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All Journal Jurnal Bahasa dan Sastra Jurnal English Education: Jurnal Tadris Bahasa Inggris ELT Forum: Journal of English Language Teaching Linguistic, English Education and Art (LEEA) Journal Tonil, Jurnal Kajian Sastra, Teater dan Sinema PROJECT (Professional Journal of English Education) Jurnal Peduli Masyarakat Journal of English Education Program (JEEP) Journal of English Language and Education Linguistic, English Education and Art (LEEA) Journal Journal of Social Research Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Metathesis: Journal of English Language, Literature, and Teaching Journal of English Language Teaching and Literature (JELITA) ELT Forum: Journal of English Language Teaching
Hapsari, Christianti Tri
Universitas Negeri Semarang
Arts Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences Other

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Higher Education Students’ Perceptions of Using Duolingo Application for English Vocabulary Improvement Risma Putri Cahyani; Christianti Tri Hapsari
Metathesis: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2025): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v9i2.3425

Abstract

Vocabulary mastery plays a vital role in second language learning, particularly in higher education, where students are required to comprehend academic texts, participate in discussions, and produce written work in English. Although previous studies have reported positive effects of Mobile-Assisted Language Learning (MALL) applications such as Duolingo on vocabulary development, research focusing on higher education students’ perceptions remains limited, especially in the Indonesian context. This study aimed to explore higher education students’ perceptions of using the Duolingo application to improve their English vocabulary and to identify the challenges they encounter when using it. Employing a qualitative descriptive design, data were collected through an open-ended online questionnaire administered to 25 undergraduate students enrolled in an English Education Study Program at an Indonesian university. The data were analyzed using thematic analysis following Braun and Clarke’s framework. The findings reveal that students generally perceive Duolingo positively, particularly valuing its mobility, gamification features, interactivity, instant feedback, and personalized learning experience. Students also stated that they had improved vocabulary, word recognition, and pronunciation, and considered Duolingo a helpful supplementary aid in and out of the classroom. Nonetheless, a number of shortcomings were also found, including repetition, overly simple material, limited academic vocabulary, inappropriate sentence examples, technical problems, and an inability to transfer newly learned vocabulary into real-life communication. To sum up, even though Duolingo is an effective tool for acquiring vocabulary at the novice level, its role in higher education is best situated as a learning aid rather than a standalone solution.
Discourse Markers in Nate Bargatze’s Extended Interview on CBS Sunday Morning Anggi Cahyani Pramudita; Christianti Tri Hapsari
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/wh1s9338

Abstract

This study aimed to analyze the use of discourse markers (DMs) in a media interview titled Extended Interview: Comedian Nate Bargatze, published on the CBS Sunday Morning YouTube channel. The focus of this study is to identify discourse markers in the interview and classify them based on type and function. A qualitative descriptive method was employed, with data collected from the transcript of the interview video. The data were analyzed using Fraser’s (2009) framework to identify discourse marker types and Crible and Degand’s (2019) framework to examine their functions. The findings show that three types of discourse markers, which are elaborative, inferential, and contrastive marker, were found a total of 413 times. Elaborative markers appeared most frequently, with 224 occurrences, followed by inferential markers with 92 occurrences and contrastive markers with 56 occurrences. Furthermore, eight discourse marker functions were identified: addition, consequence, reduction, contrast, temporal, condition, alternative, and concession. In conclusion, discourse markers in interviews play an important role in maintaining coherence, organizing conversation, and sustaining the flow of interaction. Keywords: Discourse Markers, Media Interview, Spoken Discourse
English Major Students' Perceptions of Dialogue Practice in Improving Vocabulary Mastery at Universitas Negeri Semarang Dewanti Mira Ardani; Christianti Tri Hapsari
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/b9t5vm78

Abstract

This study aimed to examine students' perception of the use of dialogue practice in vocabulary learning in the English Education Study Program. This study uses a qualitative descriptive research design with participants selected through purposive sampling techniques. Data was collected through questionnaires and semi-structured interviews. Questionnaire data was analyzed using descriptive statistics, while interview data was analyzed qualitatively to support and explain quantitative findings. The results of the study showed that students had a positive perception of the use of dialogue practice as a vocabulary learning strategy. Most students agree that dialogue practice increases motivation, interest, and positive attitudes in vocabulary learning because it allows for the direct use of new vocabulary in meaningful communication. In terms of implementation in the classroom, dialogue practice is perceived as an interactive and collaborative activity with clear learning objectives. However, some students still feel initial discomfort in using new vocabulary for fear of making mistakes, although these feelings diminish as the intensity of the practice increases. Regarding vocabulary knowledge, dialogue practice helps students understand vocabulary contextually, including pronunciation, word meaning, and the appropriate use of vocabulary in sentences. Dialogue practice is perceived as an effective approach in vocabulary learning because it integrates cognitive, affective, and social aspects in language learning. This study recommends the application of dialogue practice in English learning as an effort to improve vocabulary mastery and active language use. Keywords: Dialogue Practice, EFL Learning, Vocabulary Learning, Student Perception, Vocabulary Mastery  
Co-Authors Agung Ginanjar Anjaniputra Alfiqri, Fahmi Alief Noor Farida Anggi Cahyani Pramudita Ardanna, Satrio Febrian Aryani, Oktianti Dwi Barata, Miftha Nugi Chairunnisa, Nadya Zulfa Chodhori, Mutiara Dewanti Mira Ardani Didit Kurniadi Fahrur Rozi Hindriana, Aprilia Devi Isnani, Shinta Ivada, Ega Nurdianis Kholid, Kholid Layla Shofiana, Khelin Mahanani, Dwi Herwindha Nuroida Ainun Azizah Putra, Angga Pratama Armaddi Rahayu Puji Haryanti Risma Putri Cahyani Rusydina Khumaida Saqifanty, Awanda Bramantika Setyo Jati, Kukuh Sri Wahyuni Sri Wuli Fitriati Sukma, Nahdia Sabrina Testiana Deni Wijayatiningsih Thohiriyah, Thohiriyah