The Effectiveness of Guided Writing Combined with Virtual Reality Video as Teaching Media on Students’ Writing Achievement

Abstract

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.

Teacher-Students Collaboration: Using Guided-Writing Instruction to Assist Learners with Writing Difficulties and Low Motivation to Write

“…Therefore, this study aims to investigate the effectiveness of teacher-student collaboration through guidedriting instruction for Ethiopian 11th-grade students who have writing difficulties and low motivation to write. While there is little disagreement in the literature about the effectiveness of guided-riting instruction in improving writing difficulties and motivation to write (Aldabbus & Almansouri, 2022;Gebremariam & Hiluf, 2023;Ghulamuddin et al, 2021;Perumal & Ajit, 2022;Sasayama et al, 2021;Veerabudren et al, 2023;Virgiawan et al, 2020), several studies have attempted to demonstrate its role in improving students' writing difficulties and their motivation to write (Abdul-Hakim, 2019; Chaboki & Heidar, 2019;Gebremariam & Hiluf, 2023;Khatri, 2014;Martarini et al, 2020;Ouahidi, 2020;Sabti et al, 2019;Sahle et al, 2023;Shaver et al, 2015). Based on the previous literature, the current study formulates two hypotheses in a positive manner: H1: Guided-writing instruction has an effect on the writing difficulties of Ethiopian secondary school students.…”

“…To implement guided-writing, the teacher must interact with students in a small group setting (Elkhayma, 2020). Studies have shown that guided-writing plays a significant role in balancing the current curriculum and helping students develop their writing skills (Suastra & Menggo, 2020; Virgiawan et al, 2020). It has been demonstrated to be particularly effective for students who struggle with writing (Virgiawan et al, 2020; Smith, 2021).…”

“…Studies have shown that guided-writing plays a significant role in balancing the current curriculum and helping students develop their writing skills (Suastra & Menggo, 2020; Virgiawan et al, 2020). It has been demonstrated to be particularly effective for students who struggle with writing (Virgiawan et al, 2020; Smith, 2021). This is because it informs students of the type of reader they are writing for, the appropriate format, the ideas they should include, and how to develop them, as well as the established rules of grammar and organization (Salahi & Farahian, 2021).…”