Journal of English Teaching

e-ISSN: 2622-4224 | p-ISSN: 2087-9628

http://ejournal.uki.ac.id/index.php/jet
Volume 9. Number 1, February 2023, pp. 70-82

Students’ Perception on Using Duolingo for Learning

English Vocabulary
Anton Adi Purwanto
Bengkulu University, Bengkulu, Indonesia
antonadie@gmail.com

Syafryadin
Bengkulu University, Bengkulu, Indonesia
syafryadin@unib.ac.id

Received: 22 November 2022 Published: 10 February 2023

Accepted: 15 January 2023 DOI: https://doi.org/10.33541/jet.v9i1.4506

Abstract
The rise of technology has expanded a variety of interesting and
new online-based learning aids for English. Duolingo app,
which makes learning languages, especially English, easy,
accessible, and effective.The objective of this study is to
describe and observe the students' perceptions of using
Duolingo software for vocabulary at Madrasah Tsanawiyah 01
Darussalam Kepahiang. This study applied qualitative analysis
techniques and conducted tests, questionnaires, and interviews
as well as interviews to collect data. In this study, the writer Keywords:
used a non-probability sampling method in which 25 students Duolingo, students
from class VIII E were selected as a sample. This study found perception,
that the majority of students were encouraged to learn English vocabulary
vocabulary through this Duolingo application. Students can use
the Duolingo app to learn English vocabulary which is easy to
understand and students are more interested and excited about
learning new words. Duolingo can also keep students from
getting bored while learning and help them come up with new
ways to learn. According to the findings of the research, it is
possible to assume that students' perception of using Duolingo
is positive and extremely helpful for enhancing vocabulary
during learning English.
Journal of English Teaching, 9(1), February 2023. 70-82, DOI: https://doi.org/10.33541/jet.v9i1.4506

INTRODUCTION
The use of media in learning is an endeavor to provide quality and help the learning
process. For students to enjoy engaging in educational activities. It aids in the
dissemination of knowledge, simplifies the teaching process, and allows instructors to use
the concepts of illustrated teaching and learning objects (Matra, 2020). Media is one
means of information transmission between sources and receivers (Indrasari, Novita, &
Megawati, 2018According to Clarke et al. (2001), the online world has grown at an
incredible rate over the past decade. Moreover, according to Naismith and Corlett (2017),
the availability of technology, management, and connection are essential success criteria
for incorporating movable studying into enrollments.
Teachers' use of new technology has enhanced learning settings and teaching
methodologies (Ahmed, 2016). When teaching vocabulary to English students, every
instructor should use technology to aid their learning. Utilizing the software is an integral
component of interactive learning that is acceptable to students. Significant numbers of
them are conversant with a range of modern technologies, such as tablets, software, and
social networking sites; hence, they are likely to embrace their use for instructional
purposes (Handrianto, Rasool, Rahman, Musta'in, and Ilhami, 2021).
Teachers should find a good way to get students interested in learning new words
and phrases. Larsen and Freeman (2002) say that a teacher needs to use the right
instructional strategy, media, and curriculum design when they want teach learners to be
capable of using grammatical structures in conversation, they need to teach their students
how grammatical structures in conversation. The fast growth of technology is being
linked to the way people learn at this time. As technology gets better, it's used in the
classroom more and has a big impact on how well students do in school (Jaelani, 2020).
The huge percentage of the students either study English in class once every week or
occasionally while in class. Besides from it, they lack sufficient English proficiency.
Because of this, some people fear using English in their daily life. On the other hand,
vocab is an essential component of language acquisition. It serves as a connection
between speaking, listening, reading, and writing.
Encouraging students develop their reading, listening, communicating, and
producing abilities is crucial, according to Murcia (2001), since vocabulary is an integral
aspect of the language. The educator had to be able to instruct vocabulary development
in English so that students may acquire a lot of words and all 4 English skills. But if the
educator does not have an effective instructional methods, the students will not learn. The
leaner have trouble remembering and memorizing language. According to the previous
understanding, many educational games use technology that can be used to help teach and
learn English. Ewa (2016) says that the games have benefits like making it easier to talk
to people and getting people to use language in creative and natural ways. Also, Saputra
et al. (2021) said that it is enough to increase motivation and support learner-centered
approaches to help students improve their English outside of class.
Duolingo is a great way to learn a second language. Every way of teaching should
come up with a set of methodological parts that make sure students learn well. Some of
these things are keeping track of progress, motivation, feedback, and vocabulary. Garcia
(2013) said that Duolingo is a free online language-learning service that helps people
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learn languages and use the Web and apps to do their learning activities. Duolingo has
several cutting-edge ways to learn a language. This can help students understand what
they are learning, get interested in it, and enjoy studying. Duolingo lets language learners
choose from some languages. Duolingo also tells you things like how many points you've
earned, what patterns you've seen, and how much time you've spent.
According to Munday (2016), Duolingo is a thoroughly modern game. 80 percent
of the application's operations are dependent on translations, transcription, and
pronunciation of words. It also includes gamification aspects to inspire and support
students. Various researchers had recognized Duolingo's effectiveness in English
teaching activities. According to Krashen (2014), Duolingo is an app identity language
learning tool that guides users through a series of tasks, the bulk of which are english
version. Moreover, according to White (2017), Duolingo is a web-based learning software
that enables anyone to attend affordable language training since they communicate. In
comparison, Madrasah Tsanawiyah 01 Darussalam Kepahiang has a relatively small
number of Duolingo users. This is because few students and teachers are acquainted with
the Duolingo program. In which all Madrasah Tsanawiyah 01 Darussalam students
resided in boarding. The perspectives of the students must be examined in order to
determine whether this application may be recommended to other students who wish to
learn confidently, as well as for alternate offline and online teaching methods at school.
Based on the perspective, the topic of this study is: What do students'
perception about using Duolingo in learning vocabulary?

LITERATURE REVIEW
Vocabulary
Learning a new language starts with its vocabulary. The definition of a term may
be stated in several ways. Vocabulary is defined differently by various linguists.
Vocabulary may be thought of as the words one must know to express oneself effectively.
Vocabulary may be thought of in two ways: the words we use when we talk (expressive
vocabulary) and the words we take in when we listen (receptive vocabulary)
(Neuman&Dwyer, 2009, p. 385). It implies that pupils will be unable to effectively
communicate if they do not have a sufficient vocabulary. Aisyah (2017) is correct in
saying that vocabulary is the connecting tissue between the other four skills necessary to
become fluent in a foreign language: listening, speaking, reading, and writing. In context,
this suggests that expanding one's vocabulary is an important step toward being a fluent
English speaker. Similarly, Coady and Huckin (1998) emphasized the value of expanding
one's vocabulary. It is essential for each language learner since it is where the language
begins and where it continues to develop.
On the other hand, it is well-known that students find word to be the most
challenging component of second-language acquisition (Meara, 1980). This comment
may be seen as evidence that language learners perceive the expansiveness of a
vocabulary system as a source of difficulty. In contrast to phonology and syntax, word
may not offer rules that students may follow to acquire new material and increase their
understanding. In other words, it is unclear which rules apply to the acquisition of
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vocabulary in a second language or which words should be examined first. In addition,

Oxford (1990) states that an individual's comprehension is "far the largest and most
complicated component in the process of learning any language, if it is language that is
not one's native tongue or not, due to tens of thousands of distinct meanings." The fact
that "vocabulary has historically constituted one of the grammatical structures examined
in linguistic assessments" implies that even when language learners struggle with L2
vocabulary, they are nevertheless formalized with it while taking exams (Schmitt, 1999,
189). In addition, many students see the process of second-language acquisition (SLA) as
essentially consisting of vocabulary expansion.

Duolingo
The students may play games and study English at the same time using one of the
programs called Duolingo, which is utilized for technology. Severin Hacker and Luis Von
Ahn launched Duolingo in (2012) as a commercial platform for learning languages on
mobile devices and personal computers. It provides 68 distinct language courses across
28 different languages. According to the information provided on the Duolingo website,
the application for Duolingo makes it simpler for instructors to instruct students in four
skills. The four abilities are integrated into the learning activities in Duolingo in the form
of questions, short texts to listen to, and transcribed material. To evaluate the student's
capacity to communicate verbally, they are also required to record their pronunciation.
Duolingo has many tools that can help its users learn a new language quickly and
efficiently. These features include a list of words for each day, the ability to have
discussions with other users so that users can share information, a store for purchasing
Duolingo, and immersion for more advanced users. In addition, White (2014) states that
Duolingo is a web - based learning tool that allows everyone to engage in fee languages
sessions since users communicate for each other. According to Jaskova (2014), Duolingo
is a free application (used on various devices, such as desktops, gadgets, and etc) that
gives lessons in more 23 different languages and has around 200 million users. Duolingo
is available on many different platforms.
The objective of Duolingo is for learners to comprehend and communicate a
language. The users will be able to determine whether Duolingo emphasizes vocabulary
mastery in the learning aspect of its platform. Based on this, Duolingo may serve as a
means for pupils to enhance their vocabulary, and instructors have utilized it to assist
students in memorizing vocabulary. Duolingo may help in gaining in mastering a new
language via games so that they are not bored while studying. Various researchers that
use Duolingo for teaching and studying English have provided some comparable
performances. (Krashen, 2014) describes Duolingo as a web-based application that guides
students through a variety of primarily translation-based challenges. Transcription,
predictive text, and spellings are the three primary functions that the application provides
for its users. Additionally, it incorporates aspects of gamification to excite and motivate
students (Handrianto & Rahman, 2018; Munday, 2016).
In addition, Duolingo may construct assignments so that, alongside classroom
learning, Duolingo can also help students improve their vocabulary using Duolingo at
home. According to a study conducted by Munday (2016, p.93-94), 84.8% of A1 students
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feel that homework using Duolingo is superior to other forms of homework. Moreover,
since Duolingo is accessible everywhere and everywhere, it is simple for instructors to
utilize it in both indoor and outdoor settings (Astarilla, 2018). It is also a media-learning
language, allowing learners to study anywhere they have internet access and anytime they
like. The research conducted by Munday (2016), titled "The Case for Using Duolingo as
Part of The Language Classroom Experience," assessed the efficacy of Duolingo's
incorporation with the conventional teaching approach, and it was used in university-level
Spanish classes. The objective of the research was not to force students to learn Spanish
in a short period but to facilitate their learning process by not imposing a time constraint.
In conclusion, it was shown that Spanish learners appreciated the media and exceeded the
requisite proficiency levels. In contrast to first-level students, who improved fast during
the course, advanced students did not demonstrate sufficient growth. He advised that
Duolingo be included in schools since students prefer it over homework.

METHOD
This research adopted Quantitative research, according to Sugiyono (2015), is a
study that examines a specific population or sample and typically employs a purposeful
sampling approach. In this study, questionnaires were distributed to individuals who had
used Duolingo to learn English in order to determine their opinions.

Participants
Madrasah Tsanawiyah 01 Darussalam Kepahiang was the subject of this study.
This study involved 82 second-grade students, 38 of whom were male and 44 of whom
were female. Using a method of purposive sampling, 25 individuals from class VIII E
were selected as a sample.

Instruments
The writer used a non-probability sampling method. Quasi-sampling refers to a
sampling strategy that does not offer each component or individual in the sample with a
chance of acceptance as a sampling component (Sugiyono, 2018). This research uses a
purposive sample with the following criteria in mind: (1) students who have chosen to
learn English using the Duolingo program, and (2) users who are at least in junior high
school at Madrasah Tsanawiyah, 01 Darussalam Kepahiang. The information obtained
from the questionnaire was triangulated with the information obtained from the
interviews.

Procedure
The questions are designed to determine how students feel regarding using the
duolingo apps to study vocab. The results were collected using a survey including five
different Likert Scale questions. Strongly Disagree, Disagree, Neutral, Agree, and
Strongly Agree were the five alternatives. The questionnaire is composed of 17
questionnaire items: 1-5 are about the most efficient method for vocabulary acquisition,
6-9 are about Duolingo's drawbacks, 10-11 are about students' engagement, 12-15 are
about Duolingo's benefits, and 16-17 are about students' ambition. In addition, the purpose
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of the interview is to get more information from the students on their perceptions of using
the Duolingo program as a tool for teaching and learning vocabulary.

FINDINGS AND DISCUSSION

This section will provide an explanation of the findings of the research. There are
five key aspects of students' interpretations when using the Duolingo technology as a
media in vocabulary acquisition. These areas include appropriate method for vocabulary
acquisition, students' enthusiasm on duolingo app in vocabulary, students' ambition on
vocabulary learning, the strengths of Duolingo, and the negatives of Duolingo, as
described below.

Table 1. Efficient Method For Vocabulary Acquisition

Maxs
Total
No Statement Score Percentage
Score (S)
(N)
Duolingo is easy to use in learning
1 103 125 82,4%
English.
Duolingo is easy to use for learning
2 111 125 88,8%
English vocabulary.
Duolingo can be accessed anywhere
3 83 125 66,4%
and anytime to learn English.
Duolingo English vocabulary
4 98 125 78,4%
questions are interesting.
Duolingo English vocabulary
5 97 125 77,6%
questions Easy to understand.

On the basis of the following facts, the participants agreed that Duolingo is an
effective way to learn English vocabulary. 82.4 percent of respondents agreed with the
first statement that Duolingo was easy to use for learning English, according to the survey
results. In response to the second question, 88.8% of respondents felt that it was easy to
use Duolingo to acquire English vocabulary. In response to the third question, 66.4% of
students agreed that Duolingo may be used to study English wherever and at any time.
Fourthly, 78.4% of participants agreed that duolingo's English vocabulary tests were
interesting. In addition, point 5 found that 77.6% of respondents thought Duolingo's
English vocabulary exams were simple to understand. It shows that the students held
favorable views.
The aforementioned questionnaire finding was also corroborated by interview
results:
“Yes, because the material in this application is delivered in an easy, interesting
and not boring way and really helps me to learn English” (Respondent 1), “Of
course, because the vocabulary given is not too difficult to remember and easy to
understand for me to learn more English” (Respondent 3) , and “Yes, because
duolingo is easy to use to learn vocabulary in everyday life” (Respondent 5)

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Journal of English Teaching, 9(1), February 2023. 70-82, DOI: https://doi.org/10.33541/jet.v9i1.4506

According to the findings of the interviews, students believe that Duolingo is an

useful tool for conveying vocabulary when learning English. Furthermore, five out of five
participants feel that Duolingo improved them in understanding English vocabulary
content.

Table 2. Duolingo's Disadvantages

Total Maxs
No Statement Percentage
Score (S) Score (N)
6 Duolingo in learning English is boring. 51 125 40,8%
Duolingo is less useful for learning in
7 57 125 45,6%
the classroom.
Duolingo is difficult to use if there is
8 96 125 76,8%
no internet connection.
Duolingo makes it difficult for me to
9 45 125 36%
learn English vocabulary.

According to the table 2 that can be seen above, the participants did not agree with
the most of the points that were made regarding the weaknesses of Duolingo; however,
the respondents did agree with one statement. According to the results of the
questionnaire, which revealed that 40.8% of the participants disagreed with the statement
number 6 that Duolingo made learning English monotonous, it was clear that users did
not feel that way. This indicates that the Dulingo software was not difficult to use. In
response to the seventh statement, 45.6 percent of those surveyed did not think that
Duolingo was less helpful for learning in the classroom. It indicates that the information
learned in class may have been better retained with the aid of this software. The eighth
statement differed a bit from the previous statement in that 76.8 percent of participants
definitely agreed with the statement that it was difficult to utilize Duolingo if there was
no internet connection. If there was no internet connection, it indicates that the students
would have a tough time learning using Duolingo and would not be able to do so. 36% of
the students disagreed with the assertion number 9, which claimed that using Duolingo
made it more difficult for them to learn English vocabulary. It indicates that they did not
find Duolingo to be challenging in their pursuit of English vocabulary knowledge. The
conclusion from all of the assertions was that the students had positive opinions regarding
some of the statements, but had negative opinions regarding one of the statements.
The results of the questionnaire were confirmed by arguments from the results of
the interviews as follows:
“No, because this application is very useful for students for learning in the
classroom, especially in vocabulary but it must connect to internet”( Respondent 2), “No,
because this application is very beneficial for learning English using this application,
especially in vocabulary that I don't know”(Respondent 3), and “No, duolingo is useful
for me because this app helps me to find out my mistakes when studying vocabulary”
(Respondent 4)
According to the findings above, the students believe that the disadvantages of
Duolingo have both a negative and a positive impact on their ability to learn English
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Journal of English Teaching, 9(1), February 2023. 70-82, DOI: https://doi.org/10.33541/jet.v9i1.4506

vocabulary. In fact, the findings indicate that all off the respondents disagreed with the
notion that Duolingo was confusing to use and not beneficial for classroom learning while
the remaining participant agreed with the statement.

Table 3. Duolingo's benefits in learning

Total Maxs
No Statement Score Score Percentage
(S) (N)
I am interested in learning to use
Duolingo, because it makes it easier for
10 105 125 84%
me to understand the meaning of English
vocabulary properly.
Learning using Duolingo gives me the
11 99 125 79,2%
oportunity to be more active in learning

The learners concluded, as can be shown in the following table 3, that utilizing
the software Duolingo to learn English was interesting. The findings of the questionnaire
survey number 10, which asked participants to indicate whether or not they agreed with
the statement that they were excited to learn while using Duolingo because found it simple
and easy for them to comprehend the meanings of English vocabulary well, also shown
that 84% of respondents did agree with the statement. Additional statement is number 11,
which indicates that 79.2% of participants believed that learning using Duolingo provides
them with the ability to be more active in the learning process. It indicates that the pupils'
attitudes and viewpoints were favorable.
The findings from the questionnaire were validated by arguments from the results
of the interviews as follows:
“Yes, because duolingo is very interesting to use in learning English for alpha
generations like us to be more active” (Respondent 2), “ Of course, because I
was given the convenience of using English and the vocabulary I got increased”
(Respondent 3), “Yes, because this application helps me to add my English
vocabulary little by little and makes me more active in speaking” (Respondent 4)

According to the findings above, the students believe that using Duolingo may
help them become more motivated to study English. Furthermore, five out of five
participants felt that after using the Duolingo app, they got more enthused and driven to
acquire English vocabulary.
Based on the results of the questionnaire survey number 12, which reveal that 84%
of respondents agreed, the students came to the conclusion that utilizing the software
Duolingo to learn English was a very simple process. This can be shown in table 4, which
can be found below. The realization that using Duolingo to learn a language inspires me
to commit new vocabulary to memory was brought up in statement number 13. It was
showed that 78.4% of respondents agree with the statement that using Duolingo to
enhance language abilities has helped them absorb new material at a deeper level. Eighty-
eight point eight percent of learners believed that the program might provide a simple
approach to recall a new term. Statement number 15 is an additional statement that says

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Journal of English Teaching, 9(1), February 2023. 70-82, DOI: https://doi.org/10.33541/jet.v9i1.4506

that 76.8% of participants stated that learning English using Duolingo has offered the
learners the opportunity to put their English skills to use in real-world circumstances.

Table 4. Students' Engagement Using Duolingo

Total Maxs
No Statement Score Score Percentage
(S) (N)
With Duolingo I can easily learn English
12 105 125 84%
vocabulary at home.
Learning using Duolingo makes me
13 101 125 80,8%
memorize new vocabulary.
Learning to use Duolingo makes me
14 understand the learning material more 98 125 78,4%
deeply.
Learning to use Duolingo allows me to
15 96 125 76,8%
apply my English skills in everyday life.

The results of the questionnaire, as were shown above, were validated by

arguments derived from the outcomes of the interviews, which can be summarized as
follows:
“Yes, because all the vocabulary on the Duolingo application is very easy to
memorize and use to communicate in everyday life “ (Respondent 2), “Yes,
because to be fluent in English must always be applied in dailylife and with this
application it really helps me in learning vocabulary” (Respondent 1), “Yes,
because by learning to use sophisticated technology-based applications I can
apply my English skills in speaking with my friends” (Respondent 5)

According to the results shown above, the students believe that using Duolingo to
learn English is beneficial, and five out of five participants agreed with the statement that
using Duolingo to learn English enabled them to use their English ability in their day-to-
day lives.

Table 5. Students' Ambition while Using Duolingo

Total Maxs
No Statement Score Score Percentage
(S) (N)
I feel more motivated to learn using
16 91 125 72,8%
Duolingo.
Duolingo makes me more passionate
17 93 125 74,4%
about memorizing English vocabulary.

The students all agreed, as can be seen in the table above, that Duolingo has the
potential to motivate them to improve their English skills. The findings of the survey
referred to in item number 16 indicated that 72.8% of strongly agree that using Duolingo
inspires them to feel more enthusiastic to learn. The findings of question number 17
revealed that 74.4 percent of students concurred with the assertion that using Duolingo

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made them more interested about learning English vocabulary. It indicates that the views
held by the participants were acceptable.
The responses to the questionnaire were supported by assumptions from the
interviews conducted as follows:
“Yes, because it gives me new lessons in learning English using technological
sophistication” (Respondent 1), 5. “Yes, because with the Duolingo
application we can find out more about vocabulary that I didn't know before in
English and inspire me to learn foreign languages” (Respondent 2)., and “Yes,
because the learning style in Duolingo is shown to be very interesting and can
arouse my desire to go deeper into learning English vocabulary” (Respondent 3).

According to the findings shown above, the students felt that learning English
using the software Duolingo was interesting, and five out of five participants thought that
studying through Duolingo provided them the chance to be more involved in their
learning.

Discussion
Based on the data, the researcher identified various perspectives about the
effectiveness of Duolingo in teaching English vocabulary. All participants believed that
Duolingo was easy to use and accessible anywhere for learning English, especially
vocabulary. The teacher and student both have convenient access through laptop or
mobile device. They consider Duolingo to be an event. According to Richards &
Renandya (2002), vocabulary is a crucial part of language competence and provides a
solid basis for how students speak, listen, read, and write. Students may build their own
phrases using the vocabulary from the chapter they are studying. Acquiring vocabulary
requires not just learning new words or vocabulary, but also their proper use. This
viewpoint was reinforced by Muddin (2018), who said that instructors may easily deploy
Duolingo in both indoor and outdoor settings since it is accessible everywhere.
In the other hand, the participants were interested in learning with Duolingo since
it was simple to use and gave them the chance to be more active in learning English
vocabulary. This perspective was reinforced by Wijaya, Yufrizal, and Kadaryanto (2015),
who found that after using Duolingo, students felt greater enjoyment and interest with the
game and were more engaged than before. Numerous pupils responded more positively
than negatively to the application Duolingo. They concur that it is a technique to push
them to learn English, as this application is a suitable method for learning a new context,
and Duolingo's features are engaging and addictive. According to the research conducted
by Astarila (2018), Duolingo provides engaging characteristics that can stimulate and
engage students to learn English. The students agree that Duolingo makes it simple to
practice and apply English in everyday situations.
The application of Duolingo inspired and motivated them during the learning
process. Then, students' enthusiasm for learning vocabulary increased. Duolingo's
incorporation of a gamification element into its learning process may serve to inspire and
involve students in their studies (Munday, 2015, p.88). It is possible that the material
learned through games is difficult to forget since the learners love the process. Several
academics have investigated the cause of development while using Duolingo. Stringer
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(2016) noted that Duolingo was an effective language-learning program due to its variety
of assignment kinds, which drove students to achieve their goals and compete with their
peers. Also, Chen (2016) noted that Duolingo, as a mobile gamification application that
integrates game features in nearly every aspect of the app, engages learners in learning
new vocabulary and gives fast feedback for learners by correcting their inaccurate
responses. It demonstrates that the game-like element containing a variety of activities
inspires students to study and enhance their language ability.
Duolingo is a language-learning software based on games. Students work on
words and phrases by listening to, transcribing, speaking, and translating in a simple
interface. The Duolingo application is also interactive and offers numerous training
options, including listening, vocabulary, and pronunciation. This perspective was
supported by Muddin (2018), who suggested that the software may be used to produce
homework. However using Duolingo comes with a few disadvantages as well. When there
is a connection to the internet, Duolingo will function properly. Regarding mobile
technologies, the term "connectivity" refers to the various ways in which mobile devices
are able to connect to one another wirelessly through the utilization of cellular and
wireless access technologies. In addition, the Duolingo application will not be of any use
to us when we are living in a rural place that does not have access to the internet. During
the listening exercise, we are required to pay attention to what is being said and write it
down. In addition, when students learn something new, they require additional
explanation in order to comprehend it. Nonetheless, there are no grammatical
explanations provided; hence, it is up to us to deduce how the rules of grammar work on
our own. It seems like there ought to be a method to mix it together with vocabulary. This
perception was corroborated by Muddin (2018), who noted that because Duolingo is an
online media learning platform, it is difficult to apply in classrooms that do not have
access to the internet. Whenever there is access to the internet or a wifi connection,
Duolingo can be used, as stated by Koole (2009).

CONCLUSION
This study sought to describe the students' perceptions of utilizing the duolingo
software as a vocabulary-learning medium. According to the results and discussions
above, Duolingo is one of the most effective vocabulary-learning tools. Students have a
favorable opinion of this medium, indicating that it is highly engaging for them. Duolingo
is simple to use and can be accessed anywhere and at any time, allowing users to simply
comprehend and acquire English vocabulary. Duolingo piques their interest in learning
because it is simple to use and allows students to become more involved in acquiring
English language. Duolingo excites and motivates them during the learning process. They
may quickly learn English vocabulary at home using the application, which improves
their comprehension of the topic. On the other hand, this program still has a drawback, as
the majority of users believe Duolingo is harder to use when they don't have an internet
connection, as revealed by the unfavorable perceptions. Students' vocabulary will expand
as a result of their direct practice with peers on the Duolingo forum. With a larger
vocabulary, the effectiveness of learning will naturally grow. Inadvertently, your writing,
reading, speaking, and listening skills have increased significantly as a result of your
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Journal of English Teaching, 9(1), February 2023. 70-82, DOI: https://doi.org/10.33541/jet.v9i1.4506

practice with this application. The following are some proposals for future research on
this topic this research centered on the study of foreign language in eighth grade junior
high school. It is suggested that this study be replicated at other educational levels, such
as junior high school, senior high school, and college, and with diverse English-learning
skills.

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