An Experimental Study on Students' Learning Motivation and Listening Comprehension using Duolingo at Junior High School

Abstract

A limited vocabulary, fast speech rates, pronunciation, and varied accents make it difficult to understand messages or information. In addition, the assumption that learning English and monotonous learning can make students feel bored, or even lead them to lack strong motivation to learn English. Because of that, the researcher aimed to determine the impact of using Duolingo in English learning in the classroom on students’ learning motivation and listening comprehension. The research design was quasi-experimental, with pretests and posttests administered to the experimental and control classes to collect motivation and listening scores. The results showed that using Duolingo did not have a statistically significant impact on students’ learning motivation or listening comprehension. Several factors contributed to this, including the short-term implementation and the lack of adaptation in using Duolingo. However, its use still has the potential to positively impact students' scores, as evidenced by the difference between their pretest and posttest scores. In conclusion, the use of Duolingo does not have a statistically significant impact on students’ learning motivation and listening comprehension, but its use still has good practical potential.