STUDENTS’ PERCEPTION ON AUGMENTED REALITY-BASED ENGLISH LEARNING USING ASSEMBLR EDU

Abstrak

Augmented Reality (AR) has emerged as a powerful tool in education, offering interactive and immersive experiences that enhance student engagement, particularly in language learning. This study aims to explore students’ perceptions of AR-based English learning using the Assemblr Edu application. A qualitative case study design was employed, conducted in a vocational school in Depok involving ten 10th-grade students from the Design, Communication, and Visual (DKV) program, consisting of 6 males and 4 females. The research instruments consisted of a close-ended questionnaire and semi-structured interviews. The questionnaire focused on students’ perceptions regarding usability, motivation, and effectiveness, while the interviews explored their experiences, perceived benefits, engagement, and challenges. The findings revealed that the majority of students responded positively toward Assemblr Edu. They found the application engaging, easy to use, and beneficial for enhancing motivation and comprehension in English learning. Minor technical issues, such as limited device capability and unstable internet connections, were mentioned but did not significantly affect the overall positive perception. This study recommends the broader integration of AR tools like Assemblr Edu in English education, supported by adequate technical infrastructure and teacher training.