Developing mobile augmented reality in picture book for teaching English for young learners

Authors

  • Naajihah Mafruudloh Department of Hospital Administration, Universitas Muhammadiyah Lamongan, Indonesia
  • Finaty Ahsanah Department of Pharmacy, Universitas Muhammadiyah Lamongan, Indonesia
  • K. Khoiriyah English Language Education Department, Universitas Muhammadiyah Malang, Indonesia

DOI:

https://doi.org/10.22219/raden.v4i2.33722

Keywords:

MAR, picture book, primary school

Abstract

An effective language and learning process must contain interactive, fun, challenging, motivating aspects and provide more space for students to develop their creativity and independence, according to students' talents and interests; thus, appropriate teaching media can be as assisting tools. When selecting media, you need to consider several things, namely learning objectives, effectiveness, easy to obtain, students, use, not rigid, cost, and quality. One of the developments in learning media that is currently still new is learning media using Augmented Reality. This research aims to develop Augmented Reality-based text book learning media for English language learning. Developing text-book media using an application with a barcode scanner on text-books. This application displays 4D images or animations that have sound and movement so that it will help students to understand English texts. The research method used is the research and development method (Research & Development) while the product development model used is the ADDIE model (Analysis, Design, Development, Implementation, & evaluation. After developemnt anf evalution phase, the findings reveals that the outcome of teaching material product is deemed highly valid and appropriate for teaching English to yong learners, especially for primary school in this research context, as it was supported by the result of validation phase with media experts, subject matter experts, and student trials. Additionally, reflecting on the result of this study, the pedagogical implications of this result discussed further in this research.

Downloads

Download data is not yet available.

References

Adam-Guillermin, C., Floriani, M., Cavalie, I., Camilleri, V., Armant, O., Ravanat, J.-L., Boudineaud, J.-P., & Gombeau, K. (2017). Epigenetic, histopathological and transcriptomic effects following exposure to depleted uranium in adult zebrafish and their progeny. Aquatic Toxicology.

Agata, D., Yuniarti, H., & Adison, A. A. P. (2021). Teaching English vocabulary to young learners via augmented reality learning media. Beyond Words, 9(2), 91–99. https://doi.org/10.33508/bw.v9i2.2772

Alshenqeeti, H. (2018). Motivation and foreign language learning: Exploring the rise of motivation strategies in the EFL classroom. International Journal of Applied Linguistics and English Literature, 7(7), 1–8. https://doi.org/10.7575/aiac.ijalel.v.7n.7p.1

Andi Rustandi, & Rismayanti. (2021). Penerapan Model ADDIE dalam Pengembangan Media Pembelajaran di SMPN 22 Kota Samarinda. Jurnal Fasilkom, 11(2), 57–60. https://doi.org/10.37859/jf.v11i2.2546

Bacca, J., Baldiris, S., Fabregat, R., & Kinshuk. (2018). Insights into the factors influencing student motivation in Augmented Reality learning experiences in Vocational Education and Training. Frontiers in Psychology, 9(AUG), 1–13. https://doi.org/10.3389/fpsyg.2018.01486

Banerjee, K. (2023). Challenges and Opportunities Innovation in Mobile Augmented Reality Systems. Journal of Advances in Management, Engineering and Science (JAMES), 01(01), 101–116.

Basturkmen, H. (2010). Developing Courses in English for Specific Courses. Palgrave Macmillan.

Benlaghrissi, H., & Ouahidi, L. M. (2024). The impact of mobile-assisted project-based learning on developing EFL students’ speaking skills. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00303-y

Branch, R. M. (2009). Instructional design: The ADDIE approach. https://books.google.co.id/books?id=mHSwJPE099EC&printsec=copyright&hl=id#v=onepage&q&f=falseCarvalh

Cai, Y., Pan, Z., & Liu, M. (2022). Augmented reality technology in language learning: A meta-analysis. Journal of Computer Assisted Learning, 38(4), 929–945. https://doi.org/10.1111/jcal.12661

Dewi, R. R. V. K., Muslimat, A., Yuangga, K. D., Sunarsi, D., Khoiri, A., Suryadi, S., Solahudin, M., & Iswadi, U. (2021). E-Learning as education media innovation in the industrial revolution and education 4.0 era. Journal of Contemporary Issues in Business and Government, 27(1), 2868–2880.

Hikmah, D. (2019). Media for language teaching and learning in digital era. International Journal of English Education and Linguistics (IJoEEL), 1(2), 36–41. https://doi.org/10.33650/ijoeel.v1i2.963

Hoang, D. T. N., & Nguyen, N. T. B. (2019). Mobile augmented reality activities in EFL classrooms at a vietnamese university from the students’ perspective. Journal of Asia TEFL, 16(1), 411–419. https://doi.org/10.18823/asiatefl.2019.16.1.31.411

Huang, S., & Bin Hamdan, A. R. (2023). A modification of UTAUT2 model applied to the field of chinese university EFL students’ adoption of mobile technology-integrated vocabulary learning. Journal of Education and Educational Research, 6(1), 84–91. https://doi.org/10.54097/jeer.v6i1.14165

Jalaluddin, I., Darmi, R., & Ismail, L. (2021). Application of Mobile Augmented Visual Reality (MAVR) for Vocabulary Learning in the ESL Classroom. Asian Journal of University Education, 17(3), 162–173. https://doi.org/10.24191/ajue.v17i3.14507

Jalaluddin, I., Ismail, L., & Darmi, R. (2020). Developing vocabulary knowledge among low achievers: Mobile augmented reality (MAR) practicality. International Journal of Information and Education Technology, 10(11), 813–819. https://doi.org/10.18178/ijiet.2020.10.11.1463

Karagozlu, D., & Ozdamli, F. (2017). Student opinions on mobile augmented reality application and developed content in science class. TEM Journal, 6(4), 660–670. https://doi.org/10.18421/TEM64-03

Kholifah, W., & Fudhla, N. (2023). Technology acceptance model (TAM) of magic book augmented reality by hippo as a reading medium for junior high school students in Padang. Journal of English Language Teaching, 12(2), 425–434. https://doi.org/10.24036/jelt.v12i2.122643

Kirikkaya, E. B., & Başgül, M. Ş. (2019). The effect of the use of augmented reality applications on the academic success and motivation of 7th grade students. Journal of Baltic Science Education, 18(3), 362–378. https://doi.org/10.33225/jbse/19.18.362

Koutromanos, G., Mikropoulos, A. T., Mavridis, D., & Christogiannis, C. (2023). Correction to : The mobile augmented reality acceptance model for teachers and future teachers. 2–3.

Kurkovsky, S. (2012). Issues and challenges in handheld augmented reality applications. WEBIST 2012 - Proceedings of the 8th International Conference on Web Information Systems and Technologies, 799–802. https://doi.org/10.5220/0003937007990802

Lee Juhee. (2021). EFL students’ engagement, attitudes, and task participation in augmented reality mobile games and pleasure reading. Multimedia-Assisted Language Learning, 24(4), 75–106.

Liao, C. H. D., Wu, W. C. V., Gunawan, V., & Chang, T. C. (2024). Using an augmented-reality game-based application to enhance language learning and motivation of elementary school EFL students: A comparative study in rural and urban areas. The Asia-Pacific Education Researcher, 33(2), 307-319.

Madanipour, P., & Cohrssen, C. (2020). Augmented reality as a form of digital technology in early childhood education. Australasian Journal of Early Childhood, 45(1), 5–13. https://doi.org/10.1177/1836939119885311

Mafruudloh, N., Arifatin, F. W., Solikhah, N. M., Fahriza, A., & Wahyuningtyas, D. (2022). the Development of poly synchronous-based e-learning for EFL classes at the islamic university. Ta Dib Jurnal Pendidikan Islam, 11(2), 65–76. https://doi.org/10.29313/tjpi.v11i2.10728

Majid, S. N. A., & Salam, A. R. (2021). A Systematic Review of Augmented Reality Applications in Language Learning. International Journal of Emerging Technologies in Learning, 16(10), 18–34. https://doi.org/10.3991/ijet.v16i10.17273

Manna, M. (2023). Teachers as augmented reality designers: A study on Italian as a foreign language teacher perceptions. International Journal of Mobile and Blended Learning, 15(2), 7927–7946. https://doi.org/10.4018/IJMBL.318667

Mat Sa’ud, A., Md. Ghalib, M. F., & Abu Bakar, R. (2023). A structured review of mobile augmented reality for language instruction and learning. International Journal of Modern Education, 5(19), 78–98. https://doi.org/10.35631/ijmoe.519006

Megawati, F., Shah, S. S. A., Untari, R. S., Agustina, S., & Cahyani, C. R. (2023). Students’ vocabulary learning through Augmented Reality (AR): EFL student teachers’ perceptions. Academia Open, 8(2), 10-21070.

Mesra, R. (2023). Research & development dalam pendidikan. In Https://Doi.Org/10.31219/Osf.Io/D6Wck.

Metruk, R. (2024). Mobile-assisted language learning and pronunciation instruction: A systematic literature review. Education and Information Technologies, 0123456789. https://doi.org/10.1007/s10639-024-12453-0

Nghi, T. T., & Thang, N. T. (2024). Challenges and drawbacks of smartphone-based language learning for vietnamese EFL learners in higher education settings: perspectives on mobile apps and curriculum design. Journal of Language Teaching and Research, 15(2), 428–435. https://doi.org/10.17507/jltr.1502.11

Nincarean, D., Alia, M. B., Halim, N. D. A., & Rahman, M. H. A. (2013). Mobile augmented reality: The potential for education. Procedia - Social and Behavioral Sciences, 103, 657–664. https://doi.org/10.1016/j.sbspro.2013.10.385

Pombo, L., & Marques, M. M. (2019). Improving students’ learning with a mobile augmented reality approach – the EduPARK game. Interactive Technology and Smart Education, 16(4), 392–406. https://doi.org/10.1108/ITSE-06-2019-0032

Rafiq, K. R., & Hashim, H. (2018). Augmented Reality Game (ARG), 21st century skills and ESL classroom. Journal of Educational and Learning Studies, 1(1), 29. https://doi.org/10.32698/0232

Roohani, A., & Heidari Vincheh, M. (2021). Effect of game-based, social media, and classroom-based instruction on the learning of phrasal verbs. Computer Assisted Language Learning, 0(0), 1–25. https://doi.org/10.1080/09588221.2021.1929325

Sabry, A. A. H. (2019). Using Mobile Augmented Reality (MAR) applications to improve students teachers’ EFL descriptive writing skills and motivation towards English language. المجلة التربوية لکلية التربية بسوهاج, 64(64), 66–135. https://doi.org/10.21608/edusohag.2019.40802

Sadikin, I. S., & Martyani, E. (2020). Integrating Augmented Reality (AR) in EFL class for teaching vocabulary. PROJECT (Professional Journal of English Education), 3(2), 161. https://doi.org/10.22460/project.v3i2.p161-167

Safar, A. H., Al-Jafar, A. A., & Al-Yousefi, Z. H. (2017). The effectiveness of using augmented reality apps in teaching the english alphabet to kindergarten children: A case study in the state of Kuwait. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 417–440. https://doi.org/10.12973/eurasia.2017.00624a

Setiawan, B., Sunardi, S. & Gunarhadi, A. (2021). Teaching language proficiency : The implementation of virtual multimedia-based learning for indonesian vocational high school. 48(11), 289–297.

Sherine, A., Sastry, M. M., & Seshagiri, A. V. S. (2020). Improving second language speaking and pronunciation through smartphones. International Journal of Interactive Mobile Technologies, 14(11), 280–287. https://doi.org/10.3991/ijim.v14i11.13891

Son, J.-B. (2018). Technology in English as a Foreign Language (EFL) teaching. The TESOL Encyclopedia of English Language Teaching, 1–7. https://doi.org/10.1002/9781118784235.eelt0448

Syamsiar, S. (2022). Augmented reality media in teaching english for young learner. 5(3), 272–277.

Wong, L .H., & Looi, C. K. (2011). What seams do we remove in mobile-assisted seamless learning? A critical review of the literature. Computers and Education, 57(4), 2364–2381. https://doi.org/10.1016/j.compedu.2011.06.007

Yang, P., & Zhang, W. (2024). Effectiveness of augmented reality on EFL learner’s language gains: A meta-analysis. Innovation in Language Learning and Teaching, 1–16. https://doi.org/10.1080/17501229.2024.2323529

Yousif, A., & Noman, M. (2023). Augmented reality in teaching and learning English as a foreign language: A systematic review and meta-analysis. World Journal of Advanced Research and Reviews, 19(1), 1093–1098. https://doi.org/10.30574/wjarr.2023.19.1.1324

Zhang, X., Davarpanah, N., & Izadpanah, S. (2023). The effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of EFL learners. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.888797

Downloads

Published

2024-10-28

How to Cite

Mafruudloh, N., Ahsanah, F., & Khoiriyah, K. (2024). Developing mobile augmented reality in picture book for teaching English for young learners. Research and Development in Education (RaDEn), 4(2), 908–923. https://doi.org/10.22219/raden.v4i2.33722

Issue

Section

Articles