The Effect of Duolingo as a Digital Tool in Teaching Writing Nrrative Text for Vocational Students
Pengaruh Duolingo sebagai Alat Digital dalam Mengajar Penulisan Teks Naratif bagi Siswa Kejuruan
DOI:
https://doi.org/10.21070/ups.11902Keywords:
Narrative text, learning media, Duolingo, vocational school, writing skillAbstract
Writing is an essential productive skill for vocational high school students, but many struggle with narrative texts due to limited vocabulary, grammatical inaccuracies, and poor organization. This study investigates the effect of Duolingo on students’ narrative writing skills. A pre-experimental one-group pre-test and post-test design involved 35 tenth-grade students at SMKN 2 Buduran Sidoarjo. Data were collected through narrative writing tests and assessed using an analytical rubric adapted from Brown, covering content, organization, grammar, vocabulary, and mechanics. Data were analyzed using the Normalized Gain (N-Gain) formula. The findings showed that the average score increased from 77.11 in the pre-test to 93.25 in the post-test, with an average N-Gain of 0.703, categorized as high. All students demonstrated improvement, with none achieving a low N-Gain score. These findings indicate that integrating Duolingo with classroom instruction effectively improves students’ narrative writing skills and supports technology-enhanced English writing instruction in vocational high schools.
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