The Implementation of Assemblr Augmented Reality in Teaching English Vocabulary Mastery to Deaf Students

Ngurah Ketut Raharya Sidiaji; Ni Nyoman Padmadewi; Kadek Sintya Dewi

doi:10.55606/jurribah.v5i1.9176

Authors

Ngurah Ketut Raharya Sidiaji Universitas Pendidikan Ganesha
Ni Nyoman Padmadewi Universitas Pendidikan Ganesha
Kadek Sintya Dewi Universitas Pendidikan Ganesha

DOI:

https://doi.org/10.55606/jurribah.v5i1.9176

Keywords:

Assemblr, Augmented Reality, Deaf Students, Pre-test, Vocabulary Mastery

Abstract

This study examines the effectiveness of Assemblr Augmented Reality (AR) in improving English vocabulary mastery among deaf students in an inclusive classroom setting. The research was conducted at SD N 2 Bengkala using a quantitative pre-experimental design with a one-group pre-test and post-test approach. The participants were Grade 5 deaf students selected through purposive sampling. Data were collected using a researcher-developed vocabulary test consisting of 15 items, which was validated through expert judgment and demonstrated high reliability (Cronbach’s Alpha = 0.815). Descriptive statistical analysis revealed a substantial improvement in students’ vocabulary scores, with the mean increasing from 45.00 in the pre-test to 76.50 in the post-test. The minimum score improved from 40 to 73, and the maximum score increased from 50 to 80. Inferential analysis using the Wilcoxon Signed-Rank Test showed a significance value of 0.180, indicating no statistical significance due to the small sample size. However, the observed improvement indicates strong practical significance. The findings suggest that Assemblr AR enhances vocabulary learning by providing visual and interactive learning experiences that support deaf students’ cognitive processing. This study highlights the potential of AR technology as an effective instructional medium in inclusive education environments.

Downloads

Download data is not yet available.

References

Aldemir, H., Solís-Campos, A., Saldaña, D., & Rodríguez-Ortiz, I. R. (2023). A Systematic Review and Meta-Analysis of Vocabulary Interventions for Deaf/Hard of Hearing Children and Adolescents. Journal of Speech, Language, and Hearing Research, 66(8), 2831–2857. https://doi.org/10.1044/2023_JSLHR-22-00570

Amores-Valencia, A., Burgos, D., & Branch-Bedoya, J. W. (2022). Influence of motivation and academic performance in the use of Augmented Reality in education. A systematic review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1011409

Binhomran, K., & Altalhab, S. (2021). The impact of implementing augmented reality to enhance the vocabulary of young EFL learners. JALT CALL Journal, 17(1), 23–44. https://doi.org/10.29140/JALTCALL.V17N1.304

Carmigniani, J., Furht, B., Anisetti, M., Ceravolo, P., Damiani, E., & Ivkovic, M. (2011). Augmented reality technologies, systems and applications. Multimedia Tools and Applications, 51(1), 341–377. https://doi.org/10.1007/s11042-010-0660-6

Christou, E., Vassiliou, P., & Parmaxi, A. (2025). Augmented reality in language learning : a systematic literature review of the state-of-the-art and task design considerations. Innovation in Language Learning and Teaching, 1229(May), 1–28. https://doi.org/10.1080/17501229.2025.2504706

Daud, A. (2024). English instruction challenges and opportunities in Indonesian primary schools: A systematic review. Journal of English Language Teaching Innovations and Materials (Jeltim), 6(1), 1. https://doi.org/10.26418/jeltim.v6i1.72178

Duniangella, N. K. R. M., Santosa, M. H., & Budiarta, L. G. R. (2024). Investigating teaching English for deaf students at SLB Negeri 1 Karangasem: Procedures and challenges. Journal of Educational Study (JoES), 4(2), 168–176. Retrieved from https://jurnal.stkipahsingaraja.ac.id/index.php/joes/article/view/1052

Fernandes, N., Leite Junior, A. J. M., Marçal, E., & Viana, W. (2024). Augmented reality in education for people who are deaf or hard of hearing: a systematic literature review. Universal Access in the Information Society, 23(3), 1483–1502. https://doi.org/10.1007/s10209-023-00994-z

Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022). Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies. Applied Sciences (Switzerland), 12(13). https://doi.org/10.3390/app12136809

Marschark, M., Morrison, C., Lukomski, J., Borgna, G., & Convertino, C. (2013). Are Deaf Students Visual Learners? Learning and Individual Differences, 25, 156–162. https://doi.org/10.1016/j.lindif.2013.02.006

Nafi, Z., & Asih, S. S. (2024). Assemblr Edu Learning Media Based on Augmented Reality to Improve Learning Outcomes of Grade V Elementary School Students. 10(11), 8918–8926. https://doi.org/10.29303/jppipa.v10i11.9544

Nurjanah, A. (2024). The Effect of Augmented Reality ( AR ) on the Enhancement of Vocabulary in Elementary School Students : A Literature Review. Atlantis Press SARL. https://doi.org/10.2991/978-2-38476-348-1

Padmadewi, N. N., Sukma, I. M., Sukadana, A., & Artini, L. P. (2024). Inclusive Education : Survey on Teachers ’ Perception of Its Implementation. 5, 315–330.

Paivio, A. (1990, September 13). Mental Representations: A dual coding approach. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195066661.001.0001

Putri, K. A., & Maharsi, I. (2024). An EFL Teacher ’ s Challenges in Teaching English for Elementary School Students in an Inclusive Education Context. 7(1), 90–105. https://doi.org/10.21776/ub.educafl.2024.007.01.06

Rahmah, N., M.Tahir, & A.Talib, A. (2023). the Effect of Vocabulary Mastery on Students’ Reading Comprehension. International Journal of Business, English, and Communication (IJoBEC), 1(1), 36–44.

Ratriyana, I. N., & Nuswantoro, R. (2022). Developing Integrated Multimedia Communication for Deaf Students in Higher Education. Inklusi, 9(1), 1–20. https://doi.org/10.14421/ijds.090101

Santosa, M. H., Pratama, I. P. S., & Putra, I. N. A. J. (2020). Developing Android-Based English Vocabulary Learning Materials for Primary School Students. JEELS (Journal of English Education and Linguistics Studies), 7(1), 161–185. https://doi.org/10.30762/jeels.v7i1.1467

Santosa, M. H., Ratminingsih, N. M., & Adnyani, L. D. S. (2021). Students’ Learning Approaches In The EFL Emergency Online Learning Context. JEELS (Journal of English Education and Linguistics Studies), 8(2), 185–220.

Sintya Dewi, K., Santosa, M., & Suta, I. (2020). The Effect on Mobile Assisted Language Learning Strategy on Higher EFL Students’ Vocabulary Mastery. Asian EFL Journal, 27, 102–118.

Vaishnav, P. B. (2024). Current Trends and Future Prospects in English Language Teaching (ELT). Asian Journal of Education and Social Studies, 50(7), 1–10. https://doi.org/10.9734/ajess/2024/v50i71438

Warner-Czyz, A. D., Anderson, S. R., Graham, S., & Uhler, K. (2024). Expressive vocabulary word categories of children who are deaf and hard-of-hearing. Journal of Deaf Studies and Deaf Education, 29(3), 362–376. https://doi.org/10.1093/deafed/enad066

Zhao, Y., Wu, X., Sun, P., & Chen, H. (2021). Relationship Between Vocabulary Knowledge and Reading Comprehension in Deaf and Hard of Hearing Students. The Journal of Deaf Studies and Deaf Education, 26(4), 546–555. https://doi.org/10.1093/deafed/enab023