Abstract :

The implementation of Artificial Intelligence (AI) in English skills, as exemplified by the Duolingo application, illustrates the transformative shift in education within the Industrial Revolution 5.0 era, where human–machine collaboration enhances personalized skill development. This study involved 30 Grade XI students at SMKN 3 Baubau and employed a descriptive qualitative approach to examine learners’ perceptions and experiences with AI-based learning tools. Data were collected through field observations, English proficiency tests, questionnaires, and interviews. The results indicate that Duolingo effectively supports self-directed blended learning, improving students’ speaking, listening, reading, and writing skills in an engaging and autonomous manner. Through AI-driven gamification, Duolingo adapts to individual learner performance by providing instant feedback, progressive difficulty levels, and interactive exercises that maintain motivation and reduce learning fatigue. These adaptive features align with the vision of Industrial Revolution 5.0, where technology collaborates with learners to optimize progress. Most participants reported significant improvements in vocabulary acquisition, pronunciation, and comprehension, attributing their advancement to daily practice and active engagement facilitated by the application. In conclusion, AI-powered platforms like Duolingo go beyond digitizing traditional learning; they transform the educational experience by fostering intrinsic motivation, sustaining engagement, and enabling personalized learning pathways, thus equipping learners for global communication demands with both efficiency and enjoyment.

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Keywords :

Artificial Intelligence, Duolingo Application, English Skills, Implementation, Industrial Revolution, SMKN 3 Baubau.

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