THE USE OF AUGMENTED REALITY (AR) MEDIA TO IMPROVE ENGLISH SPEAKING CONFIDENCE AMONG STUDENTS OF MADRASAH IBTIDAIYAH INAYATULLAH

Abstrak

This study aims to determine the effectiveness of using Augmented Reality (AR) media to improve English-speaking confidence among Grade V students at Madrasah Ibtidaiyah Inayatullah. A quasi-experimental research design was employed, consisting of an experimental group that received AR-based speaking instruction and a control group that received traditional instruction. Research instruments included a speaking confidence questionnaire, a speaking performance assessment, and classroom observations. The findings reveal that students in the experimental group experienced a significant improvement in speaking confidence compared to those in the control group. AR users demonstrated reduced anxiety, improved fluency, clearer pronunciation, and greater willingness to speak spontaneously. The immersive and interactive nature of AR—featuring 3D avatars, situational dialogues, and real-time feedback—provided a safe environment for students to practice speaking without fear of judgment. Additionally, AR increased students’ motivation by offering an enjoyable learning experience that encouraged autonomy and active participation. Observational data showed that students became more engaged, enthusiastic, and self-directed throughout the learning sessions. This study concludes that AR is an effective instructional tool for enhancing speaking confidence among young English learners. Further research is recommended to explore AR’s impact on other language skills and to examine implementation strategies in broader educational contexts.