THE UTILIZATION OF DUOLINGO ON ADOLESCENT EFL LEARNERS'

VOCABULARY ACHIEVEMENT AND ACADEMIC SELF-EFFICACY

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Witten By
MURAH HARFANI BATUBARA
0333204001
murahharfanibatubara@uinsu.ac.id

POST GRADUATE PROGRAM OF ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH SCIENCE AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF NORTH SUMATERA

2021
 TABLE CONTENT

Cover
Table Content…………………………………………………………………………………

CHAPTER I………………………………………………………………………………….
Introduction…………………………………………………………………………..
1.1. Background of the
Problem…………………………………………………………
1.2. Research Novelty
……………………………………………………………………
1.3. Formulation of the
Problem…………………………………………………………
1.4 Objective of the Study………………………………………………………………
1.5 . Significance of the Study

CHAPTER II………………………………………………………………………………….

Literature Review…………………………………………………………………………
2.1. Mobile-Assisted Language Learning (MALL)
………………………………………
2.2 . Gamification in EFl Learning ……………………………………………………….
2.3 Game Adaptation in Learnining………………………………………………………
2.4 Gamification in Learning and Education…………………………………………….
2.5 Duolingo……………………………………………………………………………..
2.5.1. Learning Theory in Duolingo Application……………………………………
2.6. Autonomous Language Learning…………………………………………………….
2.7 Autonomous Language Learning and Self-Directed Language Learning……………

CHAPTER III
 3.1. Research
Design………………………………………………………………………
3.2. Population and
Sample………………………………………………………………
3.3 Technique of Collecting the Data……………………………………………………
3.4. Technique of Data
Aalysing………………………………………………………...
4. Technique of Collecting Data…………………………………………………………….
5. Technique of Data Analyzing…………………………………………………………….

References…………………………………………………………………………………….
 THE UTILIZATION OF DUOLINGO ON ADOLESCENT EFL LEARNERS'
VOCABULARY ACHIEVEMENT AND STUDENTS’ACADEMIC SELF-EFFICACY
CHAPTER I
INTRODUCTION

1.1. Background of Problem

The development of technology in this world has brought significant transformation in

education, particularly in learning a language. The expansion of computer and multimedia have
changed how languages are learned(Hao et al., 2019). The use of technology in language
learning supports teaching and learning in the classroom or even outside the school. The growth
of digitalization allows eradicating inequity in education. Some digital language learning tools
such as computers, laptops, tablets, or mobile phone applications make it easy in the teaching-
learning process and will give different experiences in the teaching-learning process. Learning
material can be present interactively. Through technology, the teacher can easily use them to
prepare the fabric of teaching presented more attractively. Indeed, it will influence the students’
motivation in learning a language.

Integrating technology in language learning aims to improve students' proficiency in

English and technology skills and foster learning opportunities (Kuru Gönen, 2019). The growth
of digital technology in the teaching-learning process, develop the concerns of technology
integration into teacher education (Gunuç & Babacan, 2017). Therefore, this situation challenges
the teacher to design their learning material integrated with ICT.
 The integration of technology and communication is almost use in aspect of life, with
assumption that the students will get the new learning experience and acquire new learning styles
by using technology and leaving the traditional learning model. The learning style difference
became the main argument for Parensky (2001) which became the founder of the tern “Native
Digital’ and ‘Immigrants Digital'. These terms referred to the generation born in a digital era and
used it at an early age and the generation born in a digital era but adopted the technology.
According to him as further explanation, the teachers who acted in the period of Immigrant
Digital who teach students who were born in the era of Digital Native must be equipped with the
particular pedagogic skill, because they have a different level of comfort in using technology
(Prensky, 2001)

In the language learning context, the history of the integration of technology could be
traced back to the 1960s (Fithriani, 2019); the term of computer-assisted language learning
( CALL) was firstly introduced in the 1980s (Jarvis & Achilleos, 2013), and the use of computer
in language learning has continued to grow since then. Early research found that integrated
technology in language learning into EFL context delivers many benefits, especially in
presenting authentic material to the target language and increasing learning outcomes (Fithriani
& Alharbi, 2021). Along with the popularity of mobile device advancements such as mobile
phones, gadgets, tablets, a new modification approach is called Mobile-Assisted Language
Learning. CALL is different from MALL, and CALL refers to the use of desktop and laptop for
learning and teaching process while MALL refers to a device that can be handled, such as a
smartphone (Hazaea & Alzubi, 2018). MALL provides a learning experience spontaneously that
can be done in the classroom or outside the school (Y. L. Chen & Hsu, 2020). Mobile is
becoming the basic need for us, not only for communication but also a tool for some people to
learn something, all information easily we can get by using mobile. This condition force
researchers to use the potential of mobile-assisted language learning (MALL). Rosell, 2003
states that if we compare MALL with the traditional approach in learning a language, MALL
will let the students know from everywhere, anytime they want (C. M. Chen et al., 2019). Rosell,
2003 state that if we compare MALL with the traditional approach in learning a language,
MALL will let the students know from everywhere, anytime they want (C. M. Chen et al., 2019)
 The term "mobile" means "mobility" or the capability to move quickly and freely from
one place to another. Learning through mobile refers to utilizing mobile appliances in any branch
of study. That's why many English language practitioners try to use this to expand learning a
language. The development of mobile technology, especially in features such as portability and
information accessibility, has a significant role in developing English language teaching and
learning (Khalitova & Gimaletdinova, 2016)

For some cases, mobile technology is used at school to extend learning in the classroom,
especially in vocabulary learning, which plays an essential role in learning a language. Since
Vocabulary has become the critical foundation in language learning, specifically in speaking,
reading, and writing (Cameron, 2001) the amount of speech will influence the ability in language
learning ( Meara & Jones, 1987). Unfortunately, most EFL learners think that learning
vocabulary is too difficult for them, especially in memorizing all words need to repeat them for
an extended period (Irwandy et al., 2018)

This is becoming a challenge for EFL teachers. How do they motivate their students to
constantly learn language by using mobile technology even if they are not in the same place with
them? English teachers should be creative here. What application their students must learn to
enhance their knowledge in English and how to make them interested in learning English without
a teacher beside them to control their learning process. In the era of technology, almost everyone
has a handheld mobile device. Using mobile devices makes it easier for us to interact with other
people from everywhere with internet access. People from different places can quickly get
information and chat with others in a short time.

Nowadays, almost all adolescent EFL learners have their mobile. Most of their time
spend with their mobile. With so many applications they have, the game is becoming one of the
entertainment applications they like most (Di Paola et al., 2019). It can be a reason for a
language teacher to revolutionize learning by using the mobile game application. The utilization
of mobile games maybe can be a solution for EFL students in learning a language. They can
learn the language with different experiences through gamification Learning language without
tension, and enjoying all experiences t in learning a language with a mobile game application
even in the classroom or outside the school (Hao, Y, 2019)
 Duolingo is an interactive mobile game-based learning (MGBL) that can be a choice for
teachers and learners. In this situation, the teaching-learning process of EFL can be valuable and
helpful, even if it is for teachers or students. Here the students are forced to build their
motivation in learning English vocabulary with astronomically how they can enjoy learning EFL
with their mobile. This mobile game application can give a good outcome for them in learning
English.

There have been many studies on the merits and weaknesses of MGBL; Tsai (2007)
investigated students satisfaction learning with MGBL, this system is called as Happy English
Learning system (C. H. Tsai et al., 2017), Lem (2018) who make review literature about the
merits of mobile-assisted collaborative in language learning (Lem, 2018), Chou (2012)
designing innovative approach in teaching activity through various advance technology.
Although many studies found the merits of MGBL, some studies also found the weakness of
MGBL; Young and Wang, 2014 gamified vocabulary can improve learners' pronunciation, but
less effective than another approach. Calvo- Ferer, (2017) stated that gamification neither
enhance the students’ performance in learning language) nor enhance students’ motivation
(Tanaka, 2017). Furthermore, the utilization of gamification by using a mobile device was not
effectively dependent on the learners' preference that use it just to get personal enjoyment and
social aim, but it did not use as educational tools (Stockwell, 2010) as cited by (Fithriani, 2021)

1.2 Research Novelty

Concerning many researches related to the gamification show, many impacts on EFL
vocabulary learning and various research methods are used, and most of the interest reported the
advantages of gamified Vocabulary, that's involved the performance of improvement in the
learning experience (Azzouz Boudadi & Gutiérrez-Colón, 2020; Fithriani, 2021; Pazilah et al.,
2019) exploring learning attitude (Y. L. Chen & Hsu, 2020; Demir & Akpınar, 2018; Mergany et
al., 2021) enhancing learner autonomy (Sato et al., 2020) efficacy and benefit ( Fithriani, 2020).
Contrary to positive impact, some studies have found that gamification neither enhances the
students' performance in learning a language (Chwo et al., 2018) enhance students’ motivation
(Mussa & Shihan Izkair, 2017) Moreover, according to Stockwell, 2010 the utilization of
gamified through the mobile device was not effectively dependent on the learners' preference
that use it just to get personal enjoyment and social aim, but it did not use as educational tools as
cited by Fithriani, R (2021)

Taking into consideration the utilization of gamification in enhancing EFL learners’

vocabulary and learning attitude, more studies are essential to give the learners new insights into
education how they use gamification to get more knowledge, especially in learning Vocabulary
in EFL education. More studies exploring gamification in the EFL context focus not only on the
design of research but also on how students get to experience during the process of learning
through it. Even many studies related to gamification but little study associated with the
utilization of Duolingo in middle school that focused on enhancing students' Vocabulary and
motivation in EFL Learning.

Many studies related to the utilization of Duolingo have already been done (Wagner,
2020) (Loewen et al., 2019) (Loewen et al., 2019) (Jiang et al., 2020), but the little study focused
on the impact of Duolingo on adolescence learners' Vocabulary and learning attitude to the
students who have lower knowledge in English

The related studies that talked about the satisfactions of mobile devices becomes one
reason that bring most mobile applications are designed to learn in informal, out-of-class settings
(Lopez, Royo, Laborda, & Calvo, 2009; GSMA, 2011). In spite of the learners’ ownership of
mobile language learning application, it is difficult to know and control the interactions among
the users of this device. It is still not clear whether the application is conducive to motivated self-
directed learning, as one key to the success of long-range informal learning (Garrison, 1997).

1.3. Identification of the problem

Based upon the explanation above, the growth of technology influences the student's style
in learning a second language. By using mobile, students can easily access everything, even if it
is learning by using their mobile. Mobile learning applications here refers to how people use
mobile devices in any branch of study, such as learning a language. Duolingo is an example of
mobile-assisted language learning (MALL), making the students enjoy and feel that they are
never forced to learn the language. This study will focus on the impact of Duolingo on
adolescent learners' EFL vocabulary and learning attitude.
Based on the scope and limitation of this research, the research problems are formulated as the
following:

1. How does the impact of using Duolingo on Indonesian EFL learners’ vocabulary
achievement and academic self-efficacy ?
2. How do the students' perceives about the use of Duolingo applications
3. How do the effect of students’ self-direction based on Garrison’s (1997) dimensions of
self-regulated learning

1.4 Objective of the Study

The study is objected to finding the following purposes :

1. To know the impact of Duolingo on Indonesian EFL learners’ vocabulary achievement and
students academic self-efficacy
2. To know the students' perceives about the use of Duolingo applications
3. To investigate the effect of students’ self-direction based on Garrison’s (1997) dimensions
of self-regulated learning

1.5 Significance of the Study

1. To open up the insight of the EFL teacher that in the teaching-learning process, we can
integrate gamification in the EFL classroom

2. To let the EFL teachers and students know the impact of using Duolingo on Indonesian EFL
learners’ achievement and students academic self-efficacy for junior high school students

3. To investigate the effect of students’ self-direction based on Garrison’s (1997) dimensions of

self-regulated learning
 CHAPTER II

LITERATURE REVIEW

2.1. Mobile-Assisted Language Learning (MALL)

Resembling computer-assisted language learning mobile learning also faced the evolution
in EFL learning for the past few years. Some research f found that the use of mobile learning
technology was effectively used in vocabulary teaching (Abdullah, 2020; C. M. Chen & Chung,
2008). Recent studies have shown that mobile learning tools can show a positive attitude (Tra,
2020). Tran, 2020 mentioned that the user of mobile-assisted language learning showed mixed
results (Tran, 2020). In addition, mobile learning devices provide interaction through
multimedia and a collaborative environment. The multimedia content can givethe advantage to
students by enabling multimodal learning as long as the methods of delivery, storage, and
presentation are adjusted to the capabilities of mobile learning devices and the students’
cognitive capacity. As a consequence the using of mobile application in language learning
needed to be created to support mobile learning methods and learning content (Milutinović et al.,
2015)
One of rapidly development over 15 years is the use of mobile technology to expand
educational purposes equally teaching and learning language (Azar & Tan, 2020; Ila Amalia,
2020; Seroja Br Ginting & Fithriani, 2021). One specific area of momentous development is the
using of mobile-assisted language learning (MALL) to engage in language study.
 Various definitions related with MALL such as (a) flexibility in time and location of
study; (b) sustainability of study by using different tools, such as mobile phones, tablets, and
laptop/desktop computers; (c) the easy access to get information; and (d) adaptability to personal
study habits (Duman et al., 2014; Godwin-Jones, 2016; “Supporting Language Learning on the
Move: An Evaluative Framework for Mobile Language Learning Resources,” 2020)
In addition, Reinders and pegrum (2015) found that mobile material connected with web
applications and services. Regardless of the limitation of perceives including a tendency to rely
on a behaviorist, teacher-centered approach towards language instruction such apps have proven
to be well known for autonomous language learning (Linh et al., 2020) the learners often
accessing MALL material outside of or separate from classroom study (Abdullah, 2020; García
Botero et al., 2019)
The integration of mobile tools with various strategies in teaching learning process is
important to increase the achievement of the learner Hoi, 2020). As Deegan (2015) stated that,
mobile applications are seldom applied to improve language pedagogy in the EFL Classroom.
Therefore the teachers are free to choose best application to get their goals in the EFL
Classrooms and design their instruction to get the goals. With the growth of many of possible
mobile applications available for language learning, the number of language teachers who
integrated mobile-assisted language learning in EFL Classroom has increased.

2.2. Gamification in EFL Learning

Through the advancement of technology in the world influence the pedagogical approach
in EFL Classroom. Many educators are interesting to integrate technology in language teaching
because it plays an important role and great potential such as the use of mobile game applications
in the EFL classroom (YÜKSELİR, 2017). One way to make learning English more fun is by
integrating gamification in EFL Classroom. Gamification is not only created for getting personal
fun but in some game applications, the instructions are used to enhance the efficacy of
instructions on students learning.
 Figure 1. Gamification elements (source: https://www.hurix.com/selecting-
gamification-services)

One reason that makes the educator's interest to integrate gamification in EFL
classroom is most of the students are coming from digital natives fundamentally they are
different from the previous generation, they did not need to adapt to the technology because they
already used technology at in early age (Kirschner & De Bruyckere, 2017). Spending most of
their time with their mobile phone becomes something that can not be separated from the lives of
adolescents. The performance of the game that was designed as attractive as possible with the
combination of moving pictures, sounds, colorful and scores make them more addicted to
playing the game.

Gamification has great attention in education world due to its capability to improve the
process of learning in the classroom or even outside classroom. The use of game in education is
supposed to change the traditional approach in learning move to the modern approach. Using the
innovative technology is expected can help the EFL teachers to upgrade learning material
(Hakak et al., 2019)
The challenge for the teachers as educators is how to make the students realize that
playing games are not only for getting personal fun and enjoyment but playing the game also can
improve their ability in education especially in learning a language. This is a big duty for
teachers to introduce the students to games that can educate them.
According to Van Grove, 2011; Werbach & Hunter 2012, gamification is to move entity
that is not a game a long a game or game elements. While Reeves & Read 2009 stated that
gamification can be meant to engage employees in tasks, McGonigal, 2011 found that
gamification promote collaboration, and Zichermann & Linder, 2013 stated that it can improve
motivation

Mostly gamification in language learning is used to increase student's motivation and

engagement in EFL Classroom. Engagement is not new in education. Many studies have been
done related to students’ engagement. Shernoff 2013 argued that engagement is the heightened
simultaneous experience of concentration, enjoyment, and interest in doing the task. Connell &
wellborn 1991 added it includes the level of affective, behavioral, and the involvement of
cognitive as long as the task period.

2.3. Game Adaptations in Learning

Considering the development of the internet, myriad games are growing for only tthe
purposes of entertainment (Izumi et al., 2020), yet games were developed to enhance learning
even the focus have not clearly yet. The tendency of using gamification in the context of learning
and education affects the emergence of a lot of serious games in education especially for learning
a language. The survey on gamification helps the educators to select the games based on their
content, learning outcomes, and the relationship between a game and the targeted lesson.
Based on ongoing research many games are based on the learning context. It can be seen
that the game only focuses on one subject such as Duolingo, memrise, hangman, etc are games
just only focus on language learning. DoodleMaths, Math Blaster, Marble Math Junior are an
example of gamification to the Math lessons.
In sequence to get easy to apply the gamification in the classroom through the cloud, it is
important to identify who is the audience of the game. The appropriate classification can help
further to enhance the learning quality and minimize the budget consideration.
 Figure 2: Classification of using cloud service

2.4 Gamification in learning and Education

Gamification is one solution to solve the problem related to the student's interest and
engagement in the classroom, therefore it can be used for learning instructions to promote the
engagement of the learner. In the previous research, many educators applied various
interventions including motivational strategies.

The applying of gamification in EFL context is aim to a solve problems related to

learning and education by applying the game mechanics. There are 3 the real meaning of
gamification 1.) gamification is a set of systematic and relevant activities not a single activity
but a set of relevant activities and systematic process 2.) Gamification must have a goal to
achieve 3) Consist of game mechanism such as badges and also point (Hu, 2020). To get a clear
explanation about the of gamification in the learning process and education, we need to
understand the relationship between serious games and gamification
 Figure 3: The connection between a serious game and gamification in learning and
education ( source: Hu, J. (2020). Gamification in Learning and Education: Enjoy Learning Like
Gaming. Page 29 )

From Figure 3 it can be seen clearly that the world in-game is used through gamification
in EFL context to get the achievement in Education in the real world, the other was round with
serious game. Ulrich & Helms, 2017 stated that a serious game is defined as a game that
improved for a purpose rather than entertainment.

2.5 .Duolingo

Duolingo is one of language learning platform that can be accessed through a computer
or laptop or even by mobile device. Duolingo that we mean here is the application that can be
accessed by the students through their mobile devices. Duolingo application employs
gamification with a beautiful design to let the users engage with this application. Duolingo is not
only created as a game but to help the users learn a second language. Duolingo was designed by
Luis Von Ahn and Severin Hacker in 2011, science-based language education platform and free
application. Even Duolingo can be accessed by any web tools with the help of internet access in
https://www. duolingo.com/, its biggest affordance is worldwide mobile access. To get this
application in our mobile download and install this application and log in by using our email.
 The effectiveness of Duolingo declared by Vesselinov and Grego’s (2012)
accomplishmnet that for second language (L1) English speakers with basic knowledge is
Spanish, playing Duolingo about 34 hours of Duolingo usage covered the same material as a
first college semester of Spanish. Based on this fact they stated it would be fine to hope the same
results across other languages, this statement was made based on empirical support. For that
reason the first promotion of Duolingo stated that its effective than the language course that held
in a universitye (a claim evidenced in founder Luis von Ahn’s discussion posting from 2013
[https://www.duolingo.com/comment/138340] and Duolingo’s promotional video [https://
www.youtube.com/watch?v=8OebgtUjLg4]). Although von Ahn recently stated that Duolingo
works better as a complement to in-person formal instruction (“Interview with Duolingo founder
Luis von Ahn,” 2016),the related website of Duolingo’s still makes strong declares of the
effectiveness and superiority of Duolingo as a self- regulated experience in language learning.

2.5.1. Learning Theory in Duolingo Application

Grammar Translation method was applied in Duolingo, Audio lingual method, Mobile
Assisted language learning, gamification. The grammar-translation method is used to translate
the target language into the native language and the other was round. Duolingo embraces the
principle of the Grammar-Translation method completed with the audio-lingual method , and
Digital Game-Based Language Learning

Dualingo solicits grammar-translation method. The learners are asked to give the
translation of the word or sentence in the target language and give the translation of the word or
sentence in the native language. Every skills that consist of two or more lessons is related with
specific grammar or even vocabulary The learners are axpected to be able to give the meaning of
the sentences, complete the sentences or match the word or sentence by looking at the pictures
and improve their skill by repeating vocabulary and grammar structure.

The utilization of Duolingo in learning the targeted language has been studied and
researchers assume that Duolingo can be utilized as a complementary tool in learning the target
language, but doesn't allow the learner with authentic language (Savvani, 2019). When applied in
EFL Classroom, it promotes autonomy learner and the user can learn two languages at the same
time, native language and target language (C. C.-M. Tsai, 2016)

2.6. Autonomous Language Learning the field of language edu

In the field of language education ,the autonomy concept was firstly introduced in the 1970s
with the initiation of the Centre for Research and Pedagogical Applications in Language
Learning (CRAPEL), technology has played an important role in learner autonomy since early
on. An important initiative in CRAPEL's approaches to autonomous learning has been setting up
of the self-access resource center. Practice software and stand lonely has been an important
resource that such centers curate and make available to students. Thus, Motteram, 1997 argued
that technology has been affiliated with autonomy since the very beginning, serving as a
potential facilitative tool for the exercise and development of autonomy (Lai, 2019) .The
growing information and communication technologies development and their permeation into
people’s lives, the reciprocal relationship between technology and autonomous language learning
is attracting increasing attention.

Autonomous language learning will on the active roles of the users in playing in the
learning process, cognitive psychology and humanistic, and to support learners' inherent drive
towards self-actualization of their full potential and enabling them to utilize social, psychological
and behavioral resources to achieve personal transformation (“Lennon, Paul, Ed. 2012. Learner
Autonomy in the English Classroom. Empirical Studies and Ideas for Teachers,” 2013).
Constructivism stated that autonomous language learning was focused on the students’ freedom
in learning and redefining the teacher's and the student's role in education. Based upon the
literature autonomous learning is more effective rather than non – autonomous learning, because
it has relationship with internal motivation from the learner , the benefits will be felt greater by
the learners

Based on self-determination theory, Deci and Ryan (1985) stated that autonomy is related
with the basic psychological need of learners in order to initiate and source their self -
expressions and behavior. The learners engage a learning environment with the encouragement
of their inner motivational that bring them to autonomous learning behaviors. Some aspects in
learning environment, such as the relationships of human, support the internal motivational
resources influence the learners. Furthermore they argued that an individual's sense of autonomy
consist of two components they are competence and relatedness (Deci and Flaste, 1996, p. 66and
68) (Pirhonen et al., 2020)

2.7 Autonomous Learning and Self-Directed Learning

The terms Autonomous Learning and Self Directed Learning have many similarities that
characterized by a predominant independent connotation in earlier works and were later
conceptualized as containing a strong interpersonal dimension. Self-directed learning was
introduced by Knowles in 1975 takes place in association with various kinds of helpers, such as
teachers, tutors, mentors, resource people, and peers' (p. 18). Then Candy expands the theory
about self-directed learning dimension : personal autonomy, self-management in learning, the
independent pursuit of learning, and the learner control of instruction. All aspects show self-
direction as a goal as well as a process of learning. Moreover Hiemstra (1994) acknowledge
internal and external factors that make liable and facilitate self-directed learning.

Self-direction in the field of education is known as a technique of arranging the

instruction (Harrison, 1978) in the learning process (“Self-Direction for Lifelong Learning: A
Comprehensive Guide to Theory and Practice,” 1992) with cognitive and motivational
dimensions (Garrison, 1997). Garrison (1997) presents three dimensions of comprehensive
theoretical approach that combine cognitive–motivational and social aspects in educational
settings. Self-management as the first dimension, is concerned with the control of instruction in
the task issues related with the process of learning and the management of learning resources
and support. Therefore, learners should be more active in doing learning process, and they
should be given choices in the way of material resources available, flexible pacing, and
feedback. Two constructs that Garrison takes into account regarding self-management are goal
setting and interdependence which reflects institutional norms and standards as well as the
learners’ integrity and choice.

Garrison (1997) argued that the readiness to engage in self-directed learning is

determined by both the entering motivation and intention of the learner . Regarding MALL,
research suggests that there is a ‘novelty effect’ that wears off after students get close with the
technology (e.g. Thornton & Houser, 2005; Ushioda, 2013) the learners are motivated by the
using of the new technology rather than by improving their achievement in learning. The low
number of balanced users, and high drop-out rates suggest that Duolingo might also suffer from
the ‘novelty effect.’ Motivation could also be hindered because the Duolingo method is mainly
focused on vocabulary achievement by the process of repetition and this might not correspond to
the learning expectations of students. However, tracking shows that students extend higher
activity as long as vocation and relatively carry on usage of Duolingo even after the end of the
semester and the course in which MALL was introduced.

Some studies mentioned Duolingo's failure also because of less self-monitoring. As

Fischer (2007) had already mentioned that the features that available in application does not
necessarily implicit that students will make use of it. Semi-structured interviews proved that
many students were unaware of the existence of such self-monitoring features in Duolingo. Other
discussion focused onself-monitoring is that the features that students did use were not
necessarily appealing to all students because they were described that they were difficult, tiring
and need more time-consuming. Therefore, problems in self-monitoring can be attributed to
cognitive overload, which can be present due to two main reasons: the inexperience of the
learners with mobile learning.

The differences among the students and software features are related to the dimension of
the self-management of self-direction. As mentioned in other study (e.g. Hague & Logan, 2009),
in the context of informal self-management is undermined by other prime concerns in everyday
life of the learners. In the previous study, extrinsic factors such as the teacher’s grading, follow-
up, exams, and assignments constituted a priority in students’ informal self-management despite
Duolingo’s content relationship with students’ formal instruction. The finding of this research
suggest that, even if the students declared that they recommend and will use MALL for their
informal learning in the future (as also shown in Stockwell, 2008), self-directed learning is not
likely to be developed simply by letting students study on their own (Benson, 2007, p. 22). The
teachers be involvement in self- regulated learning will support out-of-class learning instructions
influence the engagement and students participation this context(Dignath & Veenman, 2021)
Teachers' instructions might be a plausible solution to facilitate students with learning
approaches such as MALL, contributed that the personal attributes of teachers are helping in the
online learning environment (Garrison, 1997)
 CHAPTER III

METHODOLOGY

3.1 Research Design

In this study the writer will use mix research method, combining quantitative and
qualitative research. The reason why more researchers are used for these types of research is that
both qualitative and quantitative data are collected simultaneously, analyzed, and interpreted. In
this study the research instruments that will use are dquestionnaire, interview, and classroom
observation. It is believed that using different types of procedures for collecting data and
obtaining that information through different sources will augment the validity and reliability of
the data and their interpretation. (Creswell, 1999).

To answer research questions no 1 and 2 quantitative was used, this quantitative study
examined The utilization of Duolingo on Indonesian EFL learners’ vocabulary achievement
and academic self-efficacy. Therefore the study was used a quasi-experimental research design.
In quasi-experimental methods and procedures, it is like observing to in experimental research,
the condition and experiences lack control. A quasi-experimental, pretest-posttest, non-
equivalent control group design was used to examine the effect of a Duolingo application on the
grade eight Junior High School students’ vocabulary achievement and student academic self-
efficacy.

In detail a quasi-experimental, pretest-posttest non-equivalent control group design was

used to compare junior high school students' vocabulary achievement and student academic self-
efficacy when participating in English language instruction using only Duolingo versus
traditional face-to-face classroom English instruction. The treatment group will use English
language instruction was through the use of Duolingo Application, which uses gamification and
adaptive learning technology to teach foreign languages. Students in the control group received
their regularly scheduled English L1/Indonesian L2 class learning activities. The study will be
done in 6 weeks in duration. Students were assessed with a 30 -question, multiple-choice
English to Indonesian and vice versa .Pretest covering vocabulary and grammar will be given to
control for prior English vocabulary achievement. Students were assessed with the Pattern of
Adaptive Learning Scales (PALS) Academic Efficacy subscale to control for prior academic
self-efficacy.

Students will be given pretests to control for prior English language achievement and
academic self-efficacy and posttests to test for English language achievement and academic self-
efficacy after completion of the 12 weeks of instruction. Two research questions were examined:
(1) What is the effect of Duolingo application on Junior High School students’ English language
achievement, while controlling for English language achievement pretest? (2) Does Junior High
School students’ academic self-efficacy differ based on the type of foreign language instruction
provided (i.e. traditional vs. a foreign language mobile gamification application), while
controlling for an academic self-efficacy pretest?

The treatment group used Duolingo, which is explained in detail in the procedures
section, for their Junior High School English program. They will follow 40 minutes course based
on their curriculum duration of the 6 weeks. Students will use their mobile phones to use during
the course time and were taught how to log in to Duolingo and work independently through the
levels of the program. Students in the treatment group also did their progress on a physical
display board in the classroom. The teacher will present in the classroom to answer questions and
provide instruction about the application as needed. The control group continued with traditional
face-to-face English instruction, which was adapted to cover the same vocabulary and material as
covered in the Duolingo application. This ensured that the primary difference between the groups
was the instructional method, as opposed to content. The qualitative method here will use to
identify students perceive about Duolingo and learner autonomy

3.2. Population and sample

Population
The population in this study is grade 8 Junior High School Students in the west part of
Sumatera Indonesia. They are about 103 students that consist of 4 classes ( VIII-1, VIII-2, VIII-
3, and VIII-4). Two classes VIII-1 and VIII-2 will follow the treatment with Duolingo
instructions while VIII-3 dan VIII-4 as control classes that follow the teacher instructions.
Before the experiment, they never get experience in learning English by using the mobile game
application

Sample

The total participants in this study are about 103 students with the detailed participants in
treatment class 52 students; 23 Male and 29 Female Students, while in the control class consist
of 51 students; 27 Male, 24 Female Students.

3.3 Technique of Collecting the data

In this research, the writer uses some techniques to get the data, observation, questionnaire, and
interview. Both qualitative and quantitative data are collected separately but at approximately the
same time. Parallel designs are those in which data are collected and analyzed separately, similar
to concurrent designs. However, in concurrent designs, inferences are made in an integrated
manner, whereas in parallel designs each data set leads to its own set of inferences. Indeed,
sometimes the results may be reported in two separate write-ups in the same report.
3.4 Technique of Data Analyzing

In the mixed method, there are three types in analyzing the data 1. The mixed-method at the
same time 2. Qualitative-Quantitative analyses: Qualitative analyses are then followed by
Quantitative analyses 3. Quantitative-Qualitative analyses: Quantitative analyses then followed
by Qualitative analyses In this research I will use Quantitative-Qualitative analyses: Quantitative
analyses then followed by Qualitative analyses. The data that is already identified will be
analyzed by Quantitative method by using descriptive quantitative.

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