Improving Students’ Writing Ability In The Procedure Text Using Duolingo Application At 8 Grade Students Of SMP Negeri 5 Pati 2023/2024

Mareta Damayanti; Maria Yosephin; Siti Lestari

doi:10.61132/fonologi.v1i4.174

Authors

Mareta Damayanti Universitas PGRI Semarang
Maria Yosephin Universitas PGRI Semarang
Siti Lestari Universitas PGRI Semarang

DOI:

https://doi.org/10.61132/fonologi.v1i4.174

Keywords:

Effective learning, motivation to learn, duolingo application

Abstract

Improving Students’ Writing Ability In The Procedure Text Using Duolingo Application At 8 Grade Students Of SMP Negeri 5 Pati. Final Project, English Study Program, Faculty of Language and Arts Education, Universitas PGRI Semarang. Supervisor I Dra. Maria Yosephin, M.Pd, Supervisor II: Dra. Siti Lestari, M.Pd. This study aims to 1) to find out the improvement of students’ writing competence in procedure text before they are taught using the Duolingo application. 2) to find out the improvement of students’ writing competence in procedure text skills after they are taught using the Duolingo application. 3) to explain the significant difference in students’ writing competence in procedure text taught before and after using Duolingo application. In this study, the researcher used quantitative research. An experimental design was applied in carrying out this study. The researcher took two classes as samples: VIII A (experimental group) and VIII B (control group). The experimental group has been given treatment by duolingo application in procedure text. On the other hand, the control group was not assigned treatment at all. The population in this study was class VIII in the academic year 2023/2024. This study indicated that using Duolingo Application in procedure text is an effective technique. The results of the pre-test mean scores in both classes were 66.34 for the experimental group and 66.94 for the control group. In addition, the mean post-test score of experimental group was 84.78, and the control group was 76.66. These findings were calculated using the t-test formula. The t-test > t-table, based on the test results. T-table 5% percentage is 1.670. the computation shows that 6.180 > 1.670. There is a significant difference in students using the Duolingo application in procedure text for students of grade 8 of SMP Negeri 5 Pati. Students are interested and excited when using Duolingo Application in the learning and teaching process with the goal of developing students’ writing skills. Based on the research findings, the researcher concludes that using Duolingo Application in procedure text can help students to develop and improve students writing skills.

Downloads

Download data is not yet available.

References

Bashir, M., & Azeem, M. (2015). Factor Effecting Students’ English Writing Skills.

Carter, Ronald, & McCarthy, M. (2013). Vocabulary and Language Teaching. Routledge

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.

Falmer, Crimmon. 1983. Teaching Academic Writing. London: Centre of Language and Communication.

Flower, L., & Hayes, J. R. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32(4), 365-387.

Herlinda, M. (2022). Using Kahoot Application To Improve Students’ Ability In Writing Recount Text: “A Case Of 10th Grades Of Sma N 1 Juwana Academic Year 2022/2023.”

Hyland, K. (2019). Academic discourse and global publishing: Disciplinary voices, local challenges. Journal of Second Language Writing, 21(2), 165-180.

Huynh, D., Zuo, L., & Lida, H. (2018). An assessment of game elements in language-learning platform Duolingo. 2018 4th International Conference on Computer and Information Sciences (ICCOINS), 1 – 4. IEEE.

Jasková, L., Kováčová, N. (2014). Bebras contest for blind and visually impaired students. In Informatics in Schools. Engaging Learners in Computational Thinking (pp. 15-24). Springer, Cham.

Johnstone, K. M., Ashbaugh, H., & Warfield, T. D. (2002). Effects of repeated practice and contextual-writing experiences on college students' writing skills. Journal of Educational Psychology, 94(2), 305–315. https://doi.org/10.1037/0022-0663.94.2.305

Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.

Kellogg, R. T. (2019). Why is Writing so Hard? Educational Psychology Review, 31(2), 297-321.

Munday, P. (2016). The case for using DUOLINGO as part of the language classroom experience/DUOLINGO como parte del curriculum de las clases de lengua extranjera. Revista Iberoamericana de Educación a Distancia, 19(1), pages 83-101.

Syarif, H., & Rozimela, Y. (2014). Students's Ability and Problem in Writing Review Text at Grade XII SMAN 4 Kerinci.

Scrivener, J. (2011). Learning Teaching: The Essential Guide to English Language Teaching. Oxford: Macmillan Education.

Sugiyono, D. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan R&D.

Sukardi, Syahid, H. M., & Asri, A. R. (2017). The Improvement of Writing Skills through Group Work Discussion. Journal of Education and Practice, 8.

Tlili, A. (2015). Reductive functionalization of CO2 with amines: an entry to formamide, formamidine, and methylamine derivatives. Green Chemistry, 17(1), 157-168.

Wright, Andrew. 2005. Pictures for Language Learning. Proceedings of the National Academy of Sciences of the United States of America.

Zimmerman, B. J., & Risemberg, R. (1997). Becoming a Self-Regulated Writer: A Social Cognitive Perspective. Contemporary Educational Psychology, 22(1), 73-101.