FOSTERING STUDENTS' ENGLISH-SPEAKING SKILL THROUGH DUOLINGO WITH A SELF-DIRECTED LEARNING APPROACH

ROSMIATI HAMMA, NIM:223300003 (2025) FOSTERING STUDENTS' ENGLISH-SPEAKING SKILL THROUGH DUOLINGO WITH A SELF-DIRECTED LEARNING APPROACH. Other thesis, Universitas Muhammadiyah Parepare.

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Abstract

Rosmiati Hamma. 2025. Fostering Students' English Speaking Skill through Duolingo with a Self-Directed Learning Approach. Supervised by Rafi’ah Nur and Salasiah Ammade This study aims to examine the effectiveness of Duolingo with a SelfDirected Learning (SDL) approach in enhancing high school students' Englishspeaking skills. Additionally, it explores students' perceptions and engagement levels when using Duolingo for learning. A quantitative experimental design with an Equivalent Control Gro up Design was employed, involving an experimental group using Duolingo with SDL and a control group following conventional teaching methods. Data collection methods included pre-test and post-test to assess speaking proficiency, questionnaires to evaluate students' perceptions, and observations to measure engagement levels. Statistical analysis was conducted sing descriptive statistics and paired sample t-tests to determine the significance of the findings. The results indicate tha t students in the experimental group demonstrated a significant improvement in speaking skills, with an average post-test score increase of 17 points, compared to only 5 points in the control group. Duolingo effectively enhances fluency, pronunciation, vocabulary, and grammatical accuracy through its interactive and autonomous learning features. Additionally, students perceived Duolingo positively, emphasizing its engaging interface, gamified elements, and real-time feedback, which increased their motivation and confidence in speaking English. Regarding student engagement, observations revealed that students in theexperimental group were more active and consistent in their speaking practice. Their cognitive engagement improved as they gained a deeper understanding of the material, their affective engagement increased due to heightened motivation and enjoyment, and their conative engagement was evident in their willingness to practice independently. This study confirms that integrating Duolingo with an SDL approach significantly improves students' speaking skills, fosters positive learning perceptions, and enhances engagement in language learning. These findings underscore the potential of digital learning tools in addressing the limitations of traditional language education by providing flexible, interactive, and studentcentered learning experiences. Therefore, educators and policymakers should consider adoping technology-driven SDL approaches to promote autonomous language learning, particularly in resource-limited educational settings. Keywords: English Speaking skill, Duolingo, Self Directed Learning

Item Type: Thesis (Other)
Uncontrolled Keywords: English Speaking skill, Duolingo, Self Directed Learning
Subjects: L Education > L Education (General)
Depositing User: Sitti Hawa
Date Deposited: 12 Jul 2025 02:03
Last Modified: 12 Jul 2025 02:04
URI: https://repository.umpar.ac.id/id/eprint/2296

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