The Impact of AR Flashcards on Elementary Students' English Learning Motivation

Abstract

English proficiency is important in the era of globalization, but elementary school students are often unmotivated due to monotonous learning methods. This study at SDN 101/II Muara Bungo aims to examine the effect of using Augmented Reality (AR) Flashcards on the English learning motivation of sixth-grade students. The research method used a Pre-Experimental One Group Pretest-Posttest design with 31 respondents and a Likert scale motivation questionnaire instrument. The data were analyzed using validity, reliability, Shapiro-Wilk normality, and Wilcoxon Signed Rank Test. The results showed that AR Flashcards did not have a significant effect on student learning motivation (p = 0.024 > 0.05). Other factors, such as teaching methods and the lack of play strategies, were suspected to have influenced the results. It was concluded that technological media needs to be combined with creative approaches to be more effective in increasing motivation.