Implementasi Metode Gamifikasi Menggunakan Aplikasi Duolingo untuk Meningkatkan Kemampuan Berbicara Siswa = The Implementation of Gamification Method Using Duolingo Application to Enhance Students’ Speaking Skill

Dewi Safitri. 2026. The Implementation of Gamification Method Using Duolingo Application to Enhance Students’ Speaking Skill (Supervised by Ria Rosdiana Jubhari and Sitti Sahraeny) This study aims to find out the way of gamification method using duolingo application improve students' speaking ability and the way of gamification method using duolingo application improve students' interest in learning English. This study used quantitative research method to find out the objective of the study. The population of the study was eight classes of the second grades students at one of a junior high school in Makassar with the total population were 252 students. The sample was selected by purposive sampling technique. The sample of the study were two classes, VIII.A consist of 30 students as the experimental class and VIII.F consist of 31 students as control class. This study applied gamification method in experimental class and lecturer method in control class. This research applied two kinds of instruments were speaking test and questionnaire was used to know the students’ speaking ability and students’ interest in learning speaking English through gamification method. The study’s findings show that the implementation of the gamification method using the Duolingo application showed a positive impact on students’ speaking ability. It was proved by the p-value (Asymp.Sig.(2-tailed) of score post-test and pre-test experimental class was <0.001. It explained that the p-value of experimental class was lower than the α (0.05). It indicates that the implementation of gamification method using duolingo app to enhance students speaking ability could improve after the treatment was conducted. In addition, based on the questionnaires’ results, the students were interested to use Duolingo app in learning speaking. It was proved by the mean score of questionnaires before conducted the treatment was 77.77 and the mean score after conducted the treatment was 81.81. It was classified in interested category. It was representing an average gain of 4.04 points or about 5.20%. In addition, the p-value of students’ score of questionnaires in experimental class was 0.000. It indicates that p-value experimental class was lower than the α (0.000 < 0.05). It indicates that there was improvement on students’ interest after the treatment was conducted in experimental class.