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Improving High School Students’ English Listening Skills Using Duolingo: Evidence From SMK Muhammadiyah 1 Palu

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 8 No. 3 (2025) · pp. 957–963

DOI
10.34050/els-jish.v8i3.45071
ISSN
2621-0835, 2621-0843
Published
2025-09-19
Publisher
Hasanuddin University
Language
en
License
creativecommons.org/licenses/by-sa/4.0

Abstract

This research aimed to investigate the effectiveness of the Duolingo application in improving the listening skills of tenth-grade students at SMK Muhammadiyah 1 Palu. The study employed a pre-experimental design with one group consisting of 20 students selected through purposive sampling. A pre-test and a post-test were administered, which included fill-in-the-blank and multiple-choice questions to measure listening performance. During the treatment, the students used the Duolingo application to practice listening in English. The results showed that the t-count value was higher than the t-table value, indicating a significant improvement in the students’ listening scores after the treatment. Therefore, the research hypothesis was accepted. In conclusion, the findings suggest that the Duolingo application can serve as an effective tool to enhance students’ English listening skills. Moreover, students reported increased motivation and engagement while using the application, which contributed to their consistent practice and improvement. This highlights the potential of integrating mobile-assisted language learning platforms like Duolingo into regular classroom activities to support traditional teaching methods.

Keywords

Collaboration network of the authors

13 authors · 23 co-authorship links

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Co-authorOrganisationJoint articles
Andi PatmasariAffiliation unknown1
Hastini HastiniAffiliation unknown1
Sudarkam R MertosonoAffiliation unknown1
Reniasni KamidiAffiliation unknown1
Budi BudiAffiliation unknown1
Mawardin M. SaidAffiliation unknown1
Pelangi Putri RahayuAffiliation unknown1
Konder ManurungAffiliation unknown1
Fani NurhasanahAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, first harvested 3 Nov 2026, last seen 3 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Improving High School Students’ English Listening Skills Using Duolingo: Evidence From SMK Muhammadiyah 1 Palu</dc:title>
	<dc:creator xml:lang="en">Nur Farah, Safira</dc:creator>
	<dc:creator xml:lang="en">Aminah, Suriaman</dc:creator>
	<dc:creator xml:lang="en">Agussatriana, Agussatriana</dc:creator>
	<dc:creator xml:lang="en">Mukrim, Mukrim</dc:creator>
	<dc:subject xml:lang="en">Duolingo</dc:subject>
	<dc:subject xml:lang="en">listening skills</dc:subject>
	<dc:subject xml:lang="en">English learning</dc:subject>
	<dc:subject xml:lang="en">pre-experimental study</dc:subject>
	<dc:subject xml:lang="en">tenth-grade students</dc:subject>
	<dc:description xml:lang="en">This research aimed to investigate the effectiveness of the Duolingo application in improving the listening skills of tenth-grade students at SMK Muhammadiyah 1 Palu. The study employed a pre-experimental design with one group consisting of 20 students selected through purposive sampling. A pre-test and a post-test were administered, which included fill-in-the-blank and multiple-choice questions to measure listening performance. During the treatment, the students used the Duolingo application to practice listening in English. The results showed that the t-count value was higher than the t-table value, indicating a significant improvement in the students’ listening scores after the treatment. Therefore, the research hypothesis was accepted. In conclusion, the findings suggest that the Duolingo application can serve as an effective tool to enhance students’ English listening skills. Moreover, students reported increased motivation and engagement while using the application, which contributed to their consistent practice and improvement. This highlights the potential of integrating mobile-assisted language learning platforms like Duolingo into regular classroom activities to support traditional teaching methods.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2025-09-19</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/45071</dc:identifier>
	<dc:identifier>10.34050/els-jish.v8i3.45071</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 8 No. 3 (2025): SEPTEMBER; 957-963</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/els-jish.v8i3</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/45071/13388</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Safira Nur Farah, Suriaman Aminah, Agussatriana, Mukrim</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>