CD Tesis

the effect of using duolingo as a gamification app on junior high school students’ self-directed learning ability and writing skills

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This study aims to investigate the effect of using Duolingo as a gamification app on junior high school students’ self-directed learning ability and writing skills. It also explores the students’ perception of their self-directed learning ability after using Duolingo in an out-of-class context. By focusing on both cognitive outcomes (writing skills) and affective-behavioral aspects (self-directed learning ability), this study seeks to provide a comprehensive view of how gamification application platforms can support student development in English as a Foreign Language (EFL) settings.
The study was motivated by the limited research focusing on the impact of gamified applications like Duolingo on junior high school learners, especially about self-directed learning and writing skills. Most previous studies have centered on vocabulary learning and adult participants. Considering today’s learners, who are digital natives with a strong preference for visual, interactive, and technology-based tools, Duolingo presents itself as a relevant platform to investigate.
This quantitative research employed a quasi-experimental design using a non-equivalent control group. Data were collected using two sets of self-directed learning questionnaires and writing tests administered before and after the treatment. The experimental group used Duolingo outside the classroom, while the control group received conventional instruction. Data were analyzed using ANCOVA to account for initial score differences.
The results show that Duolingo significantly improved students’ overall self-directed learning ability. The dimensions of self-directed learning: learning strategies and evaluation showed strong effects, while awareness, learning activities, and interpersonal skills did not show significant changes. Students’ perceptions of their self-directed learning ability after using Duolingo in an out-of-class context also indicated positivity in the dimensions of motivation, self-management, and self-monitoring.
In writing, the experimental group outperformed the control group significantly, which indicated there is a significant effect of using the Duolingo app on students’ writing skills. All five components of writing that including content, organization, vocabulary, language use, and mechanics, improved based on the data analysis. Four components had large effect sizes, and one had a medium effect.
The result of this research suggests that Duolingo had a positive and significant impact on self-directed learning and writing skills. It helped students develop autonomy in learning and improve their writing performance in an out-of-class learning context. Given the positive outcomes observed, educators and
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curriculum developers are encouraged to consider Duolingo and similar applications as part of the English language instruction, including blended or flipped learning approaches.
Keywords: Duolingo, Junior High School, Gamification App, Self-Directed Learning, Writing

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2110247036

Penerbit

Pekanbaru : UNRI – PASCA – Magister Pendidikan Bahasa Inggris., 2025

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2110247036

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

Magister Pendidikan Bahasa Inggris

Info Detail Spesifik

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Pernyataan Tanggungjawab

Rahmat

Versi lain/terkait

Lampiran Berkas

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