THE EFFECTIVENESS OF USING AUGMENTED REALITY TOWARDS THE ENGLISH VOCABULARY MASTERY OF THE SEVENTH GRADE STUDENTS AT SMPN 3 SRENGAT BLITAR

NUR LAILYATUN NAIMAH, 126203211059 (2025) THE EFFECTIVENESS OF USING AUGMENTED REALITY TOWARDS THE ENGLISH VOCABULARY MASTERY OF THE SEVENTH GRADE STUDENTS AT SMPN 3 SRENGAT BLITAR. [ Skripsi ]

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Abstract

English is an international language that plays a crucial role in global communication. However, many junior high school students in Indonesia struggle with vocabulary mastery, which affects their ability to understand and use the language effectively. Vocabulary is a fundamental component of language learning, as stated by Nation (1990), who emphasizes that vocabulary knowledge encompasses form, meaning, and usage. Challenges in vocabulary mastery include difficulties in pronunciation, spelling, and comprehension, as observed during the pre-research observation at SMPN 3 Srengat Blitar. Traditional teaching methods often fail to engage students, leading to low motivation and retention. To address this issue, Augmented Reality (AR) is proposed as an innovative learning medium to enhance vocabulary mastery by providing an interactive and engaging experience. This study aims to investigate whether the use of AR is effective in improving English vocabulary mastery among seventh-grade students at SMPN 3 Srengat Blitar. A pre-experimental design was used in this research. The sample consisted of one class, VII D, comprising 32 students. The research instruments included a vocabulary test designed based on Nation’s (1990) vocabulary framework, which covers aspects of form (spelling and pronunciation), meaning, and usage. Data were collected using a pre-test and a post-test to measure students' vocabulary improvement before and after the AR-based learning intervention. The results were analyzed using SPSS 25 with a paired-sample t-test to determine whether there was a significant difference in students' vocabulary mastery before and after the treatment. The findings indicate that students' vocabulary mastery improved significantly after learning vocabulary through AR. The results showed that AR enhanced vocabulary retention, pronunciation accuracy, and contextual word usage. This was evident from the students' average pre-test score of 59.50, which increased to 81.00 in the post-test. The Paired Sample Test results showed a sig. (2- tailed) value of 0.000, which is smaller than 0.05 (0.000 < 0.05). Thus, the alternative hypothesis (Ha) was accepted, while the null hypothesis (H0) was rejected. This study contributes to the field of language learning by providing empirical evidence of the benefits of AR in vocabulary mastery. The findings suggest that AR can be a valuable tool for teaching English, particularly in junior high schools. It is recommended that educators integrate AR technology into vocabulary learning to create a more interactive and student-centered learning environment. Future research may explore the long-term effects of AR on vocabulary retention and its application in different linguistic contexts.

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