching courses make vocabulary
learning more difficult than it should be. And third, vocabulary learning
opportunities and the quality of vocabulary learning can be greatly improved
through the careful design of both vocabulary and other skill activities.
Therefore, the writer wants to see how the influence of Duolingo if teacher
implemented it in classroom teaching to the students of MTsN 2 Aceh Besar. It
will be aimed to see whether it will help them to improve their vocabulary or not.
It is expected to be positive atmosphere in the classroom. It is also can be an
alternative way to keep the students vocabulary. According to the explanation, the
writer intends to conduct an experimental research entitled: “The Use of
Duolingo to Improve Students’ Vocabulary”.
B. Research Question
In line with the background of the research, the writer formulates the
research question as follows:
1. What is the effect of Duolingo on students’ vocabulary mastery?
2. What is the students’ perception toward the use of Duolingo to
improve their vocabulary?

4
C. The Aim of Study

The aim of this research conducted is in order to improve students
vocabulary through Duolingo at third years Students of MTsN 2 Aceh Besar and
to make them exciting and interesting in learning and practicing their English,
especially vocabulary by using Duolingo and also want to see whether it will be
helpful and enjoyable or not for them in practicing their English.
D. Significance of Study
The finding (result) of this research are expected for 3 (three) groups, they
are:
1. The teacher
Based of this research, the writer expected duolingo can be one of the
media that it will be using by the teachers in terms of teaching English
vocabulary and to solve the problem of students difficulties in memorizing
the meaning of vocabulary then it will make the learning process in classroom
more interest and active for students espescially second years student of
MTsN 2 Aceh Besar.
2. The students
For students, this research expected to provide mastering the English
lesson by using Duolingo will make them feel exciting and enjoy when they
learn English in classroom or at their home. Then, it can solve their problem
in understanding the meaning of word in the sentence, because the teachers
use the suitable media in teaching them as if it is like something new for
them. Therefore, the students can use the duolingo everywhere and everytime
5
because it will help them to memorize vocabulary and they can used those in
everyday communication.
3. The further researcher

This research expected to give a new knowledge of the further
researcher to do the better research of teaching and learning cases, and to
solve the students vocabulary problems by something new, and also the
teachers that have the similar problem with this researcher.
E. Terminology
In order not confused the readers. The writer need to explain some terms
which used in this thesis, they are:
1. Improve
Improve is a process of making something better. (Oxford Dictionary,
2008, P.224). According Adi (2014) improve means the increasing of skill and
ability be better than before. Here, the word “Improve” means the increasing
students’ ability in mastering vocabulary by using Duolingo as media in
teaching English. The student could be claimed their vocabulary improve if
their score post-test higher than pre-test and their score must be above 60.
2. Student Vocabulary
In the Dictionary of Indonesian Language (1990), the student means a
person (children who were studied (learning, schooling). Meanwhile, according
to Shafique Ali Khan (2005), understanding the student is a person who comes
to an institution to obtain or learn some types education. Here, student is the

6
participants of the research who follows the learning teaching process with
Duolingo as media.
In Oxford Dictionary (2008, p.495), Vocabulary means the words
which it uses and knows by people. According to Wallace (1989) vocabulary is
a set of words that are owned by a person or other entity, or a part of a
particular language. In this research, vocabulary is the basic vocabularies
which provided by Duolingo, those are about animals, their characteristic, and
their life’s style.
So that, the meaning of students’ vocabulary in this research is the
vocabulary which students must know and learn which it is provided by
Duolingo. It will be simplified by examining the score of vocabulary of the
students before and after the treatment.
3. Duolingo
Duolingo in English means multilingual, In Oxford Dictionary (2008,
p.288) the meaning of multilingual is knowing or using more that on language.
Duolingo is an application designed to help foreign learner to learn a new
language and they can learn more than one language there. It designed easily
and comfortably, so do it does not feel like the users are learning, but rather to
have fun - fun with games. Because of that the writer try to use it classroom
activity as media in learning English, to see it will help students in mastering
vocabulary. It based on Munday (2015, p.96), he said that if Duolingo can
serve well as an addition to a formal language course offered through a school
or university, whether in the classroom or online.

7
CHAPTER II
LITERATURE REVIEW
A. The Nature of Vocabulary
1. The Definition of Vocabulary
Vocabulary is the most important aspect which must considered in
learning language. It is a basic element because vocabulary is required when
language learners learn to speak, read, write, and to make them understand from
what they listen from a language that they have listened. It means that a
limitation in mastering vocabulary will cause the obstacles to language learners
in learning a new language. Jack C. Richards (2002, p.255as cited in Kartika,
2011) says that:
“Vocabulary is a core component of language proficiency and provides

much of the basic how well learners speak, listen, read, and write.
Without an extensive vocabulary and strategies for acquiring new word,
from making use language learning opportunities around them such as
listening radio, listen to native speakers, using the language in different
context, reading, or watching television.”
Students must master vocabulary to develop another aspect in language,
such as speaking, reading, listening, and writing. According Nunan (1991,
p.118as cited in Kamal, 2012) vocabulary is hardly get in learning process in
classroom although it is the easiest aspect of second language to learn. The
teachers at senior high school and junior high school do not really focus in
7
8
teaching vocabulary that causes to help their student more easily to increase their
ability in understanding the language because mastering vocabulary is needed by
all language skill. For instance in reading, the students will get difficulties in
understanding or comprehending the text which they read if they do not know the
meaning of the words in the text. In speaking, they will be hard to communicate in
foreign language if they only have few vocabularies. mastering a language is not
easy if not start with the easiest one, it is impossible to learn a new language
without mastering vocabulary.
2. The Importance of Learning Vocabulary
To learn something new, people should know the importance of the
things what they want to learn. In this case the importance of learning
vocabulary is to help the students in mastering a target language what they
learn. Learning language is not only prepared the material of the language bot
also provides training to students how to use that language, whether oral or
written. Many definitions of the purpose of learning vocabulary can be found,
Indonesian National Education Department (cited in Muttahidah, 2011) pointed
learning vocabulary:
“In accordance essentially language learning, learning vocabulary not

taught the words of phrases separated off, but was involved in discourse
context, with regard to subjects and also related with specific areas as
an example of the discourse on the theme of games. In order to achieve
optimal learning outcomes vocabulary, teachers need to equip their
students with words related to particular field. In every field of science
8
9
used special words. Vocabulary enrichment effort needs to be done

continuously and can be obtained through certain areas.”
From the explanation above, mastering vocabulary is very important in
order to understand the language. The students are able to communicate both
verbally or orally. To achieve those students’ need, the teachers must make sure
the component in teaching learning process adequate in mastering of
vocabulary. Therefore, the words related in specific areas to the students are the
words around them like nouns, verbs, adjectives and adverbs.
3. The Component of Effective Vocabulary Teaching
To be effective, a program of teaching vocabulary should provide
students with opportunities for word learning by:
a. Encouraging wide reading
Students learn words by encountering them in the text. By reading,
increasing the opportunities for such encounters improves students’
vocabulary knowledge. as a teacher, the single most important thing they
can do to improve their students’ vocabulary is to get them to read more
and more. (Texas Education Agency, 2002). The volume of students'
reading is strongly related to their vocabulary knowledge. According
Herman et al., 1987, cited in Texas Education Agency, 2002), in their
research shows the effects of wide reading; First, there is the evidence of
those avid readers who acquire large vocabularies largely apart from any
type of explicit instruction in vocabulary. Second, there is a growing body
9
10
of research showing that, although the odds of learning any particular
word from context are small, the cumulative effects of learning from
reading can be large. Consider the following argument for the effects of
wide reading.
The teachers can help their students in developing reading
strategies that will allow them to read more challenging texts with lower
levels of frustration. When students have been taught comprehension
strategies, they tend to do more reading, so the teachers have an important
role in motivate their students in reading. As is true for any method of
promoting vocabulary growth, based on Texas Education Agency (2002)
wide reading has some limitations. One is that it obviously cannot be
effective with very young students who are not yet able to read very much
on their own. Another limitation is that, although wide reading may be
effective in producing general vocabulary growth, it is not an effective
method for teaching the words that students need to master a particular
selection or a concept related to a specific content area.
b. Promoting word consciousness
Word consciousness means having an interest and awareness of
words. Word consciousness involves awareness of word structure,
including and understanding of word parts and word order. According
Graves &Juel (2000) Word consciousness is the knowledge of and interest
in words. Word-conscious students enjoy learning new words and
10
11
engaging in word play. They know and use many words, and are aware of
the subtleties of word meaning and of the power words can have.
Word consciousness can be promoted in a way that helps students
become aware of differences between Standard English and non-standard
varieties, without stigmatizing the latter. Shirley Brice Heath (1983, Cited
in Texas Education Agency, 2002) describes classrooms in which students
learned to be "language detectives," studying how people speak differently
in different groups and in different situations. She believes that this
awareness made an important contribution to the students' academic
success. Based on that, teacher should take advantage of opportunities to
develop students interest in words, how to have fun with words, and how
words and concepts are related across different context.
c. Providing explicit instruction of specific words
Although students gain most of their word knowledge through
wide reading, explicit instruction of specific words and their meanings
also can contribute greatly to their vocabulary development. Explicit
instruction is especially important for students whose exposure to the
vocabulary of literate English is limited (Texas Education Agency, 2002).
To be most effective, explicit vocabulary instruction should be dynamic
and involve a variety of techniques.
Students often need explicit instruction in how to use what they
find in a dictionary entry so they are able to transfer that information into
something useful. Students may be confused by different meaning for the
11
12
same word, or the meaning of the word that provided in dictionary may be
difficult to understand. The Texas Education Agency (2002) suggested the
ways how to resolve that problem:
1) use background knowledge about the content in the text
2) have a sense of the grammatical use in the text
3) read and understand more to each definition of the word
d. Providing modeling and instruction in independent word-learning
strategies
Techniques that teachers can model and teach to students so as to
help them figure out the meanings of unknown words on their own.
Because students learn most new words incidentally, through wide
reading, helping students to acquire a set of word-learning strategies is
important to their vocabulary development.
One of the example of instruction in independent word-learning
strategies is teaching students how to use information about word parts can
be very valuable in promoting vocabulary growth. Many students,
however, are not aware of this strategy. Even students who have learned to
break words into parts in their decoding instruction may not understand
that they can use this knowledge to figure out word meanings. Teacher
modeling helps to make the strategy's value clear to students. (Beck et al.,
2002).
4. The Problem of Learning Vocabulary
12
13
There are several strong reasons why mastering vocabulary can be an
important components of language course which needs to be carefully planned.
MuhibbinSyah (2005, p.132) classifies two factors that make learners facing
problem in learning vocabulary. There are; individual factors and social factors.
Based on his statement, individual factor is the factor which come from
the learners, it consists of motivation, growth, attitude, and aptitude. While,
social factors are the factors which come for surrounding the learners such as
family, teacher, environment, teacher, and facilities.
Many problems faced by students in learning a target language such as
English in mastering vocabulary. First, they are lack of vocabulary so that they
cannot understand the meaning from what they read and listen. Sometimes they
are also confused in using the words, it can be because they do not what the
function of the words they know. Lack of vocabulary can make students
difficult in mastering all of skills in English.
Second, students learn based on what their teacher teach to them. If their
teacher asks, they do. If not, they do not. It happens maybe because there is no
motivation of them to learn English well, they need high motivation. According
Hinson and Brown (2001) defined motivation as an important component or
factor in the learning process. Learning and motivation have the same
importance to achieve something. Learning makes us gain new knowledge and
skills and motivation pushes or encourage us to go through the learning process;
meanwhile motivation is defined as the condition which can initiate, guide and
maintain our behaviors until a goal has been reached.
13
14
The last, it is about the media which used by teacher. Commonly, the
media that used by teacher is not interesting to students. Some teacher some
prepared simple media for students and students feel bored with it. If they bored,
they will not focus in learning process. The teachers must attract students’
attention by using the interesting media.
B. Duolingo
1. The Definition of Duolingo
Duolingo is a free language learning applications and website. Like what
they said at their website ,“ Duolingo builds a world with free education and no
language barriers. Users are able to learn languages for free while
simultaneously translating web”(Jaskova, 2014, p.16).
It has various and up to date techniques in learning language especially
on vocabulary. It can make the students easier to understand and memorize the
words, make them interest, enjoy, and happy in learning because it provided
gamitation in learning prosess.
Duolingo is being as a future in learning language. It can easily access
and provides a lot of language, so it is so helpful to those who want to learn a
new language. Duolingo has a lot of features which can help the learners easily
in learning language, such as list words for every day, discussion with other user
so the learners can share with each other, the Lingot store, and immersion for
more advanced learners.
14
15
In duolingo guide book (2015) stated that Duolingo have a lot of
language which language learners can choose the language what we want to
learn, such as English, Arabic, Spanish, French, Dutch, and other languages. It
also have educators forum that the users can exchange lesson ideas and
experiences with each other such as teacher or student to them more easier in
leaning. It can measure students achievement and dedication with perfect ways.
It provide data such as point earned, of course overview tree, the streak, and the
time spent.
The techniques which Duolingo provides in learning are so various and
comfortable for beginner who learn a new language from the very basic. It is so
easy to use because the prosedures for the use are simple. It is because the target
of Duolingo can be used for all ages such as children, teenagers, parents, and
others. Munday (2016, p.96) stated that Duolingo is prefered than regular
assignment and media because of the convenience it provides, it based on his
research. It means that Duolingo is easy to use and more interesting so it will be
comfortable to be one of the media that we use in teaching in classroom. Grego
and Vesselinov (2012), they did a research which is see the effectiveness of
Duolingo in learning language. Their research showed that the students are
satisfied in learning language with Duolingo and they enjoyed to learn with it.
2. The Purpose of Using Duolingo
Mastering vocabulary is important to who is still beginner in learning a
language, especially for foreign language learners. If they are lack of
15
16
vocabulary, they be will hard to understand what they read or listen because for
beginner to understand the sentence is not easy. That is why vocabulary is
strongly important to understand a language. Teacher must know the exciting
technique to present the vocabulary to students.
According to Ruth Gairns and Stuart Redman (1991, p.73-74), there are
two techniques in presenting vocabulary, visual technique and verbal technique.
a. Visual techniques include photograph, wallchart, flashcard. They are
extensively used for teaching which focus on items of vocabulary.
b. Verbal techniques include the use of illustrative situation (oral or
written), use of synonym and definition, contrast and opposite, scale
and example of type.
From the description above, the techniques which provides by
Duolingo included both of those.
The purpose of Duolingo is the user can understand a language and they
can use it. In the part of what it provides in learning, the users will know if
Duolingo focus on mastering vocabulary. Based on it, Duolingo can be a
medium for students to improve their vocabulary and teachers used it in
classroom in teaching to help their students in mastering vocabulary. One idea
of using Duolingo is, it may help students in master new vocabulary through
games so they will not be bored in learning, and one game particular that can be
played for this purpose is Duolingo.
16
17
3. Advantages of Duolingo
There are several advantages of Duolingo as medium of learning in
classroom. The advantages include:
a. Duolingo is a language learning media which can be used to
increase levels of active leaners in teaching learning process. It can
be because Duolingo incorporates some gamification aspect in
learning with, it can motivate and engage learners in learning with
Duolingo (Munday, 2015, p.88). The material which learning for
game usually difficult to forget, it can be because the learners
enjoy in learning.
b. Duolingo can create a homework so besides learning in classroom,
Duolingo also can support to make students practice to improve
their vocabulary with Duolingo at their home. Based on research
which done by Munday (2015, p.93-94) shows that if the A1
student 84.8% agreed if homework with Duolingo better that other
types of homework.
c. Duolingo can be accessed anywhere and everywhere, so teachers
are not difficult to implemented it in indoor learning or outdoor
learning. It is a media learning language as well which allows the
learners to learn wherever they have internet connection and
whenever they feel like it.
17
18
4. Disadvantages of Duolingo
Every media for learning definitely have positive and negative side
according to situation and condition of learning. There are some disadvantages
of using Duolingo as media in learning vocabulary:
a. Duolingo is an online media learning, so it is hard to implement in
classroom if there is no internet connection.
b. If teacher wants to use Duolingo in the classroom, they must use
projector. It will make student more active and they will participate
in learning teaching process.
c. It needs more preparation for the teacher for time allocation and
tools if it does in regular classroom, such as time to prepare
projector, loudspeaker, and notebook.
d. In terms of grammar, Duolingo does not offer any explanations
whatsoever on grammatical use. For language learners, grammar is
an essential part of language learning and there are not direct
grammar lessons. There should be a way to incorporate it along
with vocabulary.
e. In listening exercises, the way the sentences are spoken is not a
representative way of native people speaking that language. The
machine can never really provide the learners with a great listening
activity when it is automatic.
18
19
5. The Procedure of Learning Vocabulary by Duolingo
The core teaching in Duolingo is extremely clear. The exercises are solid
and replicate some of the typical drills. Exercises build on one another so that
the leaners are introduced to words and concepts at the right point in the
program. There are five types of activities that Duolingo employs in learning,
such as:
a. The first exercise which Duolingo give is a selecting pictures
exercise for vocabulary where the learners are ordered to select the
right meaning of pictures and vice versa.
b. Next exercise is translating the sentences. There is the translation
from the learner’s native language to the target language and vice
versa. There are two kind the way how to translate the sentences.
First, the learners just choose the right translation of the words
which provided and the they must arrange those into the right
sentences. The second, the learners must type the right translation
based on the sentences.
c. There is also a listening exercise where the learner listens to a
sentence being spoken and types in what they heard, it is possible
for the learner to slow down the pace of the spoken sentence if they
do not understand all of it and it is also available to be listened to
as many times as the learner wishes.
d. A speaking exercise is offered as well, during which the learners
have to read out loud a sentence in the language they are learning.
19
20
e. The lastly, It has also the exercises fill in the blank. In exercise in
the form multiple choice. The learners must choose the right
answer among two or three choices.
One of the reason what kept language learners going with Duolingo is
learning language with it is like playing a game. The learners have three hearts
for each exercise which means that they only get three chances to get each
lesson in each level right; otherwise they have to start over. This structure
makes Duolingo really suitable for beginners, which is not always the case
with language-learning programs.
There are a few notable aspects of Duolingo that make its exercises
great. One is that small typos are tolerated. If the learners accidentally
misspell a word, within reason, the exercise might still be marked correct,
though Duolingo will point out the typo. If the learners made a small typo,
Duolingo will mark it wrong regardless. The learners can know the fact that
their answer should have been accepted although their answer not fully right.
The format that presented the message and information which is
adapted by Duolingo called Drill and Practice. According to Arsyad(2011,
p.95), Drill and Practice give to students the examples to increase the their
ability which it will make them practice directly. The important thing of this
consept is they student will not continue the lesson and practice if they do not
understand the lesson.
20
21
C. Previous Study
There are many studies of Duolingo which have been done (e.g.,
Vesselinov & Grego, 2012, Munday, 2016, Heba Bahjet Essa Ahmed, 2016).
Vesselinov & Grego (2012) discussed about the motivation for learning a new
language take a primary role in the progress of the learners’ levels in
improving their new language. people who are motivated are more likely to
follow the program’s regulations. The participants had to learn Spanish for
two months by depending on Duolingo though some of them were not
committed to the program. The findings displayed that the majority of learners
developed over time without any external sources or assistance. The results
indicate the importance of being determined and having an incentive in order
to learn energetically and independently by using online websites and apps,
such as Duolingo.
The study which had done by Munday (2016) ”The Case for Using
Duolingo as Part of The Language Classroom Experience” examined the
efficiency of Duolingo in corporate with the traditional teaching method, and
it was used in Spanish university courses. The purpose of the study was not to
cram for Spanish learning, but to enhance their learning process by not
limiting them to a number of hours. At the end, it was shown that Spanish
learners enjoyed the app, and achieved more than the required levels.
However, advanced learners did not show an adequate development in
comparison to first-level learners who improved rapidly through the course.
Munday (2016) recommended that Duolingo should be used in the classrooms
as the learners prefer to have it instead of homework. Furthermore, there are
21
22
students who kept using Duolingo even after the end of the course (Munday,
2016). The results demonstrate that Duolingo could be more enjoyable and
beneficial for basic level learners than the sophisticated levels.
This study was done by Heba Bahjet Essa Ahmed (2016). It explored on
the use of technology in order to promote language learning. Duolingo is one
of the modern applications that facilitate acquiring a second language. Hence,
the study aims to confirm the hypothesis that Duolingo helps promote
acquiring two languages simultaneously for beginners. The results showed
that Duolingo can promote acquiring two languages for beginners, but it has
limitations. Thus, it is recommended to develop Duolingo for advanced levels
as well as for English language learners. From previous study findings
reviewed, it can be understood that Duolingo can help students, especially
who is still beginner in improving their English.
22
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
In line with the research problem, the writer uses pre-experimental research
with one group pre-test and post-test in this research. There is only one class to
be researched to know the students’ vocabulary before and after the implemented
the media. (Syamsuddin & Damaianti, 2009, p.157). If the score of post-test is
higher than pre-test, it shows the improvement of students’ vocabulary and the
treatment is effective as the media in teaching vocabulary.
This research was done by the writer himself by conducting an
experimental teaching using Duolingo to the first-years students of MTsN 2
Aceh Besar. He did the research in 5 meeting. By applying this treatment, the
writer was able to find out the effectiveness of the media.
B. Population and Sample
1. Population
According to Bryman (2001), the population is the whole in which a
sample is chosen by a researcher, while the sample is the part chosen by him to
represent the whole unit or group. He also added that the population and sample
should not always be human or people, but it could be nation, school, some of
theories, and others. The population of the research is the third-year students of
MTsN 2 Aceh Besar in the academic year 2017/2018. The school was chosen
because it has good facilities in implementing the media.
23
24
2. Sample
Semiawan (2007) states that "the sample is a segment of the population
chosen to represent it”. In this case, the samples are the third-grade students of
MTsN 2 Aceh Besar. The class which be the subject of the research is VII-7. The
class was chosen by same reason, such as; their score in English subject still
below expectations and most of them are misbehavior students in the classroom.
C. Technique of Data Collections
In this research used two instruments, test and questionnaire. It takes based
on the research question. The test is to see the effectiveness Duolingo after
implementing to students and questionnaire is to know students’ perception after
learning by Duolingo.
1. Test
The first instrument is test. The test used in this research is pre-test and
post-test. The pre-test was done before implementing Duolingo. Before
treatment, the writer gives the students 20 questions consist of basic
vocabulary, its about animals life’s and their characteristics. The objective of
the test is to know the basic score of students’ vocabulary.
After treatment, the writer once again conduct a test. The purpose of this
test is to know the scores of students’ vocabulary after using Duolingo. the
writer also gives the students 20 questions in post-test. Together with the
result of pre-test, this score will be analyzed in order to know the effectiveness
of Duolingo in improving students’ vocabulary. Overall, this research uses
24
25
quantitative approach, which means the data used is in the form of number
(Suharsimi, 1993, P6 cited in Hisan, 2012, p.20). Then, he analyzed the data
by formulas that appropriate with the aim of the research and explain the
results descriptively.
In this research, the test was conducted in form of matching pictures
with words, translate the sentences from the learner’s native language to target
language and vice versa and gap filling.
2. Questionnaire
The second instrument is questionnaires. The questionnaires were in
closed-ended item questions form. Specifically, the questionnaires are to find
out the students’ perception after learning English through Duolingo. In this
research, the respondents were distributed the likert-scale questionnaire. There
are 12 questions, 1-4 are about students’ interest after learning by Duolingo, 5-
8 is about the disadvantages of Duolingo and 9-12 is about the advantages of
Duolingo. The questionnaires are administered to student at the last meeting.
All questionnaires distributed are returned after they have filled in.
D. Technique of Data Analyses

This research used quantitative approach. The writer gave a test to students
before and after implementing the Duolingo to get the data of quantitative. In this
case, he collected the entire data which was gained. In analyzing the numerical
data, first he tried to get the average of students' vocabulary score among pre-test
and post-test. It is used to know how well student’s score as a whole on
25
26
vocabulary which it has taught and given by reseacher. It used the formulas
which suggested in Sudjana (2002, p.67).
∑x
X=
n
X : Mean
x : Individual Score
n : Number of Students
After getting the result of pre-test, the writer identified whether or not
there might have students' improvement score on vocabulary comprehension
from pre-test up to posttest score. In analyzing that, he used the formula :
yl-y
P= X 100%
y
P : percentage of students' improvement
y : pre-test result
y l : post-test
The use of questionnaire was to find out the information of students’
response toward the using Duolingo in teaching vocabulary. There are twelve
closed-questions in the questionnaire. The data from questionnaire was analyzed
by using the following formula:
26
27
𝑓
P = X 100%
𝑛
P = Percentage
𝑓 = frequency of respondents
𝑛 = number of sample
100 = constants value
E. Validity of Data
Validity is one of the essential requirements of good educational testing
which can represent an acceptable on research. Validity should be determined by
the purpose will be reached by using test. In this research the writer used two
kinds of validity are outcome validity and process validity. First, outcome
validity requires that the action emerging from particular research leads to
successful resolution of the problem with using new media in teaching
vocabulary. Second, process validity is “the validity that requires a research has
been conducted in a “dependable” and competent “manner”. It could be
concluded from the explanation above that we could be seen the outcome validity
from the students’ result of the test. Moreover, in process validity the writer
notes all events happening during implementing Duolingo in the classroom.
27
28
F. The Process of Data Collection
In this study, the writer choose class VII-7 as participant in this research. To
gain the data, the writer used experimental teaching, tests and questionnaire.
1. Meeting I (Thursday, January 04th 2018).
In this meeting, the writer introduced himself to the students and
welcomed to them. Then he explained that the writer came to their class is for
collecting the data that the writer need for his research. The writer explained
about the material that proposed in his thesis was about “The Use of Duolingo
to Improve Students’ cooperative with the writer.
After the writer introduced himself to the students, he checked the
students’ attendance list to know participants and to know who did not come
in the classroom that day. Then he started the class by giving a test to each
student.
2. Meeting II (Saturday, January 06th 2018).
At the beginning of the class, the writer said greeting to all the students in
the class, check the students’ attendance list, pray together before start to learn
the material and review what have they did last meeting. Then the writer
showed to the students to see the picture of animal by using Duolingo, then
the students were asked to identify those animals and their meaning. He also
asked to students to try to spell the name of those animals and identify the
characteristic of the animals that was showed by Duolingo. and then, he gave
a change to students to asked the question, some students asked the aim from
what they have done and from the question the writer explained little bit about
28
29
text factual report. He gave exercises listening to students by using Duolingo,
the audio is about animal and the writer asked to students to response the right
answers from what they listened. The students were ordered to translate some
sentences about animal which the exercise also provided by Duolingo, they
also were ordered to make a sentences of text factual report from those
sentences and they should also do some exercises gap-filling from it. After
that, the writer asked them to make a simple sentence of text factual report in
individually and some students were ordered to read their work to others.
Then the writer and students concluded what they have learned together.
3. Meeting III (Monday, January 08th 2018).
At the beginning of the class, the writer said greeting to all the students in
the class, pray together, and check the students’ attendance list before start to
the main activity. Then, he started to the main activity. The writer divided into
four group and asked them to sit based on their group that had divided. he
showed some picture of animals with Duolingo and asked the students to
identify the meaning, the right spelling and characteristic of those animals.
After that, the students ware showed some example of text factual report to
make them clearer about it. he gave some exercises to students with Duolingo
such as; listened some sentences, asked them to translated some sentences and
also ordered asked them to did some gap-filling exercises, those exercises did
based on group. Every group also was ordered to make a short text factual
report and read it to another group. In the end lesson, the writer and students
concluded what they have learned together.
29
30
4. Meeting IV (Thursday, January 11th 2018).
The writer started the class by saying the greeting to all the students in the
class, pray together, check the students’ attendance list and asking the students
about the previous material. The writer showed some picture of animals with
Duolingo and asked the students to identify the meaning, the right spelling and
characteristic of those animals. The students were showed a video example of
text factual report about “Dolphin” and asked them opinion about it. he gave
some exercises to students with Duolingo such as; listened some sentences,
asked them to translated some sentences and also ordered asked them to did
some gap-filling exercises, those exercises. The students were ordered to make
a short text factual report individually. In the end of the class, the writer
concluded the material and suggested the students to prepare themselves for
post-test in next meeting. The writer also said thank to the students for their
cooperation.
5. Meeting V (Saturday, January 13th 2018).
In this meeting, the writer said the greeting, pray together, checking the
students’ attendance list before start classroom activities, asking the students
about previous material and review it together. Then he distributed a test to all
students and also distributed the questionnaire to collect the data from the
students to know the students’ attitude toward the implementation of Duolingo
in teaching. The students may choose some possible alternative answer that
suitable for them in the questionnaire and it would not give effect to their
score in English subject.
30
CHAPTER IV
DATA ANALISYS AND DISCUSSION
A. The Brief Description of MTsN 2 Aceh Besar
MTsN 2 Aceh Besar is one of Islamic junior high schools under controlling
department of religious affair. The school is located on Jln. Tgk. Glee Iniem,
Tungkop, Darussalam, Aceh Besar. It was existed in 1962 which was established
by Tgk. Chik Di Lamnyong. It is about 1 kilometer away from campus or 10
kilometers from Banda Aceh. MTsN 2 Aceh Besar is established in the same
location of MAN (Islamic Senior High School), MIN (Islamic Elementary
School), and Kindergarten. The location and condition of the school building are
very cool environtment for teaching learning process.
Originally, the school’s name was Sekolah Menengah Islam or SMI
(Islamic Junior high School). On 15 July 1968, SMI was changed state owned
and the name became MTsAIN and then in 1980 MTsAIN changed to be MTsN
until now. The old building was burnt in 2003 and now they are using the new
building that estalished in 2003.
Since its first day, MTsN 2 Aceh Besar has been led by some headmasters,
as seen in the following table, name of the leaders of MTsN Aceh Besar from
1962 until 2017, they are;
31
32
Table 4.1: The headmasters’ name of MTsN 2 Aceh Besar
No Name of Headmaster Period Name of school
1. Ilyas Yusuf, BA 1968– 1973 SMI
2. Drs. Ibrahim Ismail 1973 – 1991 MTSAIN
3. Drs. Burhanuddin Umar 1991 - 2001 MTsN
4. Drs. Uzair 2001 - 2002 MTsN
5. Dra. Sri Rahayuningsih 2002 - 2005 MTsN
6. Drs. Hamdan 2005 - 2011 MTsN
7. Drs. Asnawi Adam, M. Pd 2011 – Now MTsN
Source :The administration office of MTsN 2 Aceh Besar.
The school has many rooms used to support teaching learning process,
such as : 21 classrooms, 1 art room, 1 headmaster room, 1 teacher room, 1
counseling room, 1 science laboratory, 1 language laboratory, 1 administration
room, 1 library, 7 toilets, and 1 mosque used together with the school nearby. In
addition, the school also has a large playing court for the students to play basket
and volley ball.
Almost all facilities are in good condition and useful to support all
activities of teachers and students. The library as the crucial element in the
school has a lot of books, including text books as well as story books. The books
are available on Bahasa Indonesia or English. In supporting English lesson, the
library provides all textbooks needed by students. Furthermore, students can
also find English story books or other books related to English, such as;
33
dictionary, English grammar book, etc. All books can be checked out by
students.
The students and teachers
Every year the students of this school are increased. Most of them came
from around Darussalam and Tungkop. The total number of students are 570 in
academic year of 2017-2018. The students are classified into three levels. All of
students are classified into seven classes. The first-year level consists of 210
students, the second-year level consist of 200 students and third-year level
consist of 160 students. It can be seen clearly in following table.
Table 4.2: The amount of MTsN 2 Aceh Besar students
Class Number of students

I 232
II 249
III 243
Total 724
The first-year students are classified into seven classes, The second year
students are classified into seven classes and the third year students are also
classified into seven classes.
In MTsN 2 Aceh Besar, there are 51 teachers that consist of 11 males and
40 females. Most of them are graduated from Islamic University of Ar-Raniry
and Syiah Kuala University. In addition, some of them are graduated from other
universities or institutions. There are 3 English teachers at this school who are
34
teaching English to the students in different level of students. The data of
English teachers can be seen as follow:
Table 4.3: the English teachers’ name of MTsN 2 Aceh Besar
No Name of Teachers Graduated Teaching Level

1. Mawardinur S. Ag, S. H IAIN Ar-Raniry III
2. Mawaddah Warrahmah, S. Ag IAIN Ar-Raniry II
3. Erna Wati, S. Pd Unsyiah I
In teaching the students, the teachers use the curriculum which
decided by the Department of Religious Affair of Indonesian Republic.
Nowadays, the are using Kurrikulum 2013 (Curriculum 2013).
A. The Analysis of Tests
The tests were given to the students in order to know the effect of
using Duolingo in teaching English to their abilities in mastering
vocabulary. The analysis was used to know if there is a difference
between score test in the first meeting and the last meeting (before and
after giving the treatment). The writer determines the minimal mastery
level criterion is 60. The result of the tests could be seen as follow:
1. Result of Pre-test and Post-test
The pre-test was conducted as the preliminary study or done
before the treatment to identify the students’ real competence in
vocabulary. In pre-test, the students assigned to answer some
question related to their competence in mastering English vocabulary.
There were 5 questions in determining the meaning of some pictures,

35
10 questions in translating sentences English to Indonesian and vice
versa, 5 questions in matching pictures with their meaning, 5
questions in gap-filling. The Pre-Test was conducted on Thursday
04th January 2018.
The post-test was conducted on Friday 12th January 2018. The
test was done after the treatment to identify the students’ competence
in vocabulary after learning English with Duolingo. In post-test, the
students assigned to answer some question related to their
competence in mastering English vocabulary. The questions are same
with the test on pre-test. The result of pre-test and post-test could be
seen as follow:
Table 4.4: Students’ grade in pre-test and post-test
No Students’ Initial Pre-Test Post-Test

1. AS 48 56
2. DH 48 56
3. FF 48 64
4. FR 48 56
5. FA 48 64
6. FM 52 64
7. FN 52 56
8. HR 52 72
9. HZ 44 72
10. HR 40 52
11. HT 32 48
12. IU 32 48
13. IF 48 68
14. MR 36 52
15. MF 44 56
16. NK 60 84
17. NU 52 76
18. NI 48 68
36
19. PA 40 60
20. RM 44 56
21. RZ 44 56
22. RA 48 60
23. RH 40 60
24. RS 40 56
25. RB 40 52
26. RF 48 56
27. SM 36 60
28. SF 60 80
29. SU 48 52
30. ZF 32 52
31. ZR 44 56
32. KJ 36 44
Total 32 1432 1912
Based on the table above, the highest score for Pre-Test is 60
and the lowest score is 36. There were just 2 students who reach 60,
so almost all of students did not pass the test based on the minimal
mastery level criterion which determined by the writer. To get the
result of pre-test, the writer calculated the mean score by using the
following formula:
∑x
X =
n
= 1432
32
= 44.75
Based on the result of pre-test, the data showed that the mean
score of pre-test is 44.75. it could be seen that almost the score of
respondents was still low.

37
Based on the table above, the highest score for post-test is 84
and the lowest score is 44. There were 14 students who got score 60
and above, the students who were not pass the minimal mastery level
criterion are 18 students. The increase in students’ score in post-test
result after the writer taught them to understand and master
vocabulary by using Duolingo. To get the result of post-test, the
writer calculated the mean score with formula:
∑x
X =
n
= 1912
32
= 59.75
Based on the result of post-test, the data showed that the mean
score of pre-test is 59.75. It showed if after implementing the
treatment their scores are increased. Finally, the calculation of the
improvement percentage is gained from the following formula:
yl-y
P = X 100%
y
59.75 – 44.74
= X 100%
44.75
15
= X 100%
44.75
= 33.5%
38
Based on the result of students score, the was better
improvement of students’ average score from students’ vocabulary
achievement. The mean score of pre-test was 44.75 and the mean
score of post-test was 59.75. the percentage of their improvement
score are 33.5%.
B. The Analysis of Questionnaire
Questionnaire were used to get the data about students’
perception after learning English subject using Duolingo as media in
learning. The numbers of questions in questionnaire are twelve. The
writer provided a closed-ended questionnaire. The data can be seen in
following tables and description.
1. Students’ interest.
Table 4.5: The students feel more motivated to learn English by using
Duolingo
Option Frequency Percentage

Strongly agree 12 37.5%
Agree 17 53.1%
Disagree 3 9.4%
Strongly disagree 0 0%
Total 32 100%
From the table above, there are 53.1% agree that they feel more
motivated to learn English by using Duolingo. There are 37.5% of students
strongly agree, the rest are disagreed. This calculation shows that using
39
Duolingo has positive effect on students’ motivation in learning process. Most
of them feel motivated to learn by using Duolingo.
Table 4.6: Learning English by using Duolingo makes the students

more skillful in memorizing vocabulary

Agree 21 65.6%
Disagree 0 0%
Total 32 100%
Based on the data, 65.6% of students agreed that using Duolingo
makes them more skillful in memorizing vocabulary and 34.4 of them are
strongly agree. It means that all of them agreed that learning speaking by
using Duolingo makes them more skillful.
Table 4.7: The students interested in learning English by using

Duolingo because it makes them easier in understanding the
meaning of new vocabulary well.

Agree 16 50.0%
Disagree 5 15.6%
Total 32 100%
Based on above, almost all of the students said that using Duolingo in
learning make them interested in learning English. There were only 15.6%
40
disagreed. It means that using Duolingo as a tool in teaching can increase
students’ interest.
Table 4.8: Learning with Duolingo provides an opportunity to be more

active in learning

Agree 12 37.5%
Disagree 5 15.6%
Total 32 100%
Based on above, 46.9% students choose strongly agree that using
Duolingo in teaching provided them an opportunity to be active in learning,
while 37.5% are agree. There were only a few of them chose disagree
(15.6%). That mean if learning English with Duolingo give them opportunity
to be more active in learning process.
2. Weakness.
Table 4.9: In my opinion, using Duolingo in learning is boring.

Strongly agree 0 0%
Agree 6 18.8%
Disagree 20 62.5%
Strongly disagree 6 18.8%
Total 32 100%
Many of students disagree that using Duolingo in learning is boring
(62.5%) and strongly agree (18.8%). The rest is agree (18.8%). Based on the
result, Duolingo is not a boring media in learning English.

41
Table 4.10: Duolingo makes it difficult for students in understanding

and practicing vocabulary.

Strongly agree 0 0%
Agree 8 25.0%
Disagree 20 62.5%
Total 32 100%
Based on the data above, it was shown that most of students disagree,
62.5% students are disagree and 12.5% are strongly disagree if Duolingo
makes them difficult to practice speaking skill while 25.0% of them agreed. It
shows that Duolingo ease them in understanding and practicing their
vocabulary.
Table 4.11: Duolingo is less useful for learning vocabulary.

Strongly agree 0 0%
Agree 3 9.4%
Disagree 13 40.6%
Total 32 100%
Based on the table above, it shows that most of students (90.6%)
though that Duolingo is useful for learning vocabulary.
Table 4.12: Students cannot express their opinion, while learning

using Duolingo

42
Agree 11 34.4%
Disagree 16 50.0%
Total 32 100%
From the data above, there are various answers of the students. 50.0%
students disagreed and 9.4% are strongly disagree if Duolingo makes them
difficult to express their opinion while 34.4% of students are agree and rest of
them are strongly agree.
3. Advantages
Table 4.13: Duolingo encouraged students to discover new ideas

Agree 22 68.8%
Disagree 6 18.8%
Total 32 100%
Duolingo can encouraged the students to discover new idea, it is
shown from the table that almost of students have positive attitude toward
Duolingo (81.3%).
Table 4.14: Learning with Duolingo makes students better understand

the material
Strongly agree 0 0%
Agree 22 62.5%
Disagree 8 25.0%
Total 32 100%
43
From the data, 62.5% of students agree that learning to speak with
Duolingo makes students better understand the material. 25.0% of them are
disagree and rest of them are strongly disagree.
Table 4.15: Learning by using Duolingo get students in mastering new

vocabulary.

Agree 21 65.6%
Disagree 5 15.6%
Total 32 100%
From the table, it shows that almost all of the students are get new
vocabulary by learning English with Duolingo, because 81.2% students agreed
about it and just little bit of them are disagree.
Table 4.16: Learning English by using Duolingo allows students to

apply their English skills in their daily life

Strongly agree 0 0%
Agree 23 71.9%
Disagree 9 28.1%
Total 32 100%
The data shows that almost all of them agree that learning English by
using Duolingo allows them to apply their English skill in their daily life.
44
C. Discussion
In this study, the writer applied the implementation of Duolingo in
teaching English subject for the students of MTsN 2 Aceh Besar. The writer
successfully collected the data using tests and questionnaire in order to answer
the writer questions. The purpose of this research is to know the effect of using
Duolingo in teaching English to improve students’ vocabulary mastery and to
know their perception toward implementation of Duolingo in teaching English.
Hopefully, this media could make them to be more motivated in mastering
vocabulary and get more understanding. They are enjoying the learning, and
they could practice their English in daily life. To get clear idea on the result of
this research, the writer would explain as the follows.
There are two research questions, the first research question is about the
effect in implementing Duolingo on students’ vocabulary mastery. The writer
found that almost all of students got better post-test score than pre-test. The
data of post-test’s score indicated that there was the improvement on students’
score. The mean of post-test is higher than pre-test (59.75>44.75) which means
that students’ vocabulary mastery has been improved. The percentage of
improvement is 33.5%. From that result, it showed that there was a significant
improvement of students’ scores before and after getting the treatment.
The second question is about the perception of students on learning
English by using Duolingo. The result showed more positive perception than
negative from students, such as; the students were more motivated in learning;
more skillful because the interest of learning increases; easy to understand the
45
material; giving the opportunity to all students to get a fair turn in practicing
the material; eliminate boredom in learning; encourage the idea of new ideas;
and facilitate students in remembering also practice the material in daily life
day.
It can be concluded that Duolingo gave a good effect to improve students’
vocabulary mastery. It was because of Duolingo was an interesting media that
can be used in teaching English vocabulary for beginner level.

46
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
The main purpose of this research is to investigate about the use Duolingo in
teaching English to improve students’ vocabulary, and also to find out the
influence of Duolingo on students. Based on the result and discussions in chapter
IV, the conclusion can be drawn as the following:
1. Applying Duolingo in improving students’ vocabulary mastering
improves the students’ ability in mastering vocabulary. It can be
proven by the findings that the mean of the post-test scores was
higher than pre-test scores. The mean of the post-test was 59.75
while mean of pre-test was 44.75. the percentage of improvement
shown the result if there are 33.5% of the improvement.
2. Duolingo is one of the effective media in teaching-learning
vocabulary for beginner level students. It is considerably interesting
for students as they showed excellent responses toward this media,
they are easy to understand the material, having an opportunity to all
students to get a fair turn in practicing material, Duolingo can
eliminate boredom in learning and also encourage them of new idea
in learning.
46
47
B. Suggestions
After conducting Pre-Experimental research and analyzing the tests and
the questionnaire, the research purposes some suggestion that would be the
beneficial for students, teachers, and other researchers who are will interested in
applying Duolingo in improving students’ vocabulary mastery. The writer
suggestions are:
1. To make learning process more interesting, teachers should apply
an appropriate media. Besides teaching by using text book
teachers can also provide audiovisual media such as Duolingo. it
helps students find new vocabulary, helps them understand
material, and also help to memorized the vocabulary well.
2. Duolingo will increase students’ capability not only to acquired
new vocabularies but also help them to understand how to use
those and be able to use the vocabulary in their daily life.
3. This research can be used by next researchers as reference to their
research. Duolingo not only can used as autodidact learning but
also it can be implemented in classroom or others activity learning
language.
48
BIBLIOGRAPHY
Ahmed, H. B. E. (2016). Duolingo as a Bilingual Learning App: a Case Study.

Arab World English Journal, 7(2), 255-267.
Amri, S. (2013). Perkembangan dan Model Pembelajaran Dalam Kurikulum

2013. Jakarta: Prestasi Pustaka.
Arsyad, A. (2011). Media Pembelajaran. Jakarta: Raja Grafika Persada.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing Words to life: Robust
Vocabulary Instruction. New York: Guilford Press.
Brain, G., and Claire, M. (1996). Writing from Sources: A guide for ESL
Learners. California : Mayfield.
Brice Heath, S. (1983). A Lot of Talk about Nothing. Language Arts, 60, 39-48.;
Brice Heath, S. (1983). Ways with words: Language, Life, and work
in communities and classrooms. New York: Cambridge University.
Bryman, A. (2001). Social Research Method. USA: Oxford University Press.
Carter, R., and McCarthy, M. (2014). Vocabulary Teaching and Learning. New
York: Routledge.
Gairns, R., & Redman, S. (1991). Working with Work, as Guide to Teaching and
Learning Vocabulary. Cambridge: Cambridge University Press.
Graves, M.F., Juel, C., & Graves B.B. (2000). Teaching Reading in the Twenty-
first Century. Boston: Allyn & Bacon.
Hammer, J. (1991). The Practice of English Language Teaching. London:

Longman.
Hisan, K. (2012). Improving Students’ Vocabulary Through English Song. Banda

Aceh: UIN Ar-Raniry.
Jaskova, V. (2014). Duolingo as a New Language-Learning Website and its

Contribution to E-learning Education. Brno: Masarykova University.
Kamal, M. (2012). The Effectiveness of Morning Vocabulary Delivery in

Developing Student Vocabularies (A Study at Al-Manar Islamic
Boarding School). Banda Aceh: UIN Ar-Raniry.
48
49
Kartika, W. (2011). The Effectiveness of Using Environmental Technique to

Students’ Achievement in Learning Vocabulary (For Second Year
Student of MTsN Tungkop). Banda Aceh. UIN Ar-Raniry.
Munday, P. (2016). The case for using DUOLINGO as part of the language
classroom experience/DUOLINGO como parte del curriculum de las
clases de lengua extranjera. Revista Iberoamericana de Educación a
Distancia, 19(1), pages 83-101.
Muttahidah, N. (2011). Improving Students’ Vocabulary Through Vocabulary

Card (a Classroom Action Research in The First Grade of Mts. Nurul
Falah School at Pondok Ranji Ciputat Tangerang). Jakarta: UIN
Syarif Hidayatullah.
Nation, P. (1994). New Ways in Teaching Vocabulary. Alexandria: TESOL.
Nunan, D. (1991). Language Teaching Methodology. New York: Prentice Hall.
Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching:

An Anthology of Current Practice. Cambridge: Cambridge University
Press.
Semiawan, R. C. (2007). Catatan Kecil Tentang Penelitian dan Pengembangan

Ilmu Pengetahuan. Jakarta: Kencana.
Shafique, A. K.(2005). Filsafat Pendidikan Al-Ghazali. Bandung: Pustaka Setia.
Simpson, J., & Weiner, E. S. (2008). Oxford Learner’s Pocket Dictionary. (4th
Ed). London: Oxford University Press.
Sudjana, (2002). Metoda Statistika, Bandung: PT. Tarsito.
Suharsimi, A. (1993). Prosedur Penelitian. Jakarta: Rineka Cipta.
Syamsuddin & Damaianti, Usmaia. (2009). Metode Penelitian Pendidikan

Bahasa. Bandung: Rosda.
Texas Education Agency. (2002). Promoting Vocabulary Development:

Components of Effective Vocabulary Instruction, 2002 Online
Revisited Edition (pp. 10-20). Retrieved November 16, 2017, from
http://www.colorincolorado.org/article/components-effective-
vocabulary-instruction.
Vesselinov, R., & Grego, J. (2012). Duolingo effectiveness study. City University
of New York, USA.
50
Wallace M. J. (1989). Teaching Vocabulary. Oxford: Heinemann Educational

Book.
Web, Adi, S. (2014). Pengertian Peningkatan Menurut Ahli, Accessed on

3/11/2017 at Http://Www.Duniapelajar.Com.pengertian-
Peningkatan-Menurut-Para-Ahli.Html
Web, (2015), Duolingo Guide For School, accessed on 22/1/2016 at

https://duolingodata.s3.amazonaws.com/s3/schools/active/Duolingo_f
or_Schools_Guide.pdf
51
52
53
RENCANA PELAKSANAAN PEMBELAJARAN

Mata Pelajaran : Bahasa Inggris
Kelas : IX
Materi Pokok : Factual Report
A. Kompetensi Inti
K.1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
K.2. Menghayati dan mengamalkan perilaku jujur, disiplin,
tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun,
responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi
atas berbagai permasalahan dalam berinteraksi secara efektif dengan
54
lingkungan sosial dan alam serta dalam menempatkan diri sebagai

cerminan bangsa dalam pergaulan dunia.
K.3. Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural, berdasarkan rasa ingintahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
K.4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah
secara mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator

Kompetensi Dasar Indikator
2.4. Menunjukkan perilaku santun, 2.4.1 Menggunakan bahasa santun
antusias, kreatif, ekspresif, ketika berkomunikasi dengan
interaktif, kerjasama, dan guru dan teman
imajinatif dalam menghargai 2.4.2 menunjukkan perlaku tanggap
budaya dan bahasa terhadap pendapat orang lain
4.14. Menangkap makna dari teks 4.14.1. Menghasilkan kalimat-kalimat
ilmiah faktual (factual report), teks ilmiah factual (factual
lisan dan tulis, pendek dan report) dalam bentuk tulisan yang
sederhana terkait dengan mata sederhana dan singkat berkaitan
pelajaran lain di Kelas IX, dengan binatang, benda,
dengan memperhatikan fungsi tumbuhan dan gejala alam
dengan memperhatikan fungsi
sosial, struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks.
C. Materi Pembelajaran
TEKS REPORT adalah teks yang menyampaikan informasi dengan
mendeskripsikan sesuatu secara umum, yang meliputi berbagai hal/benda yang
ada di alam, hal/benda buatan manusia, dan fenomena social yang terjadi disekitar
kita. Teks report berisi serangkaian fakta yang logis dan bersifat objektif, tanpa
adanya keterlibatan pribadi (pendapat pribadi ) penulis.
STRUKTUR TEKS REPORT
1. General classification (klasifikasi umum) : pengantar tentang
objek/fenomena yang akan dibahas.
55
2. Description (deskripsi) : menerangkan objek/ fenomena yang dibahas,

meliputi bagian-bagian, kualitas, dan perilaku.
CIRI KEBAHASAAN TEKS REPORT
1. Mengunakan simple present tense, kecuali apabila sudah punah,
menggunakan past tense.
2. Mengunakan action verbs (kata kerja tindakan) dan relating verbs
misalnya is, am, are, look, dan seem.
3. Mengunakan general nouns (kata benda yang bersifat umum),
misalnya green sea turtles, northern Lights, orchids, platypus, and etc.
D. Media Pembelajaran
1) Laptop
2) Proyektor
3) Papan tulis
4) Spidol
E. Sumber Belajar
http://freeenglishcourse.info/short-report-text/
https://www.youtube.com/watch?v=8h5mZRb2fk0
F. Langkah- langkah Kegiatan Pembelajaran

Tahap Alokasi
Kegiatan Kegiatan Pembelajaran
Pembelajaran Waktu
 Guru mengucapkan salam dan
memulai pembelajaran
 Guru mengabsen siswa
 Guru menyapa peserta didik
dengan menanyakan kabar siswa
Pendahuluan 15 menit
 Guru melakukan apersepsi
tentang apa yang sudah siswa
pelajari di pertemuan
sebelumnnya
 Guru menampilkan beberapa

gambar binatang dengan
menggunakan Duolingo.
 Dengan bimbingan dan arahan
Kegiatan Inti Mengamati 25 Menit
guru, siswa mengidentifikasi arti
dan spelling yang benar dari
nama-nama binatang tersebut.
 Guru menyuruh siswa untuk
56
mencoba mengindetifikasi ciri-

ciri dari binatang-binatang
tersebut.
 Guru memberikan kesempatan

siswa untuk bertanya tentang hal-
Menanya hal yang tidak mereka mengerti 10 Menit
dari apa yang sudah mereka
lakukan bersama-sama.
 Guru memperdengarkan beberapa
kalimat yang ada di Duolingo
yang berhubungan tentang
binatang dan menyuruh mereka
mengemukakan yang mereka
dengarkan.
 Guru mengajak siswa untuk
Mengeksplorasi 25 Menit
menerjemahkan beberapa kalimat
di Duolingo yang berhubungan
tentang binatang dan memancing
mereka membuat kalimat teks
report sederhana dari kalimat-
kalimat tersebut.

menyelesaikan beberapa exercise
gap filling yang ada di Duolingo.
 Guru menyuruh siswa membuat
Mengasosiasi 10 Menit
beberapa contoh kalimat teks
report yang dilakukan
perindividu.
 Guru memerintah beberapa siswa

untuk mengemukakan beberapa
Mengkomunikasi contoh kalimat teks report yang
8 Menit
kan mereka kerjakan kepada siswa-
siswa lainnya.
 Peserta didik bersama guru

Penutup Kesimpulan 7 Menit
menarik kesimpulan

57
Kelas : IX
G. Kompetensi Inti
memecahkan masalah.
H. Kompetensi Dasar dan Indikator

4.15. Menyusun teks ilmiah faktual 4.15.1. Menghasilkan sebuah teks
(factual report), lisan dan tulis, ilmiah factual (factual report)
pendek dan sederhana, tentang dalam bentuk tulisan yang
orang, binatang, benda, gejala sederhana dan singkat berkaitan
dan peristiwa alam dan sosial, dengan binatang, benda,
terkait dengan mata pelajaran tumbuhan dan gejala alam
lain di Kelas IX, dengan dengan memperhatikan fungsi
58
memperhatikan fungsi sosial, sosial, struktur teks, dan unsur

struktur teks, dan unsur kebahasaan yang benar dan
kebahasaan yang benar dan sesuai konteks.
sesuai konteks.
I. Materi Pembelajaran
Teks ilmiah faktual (factual report), lisan dan tulis, pendek dan sederhana, tentang
orang, binatang, benda, gejala dan peristiwa alam dan sosial.
Ex: Pandas are mammal. It means that pandas bear live babies. They feed the
babies on milk.
Panda is like bear. their bodies are typical. It has two dominant colors, white and
black. Panda’s fur is seen dominantly in white or snowy. While the legs, ears,
eyes, and also the muzzle are covered with black fur.
Formerly, panda lived in South and East China. It was also found in part of
Myanmar and Vietnam. Today, panda is seen a lot in forest area in Sinchuan,
Gangsu, and Shaanxi of China
Panda looks cute however it is actually a wild animal. It is like a bear. Because it
has strength, panda potentially becomes a frightful animal.
J. Media Pembelajaran
5) Laptop
6) Proyektor
7) Papan tulis
8) Spidol
K. Sumber Belajar
L. Langkah- langkah Kegiatan Pembelajaran

Tahap Alokasi
Pembelajaran Waktu
59

sebelumnnya.
 Guru membagikan siswa kedalam

kelompok secara random yang
berjumlah 6 kelompok.
 Siswa mempehatikan gambar
yang ditampilkan oleh guru.
nama-nama binatang tersebut dan
menyelesaikan beberapa soal
Mengamati 25 Menit
translate kalimat yang ada di
Duolingo.
 Selanjutnya guru menampilkan
contoh teks factual report, dan
menyuruh mengamatinya dan
Kegiatan Inti setiap kelompok wajib
memberikan pendapatnya.
 Guru membantu siswa untuk
mengindentifikasikan (fungsi
kebahasaan) dari contoh teks
factual report yang ditampilkan.
 Siswa bertanya tentang hal-hal

yang tidak mereka mengerti dari
Menanya materi factual report (fungsi 10 Menit
kebahasaan).
kalimat yang ada di Duolingo
Mengeksplorasi 20 Menit
dengarkan.
60

kalimat tersebut.

 Siswa mengarang sebuah teks
Mengasosiasi 20 Menit
factual report sederhana dan
singkat bersama dengan anggota
kelompoknya
 Siswa membaca teks factual

report yang sudah mereka
Mengkomunikasi
kerjakan kepada kelompok- 5 Menit
kan
kelompok lain

Penutup Kesimpulan 5 Menit
menarik kesimpulan

Kelas : IX
M. Kompetensi Inti
61

memecahkan masalah.
N. Kompetensi Dasar dan Indikator

4.15. Menyusun teks ilmiah faktual 4.15.1. Menghasilkan sebuah teks
(factual report), lisan dan tulis, ilmiah factual (factual report)
pendek dan sederhana, tentang dalam bentuk tulisan yang
orang, binatang, benda, gejala sederhana dan singkat berkaitan
dan peristiwa alam dan sosial, dengan binatang, benda,
terkait dengan mata pelajaran tumbuhan dan gejala alam
lain di Kelas IX, dengan dengan memperhatikan fungsi
memperhatikan fungsi sosial, sosial, struktur teks, dan unsur
struktur teks, dan unsur kebahasaan yang benar dan
kebahasaan yang benar dan sesuai konteks.
sesuai konteks.
O. Materi Pembelajaran
Teks ilmiah faktual (factual report), lisan dan tulis, pendek dan sederhana, tentang
orang, binatang, benda, gejala dan peristiwa alam dan sosial.
P. Media Pembelajaran
9) Laptop
10) Proyektor
11) Papan tulis
12) Spidol
62
Q. Sumber Belajar
https://www.youtube.com/watch?v=8h5mZRb2fk0
R. Langkah- langkah Kegiatan Pembelajaran

Tahap Alokasi
Pembelajaran Waktu
sebelumnnya.

 Siswa mempehatikan gambar
yang ditampilkan oleh guru.
Mengamati 15 Menit
nama-nama binatang tersebut dan
menyelesaikan beberapa soal
translate kalimat yang ada di
Kegiatan Inti Duolingo.
 Guru menampilkan sebuah video
teks factual report tentang lumba-
lumba.
 Guru memancing siswa untuk

bertanya tentang hal-hal yang
Menanya tidak mereka mengerti dari dari 10 Menit
video teks factual report yang
ditampilkan.
Mengeksplorasi kalimat yang ada di Duolingo 20 Menit
63

dengarkan.
kalimat tersebut.

 Guru memerintahkan siswa untuk
Mengasosiasi mengarang sebuah teks factual 20 Menit
report sederhana dan singkat.
 Siswa mengarang sebuah teks
factual report secara individu
 Beberapa siswa membaca teks

factual report yang sudah mereka
Mengkomunikasi
kerjakan kepada murid-murid lain 10 Menit
kan
di depan.

Kesimpulan
menarik kesimpulan
 Guru bertanya tentang proses
Penutup pembelajaran hari ini dengan 10 Menit
Refleksi meminta kesan dari peserta didik
A. Rubrik Penilaian
 Untuk setiap jawaban benar diberi score = 4
 Nilai maksimal = 100
No Name Mention Translate Matching Gap-filling

meaning (0-40) pictures (0-20)
(0-20) (0-20)
64
 Instrumen penilaian.
Score The Range
1. Excellent 81 - 100
2. Very good 61 - 80
3. Good 41 - 60
4. Enough 21 - 40
5. Fail 0 - 20
Pre-Test/ Post-Test
NAME :
KELAS :
A. Mention the name of the picture below in English!!!

1. = 2. =
3. = 4. =
65
5. =
B. Translate the sentences into Bahasa Indonesia!!!

6. The Horse eats grass.
7. Eagle is a bird.
8. I have a turtle.
9. The crab lives in the swamp.
10. The lions like to hunt together.
C. Translate the sentences into English!!!

11. Burung saya makan roti.
12. Gajah menggunakan belalai mereka untuk minum.
13. Adik perempuan saya menyukai kelinci.
14. Anjing saya senang bermain dengan saya.
15. Monyet itu melompati pohon.
D. Please match the picture with its right meaning!!!

66
16. Goat
17. Mouse
18. Cat
19. Camel
20. Whale
E. Complete the sentences below with the appropriate words from the
list!!!
21. My grandmother ……….. her cats.
22. The birds use ………. wings to fly.
23. The horse ……… my animal.
24. The horse is the ……… animal in my farm.
25. My younger sister like to ………. with her turtle.
Loves Fast Are Play

67
Is Their Fastest Love
Kunci Jawaban TEST

NAME :
KELAS :
F. Mention the name of the picture below in English!!!

26. = Duck 27. = Bear
28. = Dog 29. = Turtle
30. = Shark
G. Translate the sentences into Bahasa Indonesia!!!

31. The Horse eats grass. Kuda makan rumput
32. The Eagle is a bird. Elang adalah seekor burung
33. I have a turtle. Saya punya seekor kura-kura
34. The crab lives in the swamp. Kepiting tinggal di rawa-rawa
35. The lions like to hunt together. Singa suka berburu bersama-sama
H. Translate the sentences into English!!!

36. Burung saya makan roti. My bird eats bread
37. Gajah menggunakan belalai mereka untuk minum. The elephant uses their
trunk to drink
38. Adik perempuan saya menyukai kelinci. My sister likes rabbit
68
39. Anjing saya senang bermain dengan saya. My dog like to play with me
40. Monyet itu melompati pohon. The monkey jumps the tree
I. Please match the picture with its right meaning!!!
41. Goat
42. Mouse
43. Cat
44. Camel
45. Chicken
69
J. Complete the sentences below with the appropriate words from the
list!!!
46. My grandmother …… (Loves) her cats.
47. The birds use …… (Their) wings to fly.
48. The horse ….. ( Is) an animal.
49. The horse is the most…… (Fastest) animal in my farm.
50. My younger sister like to ….. (Play)with her turtle.
Loves Fast Are Play

Is Their Fastest Love
ANGKET UNTUK PESERTA DIDIK TERHADAP PEMBELAJARAN

DENGAN MENGGUNAKAN DUOLINGO
Nama :
Kelas :
PetunjukPengisian
1. Bacalah semua pernyataan dengan teliti dan cermat
2. Pilih satu criteria yang sesuai dengan pendapat anda, dengan cara member
tanda ( ) pada salah satu criteria skor.
3. Keterangan kriteria skor:
STS :Sangat Tidak setuju S :Setuju
TS : Tidak Setuju SS :Sangat setuju
No Pernyataan SS S TS STS
1 Saya merasa lebih termotivasi belajar
dengan menggunakan Duolingo.
2 Belajar dengan menggunakan Duolingo
membuat saya lebih bersemangat dalam
70
menghafal kosakata bahasa inggris.

3 Saya tertarik belajar menggunakan
Duolingo karena memudahkan saya
memahami arti kosakata Bahasa inggris
dengan baik.
4 Belajar menggunakan Duolingo memberi
kesempatan untuk saya lebih aktif dalam
belajar.
5 Menurut saya, Duolingo dalam
pembelajaran yang membosankan.
6 Duolingo mempersulit saya dalam
menghafal dan belajar kosakata bahasa
inggris.
7 Duolingo kurang bermanfaat untuk belajar
didalam kelas.
8 Saya tidak dapat mengemukakan pendapat
saat belajar menggunakan Duolingo
9 Duolingo mendorong saya untuk
menghafal kosakata bahasa inggris yang
baru.
10 Belajar menggunakan Duolingo membuat
saya lebih dalam memahami materi
pembelajaran.
11 Belajar menggunakan Duolingo saya
menghafal kosakata baru.
12 Belajar menggunakan Duolingo membuat
saya bisa menerapkan keterampilan saya
berbahasa inggris dalam kehidupan sehari-
hari.

Addal Muddin

Uploaded by

Copyright:

Available Formats

Addal Muddin

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Addal Muddin

Uploaded by

Copyright:

Available Formats

THE USE OF DUOLINGO TO IMPROVE STUDENTS’

FACULTY OF EDUCATION AND TEACHER TRAINING

Alhamdulillah, all praises be to Allah ‘Azza wa Jalla, The Most Gracious

The writer presents sincere gratitude to main-supervisor and academic

encouragement throughout the whole semesters in the university. Honorable also

Banda Aceh, January 20th 2018

LIST OF CONTENTS .................................................................................................... iii

LIST OF TABLE ............................................................................................................ v

LIST OF APPENDICES ................................................................................................ vi

DECLARATIONS LETTER ......................................................................................... vii

ABSTRACT ..................................................................................................................... viii

A. Background of Study .......................................................................... 1

CHAPTER II: REVIEW OF LITERATURE

A. The Nature of Vocabulary ................................................................. 7

CHAPTER III: RESEACH METHODOLOGY

CHAPTER IV: DATA ANALISYS AND DISCUSSION

A. The Brief Description of MTsN 2 Aceh Besar ............................... 31

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

Table 4.1: The headmasters’ name of MTsN 2 Aceh Besar ..................................................... 32

Table 4.2: The amount of MTsN 2 Aceh Besar Students ......................................................... 33

Table 4.4: Students’ grade in Pre-test and Post-test ................................................................ 35

Table 4.7: The students intersted in learning English by using Duolingo............................... 39

Table 4.9: using Duolingo in learning is boring ........................................................................ 40

Table 4.10: Duolingo makes difficult for students .................................................................... 41

Table 4.11: Duolingo is less useful for learning vocabulary..................................................... 41

Table 4.13. Duolingo encourage students to discover new ideas ............................................. 42

Table 4.15. Learning by using Duolingo get students in mastering new

i. Appointed Letter of Supervisor

Name : Addal Muddin

One of the importance aspect in learning language is mastering vocabulary

of target language. If the foreigners learn a new language without mastering

vocabulary of the language, they will be difficult to understand that language.

Vocabulary is the basic competence that must be reached by students in

order to communicate well, the students need to have adequate vocabulary. It is

vocabulary well. In learning English students should know about vocabularies,

According by Amri (2013, p.28) the concept of curriculum 2013 is scientific

understanding the material which provided by curriculum. It is important to

consider because vocabulary learning will help students to understand the

Teachers as facilitator in learning process will have an important role.

think how to improve students’ vocabulary. Nowadays, teachers just focus on

material in syllabus. In syllabus, there are no teaching vocabulary, it just focuses

Usually, students are ordered by teacher to rewrite the vocabulary on the

improving vocabulary that researchers can find. Many studentsare difficult to

problems in learning English language.

reasons for which the vocabulary components of language courses should be

planned carefully. First, the different of vocabulary gives a very different

opportunities and the quality of vocabulary learning can be greatly improved

implemented it in classroom teaching to the students of MTsN 2 Aceh Besar. It

It is expected to be positive atmosphere in the classroom. It is also can be an

writer intends to conduct an experimental research entitled: “The Use of

Duolingo to Improve Students’ Vocabulary”.

research question as follows:

1. What is the effect of Duolingo on students’ vocabulary mastery?

2. What is the students’ perception toward the use of Duolingo to

improve their vocabulary?

C. The Aim of Study

helpful and enjoyable or not for them in practicing their English.

media that it will be using by the teachers in terms of teaching English

vocabulary and to solve the problem of students difficulties in memorizing