Augmented Reality Media for Descriptive Text Writing: A Classroom

Action Research in Grade 7 English Education

Submitted as a partial Fulfilment of Final Examination

Research Methodology in ELT

Lecturer: Dr.Titi Rokhyati M.Pd.

Written by:

Edi Purnomo, S.Pd

(232610010)

ENGLISH LANGUAGE EDUCATION

UNIVERSITY OF MUHAMMADIYAH PURWOREJO

2024
 CHAPTER I

INTRODUCTION

1. Background of the Study

In the realm of education, the integration of innovative technologies has become

imperative to enhance the learning experience and cater to the diverse needs of students.

The field of English education, particularly in Grade 7, is no exception to this paradigm

shift. With the advent of augmented reality (AR) technology, there lies a promising

opportunity to revolutionize the way descriptive text writing is approached in the

classroom setting.

According to (Harlena et al., 2019), Descriptive text writing is a crucial skill that

students need to develop to communicate effectively and express their thoughts vividly.

However, (Raja & Khan, 2018) said that traditional teaching methods often face

challenges in engaging students and providing them with a dynamic learning

environment. Augmented reality, characterized by the overlay of digital information

onto the real world, offers a novel approach to address these challenges.

The proposed research aims to explore the potential of augmented reality media as a

pedagogical tool to enhance descriptive text writing skills among Grade 7 students in

English education. According to (Huang et al., 2018) Augmented reality can provide a

multisensory and immersive experience, allowing students to visualize and interact with

content in a more tangible manner. This engagement has the potential to stimulate

creativity, critical thinking, and a deeper understanding of descriptive language.

The study will be grounded in the principles of Classroom Action Research (CAR),

emphasizing a collaborative and reflective approach. This methodology enables

continuous feedback and adaptation, aligning with the dynamic nature of augmented

reality integration in the classroom (Burns, 2009). By conducting this research, we seek

to understand the impact of augmented reality on students' motivation, engagement, and

ultimately, their proficiency in descriptive text writing.

The significance of this research lies in its potential to contribute valuable insights into

the effectiveness of augmented reality media in language education. As technology

continues to evolve, educators must stay abreast of innovative tools and methodologies

that can empower students in their learning journey. This study, therefore, aims to

bridge the gap between traditional pedagogy and the contemporary technological

landscape, fostering a more inclusive and dynamic English education environment for

Grade 7 students.

2. Identification of the Problem

1. Limited Engagement in Traditional Teaching Methods.

2. Difficulty in Visualizing Descriptive Language Concepts.

3. Varied Proficiency Levels in Descriptive Text Writing.

4. Lack of Multisensory Learning Opportunities.

5. Technology-Related Gaps in English Education.

3. Statement of the Problem

1. How does the traditional approach to teaching descriptive text writing impact the

engagement levels of Grade 7 students in the English classroom?

2. To what extent do Grade 7 students face challenges in visualizing and

comprehending abstract concepts related to descriptive language within the

conventional teaching methods?

3. What is the relationship between students' varied proficiency levels in descriptive

text writing and the effectiveness of traditional instructional approaches in meeting

individual learning needs?

4. In what ways does the absence of multisensory learning opportunities hinder the

development of Grade 7 students' descriptive text writing skills in a traditional

classroom setting?

5. What are the existing gaps and challenges in integrating technology, specifically

augmented reality, into the English education curriculum for Grade 7 students, and

how do these impact the overall learning experience?

4. Objectives of the Study

1. To assess the impact of traditional teaching methods on the engagement levels of

Grade 7 students in the context of descriptive text writing in the English

classroom.

2. To investigate the challenges faced by Grade 7 students in visualizing and

comprehending abstract concepts related to descriptive language within the

framework of conventional teaching approaches.

3. To examine the correlation between the varied proficiency levels of Grade 7

students in descriptive text writing and the effectiveness of traditional

instructional methods in addressing individual learning needs.

 4. To explore the limitations imposed by the absence of multisensory learning

opportunities on the development of descriptive text writing skills among Grade

7 students in a traditional classroom setting.

5. To identify and analyze the existing gaps and challenges in integrating

technology, specifically augmented reality, into the English education

curriculum for Grade 7 students, and to understand their implications on the

overall learning experience.

5. Limitation of the Problem

This study focuses specifically on the challenges associated with teaching descriptive

text writing in Grade 7 English education. Limitations may arise from the contextual

specificity of the chosen grade level, potentially limiting the generalizability of findings

to other educational levels. Additionally, while the research addresses the impact of

augmented reality, external factors influencing technology integration may introduce

confounding variables that warrant further investigation.

6. Significance of the Study

This study holds paramount significance in the realm of education by pioneering

exploration into the integration of augmented reality media for teaching descriptive text

writing in Grade 7 English classrooms. The findings are anticipated to offer valuable

insights to educators, curriculum developers, and policymakers, informing the

enhancement of pedagogical practices. Moreover, as technology continues to shape

educational landscapes, this research contributes to the broader discourse on leveraging

innovative tools to enrich language learning experiences, fostering a more dynamic and

engaging English education for Grade 7 students.

 II. REVIEW OF RELATED LITERATURE

A. Theoretical Review

1.1 Definition of writing

In general, writing is considered as a one-way transmission from the writer’s mind to

the working out of a graphic display. According to (Harmer, 2004) writing is a basic

language skill, as important as speaking, listening, and reading. Writing is one of the

materializations of linguistic competence that is expressed in the form of written,

besides in the form of spoken language. In the category of language skills, writing is

still regarded as the most difficult skill, between speaking and reading, by the majority

of the students (Inan-Karagul & Yuksel, 2014).

Harmer suggests four main elements of the writing process to produce a readable

meaningful text27: (1) Planning, (2) Drafting, (3) Editing, (4) Final Version. Planning

is the first process of writing. Before starting to write, writers considered to try and

decide what it is they are going to say. Some of them may involve making detailed

notes or just a few jotted words and the others may do their planning in their heads.

When planning, writers have to think about three main issues. In the first place, the have

to consider the purpose of their writing. Secondly, they have to think of the audience

they are writing for. Lastly, the writers have to consider content structure.

Drafting is the next step. The writer can refer to the first version of a piece of writing as

a draft. As the writing process proceeds into editing, a number of drafts may be

produced on the way to the final version. Each draft will show the changing or/and

developing of the written text.

Editing (Reflecting and revising) is the third steps of writing. After making a draft,

usually the writers read what they have written in draft to see whether it works or not.

They may move paragpraphs around, write a new introduction or use a different form of

words for a particular sentence. Reflecting and revising are often helped by the other

readers (editors) so that the writers can make appropriate revisions.

The final version (Publishing) is the last process of writing. After editing the draft, the

writers produce their final version for their intended audience. Knapp & Watkins state

that the term’ genre has been around for a long time. It has been theorized from a range

of perspectives, including literary studies, popular culture, linguistics, pedagogy, and

more recently, English/literacy education (Mendoza-Garrido et al., 2021) defined genre

as a culturally specific text type that results from using language (written or spoken) to

(help) accomplish something.

According to (Schleppegrell, 2004) there are many kinds of text types in writing such as

narrative text, recount text, new items, procedure text, descriptive text, report text,

analytical exposition, spoof text, hortatory exposition, explanation text, discussion text,

review text, and anecdote text. A narrative text is a story with complications or

problematic events and it tries to find the resolutions to solve the problems. An

important part of narrative text is the narrative mode, the set of methods used to

communicate the narrative through a process narration. The purpose of narrative text is

to amuse or entertain the reader with a story.

Recount text is a text which retells events or experiences in the past. It focuses on the

individual participant and sequence of events. Its purpose is either to inform or to

entertain the audience. The news item is a text which informs readers about events of
the day. The events are considered newsworthy or important. Its purpose is to inform

readers about events of the day that are considered newsworthy or important.

Procedure text is a text that shows a process in order. Its social function is to describe

how something is completely done through a sequence of series. Its purpose to help us

do a task something. They can be a set of instructions or directions.

A descriptive text is a text which says what a person or a thing is like. Its purpose is to

describe and reveal a particular person, place, or thing.

A report text is a text which presents information about something, as it is. It is a result

of systematic observation and analysis. To present information about something, as it is.

Analytical Exposition is a text that elaborates the writer‘s idea about the phenomenon

surrounding it. Its social function is to show the readers that the idea is an important

matter. Spoof text is a text that tells a factual story, that happened in the past time with

unpredictable and funny endings. Its social function. Its social function is to entertain

and share the story.

Hortatory Exposition is a type of English text that influences the reader to do something

or act in a certain way. In Hortatory Exposition, there are some opinions about certain

things to reinforce the main ideas of the text. The Purpose of a Hortatory exposition is

to present and influence the readers what should be so and should not be.

Explanation text is a text that tells processes relating to the forming of natural, social,

scientific, and cultural phenomena. Explanation text is to say ‘why’ and ‘how’ of the

forming of the phenomena. It is often found in science, geography, and history

textbooks. The writer's purpose is to explain how something works or state reasons for

some phenomenon. Explanations answer the question "how" or "why".

A discussion text is a text which presents a problematic discourse. This problem will be

discussed from different viewpoints. Discussion is commonly found in philosophical,

historical, and social texts. Its purpose is to present information and opinions about

issues in more one side of an issue (‘For / Pros’ and ‘Against/Cons’).

A review is a text that presents a critical analysis of events or works for readers or

public audiences. It purpose is to critique or evaluate an artwork or event to a public

audience.

An anecdote is a text which retells funny and unusual incidents in fact or imagination.

Its purpose is to tell an event with a humorous twist and entertain the readers.

Heaton said that the skills of writing include five general components or main areas

such as: (1) content is the ability to think creatively and develop thought including all

of the relevant to assigned topics,(2) organization is the ability to write appropriately

for a particular purpose with a particular audience mind, together with ability to select,

to organized other relevant information,(3) vocabulary is the ability to write the word

effectively and to appropriate register,(4) language use is the ability to write correct

and appropriate sentences, and (5) mechanical skills is the ability to use those

conventions peculiar correctly to written language,e.g. punctuation spelling.30

Every genre has several characteristics and it has a specific purpose which makes it is

different from another genre. In this study, the writer only focuses on the genre of

writing descriptive tests.

So, based on this theory writing is not only the process of thinking of something to say

and expressing the idea that involves of letters, symbols, words, punctuation, spelling,

and capitalization but also it is the process of incredible skill that arrange information,

and organize idea into statement or sentence in the meaning form of writing that will
be given to the reader.

1.2 Descriptive text

The genre of describing is one of the fundamental functions of any language system

and one of the first skills emergent language users learn to control. It is also one of the

most widely used genres across all of the learning are ( K n a p p & W a t k i n s ,

1 9 9 4 ) state that description is a written English text in which the writer describes an

object. The object can be a concrete or abstract object. It can be a person, or an animal,

or a tree, or a house, or camping. It can be about any topic.

Descriptive text is a part of factual genres. Its social function is to describe a particular

person, place or thing. Description in writing is the process of creating visual images

and sensory impressions through words. More often, description is part of another

piece of writing and is used to inform an audience about how something or someone

looked or to persuade an audience to see something from the writer’s point of view.33

The grammatical features of descriptive text according to Knapp & Watkins are: (1)

when describing things, the present tense is used, (2) adjectives and adverbs are

used to add extra information to nouns, and (3) nouns and pronouns are used to

identify the things.

The text structure is the culture of the native speakers of a language to select and used

the linguistic units of their language in the production and interpretation

text as the tool for effective and efficient communication.

There are two components of the generic structure of descriptive text; (a)

identification; to identify the object or phenomenon to be described; and (b)

description; to describe parts, qualities, and characteristics of the parts of the object.

Most writing contains descriptions. Following are a few types of writing that depend

heavily on descriptive language:34 (1). Descriptions of a person, place, or thing contain

sensory details that bring to life actual people, places, and things. (2). Observations

describe an event the writer has witnessed. Often, the event takes place over an

extended period of time. (3). Travel Brochures contain factual information as well as

persuasive language to encourage tourism. (4). Character sketches describe fictional

characters-their appearances, personalities, hopes, and dreams.

The conclusion, the descriptive text explains something such as concrete or abstract

like animals, a house, and others. Then writing descriptive is describing something in

the book to express an idea.

1.3 Concept of Learning Media

1.3.1 Definition of Learning Media

(Juhaeni et al., 2020) stated that the media is a tool that is arguably very important for

learning languages, especially for young learners. the teaching and learning process of

the main language of English for young students should be followed by the use of

learning media, especially visual ones. Media is everything that can be used to transmit

messages from the sender to the recipient so that it can more easily stimulate the

thoughts, feelings interests, and attention of students in such a way that the teaching

and learning process goes well and is also active (Al-Rahmi et al., 2015) that using

infographics such as tables, charts, and other visual elements is an effective way to

convey new information to students.

(Skordoulis et al., 2020) Explained the results of the agreement and the problems faced
by the teacher, increasing vocabulary mastery is carried out with the media. The media

is a tool used to deliver material to students (Fraccastoro et al., 2021) Learning media

functions to change or duplicate actual objects and make abstract concepts into concrete

concepts to achieve learning objectives Snaky (2013).

1.3.2 Type of Learning Media

The media used in the learning process can be divided into several types. According to

(Putri et al., 2021) the types of media commonly used in teaching and learning

activities are:

Media visual, is media included in visual media and used to send messages from the

source of the message to the recipient of the message. Channels use visual attention.

Pour the information you want to deliver into the symbols of visual communication.

Some types of graphic media are:

a) Pictures / Photos

Pictures are a medium that can encourage educators and students to achieve their

learning objectives in the teaching process. The existence of image media, it can make it

easier for educators to convey information or information (course materials), and it also

makes it easier for students to understand the topics conveyed by educators. To achieve

the learning objective

b) Sketch

A concept map is an image that presents or conveys the important relationships between

the concepts of the learning topic and is summarized. A statement generally connects

the main points of the material with conjunctions to form a proposition, which can

describe the material more comprehensively.

c) Diagrams

A chart is a visual medium used to describe or explain data that will be presented in the

form of images, as shown above. Therefore, presenting the material in the form of a

diagram helps to understand the content of the presented material. Diagrams are used to

simplify complex issues to simple and clear so that you can clarify the message delivery

(subject material). Let learning not be boring, because students do not need to read a

lot of written texts or subjects, so they are very tired. Students only need to observe and

understand the content of the diagrams and images to understand the material.

d) Posters

A poster is a visual medium in the form of a picture with text. The text emphasizes

one or two main ideas so that readers can understand them at a glance. In addition, by

conveying information through posters, it will be easier for viewers to understand and

understand why posters can attract attention, and can also influence and motivate

viewers' behavior.

e) Globe

map or globe is a visual medium in the form of images or objects used to present

location data. The role of maps or globes in learning media is to make it easier for

educators to use these objects or images to show the location of a region, a province, or

even a country.

1.4 Augmented Reality (AR)

1.4.1 Definition of Augmented Reality (AR)

According to (Maxwell, 2017) Augmented Reality (AR) is one of the potential

multimedia-based computer technologies and is receiving great attention in today's

education world. The urgency of Augmented reality in the world of education has

just begun. The Augmented Reality interface offers rich interaction and collaboration

between the real world and the virtual world. According to (Azuma, 1997) Augmented

Reality or often abbreviated as AR is a technology that combines virtual objects into a

real environment in real-time. Augmented Reality allows users to see the real world

with virtual objects generated by computers shed on the real world by utilizing the

Augmented Reality system. By using this augmented reality system, students can

interact with 3D and 4D-based information, along with natural and real objects and

events. This means that Augmented Reality can create a learning environment where

learning objects are presented virtually in a real environment around students.

Then (Morales et al., 2022) stated that Augmented Reality allows the smooth and

perfect amalgamation of virtual and real-world content. (Syamsinar, 2022) explained

Augmented reality is a technology that has great potential to mix virtual content in the

physical context of the real world, it will allow students to see virtual content in the real

world.

Animal 4D+ is an animal recognition application using AR technology. This

application uses a marker in the form of an animal card as an intermediary to display a

4D animation to the user based on the animal card highlighted by the user's camera.

Other functions include an animal information display function and an interactive chain

function. This function works when we highlight two cards at the same time, such as a

zebra card and a grass card. If they shot a zebra and a grass at the same time, the zebra

would eat the grass. The following is an example of an image display from the Animal

4D+ application, as shown in the picture.

Picture 1. Augmented Reality Media

1.4.2 Step to use Augmented Reality (AR)

According to (Fernandez) explains how Augmented reality works divided into 4

stages, namely:

1.4.2.1 Capture, in this section, an image is taken (Video Capturing) using a smartphone

or iPad camera media which will then be directed to the object being targeted.

1.4.2.2 Introduction, this section will identify the alignment between the objects

captured in the shooting process with object markers that have been configured with an

augmented reality system.

1.4.2.3 Processing In this section, an experimental process will be carried out from the

results of the marker detection process. before that to find out where the virtual content

is stored. The location of virtual content can be identified by tagging or tracking on the

GPS depending on how the system is integrated.

1.4.2.4 Visualization At the end of this section, virtual content will appear. This content
can be in the form of text, images, videos, and 3D objects.

1.4.3 Step to use Augmented Reality

Picture 2. View of the Animal 4D+ app on

play store
Picture 3. Display the App Animal 4D+

Picture 4. Camera view on App Animal 4D+

Picture 5. The display after

the teaching materials are scanned
According to ( R e & B o r d e g o n i , 2 0 1 4 ) explains about steps to use

Augmented Reality:

1.4.3.1 The educator introduces the students to various animals' habitats or the

workplaces of various occupations.

1.4.3.2 The students are split into groups of 2 to 5.

1.4.3.3 By utilizing the 'Image Capture' or 'Video Recording' feature in the apps, each

group are asked to take picture(s) or make a short clip of one or more animals/

Octaland character(s) in their natural habitat(s) or workplace(s) as the

background.

1.4.3.4 Students are free to use pictures or real locations as the background, and they

can even add narration or a little story to it to show their creativities

 CHAPTER III

RESEARCH METHODOLOGY

In this chapter, a detailed account of the research methodology is presented,

encompassing the research setting, design, data sources, collection techniques, and the

overall approach to ensure the reliability and validity of the study. The intricacies of

each element are explored to provide a solid foundation for understanding the research

process and its outcomes

1. Research Design

The proposed study adopts a Classroom Action Research (CAR) design, allowing for an

iterative and reflective approach to the integration of augmented reality media in Grade

7 English education. CAR is chosen for its collaborative nature, continuous feedback

loop, and capacity to address practical issues in real-world educational settings.

The development of a good research design permits us to obtain the best research data

possible. From the experimental question to the research hypothesis and data collection

variables, we can begin to consider the optimal research design. Details pertaining to the

selection of the research design are considered within and very much in relation with the

knowledge of the researcher and the support of his research group (Creswell, 2009).

According to (Burns, 2009) practical guide for ESL/EFL teachers and teacher educators

outlines, for those who are new to doing action research, what it is and how it works.

Straightforward and reader-friendly, it introduces the concepts and offers a step-by-step

guide to going through an action research process, including illustrations drawn widely

from international contexts. Specifically (Trianto, 2011), the text addresses: •action

research and how it differs from other forms of research •the steps involved in

developing an action research project •ways of developing a research focus •methods of

data collection •approaches to data analysis •making sense of action research for further

classroom action. Each chapter includes a variety of pedagogical activities: •Pre-

Reading questions ask readers to consider what they already know about the topic

•Reflection Points invite readers to think about/discuss what they have read •action

points ask readers to carry out action-research tasks based on what they have read

•Classroom Voices illustrate aspects of action research from teachers internationally

•Summary Points provide a synopsis of the main points in the chapter.

Moreover (Kurniasih et al., 2021) say that the methodology has a number of

advantages, such as classroom action research which consists of planning, acting,

observing, and reflecting. The data were gathered by using classroom observation and

also tests. The data were analyzed by qualitative data and quantitative data. After

analyzing the data, the writer concluded that the teaching-learning process using

cartoons has good results. It can be seen by the students’ attitude during the teaching-

learning process. The classroom is more active since the students are giving their warm,

and the students also stop talking about something out of topic discussed.

2. Participants

The participants in this study will be Grade 7 students enrolled in English education

classes. A purposive sampling method will be employed to select a diverse group,

considering factors such as academic proficiency, prior experience with technology, and

writing skills.
 3. Data Collection:

a. Pre-Intervention Assessment: Conduct a baseline assessment of students'

descriptive writing skills using traditional methods to establish a comparison.

b. Intervention: Implement augmented reality media tools in the classroom, facilitating

interactive and immersive experiences related to descriptive text writing.

c. Post-Intervention Assessment: Evaluate the impact of the augmented reality

intervention on students' descriptive writing skills, employing both qualitative (e.g.,

written samples, observations) and quantitative (e.g., pre-and post-test scores) measures.

4. Augmented Reality Integration: Employ cutting-edge augmented reality

applications designed to enhance descriptive text writing. These applications may

include interactive visualizations, 3D models, and immersive storytelling elements to

engage students in a multisensory learning experience.

5. Data Analysis:

a. Quantitative Analysis: Employ statistical methods to analyze pre- and post-

intervention scores, measuring improvements in descriptive writing proficiency.

b. Qualitative Analysis: Conduct thematic analysis on written samples and classroom

observations to identify patterns, challenges, and students' qualitative responses to the

augmented reality intervention.

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