The Exploration of Duolingo Application for Vocabulary Building and Pronunciation of Pre-Service Teachers

  • Betri Virga Erizara Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia
  • Suciana Wijirahayu Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia
Keywords: Duolingo application, Vocabulary building, Pronunciation practice

Abstract

Teaching and learning vocabulary and pronunciation is challenging for foreign language learning. Currently, the majority of vocabulary and pronunciation teaching in the classroom employs traditional and uninspiring approaches. Conversely, gamification-based technology in the educational environment is believed to facilitate learners' progress and skills. This study aims to investigate the potential of gamification-based technology media, specifically Duolingo, to enhance prospective English teachers' English vocabulary and pronunciation skills. This study employed a quantitative approach. The study was conducted at a private university in Jakarta with 72 students as participants. The results of this study indicate that most participants perceive learning a foreign language, particularly vocabulary and pronunciation, through Duolingo as relatively straightforward due to the numerous conversation exercises with diverse vocabulary. Several findings corroborate this regarding Duolingo's facilities, which include ease of access, variety of topics and information, and a positive effect on learners' motivation and enthusiasm for learning English. This research implies that Duolingo is an effective tool to support learners in learning foreign languages, especially vocabulary development and English pronunciation, which is easy and enjoyable.

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Author Biography

Suciana Wijirahayu, Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia

Lecturer and Supervisor at English Education Study ProgramĀ 

Published
2024-06-30
How to Cite
Erizara, B. V., & Wijirahayu, S. (2024). The Exploration of Duolingo Application for Vocabulary Building and Pronunciation of Pre-Service Teachers. Scripta : English Department Journal, 11(1), 95-105. https://doi.org/10.37729/scripta.v11i1.5081
Section
Articles