THE EFFECT OF USING AUGMENTED REALITY IN THE STUDENTS’ SPEAKING SKILL

Abstract

Implementation of Independent Curriculum requires teachers must be able to use digital media to create classroom more active, innovative, enjoyable, and can improve students’ learning outcomes. However, students' speaking skills at SMA Negeri 1 Gandapura are still low due to the teacher not yet utilizing digital media optimally in teaching speaking. This study aims to determine the effectiveness of using Augmented Reality (AR) media in improving students' speaking skills. This research used an experimental method and the sample of the research was taken two classes; class XI Merdeka 1 as control group and class XI Merdeka 2 as experimental group. The research instrument used was pre-test and post-test. The collected data was analyzed using inferential statistics with a t-test, through SPSS version 16 software. The finding was the students’ average pre-test speaking score in the experimental class was 69.7, while the average post-test score was 72.3. In conclusion, the use of AR media is effective and can enhance students' speaking skills.

Full text

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Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 11, No. 2, Desember 2024
http://ejournal.umm.ac.id/index.php/celtic/index
THE EFFECT OF USING AUGMENTED REALITY IN
THE STUDENTS’ SPEAKING SKILL
1Eli Nofriati, 2Chalil As’ari, 3Silvi Listia Dewi*, 4Sriwinar
1,2,3English Language Education, Universitas Almuslim Aceh, Indonesia
4Teknik Informatika, Universitas Almuslim Aceh, Indonesia
ABSTRACT
Implementation of Independent Curriculum requires teachers must be able to use
digital media to create classroom more active, innovative, enjoyable, and can
improve students’ learning outcomes. However, students' speaking skills at SMA
Negeri 1 Gandapura are still low due to the teacher not yet utilizing digital media
optimally in teaching speaking. This study aims to determine the effectiveness of
using Augmented Reality (AR) media in improving students' speaking skills. This
research used an experimental method and the sample of the research was taken
two classes; class XI Merdeka 1 as control group and class XI Merdeka 2 as
experimental group. The research instrument used was pre-test and post-test. The
collected data was analyzed using inferential statistics with a t-test, through SPSS
version 16 software. The finding was the students’ average pre-test speaking score
in the experimental class was 69.7, while the average post-test score was 72.3. In
conclusion, the use of AR media is effective and can enhance students' speaking
skills.
Keywords: Augmented Reality (AR) media, students’ speaking skill
ABSTRAK
Penerapan Kurikulum Merdeka mengharuskan guru mampu menggunakan media
pembelajaran berbasis teknologi untuk menciptakan lingkungan belajar yang lebih
aktif, inovatif, menyenangkan dan dapat meningkatkan hasil belajar siswa. Namun,
pada kenyataannya, kemampuan speaking siswa di sekolah SMAN 1 Gandapura
masih rendah. Hal ini disebabkan oleh guru yang belum menggunakan media
pembelajaran yang berbasis teknologi dalam pembelajaran speaking secara optimal.
Oleh karena itu, tujuan dari penelitian ini adalah untuk mengukur keefektifan
pengguanaan media teknologi Augmented Reality (AR) dalam meningkatkan
kemampuan speaking siswa. Jenis penelitian yang digunakan dalam penelitian ini
adalah metode penelitian eksperimental dan sampel dalam penelitian ini diambil
dua kelas yaitu kelas XI Merdeka1 sebagai kelas kontrol dan kelas XI Merdeka 2
sebagai kelas eksperimental. Instrumen yang digunakan pada penelitian ini adalah
pre-tes dan pos-tes untuk pengumpulan data. Selanjutnya, data dianalisis
menggunakan statistik inferensial t-test yang diprosess dengan aplikasi SPSS versi
16. Berdasarkan data analisis, nilai rata-rata pre-test speaking siswa pada kelas
eksperimental adalahh 69.7 sedangkan nilai rata-rata post-test speaking adalah
72.3. Hasil penelitian ini dapat disimpulkan bahwa penggunaan media AR sangat
efektif dan dapat meningkatkan kemampuan speaking siswa.
Kata Kunci: Media Augmented Reality (AR), kemampuan speaking siswa
E-ISSN: 2621-9158
P-ISSN:2356-0401
*Correspondence:
silvilistiadewi@umuslim.ac.id
Submitted: 1 December 2024
Approved: 14 December 2024
Published: 15 December 2024
Citation:
Nofriati, E., As’ari, C., Dewi, S.L., &
Sriwinar. (2024). The effect of using
augmented reality in the students’
speaking skill. Celtic: A Journal of
Culture, English Language Teaching,
Literature and Linguistics, 11(2),
437-448. Doi:
10.22219/celtic.v11i2. 37834

Eli Nofriati, Chalil As’ari, Silvi Listia Dewi, Sriwinar
The Effect of Using Augmented Reality in the Students’ Speaking Skill.
438
INTRODUCTION
English is a lingua franca and essential language that have to be mastered by
the people from various countries particularly students. The primary goal of the
English learning is to use it effectively as a tool for human communication (Dhivya
et al., 2023). To communicate properly in English, learners must develop proficiency
to four fundamental skills: writing, speaking, listening, and reading. All these
fundamental skills are very important. In reality, however, speaking is the difficult
skill to be mastered among the other skills (Pratolo et al., 2019).
Speaking is a crucial skill in the English teaching and learning process. As
stated by Islam et al., (2022), speaking involves a process interactively in developing
meaning within producing, receiving, and processing information. To develop
strong speaking skills, students are expected to speak English either in their daily
lives or during communication of the learning activities (Sinurat & Saragih, 2014).
Additionally, learners should engage in frequent practice and drills to build good
speaking habits. The goal of learning English is to build proficiency in both spoken
and written communication, aiming to reach a functional level of literacy (Rosyidi et
al., 2022). This process should encompass all language skills, including listening,
speaking, writing, and reading, utilizing effective language learning strategies (Dewi
et al., 2023). Speaking skills, in particular, help students express their ideas and
emotions verbally. To support this, using learning media based on the information
and communication technology can be as a valuable alternative (Zhang et al., 2022).
According to Park, et al., (2019), learning media that incorporate information
and technology are proven to be more valid, effective, and practical compare to
those that do not utilize such technology. Integrating both of them into the learning
processes related to the students’ needs can significantly increase their interests
in English. Technologically integrated medium are increasingly being used in
education (Bereczki & Kárpáti, 2021).
In this study, the researchers focused on utilizing the Augmented Reality
(AR) as the English media in teaching speaking; especially in exploring the local
wisdom about the Acehnese tradition such as; Khanduri Blang and Uroe Meugang
traditions. AR refers to a contemporary computer-aided learning environment that
integrates real condition virtually enhanced information or images (Belda-Medina &
Calvo-Ferrer, 2022). On the other hand, according to (Mozaffari & Hamidi, 2023), AR
is a technology that offers a real-time visual experience, either directly or indirectly,
of physical environments in the real world, enhanced with virtual, computer-
generated elements. It enables virtual images and information to be superimposed
onto the real-world environment in real time.
In this case, through AR, the researchers seek to address the issue of local
wisdom by highlighting Acehnese traditions, such as the Khanduri Blang and Uroe
Meugang ceremony. Khanduri Blang is a celebration performed by the Acehnese
community as an expression of gratitude to Allah for the abundant rice harvest.
Similarly, Uroe Meugang is another significant tradition in Aceh, making the
beginning of ramadhan. This celebration is characterized by a communal feast,
where meals are shared to foster community spirit and charity. Both traditions
haighlight the importance of gratitude, unity, and community in Acehnese culture.

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The researchers chose local wisdom because it embodies more moral value
than material value. Hakim et al. (2023) emphasize the importance of local wisdom
as a filter in the era of globalization, while Ramang et al. (2020) define it as the
fundamental knowledge acquired through a balanced relationship with nature and
culture, which is passed down within a community. It serves as a foundation for
building the nation and strengthening society. In addition, preserving the noble
culture of the Acehnese will also help build the Profil Pancasila students who
embrace global diversity.
Based on observations conducted at SMAN 1 Gandapura, the researchers
found that students, particularly those in the second grade, have low speaking skills.
These are caused by several factors. The first factor is the students' limited English
vocabulary, which it makes them difficult speaking in front of the class. The second
factor is the lack of self-confidence when speaking in English. Another issue
identified by the researchers is the insufficient use of engaging and interactive
learning media by teachers during the learning activity, which leads to the low of
motivation and causes the students become quickly bored during lessons.
To address the issues mentioned above, the researchers aim to utilize digital
media, specifically AR, a system that integrates three key features: the combination
of real and virtual worlds, real-time interaction, and accurate 3D registration of
virtual and real objects, to enhance students' speaking abilities. The researchers
have also chosen the topic of local wisdom, specifically the Khanduri Blang tradition,
as the theme for students' discussions. This approach aims to engage students by
helping the students more familiar with their own culture, making it easier for them
in expressing their experiences. The chosen theme is closely related to activities that
students commonly encounter in their everyday lives.
The researchers also referenced findings from previous studies to support
the selected solution in addressing the issues mentioned earlier. The first study,
conducted by Syafryadin et al. (2019), demonstrated that students' speaking ability
improved through the storytelling technique. The second study, conducted by
Anggreini et al. (2023), found that the use of digital media, specifically the Cake
application, could improve students' speaking skills. The last study, conducted by
Hwang et al. (2019), revealed that students' speaking performance improved after
the researcher applied the shadowing technique in the learning process. In
accordance with the previous studies, the researchers were interested in
implementing digital media, specifically the AR application, in speaking instruction.
METHOD
The research method used in this study was quasi-experimental, combining
both quantitative and experimental approaches. The quantitative component aimed
to analyze a specific population or sample using statistical instruments to test the
relevant hypothesis (Hahs-Vaughn & Lomax, 2020). The experimental approach
specifically required to determine the effectiveness of using AR media applications
in enhancing students' speaking performance.
This study was conducted at SMAN 1 Gandapura, located on Medan-Banda
Aceh Road, in Lapang Timu Village, Gandapura Subdistrict, Bireuen Regency. The
researchers selected this school based on initial observations, which revealed that
students have low speaking skills. Additionally, the teachers do not fully utilize

Eli Nofriati, Chalil As’ari, Silvi Listia Dewi, Sriwinar
The Effect of Using Augmented Reality in the Students’ Speaking Skill.
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media, especially digital media, in their teaching activities, particularly in the
instruction of speaking skills.
The population of this study consisted of second-grade students, totaling 140
students across four classes. The researcher selected two classes as the samples,
each consisting of 35 students. These samples were divided into two groups: class
XI Merdeka 1 as the control group and class XI Merdeka 2 as the experimental group.
In this study, a test was selected to collect the data. The researchers used a
pretest to examine the students' speaking skills before applying AR in the speaking
class. The pretest aimed to gather baseline data on students' speaking abilities in
both groups. A posttest was given after the treatment to both the experimental and
control groups, with the aim of determining the effect of AR on students' speaking
performance. In the experimental class, the students were taught speaking skills by
exploring the local wisdom of the Khanduri Blang and Uroe Meugang tradition, using
AR as an interactive medium. Additionally, the researchers showed the videos about
those traditions, designed within the AR application on the tablet. Students were
then guided to discuss the activities of Khanduri Blang as if they were present at the
event.
In contrast, in the control class, the researcher only played a regular video
about Khanduri Blang and Uroe Meugang and asked the students to discuss and
retell the activities they had watched. After the treatment, both groups were given a
posttest to evaluate their speaking abilities. The data collected from the pretest and
posttest were analyzed using the speaking performance proficiency rating proposed
by Patty et al. (2023) and Weaver & Oller (1981). The data were tabulated into tables
and analyzed using descriptive statistics (mean and standard deviation), followed
by inferential statistics (independent samples T-test). For this analysis, the
researcher used SPSS Version 16 statistical software. The goal of the data analysis
was to compare the students' speaking proficiency in the experimental and control
groups and to investigate the effectiveness of using AR to enhance students'
speaking skills (Suharsimi, 2006).
FINDINGS
The research was carried out at SMAN 1 Gandapura on 20th and 22th, August,
2024. In this study, the researchers collected the data from the students’ pre-test
and post-test score in control and experimental class. The pre-test was given before
the treatment, while the post-test was given after the treatment. After conducting
the research, the research findings were discussed in detail below.
1. The Result of the Students’ Pre-test Score of Control Class and Experimental
Class
Table 1 showed that in the control group, the lowest score achieved by the
students was 63, while the highest score was 85. In contrast, the experimental group
had a lowest score of 60 and a highest score of 82. The mean score of the pre-test for
the control group was 69.1, while the experimental group had a slightly higher mean
score of 69.7. These results indicate a relatively similar performance between the
two groups before the treatment, with only a minor difference in their average
scores. This baseline data provides a foundation for comparing the effects of the
treatment after the intervention. The students' pre-test scores, as shown in the
following table, highlight the initial distribution of speaking abilities across both

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groups, offering a clear starting point for the analysis.
Table 1. The Students’ Pre-test Score of Control and Experimental Groups
No
Initial of Students’
Name
Pre-test of
Control Group
No
Initial of
Students’ Name
Pre-test of
Experimental Group
1
AM
70
1
AY
72
2
AS
64
2
US
67
3
ASY
68
3
MH
60
4
AN
79
4
ADR
71
5
AR
63
5
FN
65
6
CNF
63
6
EL
65
7
FK
67
7
HF
78
8
HK
68
8
CUT
72
9
HA
65
9
BD
65
10
IN
65
10
JN
61
11
JL
68
11
RM
65
12
KA
74
12
ZA
77
13
KHA
69
13
MK
74
14
LJ
76
14
MU
76
15
MH
72
15
MH
74
16
MA
63
16
DF
65
17
MS
82
17
AM
74
18
MAR
85
18
NR
82
19
MG
72
19
MZ
70
20
MV
66
20
AF
63
21
NB
66
21
RA
65
22
NF
64
22
SU
63
23
NT
65
23
YS
63
24
RA
68
24
ZR
65
25
RZ
66
25
FN
69
26
RD
74
26
AN
78
27
RN
79
27
MR
77
28
RS
72
28
ID
72
29
SR
67
29
LS
72
30
SF
72
30
APR
72
31
TZ
63
31
DV
75
32
UR
65
32
IK
64
33
ZZ
66
33
IM
70
34
ZF
66
34
RZ
72
35
RAU
68
35
WA
65
Average Score
69.1
Average Score
69.7
Based on the pre-test result conducted in control and experimental groups, a
descriptive analysis could be made as follows:
Table 2. Descriptive analysis of pre-test result in control and experimental
groups
N
Minimum
Maximum
Mean
Std.
Deviation
Pre-test of Control Group
35
63
85
69.1
6.672
Pre-test of Experimental
Group
35
60
82
69.7
6.681
Valid N (listwise)
35
Based on Table 2, it could be described that the pre-test score of control
group, consisted of 35 students, the average score was 69.1 by the standard
deviation was 6.67. The minimum score in control class pre-test was 63.00, and the
maximum score was 85.00. Meanwhile, the average of pre-test score of the

Eli Nofriati, Chalil As’ari, Silvi Listia Dewi, Sriwinar
The Effect of Using Augmented Reality in the Students’ Speaking Skill.
442
experimental class was 69.7 by the standard deviation was 6.68. The minimum
score of the experimental class pre-test was 60.00, and the maximum score was
82.00. Based on these results, it is clear that the average of experimental class score
was higher than the average of control class score. The difference between the
average of pre-test score of control and experimental class was 0,6.
The result above should be measured by the test normality. The normality
test was to determine whether the sample was taken comes from the population
that follows a normal distribution. The results of the normality test can be shown in
the "Tests of Normality" table after being processed using software SPSS version
16.0. The normality test used was the Shapiro-Wilk method. The results of the data
processing for the normality test could be seen in Table 5 below:
Table 3. The Result Test of Normality of Control and Experimental Groups Pre-
test
Group
Shapiro-Wilk
Statistic
df
Sig.
Score
Control Group
.925
35
.125
Experimental Group
.967
35
.695
The table above showed us the significance of the students’ pretest speaking
score of control group was 0.125 and in experimental group was 0.695. Both of the
score showed that the significance value > 0.05. it means that H0 was accepted. Based
on result above, it can be explained that the data from both groups are distributed
normally.
The next phase was to examine the homogeneity pretest scores for both data.
The homogeneity test was presented to calculate whether the variances come from
the same population or not. In this study, the homogeneity test used the Levene's
test. The data was considered homogeneous if the significance value was higher than
0.05, whereas the data was considered not homogeneous if the significance value
was lower than 0.05. The result of the homogeneity test data processing could be
seen in Table 4.
Table 4. The Results of the Homogeneity Test of Pre-test in Control and
Experimental Groups
Levene Statistic
df 1
df 2
Sig.
.073
1
38
.789
Based on Table 4, the significance value of the speaking pre-test in
experimental group and the control group was 0.789 (greater than 0.05), which
means H0 was accepted. Therefore, it could be concluded that both of groups come
from populations with the same variances, indicating they are homogeneous.
The final step in analyzing the pre-test speaking scores of the control and
experimental groups was the mean difference test. To achieve this, an independent
samples T-test was applied. Independent samples T-test is applied to get a
comparison of the means from two groups of two different independent samples.
However, before conducting the independent samples T-test, a normality test of the

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population is undertaken as a prerequisite, as well as a homogeneity test of
population variance to determine the appropriate independent samples T-test to
use. Hypothesis testing was measured by comparing of two samples using
independent samples T-test with a significance value was 0.05. If the significance
value was greater than 0.050, it means that both classes have balance means. The
result of mean difference tests could be obtained in Table 5.
Table 5. The Independent Samples T- test of Control and Experimental Groups
Pre-test
Levene’s
Test for
Equality
of
Variances
t-test for Equality of Means
95% confidence
interval of the
Difference
F
Sig
t
df
Sig (2-
tailed
)
Mean
Differenc
e
Std.Error
Differenc
e
Scor
e
Equal
variance
s
assumed
.31
2
.57
8
-
.38
3
68
.703
-.51429
1.34420
-
3.1965
9
2.1680
2
Equal
variance
s not
assumed
-
.38
3
68.00
0
.703
-.51429
1.34420
-
3.1965
9
2.1680
2
Table 5 displayed the significance value of the students' speaking pre-test
was 0.703, it was greater than 0.050 (0.703 > 0.050). This indicates that, at the initial
condition (before treatment), both sample groups had balanced speaking abilities.
2. The Result of Students’ Speaking Post-test from the Control Group and
Experimental Group
The second finding was found from the post-test score results in control and
experimental groups. The data analysis were clearly discussed. The students’
speaking post-test score were shown on the Table 6. The table indicates that, based
on the post-test results of the control class, which had a total of 35 students, the
average score was 54.5 with a standard deviation of 10.15. The minimum post-test
score in the control class was 37, while the maximum score was 85. Meanwhile, the
average post-test score of the experimental class was 72.3, with a standard deviation
of 6.12. The minimum post-test score in the experimental class was 60, and the
maximum score was 85. Based on these results, it is apparent that the average post-
test score of the experimental class was higher than that of the control class. The
difference between the average post-test scores of the control and experimental
classes was 17.2. This significant difference suggests that the intervention, which
involved the use of AR technology, may have had a positive effect on the students'
speaking skills in the experimental class. Additionally, the smaller standard
deviation in the experimental class indicates a more consistent improvement in
speaking scores among the students, suggesting that AR may have had a more
uniform impact across different students.

Eli Nofriati, Chalil As’ari, Silvi Listia Dewi, Sriwinar
The Effect of Using Augmented Reality in the Students’ Speaking Skill.
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Table 6. The Students’ Post-test Score of Control and Experimental Groups
No
Initial of Students’
Name
Post-test of
control group
No
Initial of Students’
Name
Post-test of
Experimental
Groups
1
AM
50
1
AY
75
2
AS
51
2
US
68
3
ASY
60
3
MH
60
4
AN
74
4
ADR
76
5
AR
43
5
FN
74
6
CNF
43
6
EL
65
7
FK
52
7
HF
74
8
HK
46
8
CUT
82
9
HA
45
9
BD
70
10
IN
45
10
JN
63
11
JL
65
11
RM
65
12
KA
69
12
ZA
70
13
KHA
49
13
MK
74
14
LJ
59
14
MU
85
15
MH
54
15
MH
74
16
MA
49
16
DF
60
17
MS
75
17
AM
74
18
MAR
85
18
NR
76
19
MG
56
19
MZ
74
20
MV
48
20
AF
72
21
NB
44
21
RA
74
22
NF
45
22
SU
85
23
NT
39
23
YS
70
24
RA
50
24
ZR
60
25
RZ
56
25
FN
69
26
RD
67
26
AN
78
27
RN
68
27
MR
77
28
RS
50
28
ID
76
29
SR
53
29
LS
74
30
SF
54
30
APR
75
31
TZ
37
31
DV
74
32
UR
38
32
IK
82
33
ZZ
51
33
IM
70
34
ZF
45
34
RZ
60
35
RAU
62
35
WA
75
Average Score
54.5
Average Score
72.3
Based on the post-test scores from both classes, the following descriptive analysis
was conducted:
Table 7. Descriptive Analysis of Post-test Result in Control and Experimental
class
N
Minimum
Maximum
Mean
Std.
Deviation
Post-test of Control Group
35
37
85
54.5
10.159
Post-test of Experimental
Group
35
60
85
72.3
6.126
Valid N (listwise)
35
Next, the post-test scores were analyzed using a normality test. The
normality test was involved to measure whether the samples came from a normally
distributed population. The results of the normality test are presented in the 'Test
of Normality' table, which was processed using SPSS Statistics version 16.0. The

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Shapiro-Wilk test was used for the normality assessment. The results of the
normality test are shown in Table 8. This test is particularly appropriate for small
sample sizes, as it helps determine whether the data deviates significantly from a
normal distribution. If the significance value from the Shapiro-Wilk test is greater
than 0.05, it shows that the data follows a normal distribution, which is a key
assumption for conducting further statistical analyses, such as T-tests. These results
highlight the potential of AR as an effective tool for enhancing speaking skills in the
classroom.
Table 8. The Normality Test Result of Control and Experimental Groups Post-
test
Group
Shapiro-Wilk
Statistic
df
Sig.
Score
Control Group
.955
35
.443
Experimental Group
.917
35
.008
Based on Table 8, the significance value of the students’ speaking post-test
score for experimental class was 0.088 and for control class was 0.443. Both showed
the significance value was >0.050, which means H0 was received. Based on these test
results could be said that the datum from both groups are distributed normally.
The next step was analyzing the homogeneity test of the post-test score of
both the control and experimental groups. The homogeneity test is applied to obtain
if the variances come from the same population or not. In this study, the
homogeneity test used the Levene method. The data was considered homogeneous
if the significance value α was >0.05, while the data was considered not
homogeneous if the significance value was <0.05. The result of the homogeneity test
data processing could be shown in Table 9.
Table 9. The Homogeneity Test of Post-test Result in Control and Experimental
Groups
Levene Statistic
df 1
df 2
Sig.
.360
1
38
.552
The table above displays that the significance value of the post-test speaking
scores for both the experimental and control groups was 0.552 (which is greater
than 0.05), meaning that H0 was accepted. Therefore, it can be concluded that both
groups come from populations with the same variances, indicating they are
homogeneous.
The final step was to conduct a mean difference test using independent
samples T-test. Independent samples T-test is presented to compare the means of
two groups of two different independent samples. However, before conducting the
independent samples T-test, a normality test of the population was administered as
a prerequisite, as well as a homogeneity test of population variance to determine the
appropriate independent samples T- test. Hypothesis testing was done to compare
two samples by using independent samples T- test with a significance level was 0.05.
If the significance value was greater than 0.050, it means both of the classes have
balance means. The mean difference test results could be drawn in table below:

Eli Nofriati, Chalil As’ari, Silvi Listia Dewi, Sriwinar
The Effect of Using Augmented Reality in the Students’ Speaking Skill.
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Table 10. The Independent Samples T-test of Control and Experimental
Groups Post-test
Independent Samples Test
Levene’s
Test for
Equality of
Variances
t-test for Equality of Means
95% confidence
interval of the
Difference
F
Si
g
t
df
Sig
(2-
tailed
)
Mean
Differenc
e
Std.Error
Differenc
e
Score
Equal
variances
assumed
.647
.4
24
-2.135
68
.036
-3.14286
1.47227
-6.08073
-.20498
Equal
variances
not
assumed
-2.135
66.1
87
.036
-3.14286
1.47227
-6.08219
-.20353
The average of post-test score in experimental class was 72.3 by a standard
deviation was 6.649. There is a mean difference of -3.143. The probability value or
Sig (2-Tailed) was 0.036, where it was smaller than 0.050 (0.036 > 0.050). Based on
the data above, there was a significant difference in speaking scores between the
post-test results of the control class and the experimental class. This indicates that
the use of AR application as interactive media in speaking lessons was effective to
enhance students' speaking abilities in the classroom.
DISCUSSION
This study aimed to determine whether the AR was effective in improving
students' speaking skills in the classroom. Based on the research findings, there was
a significant improvement in students' speaking abilities, as evidenced by the
difference in post-test speaking scores between the control and experimental
groups. The first improvement was that the use of the AR as a teaching tool made
students more active in the learning process. Students were also encouraged to
express their ideas verbally through technology and digital media. This aligns with
the views of Beardsley et al. (2021) and Rosyidah et al. (2024), who stated that
learning through digital media increases students' motivation in the classroom. The
second improvement was that the AR helped students expand their English
vocabulary, allowing them to speak more confidently in English, especially when
discussing local wisdom, such as Acehnese traditions like Khanduri Blang and Uroe
Meugang. This approach not only facilitated language learning but also encouraged
students to engage in preserving and sharing their cultural heritage.
This statement aligns with the opinion of Jamrus & Razali (2019), Solak &
Catir (2015), and Shaumiwaty et al. (2022), who stated that AR provides a highly
effective contribution to students in enriching their vocabulary and helping them
speak English with confidence. Furthermore, AR applications create an immersive
and interactive learning environment, allowing students to engage with the content
in a dynamic way that enhances retention and understanding. By visualizing
vocabulary and concepts in real-time, AR bridges the gap between theoretical
knowledge and practical application, enabling students to communicate more
effectively in real-world scenarios.

Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 11, No. 2, Desember 2024
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447
CONCLUSION
Speaking is a critical productive skill in English because it allows students to
express their ideas and engage actively in learning activities. By developing
speaking skills, students are reinforced to express themselves, especially when
exploring local wisdom, such as the Acehnese tradition of Khanduri Blang and Uroe
Meugang. To support students in improving their speaking abilities, teachers must
implement effective teaching techniques and interactive media, such as AR. This
study found that the use of AR significantly improved students' speaking skills. By
utilizing AR, students can interact with virtual elements, making it easier for them
to express and describe what they observe, thereby improving their speaking
fluency. In other words, AR helps students expand their English vocabulary,
facilitating more confident communication. In the future, it is expected that AR will
not only improve speaking skills but also encourage the development of other
essential language skills such as writing, reading, and listening.
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