THE CORRELATION BETWEEN THE FREQUENCY OF USING AR FLASHCARDS AND VOCABULARY MASTERY OF ENGLISH DEPARTMENT STUDENTS AT UIN SATU TULUNGAGUNG

IDEYA FARIZKA, 1860203221052 and RINGGI CANDRANING PRAWERTI, 198910232025212016 (2026) THE CORRELATION BETWEEN THE FREQUENCY OF USING AR FLASHCARDS AND VOCABULARY MASTERY OF ENGLISH DEPARTMENT STUDENTS AT UIN SATU TULUNGAGUNG. [ Skripsi ]

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Abstract

The thesis entitled “The Correlation Between The Frequency of Using AR Flashcards and Vocabulary Mastery of English Department Students at UIN SATU Tulungagung” was written by Ideya Farizka, NIM. 1860203221052, English Education Department, Faculty of Tarbiyah and Teacher Training, supervised by Ringgi Candraning Prawerti, S.Pd.I, M.Pd. Keywords: AR Flashcards, frequency of use, vocabulary mastery, correlation study. Vocabulary mastery is one of the essential components in learning English because it enables students to understand and communicate effectively. Along with the advancement of educational technology, Augmented Reality (AR) Flashcards have emerged as an innovative learning medium that combines visual and interactive elements to support vocabulary learning. Although AR Flashcards have been widely used in language learning, limited studies have investigated the relationship between the frequency of using AR Flashcards and students' vocabulary mastery. Therefore, this study aimed to investigate whether there is a significant correlation between the frequency of using AR Flashcards and the vocabulary mastery of fourth-semester students of the English Department at UIN Sayyid Ali Rahmatullah Tulungagung. This study employed a quantitative approach using a correlational research design. The population of this study consisted of 158 fourth-semester students of the English Department. A total of 38 students were selected using purposive sampling based on specific criteria consistent with the research objectives. Data were collected using a questionnaire to measure the frequency of using AR Flashcards and a vocabulary test to measure students' vocabulary mastery. The data were analyzed using Spearman Rank Correlation because the data did not meet the assumption of normal distribution. The findings revealed a correlation coefficient of r = -0.125 with a significance value of p = 0.455. Since the significance value was greater than 0.05, the correlation between the frequency of using AR Flashcards and students' vocabulary mastery was not statistically significant. The result indicated a very weak negative relationship between the two variables. Therefore, the null hypothesis (H₀) failed to be rejected, indicating that there was no significant correlation between the frequency of using AR Flashcards and students' vocabulary mastery. The findings suggest that the frequency of using AR Flashcards alone may not be sufficient to influence vocabulary mastery. Other factors such as learning motivation, prior vocabulary knowledge, learning strategies, and learning habits may also contribute to students' vocabulary mastery. Therefore, AR Flashcards may serve as a supportive learning medium; however, their effectiveness depends on how they are used and integrated into the learning process.

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