THE EFFECTIVENESS OF DUOLINGO APPLICATION ON STUDENTS SPEAKING SKILL IN MONOLOGUE TEXT ON THE. In addition, the writer hopes that this bachelor thesis will be useful to the readers.
Research Background
The effect of using Duolingo application through students' vocabulary mastery in eighth grade of MTs Negeri 3 Jakarta. The effect of Duolingo application on students' vocabulary mastery at MTs Darul Ilmi Batang Kuis.
Research Question
In accordance with the description and explanation, in order to find out the effectiveness of Duolingo application on students' speaking skills, the researcher is interested in conducting the research entitled “The effectiveness of Duolingo application on students' speaking skills in monologue text on the eighth grade of SMPN 1 Gending”.
Research Objective
Research Significance
It gives the teacher more information about a new type of educational media application that can be used or used in teaching speaking skills and to improve the teacher's quality in teaching English. As the Duolingo app is a new and quite fun way of learning, it is expected to help students improve their interest in learning to speak and also their knowledge about it.
Research Scope
Definition of Key Term
Speaking skills are one of four language skills that students should master as a means of communication.
Research Assumption
Research Hypothesis
Systematic Discussion
- Duolingo Application
- The Nature of Speaking
- Monologue
It can be stated that the Duolingo application helps to increase students' motivation and speaking skills in monologue text. From this idea, it can be stated that this kind of imitation is done to focus on a particular element of the language form.
Research Design Approach and Type
Sample
Kartono defines a sample as a portion of the population being sought.88 There are two types of sampling techniques, namely probability sampling and non-probability sampling. Based on the explanation, it can be concluded that a sample is a part of the population that is required. The researcher used probability sampling or non-random sampling because the participants were available, suitable and represented some characteristics that the researcher wants to study.
Based on the Slovin formula above, a total of 61 samples were taken and the number that will be used as respondents in this research. The sample includes VIII C consisting of 33 students as the experimental class and VIII E consisting of 29 students as the control class. With the recommendation of the English teacher, who stated that class VIII C is a class, it could actually improve, but there was a lack of confidence when speaking English.
Total 62 students
Technique and Instruments Data Collection
The researcher used Appendix 3, which consists of a standardized English test, as an instrument of normality and homogeneity. The researcher analyzed the data of normality and homogeneity test using Kolmogorov Smirnov technique with SPSS. Before the examination, the researcher administers a pre-test to the experimental and control classes.
The researcher must therefore determine the validity of the test in advance before testing it on the students. An English lecture as the validator measured the instrument using expert validation sheet of speaking test given by the researcher. In this research, the English teacher was the first judge and the researcher was the second judge.
Data Analysis
Cohen's Kappa, the test instrument that has already been tested for VIII D students, can be used for pre-test and post-test as well as experimental and control class data collection. Ha: There are significant differences of the mean scores between the experimental class and the control class.100 It can be concluded that this probability has a significant effect of the application of Duolingo on the students' speaking skills in the monologue text in the eighth grade of SMPN 1 Gending. Ho: There are no significant differences of the mean scores between the experimental and the control class.101 It can be concluded that this probability has no significant effect of the application of Duolingo on the students' speaking skills in the monologue text in the eighth grade of SMPN 1 Gending.
Description of Research Object
- Description of First Meeting
- Description of Second Meeting
- Description of Third Meeting
- Description of Fourth Meeting
- Description of Fifth Meeting
- Description of Six Meeting
Then the researcher asked the students to create a monologue text about descriptive text related to fruits and animals from the Duolingo application of at least 10 sentences and the researcher guided the students. In addition, the researcher asked the students to continue the tasks of the monologue text on descriptive text related to fruits and animals from the Duolingo application for at least 10 sentences and the researcher guided the students. In addition, the researcher asked the students to go ahead and complete the assignments of monologue text on descriptive text related to fruits and animals from the Duolingo application at least 10 sentences and the.
In addition, the researcher told the students that during this meeting they were required to complete the assignments with descriptive text. The researcher asked the students to rewrite the results of their assignments with descriptive text in notebooks. In addition, the researcher also told the students that during this meeting they had to complete the assignments with descriptive text.
Data Presentation
- Normality and Homogeneity
- Pre-test and Post-test
In this section the researcher was presented the data of pre-test in VIII E as the control class. From the data above, it showed that the highest pre-test score of control class is 80 and the lowest score is 56. The comparison pre-test score between experimental class and control class is shown in the table as follows:.
Comparison of Pretest Score between Experimental Class and Control Class No. Control Class Pretest Score. In this section, the data from the post-test in VIII E as the control class was presented to the researcher. From the data above, it showed that the highest post-test score of control class is 85 and the lowest score is 56.
Analysis and Hypothesis Testing
The experimental class showed an effect in speaking skills as shown by the increase of the control class also showed an effect, but not too significant. These two classes show quite different improvement in their proficiency which can be seen from their post-test scores. Thus, there was a significant effect of Duolingo application on the students' speaking skill in monologue text at the eighth grade of SMPN 1 Gending.
It can be concluded that there is no significant effect of Duolingo application on the students' speaking skill in monologue text at the eighth grade of SMPN 1 Gending. So that the researcher found that Ha (hypothesis alternative) is accepted and Ho (null hypothesis) is rejected. This means that "there is a significant effect of Duolingo application on the students' speaking skill in monologue text at the eighth grade of SMPN 1 Gending".
Discussion
All students were aware of their speaking skills after given material and treatment using the Duolingo application. The result of the data analysis showed that the average score of pretest in the experimental class before being taught by Duolingo application learning was 68.97, but only 11 students reached KKM. The data analysis showed that the average score increased because the students received the treatment with the Duolingo application by three times.
These were the several advantages of Duolingo application regarding the students' speaking skill in monologue text. Many of them presented their monologue text on descriptive text related to fruit and animal from Duolingo application. So, Duolingo application was interested and beneficial for the students to increase their speaking skill.
Conclusion
Suggestion
- Research Approach
The implementation of Duolingo Android application and autonomous learning to improve the students' simple sentence writing. The effectiveness of media Instagram towards the students' speaking skill at the Islamic University of Malang. The effectiveness of using community language learning (CLL) method on students' speaking skills in the eighth grade students of SMPN Sukorambi 2021/2022 Academic Year.
Declares that this undergraduate thesis entitled "The Effectiveness of Duolingo Application to the Students' Speaking Skills in Monolog Text at the Eighth Grade of SMPN 1 Gending" is truly my original work. Ha: There is a significant effect of the Duolingo application on students' speaking skills in monologue text at the eighth grade level in SMPN 1 Gending. Ho: There is no significant effect of Duolingo use on students' speaking skills in monologue text at eighth grade level in SMPN 1 Gending.
Kompetensi Inti
Kompetensi Dasar
Tujuan
Materi Pembelajaran Descriptive Text
- Pertemuan Pertama (Normality and Homogeneity Test) Kegiatan Pendahuluan
- Pertemuan Kedua (Pre-Test)
- Pertemuan Ketiga (Treatment)
- Pertemuan Keempat (Treatment)
- Pertemuan Kelima (Treatment)
- Kompetensi Inti
Guru meminta siswa mempresentasikan hasil tulisannya sebelum ujian, tanpa harus bergantian membaca di depan kelas. Guru meminta siswa membuat teks deskriptif terkait hewan dan buah-buahan di aplikasi Duolingo. Guru meminta siswa melanjutkan dengan teks deskriptif terkait hewan dan buah-buahan di aplikasi Duolingo.
Guru meminta siswa melanjutkan dan mengerjakan tugas teks deskriptif yang berkaitan dengan hewan dan buah-buahan di aplikasi Duolingo. Guru meminta siswa mengerjakan soal post-test sesuai petunjuk pada lembar kerja yang diterimanya. Guru meminta siswa mempresentasikan hasil post-test tulisannya tanpa membaca di depan kelas secara bergantian.
Kompetensi Dasar
123 4.4 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, berkaitan dengan orang, benda, dan tempat, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, dengan benar dan kontekstual.
Tujuan
Materi Pembelajaran Descriptive Text
Kegiatan Pembelajaran
- Pertemuan Pertama (Normality and Homogeneity Test) Kegiatan Pendahuluan
- Pertemuan Kedua (Pre-Test)
- Pertemuan Ketiga (Treatment)
- Pertemuan Keempat (Treatment)
- Pertemuan Kelima (Treatment)
- Pertemuan Keenam (Post-Test)
Guru dan siswa meninjau dan menarik kesimpulan tentang tes yang telah mereka ikuti. Guru meminta siswa mengerjakan soal pretest sesuai petunjuk pada lembar kerja yang diterimanya. Guru meminta siswa secara berkelompok mencari 5 kosa kata baru tentang buah dan hewan dari kamus pribadinya.
Guru meminta siswa membuat teks deskriptif yang berhubungan dengan hewan dan buah-buahan dari kamus pribadinya. Guru meminta siswa melanjutkan dengan teks deskriptif terkait hewan dan buah-buahan dari kamus pribadinya. Guru meminta siswa untuk maju dan menyelesaikan tugas teks deskriptif yang berkaitan dengan hewan dan buah-buahan dari kamus pribadinya.
Penilain Pembelajaran
Students in the experimental class present their pre-test assignments one by one to the class and the researcher reviews and records their presentation. Students in the control class present their pretest assignments to the class one by one, and the researcher reviews and records their presentation. Students from the experimental class followed the second treatment (students log in with each student's account, continue with the assignments in the lesson tree in unit 3, and continue with the assignments with descriptive text).
Students in the experimental class were receiving the third treatment (students log in using each student's account, continue and complete the tasks in the . lesson tree in unit 4, completing the descriptive text tasks). The students of the experimental class present their post-test tasks to the class one by one and the researcher evaluates and records their presentation. The students of the control class present their post-test tasks to the class one by one and the researcher evaluates and records their presentation.
