Students' Perception of Using Duolingo Application as a Supplementary Tool for Vocabulary Learning at MTs NW Bungtiang

Vocabulary mastery is a fundamental aspect of English language learning. However, students at MTs NW Bungtiang still experience difficulties in remembering and using English vocabulary because the learning process is dominated by conventional teaching methods. In addition, digital learning applications such as Duolingo have not been optimally utilized. Therefore, this study aims to explore students' perceptions of using the Duolingo application as a supplementary tool for vocabulary learning at MTs NW Bungtiang and to identify its advantages and disadvantages from the students' perspectives. This study employed a qualitative approach with a descriptive research design. The data sources were the principal, the English teacher, and students of MTs NW Bungtiang. Data were collected through interviews, observations, and documentation, then analyzed using data reduction, data display, and conclusion drawing and verification. The findings show that students have positive perceptions of using Duolingo because its interactive features, gamification elements, and flexibility enhance learning motivation, interest, and independent vocabulary learning. However, several challenges were also identified, including limited internet access, insufficient teacher guidance, and the application's limited explanation of grammar. Therefore, Duolingo is considered more appropriate as a supplementary learning tool rather than a replacement for classroom instruction. Keywords: students' perception, Duolingo, vocabulary learning, digital learning media.