A NARRATIVE INQUIRY OF INDONESIAN JUNIOR HIGH SCHOOL STUDENTS’ PERCEPTION TOWARDS THE USE OF DUOLINGO TO IMPROVE VOCABULARY MASTERY IN EFL CONTEXT.

Candra Wisnu

Abstract

The aims of the study are: 1) To investigate students’ perception toward the use of Duolingo as a learning medium to learn vocabulary; 2) To describe students’ experience using Duolingo as a learning medium to improve their vocabulary mastery. Qualitative study was used to analyze the data in this research. Two Junior High school students from Central Java, Indonesia, participated due to their daily smartphone usage and English exposure, averaging 4 to 5 hours per day. They also study English as a Foreign Language at an intermediate level. The main data of the study is based on diary or narrative of the participants’ experience, supported by an interview and artifacts. The data was analyzed based on thematic coding of vocabulary and perception theoretical concept and indicators.  The findings of the study reveal that participants have developed a positive perception while utilizing Duolingo as a tool to enhance their vocabulary mastery. This positive perception is indicative of the platform's efficacy in meeting the diverse needs of learners in terms of sensory engagement, individual experiences, and comprehension. Furthermore, for vocabulary, which has three aspect: form, meaning, and use, Duolingo has effectively addressed and facilitated mastery in each of these aspects. The participants' exposure to a diverse range of quizzes within Duolingo serves as a concrete demonstration of the platform's commitment to enhancing vocabulary skills across these dimensions. The data shows the positive impact of Duolingo on the participants' vocabulary proficiency, due to its effectiveness in providing a comprehensive and well-rounded approach to word knowledge.

Keywords

Duolingo; Perception; Vocabulary; EFL

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DOI: https://doi.org/10.20961/ee.v12i3.85877

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