<![CDATA[Digital applications are among the modern educational tools that respond to learners’ needs and can be effectively utilized to facilitate Arabic language instruction, particularly in developing reading skills among non-native Arabic learners. This study aimed to analyze the use of the Duolingo application in teaching reading skills to first-year secondary school female students at Al-Zamil Islamic Center within the context of Islamic education in Indonesia, with a focus on identifying its advantages and limitations. The study employed a descriptive-analytical approach. Data were collected through direct observation and analysis of the educational activities and linguistic content available in the application, as well as interviews with several students, and were analyzed descriptively. The findings revealed that the Duolingo application incorporates vocabulary, sentences, and dialogues, provides immediate feedback, and presents activities progressively based on the principle of gamification, all of which support the development of reading skills. The findings from the analysis and interviews also indicated that the application offers several advantages, including ease of use and increased motivation among first-year secondary school female students. However, it has certain limitations, including the absence of a direct pathway for teaching Arabic to Indonesian-speaking learners, limited practice in reading advanced texts, an emphasis on short sentences, and reliance on translation in some activities. These findings suggest that Duolingo can be utilized as an effective supplementary educational tool for teaching reading skills to first-year secondary school female students at Al-Zamil Islamic Center under teacher supervision, provided that a dedicated pathway for Indonesian-speaking learners is developed and appropriate reading texts for advanced levels are added. ]]>
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