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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Acuity : Journal of English Language Pedagogy, Literature and Culture
Farida Repelita Waty Br. Kembaren
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Education Languange, Linguistic, Communication & Media

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Indonesian Teachers’ Perception on Duolingo for English Learning: Opportunities and Challenges Putri Malika Alya; Farida Repelita Waty Br. Kembaren
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6321

Abstract

This study investigates Indonesian teachers’ perceptions of Duolingo as a supplementary tool for English instruction, focusing on its benefits, challenges, and feasibility in formal education. Using a qualitative case study at SMP Miftahul Husna, data were collected through interviews, observations, and document analysis. Findings indicate that while Duolingo enhances student engagement and autonomous learning through gamification, challenges persist regarding its limited emphasis on productive language skills, curriculum alignment, and technological accessibility. Teachers highlight the need for a blended learning approach that integrates Duolingo with structured classroom instruction to support communicative competence. This study offers insights into the role of digital platforms in Indonesian education and provides recommendations for their effective integration.
Exploring Boarding School EFL Teachers' Strategies to Build Up Students' Speaking Competence Hafez Al Assad; Farida Repelita Waty Br. Kembaren; Muhammad Dalimunte
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7860

Abstract

This study investigates how EFL (English as a Foreign Language) teachers utilize teaching strategies to enhance students' speaking competence, particularly in Grade 8 classes. The data were collected through 30-minute observations per teacher and 15-minute semi-structured interviews with both teachers from the boarding school, conducted both inside and outside the classroom. This study employed a descriptive case study approach, and the data were analyzed using descriptive qualitative analysis to identify recurring patterns and categorize the strategies used in the classroom. The findings revealed that teachers employed a combination of strategies both inside and outside the classroom. Inside the classroom, strategies include vocabulary drilling, question-and-answer sessions, discussions, and group work. Meanwhile, the teachers from outside the classroom employed a range of teaching strategies, including group work, vocabulary drilling and memorization, as well as question-and-answer sessions and conversations. The above strategies demonstrate that interaction strategies, such as dialogue, conversation, and Q&A, encourage the use of speaking language, while vocabulary drilling provides the foundation for speaking development. The results offer insight into how boarding schools can promote lifelong language learning by striking a balance between classroom instruction and additional practice. The study highlights the practical value of interactive strategies in fostering speaking competence. However, as the research was limited to two teachers in a single institution, the findings provide transferable insights for similar EFL boarding school settings, particularly in highlighting the practical value of interactive approaches for fostering speaking competence.  
Indonesian Teachers’ Perception on Duolingo for English Learning: Opportunities and Challenges Putri Malika Alya; Farida Repelita Waty Br. Kembaren
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6321

Abstract

This study investigates Indonesian teachers’ perceptions of Duolingo as a supplementary tool for English instruction, focusing on its benefits, challenges, and feasibility in formal education. Using a qualitative case study at SMP Miftahul Husna, data were collected through interviews, observations, and document analysis. Findings indicate that while Duolingo enhances student engagement and autonomous learning through gamification, challenges persist regarding its limited emphasis on productive language skills, curriculum alignment, and technological accessibility. Teachers highlight the need for a blended learning approach that integrates Duolingo with structured classroom instruction to support communicative competence. This study offers insights into the role of digital platforms in Indonesian education and provides recommendations for their effective integration.
EFL Students’ Perceptions of the Cake in Enhancing Speaking Skills: A Student-Centered Approach Aisyah, Putri Nur; Farida Repelita Waty Br. Kembaren
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i2.4172

Abstract

This study investigated EFL students’ perceptions of using the Cake application as a pedagogical tool to enhance English speaking skills, employing a qualitative, student-centered approach. The data were collected using two modified questionnaires and semi-structured interviews. A purposive sampling method is applied to select the research participants. Thematic content analysis was applied to interpret the data. The research participants consist of 39 EFL students enrolled at one of the State Senior High Schools in Medan who have played Cake more than twice. The findings revealed that most students perceive the Cake app positively, citing improvements in vocabulary acquisition, pronunciation, confidence, and engagement in language learning. Key advantages included interactive features, flexible access, and enjoyable learning experiences. However, limitations such as a lack of grammar instruction in sufficient writing support and internet dependency were also reported. The study suggests that integrating a mobile language learning tool, such as Cake, into a dynamic environment can significantly support the development of speaking proficiency.
Co-Authors AISYAH, PUTRI NUR Hafez Al Assad Muhammad Dalimunte Putri Malika Alya