As mentioned, the twelfth grades students of MA ATQIA divided into two groups, which are the control
group (CG) and the experimental group (EG). The aim of conducting the pre-test
of Quasi-experiment is to evaluate the
level of existing knowledge that respondents gained before getting any
treatment as the preparation for post-test. During pre-test evaluation, a TOEFL
preparation test focused only in Structure and written expression in section 2
about 20 questions in 20 minutes divided
into 10 questions of structure and 10 questions of written expression delivered
to all groups of students. A teacher assigned to give a brief introduction
about what should students do and face from the test. Then, all groups of
students asked to answer questions by themselves with limited of time. The
answers and score from the test then recorded.
After conducting the pre-test, the preparation for post-test made.
The aim of conducting the post-test Quasi-experiment
is to identify a significant difference
between two different participants after undergoing a particular treatment.
Again, students in (CG) went through the same activity as in the pre-test.
Students in (EG) given a mobile application called Duolingo. Duolingo
application used to leverage both four major skills in languages learning such
as reading, listening, writing, speaking, it also teaches the students about
translating and understanding skills. Duolingo includes several subjects, such
as modal verbs, plurals, food, animals, which further separated into several
lessons that adjusted to the learner’s level. Interactive social compete
provided in this application the students in the form of rewarded points. They
can collect points according to their success, so they can compete against
their friends to see who has the highest amount of points. The students in (EG)
were given a limited time to use the Duolingo application for 2 weeks. In this
group have experience using smartphone
and tablets. As first motivation to the group (EG) to use Duolingo in their
daily life of learning languages, the teacher gave
a reward for a student with the highest score in Duolingo application. After
two weeks passed, post-tests were given to all groups with the same format with
pre-test but the different question in
the same difficulty. The result of the
effectiveness testing will also discuss
in the next section.
order know the motivation response through the application. After post-test conducted. All participants (EG) asked to complete an exit survey
with close-ended questions design related to their experience with Duolingo and
their motivation through the application. Open-ended questions
allow the respondent or participant to give a greater variety of responses, but
it makes the statistic analyze difficult because the collected data must be coded or reduced in some manner.
Closed-ended questions which this paper uses are easy to analyze statistically.
The researcher limits the responses that participants can give (Jackson, 2009).
Hypotheses evaluation applied to summarize the relationship
between the samples that have used in the testing. For testing the hypotheses,
one-way analysis of variance (ANOVA) had applied (Coakes & Ong, 2011). The one-way ANOVA calculation
produced ? value. If the calculated ? is higher than 0.05, the null hypothesis
accepted. Meanwhile, if the calculated ? value is lesser than 0.05, the null
hypothesis rejected (Sekaran