ANALISIS SEMIOTIKA VISUAL PADA ELEMEN GAMIFIKASI APLIKASI MOBILE DUOLINGO UNTUK BAHASA JERMAN

Azah Afifah; Agus Bahtiar; Tati Suprapti; Umi Hayati

Authors

Azah Afifah STMIK IKMI Cirebon, Indonesia
Agus Bahtiar STMIK IKMI Cirebon, Indonesia
Tati Suprapti STMIK IKMI Cirebon, Indonesia
Umi Hayati STMIK IKMI Cirebon, Indonesia

Keywords:

Visual Semiotics, Gamification, Mobile Assisted Language Learning, Duolingo German Language Learning, Digital Learning Applications

Abstract

Kemajuan teknologi digital mendorong berkembangnya Mobile Assisted Language Learning (MALL), dengan Duolingo sebagai salah satu aplikasi pembelajaran bahasa berbasis gamifikasi yang banyak digunakan. Penelitian ini menganalisis semiotika visual pada elemen gamifikasi aplikasi mobile Duolingo untuk bahasa Jerman periode 2022–2025 dalam konteks Mobile Assisted Language Learning. Data berupa tangkapan layar elemen gamifikasi (XP, streak, badge, leaderboard, maskot, dan animasi umpan balik) serta literatur terkait dianalisis menggunakan semiotika Roland Barthes, model komunikasi Shannon dan Weaver, dan Self Determination Theory dalam bingkai sosiokultural. Hasil penelitian menunjukkan bahwa elemen gamifikasi visual membentuk mitos pembelajar ideal yang selalu produktif, konsisten, dan kompetitif, dengan pengaruh motivasional yang bersifat ganda dapat memperkuat maupun menekan kebutuhan kompetensi, otonomi, dan keterhubungan, tergantung konteks budaya dan pemaknaan pengguna. Penelitian ini berkontribusi pada kajian semiotika visual dan gamifikasi pembelajaran bahasa serta memberikan rekomendasi bagi pengembang dan pendidik untuk merancang pengalaman belajar yang lebih humanistik dan bermakna bagi siswa.

References

Shortt, M., Tilak, S., Kuznetcova, I., Martens, B. C., & Akinkuolie, B. (2021). Gamification in mobile-assisted language learning: A systematic review of Duolingo literature from public release of 2012 to early 2020. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2021.1933540

Kessler, M., Loewen, S., & Gönülal, T. (2023). Mobile-assisted language learning with Babbel and Duolingo: Comparing L2 learning gains and user experience. Computer Assisted Language Learning, 1–25. https://doi.org/10.1080/09588221.2023.2215294

Neuschafer, T. (2022). A netnographic analysis of how Duolingo supports German and Spanish learning needs. Digital Culture & Education, 14(3), 1–15. https://www.digitalcultureandeducation.com/volume-14-3

Bader, M., Cloarec, M., Goumy, M., & Hussein, D. (2022). The advantages and limits of gamification mechanisms: A Duolingo case study. Paris Cité University.

Adam, S., Marfuah, M., Afifah, U. F., & Abdullah, A. (2024). Aplikasi gamifikasi pembelajaran bahasa Mandarin berbasis augmented reality. Sistemasi: Jurnal Sistem Informasi, 13(6), 2780–2788.

Alfarisi, T. A. A. (2021). Semiotika sebagai bentuk komunikasi bahasa dusta (studi kasus pelanggaran rambu-rambu lalu lintas di Surabaya). Humanis, 13(2), 143–150.

Zeng, J., Sun, D., Looi, C.-K., & Fan, A. C. W. (2024). Exploring the impact of gamification on students’ academic performance: A comprehensive meta-analysis of studies from the year 2008 to 2023. British Journal of Educational Technology, 55(6), 2478–2502. https://doi.org/10.1111/bjet.13471

Liu, S., Zhang, S., & Dai, Y. (2025). Do mobile games improve language learning? A meta-analysis. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2025.2528786

Liu, T.-Y., & Wang, Y.-C. (2023). The effects of gamification on EFL learners’ motivation and academic achievement: A meta-analysis. Journal of Educational Computing Research, 61(3), 597–620. https://doi.org/10.1177/07356331231122345

Kristensen, J. K., Torkildsen, J. V. K., & Andersson, B. (2024). Repeated mistakes in app-based language learning: Persistence and relation to learning gains. Computers & Education, 210, 104966. https://doi.org/10.1016/j.compedu.2023.104966

Sadeghi, K., Sağlık, E., Mede, E., Samur, Y., & Comert, Z. (2022). The effects of implementing gamified instruction on vocabulary gain and motivation among language learners. Heliyon, 8(12), e11811. https://doi.org/10.1016/j.heliyon.2022.e11811

British Educational Research Association. (2024). Issue information. British Journal of Educational Technology, 55(1), i–ii. https://doi.org/10.1111/bjet.13344

Sergeeva, O. V., Zheltukhina, M. R., Ishmuradova, I. I., Kondakchian, N. A., Erokhova, N. S., & Zhdanov, S. P. (2025). A meta-analysis of the effectiveness of mobile supported collaborative learning. Online Journal of Communication and Media Technologies, 15(1), e202508. https://doi.org/10.30935/ojcmt/15948

Alibakhshi, G., Zarei, M. A., & Labbafi, A. (2025). Digital video games and language learners’ vocabulary learning, motivation and engagement: Teachers’ perceptions of types and effectiveness. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 26(1), 94–113. https://doi.org/10.54855/callej.252616

Syahputra, R., & Kholil, S. (2024). Penerapan model Shannon and Weaver untuk mengurangi distorsi pesan dalam pengamanan Pemilu 2024 Deli Serdang. Santhet: Jurnal Sejarah, Pendidikan dan Humaniora, 8(2), 2126–2136.

Kazu, İ. Y., & Kuvvetli, M. (2025). Digital language learning with Duolingo: Assessing its impact on listening, speaking, reading, and writing skills. Journal of Computers in Education, 12, 1–27. https://doi.org/10.1007/s40692-025-00355-0.

Mauidloh, N. H., Anam, S., & Widyastuti, W. (2024). The correlation between student's engagement and reading comprehension while using Quizlet gamification for vocabulary learning. IJORER: International Journal of Recent Educational Research, 5(4), 1013–1025. https://doi.org/10.46245/ijorer.v5i4.650

Khuluq, M., Hasanah, M., Muasshomah, & Imamah, N. (2024). Mobile-Assisted Language Learning Apps: The analysis of Duolingo’s content using ACTFL standarization. Al-Ta’rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 12(2), 229–246. https://doi.org/10.23971/altarib.v12i2.8806.

Mogavi, R. H., Guo, B., Zhang, Y., Haq, E.-U., Hui, P., & Ma, X. (2022). When gamification spoils your learning: A qualitative case study of gamification misuse in a language-learning app. In L@S ’22: Proceedings of the Ninth ACM Conference on Learning at Scale (pp. 1–14). Association for Computing Machinery. https://doi.org/10.1145/3491140.3528274.

Jadou, S. H., & Al Ghabra, I. M. M. M. (2021). Barthes’ semiotic theory and interpretation of signs. International Journal of Research in Social Sciences & Humanities, 11(3), 470–482. https://doi.org/10.37648/ijrssh.v11i03.027.

Swandhani, A. R., Wahjudi, D., & Lukitaningsih, L. (2023). Semiotika Roland Barthes sebagai pendekatan untuk mengkaji logo kantor pos. Gorga: Jurnal Seni Rupa, 12(1), 182–188.

Mynard, J., & Shelton-Strong, S. J. (2022). Self-determination theory: A proposed framework for self-access language learning. Journal for the Psychology of Language Learning, 4(1), e414522. https://doi.org/10.52598/jpll/4/1/5https://doi.org/10.24114/gr.v12i1.43650.

Yang, Y., Chen, J., & Zhuang, X. (2025). Self-determination theory and the influence of social support, self-regulated learning, and flow experience on student learning engagement in self-directed e-learning. Frontiers in Psychology, 16, 1545980. https://doi.org/10.3389/fpsyg.2025.1545980.

Sugiarto, A. F., & Qoiriah, A. (2022). Aplikasi pembelajaran Bahasa Indonesia berbasis web dengan pendekatan gamifikasi menggunakan algoritma Linear Congruent Method. JINACS: Journal of Informatics and Computer Science, 3(4), 435–445. https://doi.org/10.26740/jinacs.v3n04.p435-445

Pratama, F. Y., Erviana, V. Y., Suwartini, I., & Antono, M. N. (2025). Gamifikasi dalam kelas Bahasa Indonesia bagi penutur asing (BIPA) anak. Scholaria: Jurnal Pendidikan dan Kebudayaan, 15(1), 60–67. https://doi.org/10.24246/j.js.2025.v15.i1.p60-67.