Improving the Students’ Vocabulary Mastery by Using Duolingo And Cake Applications
DOI:
https://doi.org/10.24256/ideas.v11i2.4284Keywords:
Improve vocabulary, Duolingo application, Cake ApplicationAbstract
The study concentrated on using the Cake and Duolingo apps to help students in the Rebecca Course and Center develop their vocabulary. The purpose of this study was to answer the following question: "Does using the Cake and Duolingo apps improve students' vocabulary, and which app is more significant at the Rebekka Course and Center?" The main goal of the study was to determine which application is more relevant at the Rebekka Course and Center and whether the Duolingo and Cake programs help students' vocabulary. This research used Classroom Action Research (CAR). The subject of the research was Bremen and Frankfurt class and the total of them was 30. This research used two cycles namely cycle I and cycle II and every cycle had four steps namely planning, implementing, observing and reflecting. The observation was analyzed qualitatively, the test was analyzed quantitatively. In cycle l using the Duolingo application the students mean score was 71.3, while mean score of the students' in cycle II was 85. It can be concluded that the Duolingo application improved the students' ability in vocabulary students learning outcomes improve. In cycle l using the Cake application the students mean score was 67.3, while mean score of the students' in cycle II was 83.3. It can be concluded that the Cake application improved the students' ability in vocabulary students learning outcomes improve. teaching vocabulary using Duolingo was more significant in increasing students' vocabulary than the Cake application. This is proven by the average score in the second cycle for the class taught by Duolingo, which was 85. Meanwhile, the class taught with the Cake application had an average score of 83.3.
 Keywords: Improve vocabulary, Duolingo application, Cake Application
References
Ajisoko, P. (2020). The use of duolingo apps to improve English vocabulary learning. International Journal of Emerging Technologies in Learning, 15(7), 149–155. https://doi.org/10.3991/IJET.V15I07.13229.
Ambara, I. W. (2020). The Effect of Using Duolingo Application in Learning Vocabulary at SMAN 2 Karangan. Journal Of English Language Teaching Learning and Literature, 3(1), 48–55.
Arikunto, S. (2012a). Penelitian Tindakan Kelas (Classroom Action Research -
CAR) dalam Penelitian Tindakan Kelas. Jakarta: Bumi Aksara
Aulia, H. R., Wahjuningsih, E., & Andayani, R. (2020). Effect of Duolingo Application on Students’ English Vocabulary Mastery. ELTR Journal, 4(2), 131–139. https://doi.org/10.37147/eltr.v4i2.71
Farida, A., & Rahma Lestari, D. (2021). Thecomparison ofduolingoapp andcakeapp in improvingstudent'svocabulary. Sayyid Ali Rahmatullah Tulungagung University, (16-17)
Gaol, L., & Sastria, D. (2022). The Effect Of Using Cake Application On Students’vocabulary Mastery At Second Grade Of Junior High School Hkbp Sidorame MedanHairunnisa. (2023). Students’ Perception on Using Duolingo Application in Increasing English Learning Motivation.http://repository.uhn.ac.id/handle/123456789/6924
Harmer, J. (2001). The practice of English language teaching.(18-21).
Husnaini, H. (2018). The Effectiveness of Know–Want-Learn (KWL) Strategy in Teaching Reading Comprehension. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 6(2).
Holidazia, R., & Rodliyah, R. S. (2020). Strategi Siswa Dalam Pembelajaran Kosa Kata Bahasa Inggris. Jurnal Penelitian Pendidikan, 20(1), 111-120.
Laila Fatin, N. A. (2021). Theeffectivenessofusingcakeapplicationtowardstudents'vocabularymasteryoftheseventhgradeatMtssPsmRejotangan.
Lynne Cameron. (2001). Teaching Language to Young Learners,Cambridge University, Press, 72.
Meara, P. (1996). The Vocabulary Knowledge Framework. Swansea University.(83)
Mika, M. A., & Mardiana, N. (2023). Edukasi Pentingnya Bahasa Inggris Di Era Globalisasi. Bernas: Jurnal Pengabdian Kepada Masyarakat, 4(1), 246-251.
Masruddin, M., & Nasriandi, N. (2022). Lexical and Syntactical Errors Performed by Junior High School Student in Writing Descriptive Text. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 1094-1100. doi:https://doi.org/10.24256/ideas.v10i1.3024
Nation, I. S. (2001). Learning vocabulary in another language.(46-49)
Ningsih, W. A. (2021). Peningkatan Mutu Siswa Sma Di Desa Wonorejo Wates Melalui Pelatihan Bahasa Inggris. Jumat Pendidikan: Jurnal Pengabdian Masyarakat, 2(2), 89-93.
Noermanzah, N. (2019). Bahasa Sebagai Alat Komunikasi, Citra Pikiran, Dan Kepribadian. In Seminar Nasional Pendidikan Bahasa Dan Sastra (Pp. 306-319).
Nushi, Musa & Eqbali, M. (2017). Teaching English with Technology.In: Duolingo: A Mobile Application to Assist Second Language Learning (App Review). Iran:Shahid Bahesti University, 91–96.
Rahmasari, S., & Wahyudi, A. (2020). Kajian Etnometodologi Calon Santri Di Sigor Surabaya. Paradigma, 9(1).
Reskyani, Basri, M., & Salija, K. (2021). Online Learning Vocabulary by Utilizing Duolingo Application. Pinisi, 2(1), 40–47.
Riani, D., Afrianto, Y., Hasnin, H. R., & Kurnia, A. D. (2023). Sosialisasi Dan Edukasi Pentingnya Belajar Bahasa Inggris Di Era Globalisasi Untuk Siswa Mts Fitra Mulia Di Desa Nambo. Integritas: Jurnal Pengabdian, 7(1), 100-110.
Rohmatilah. (2014). A Study On Students’ Difficulties In Learning Vocabulary (Bachellors’ Degree). Jurnal Raden Intan Lampung, 3(1), 69–86. http://repository.unej.ac.id/handle/123456789/18942
Sucandra, S., Budiman, M. A., & Fajriyah, K. (2022). Analisis Kesulitan Penguasaan Kosakata Pembelajaran Muatan Lokal Bahasa Inggris Pada Siswa Kelas Iv Di Sd Plus Latansa Kabupaten Demak. Wawasan Pendidikan, 2(1), 71-80.
Sari, E., & Agustina, M. (2022). Thematic Development in Students’ Argumentative Essay. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 166-174. doi:https://doi.org/10.24256/ideas.v10i1.2563
Suhandra, I. R. (2019). Hubungan Bahasa, Sastra, Dan Ideologi. Cordova Journal Language And Culture Studies, 9(2), 172-182.
Tiamanda, F. (2022). THE USE OF CAKE APPLICATION TO IMPROVE STUDENTS’ VOCABULARY. Sultan Agung University.(40)
Vesselinov, R., & Grego, J. (2012). Duolingo Effectiveness Study. City University of New York, USA, December 2012, 1–25. http://static.duolingo.com/s3/DuolingoReport_Final.pdf%5Cnpapers3://publication/uuid/66F5DF12-D322-4400-8488-A09AE8EF47F1
Wahyuni, A. P., Hidayat, R., & Nurdianti, M. (2019). Students ’ Perceptions of The Cake App as A Medium to Teach Vocabulary. 75–81.
Wilson, A., &Sutrisno, S. (2022). EfektifitasAplikasi Cake TerhadapKemampuanPenguasaanKosakataBahasaInggrisSiswa. Research And Development Journal Of Education, 8(1), 263-270.
Downloads
Published
Issue
Section
Citation Check
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
