THE EFFECT OF AUGMENTED REALITY (AR) ON NINTH-GRADE STUDENTS’ SPEAKING SKILLS AT INSAN QUR’ANI JUNIOR HIGH SCHOOL

Zulfa, Lutfiatul Indana (2026) THE EFFECT OF AUGMENTED REALITY (AR) ON NINTH-GRADE STUDENTS’ SPEAKING SKILLS AT INSAN QUR’ANI JUNIOR HIGH SCHOOL. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

Many ninth-grade students at Insan Qur'ani Junior High School experienced difficulties in speaking English, particularly in pronunciation, vocabulary, grammar, and fluency. These problems were caused by limited opportunities to practice speaking, lack of confidence, and the use of less interactive learning media. Therefore, this study aimed to investigate whether Augmented Reality (AR) had a significant effect on students' speaking skills or not significant effect on students’ speaking skills This study employed a quantitative approach using a pre-experimental one group pre-test and post-test design. The participants consisted of ten ninth-grade students selected through total sampling. Data were collected through three stages: a pre-test to measure students' initial speaking skills, three treatment sessions implementing marker-based Augmented Reality using the Assemblr Edu application, and a post-test to assess students' speaking skills after the treatment. During the treatment, students performed descriptive speaking activities by scanning printed markers with their smartphones to visualize three-dimensional animal objects and describe them in English. Students' speaking performances were assessed based on pronunciation, vocabulary, grammar, and fluency using a speaking rubric adapted from Brown. The data were analyzed using descriptive statistics and a paired sample t-test using IBM SPSS Statistics Version 32. The results of the data analysis showed that the mean score increased from 61.00 in the pre-test to 81.50 in the post-test. The paired sample t-test revealed a statistically significant difference between the pre-test and post-test scores (t(9) = 14.807, p < .001), indicating that the use of Augmented Reality significantly improved students' speaking skills. Improvements were found in all speaking aspects, with grammar showing the highest improvement, followed by pronunciation, vocabulary, and fluency. Based on these findings, the null hypothesis (H₀) was rejected, while the alternative hypothesis (H₁) was accepted. In conclusion, marker-based Augmented Reality through the Assemblr Edu application had a significant positive effect on the speaking skills of ninth-grade students at Insan Qur'ani Junior High School by improving their pronunciation, vocabulary, grammar, fluency, and confidence. These findings contribute to the growing body of literature on Technology-Enhanced Language Learning (TELL) by providing empirical evidence of the effectiveness of Augmented Reality in improving speaking skills in an Indonesian Islamic junior high school EFL context. Practically, the study suggests that English teachers can integrate Augmented Reality into speaking instruction to create more interactive, contextualized, and student-centered learning experiences. Future researchers are encouraged to employ larger samples, longer treatment periods, and more rigorous experimental designs to further validate and extend these findings.

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