The integration of digital technology in language learning has significantly
influenced the way students learn English vocabulary, especially among young
learners. However, students still face difficulties in mastering vocabulary due to
limited exposure and less engaging learning methods. This study aims to explore
students’ perceptions of using Duolingo as a medium for learning English
vocabulary. This research employed a qualitative case study design conducted at
SMPIT Rahmatan Lil Alamin Bogor. The participants of this study were five
seventh-grade students. The data were collected through observation and semi
structured interviews. The findings revealed that students had positive perceptions
toward the use of Duolingo in learning vocabulary. The application increased
students’ motivation, engagement, and interest through its gamified features,
repetition, and immediate feedback. In addition, students found that Duolingo
helped them remember new vocabulary more effectively. However, some students
still experienced difficulties in understanding certain words without teacher
explanation, indicating that teacher guidance remains important. In conclusion,
Duolingo is an effective and engaging tool to support vocabulary learning, but it
should be used as a complementary medium alongside classroom instruction to
achieve optimal learning outcomes.

Keywords: Perception, Duolingo, Vocabulary Learning, Young Learners