Article Sidebar

Submitted
December 23, 2023
Accepted
January 28, 2024
Published
March 1, 2024
Download
Pdf
Statistic
Read Counter : 201 Download : 124

Downloads

Download data is not yet available.

Main Article Content

Abstract

Currently in Indonesia, a substantial number of young children lack proficiency in and awareness of English vocabulary, a crucial international language. This study aims to explore the potential of Duolingo application usage in improving English vocabulary among young children, specifically from the perspective of teachers. Employing a quantitative descriptive research method, data were gathered through questionnaire surveys. The results indicate that the utilization of the Duolingo application by teachers contributes positively to the learning environment, resulting in noticeable improvements in English vocabulary among early childhood learners. The children demonstrated enhanced vocabulary skills after using the application over a specific duration. However, the study also highlights that the Duolingo application should not be relied upon as the sole source for English language learning in early childhood education. Its usage needs to be integrated into structured and teacher-directed learning approaches. Effective management of the application is crucial to maximize its benefits for young learners. This research serves as a benchmark for the development of similar applications aiming to enhance English vocabulary for early childhood education, emphasizing the importance of combining digital tools with structured pedagogical methods.

Keywords

Childhood English vocabulary applications of a smartphone

Article Details

License

Copyright (c) 2024 Jhoni Warmansyah, Puja Diandra, Enji Novita Sari, Adam Mudinillah, Suswati Hendriani, Mazlina Che Mustafa

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Lisensi Creative Commons
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
How to Cite
Warmansyah, J., Puja Diandra, Enji Novita Sari, Adam Mudinillah, Suswati Hendriani, & Mazlina Che Mustafa. (2024). Enhancing Early Childhood English Vocabulary: Teachers’ Perspectives on Optimizing the Duolingo Application . Journal of English Education and Teaching, 8(1), 33–45. https://doi.org/10.33369/jeet.8.1.33-45
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Adriany, V. (2018). The internationalisation of early childhood education: Case study from selected kindergartens in Bandung, Indonesia. Policy Futures in Education, 16(1), 92–107. https://doi.org/10.1177/1478210317745399
  2. 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
  3. Butarbutar, R., Uspayanti, R., Manuhutu, N., & Palangngan, S. T. (2019). Analyzing of puzzle local culture-based in teaching english for young learners. IOP Conference Series: Earth and Environmental Science, 343(1). https://doi.org/10.1088/1755-1315/343/1/012208
  4. Butler, Y. G. (2022). Learning through digital technologies among pre-primary school children. Language Teaching for Young Learners, 4(1), 30–65. https://doi.org/10.1075/ltyl.21009.but
  5. Cabell, S. Q., Justice, L. M., McGinty, A. S., DeCoster, J., & Forston, L. D. (2015). Teacher-child conversations in preschool classrooms: Contributions to children’s vocabulary development. Early Childhood Research Quarterly, 30(PA), 80–92. https://doi.org/10.1016/j.ecresq.2014.09.004
  6. Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 34(7), 934–957. https://doi.org/10.1080/09588221.2019.1648298
  7. Deni, R., & Fahriany, F. (2020). Teachers’ Perspective on Strategy for Teaching English Vocabulary to Young Learners. Vision: Journal for Language and Foreign Language Learning, 9(1), 48–61. https://doi.org/10.21580/vjv9i14862
  8. Eliwatis, E., Sesmiarni, Z., Maimori, R., Herawati, S., & Murni, Y. (2022). Perceptions of Pamong Teachers on the Competence of Prospective Teacher in Practice Field Experience (PPL). Journal of Islamic Education Students (JIES), 2(2), 101. https://doi.org/10.31958/jies.v2i2.7860
  9. Fadhli, M., Sukirman, S., Ulfa, S., Susanto, H., & Syam, A. R. (2022). Gamifying Children’s Linguistic Intelligence With the Duolingo App. In Research Anthology on Developments in Gamification and Game-Based Learning (pp. 1402–1415). IGI Global. https://doi.org/10.4018/978-1-6684-3710-0.ch067
  10. Freeman, C., Kittredge, A., Wilson, H., & Pajak, B. (2023). The Duolingo Method for App-based Teaching and Learning. 2023, 1–19. https://www.duolingo.com/efficacy
  11. Harahap, I. F., & Daulay, S. H. (2023). Duolingo Application in English Teaching Practice: Teacher’s Perception. KnE Social Sciences, 2022(2022), 93–104. https://doi.org/10.18502/kss.v8i8.13289
  12. Hazar, E. (2022). Learning a brand-new language through Duolingo: A case study of a gifted student. African Educational Research Journal, 10(4), 447–453. https://doi.org/10.30918/aerj.104.22.079
  13. Jayanti, D., & Sujarwo, A. (2019). Bilingual Education In Indonesia: Between Idealism and the Reality. Script Journal: Journal of Linguistic and English Teaching, 4(1), 12. https://doi.org/10.24903/sj.v4i1.271
  14. Jiang, X., Chen, H., Portnoff, L., Gustafson, E., Rollinson, J., Plonsky, L., & Pajak, B. (2021). Finishing half of B1 on Duolingo comparable to five university semesters in reading and listening. Uolingo Research Report DRR-21-03, 2021. https://www.duolingo.com/efficacy
  15. Lestariyana, R. P. D., & Widodo, H. P. (2018). Engaging young learners of English with digital stories: Learning to mean. Indonesian Journal of Applied Linguistics, 8(2), 489–495. https://doi.org/10.17509/ijal.v8i2.13314
  16. Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3), 293–311. https://doi.org/10.1017/S0958344019000065
  17. Munday, P. (2015). The Case for Using Duolingo As Part of The Language Classroom Experience. RIED. Revista Iberoamericana de Educación a Distancia, 19(1). https://doi.org/10.5944/ried.19.1.14581
  18. Munday, P. (2017). Duolingo . Gamified learning through translation. Journal of Spanish Language Teaching, 4(2), 194–198. https://doi.org/10.1080/23247797.2017.1396071
  19. Munir, S., & Warmansyah, J. (2023). Developing English Textbook for Pre-school Children Sirajul. Journal of English Education and Teaching (JEET), 7(4), 901–913.
  20. Mutiah, S. D., Nakhriyah, M., HR, N. H., Hidayat, D. N., & Hamid, F. (2020). The Readiness of Teaching English to Young Learners in Indonesia. Jurnal Basicedu, 4(4), 1370–1387. https://doi.org/10.31004/basicedu.v4i4.541
  21. Padial-Ruz, R., García-Molina, R., Cepero-González, M., & González, M. E. P. (2022). Motor Intervention Program for Improving the Learning of English Vocabulary in Early Childhood Education. In Research Anthology on Early Childhood Development and School Transition in the Digital Era (pp. 447–466). IGI Global. https://doi.org/10.4018/978-1-6684-7468-6.ch023
  22. Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176–186. https://doi.org/10.1002/tea.3660020306
  23. Poedjiastutie, D., Mayaputri, V., & Arifani, Y. (2021). Socio-cultural challenges of english teaching in remote areas of Indonesia. Teflin Journal, 32(1), 97–116. https://doi.org/10.15639/teflinjournal.v32i1/97-116
  24. Rahn, N. L., Storie, S. O., & Coogle, C. G. (2023). Teaching Vocabulary in Early Childhood Classroom Routines. Early Childhood Education Journal, 51(7), 1157–1168. https://doi.org/10.1007/s10643-022-01361-y
  25. Ritonga, M., Febriani, S. R., Kustati, M., Khaef, E., Ritonga, A. W., & Yasmar, R. (2022). Duolingo: An Arabic Speaking Skills’ Learning Platform for Andragogy Education. Education Research International, 2022. https://doi.org/10.1155/2022/7090752
  26. Rosell-Aguilar, F. (2018). Autonomous language learning through a mobile application: a user evaluation of the busuu app. Computer Assisted Language Learning, 31(8), 854–881. https://doi.org/10.1080/09588221.2018.1456465
  27. Shadiev, R., Hwang, W.-Y., & Huang, Y.-M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3–4), 284–303. https://doi.org/10.1080/09588221.2017.1308383
  28. Sudina, E., & Plonsky, L. (2023). The effects of frequency, duration, and intensity on L2 learning through Duolingo. Journal of Second Language Studies, August. https://doi.org/10.1075/jsls.00021.plo
  29. Wagner, E., & Kunnan, A. J. (2015). The Duolingo English Test. Language Assessment Quarterly, 12(3), 320–331. https://doi.org/10.1080/15434303.2015.1061530
  30. Werbach, K. (2014). (Re)Defining Gamification: A Process Approach (pp. 266–272). https://doi.org/10.1007/978-3-319-07127-5_23
  31. Yusuf, Q., Asyik, A. G., Yusuf, Y. Q., & Rusdi, L. (2017). Listen, do, repeat, understand and remember: Teaching English to very young children in Aceh. Iranian Journal of Language Teaching Research, 5(2), 113–132.
  32. Zhao, J., Dixon, L. Q., Quiroz, B., & Chen, S. (2017). The Relationship Between Vocabulary and Word Reading Among Head Start Spanish–English Bilingual Children. Early Childhood Education Journal, 45(1), 27–34. https://doi.org/10.1007/s10643-015-0764-8