UTILIZATION OF DUOLINGO TO ENHANCE MIDDLE SCHOOL STUDENTS’

VOCABULARY AND MOTIVATION IN EFL LEARNING

R
O
P
O
S
A
L

Witten By
MURAH HARFANI BATUBARA
0333204001
murahharfanibatubara@uinsu.ac.id

POST GRADUATE PROGRAM OF ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH SCIENCE AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF NORTH SUMATERA

2021
 ACKNOWLEDGEMENT

Alhamdulillahirabbil’alamin. Firsly I want to express my greatest gratitude to the

Al Mighty Allah for His blessing and strength in guiding me to finish my proposal as a
requirement to complete my M.Pd Thesis. Sholawat and salam to our prophet
Muhammad Saw that brought us from the darkness to the lightness
My deepest gratitude goes to my adviser Dr. Muhammad Dalimunthe, M. Hum
and Rahmah Fithriani, M.Hum. Ph.D for teir patience in providing guidance, feedback
and encouragement for this proposal. This proposal would not happen without the help of
them. To my beloved family, my hubby Muhammad Kosasih Ardianto and my daughters
Qatrunnadha, Qurrata Aini and Qurratunnisa, thank you so much for all your love,
support and sacrifices. Without you two, I believe I can never finish this humble work.
I am sure that a lot of shortcomings may be found in this proposal. Therefore, all
suggestions and advices are always welcome. I highly hope this proposal will be useful
for all readers especially those who are in the field of professional development.

Deli Serdang, September 2021

Writer,

Murah Harfani Batubara

 TABLE CONTENT

Cover
Acknowledment………………………………………………………………………………
Table Content…………………………………………………………………………………

CHAPTER I………………………………………………………………………………….
Introduction………………………………………………………………………………….
a. Background of the Problem………………………………………………………………
b. Identification of the Problem…………………………………………………………….
c. Formulation of the Problem………………………………………………………………
d. Objective of the Study…………………………………………………………………

CHAPTER II………………………………………………………………………………….

Review of literature……………………………………………………………………………

a. Digital Game Based Language Learning…………………………………………………

b. Duolinggo ………………………………………………………………………………..
c. Motivation and Active Learning………………………………………………………….

CHAPTER III

a. Research Design………………………………………………………………………….
b. Population and Sample…………………………………………………………………..
c. Operational Definition of Variable………………………………………………………
d. Research Instrument……………………………………………………………………...
e. Technique of Collecting Data…………………………………………………………….
f. Technique of Data Analyzing…………………………………………………………….

References…………………………………………………………………………………….
 UTILIZATION OF DUOLINGO TO ENHANCE MIDDLE SCHOOL STUDENTS’
VOCABULARY AND MOTIVATION IN EFL LEARNING

CHAPTER I
INTRODUCTION

1. Background of the Problem

The growing of mobile application like smartphone, tablets, gadget, iPhone, iPad, laptop
has influenced the way of people in learning, (Orlando, 2015). Nowadays mobile is becoming
basic need for us. Not only for communication but mobile becoming a tool for some people to
learn something, all information easily we can get by using mobile. Nowadays not only adult has
mobile but also kids already familiar with this. Some applications are easily download from play
store based on our need.

In some cases mobile technology are used at school to extend learning in the classroom.
The learners are able to take their own decision about the way to study the second language ,
(Dernikos & Goulding, 2016). This situation is different from some schools in Indonesia some
school institution does not allow their students to wear their mobile while study, they just can use
it whenever their teacher give permission to use it. But even they don’t allowed to bring their
mobile, most are still breaking. It is like difficult to do this because they born in millennial era.

As the teacher who teach millennial students in the era of technology, it is impossible to
prohibit students to have interaction with their mobile, but how we guide them to use their
mobile to get knowledge. They must know that from one tool that they have they can get
everything they want. Our duty as their teacher how we change their mindset that we can also
learning by using this. Even it is through game. There are some applications of game based
learning that they can use especially in learning second language, (Xu et al., 2020)

This becoming a challenge for EFL teachers how they motivate their students to be
constantly learning language even they do not in the same place with them. English teacher
should be creative here. What application their students must learn to enhance their knowledge in
English and how to make them interested learning English without teacher beside them to control
their learning process.

Nowadays in the era of technology almost everyone has their own handheld mobile
devices. By using mobile devices, it is easily for us to interact with people from anywhere in the
world with internet access. In a short time, people from different places can easily get
information and chat with others .The term of “mobile” showing the “mobility” or the ability to
move easily and freely from one place to another. Mobile learning refers to the implementation
of mobile devices in any branch of study. That’s why many of English language practitioners try
to use this in order to make expansion in learning language. Mobile technology features such as
the portability and information accessibility plays a major role in the enhancement of English
language teaching and learning (Khalitova & Gimaletdinova, 2016)
Nowadays almost middle school students have their own mobile. Most of their time
spend with their own mobile. So many applications they have, game is becoming one of
entertainment application they like most (Di Paola et al., 2019). It can be a reason for language
teacher to make revolution in learning by using mobile game application.

Duolingo as an interactive mobile game application can be a choice to the teachers and
learner, how in this situation the teaching learning process of EFL can be useful and helpful even
it is for teacher or students itself. Here the students are force to build their own motivating in
learning English vocabulary with astronomically. How they can enjoy learning EFL with their
mobile. How this mobile game application can give a good outcome for them in learning
English.

2. Research Novelty
Concerning many research related to mobile game application show many impact on EFL
vocabulary leaning and various research methods are used, and most of interest reported the
advantages of gamified vocabulary , that’s involved the performance of improvement in
learning experience (Xu et al., 2020)(Wu & Huang, 2017)(Wong et al., 2020)

3. Identification of the problem

 Based on the explanation above the growing of technology influences the student’s style
in learning second language. By using mobile students’ are easily to access everything even it is
learning by using their mobile. Mobile learning in here is refers to how people use of mobile
devices in any branch of study such as learning language.. Duolingo is an example of Digital
Game Based Language Learning (DGBLL) applications. Interesting and interactive performance
from DGBLL itself make the students enjoy and feel that they never forced in learning
language. This study will focus how effective is Duolingo as Digital Game Based Language
Learning to enhance Middle School Students’ to enhance their EFL Vocabulary and Motivation
in Foreign Language Learning

4. Formulation of the problem

Based on the scope and limitation of this research, the problems are formulated as the
following:

How effective is Duolingo as an interactive Digital Game Based Language Learning application
in to enhance middle school students’ EFL Vocabulary?

1. How effective is Duolingo as an interactive DGBLL application in to enhance students’

vocabulary in EFL learning
2. How do EFL learners perceive the impact of mobile game-based apps on their motivation to
learn English?

5. Objective of the Study

The study is objected to find the following purposes :

1. To know the effectiveness of Duolingo as an interactive Digital Game Based Language

Learning application to enhance middle school students’ EFL Vocabulary
2. To know EFL learners perceive the impact of mobile game-based apps on their motivation
to learn English
 CHAPTER II

REVIEW OF LITERATURE

A. Digital Game Based Language Learning

The growing of mobile technology almost three last decade influences the teaching learning
process, therefore there is also the changes in experience in learning. The expanding of Digital Game-
Based Language Learning (DGBLL ) is now use within the context of language teaching Digital games
are related with primary components of Computer Assisted Language Learning (CALL) field
(Buendgens-Kosten, 2020), such as the traditional games are regarded as part of Second Language
Acquisition (SLA)(Rankin et al., 2006). CALL software packages have so far content of small digital
games such as puzzle, hangman and sentence production device to teach vocabulary and grammar in
addition to various materials and activities to enhance the development of language skills (see Tell Me
More, Einblicke Multimedia Language Trainer, etc.). Furthermore, web and mobile versions of these
kinds of stand-alone games are developed and some of them are integrated into foreign language
learning process (Rankin et al., 2006) .
There are so many mobile games applications for language learning offered by Appstores.
Mobile game applications is design to enhancer the progress of young learners’ vocabulary and also
grammar, some of them are pure games. However, most of digital games even web games are not as
comprehensive as commercial off-the shelf (COTS) adventure-entertainment games mostly is played
by the young learners in terms based on structures, content and mechanism of COTS. In DGBLL
literature they are consist of two kinds of categories: COTS adventure-entertainment games that we
called serious game ( SG ) like e.g. World of Warcraft and educational games, or edutainment such as
1)Duolingo, 2) Mingoville, 3)The English Minnits, 4) Language Trap, 5)The Mystery of the Sky Disc , 6) A
Mysterious Mission (Sydorenko et al., 2019) Then, they are divided again into subcategories such as
Simulations (e.g. Digibahn, Mingoville), Synthetich immersive Environments (e.g. Croquelandia, EVEIL-
3D) and role play games (RPG) (e.g. The English Minnits, A Mysterious Mission etc.)
DGBLL literature shows that some previous research have been conducted mostly on COTS
adventure games, while research about language learning by using COTS games are investigated the
effects of player attributes, in-game and also non-game variables and reported mainly positive results
(Sydorenko et al., 2019). However, the studies focusing on serious games just offered instructional and
technical instructional suggestions (Ghoman et al., 2020) and examined mostly learners’ opinions
towards SGs. All the previous research, except one (De Grove et al., 2011), based on the research data
that students had positive attitudes towards SGs and that their motivation was influenced their
positive perception of the game (Ghoman et al., 2020). Another e factors that affecting learners’
success in SGs included player attributes such as gender, age, game literacy, playing frequency and
also attitude, in-game elements such as narrative structure ‘s game, interaction and multimedia and
non-game variables like 1) motivation, 2) autonomy, 3) immersion, social interaction. SGs and CALL
software contributed to learners’ vocabulary knowledge (Patro et al., 2019) and SGs led to more
positive attitudes and higher motivation than CALL software (Kocaman & Kizilkaya-Cumaoglu, 2014b).
The instructional advantages of DGBLL materials and positive effect over printed course
materials have been reported in the relation to the learner’s improvements in listening skills (Hung et
al., 2018) in vocabulary knowledge (Chen & Hsu, 2020) in grammar and also writing skills (Barzoki et
al., 2015) and in learners’ general fluency, reading skill and pronunciation in the target language,
(Barzoki et al., 2015) Together with the development of language skills, positive output have also
been reported inline with the raising learners’ intercultural communicative competence and
intercultural awareness (Guillén-Nieto & Aleson-Carbonell, 2012; Levy & O’Brien, 2006) because
serious games provided learners an invaluable opportunity to truly experience the target culture. On
the other hand, teachers’ aspects are the least explored issue in these types of studies.
In more addition, the research conducted so far on teachers’ attitudes through DGBLL not
always consistently showing positive results. The findings of the previous research are quite
contradicting since positive, unsure and negative attitudes have been reported in various studies.
However, the fact some of the teachers do not as enthusiast as the learners in using the game in
language classroom. Even in cases where teachers’ show positive attitudes towards DGBLL but the fact
show that they have low digital game literacy and DGBLL pedagogy (de Souza et al., 2018) especially
these cases happen in elder generation teachers (Zacchi, 2019). Some cases teachers were not sure to
use digital games, even they were actually interested in integrating these games in the language
 classroom but they worried about implementation due to various pedagogical and technical
constraints. Findings of the previous research suggest that it was really to give training to the teachers
about the integration digital games in language learning to support the changes of game-based
learning pedagogy through helping teachers experience the digital games themselves before they are
expected to use them in teaching.
Digital games has received increased attention especially in recent decades since successful
implementations have been reported in various research . However, its implementation is still far
from what we expected and desired levels, this related to technical, instructional, financial and
sociological barriers. Beside that it is also difficult to change teachers and parents’ mind about digital
games, most of them have negative mind as these games are considered to cause addiction, loss of
time and violence (Garcia et al., 2018). Moreover, the number of studies focusing on languages other
than English, or investigating the use of serious games with longer scripts and implementations of
DGBLL with pre-service foreign language teachers are very limited. As stated by Backlund and Hendrix
(2013), almost no longitudinal empirical study has been conducted so far. The purpose of this study as
a part of a larger project is to investigate the effectiveness of Duolingo as an interactive digital game
based language learning application to enhance middle school students’ EFL vocabulary and
motivation in foreign language learning.

Duolingo is one of Digital Game Based Language Learning (DGBLL) applications. DGBLL focus
“the use and design of a diverse array of digital games for learning or teaching purpose on a second or
foreign language” (Sri Redjeki, Indah; Muhajir, 2020). Edutainment that is defined as “a hybrid mix of
education and entertainment that relies heavily on visual material, on narrative or game-like formats,
and on more informal, less didactic styles of address is prevalent in Duolingo (Kondo et al., 2012).
Following an adaptive digital game based learning framework, three elements seem to be core to
edutainment design: Multimodal (interaction factors, multimedia elements and narrative), Task
(completion of challenge

Feedback and scoring system of this game will stimulate the learners’ motivations (Rice, 2015).
These factors are applied in a game environment can determine its success. Below we give examples of
how these elements manifest themselves in Duolingo: 1. Multimodal: a) sounds as an effects are given
in order completing the lesson and making correction in translations, b) visuals are shown as
implemented new vocabulary , c) audio for every word also presented in the sentences in L2 2. Task:
complete lessons, reach the highest level in each lesson 3. Reward and Feedback: showing an
achievements; badges awarded when users complete predetermined all actions, crown levels and
experience points both are awarded when the lessons is complete finish Multimedia elements are
abundant in Duolingo and language is delivered in different forms through audio, images and textual.
Nevertheless, narrative (referred to as storytelling), a commonly underlined element of multimodal
DGBLL is not found in Duolingo. A mystery or drama can keep players engaged in a game. The element
of this interaction In Duolingo is not present as learners are not introduced in a world, or even the
characters. In this game , we are asked to finish and complete all challenges, and if the challenges do
not complete yet it is impossible to continue to another level. Duolingo’s skill tree is clear and the
learner can see how many lessons are remaining until the completion of a skill. Even though, a recent
addition it we called with Crown levels does not showing information to the users regarding how far
they are from reaching the top crown level. This has caused frustration and discouragement amongst
users as it can be observed in the application’s forum

B. Duolingo

The current study investigates one specific language learning app, Duolingo, and explores its
effectiveness for L2 learning. Duolingo is a self-described free, science-based language education
platform, which was created by Luis von Ahn and Severin Hacker in 2011 (Robertson, 2011). Although
Duolingo is accessible to any web-enabled device via the Internet at https://www. duolingo.com/, its
biggest affordance is worldwide mobile access. The Duolingo app can be installed on mobile devices that
use iOS, Android, and Windows operating systems. Learner progress on different platforms can be
synced across devices. The program also includes features for interacting with both the program and
with other language learners.
 Duolingo was chosen for this research because it is one of the most popular language learning
apps worldwide, and acessable via laptop or mobile device by download it in playstore, it claims to
promote L2 development, and it is available without a subscription fee. It should be noted that Duolingo
continues to modify its material, adding and deleting features ove

Duolingo makes claims about its effectiveness, based in part on Vesselinov and Grego’s (2012)
finding that for first language (L1) English speakers with some previous knowledge of Spanish, an
average of 34 hours of Duolingo usage covered the same material as a first college semester of Spanish.
Although they argued it would be fair to expect similar results across other languages, Vesselinov and
Grego cautioned that such a claim could not be made without further empirical support. Nevertheless,
Duolingo promotes as a primary selling point that it is more effective than a university language course
(a claim evidenced in founder Luis von Ahn’s discussion posting from 2013
[https://www.duolingo.com/comment/138340] and Duolingo’s promotional video [https://
www.youtube.com/watch?v=8OebgtUjLg4]). Although von Ahn recently stated that Duolingo works
better as a supplement to in-person formal instruction (“Interview with Duolingo founder Luis von Ahn,”
2016), Duolingo’s website still makes strong claims of its effectiveness (and even superiority) as a stand-
alone language learning experience (Duolingo, n.d.). In contrast, published accounts of Duolingo in
academic journals vary in their assessments. In a recent quasi-experimental study, Rachels and
Rockinson-Szapkiw (2018) investigated elementary school students learning Spanish through either face-
to-face instruction or Duolingo. After 40 minutes of exposure a week for 12 weeks, the two groups’
performance on grammar and vocabulary tests was not statistically different, leading Rachels and
Rockinson-Szapkiw to claim that Duolingo may be “an affordable, cost-effective option” for L2
instruction (p. 84). Similarly, Cunningham (2015) reviewed the program and concluded that

Duolingo offers a fairly convenient, free, and basic mobile learning application which contains
motivational DGBL [digital game-based learning] features that give it enough of an addictive edge for
many learners to stay engaged. However, its strict linear curriculum, lack of authentic language, and
limited assortment of activities prevent its full realization, relevance, and utility as a DGBL opportunity.

C. Motivation and Active Learning

Based on the theory of active learning , whenever the students are more actively engaged with
the material, they are likely to learn more and show greater motivation to learn (Mayer, 2014; Rigby &
Ryan, 2011). If this theory is correct for this study, participants that learning with Duolingo would learn
more because the game requires more active interaction than simply watching a slideshow and they
would rate the learning experience higher on motivational measures. However, according to cognitive
load theory (Kirschner et al., 2018), if there is too much something not really important in material, it
will detrimental to student.

The Motivated Strategies for Learning Questionnaire (MSLQ) employs a socialcognitive view of
motivation and self-regulated learning (Pintrich 2003; Pintrich et al. 1991). According to the MSLQ
manual, the motivation section of the MSLQ consists of value, expectancy, and affective dimensions that
assess student goals and values for a course, their beliefs in their ability to succeed in a course, and their
anxiety about tests in a course (Pintrich et al. 1991). 2.2.1 Value dimension Intrinsic goal orientation
Learners with intrinsic goal orientation possess genuine interest in the learning process and aspire to
increase their knowledge of the subject matter (Dweck and Leggett 1988). Noels et al. (2000) argued
that intrinsic motivation refers to the motivation to engage in an activity because doing so is enjoyable
and fulfilling.

Learning motivation can be defined as the interest of people to get the benefit from meaningful
learning activities . There is substantial advantages that motivation will bring them positively outcomes
in education . The learners is motivated if the activity in learning process give meaningful and valuable
and try to gain from them. Meaning that the achievement of motivation is influences the lerners’
behavior until they get the goals that they want(Shin, 2018) (Latchanna & Dagnew, 2009) . In general,
motivation refers to the reason for a specific action, that is, it has the characteristics of inducing certain
behaviors, presenting a sense of direction and continuing it (Kim, 2004). In other words, it is the power
to initiate action, determine direction, and determine the persistence and intensity of action.

Motivation emphasizes the opinion that potential student behavior will depend on the
achievement of students as well as the value of the target goal. As for value, it is the belief of students
that they can participate in their class activities (Printrich, Schunk, & Meece, 2008). Brophy (1988) also
suggests that learning motivation is caused by various internal and external factors such as intellectual
curiosity, competitiveness, satisfaction, and reward, and it gives not only mere action but also the power
and direction of action.

The most basic way to classify the types of motivation is intrinsic motivation and extrinsic
motivation. In intrinsic motivation, the motive itself is associated with the rewarding activity, so it is not
the same as reward and punishment. It is distinguished from extrinsic motivation by external factors
(Pintrich & Schunk, 2001).

1. Value dimension

Intrinsic goal orientation Learners with intrinsic goal orientation possess genuine interest in the
learning process and aspire to increase their knowledge of the subject matter (Dweck and Leggett 1988).
Noels et al. (2000) argued that intrinsic motivation refers to the motivation to engage in an activity
because doing so is enjoyable and fulfilling.

Extrinsic goal orientation Extrinsic goal orientation describes learner interest in engaging in a
task because of factors other than personal factors, and reflects goals that are pursued as a means to an
end, with a focus on grades, rewards, competition, and achieving superior performance. Extrinsically
motivated behaviors are actions carried out to achieve a goal such as earning a reward or avoiding
punishment (Noels et al. 2000).

Task value refers to student evaluation of personal interest in the task in terms of importance,
essentially asking whether the task represents a suitable use of time (Pintrich et al. 1991). Researchers
have indicated that task value relates to the degree of personal interest a learner has in a given task and
includes beliefs about utility, relevance, and importance (Schunk 1991).
 CHAPTER III
METHOD OF RESEARCH

A. Research Design

This study was use descriptive statistical quantitative research with quasi-experimental research
design. In quasi- experimental methods and procedures it is like make observation to an
experimental research, the condition and experiences lack of control .Quasi-experiment that was
used in this study is Quasi-Experiment : One group pretest-posttest, where one group measured
and observed before and after giving treatment

The One Group Prestest- Postest Design

0 X 0
Pretest Treatment Posttest

Prestest is given to see the first condition of students’ vocabulary and motivation in learning
English, then the students will give the treatment by playing duolingo application, after the
treatment they will be given post test to see the effectiveness of duolingo as iteractive game
based learning to develop their EFL vocabulary and motivation in learning English

One Group Pretest Posttest Research Planning

PRETEST TREATMENT POSTTEST
To measure the first Giving Treatment by asking To measure the development
conditions of students’ EFL them to play duolingo game of their EFL vocabulary after
Vocabulary playing duolingo game
To see first condition of Treatment To see post motivation
students motivation

Before let them know about duolingo game the participants was given test to measure their first
condition in EFL vocabulary and motivation. The questionnaire also given to measure their first
motivation in learning English Vocabulary and motivation. Then the teacher explain to them to
download duolingo application in their mobile and how to log in the application and how to play
it everyday for two weeks they must play this game about 10 minutes at least.

B . Population and sample

Population
Population in this study is grade 9 students in one of middle school in Deli Serdang
regency North Sumatera Indonesia. They are about 30 students and before the experiment they
never get experiences in learning English by using mobile game application

Sample

To take the sample , this research is used random sampling technique. The sample become
participants in this research. The participants here were the person who gave the data about the
research.

C. Operational Defenition of Variable

 To make the variable clear it will be define operationally

“Investigating the Effectiveness of Duolingo, an Interactive Digital Game Based Language

Learning Application to Enhance Middle School Students’ EFL Vocabulary and
Motivation in Foreign Language Learning

- Interactive Game Based Learning in here is as Variable X ( dependent variable) .

Interactive game Based Learning that means here is Duaolingo. Duolingo is an
interactive mobile game application for language learning than can be downloaded by the
participant in their own mobile phone.
- EFL vocabulary and motivation in foreign language learning in here as variable Y
( independent variable)
- Middle School Students in here is the students who learn in one of Junior High School in
Deli Serdang North Sumatera Indonesia.
- EFL vocabulary in here is a collection of vocabulary development of the students towards
the using of duolingo application in classroom language learning
- Motivation that means in here is how far duolingo application can develop students,
motivation in Learning English as Foreign Language

D. Research Instruments
To collect the data in this research the writer used questionnaire that consist some questions in
pretest and posttest to measure their EFL Vocabulary and also a set questionnaire to measure their
motivation in learning English that will be given before and after giving treatment to the
participants.

E. The technique of Collecting the Data

All of the participants will be given the questionnaires before and after the treatment. Before this
experience all of them never get experience in learning English by using an interactive mobile
game such as duolingo. The Questionnaire that will be given in pretest and posttest is a
collections of vocabularies that will be test in duolingo application . In here the writer should
make a list all of vocabularies mention in duolingo application . So in here the test in pre test
and post test is consist of the same questions, therefore the researcher can see how effective
duolinggo to enhance their EFL Vocabulary .To measure the learning motivation questionnaire was
adapted from the MSLQ of Pintrich et al. (1991) to determine English learning motivational component.
The affective component, a dimension of the MSLQ, was defined as an unpleasant feeling or emotional
state manifested in a learner’s performance on tests or other cognitive measures, (Tetteh, 2015) and was
not within the scope of this study; therefore, it was excluded. Therefore, the learning motivation
questionnaire consisted of five components in Likert-scale, ranging from 5 for Strongly agree to 1 for
Strongly disagree, was employed to express respondent cognition.
1) Strongly agree , 2) Agree, 3) Neither agree or disagree , 4 )Disagree 5 )Strongly Disagree
After the post test were given all of them the instructor will let them know and how to connected with
duolinggo application. The instructor will give them explanation how to play the game. After that every
participants will be asked to play this game 10 minutes everyday for two weeks under the instructor’s
control. Meaning that every students will spend their time with duolingo for 140 minutes.This period
we call with treatment. After this all of participants will be given posttest to measure their vocabulary
development and motivation by learning English through an interactive digital game based language
learning that is duolingo.

F . The Technique of Data Analyzing

Before analyze the data, all data need to be edited frst, to let known which parts of the
data was necessary and which part of the data was not necessary. Because of this research is to
investigate the effectiveness of duolingo to enhance students EFL vocabulary and motivation in
learning English, meaning that it used statistic to analyze the data and change the data from field
research that still qualitative to quantitative.

This study was use descriptive statistical quantitative research with quasi-experimental
research design. In quasi- experimental methods and procedures it is like make observation to
an experimental research, the condition and experiences lack of control .Quasi-experiment that
was used in this study is Quasi-Experiment : One group pretest-posttest, where one group
measured and observed before and after giving treatment

The One Group Prestest- Postest Design

 0 X 0
Pretest Treatment Posttest

The quantification of this research made in scoring system based on Likert scale. Bruce W.
Tuckman 1972 states that likert scale is five points scale which state the interval every digit is
same It is usually treated as an interval scale, but strictly speaking it is an ordinal scale, where arithmetic
operations cannot be conducted. There are pros and cons in using the Likert scale as an interval scale,
but the controversy can be handled by increasing the number of points (“The Likert Scale Analysis Using
Parametric Based Structural Equation Modeling (SEM),” 2016)

Based on that , therefore as guided in analyzing the data , the writer made her own scoring
system as the following:

Grading system for the development of English Vocabulary

Grade Accuracy Description

5 81 % - 100 % Excellent/superior
4 61 % - 80 % Very good
3 41 % - 60 % Good
2 21 % - 40 % Weak
1 0% - 20 % Very weak

Grading system for motivation

Description Grade
Strongly agree 5
Agree 4
 Neither agree or dis agree 3
Disagree 2
Strongly disagree 1

To percentage the respondents’ score use the following formula

Finding t-value using Independent sample T-test and compare probability with the level of significant for
testing the hypothesis. After the score compute in SPSS version, and see the output of Independent
sample T-test and intrepete the output that if sig.(2-tailed) > (0.05), the researcher should accepted the
Ho but if sig.(2-tailed) < (0.05) so the researcher can reject Ho, it means His accepted T-test is calculate
to find the comparison of Control group and Experiment group. The researcher can be used hypothesis
test that is T-test test by using SPSS IBM 15Version calculation tool. Here is T-test test formula:

t Md
0=
SEmd

t0 : 1 st observation
Md : Mean of Differences

SEmd : Standard Eror

In order to know the means of differences the formula is :

SEmd =
∑D
N

∑ D : The sum of gain score from variable X and Y

D= X-Y

N is number of cases

The standard Error Formula is

SE SD D
MD=
√ N −1

SD 0 : Standard deviation and differences between the score of X and Yvariables

 SD ∑ D2−D 2
D=
N

To make us more clear the steps would be done in this research could be seen in the following
diagram

Variable X Pretest Treatment Variables Y Post Test

Game based language Learning

First Playing 1. Enhancing

Condition of students’ EFL
Duolingo Vocabulary in
Students’
Application Learning
EFL
English
2. Enhancing
students’
motivation in
Learning
English

References
Barzoki, M. H., Kontula, O., Mokhtariaraghi, H., Mahboubishariatpanahi, N., Depper, A., Howe,
P. D., Perpiñá PhD, C., Roncero PhD, M., Natenshon, A. H., Kehler PHD, M., Atkinson
PHD, M., Chrisler, J. C., Digiammarino, A., Flynn, M. A., Park, S. S. S., Morin, D. T.,
Stana, A., Rafique, R., Hunt, N., … Valadez Martinez, L. J. (2015). Book Reviews. Journal
of Child and Family Studies.
Buendgens-Kosten, J. (2020). The monolingual problem of computer-assisted language learning.
In ReCALL. https://doi.org/10.1017/S095834402000004X
Chen, H. J. H., & Hsu, H. L. (2020). The impact of a serious game on vocabulary and content
learning. Computer Assisted Language Learning.
 https://doi.org/10.1080/09588221.2019.1593197
de Souza, G. N., Brito, Y. P. dos S., Tsutsumi, M. M. A., Marques, L. B., Goulart, P. R. K.,
Monteiro, D. C., & de Santana, Á. L. (2018). The Adventures of Amaru: Integrating
learning tasks into a digital game for teaching children in early phases of literacy. Frontiers
in Psychology. https://doi.org/10.3389/fpsyg.2018.02531
Dernikos, B. P., & Goulding, C. (2016). Teacher Evaluations: Corporeal Matters and Un/Wanted
Affects. M/C Journal. https://doi.org/10.5204/mcj.1064
Di Paola, F., Inzerillo, L., & Alognaa, Y. (2019). A GAMING APPROACH for CULTURAL
HERITAGE KNOWLEDGE and DISSEMINATION. International Archives of the
Photogrammetry, Remote Sensing and Spatial Information Sciences - ISPRS Archives.
https://doi.org/10.5194/isprs-archives-XLII-2-W15-421-2019
Garcia, K., Jarabe, N., & Paragas, J. (2018). Negative Effects of Online Games on Academic
Performance. Southeast Asian Journal of Science and Technology.
Ghoman, S. K., Patel, S. D., Cutumisu, M., Von Hauff, P., Jeffery, T., Brown, M. R. G., &
Schmölzer, G. M. (2020). Serious games, a game changer in teaching neonatal
resuscitation? A review. In Archives of Disease in Childhood: Fetal and Neonatal Edition.
https://doi.org/10.1136/archdischild-2019-317011
Hung, H. T., Yang, J. C., Hwang, G. J., Chu, H. C., & Wang, C. C. (2018). A scoping review of
research on digital game-based language learning. Computers and Education.
https://doi.org/10.1016/j.compedu.2018.07.001
Khalitova, L., & Gimaletdinova, G. (2016). MOBILE TECHNOLOGIES IN TEACHING
ENGLISH AS A FOREIGN LANGUAGE IN HIGHER EDUCATION: A CASE STUDY
OF USING MOBILE APPLICATION INSTAGRAM. ICERI2016 Proceedings.
https://doi.org/10.21125/iceri.2016.0395
Kirschner, P. A., Sweller, J., Kirschner, F., & Zambrano, J. R. (2018). From Cognitive Load
Theory to Collaborative Cognitive Load Theory. International Journal of Computer-
Supported Collaborative Learning. https://doi.org/10.1007/s11412-018-9277-y
Kondo, M., Ishikawa, Y., Smith, C., Sakamoto, K., Shimomura, H., & Wada, N. (2012). Mobile
Assisted Language Learning in university EFL courses in Japan: Developing attitudes and
skills for self-regulated learning. ReCALL. https://doi.org/10.1017/S0958344012000055
Latchanna, G., & Dagnew, A. (2009). Attitude of teachers towards the use of active learning
methods. E-Journal of All India Association for Educational Research.
Orlando, J. (2015). Augmenting Education in the Online Classroom. In Online Cl@ssroom:
Ideas for effective online instruction.
Patro, S. C., Wu, X., Guo, S., Bale, M. J., Wiegand, A., Spindler, J., Fennessey, C. M., Halvas,
E. K., Keele, B. F., Hughes, S. H., Mellors, J. W., Coffin, J. M., Rausch, J. W., & Kearney,
M. F. (2019). A9 A method to obtain full-length HIV proviral sequences and their sites of
integration. Virus Evolution. https://doi.org/10.1093/ve/vez002.008
Rankin, Y., Gold, R., & Gooch, B. (2006). 3D Role-Playing Games as Language Learning Tools.
 Eurographics.
Rice, K. (2015). Kevin Rice: Brand Building in the Crowded Mobile Era. Psfk.
Shin, M.-H. (2018). Effects of project-based learning on students’ motivation and self-efficacy.
English Teaching.
Sri Redjeki, Indah; Muhajir, R. (2020). Duolingo for Grammar Learning. Prosiding Lppm Uika
Bogor.
Sydorenko, T., Hellermann, J., Thorne, S. L., & Howe, V. (2019). Mobile Augmented Reality
and Language-Related Episodes. TESOL Quarterly. https://doi.org/10.1002/tesq.507
Tetteh, G. A. (2015). Assessing indicators of motivation for learning in a TQM class. TQM
Journal. https://doi.org/10.1108/TQM-03-2015-0037
The Likert scale analysis using parametric based Structural Equation Modeling (SEM). (2016).
Computational Methods in Social Sciences. https://doi.org/10.5281/zenodo.1299429
Wong, K. T. G., Liu, D., Balzan, R., King, D., & Galletly, C. (2020). Smartphone and internet
access and utilization by people with Schizophrenia in South Australia: Quantitative survey
study. In JMIR Mental Health. https://doi.org/10.2196/11551
Wu, T. T., & Huang, Y. M. (2017). A mobile game-based English vocabulary practice system
based on portfolio analysis. Educational Technology and Society.
Xu, Z., Chen, Z., Eutsler, L., Geng, Z., & Kogut, A. (2020). A scoping review of digital game-
based technology on English language learning. Educational Technology Research and
Development. https://doi.org/10.1007/s11423-019-09702-2
Zacchi, V. J. (2019). LITERACIES AND DIGITAL GAMING: NEGOTIATING MEANINGS
IN ENGLISH LANGUAGE TEACHER EDUCATION. Revista Tempos e Espaços Em
Educação. https://doi.org/10.20952/revtee.v11i01.9831