Pemberdayaan UKM Bhamada English Club dalam Meningkatkan Kemampuan Speaking Bahasa Inggris melalui Aplikasi Duolingo Berbasis Task-Based Learning

Binta Ihtada; Amanda Apriliant

doi:10.61132/mengabdi.v4i1.2132

Authors

Binta Ihtada Universitas Bhamada Slawi
Amanda Apriliant Universitas Bhamada Slawi

DOI:

https://doi.org/10.61132/mengabdi.v4i1.2132

Keywords:

English speaking skill, Duolingo, Task-Based Learning, English Club

Abstract

English speaking skill is a crucial competence for university students, particularly those involved in student organizations focusing on language development. Members of English clubs are expected to actively use English in academic and organizational contexts; however, many still face challenges related to pronunciation accuracy, fluency, limited active vocabulary, and low confidence. These challenges are often caused by limited structured speaking practice and insufficient integration between digital learning tools and communicative pedagogy.This community service program aimed to enhance the English-speaking skills of members of the Bhamada English Club at Universitas Bhamada Slawi through the utilization of the Duolingo application integrated with a Task-Based Learning (TBL) approach. The program was implemented through three stages: preparation, implementation, and evaluation. Activities included needs analysis, speaking pre-test, guided Duolingo practice focusing on pronunciation and speaking features, task-based speaking activities, and post-test evaluation.The results demonstrated improvements in pronunciation accuracy, speaking fluency, and participants’ confidence in using English orally. The integration of Duolingo as a source of comprehensible input and Task-Based Learning as a communicative output strategy proved effective in enhancing speaking skills. This program indicates that technology-supported task-based instruction can serve as an effective and sustainable model for improving English speaking skills among university students.

Downloads

Download data is not yet available.

References

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.

Benson, P. (2011). Teaching and researching autonomy (2nd ed.). London: Routledge.

Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). New York, NY: Pearson Education.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.

Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

Ellis, R. (2017). Task-based language teaching. Cambridge: Cambridge University Press.

Godwin-Jones, R. (2017). Smartphones and language learning. Language Learning & Technology, 21(2), 3–17.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x

Kukulska-Hulme, A. (2012). Language learning defined by time and place: A framework for next generation designs. In J. Traxler (Ed.), Mobile learning (pp. 13–26). London: Routledge.

Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289. https://doi.org/10.1017/S0958344008000335

Loewen, S., Isbell, D. R., & Sporn, Z. (2019). The effectiveness of app-based language instruction: Developing receptive and productive knowledge. Foreign Language Annals, 52(4), 621–645. https://doi.org/10.1111/flan.12400

Long, M. H. (2015). Second language acquisition and task-based language teaching. Malden, MA: Wiley-Blackwell.

Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.

Oxford, R. L. (2011). Teaching and researching language learning strategies. Harlow: Pearson.

Richards, J. C. (2006). Communicative language teaching today. Cambridge: Cambridge University Press.

Richards, J. C. (2008). Teaching listening and speaking: From theory to practice. Cambridge: Cambridge University Press.

Savignon, S. J. (2002). Interpreting communicative language teaching: Contexts and concerns in teacher education. New Haven, CT: Yale University Press.

Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.

Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics (pp. 125–144). Oxford: Oxford University Press.

Vesselinov, R., & Grego, J. (2012). Duolingo effectiveness study. New York, NY: City University of New York.

Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press