INTEGRATION OF AUGMENTED REALITY (AR) TECHNOLOGY IN ENGLISH SPEAKING LEARNING
DOI:
https://doi.org/10.31851/esteem.v8i2.19503Keywords:
Augmented Reality, Speaking Skill, English Learning, Motivation, Technology in EducationAbstract
This study investigates the effectiveness of Augmented Reality (AR) in improving students’ English speaking skills. Employing a quasi-experimental design with a pre-test and post-test control group, the research involved 60 eleventh-grade students at SMA Negeri 3 Pagaralam, divided into experimental and control groups. The experimental group received speaking instruction integrated with AR, while the control group followed conventional methods. Data were collected through speaking tests, questionnaires, and observation sheets. The results show a significant improvement in the experimental group’s speaking performance, with a mean gain of 9.52 points, compared to 3.9 points in the control group. The paired sample t-test confirmed a significant difference (p < 0.05) in the experimental group’s pre- and post-test scores. Moreover, the independent t-test indicated a significant difference in post-test results between both groups. Questionnaire analysis revealed that students responded positively to AR-based learning, noting increased motivation, enjoyment, and confidence. These findings suggest that AR is an effective tool for enhancing speaking skills by providing interactive, contextual, and immersive learning experiences. The study recommends further exploration of AR in other language skills and diverse classroom contexts.
References
Amin, M. Y. M. (2023). AI and Chat GPT in Language Teaching: Enhancing EFL Classroom Support and Transforming Assessment Techniques. International Journal of Higher Education Pedagogies, 4(4), 1–15. https://doi.org/10.33422/ijhep.v4i4.554
Bahufite, E., Kasonde-Ng’andu, S., & Akakandelwa, A. (2023). The relationships between learners’ academic achievement due to the use of constructivist methods in physical science and their self-esteem in zambian secondary schools. Social Sciences and Humanities Open, 8(1), 100632. https://doi.org/10.1016/j.ssaho.2023.100632
Brown, J. . (2019). The Elements of Language Curriculum: A Systematic Approach to Program Development. Heinle & Heinle.
Bygate, M. (2018). Speaking. Oxford University Press.
Darsih, E., & Asikin, N. A. (2020). Mobile Assisted Language Learning: Efl Learners Perceptions Toward the Use of Mobile Applications in Learning English. English Review: Journal of English Education, 8(2), 19. https://doi.org/10.25134/erjee.v8i2.2999
Dash, B. B. (2022). Digital Tools for Teaching and Learning English Language in 21 st Century. International Journal Of English and Studies, 4(2), 8–13. http://dx.doi.org/10.47311/IJOES.2022.4202
Ditania, S. (2022). An Anlysys On Students’ Problem In Speaking Skill Faced By The Eleventh Grade Of Social Science Of Sma Negeri 3 Pekanbaru In Academic Year 2019/2020 [Universitas Islam Riau]. https://repository.uir.ac.id/11477/
Dornyei, Z., & Taguchi, T. (2019). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). Routledge. https://doi.org/https://doi.org/10.4324/9780203864739
Ehsan, N., Vida, S., & Mehdi, N. (2019). The impact of cooperative learning on developing speaking ability and motivation toward learning English. In Journal of language and education. cyberleninka.ru.
Field, A. (2024). Discovering statistics using IBM SPSS statistics. Sage Publications.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. h. (2014). How To Design And Evaluate Research In Education (Eighth Edi). McGraw-Hill Education.
Goh, C. C. M., & Anne, B. (2018). Teaching Speaking : A Holistic Approach (First). Cambridge University Press.
Horwitz, E., Tallon, M., & Luo, H. (2018). Foreign Language Anxiety. In In Cassady, Jerrell, C. (ed.), Anxiety in schools: the causes, consequences, and solutions for academic anxiety (pp. 96-118). Peter Lang Publishing.
Hughes, R. (2019). Teaching and Researching Speaking (Second).
Jaya, A., Hartono, R., Wahyuni, S., & Yulianto, H. J. (2025a). From silent to supreme: The transformative power of project-based learning on language learners. Multidisciplinary Reviews, 8(8), 2025258. https://doi.org/10.31893/multirev.2025258
Jaya, A., Hartono, R., Wahyuni, S., & Yulianto, H. J. (2025b). Los efectos de la estrategia de aprendizaje basado en proyectos con actividad física en función del género sobre el rendimiento escolar y la confianza en sí mismos de los estudiantes. Retos: Nuevas Tendencias En Educación Física, Deporte y Recreación, 66, 349–360. https://doi.org/10.47197/retos.v66.110067
Johnson, D. W., & Johnson, R. T. (2019). Cooperation and the Use of Technology in Education. Journal of Educational Psychology, 111(4), 567–578.
Kukulska-Hulme, A. (2020). Mobile-Assisted Language Learning. Cambridge University Press.
Lakens, D. (2018). Calculating and reporting effect sizes to facilitate cumulative science: A practical primer for t-tests and ANOVAs. Frontiers in Psychology, 4, 863. https://doi.org/10.3389/fpsyg.2013.00863
Lubis, A. H., & Wangid, M. N. (2019). Augmented Reality-Assisted Pictorial Storybook: Media to Enhance Discipline Character of Primary School Students. ERIC Journal, 6(1), 11–20. https://eric.ed.gov/?id=EJ1265730
Luckin, R., & Holmes, W. (2016). Intelligence Unleashed: An argument for AI in Education. In UCL Knowledge Lab: London, UK. . https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf
Mackey, A., & Gass, S. M. (2021). Second language research: Methodology and design. Routledge.
Madhavi, E., Sivapurapu, L., Koppula, V., Esther Rani, P. B., & Sreehari, V. (2023). Developing Learners’ English Speaking Skills using ICT and AI Tools. Journal of Advanced Research in Applied Sciences and Engineering Technology, 32(2), 142–153. https://doi.org/10.37934/ARASET.32.2.142153
McKay, Sandra Lee. (2018). English As an International Language: What It Is and What It Means For Pedagogy. RELC Journal, 49(1), 9–23. https://doi.org/10.1177/0033688217738817
Nation, I. S. ., & Newton, J. (2020). Teaching ESL/EFL Listening and Speaking. Routledge.
Ntumba, C., Aguayo, S., & Maina, K. (2023). Revolutionizing Retail: A Mini Review of E-commerce Evolution. Journal of Digital Marketing and Communication, 3(2), 100–110. https://doi.org/10.53623/jdmc.v3i2.365
Pokrivcakova, S. (2019). Preparing teachers for the application of AI-powered technologies in foreign language education. Journal of Language and Cultural Education, 7(3), 135–153. https://doi.org/10.2478/jolace-2019-0025
Richards, J. C., & Schmidt, R. W. (2017). Longman Dictionary of Language Teaching and Applied Linguistics (4th ed.). Routledge. https://doi.org/https://doi.org/10.4324/9781315833835
Sherine, A., Seshagiri, A. V. S., & Sastry, M. M. (2020). Impact of whatsapp interaction on improving L2 speaking skills. International Journal of Emerging Technologies in Learning, 15(3), 250–259. https://doi.org/10.3991/ijet.v15i03.11534
Sugiyono. (2021). Metode Penelitian Pendidikan (Kuantitatif, Kualitatif, Kombinasi, R&D dan Penelitian Pendidikan) (A. Nuryanto (ed.); Kedua). ALFABETA, CV.
Van Maanen, J. (2025). Reviewed Works: Participant Observation. James P. SpradleyThe Ethnographic Interview. James P. Spradley. Administrative Science Quarterly, 25(3), 526–530. https://doi.org/10.2307/2392270
Warschauer, M., & Kern, R. K. (2017). Network-Based Language Teaching: Concepts and Practice. Cambridge University Press.
Williyan, A., Fitriati, S. W., Pratama, H., & Sakhiyya, Z. (2024). AI as co-creator: exploring indonesian efl teachers’ collaboration with ai in content development. Teaching English with Technology, 24(2), 5–21. https://doi.org/10.56297/vaca6841/LRDX3699/RZOH5366
Xu, Z. (2024). AI in education: Enhancing learning experiences and student outcomes. Proceedings of the 4th International Conference on Signal Processing and Machine Learning, 51(1), 104–111. https://doi.org/10.54254/2755-2721/51/20241187
Yahya, Y., Yusrizal, Y., & Kurniawan, R. (2019). Technology in Teaching Speaking Skill: a Review of Current Literature. Journal Of Language Education and Development (JLed), 2(1), 242–251. https://doi.org/10.52060/jled.v2i1.204
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Lesi Anggraini, Apriana
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
