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Latifa, Ammang

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Author-ID : 1468804

Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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INNOVATIVE PATHWAYS TO FLUENCY: EXPLORING DUOLINGO WITH SELF-DIRECTED LEARNING Hamma, Rosmiati; Nur, Rafiah; Ammade, Salasiah; Latifa, Ammang
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 14, No 1 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v14i1.17229

In an increasingly digitalised educational landscape, integrating mobile-assisted language learning (MALL) tools has emerged as a promising strategy to enhance communicative competencies in English, particularly among high school learners. This study explores the effectiveness of the Duolingo application combined with a self-directed learning (SDL) approach in improving English-speaking skills among high school students. Using a quantitative research design, the study was conducted with 57 eleventh-grade students from UPTD SMAN 1 Aralle during the 2024-2025 academic year. Pre-test and post-test assessments measured students' speaking abilities before and after using Duolingo over a designated period. The results revealed a statistically significant improvement, with an average difference of -17.22 between pre-test and post-test scores, supported by a t-value of -8.92 and a significance level of 0.000. This indicates the significant positive impact of Duolingo's interactive features, gamification elements, and self-paced learning model in enhancing students' confidence and competence in speaking English. This research fills a gap in existing studies by focusing on speaking skills and provides practical recommendations for integrating technology into educational practices. It emphasizes the role of teacher guidance, consistent student engagement, and curriculum design to maximize the benefits of technology-driven learning.

INNOVATIVE PATHWAYS TO FLUENCY: EXPLORING DUOLINGO WITH SELF-DIRECTED LEARNING Hamma, Rosmiati; Nur, Rafiah; Ammade, Salasiah; Latifa, Ammang
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 1 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v14i1.17229

In an increasingly digitalised educational landscape, integrating mobile-assisted language learning (MALL) tools has emerged as a promising strategy to enhance communicative competencies in English, particularly among high school learners. This study explores the effectiveness of the Duolingo application combined with a self-directed learning (SDL) approach in improving English-speaking skills among high school students. Using a quantitative research design, the study was conducted with 57 eleventh-grade students from UPTD SMAN 1 Aralle during the 2024-2025 academic year. Pre-test and post-test assessments measured students' speaking abilities before and after using Duolingo over a designated period. The results revealed a statistically significant improvement, with an average difference of -17.22 between pre-test and post-test scores, supported by a t-value of -8.92 and a significance level of 0.000. This indicates the significant positive impact of Duolingo's interactive features, gamification elements, and self-paced learning model in enhancing students' confidence and competence in speaking English. This research fills a gap in existing studies by focusing on speaking skills and provides practical recommendations for integrating technology into educational practices. It emphasizes the role of teacher guidance, consistent student engagement, and curriculum design to maximize the benefits of technology-driven learning.

THE IMPACT OF MULTIMODAL LITERACY ON STUDENTS' WRITING SKILL DEVELOPMENT: A CASE STUDY AT THE UNIVERSITY OF MUHAMMADIYAH MAKASSAR M., Muhammad Thahir; Latifa, Ammang
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/ac3zz933

This study investigates the impact of multimodal literacy practices on students’ academic writing development in an EFL higher education context. Drawing on contemporary multimodality frameworks (New London Group, 2021; Serafini, 2022; Jewitt & Kress, 2023), this research explores how students engage with linguistic, visual, spatial, and digital resources when composing texts. A qualitative case study was conducted with undergraduate students at the University of Muhammadiyah Makassar. Data were collected through classroom observations, document analysis, and semi-structured interviews, followed by thematic analysis. The findings reveal that multimodal literacy significantly enhances students’ idea generation, structural clarity, audience awareness, and overall writing motivation. Students demonstrated an increased ability to integrate visual and textual elements coherently, which contributed to more engaging and conceptually accurate writing. However, the study also identifies challenges, including digital navigation constraints and cognitive overload. This article concludes with theoretical and pedagogical implications for strengthening multimodality-driven writing instruction in EFL settings.

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