IMPLEMENTASI DUOLINGO SEBAGAI MEDIA PEMBELAJARAN BAHASA INGGRIS UNTUK MENINGKATKAN KOMPETENSI GURU DAN KEMAMPUAN SISWA DI SDN 3 REJOBINANGUN
DOI:
https://doi.org/10.69820/jupemi.v4i1.618Keywords:
Duolingo, English Education, Learning Technology, Teaching AidsAbstract
The objective of this community service program was to enhance the proficiency of teachers in the use of the Duolingo application and to facilitate the acquisition of English language skills among students at SDN 3 Rejo Binangun by implementing technology-based learning. Five teachers and 18 students participated in the program, which was administered on April 29–30, 2026. This was done thru program socialisation, application introduction, demonstration, hands-on practice, learning simulations, implementation with students, evaluation, and reflection. The program outcomes were assessed by the community service team through a comparison of test results before and after the use of Duolingo, teacher competency observations, and teacher and student response questionnaires. The success indicator was established at a minimum of 80% competency achievement and positive participant responses. The results indicated that all teachers provided positive responses across the five aspects of application use, and 100% of the teachers achieved the competency indicators for using Duolingo. The students reported a response rate of 93.89%, which was classified as "very Good." After implementation, the number of students who attained a score of ≥70 increased from 5 students (27.78%) to 12 students (66.67%), a 38.89 percentage point increase, as indicated by the test results. The implementation of Duolingo has the potential to facilitate enhancements in students' English language proficiency, as these accomplishments suggest that it provided a positive learning experience. Results of the program included enhanced teacher proficiency in the utilisation of digital learning media and practical experience in the integration of Duolingo into English language instruction. The application should be used strategically, Duolingo activities should be integrated into the curriculum, and digital exercises should be combined with speaking and writing tasks to ensure program sustainability.
References
Al Ghufroon, A., & Prihatin, T. (2026). Duolingo supported English learning and vocabulary achievement in elementary students. Academia Open, 11(1). https://doi.org/10.21070/acopen.11.2026.14470
Alya, P. M., & Kembaren, F. R. W. (2025). Indonesian teachers’ perception on Duolingo for English learning: Opportunities and challenges. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 13(1), 251–261. https://doi.org/10.24256/ideas.v13i1.6321
Arip, A. J., & Hashim, H. (2024). Gamification in English as second language (ESL) learning: A systematic review. International Journal of Academic Research in Progressive Education and Development, 13(4), 2837–2863. https://doi.org/10.6007/IJARPED/v13-i4/24069
Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2020). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 17(1), 1–24. https://doi.org/10.1186/s41239-020-00282-x
Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers’ professional development in the United States. Psychology, Society & Education, 7(3), 252–263.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9–15). ACM. https://doi.org/10.1145/2181037.2181040
Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391. https://doi.org/10.1080/135406002100000512
Ishaq, K., Zin, N. A. M., Rosdi, F., Jehanghir, M., Ishaq, S., & Abid, A. (2021). Mobile-assisted and gamification-based language learning: A systematic literature review. PeerJ Computer Science, 7, e496. https://doi.org/10.7717/peerj-cs.496
Jiang, X., Rollinson, J., Plonsky, L., Gustafson, E., & Pajak, B. (2021). Evaluating the reading and listening outcomes of beginning-level Duolingo courses. Foreign Language Annals, 54(4), 974–1002. https://doi.org/10.1111/flan.12600
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2020). The adult learner (9th ed.). Routledge.
Koehler, M. J., Mishra, P., & Cain, W. (2014). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education.
Kukulska-Hulme, A., & Viberg, O. (2018). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, 49(2), 207–218. https://doi.org/10.1111/bjet.12580
Lei, X., Fathi, J., Noorbakhsh, S., & Rahimi, M. (2022). The impact of mobile-assisted language learning on English as a foreign language learners’ vocabulary learning attitudes and self-regulatory capacity. Frontiers in Psychology, 13, 872922. https://doi.org/10.3389/fpsyg.2022.872922
Lin, J. J., & Lin, H. (2019). Mobile-assisted ESL/EFL vocabulary learning: A systematic review and meta-analysis. Computer Assisted Language Learning, 32(8), 878–919. https://doi.org/10.1080/09588221.2018.1541359
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
Loewen, S., Isbell, D. R., & Sporn, Z. (2020). The effectiveness of app-based language instruction for developing receptive linguistic knowledge and oral communicative ability. Foreign Language Annals, 53(2), 209–233. https://doi.org/10.1111/flan.12454
Rahmani, A., Asadi, V., & Xodabande, I. (2022). Using mobile devices for vocabulary learning outside the classroom: Improving the English as foreign language learners’ knowledge of high-frequency words. Frontiers in Psychology, 13, 899885. https://doi.org/10.3389/fpsyg.2022.899885
Richards, J. C. (2022). Teaching English through interaction and technology. Cambridge University Press.
Roda’i, M., Ferdiant, A. G., Nurhayati, S., Ayuanita, K., & Rabbianty, E. N. (2025). Assisting students in English language learning through the use of Duolingo application at the international community service activity. Global Sustainability and Community Engagement, 1(4), 266–274. https://doi.org/10.62568/gsce.v1i4.507
Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (2021). Gamification in mobile-assisted language learning: A systematic review. Computer Assisted Language Learning, 34(5–6), 1–27.
Siagian, J., Sihombing, V., Hutasoit, I., Sihombing, S., Pakpahan, S., & Silalahi, P. (2026). Optimalisasi pembelajaran Bahasa Inggris melalui metode fun learning dalam kegiatan KPPM di SD Negeri Silalahi 1. Jurnal Pengabdian Multidisiplin Indonesia (JUPEMI), 3(3), 266–272. https://doi.org/10.69820/jupemi.v3i3.479
Traxler, J. (2018). Learning with mobiles in developing countries. International Journal of Mobile and Blended Learning, 10(4), 1–14. https://doi.org/10.4018/IJMBL.2018100101
Trust, T., & Whalen, J. (2021). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 29(2), 189–199.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Eny Maulita Purnama Sari, Ahmad Efendi, Ariyani Etik Kurniasari, Neli Novita Sari, Ashifah Rahma Dewi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
