This study was conducted to identify (1) whether guided writing combined with virtual reality video as a teaching media is effective on improving students’ writing achievement in writing recount text and (2) the teaching learning process in which guided writing combined with virtual reality video as teaching media is implemented in the writing class at the eleventh grade of a private Senior High School in Surakarta. The method used in this research was classroom action research. This research consisted of two cycles, each consists of planning, acting, observing, and reflecting. There are qualitative and quantitative data collected in this research. The qualitative data included interview, observation, transcription, and document analysis whereas the quantitative data included the students’ pre-test and post-test scores. The findings showed that the implementation of guided writing combined with virtual reality video as teaching media effective to improve the students’ writing achievement and the classroom situation. The mean score improved from 60.71 in pre-test, improved to 72.07 in post-test 1 and improved to 79.15 in post-test 2. The implementation of guided writing combined with virtual reality video as teaching media also changed the class situation to be more active and interacting the students to join the teaching learning process.

This article presents the result of the research study aimed at finding out: (1) whether there is any significant difference in writing achievement between the students taught using 3D Virtual Reality video and those taught using 2D video; and (2) whether the students taught using 3D Virtual Reality video have higher writing achievement than those taught using 2D video. The research method used in this study is a quasi-experimental research design. This research was conducted at a privat Senior High School in Surakarta in the academic year of 2019/2020. This research used cluster sampling that involve two clasess of eleventh grade students. The samples are class XI IPA 1 as the experimental class which consists of 30 students and class XI IPA 2 as the control class which consists of 30 students. The research instrument used to collect the data in this study is test. The data were analysed by using t-test formula. The computation of the t-test shows that t observation (to) = 2.1028 is higher than t table (58, 0.05) = 2.0017. Therefore, it can be concluded that there is a significant difference in writing achievement between students taught using 2D video and those taught using 3D Virtual Reality video. The mean score of the experimental group improved from 67.56 to 76.55, while the mean of the score of control group improved from 67.26 to 73.25. The improvement of the experimental group is higher than the control group. It can be concluded that the students taught using 3D Virtual Reality video have higher writing achievement than those taught using 2D video.

This article presents the result of the research study aimed at finding out: (1) whether there is any significant difference in writing achievement between the students taught using 3D Virtual Reality video and those taught using 2D video; and (2) whether the students taught using 3D Virtual Reality video have higher writing achievement than those taught using 2D video. The research method used in this study is quasiexperimental research design. The research instrument used to collect the data in this study is writing test. The data were analyzed by using t-test formula. The computation of the t-test shows that t-observation (to) = 2.1028 is higher than t-table (58, 0.05) = 2.0017. Therefore, it can be concluded that there is a significant difference in writing achievement between students taught using 2D video and those taught using 3D Virtual Reality video. The mean score of the experimental group improved from 67.56 to 76.55, while the mean of the score of control group improved from 67.26 to 73.25. The improvement of the experimental group is higher than the control group. It can be concluded that the students taught using 3D Virtual Reality video have higher writing achievement than those taught using 2D video.