THE IMPLEMENTATION OF DUOLINGO TO TEACH DESCRIPTIVE TEXT IN SCIENTIFIC APPROACH
DOI:
https://doi.org/10.22460/project.v3i6.p711-716Abstract
Reading is a process of communication. The process of reading can be stated through direct communication or by writing as well imagination of the reader that can be expressed in daily activities. This article discussed how to apply the Duolingo application using techniques that apply a scientific approach method in teaching reading process. The subject of this research consist of 38 students. The aim of this article was to find out the extent of the students understanding in reading seeing the right words and readings that are in the application. Descriptive qualitative was used in this research. Based on the result, Duolingo application that applied in learning descriptive text can help the students in learning process.
Â
Keywords:Â Duolingo, Reading, Descriptive Text, Scientific Approach
References
Arista, F. S., Education, P., Program, P., Kuswanto, H., Education, P., & Program, P. (2018). Virtual Physics Laboratory Application Based on the Android Smartphone to Improve Learning Independence and Conceptual Understanding. 11(1), 1–16.
Eqbali, M. H. (2003). Duolingo : A Mobile Application to Assist Second Language Learning ( App Review ). 17(1), 89–98.
Hasibuan, A., & Irmayana, A. (2019). The Effect of Using Think Pair Share ( Tps ) Model on Students ’ In Writing Descriptive Text Ability ( A Study At The Tenth Grade Students of Sma Negeri 1 Pinangsori 2018 / 2019 Academic Year ). 2(1), 57–70.
Nurmalasari, M., & Apsari, Y. (2019). Improving Students ’ Participation in Speaking. 2(2), 14–20.
Panti, P., Al, A., Di, M., & Ngajum, D. (2019). Pembelajaran Bahasa Inggris Melalui Media Game Pada Panti Asuhan Al Maun Di Desa Ngajum. (September).
Siliwangi, I. (2014). The Study Correlation Between Reading Habit and Pronunciation Ability At The Second Grade Students. 1–7.
Zaim, M. (2017). Implementing Scientific Approach to Teach English at Senior High School In Indonesia. 13(2), 33–40. Https://Doi.Org/10.5539/Ass.V13n2p33
