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Description
The study was conducted to improve students’vocabulary through Duolingo at a high school and to make them interested, excited and active in learning and practicing their English, especially vocabulary by using Duolingo and also to assess whether it would be usèul and enjoyable or not in learning words and phrases. An appreciative inquiry theoretical research perspective was used to structure a qualitative, embedded descriptive case study design which was used to describe the perceptions of high school teachers and their students involved in applying “Duolingo” to learn and support teaching English vocabulary for 11th form students”. Data were collected through teacher and student focus groups and were analyzed using the comparative analysis matrix method. The study was done to offer some useful solutions in using the web Duolingo as a valuable tool, especially in classroom to 11th graders It is expected that the result of the study will give significant contribution for the teacher, students, researcher and also the institution. Teacher can improve students’ vocabulary and find easier to remember words and phrases. Hopefully by using Duolingo in learning and supporting teaching English that the students can really master English words
