The Effect of Duolingo Aplication Compared to Flashcards on Students' English Vocabulary Mastery at MTsN 2 Kediri

Aprilia, Rifky Nur Faizah (2026) The Effect of Duolingo Aplication Compared to Flashcards on Students' English Vocabulary Mastery at MTsN 2 Kediri. Undergraduate (S1) thesis, UIN Syekh Wasil Kediri.

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Abstract

Aprilia, Rifky Nur Faizah. (2026). The Effect of Duolingo Application on Students’ English Vocabulary Mastery in MTsN 2 Kediri. Department of English Language Education, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) of Syekh Wasil Kediri. Advisors: (I) Dr. Sri Wahyuni, M.Pd. and (II) Drs. Agus Edi Winarto., M.Pd. Keywords: Duolingo, EFL Students, Quasi-Experimental, Vocabulary Mastery. Vocabulary is one of the fundamental components in learning English, as it supports students’ ability to understand and use language effectively in communication. However, many students still face difficulties in mastering vocabulary due to limited exposure, lack of practice, and the use of less engaging teaching methods. One alternative way to address this issue is by integrating technology, such as the Duolingo application, which offers interactive and gamified learning experiences. Therefore, this study aims to examine the effectiveness of the Duolingo application compared to flashcards in improving students’ English vocabulary mastery at MTsN 2 Kediri. This study employed a quantitative approach with a quasi-experimental design. The population consisted of seventh-grade students at MTsN 2 Kediri, with a total sample of 73 students selected from two classes: an experimental group taught using Duolingo and a control group taught using flashcards. The data were collected through pre-test and post-test instruments to measure students’ vocabulary mastery. The data were analyzed using statistical tests, including normality and homogeneity tests, followed by the Mann-Whitney U test to determine the significance of differences between the two groups. The results of this study show that the students in the experimental group and the control group had different levels of vocabulary mastery after the treatment. The experimental group, which learned vocabulary using the Duolingo application, got a higher mean score in the post-test, which was 87.72. Meanwhile, the control group that used flashcards only reached a mean score of 76.05. This shows that the experimental group performed better than the control group. Moreover, the result of the Mann-Whitney U test showed that the Asymp. Sig. (2-tailed) value is 0.000, and it is smaller than 0.05 (0.000 < 0.05). It means the difference between the two groups is statistically significant. From this result, it can be concluded that Duolingo has a significant effect on students’ vocabulary mastery compared to flashcards. Therefore, the null hypothesis (H₀) is rejected and the alternative hypothesis (H₁) is accepted.

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