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All Journal Journal of Innovative and Creativity CEMARA: Jurnal Pengabdian Masyarakat Multidisiplin
Darmayanti, Yesi
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Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Vocabulary Growth Through Immersive App-Based Learning: A Study of Duolingo and Quizlet Amanda, Vivi; Darmayanti, Yesi; Zahra, Rani; Arrohman, Arrohman; Lubis, Tina Angriani
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

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Abstract

Vocabulary mastery is a fundamental component of English proficiency, yet many EFL learners continue to struggle with vocabulary retention and contextual use despite traditional instruction. The integration of mobile-assisted learning applications offers new opportunities to enhance engagement and autonomy; however, a gap remains between theoretical expectations of mobile learning effectiveness and its actual implementation in classroom contexts. Therefore, it aims to explore how immersive app-based learning through Duolingo and Quizlet supports vocabulary growth among higher education students. Employing a qualitative descriptive design, the study involved first semester students of English Study Program. Data were collected through semi-structured interviews and document analysis. The data analyzed using thematic analysis supported by triangulation for validity. The findings revealed four dominant themes: (1) students’ learning profile using Duolingo and Quizlet (2) improved vocabulary retention and contextual application facilitated by spaced repetition and retrieval practice; (3) heightened motivation and engagement through gamified features; (4) development of self-regulated learning behaviors such as goal-setting and progress monitoring; and (5) the crucial role of lecturer mediation and contextual factors in enhancing app effectiveness. The study concludes that immersive app-based learning significantly enhances vocabulary acquisition when technological features are supported by motivational design, learner autonomy, and instructional integration. These results bridge the gap between mobile-assisted language learning theory and classroom practice, offering both theoretical contributions to the understanding of Mobile-Assisted Language Learning (MALL) and pedagogical implications for integrating digital tools into EFL instruction. Duolingo and Quizlet, when appropriately guided, can transform vocabulary learning into an engaging, autonomous, and sustainable process for EFL learners.
Community Service for Improving of Learning Pronounce Silent Letters Thought Youtube Content by Channel Youtube For 12th Smk Kesehatan Rambah Samo Darmayanti, Yesi; Amanda, Vivi; Ria Ningsih, Asih
CEMARA: Jurnal Pengabdian Masyarakat Multidisiplin Vol 3 No 2 (2025): CEMARA: Jurnal Pengabdian Masyarakat Multidisiplin
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Indragiri (UNISI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/cemara.v3i2.3402

Abstract

This study examines the impact of utilizing YouTube content on enhancing twelfth-grade students’ pronunciation of English silent letters at SMK Kesehatan Rambah Samo. Employing a quasi-experimental design, two groups were compared: an experimental group that was taught through YouTube videos and a control group that was taught using traditional methods. Data were collected using pre-tests and post-tests administered to both groups, each consisting of 30 students. The findings revealed that the experimental group achieved a significant improvement in pronunciation performance (t = 9.84, p < 0.05) compared to the control group (t = 2.11, p > 0.05). The independent t-test also indicated a significant difference in gain scores (t = 5.43, p < 0.05), with a large effect size (Cohen’s d = 1.10). These results demonstrate that YouTube-based learning provides multimodal input, visual, auditory, and textual, that enhances learners’ ability to recognize and correctly pronounce words containing silent letters such as debt, subtle, climb, and honest. The study concludes that integrating authentic YouTube materials into pronunciation instruction significantly improves students’ phonological awareness and fosters autonomous learning compared to traditional classroom methods.
Co-Authors Amanda, Vivi Arrohman, Arrohman Lubis, Tina Angriani Ria Ningsih, Asih Zahra, Rani