ROKAN HULU
By:
AMELYA RISKY SIN. 11810423606
FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU 1444 H/2022M
ROKAN HULU
By:
AMELYA RISKY SIN. 11810423606
A Thesis
Submitted as Partial Fulfillment of the Requirements for Getting Undergraduate Degree in English Education
(S. Pd.)
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY SULTAN SYARIF KASIM RIAU
PEKANBARU 1444 H/2022M
ACKNOWLEDGEMENT
In the name of Allah, the Most Gracious, the Most Merciful, all praise belongs to Allah SWT. With the guidance and blessing, the researcher was able to complete final research paper as an academic requirement to complete a bachelor's degree. Then, shalawat and greetings are always offered to the last messenger of Allah,Prophet Muhammad SAW who has given inspiration and enlightenment to many people around the world.Sincere appreciation and gratitude to my beloved parents, Alirman and Sumarni, who has poured all love and affection as well as moral and material attention. May Allah SWT always bestow mercy, health and blessings in this world and in the hereafter for the good that has been given to researcher. Thank you very much to my beloved parents, Alirman and Sumarni.
Please continue to be my inspiration. The researcher would like to show her gratitude to all beloved people that have encouraged. Motivated even helped the researcher in finishing the paper. They are:
1. Prof. Dr. Hairunas, M.Ag., the Rector of State Islamic University of Sultan Syarif Kasim Riau. Prof. Dr. Hj. Helmiati, M.Ag., as Vice Rector I, Dr. H. Mas’udZein, M.Pd., as Vice Rector II, Prof. Edi Erwan, S.Pt., M.Sc., Ph.D, as Vice Rector III, and all staff. Thanks for the kindness and the encouragement.
2. Dr. H. Kadar, M.Ag., the Dean of Faculty of Education and Teacher Training, State Islamic University of Sultan Syarif Kasim Riau. Dr. H.
Zarkasih, M.Ag., as the Vice Dean I, Dr. Zubaidah Amir, MZ, M.Pd., as the Vice Dean II, Dr. Amirah Diniaty, M.Pd., Kons., as the Vice Dean III, and all the staff. Thanks for the kindness and the encouragemen.
3. Dr. Faurina Anastasia, S.S., M.Hum the Head of Department of English Education, who has given me correction, suggestion, support, advice, and guidance in completing the thesis.
4. Dr. Nur Aisyah Zulkifli, M.Pd., the Secretary of Department of English Education who has given me correction, suggestion, support, advice, and guidance in finishing this thesis.
5. Zelly Putriani, M.Pd, the Academic Supervisor for his guidance to the students.
6. Drs. Muhammad Syafi’i, M.Pd, my beloved supervisors who has given me correction, suggestions, support, advice, and guidance in accomplishing this thesis.
7. The Headmaster of MTSN 4 Rokan Hulu Muslim,S.Ag and my beloved English teacher, Rahmi, S.Pd and all staffs who have helped me in accomplishing this research.
8. My beloved all of my family, thank you for always giving support.
9. My best friends Julita Fitria, Sri Wulandari, Nuraini, and Mei who always give me a lot of love and support. Thank you for making my university life full of happiness.
10. For all people who have given the great support in carrying out and completing this thesis. It cannot be written one by one.Finally, the researcher realize that this thesis is still far from perfections. Therefore, constructive comments, critiques and suggestions are appreciated very much.
Pekanbaru, Zulkaidah 1443 H Juli 2022 M
The researcher
Amelya Risky SIN.11810423606
ABSTRACT
Amelya Risky (2022): The Use of Duolingo Application Toward Students’
Vocabulary Mastery At The Seventh Grade of State Islamic Junior High School 4 Rokan Hulu
The purpose of this study was to obtain empirical data and analyze the use of the Duolingo application to improve the Vocabulary of Seventh Grade Students of MTSN 4 Rokan Hulu. This research was conducted on seventh grade students at MTSN 4 Rokan Hulu. The research method used in this study was a quasy experimental design. There were two groups; namely experimental group and control group. The total population were 131 students and to get the sample was by using purposive sampling. The result was VII A as the experimental class and VII B as the control class. The experimental class consisted of 32 students and the control class consisted of 30 students. The data collection instrument were observation and test. Test that was given twice called pre-test and post-test. The results of the data analysis show that the value of t0 3.476 is higher than ttable 1.671 by applying a significance level of 0.05. In conclusion, there was a significant effect of using the Duolingo application to increase students’
vocabulary mastery at seventh grade of MTSN 4 Rokan Hulu.
ABSTRAK
Amelya Risky (2022) : Penggunaan Aplikasi Duolingo untuk meningkatkan Kosakata Siswa kelas Tujuh Madrasah Tsanawiyah Negeri 4 Rokan Hulu.
Tujuan dari penelitian ini adalah untuk memperoleh data empiris dan menganalisis penggunaan aplikasi Duolingo untuk meningkatkan Kosakata Siswa Kelas VII MTSN 4 Rokan Hulu. Penelitian ini dilaksanakan pada siswa kelas VII MTSN 4 Rokan Hulu. Metode penelitian yang digunakan dalam penelitian ini adalah quasi experimental design. Ada dua kelompok; yaitu kelompok eksperimen dan kelompok kontrol. Jumlah populasi sebanyak 131 siswa dan pengambilan sampel dilakukan secara purposive sampling. Hasilnya adalah Kelas VII A sebagai kelas experiment dan kelas VII B sebagai kelas control. Kelas eksperimen terdiri dari 32 siswa dan kelas kontrol terdiri dari 30 siswa. Instrumen pengumpulan data adalah observasi dan tes. Tes yang diberikan dua kali disebut pre-test dan post-test. Hasil data analisis menunjukkan bahwa nilai t0 (3.476) lebih tinggi dari ttable (1.671) dengan menerapkan taraf signifikansi 0,05.
Kesimpulannya, ada pengaruh signifikan dari Penggunaan aplikasi Duolingo untuk meningkatkan kosakata siswa kelas VII MTSN 4 Rokan Hulu.
صّخلم
( ،يقزر ايليمأ ٢٢٢٢
قيبطت مادختسا :) وجنيلوود
لصفلا ذيملات تادرفم ةدايزل
ةيموكحلا ةيملاسلإا ةطسوتملا ةسردملاب عباسلا ٤
ناكور
ولوه
لها نإ احبط ادفدختا اىحلت احبيجر تناناي ىل لوحصا ثحبا ااى ن دف
لجنابتتد انلكحصا انلاتلإا بتلخلما تردفلمني عينسبا وفبا اانلاط تاديفن ةدنبزب
٤
انلكحصا انلاتلإا بتلخلما تردفلمني عينسبا وفبا اانلاخب هؤايجإ تمت .لبلى ننكتر ٤
لما ثحبا قبيطت .لبلى ننكتر يبيجر وي ننخللوجم ننىت . ييجر وحب واي ندفدخس
ثحبا عوخجم ددفلت .يبحض ويت ١٣١
انقط لاخ ن تنناعبا اخأ تمت ،اااوىط
"ب" عينسبا وفبات يبيجخبا وفبنك "أ" عينسبا وفبا نلكاي . يدنلها تنناعبا اخأ يبيجخبا وفبا في .يبحضبا وفبنك ٣٣
حضبا وفبا فيت ،اااوىط يب
٣٣ .اااوىط
ينطين وي ناقبا تم يابا رنحخخلاات .رنحخخات ظحلان تناناحبا عولج ندفدخسن ةادأت واق نأ ىل تبد تناناحبا اىحل جاخات .يدفعحبات يىحقبا رنحخخلاا وسب
t0
( ٣.٤٧٦ تدفج ن ىلأ يىت )
( t
١.٦٧١ اهمأ ىلخسن احبط لاخ ن )
٣.٣٥ .
أط ننى نأ يى ثحبا صلادي احبط ادفدختلا نننى ايرث
لجنابتتد تاديفن ةدنبزب
انلكحصا انلاتلإا بتلخلما تردفلمني عينسبا وفبا اانلاط ٤
.لبلى ننكتر
LIST OF CONTENTS
SUPERVISOR APPROVAL ... i
EXAMINER APPROVAL ... ii
lat ACKNOWLEDGEMENT ... iii
ABSTRACT ... v
ABSTRAK ... vi
صّخلم
... viiLIST OF CONTENTS ... viii
LIST OF TABLES ... x
LIST OF APPENDICES ... xi
CHAPTER I INTRODUCTION ... 1
A. Background of the Problem ... 1
B. Problem ... 5
C. The Objective and Significance of the Research ... 6
D. Definition of the Key Terms ... 7
E. Reasons for Choosing the Title ... 8
CHAPTER II REVIEW OF LITERATURE ... 9
A. Theoretical Framework ... 9
B. Relevant Research ... 27
C. Operational Concept ... 29
D. Assumption and Hypothesis ... 30
CHAPTER III METHOD OF THE RESEARCH A. Research Design ... 31
B. Time and Location of the Research ... 31
C. Subject and Object of the Research ... 32
D. Population and Sample of the Research ... 32
E. Technique of Collecting Data ... 34
F. Data Analysis Techniques ... 37
G. The Statistical Hypothesis ... 39
CHAPTER IV DATA PRESENTATION AND DATA ANALYSIS... 40
A. Data Presentation ... 40
B. Data Analysis ... 47
CHAPTER V CONCLUSION AND SUGGESTION ... 53
A. Conclusion ... 53
B. Suggestion ... 54 REFERENCES
APPENDICES
CURRICULUM VITAE
LIST OF TABLES
Table III.1 Quasy Experiment Design ... 32
Table III.2 The Population of the Seventh Grade at State Islamic Junior High School 4 Rokan Hulu ... 33
Table III.3 Sample of this study are VII A (Experimental Class) and VII B (Control Class) ... 34
Table III.4 Blue Print of Vocabulary Mastery Test ... 37
Table IV.1 Student’s Score of Experiment Class ... 41
Table IV.2 Student’s Score of Control Class ... 43
Table IV.3 The Result of Nornality Test of Pre-test Score at the Experimental Class and Control Class ... 48
Table IV.4 The Result of Nornality Test of Post-test Score at the Experimental Class and Control Class ... 48
Table IV.5 The Result of Homogeneity Test of Pre-test and Post test score at the Experimental Class and Control Class ... 49
Table IV.6 Independent T-test of Post test Score of Experimental Class and Control Class ... 50
Table IV.7 Summarize of Post test Score of Experimental Class and Control Class ... 51
LIST OF APPENDICES APPENDIX 1 : Syllabus
APPENDIX 2 : Rpp
APPENDIX 3 : Research Instrument
APPENDIX 4 : Score of Pre-test and Post-test APPENDIX 5 : Documentation
APPENDIX 6 : Recommendation Letters
CHAPTER I INTRODUCTION
A. Background of the Problem
Vocabulary is basic knowledge for students to gain other competencies such as reading, writing, listening, and speaking. In listening, students may not understand the conversation well. In speaking they cannot communicate well without vocabulary; in reading students may not understand the text; and in writing, students may not write our ideas. Learning vocabulary is an important part of learning foreign languages as the meaning of new words is very often emphasized, both in books and in classrooms (Alqahtani, 2015).
Vocabulary is very important in a language because vocabulary is one component of language in English. Supported by Wallace (1989, p.9),
"Vocabulary is a vital aspect of language".As a component of language, learning vocabulary is necessary because the more words students know, the better the chance to understand them. The purpose of mastering vocabulary is so that students can master the language of understanding properly. Vocabulary mastery means that the students have the master in understanding and using the word and meaning. The larger vocabulary the students master, the better they perform their language. By having a limited vocabulary, the students will find difficulties in mastering English skill. By mastering vocabulary, they can shape their English and think that English as one of their subjects at school. It is suitable with the statement of John langan (1992, p. 422), he said that a good vocabulary, more
than any other factors. Beside that, it is hoped that they will have more vocabulary (because they are easier to find new vocabularies) and will help them in studying English in the next level of school (Senior High School) or in the University.
Because of its important the teaching English in the national curriculum (K13) is targeted to make students be active in learn vocabulary. Based on Amri (2013, p. 28) said that concept of the 2013 curriculum is a scientific approach which means students are required to learn more independently in the learning process. So, in the process of learning English, students are required to play an active role in learn vocabulary, because if they lack vocabulary, they will find it difficult to learn and understand English material in accordance with the 2013 curriculum. It is important to note that learning vocabulary will help students in understanding the material.
During the writers’ observation, she found that most of students at grade VII A and VII B of State Islamic Junior High School 4 RokanHulu had difficulty in vocabulary mastery. They usually were very hard remember the vocabulary.
Their score of English didn’t achieve the Minimum Criteria Achievement (MCA).
The MCA is 80, she found out that from 62 students, only 11 students or 18% of good, 16 students or 26% of average, and 35 students or 56% of poor. Their difficulties were very hard remember the vocabulary, they were not interested with teachers’ strategy, and uninteresting materials.
There can be considered as the significant difference between students’
vocabulary mastery taught using and taught without using Duolingo Application.
The first related to online task, the students can practice and systematic to learn
new vocabulary. Mostly student very hard to remember the vocabulary about greetings, family, birthday, and things. They were not able to remember the vocabulary, they found so many vocabulary and the students very hard to applicate the online task, they didn’t understand how to answer a question on vocabulary task and some of them ask the friends answer then put in the online task. The last problem, the students lack of technology, they can’t applicate the online task (Duolingo application) on their mobile.
Today's technology has developed rapidly, so this technology has become a necessity in various aspects. That is, technology can facilitate our needs, especially to offer opportunities and support students to improve the quality of language learning. Technology can be used as an interesting file, an additional tool to encourage vocabulary learning for ELL (Clark, 2013). But technology certainly has a role in the form of positive impacts and negative impacts.
Therefore, many students do not understand the benefits of technology. Some of them use that technology or talk about the smartphone just for fun, especially playing games. So that it takes teachers to solve these problems and it is also a challenge how to use smartphone technology properly and useful to achieve maximum results.One of the technologies to overcome English language difficulties. In learning, teachers must have several types of teaching techniques and media, so that students can enjoy learning English, especially in mastering vocabulary. To make vocabulary learning fun and interesting, we can use the media. These media are commonly used as additional support in teacher-centered
teaching. The media that can be applied in learning vocabulary is by using the Duolingo application.
The Duolingo App is a Free Language Learning App that can be downloaded on a Mobile or PC, so users can practice anytime. It is an educational mobile application which consists of many activities such as vocabulary, reading, writing, listening, grammar and also speaking. Especially for young English learners, they can practice anytime and anywhere. The Duolingo app has an excellent learning strategy because it has a very motivating learning system. It uses a game mechanism strategy to create incentives for students to continue learning. It is built very much like a computer game where the participants must pass a certain level.
Based on the researcher’s preliminary study at the seventh grade of Islamic Junior High School 4 Rokan Hulu, the researcher found the following indications:
1. Many of the seventh grade students difficult to learn English because lack of vocabulary and difficult to remember them. They do not have many vocabularies.
2. They are not interested in a delivered material because the teachers use the traditional learning method in transferring materials to the students.
3. Students lack knowledge about how to use the technology of smartphone well, beneficial and some of them use that smartphone only for pleasure especially playing the games.
Based on the description above, the researcher wants to apply the Duolingo Application which can help students to develop their vocabulary
knowledge and also wants to investigate the effects of using the Duolingo application in teaching vocabulary to develop students' vocabulary knowledge at the seventh grade of State Islamic Junior High School 4 Rokan Hulu in Academic 2022.
B. Problem
1. Identification of the Problem
Based on the background of the study described above, there are some problems as following:
1. Many of the tenth grade students difficult to learn English because lack of vocabulary and difficult to remember them. They do not have many vocabularies.
2. They are not interested in a delivered material because the teachers use the traditional learning method in transferring materials to the students.
3. Students lack knowledge about how to use the technology of smartphone well, beneficial and some of them use that smartphone only for pleasure especially playing the games.
2. Limitation of the Problem
Based on the identification of problems, the study focuses on the students use of Duolingo application toward students’ vocabulary masteryat the seventh grade of State Islamic Junior High School 4 Rokan Huluin Academic 2022.
3. Formulation of the Problem
In line with the background of the research, the researcher formulates the research question as follows:
1. How is the students’ vocabulary mastery taught by using Duolingo Application at the seventh grade of State Islamic Junior High School 4 Rokan Hulu ?
2. How is students’ vocabulary mastery taught without using Duolingo Application at the seventh grade of State Islamic Junior High School 4 Rokan Hulu ?
3. Is there any significant difference between students’ vocabulary mastery taught using and taught without using Duolingo Application at the seventh grade of State Islamic Junior High School 4 Rokan Hulu ?
C. The Objective and Significance of the Research 1. The Objective of the Research
a. To describe the students’ vocabulary mastery taught by using Duolingo Application at seventh grade of State Islamic Junior High School 4 Rokan Hulu.
b. To describe the students’ vocabulary mastery taught without using Duolingo Application at seventh grade of State Islamic Junior High School 4 Rokan Hulu.
c. To find out whether there is a significant difference of the students’
vocabulary mastery taught using and taught without using Duolingo
Application at seventh grade of State Islamic Junior High School 4 Rokan Hulu.
2. The Significance of the Research
Related to the research objectives above, the significance of this research is as follows:
a. This research was written to fulfill one of the requirements for obtaining a bachelor's degree.
b. Hopefully with the Duolingo application, the teacher can provide creative ways to increase vocabulary, so that the seventh grade students of State Islamic Junior High School 4 Rokan Hulu are interested in learning English vocabulary.
c. This research is expected to develop students' English vocabulary mastery and provide a more interesting learning environment so that students feel fun and enjoy their time learning English vocabulary in class or at their home. Then, Duolingo Application can help them to memorize vocabulary and they can use it in daily communication.
d. The results of this study are expected to add new insights in conducting research on Duolingo Application in vocabulary learning.
D. Reasons for Choosing the Title
There are several reasons why researchers are interested in conducting this research:
1. The title of this research is interesting and relevant to the researcher's status as a student of the Department of English Education.
2. Through this study, the researcher wanted to know the effect of the duolingo application in improving the vocabulary skills of students at the seventh grade of State Islamic Junior High School 4 Rokan Hulu.
3. The title of the research has not been studied by other old researchers.
E. Definition of the Key Terms
In order not confused the readers. The researcher need to explain some terms which used in this thesis, they are:
1. Vocabulary Mastery
Vocabulary mastery is a collection of words that are owned by a person or other entity, or part of a particular language. Vocabulary mastery usually developing with age, serves as a useful and fundamental tool for communication and acquiring knowledge. Acquiring a broad vocabulary mastery is one of the biggest challenges in learning a second language.
3. Duolingo Application
Duolingo Application is the world's most popular and free language learning platform. To facilitate the process of learning English, and supported by today's very advanced technology, young learners who want to learn English with practical and fun applications can use Duolingo Application to practice English.
CHAPTER II
REVIEW OF LITERATURE
A. Theoretical Framework 1. Vocabulary
a. Vocabulary Mastery
Hornby (2000, p. 461) Vocabulary means total of words in language. Vocabulary is very important in the implementation of language and no language exits words, the more words we learn, the more ideas we should have, so we can communicate the ideas more effectively. According to the Oxford Advanced Learner's Dictionary (2000), vocabulary can be defined as all the words a person knows or uses or all the words in a particular language; the words people use when they talk about a particular subject.
Vocabulary is a fundamental component of language proficiency (Liu Yu, 2011). This is because vocabulary is very necessary when language learners learn to speak, read, write, and make them understand what they hear from the language they listen. Jack C.
Richards (2002, p.255 as quoted in Kartika, 2011) says that:
“Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write. Without a broad vocabulary and strategies for acquiring new words, starting from taking advantage of language learning opportunities around them such as listening to the radio, listening to native speakers, using language in different contexts, reading, or watching television”.
Based on explanation above, students have mastered vocabulary it will really help students to communicate with everyone, make students understand all information from other countries, and vocabulary also helps students to be able to speak and listen to English clearly with native speakers, then students understand when they read English words from newspapers, books, magazines, etc. It can be said that vocabulary as a facility for giving and receiving spoken or written information in English is needed.
According to Cameron (2001, p. 22) vocabulary as one of the knowledge areas in language plays a great role for learners in acquiring a language.Vocabulary is one of the language components that is really important. Vocabulary development refers to the knowledge of stored information about meanings of words necessary for communication.
Based on the definition described above, it can be concluded that vocabulary plays a very important role in mastering second and foreign languages. Without knowing a lot of vocabulary, students will not be able to convey their messages and ideas. In addition, vocabulary must be taught since young students learn English first. In other words, vocabulary is the key so that students at the next level can understand all about English subjects such as students can speak English fluently and can listen, write, and read English easily.
In vocabulary mastery is one of the factors to master English as foreign language. It means that the students have the master in understanding and using the word and meaning. The larger vocabulary the students master, the better they perform their language. By having a limited vocabulary, the students will find difficulties in mastering English skill. By mastering vocabulary, they can shape their English and think that English as one of their subjects at school. It is suitable with the statement of John langan (1992, p. 422) he said that a good vocabulary, more than any other factors. Morever, it is hoped that they will have more vocabulary (because they are easier to find new vocabularies) and will help them in studying English in the next level of school (Senior High School) or in the University.
Vocabulary mastery is competence to know words and meaning.
The mastery of English vocabulary itself is closely related to the ability of the learner in acquiring the vocabulary. Henry and Pongrantz (2006, p. 246), points out that “mastering a language means being able to comprehend the vocabulary and its phonological system both in speech and in writing”. It means that the learner who learns English as the second language must comprehend the meaning of the words and is able to apply them in sentences.
SimiliarlyNation (2001) explain that “ Vocabulary mastery has four aspects in each. They are; meaning of word, form of word, appropriate choice of word, and use of word.
Meaning of word, it means understanding the concept of the foreign word or phrase. Often this is straight forward because the word can be related to its referent by direct association or because there is equivalent word in English. The meaning in vocabulary is involved by form and meaning, concept and referents, and associations.In form of word, it refers to use of words as a way to expand students' English vocabulary. The great thing about tenses is that students can learn a lot of vocabulary with one basic definition. This means that form of the word is related to a certain word. Usually the form is related to spelling, writing and parts of words. Appropriate choice of words, it means that the students can answer questions based on the context. Students are able to match the correct words in a sentence. The last is use of word, is one aspect to get at the meaning of an unknown word.
So, based on the experts’ explanation above, the researcher concludes that vocabulary mastery is the master of students to understand and use words and meanings. So that students have a large vocabulary. Vocabulary mastery students should understand the meaning of words,form of words, appropriate of words, and use of words. It involves four aspect in each, they are; meaning of word, form of word, appropriate choice of word, and use of word. The researcher takes it as indicators of this research.
2. Duolingo Application
a. The Nature of Duolingo Application
According to Munday (2016) have stated that “Duolingo is a free app created by Luis Von Ahn and Severin Hacker in November 2011.”
Duolingo also have motto, in which “Free language education for the world.” In accordance with its site, “it has more than 30 million registered users. It offers several languages for English speakers as well as others for non-English speakers.”
Meanwhile, Teske (2017) mentioned that “Duolingo is an online language- learning platform which launched in 2012 that offers courses in 27 different world languages.” Duolingo itself can be accessed in mobile application on Android or accessing internet on computer devices. “This review will primarily focus on the website version of the software. The site claims to act as a private language tutor that provides individualized instruction that motivates its users through game-like activities to promote language acquisition.” Duolingo offered the instruction that individualism and also the English Test site to evaluate non- native English speakers’ proficiency degree and also an English test for bussiness and schools. This observation should be focus on the individual educator function of the site for Spanish for English speakers’.
Moreover, Paula (2016, p.60) mentioned that “duolingo is an application for cell phones or computers. It is one of the most famous and praised language teaching applications on the market. It works in a very
simple way and it is very useful for those who are studying English and several other languages, such as Spanish, Italian, German and Turkish. It can be used for at least five minutes a day, and the users define how they would like to practice it right from the beginning. The four skills, reading, writing, listening and speaking, are present during the learning process in Duolingo, through elaboration of questions, affirmative and negative sentences, small texts and excerpts to be heard and transcribed, and it is also possible to the students to record their own pronunciation to assess their oral performance.”As the conclusion that Duolingo is either of English teaching learning media, which is able to assist the students in learning English which is more enjoyable, because it is such as the game based free learning platform, that can be used as educational technology in school.
Based on Cecep (2018, p. 16) Duolingo as a free language-learning application can offers a wider range of features that requires an internet connection during using this application. Here are the characteristics of Duolingo application, such as:
1. Achievements is a Duolingo application feature given out when the learners or users has been completed the lessons through best effort.
2. Lingots is a small jewel icons that the learners have completed the activities and level successfully to get “lingots”. It can be changed for bonus extra practices.
3. Crown Levels are new feature in Duolingo application. Each skill has a “Crown Levels”. When you have completed a skill, you will get a crown, and continued to new skills.
4. Daily Goal is about appreciation for the learners who have completed a daily goal. Duolingo application gives a rewards to them with surprising sounds and unique pictures and make the learners feel more enjoyable.
5. Clubs User Networking is a feature for learners to communicate and sharing with other users about language learning. It also can compete to gain (10) XPs and see their friends‟ score.
Duolingo application also provides the learners with various types of exercises within a lesson or unit, such as:
1. Vocabulary, in which the users see a picture, and be asked to choose it with correct answer.
2. Pronunciation, in which the users will be asked to repeat or say a sentences what they hear.
3. Listening, in which the users will hear an audio clip of word or sentence and have to type it correctly.
4. Translation in which the users will be asked to translate a word or a sentence into the language they want to know or learn.
b. Teaching Vocabulary Mastery by Using Duolingo Application
Duolingo can help students to develop their vocabulary mastery about words in English, students need to have good capability in building vocabularies. The new era provides new challenges and tasks for the modern teacher. We have to be innovative to solve problems. So, technological devices are an option that can be used by students and teachers in order to provide interaction between language learners and teachers inside and outside the classroom. Peer-to-peer internet connections and mobile devices are the most popular and useful means of language learning. Duolingo is a teaching and learning application that is expected to succeed in replacing traditional teaching.
As previously stated that the main component of Duolingo app is vocabulary, so it is recommended to use this app to teach those subjects. As Paul Magnuson points out, there are several implementation of using Duolingo in teaching EFL students (Paul, 2014) ; During Class, Teacher provides time for students to work alone individually at least 50 percent of class time, and then the remaining time is used for students to work in teams either online language reviews or language awareness activities. At the same time, the teacher can also do a review and provide some feedback. As Homework, it's important to continue adequate progress in using Duolingo outside of the classroom. The problem is that students tend to pay less attention because they think they have used the application through class, so they prefer not to use it outside the classroom. However, it remains the
teacher's responsible to maximize the use of Duolingo as homework. It could give them actual physical rewards, extend task deadlines, and so on.
Based on the explanation above, the Duolingo application can be accessed anywhere and anytime with a good network connection, so this application is very interesting and not boring for students. Then the teacher teaches vocabulary by giving good rewards to support achieve students’
vocabulary mastery.
In this research, the procedures of using Duolingo Application toward students’ vocabulary mastery are conducted the following (Teske, 2017) ;
1. First, students can download the Duolingo app on Google Play or the App Store and install it with the Android/iOS operating system. Users can create an account or access activities without an account. However, users can only save their progress by creating an account.
2. Open the duolingo app and select let's get started
3. I want to study? Choose English
4. How did you know about us? choose friends or family
5.Why do you study language? Click student
6. Select target (regular clicks 10 minutes/day)
7. Help us find out your level (click for the first time learn English)
8. Then, students are presented with questions or quick tests to find out how far we are in English
9. Select create profile, here Students can register their account via their google email
10. Take a placement exam to advance to more advanced units. Learning experiences are broken down into themed units starting with “Basics” and can range from thematic vocabulary sections such as “Food” or “Family”
to more advanced grammar topics such as “Past Perfect” and
“Subjunctive Past”.
11. Finally, students can access their progress through lessons or units. Each lesson consists of about 10 to 20 questions that focus on improving vocabulary through pronunciation, translation, listening comprehension, and vocabulary knowledge skills.
12. When each lesson has been successfully completed, the lesson is leveled to the next lesson and then unlocked and gets the crown.
While the teachers’ activities using duolingo application can be seen from the steps below :
1) Students downloadedDuolingo application and create account 2) Open Duolingo application and select let’s get started
3) I want to study ? Choose English
4) How did you know about us ? choose friends or family 5) Why do you study language ? click student
6) Select target ? regular clicks 30 minutes/day
7) Help us find your level ? (click for the first time learn english) 8) Then, students are presented with questions or quick test to find out
how far we are in English
9) Select create profile with google email 10) Take a placement exam to advance.
11) students can access their progress through lessons or units
12) The lesson is leveled to the next lesson and then unlocked and gets the crown.
c. Advantages of Duolingo Application
There are several advantages of Duolingo as medium of learning in classroom. The advantages include:
Duolingo is a language learning application that can be used to increase the level of activeness of students in the process of learning English. Duolingo includes several aspects of gamification in learning, it can motivate and involve students in learning with Duolingo (Munday,
2016). The material learned for games is usually difficult to forget, this happens because students are interested and happy in learning.
Duolingo application can support and train students to increase their vocabulary in their home so it is flexible. Based on research conducted by Munday (2016, p. 93-94) shows that if students A1 84.8%
agree that homework with Duolingo is better than other types of homework.
The qualities of versatile learning lie principally in the utilization of learning programs not reliant on schedule or spot that is in the amazingly effective utilization of the available time (Fathy, 2015). The Duolingo application can be accessed anywhere and anytime, so that teachers have no trouble implementing it in indoor and outdoor learning.
It is a language learning app that allows learners to study wherever they have an internet connection and whenever they want.
Based on the description above, the Duolingo application can make students active in learning English because it looks like a game, so students don't get bored in learning vocabulary. This application is flexible and can be accessed at school or at home.
d. Disadvantages of Duolingo Application
There are several drawbacks to using the Duolingo Application in learning English vocabulary:
The Duolingo application akan berfungsi saat ada koneksi internet.
Konektivitas mengacu pada bagaimana perangkat seluler dapat
terhubung secara nirkabel menggunakan berbagai teknologi akses seluler dan nirkabel seperti GPS, EDGE, GPRS, GSM, 3Gs, 4Gs, WiMAX, Wifi, WLAN(Imtinan, 2013). Aplikasi Duolingo tidak akan berguna ketika kita tinggal di daerah terpencil yang tidak memiliki akses internet.
If teachers want to use the Duolingo app in class, they must use a projector. This will make students more active and they will participate in the teaching and learning process.More preparation is needed for teachers to allocate time and tools if done in regular classes, such as time to prepare projectors, loudspeakers, and notebooks(Munday, 2016).Schools that do not have adequate facilities such as projectors and loudspeakers will reduce the effectiveness of using the Duolingo application at the school.
Based on the description above, the duolingo application cannot be used when there is no good internet network and this application requires a projector in the classroom so schools are required to have adequate facilities.
3. The significance difference of students’ vocabulary mastery taught using and taught without using Duolingo Application
Several theories can related to significance difference of students’
vocabulary mastery using Duolingo Application;
Munday (2016, p. 96) stated that Duolingo is prefered than regular assignment and media because of the convenience it provides.It means that Duolingo application is easy to use and more interesting material. The
material which learning for game usually difficult to forget, it can be because the learners enjoy in learning.
Grego and Vesselinov (2012), they did a research which is see the effectiveness of Duolingo in learning language. Students are satisfied in learning language with Duolingo and they enjoyed to learn with it, so it will be signicant effect ofstudents’ vocabulary mastery.
The format that preesented the message and information which is adapted by Duolingo called Drill and practice. According to Arsyad (2011, p.95), Drill and and practice give to students the examples to increase the their mastery 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.
Based on description above, Duolingo application has a significant difference between students’ vocabulary mastery taught using and taught without using Duolingo application.Duolingo application on students' vocabulary mastery in the experimental class, indicated by the post-test scores of students who passed the minimum completeness criteria, while in the control class taught without using Duolingo application, there was no significant effect, because the post-test score did not reach the minimum completeness criteria.The researcher suggests the English teachers to use Duolingo Application as the media in teaching English vocabulary because it can make students more interested in the teaching and learning activity.
B. Relevant Research
There has been a lot of research on using the Duolingo application that has been done. The first previous study conducted by Munday (2016) with the research title ''The Case for Using Duolingo as Part of The Language Classroom Experience'' with the object being Spanish students. In this study, Munday recommends that Duolingo should be used in the classroom because students prefer to have it over homework. In addition, there are students who continue to use Duolingo even after the lecture ends (Munday, 2016). The results show that Duolingo can be more enjoyable and rewarding for elementary-level learners than advanced-level learners.
Then, the second research was carried out by Ahmad Fauzi Ridha, who is a student at the State Islamic University of Antasari Banjarmasin. This study discusses the effectiveness of Duolingo in improving vocabulary skills in the sixth grade of Madrasah Ibtidaiyah Darul Ilmi Banjarbaru. This study uses a quantitative method that uses quasi-experimental. The research was conducted in two classes, namely the experimental class and the control class. Ahmad Fauzi Ridha found that students who were taught vocabulary using the Duolingo application had higher results than students who were not taught vocabulary using the Duolingo application. This can be seen from the results of the average value of the experimental class and control class. Based on data analysis, the average post- test score of the experimental class was 91.4, higher than the post-test of the control class, which was 66.35.31. This means that there is a positive effect on students' scores in learning vocabulary using the Duolingo application. .
The third research was conducted by Musa Nushi and Mohammad Hosein Eqbali. In their research, they discussed using the Duolingo application to help with second language learning. In their research they state that research results show that self-study is clearly important in language learning and Duolingo is a useful and fun language application that can provide learners with practical and systematic steps to learn a new language independently.
The fourth research was conducted by Sausan Nafis Amin who is a student of the Tulungagung State Islamic Institute. This study discusses the effectiveness of the Duolingo application to improve vocabulary skills in seventh grade at MTsN 3 Tulungagung. This research uses pre-experimental research which is included in the quantitative method. The results showed that the average post-test score (72.80) was greater than the average pre-test score (57.20). This means that the use of the Duolingo application has led to an increase in students' vocabulary.
From several previous studies, it can be concluded that the Duolingo application can significantly improve students' vocabulary skills. Based on the results of data analysis showed that there was an increase in the score. This means that there is an increase in students' vocabulary mastery when they are taught using the Duolingo application. Thus, the researcher in this study used Duolingo to develop students' vocabulary mastery for students at seventh grade of State Islamic Junior High School 4 Rokan Hulu. Although there are some differences described above, this study and previous studies have the same variable, namely Duolingo.
C. Operational Concept
According to Syafi'i (2018, p. 103) operational concepts are derived from theoretical concepts related to all variables that must be operated practically and empirically in a scientific paper - a scientific paper. Operational concepts used to avoid misunderstanding and misinterpretation in scientific studies. Therefore, there are two variables used in this study. Using the duolingo application as the independent variable (x) and students' vocabulary skills as the dependent variable (y).
They are as follows :
1. Independent Variable Observation (Procedure to use Duolingo Application)
In this research, the procedures of using Duolingo Application, they are following procedures ;
a. The teacher introduce and explain material about Duolingo Application to students.
b. The teacher practice using Duolingo application into the learning process.
c. The teacher ask students to work on the questions that have been given.
2. Dependent Variable (Students’ Vocabulary Mastery)
Some aspects in vocabulary mastery with 4 sub aspects in each.
Meaning of word, Form of word, appropriate choice of word, and Use of word.
a. The students are able to master word meaning b. The students are able to master the form of word
c. The students are able to appropriate choice of word.
d.The students are able to master the use of word.
D. Assumption and Hypothesis 1. Assumption
In this study, the researcher assumes that the use of the Duolingo application can affect the students' vocabulary mastery at the seventh grade of Islamic Junior High School 4 Rokan Hulu.
2. Hypothesis
Based on the assumptions above, the researcher also formulates the following hypothesis:
Ha: There is a significant effect on students' vocabulary mastery by using the Duolingo application in seventh grade of State Islamic Junior High School 4 Rokan Hulu.
Ho: There is no significant difference on students' vocabulary mastery by using the Duolingo application in seventh grade of State Islamic Junior High School 4 Rokan Hulu.
A. Research Design
This research is a quantitative research. This is a quasy-experimental research. Creswell (2012, p. 18) states that quantitative research is to use investigative strategies such as experimental and collect data on predetermined instruments that produce statistical data. Quantitative research can be used to answer relational questions from the variables in the study. Daniel Muijs (2004) defines that quantitative research is explaining phenomena by collecting numerical data which is analyzed using mathematically based methods. In order to use mathematically based methods, our data must be in numerical form.
Quantitative research is an explanation of a problem or phenomenon through data collection in numerical form. Therefore, because quantitative research is essentially about collecting numerical data to explain a certain phenomenon.
The design of this research is to investigate whether the use of Duolingo application can develop students' vocabulary mastery. This study used two classes with different treatment between the experimental class and the control class. In the experimental class, the researchers applied the Duolingo application treatment.
The other class is a control class that is taught without using the Duolingo application.
The formula of quasi-experimental design is described as followed : Table III.1
Quasy experiment design Experimental
Group
Pretest Experimental
Treatment
Postest Control Group Pretest No Treatment Postest
B. Time and Location of the Research
This research was conducted at the State Islamic Junior High School 4 Rokan Hulu. Located on Jendral Sudirman street, Rokan Hulu, zip code 28459.
This research was conducted from 13 July to 20 July of 2022. The researcher chose State Islamic Junior high school 4 Rokan Hulu because according to the problems that exist in this school for me to research.
C. Subject and Object of the Research
The subjects of this study were students of seventh grade of State Islamic Junior High School 4 Rokan Hulu. The object of this research is the effect of using the Duolingo application on the vocabulary mastery at seventh grade of State Islamic Junior High School 4 Rokan Hulu.
D. Population and Sample of the Research 1. Population
Syafi'i (2018, p.107) revealed that the population refers to the number of subjects (data sources). The population of this research was used seventh grade of State Islamic Junior High School 4 Rokan Hulu. The total of the population consist of 131 students with 4 classes. The total numbers of all the students as follow :
Table III.2
Population at the seventh grade of State Islamic Junior High School 4 Rokan Hulu
No Class Number of Students
1. VII A 32
2. VII B 30
3. VII C 35
4. VII D 34
Total 131
2. Sample
Mills and Gay (2019) explains that, a sample is a group of individuals, items, or events that represent the characteristics of a larger group from which the sample was taken. In other words, the sample is a part or acts as a representation of the entire population in a study.
The Researcher used purposive sampling in this study. Gay (2006) states that, purposive sampling is referred to as judgment sampling, researchers choose samples based on their experience or knowledge of the group to be sampled. The sample selection by purposive sampling is not based on the regional level but is taken based on a specific purpose. This technique is to determine the sample with certain considerations. Based on the assumption that the researcher wants to discover, understand, and gain insight and therefore must select students from which one is the most reliable. The researcher took two classes and the two classes were divided into two groups. The researcher assumes that personal knowledge of the population is used to assess whether a particular sample is representative.
It consists of 32 students for the experimental class (VII A) and 30 students for the control class (VII B).
Table III.3
Sample of this study were VII A (as the experimental class) and VII B (as the control class)
No. Class Number of Students
1. VII A 32
2. VII B 30
Total 62
E. Technique of Collecting Data
In collecting data, the researcher used two of the following techniques such as observation and test.
1. Observation
The researcher would do observation in class with classroom action research. The researcher not only observe just one time, but also in every meeting. The function of observation is to know how far the action that they achieved. This method also uses in finding concrete data easily and directly.
2. Test
According to Brown (2003, p. 3) test means a method to measure a person's ability, knowledge, or performance in a particular domain. In this study, the test was divided into two ways, pre-test and post-test. To collect data in this study using pre-test and post-test. Pretest was given before the treatment and posttest was given after doing the treatment. Pre- test was given to the experimental and control classes before receiving treatment to determine the students' initial mastery of vocabulary. After giving the pre-test, the researcher gave treatment to the experimental class to learn new vocabulary through the Duolingo application, but the control
group did not get any treatment. The treatment was carried out in four meetings. Therefore, the researcher used two classes. The first class is 7A as the experimental class or treatment group and the second class is 7B as the control class. All these classes were taught by the researcher during four meetings including pre-test and post-test.
At the first meeting the researchers conducted a pre-test on the experimental class and the control class to determine the students' mastery. After that, in both classes the researcher explained what they would learn at the second to four meeting. Then the researcher also explained about the Duolingo application that they would play in class.
Then, the researcher explained about greetings and introductory expressions. In the experimental class, the researcher used the Duolingo application, this application was played individually in the classroom.
Students have selected lessons on mobile via the app, containing 10 to 15 exercises. The category of exercises is about Phrases. While in the control class, the researcher explained the material by introducing some greetings.
At the second meeting in the experimental class and control class, the researcher discussed the family to the experimental class and the control class. In the experimental class, the researcher uses the Duolingo application in learning English vocabulary. After giving an explanation of the material, the researcher gave the opportunity for students to play the Duolingo application within 15 minutes. The category of practice is about
Family. While in the control class, after explaining the material, the researcher asked students to write down material about family.
At the third meeting in the experimental class and control class, the researcher explained about the date and time. In the experimental class, after giving an explanation of the material, the researcher asked the students to play the Duolingo application on their cellphone. The category is Date and Time. While in the control class, the researcher asked students to write down material about the date and time.
At the fourth meeting, the researcher discussed about I love things around me. At the meeting in the experimental class, the researcher used the Duolingo application in learning vocabulary. After providing an explanation of the material, the researcher asked students to do practice questions through the Duolingo application. While in the control class, after explaining the material about something, the researcher asked the students to write down the material. Then, at the end of this meeting the researcher conducted a post-test to the experimental class and the control class. This test is used to determine student achievement after students are given treatment. The purpose of this is to find out whether the Duolingo application effects students' vocabulary mastery or not.
Table III.4
Blue Print of Vocabulary Mastery Test
No Indicators Number
1 The students’ are able to master the meaning of word
1, 2, 3, 4, 5 2 The students’ are able to master the form of
word a. written
b. word part (pronoun)
6, 7, 8, 9, 10
3 The students’ are able to appropriate choice of word
11, 12, 13, 14, 15 4 The students’ are able to master use of word
(grammatical function) a. Determiners
b. Articles
16, 17, 18, 19, 20
Total 20
F. Data Analysis Techniques
After the researcher collected the data of pre-test and post-test. The researcher compared the result of the score from pre-test and post-test. Then, the data was analyzed and determined with statistical calculation of t-test formula by 5% degree of significance and gained scores. T-test in this study was used to test the result of the mean of difference score between the experimental and controlled class, whether there is a significant difference or not. Furthermore, the gained score is the difference between pre-test and post-test score of each class of the experimental and controlled groups. Gain scores are used to determine the increase or decrease in scores and to determine the effectiveness of the application used. However, before the tests the hypothesis is necessary to analyze prerequisite tests first, namely the distribution of normality test and homogeneity test.
1. Normality Test
A normality test was used in order to know whether the data collection from experimental and controlled class was normally distributed or not. This normality test was done by using IBM SPSS Statistic Version 25 which has requirements as follows: if the result of normality test is more than > 0.05, it can be categorized that the distribution of the data is normal, but if result scores is less than < 0.05, the distribution of the data is not normal.
2. Homogeneity Test
After having the results from normality test, the next step was calculating the homogeneity of data. The homogeneity test was used to determine whether the data in both of classes were homogenous or not. This test also was done by using IBM SPSS Statistic Version 25 to have the homogeneity of data with the significant level more than α = 0.05.
3. t-Test
T-test is the data analysis process in order to know the significant difference between students’ vocabulary mastery using Duolingo application in experimental class and students’ vocabulary mastery without Duolingo application in controlled class. The t-test used in this study is Independent Samples T-test with two-tailed test of significance by using IBM SPSS Statistic Version 25. If the result shows Sig. (2-tailed) > sig α = 0.05 (5%), then the null hypothesis is accepted. But, if Sig. (2- tailed) < sig α = 0.05 (5%), then alternative hypothesis is accepted.
4. The Effect of Size
In order to know the result of t-test whether the effect is weak or strong, the researcher is used the effect of size calculation by Cohen‟s d; the formula of calculation as follows:
D = (Mean of group A-Mean of group B) Pooled Standard Deviation
G. The Statistical Hypothesis
According to Kothari, hypothesis means a more assumption or some supposition to be proved or disproved. The hypothesis of this research could be used in order to recognize and to draw the conclusion of the research. The hypotheses are formulated with the assumption of t-test result as follows:
1. Alternative Hypothesis (Ha): There is an effect of using Duolingo application to students‟ vocabulary knowledge or if p-value < sig α = 0.05 (5%). It means that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected.
2. Null Hypothesis (Ho): There is no effect of using Duolingo application to students‟ vocabulary knowledge or if p-value > sig α = 0.05 (5%). It means that the alternative hypothesis (Ha) is rejected and the null hypothesis (Ho) is accepted.
A. Conclusion
Based on the data analysis and data presentation in chapter IV, the researcher concludes as follows:
1. Vocabulary of students taught using the Duolingo application at seventh grade of State Islamic Junior High School 4 Rokan Hulu has a higher score than students taught using textbooks.
2. Students' vocabulary taught without using the Duolingo application at seventh grade of State Islamic Junior High School 4 Rokan Hulu has a lower score.
3. The results of the independent sample t-test data analysis showed that the observed value obtained was higher than the t-table value. There is a significant effect in the use of the Duolingo application to improve student's vocabulary mastery at seventh grade of state Islamic Junior High School 4 Rokan Hulu, it can be proven that t0 (3,476) is higher than ttable (1,671) at a significance level of 0.05.
Thus, the researcher can conclude that the answers to the research questions prove that the use of the Duolingo application is significantly effective in improving students' vocabulary mastery in the experimental class (VII A) State Islamic Junior High School 4 Rokan Hulu.
B. Suggestion
Given the importance and impact of using the Duolingo application in the teaching and learning process in the classroom, it is recommended that schools at the secondary level should provide a special internet connection to make it easier for students to learn languages via mobile phones. Schools can be provided with training opportunities for teachers to know how to use media in the classroom effectively. Educational institutions or schools should place more emphasis on learning activities for teachers in addition to theory, namely teaching methods and learning technology. Thus, it can be concluded that the use of the Duolingo application as a technology medium can be applied in schools.
Develop Students’ Vocabulary Knowledge. Jakarta : Uin Syarif
Hidayatullah Jakarta. From: https://repository.uinjkt.ac.id. Retrivied on 27thSeptember 2022.
Alqahtani, Mofareh. (2015) “The Importance of Vocabulary in Language
Learning and How to be Taught” International Journal of Teaching and Education, Vol. III, No. 3. From: https://idr.uin-antasari.ac.id. Retrivied on 20thJune 2022.
Amri, S. (2013). Perkembangan dan Model Pembelajaran Dalam Kurikulum 2013. Jakarta: Prestasi Pustaka.
A.M. Zainuri. (2003)English Vocabulary 1. Fakultas Ilmu Tarbiyah dan Keguruan : Universitas Islam Negeri Syarif Hidayatullah Jakarta. From:
https://repository.uinjkt.ac.id. Retrivied on 10thApril 2022.
Arsyad, A. (2011). Media Pembelajaran. Jakarta: Raja Grafika Persada
A. S Hornby. (2000)Oxford Advanced Learner‟s Dictionary. Oxford: University Press.
Brown, H. D. (2003). Language Assessment.Principles and Classroom Practice.
California: Longman. From : https://www.academia.edu. Retrivied on 10thApril 2022.
Cresswell, J. W. (2012) Educational Research. Boston: Pearson Education.
Clark, Megan. (2013) “The Use of Technology to Support Vocabulary Development of English Language Learners” Thesis (St. John Fisher College). From: https://fisherpub.sjfc.edu. Retrivied on 15thApril 2022.
Fauzi, Ahmad Ridha. “The Effectiveness of Duolingo in Improving Vocabulary Ability at the Sixth Grade of MI Darul Ilmi Banjarbaru School Year 2017/2018” Thesis (Banjarmasin: Antasari State Islamic University, 2018). From: https://idr.uin-antasari.ac.id. Retrivied on 16thApril 2022.
Fromkin, Victoria, Robert Rodman, and Nina Hyams. (2003). An Introduction to Language Seventh Edition. Boston: Thomson Wadsworth.
Gay, L. R. (2006). Educational Research (Competencies for Analysis and Application). New York: Orentice Hill, Inc. From: https://onesearch.id.
Retrivied on 16thApril 2022.
Guaquet, Cesar & Castro, Angela Yicely, “The Use of Learning Apps as a Didactic Tool for EFL Vocabulary Building”. ERIC Journal. Vol. 11, No.
2; 2018. From: https://files.eric.ed.gov. Retrivied on 10thApril 2022.
Hammer, J. (1991). The Practice of English Language Teaching. London:
Longman.
Henry and pongrantz. 2006. Some Effects of the Nature and Frequency of Vocabulary Instruction on the Knowledge and Use of Words.
ReadingResearch Quarterly. From: https://ojs.unm.ac.id. Retrivied on 16thApril 2022.
Hiebert, Elfrieda H. and Michael L. Kamil (Eds.). (2005). Teaching and Learning Vocabulary: Bringing Research to Practice. New Jersey: Lawrence Erlbaum Associates, Inc., Publishers. From: https://www.academia.edu.
Retrivied on 19thApril 2022.
Hulme, Agnes, Norris, Lucy, & Donohue, Jim. (2015) “Mobile Pedagogy for English Language Teaching: A Guide for Teachers”. ELT Research Papers. London: British Council.
Kartika, W. (2011).The Effectiveness of Using Environmental Technique to Students‟ Achievement in Learning Vocabulary (For Second Year Student of MTsNTungkop). Banda Aceh: UIN Ar-Raniry. From:
https://repository.ar-raniry.ac.id. Retrivied on 21thMei 2022.
Kothari, C.R, (2004) Research Methodology (Methods and Techniques), New Delhi: New Age Publisher.
Langan, John. (1992). College Writing Skill. American : Mcgraw-Hill
Lynne, Cameron (2001). Teaching Languages to Young Learners. Cambridge:
Cambridge university press.
Mauricio, Natanael & Gioanni, Bayron. (2017).“Duolingo: An Useful Complementary Mobile Tool to Improve English as a Foreign Language Learning and Teaching”. Universidad Nacional Abierta y a Distancia:
Colombia. From: https://repository.unad.edu.co. Retrivied on 16thMei 2022.
Mills, G. E., & Gay, L. R. (2019). Educational research: Competencies for analysis and applications (12th ed). New York: Pearson Higher Ed.
