Journal of English Teaching and Learning

APPLYING DUOLINGO APPLICATION TO IMPROVE YOUNG LEARNERS’ ENGLISH VOCABULARY: STUDENTS’ PERCEPTION IN INDONESIA

2025-04-26T14:41:34+07:00

This study aims to find out the perceptions of young students about using the Duolingo application to increase their English vocabulary. The subjects or respondents in this study were students in one of the elementary schools in Banyuwangi, totaling 17 students. The method used in this research is qualitative. Data collection procedures using questionnaires and interviews. Researchers chose 17 students to collect data through a questionnaire. Based on the results of the questionnaire statements number 1 to 17 students gave positive statements aboutYoung learners' perceptions of the Duolingo application because the results of the combined form data strongly agree (5) and agree (4) show results of more than 50%. Researchers chose 10 students to collect data through interviews. The results of the interview analysis of 10 participants showed that their perception of the Duolingo application for learning English was very positive. Each stated that the Duolingo app was useful to them. Most of the participants stated that the Duolingo application was very fun and easy to use as a medium for learning English vocabulary for young learners. Some students like speaking and story tasks in the Duolingo application. Based on the research results with data through questionnaires and interviews, it shows that young learners agree that the Duolingo application can add to their vocabulary.

STUDENTS’ ENGAGEMENT ON KAHOOT! GAME TO PRACTICE ENGLISH VOCABULARY FOR VOCATIONAL HIGH SCHOOL STUDENTS

2025-04-26T14:44:22+07:00

This study aims to explore students’ emotional engagement in the use of Kahoot! game as a tool for English vocabulary practice at vocational high school. This research employed a qualitative approach combined with case study design to examine how game-based learning media such as Kahoot! affects students’ engagement in vocabulary learning. The data were collected through observations, questionnaires and interviews involving twenty-five students from the tenth graders majoring tata kecantikan (TK). The findings reveal that the use of Kahoot! game make students active to engage, help to develop English vocabulary and help to understand unfamiliar vocabulary. Moreover, students expressed positive feeling during learning process. This study provide insight into the potential of technology-based learning such as digital games can help students’ engagement to be active and develop their vocabulary skills. Furthermore, it offers recommendations for implementing interactive game in other materials to develop other skills in vocational high school contexts

ENGAGING SECONDARY SCHOOL STUDENTS IN EFL SPEAKING CLASSROOM THROUGH DIGITAL STORYTELLING

2025-04-26T14:46:36+07:00

This research aims to improve secondary school students' speaking skills in English as a Foreign Language (EFL) learning through the use of Digital Storytelling. The research employs a Classroom Action Research (CAR) design, involving 10 eighth grade students in a junior high school in Banyuwangi. Over four weeks, students participated in various stages of learning, including creating, presenting, and reflecting on digital stories. The data were collected from observation, interviews, and speaking tests. The qualitative data gathered from observation and interviewed were analyzed thematically where as data from speaking test were statistically analyzed. The findings reveal that implementing Digital Storytelling significantly enhanced students' speaking skills, such as fluency, pronunciation, and confidence. This method also fostered an engaging and interactive learning environment, helping students overcome their anxiety when speaking English. Moreover, students exhibited increased motivation, engagement, and creativity in storytelling. The process encouraged active participation and improved their ability to organize ideas coherently. Additionally, students demonstrated improvement in contextual vocabulary usage, grammar accuracy, and pronunciation. The results suggest that Digital Storytelling is an effective and innovative approach for enhancing students' speaking skills in EFL classrooms, making learning more meaningful and enjoyable.

INVESTIGATING THE USE OF GAMFICATION IN READING COMPREHENSION

2025-04-26T14:49:03+07:00

The lack of reading comprehension poses a significant challenge in developing countries such as Indonesia where the English Proficiency Index ranks the country at 79 which according to Education First is considered low. To address this issue the purpose of this study is to investigate the use of gamification in reading comprehension through a qualitative case study research design. This study involved the students of 3^rdsemester from one of the university in Banyuwangi, East Java with 38 total students. However, 24 students participated for open ended questionnaires and 7 students has consented and voluntarily become participants for one –on-one interview and focus group discussion. The data were analyzed quantitatively and qualitatively. The findings of this study revealed that gamification platform transform their classroom environment into more active and engaging affecting their reading comprehension by making them focus better and attentive towards the subject taught by the educator, key elements that strongly affected their reading comprehension is the competitive aspect particularly the leaderboard, challenges, and time limits. However due the time constraint contained within the gamification platform poses a challenge for deeper comprehension.

STUDENTS’ PERCEPTION OF USING BBC ENGLISH LEARNING YOUTUBE CHANNEL IN SPEAKING SKILL

2025-04-26T14:51:30+07:00

This study examines students' perceptions of the BBC Learning English YouTube channel as a medium to enhance English speaking skills. Using a qualitative descriptive approach, data were collected through questionnaires, and interviews with secondary school students. Results of this study revealed that students had very positive perceptions of using the BBC Learning English YouTube channel as a learning tool to improve their speaking skills. That 85% of students actively used the channel, and 81% reported improved pronunciation and vocabulary. Students found the content engaging, relevant, and easy to understand, though some faced challenges with British accents and speech pace Furthermore, 77% of students feel that they can understand the material they learn from YouTube BBC English Learning well. Overall, the channel proved effective in supporting speaking skill development and enriching the English learning experience when integrated into teaching activities.