INFUSING A GAMIFICATION MECHANISM THROUGH DUOLINGO FOR ENGLISH SPEAKING PROFICIENCY: PERCEPTIONS OF THE INDONESIAN EFL INSTRUCTOR AND STUDENTS

This current study is to examine both EFL instructor and students concerning the use of Duolingo for English speaking proficiency. To serve this purpose, an explanatory research design was employed. A set of questionnaire and semi-structured interview developed as the primary instruments for this current study. One EFL instructor and ten EFL students in one of the private Islamic Senior High School in Situbondo, Indonesia, involved as research participants in this study. In general, they perceived Duolingo in a positive ways. The findings resulted from semi-structured interview carried out with EFL instructor and the samples of the students revealed that Duolingo facilitated him/her in managing the classwork and assessment. However, some participants also reported several drawbacks. Conclusions, limitations, and recommendations were made for the further research.Tujuan penelitian ini adalah untuk mengeksplorasi persepsi instruktur Bahasa inggris dan siswa terhadap implementasi mekanisme gamification dengan menggunakan Duolingo pada kemahiran speaking Bahasa inggris. Untuk mencapai tujuan tersebut, dengan menggunakan Explanatory Research Design, kuesioner dan semi-structured interview dikembangkan sebagai instrument utama dalam penelitian ini. Partisipan dalam penelitian ini terdiri dari 1 orang instruktur bhasa inggris dan 10 siswa disalah satu Madrasah Aliyah swasta di Situbondo, Indonesia. Hasilnya menunjukkan bahwa secara umum participant memandang Duolingo membawa pengaruh positif terhadap proses pembelajaran speaking Bahasa Inggris. Hal senada juga diungkapkan oleh instruktur Bahasa inggris yang menyatakan bahwa aplikasi ini sangat membantu proses pembelajaran dalam hal; pengelolaan tugas kelas dan assessment. Simpulan, keterbatasan penelitian, dan saran dirumuskan untuk penelitian selanjutnya

UNLOCKING THE POTENTIAL OF PROJECT-BASED LEARNING: ELEVATING WRITING SKILLS IN ISLAMIC SCHOOL JUNIOR HIGH STUDENTS

Project-based learning (PjBL), an innovative teaching approach that emphasizes active, student-centered learning through real-world projects, serves as a cornerstone for educational advancement. However, in the specific context of Islamic schools setting, there exists a recognized need for the improvement of writing skills among first-grade students. This Classroom Action Research (CAR) study, spanning two cycles with a cohort of 15 participants at Mts. Insan Madani, Situbondo, is dedicated to achieving significant advancements in writing skill proficiency through the implementation of PjBL. Findings from the study indicate marked enhancements in creativity, engagement, and collaborative abilities. Concurrently, certain challenges surfaced, particularly in the realms of time management and the necessity for more structured guidance during the initial stages of PjBL implementation. The implications of this research underscore the efficacy of PjBL in enhancing writing skills within an Islamic school setting, emphasizing the potential for the integration of PjBL as an educational approach to nurture essential writing skills. Nevertheless, it is crucial to acknowledge the importance of providing additional support in specific areas. Recommendations for future research encompass expanding the study to different grade levels and incorporating a more extensive participant pool to further validate the findings, thereby offering a comprehensive understanding of the broader impacts of PjBL on writing skill development within Islamic schools

UNLEASHING ENGLISH FLUENCY: HARNESSING TIKTOK'S POWER FOR SPEAKING SKILLS

English fluency is essential for effective communication in today's globalized world. Traditional language learning methods are primarily classroom-based, but technological advances and the ubiquity of social media platforms have opened up new avenues for language acquisition. This study aimed to explore TikTok outstanding potential, a popular platform (social media) lately, as a tool to improve English skills. The study applies a qualitative research design and uses a phenomenological lens to explore the EFL Teacher and learner experience and evaluate TikTok’s effectiveness to improve the fluency in English speaking skills. Moreover, results from an interview with an EFL teacher and focus group interviews with students highlight TikTok's positive impact on integrating authentic content in language learning. Additionally, the EFL teacher has found TikTok helpful in providing content relevant to the national curriculum. Besides, students report that their English vocabulary, pronunciation, and motivation to practice their English speaking have improved, and they were so happy with TikTok. However, barriers identified include limited internet and mobile phone access for some students. Overall, TikTok is an effective tool for improving English skills, allowing learners to expose themselves to great content and materials across the globe. These findings contribute to the field of language teaching, providing insights for educators and learners looking for innovative ways to improve English proficiency by leveraging technology development