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The Effect of DuoLingo and SPADA to Teach Listening to Students with Different Achievement Levels

English Education Journal · Vol. 12 No. 1 (2022) · pp. 87–95

DOI
10.15294/eej.v12i1.54417
ISSN
2087-0108, 2502-4566
Published
2022-03-15
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

There are various levels of students’ achievement in English listening classrooms. Students with different achievement levels (i.e. high achieveing students and low achieveing students) respond differently towards teaching media as well. The aim of this research was to examine the difference of students’ performance, both before and after they were taught by using two English listening teaching media namely DuoLingo mobile application and SPADA (Sistem Pembelajaran Daring Indonesia) platform. As a quantitative research it employed the Experimental factorial 2 x 2 design. Students were divided into two groups based on their achievement classification. The two groups involved in this study were high achieveing students and low achieveing students, and each group were further divided into another two group to be taught with DuoLingo mobile application a for one group and with Sistem Pembelajaran Daring Indonesia platform for the other group. It was found that both Duo Lingo mobile application and Sistem Pembelajaran Daring Indonesia platform does contribute to an increase in students’ performance for both high achievers and low achievers. This research is expected to contribute as a reference for English teachers to choose teaching media to teach listening to students with different achievement levels, and also as a further research regarding media usage for teaching listening to students with different achievement levels.

Collaboration network of the authors

40 authors · 98 co-authorship links · 13 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Institut Teknologi Sepuluh Nopember
  • University of Brawijaya
  • Universitas Muhammadiyah Malang
  • Universitas Muhammadiyah Gresik
  • State University of Semarang
  • Institut Ilmu Sosial dan Manajemen STIAMI
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Muhsin MuhsinAffiliation unknown4
Warsono WarsonoAffiliation unknown3
Dwi Anggani Linggar BharatiAffiliation unknown3
Farid SukmanaUniversitas Muhammadiyah Gresik2
Diana PurwitasariInstitut Teknologi Sepuluh Nopember2
Satrio Hadi WijoyoUniversity of Brawijaya2
Septiyan Andika IsantaUniversitas Muhammadiyah Malang2
Niken SubektiState University of Semarang2
Heru SetyantoAffiliation unknown2
Sonika MaulanaAffiliation unknown2
Rifa’atunnisa Rifa’atunnisaAffiliation unknown2
Juhadi JuhadiAffiliation unknown2
Hendi PratamaAffiliation unknown2
Djoko SutopoAffiliation unknown2
Joko WidodoAffiliation unknown2
Heri YantoAffiliation unknown2
Rusdarti RusdartiAffiliation unknown2
Zulfa SakhiyyaAffiliation unknown2
Rudi HartonoAffiliation unknown2
Dwi Anggani Linggar BharatiAffiliation unknown2
Sri Wuli FitriatiAffiliation unknown2
Chastine FatichahInstitut Teknologi Sepuluh Nopember1
Yufis AzharUniversitas Muhammadiyah Malang1
Admaja Dwi HerlambangUniversity of Brawijaya1
Amelia WidihastutikAffiliation unknown1
Yohana SetyaniAffiliation unknown1
Atun Sri RejekiAffiliation unknown1
Yulianti YuliantiInstitut Ilmu Sosial dan Manajemen STIAMI1
Baruna Rizky PerdanaAffiliation unknown1
Danang Eko SaputroAffiliation unknown1
Puji AstutiAffiliation unknown1
Ali MasyharAffiliation unknown1
Heru SaputraAffiliation unknown1
Dolendra PaudelAffiliation unknown1
Sugeng RomadhoniAffiliation unknown1
Apriani Kartika SariAffiliation unknown1
Dewanti Citra WijayantiAffiliation 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.unnes.ac.id/sju/index.php/eej/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">The Effect of DuoLingo and SPADA to Teach Listening to Students with Different Achievement Levels</dc:title>
	<dc:creator>Purwanto, Hadziq Najmuddin</dc:creator>
	<dc:creator>Faridi, Abdurrahman</dc:creator>
	<dc:creator>Rozi, Fahrur</dc:creator>
	<dc:description xml:lang="en-US">There are various levels of students’ achievement in English listening classrooms. Students with different achievement levels (i.e. high achieveing students and low achieveing students) respond differently towards teaching media as well. The aim of this research was to examine the difference of students’ performance, both before and after they were taught by using two English listening teaching media namely DuoLingo mobile application and SPADA (Sistem Pembelajaran Daring Indonesia) platform. As a quantitative research it employed the Experimental factorial 2 x 2 design. Students were divided into two groups based on their achievement classification. The two groups involved in this study were high achieveing students and low achieveing students, and each group were further divided into another two group to be taught with DuoLingo mobile application a for one group and with Sistem Pembelajaran Daring Indonesia platform for the other group. It was found that both Duo Lingo mobile application and Sistem Pembelajaran Daring Indonesia platform does contribute to an increase in students’ performance for both high achievers and low achievers. This research is expected to contribute as a reference for English teachers to choose teaching media to teach listening to students with different achievement levels, and also as a further research regarding media usage for teaching listening to students with different achievement levels.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2022-03-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/eej/article/view/54417</dc:identifier>
	<dc:identifier>10.15294/eej.v12i1.54417</dc:identifier>
	<dc:source xml:lang="en-US">English Education Journal; Vol 12 No 1 (2022): March 2022; 87-95</dc:source>
	<dc:source>2087-0108</dc:source>
	<dc:source>2502-4566</dc:source>
	<dc:source>10.15294/eej.v12i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/eej/article/view/54417/20988</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 English Education Journal</dc:rights>
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