















































153 
 

JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY 

Vol. 03 No. 02, June 2022, pp. 153 - 168 

Available online at:  

http://jeet.fkdp.or.id/index.php/jeet/issue/current 

ISSN: 2721-3811 (media online) 

 

The Impact of Using Virtual Reality on Writing Descriptive Text at Seventh 

Grade in SMP YPI Darussalam 1 Cerme   

Fika Qurrotul A'yun 

Teacher of SMP YPI Cerme, Gresik 

fikaqurrotulayun@gmail.com  

ABSTRACT 

The purpose of this study is: (1) To determine the impact of Virtual Reality on writing descriptive text in 7th 

grade at SMP YPI Darussalam 1 Cerme. In this study, researchers used a quantitative method approach with 

a type of Pre-Experimental research with the design of One Group Pretest Posttest. The result shows a 

significant difference in the writing of descriptive text between the student taught using Virtual Reality (VR) 

medium and those taught not using Virtual Reality (VR) medium. By comparing the magnitude of the "t" 

obtained in observational calculations (to=5.71)and the size "t" listed in the value table t (tt.ts. 5% = 2.04 and 

tt.ts.1% = 2.76). Then it can be known that the to is greater than the tt: 2,04<5,71>2,76. Because the to is bigger 

than it, then the Ho filed was rejected, and Ha was accepted. This suggests that there was an impact on the use 

of Virtual Reality medium on descriptive text writing of the 7C class at SMP YPI Darussalam 1 Cerme. From 

the explanation above, implementing Virtual Reality (VR) medium in the teaching and learning process 

positively affects the students. Because they can study easily and have more fun without any burden, it can be 

done because fun learning, knowledge, and sharing can be maintained well. 

Keywords: Writing, Descriptive Text, Virtual Reality, Teaching Media 

 

I. INTRODUCTION 

One of the most commonly used aspects 

of language is writing. According to Dorothy 

E Zemach, Writing is an important form of 

communication in day-to-day life. It is 

especially important in high school and 

college. Writing is also one of the most 

difficult skills to master in first and second 

languages (Zemach & Rumisek, 2016). 

Writing is an activity that can usefully be 

prepared me for my work in other listening, 

http://jeet.fkdp.or.id/index.php/jeet/issue/current
http://u.lipi.go.id/1580741566
mailto:fikaqurrotulayun@gmail.com


154 
 

speaking, and reading skills (Maulidah & 

Aziz, 2020). This preparation can make it 

possible for words that have been used 

receptively to come into productive use 

(Nation, 2008). 

For students, being good at writing will 

bring many benefits for us. Firstly, writing is 

a good way to help develop their ability to use 

vocabulary and grammar. Secondly, writing is 

an essential tool to support other skills. If a 

student has good writing ability, they can 

speak and read the text more effectively. 

Thirdly, writing is away to approach modern 

information technology and human 

knowledge. (Huy, 2015) 

Based on the curriculum of junior high 

school, which the government recommends, 

some texts have to be mastered by the 

students at junior high school. One of the 

texts is descriptive text. In learning 

descriptive text, students have difficulties 

learning it. Students are confused about what 

to write, although they know the topic the 

teacher has given. They are confused about 

writing their idea about the topic. The goal of 

descriptive text writing is to be able to paint 

a picture and clearly describe it. Proper word 

choice must also be highlighted so that the 

reader fully comprehends the image. In 

Reality, however, writing a fully workable 

English text for the student is difficult. It is 

natural for a student to make mistakes in 

their language and writing. This compels 

teachers or other scholars to investigate the 

types of student authenticity in language and 

writing problems.  

Students encounter problems while 

learning to write a descriptive text. Students' 

ability to write is less excellent in the 

linguistic aspect, and students' academic 

ability is less good in reading a text (Muhsin 

& Aziz, 2021). And students continue to 

struggle to identify one text from another. 

Furthermore, students' competence is not 

overly concerned with syntax, vocabulary, 

and pronunciation, which impacts their 

ability to write descriptive texts. Some 

students have difficulty communicating with 

others on a psychological level. And students 

continue to struggle with stringing together 

paragraphs and distinguishing descriptive 

writing from others. (Bella, 2022) 

Based on the problem above, in 

learning, media is needed as a tool for 

students in the teaching and learning process. 

In this era, the development of technology is 

very rapid. As a result, a creative teacher must 

be able to use technology in the learning 

experience, which also benefits pupils. 

Teachers in Indonesia should be able to 



155 
 

integrate information technology and 

communication in the learning process, 

according to Pemendiknas No.16 in 2007. 

(Permendiknas, 2017) 

Student learning activities include 

sitting, listening to the teacher explain, and 

imagining more. The advancement of 

technology will be beneficial in the formal or 

informal educational world. Thus, the 

educational world must be more effective and 

enjoyable. (Syaifuddin, 2017) 

Using technology as learning is critical, 

particularly in English Language Teaching 

(ELT) (Aziz & Dewi, 2020). It is equally 

critical for the instructor to choose the media 

to be used in the classroom. The media should 

be easy to organize and appealing to students 

and teachers, and the language used should be 

authentic. (Wright, 1976) 

With the passage of time, several types 

of technology that can be utilized as a 

medium in language learning have emerged, 

one of which is Virtual Reality (VR). Virtual 

Reality (VR) has grown in popularity even 

though it is widely assumed to be a variety of 

industries, including manufacturing, 

architecture, entertainment, medicine, and 

education. (Jamil, 2018) 

Students can be engaged when 

studying using Virtual Reality since they 

engage in learning activities that improve 

their understanding, analytical ability, and 

memory. Furthermore, Virtual Reality (VR) 

improves learners' imagination, critical 

thinking, and creative potential. As a result, 

students can benefit from many positive 

impacts. (Zumbach et al., 2022) 

Several individuals are already familiar 

with today's VR for various applications such 

as video games and 3D movies via smartphone 

and tablet. Currently, most educators have 

yet to recognize that Virtual Reality (VR) can 

be used as a teaching and learning tool to 

improve student's learning experiences 

through the implications of these innovations 

in the learning process. (Ludlow, 2015) 

In this study, the researcher focused on 

identifying the impact of using Virtual 

Reality (VR) as a medium to teach the 

descriptive text. VR is considered 

appropriate media for learning descriptive 

text because by using VR, students can 

observe the object or thing that will be 

described clearly in the virtual environment. 

Researchers will use tests as an instrument of 

study to know the influence of VR use as a 

descriptive text. Virtual Reality has never 

been used in the learning process at SMP YPI 



156 
 

Darussalam 1 Cerme. After observing, 

researchers have determined SMP YPI 

Darussalam 1 Cerme school as an objective 

study, at which SMP YPI Darussalam 1 Cerme 

school meets the research facility. With LCD, 

projectors, and other facilitators, the 

materials will be used in 3D or 3600 YouTube 

videos.  

II. LITERATURE REVIEW 

A. Definition of Media 

"Media" is derived from Latin, the plural 

form of the word "Medium," meaning 

intermediary or introduction. The 

Association for Education and 

Communication Technology (AECT) defines 

media as any form and channel used for 

information processes. The National 

Education Association (NEA) defines media 

as any object that can be manipulated, seen, 

heard, read, or talked about, along with the 

instruments used for the activity (Nurseto, 

2011a). 

According to Daryanto, "Media" is a 

plural form of the word "Medium," defined as 

an intermediary or introduction to 

communication from the sender to the 

receiver (Aziz & Dewi, 2020). Media is also 

one of the communication components, 

namely as a messenger from the 

communicator to the communicant, so it can 

be said that learning media is an intermediary 

means in the learning process. (Rukayah et 

al., 2023) 

In general, learning media is a tool for 

the teaching and learning process. 

Furthermore, learning media can stimulate 

the student's ideas, feelings, attention, and 

abilities or skills to assist the learning 

process. While learning media, according to 

Briggs, is a tangible medium of conveying 

content/learning materials such as books, 

movies, videos, etc. The National Education 

Association then revealed that learning media 

is a medium of communication in print and 

graphically, including hardware technology 

and learning media's position.(Mabruri et al., 

2019) 

As a result, lecturers/teachers must 

incorporate media into the learning process. 

Thus, through the learning medium, the 

teaching and learning process can be more 

effective and efficient, and a good relationship 

between teachers and learners can be 

established. Furthermore, media can help 

students overcome boredom while learning in 

the classroom. So learning media is one 

approach for overcoming all kinds of 

challenges in teaching. Not only does learning 

media overcome obstacles, but it also 

provides students with a wide range of 



157 
 

information that is comprehensive (Tafonao, 

2018). Some media that can be used as 

learning aids are: 

1. Video   

Video is a medium that is also often 

used as a medium of learning. Video is 

classified as an audio-visual media that 

display motion. The message presented can 

be fact (important events/ events, news), 

fictitious (such as stories), and informative, 

educative or instructive. Most movie roles can 

already be replaced by video, not that video 

will replace the position of the film 

completely, but each has its own limitations 

and advantages (Duschinsky, 2020). 

While many systematic literature 

reviews for the potential of virtual for 

education, only a few studies of this kind have 

been found for 3600 videos. A first scoping 

review by C. Snelson and Hsu (Snelson & 

Hsu, 2020), shows a variety of topics for 

educational experiences provided through 

3600 videos. Overall content areas include 

business, marine biology, psychology, 

religious studies, sports, surgical education, 

teacher education and writing. Regarding the 

advantages of 3600 videos for education, the 

summarised studies' participants reported 

high levels of interest, engagement, 

enjoyment or increased learning perceptions.  

2. Flash Card  

Flash Card is a learning media in the 

form of a picture card with a size of 25x30 cm. 

The images can be made by hand or in the 

form of photos. Or take advantage of 

images/photos that have been printed and 

affixed to flash card sheets. The images on the 

flash card are a series of messages presented 

with the range of each image listed on the 

back. The use of flash card media is only 

suitable for small groups of students or no 

more than 30 students. The advantages of 

flash cards are that they are easy to carry, 

practical, easy to remember and fun (Nurseto, 

2011b). 

3. Radio   

Radio is a visual medium in the form of 

objects or tools used to facilitate the process 

of teaching and learning and application 

using the sense of hearing. The function of 

radio as a learning medium with a voice can 

provide information contained in it (Miftah et 

al., 2020). 

4. Audio Recording  

Recording made on magnetic tape, 

discs, motion picture and soundtrack. These 

are reproductions of actual events or 

soundtracks.   

 

 



158 
 

 

5. Picture  

The picture consists of photographs of 

any object or event, which may be larger or 

smaller than the object or event it represents.  

6. Television   

This category includes all types of 

audio-video electronic distribution systems, 

eventually appearing as television monitors.  

B. Function of media in the Teaching-
Learning Process  

Using relevant material in class can 

help improve the learning process. Learning 

media assists teachers in criticizing concepts 

or ideas as well as motivating participants in 

active learning. The media can serve as a 

gateway to critical thinking and action for 

kids. It is possible to use media to assist 

teachers and students in fulfilling their 

obligation to acquire basic competency that 

has been established. 

To use learning media effectively, 

teachers must first understand their students' 

learning needs and the challenges they 

confront with the topic to be taught. As a 

result, media must be created based on pupils' 

relevance, basic competency, substance and 

characteristics. Teachers can act as the 

creators of suitable, efficient, and enjoyable 

media for pupils. However, while using them 

in class, it is important to underline that they 

should be the medium of study (Anjarani et 

al., 2020). 

C. Definition of Virtual Reality  

Virtual Reality, commonly called VR, is 

a computer technology that creates 

immersive simulations that allow users to 

interact and feel they are in a real event and 

environment. Devices designed with a 

specific purpose in this technology are 

required by Virtual Reality. So that Virtual 

Reality can provide people who feel this 

virtual world feels real and confident. Some of 

the devices used by Virtual Reality include: 

Force balls/tracking balls, Controller wands, 

Voice recognition, Headsets, Joysticks/ 

gamepads, Data gloves, Treadmills, Motion 

trackers/ bodysuits. 

When it is in the virtual world, the user 

seems to drift and merge in his world and feel 

able to interact with the objects that are 

there. Telepresence is the experience of a 

person's existence in the environment 

through media. (Thuan, 2019) Over time, the 

use of virtual Reality has also attracted many 

people. Using VR is very easy. VR users only 

need a mobile phone to enable it, coupled 

with a VR headset so that the sound sounds 

real and the user feels the real thing.  



159 
 

D. Type of  Virtual Reality and 
Hardware  

There are different types of VR systems 

with different uses of technological devices 

and functions, as explained below: 

1. Immersion Systems (Fully-immersive)  

This VR Immersion system requires 

users as VR users. To do so, the user needs a 

data glove and HMD that tracks the 

movements of the user's head to change the 

view. This type of VR system is related to 

audio and visual, so VR users can explore and 

experience immersive experiences as real as 

they look. This type of technology can be 

expensive and has several activities, including 

the exchange rate of determining images, 

loads and environmental problems regarding 

simulators. (Alqahtani et al., 2017a) 

2. Non-Immersive System  

Non-immersive systems are often called 

virtual desktop reality or similar to those 

without input devices. Based on the display 

screen, this is a view of a virtual world 

without a device like HMD. And sometimes 

also called Window on World (WoW) Non-

immersive systems are often called virtual 

desktops. The public often uses this VR 

system with a desktop consisting only of a 

standard condenser monitor to display the 

virtual world. However, this system has a low 

presence level but can achieve graphics that 

satisfy quality, user comfort and cost less. 

(Alqahtani et al., 2017a) 

3. Semi-Immersive system  

The third type of VR is semi-immersive 

or can also be called a hybrid that uses a VR 

development desktop and also includes 

enhancements such as data gloves. This type 

of VR has a high immersion level and uses a 

physical model. This semi-immersive 

displayed virtual environment is organized 

with a real atmosphere and is recognized by 

the environment. The user controls this type 

of system, such as a mouse, keyboard, 

interaction style, glasses and joystick. It 

allows users to interact by using their hands, 

wearing glasses or datagloves. (Alqahtani et 

al., 2017b) 

Table 1 Shows The Difference Between The 3 
Types Of Virtual Reality 

  Fully 
immersive  

Semi-
Immersive  

Non- 
immersive  

Resolution  High  High  Medium-
low  

Sense of 
emersion  

Low-non  Medium-high  Low  

Interaction  Low  Medium  High  

Price  Lowest 
cost  

Relatively  

Expensive  

Very  

Expensive  

    

E. Basic Operation of  Virtual Reality  

The basic operation of the Virtual 

Reality (VR) as medium in learning. The first 

stage from the use of Virtual Reality is the 



160 
 

user run VR video player on smartphone, 

either from Apps or videos. If from an 

application then users can download from the 

play store or Appstore. If VR user uses a 

video, then a user must use 3600. Then the 

place the smartphone against in VR glasses. 

Users can see virtual environments and 

interact, as it were, with objects found within 

VR glasses. Either information or knowledge 

can be conveyed by VR users to audience or 

voice as well general information such as that 

of a historical place with narrative text or 

another text.  

F. Definition of Writing  

 Writing is a complex cognitive activity 

of the author being forced to show control 

variables simultaneously. Strong writing 

skills can increase the likelihood of successful 

students. Writing is also an important factor 

in language. Good writing skills are also 

needed for students to meet their educational 

and job requirements. (Durga & Rao, 2018) 

Therefore, someone who writes definitely 

needs skill, perseverance and also knowledge. 

It is through writing that one can know the 

thoughts of others other than to speak. Good 

writer will result in good writing, and vice 

versa (Aziz et al., 2022). 

III. METHOD 

It employs a quantitative approach to 

experimental research. Experimental 

research is structured, logical, and accurate in 

controlling the situation (Lokesh, 1984). The 

research uses a type pre-experimental design, 

with a type one group pretest posttest. Using only 

one group is an experimental group without a 

control group (Sugiyono, 2018). Before the 

subject is given treatment first, it provides an 

initial motivational quesioner pretest form 

(O1) Then do the treatment (X) And after that 

it gives final motivation that is posttest (O2). 

1.  Data Presentation  

 The study was conducted at SMP YPI 

Darussalam 1 Cerme. This research is a pre-

experimental design with a type one group pretest 

posttest. The data of this study consist of initial 

test and final test of descriptive text writing 

by using Virtual Reality (VR) medium. So 

that, researchers can address problems that 

have been formulated into problems by 

analyzing the data.  

 The population in this study is 7th 

grade student by the amount 75 students. So 

the researchers collected a sample of the 7C 

by the amount 30 students. The data used in 

this study is quantitative data. Data retrieval 

is done by test method. Testing methods are 

used to identify the impact of using Virtual 

Reality (VR) medium on descriptive text 

writing using either pretest or posttest, in this 

case the cognitive test being used instrument 

question form as many as 5 question items 



161 
 

taken before the application of the Virtual 

Reality treatment (pretest) and after the 

application of the Virtual Reality medium 

treatment (posttest). This pretest data was 

given to students before the application of 

learning and post- test data was provided 

after the study in 7C class, there are the 30 

students in 7C Class.  

2. Research Data Before Treatment (pretest)  
  

Research data on the use of Virtual 

Reality (VR) medium, before a treatment is 

called pretest. These assessments are intended 

to determine the state of the beginning of the 

object or ability before the application of 

Virtual Reality (VR) medium.  

The result of Pretest data on English 

Lesson in Descriptive Text Writing before 

doing treatment of Virtual Reality Medium, 

that higher value is 90 and lowest value is 30, 

and for the recapitulation of the details value 

in the impact of using Virtual Reality (VR) 

medium test answer on the writing 

descriptive text at SMP YPI Darussalam 1 

Cerme will be presented.  

3. Research Data After Treatment (posttest)  
Descriptive text data using Virtual 

Reality (VR) medium. Researchers gave a 

tests of 5 items with instrument question to 

7C student. This test comes after treatment 

(VR) medium, which is aimed at knowing the 

impact of the use of Virtual Reality medium 

on descriptive text writing.  

 The result of Postest data on English 

Lesson in Descriptive Text Writing after 

doing treatment of Virtual Reality Medium, 

that higher value is 90 and lowest value is 65, 

and for the recapitulation of the details value 

in the impact of using Virtual Reality (VR) 

medium test answer on the writing 

descriptive text at SMP YPI Darussalam 1 

Cerme will be presented. For now about 

already obtained the results from pretest and 

posttest. The overall number of pretest scores is 

1370 with an average of 45,66. The total 

number of posttest scores is 2250 by an average 

of 75, so the difference between pretest and 

posttest average is 29,34.  

4. Data Analysis  
To determine whether there is any 

effect to the use of Virtual Reality (VR) 

medium on descriptive text writing of the 7C 

class at SMP YPI Darussalam 1 Cerme, thus 

analyzing the data of researchers uses the t-

test formula. To know overall calculating for 

get a "t" in testing Ho about differences before 

treatment and after treatment with X = 1370 

and Y= 2250 with ΣD = -880 and ΣD2= 2890. 

look for the price of the "t" critiques on the 

value table "t." By holding on to that df/db has 

been acquired, good on Significance level 5% 

or significance level 1%. With the df of 29 we 



162 
 

accelerate with the" t" value table, either at 

significance level 1% or at 5% significance 

level. The price of t critiques or table with db is 

29 on a 5% of ttable significance, at 2.04, while 

a significance level 1% gained by 2.76. 

By comparing the magnitude of the "t" 

obtained in observational calculations (to = 

5.71) and the size "t" listed in the value table t 

(tt.ts. 5% = 2.04 and tt.ts. 1% = 2.76). Then it can be 

known that the to is greater than the tt: 

2,04<5,71>2,76. Because the to is bigger than tt, 

then the Ho filed were rejected, and Ha is 

accepted. This suggests that there was an 

impact on the use of Virtual Reality medium 

on a descriptive text writing of the 7C class at 

SMP YPI Darussalam 1 Cerme. 

IV. RESULT 

Analysis of Prerequisites Testing  

 Before doing hypotheses testing, Prior 

to testing assessments or analysis 

requirements were performed that included 

normality tests. Normal test testing is used to 

determine whether or not data distribution is 

obtained.  

Normality Testing  

 Normality testing uses Kolmogorov-

Smirnov. Kolmogorov-Smirnov test was used 

many times, especially after the presence of 

many statistic programs that were circulated. 

The Kolmogorov-Smirnov test also had an 

advantage and did not create a difference 

between perception one observer and 

another. 

Table 2 The Result Of Calculate Normality 

Testing  

 

 

 

 

 

 

The variables had (0.184 > 0.05) 

significance value in Kolmogorov-Smirnov 

test column. This based on the Kolmogorov-

Smirnov normality test, the data was 

distributed normally.  

Hypotheses Testing  

Based on the research's formula and 

sound purpose of the study to know if there 

is or not the impact of the use of Virtual 

Reality (VR) medium on descriptive text 

writing at 7C in SMP YPI Darussalam 1 

Cerme. With the df of 29 we accelerate with 

the "t" value table, either at 1% significance or 

at 5% significance. The critiques price of t or 

table with df of 29/ on ttable 5% significance 

  



163 
 

table, was obtained by 2,04, whereas a degree 

of 1% significance gained by 2,76.  

By comparing the magnitude of the "t" 

obtained in observational calculations (to = 

5,71) and the size "t" listed in the value table t 

(tt.ts. 5% = 2,04 and tt.ts. 1% = 2,76). Then it can be 

known that the larger to Than tt that is 

2,04<5,71>2,76. Because the to is bigger than tt, 

then the Ho filed were rejected, and Ha is 

accepted. Based on the presentation above, it 

could be concluded that there is an impact in 

the use of Virtual Reality (VR) medium on 

the descriptive text writing of the 7C class at 

SMP YPI Darussalam 1 Cerme 

V. DISCUSSION  

The impact of using Virtual Reality as a 
media on writing descriptive text at 
seventh grade in SMP YPI Darussalam 1 
Cerme  

Based on the research show that pretest 

total is 1370 and average 45,66. So, post test 

total is 2250 and average 75. So the difference 

between pretest and posttest average is 29,34. 

From the data analysis obtained from the 

pretest-posttest test using the t-test formula, the 

result is 5,13. With the df of 29 we accelerate 

with the "t" value table, either at 1% 

significance or at 5% significance. The 

critiques price of t or table with df of 29/ on 

ttable 5% significance table, was obtained by 

2,04, whereas a degree of 1% significance 

gained by 2,76.  

By comparing the magnitude of the "t" 

obtained in observational calculations (to = 

5,71) and the size "t" listed in the value table t 

(tt.ts. 5% = 2,04 and tt.ts. 1% = 2,76). Then it can be 

known that the larger to Than tt that is 

2,04<5,71>2,76 Because the to is bigger than tt, 

then the Ho filed were rejected, and Ha is 

accepted.  

Based on the presentation above, it 

could be concluded that there is an impact in 

the use of Virtual Reality (VR) medium on 

the descriptive text writing of the 7C class at 

SMP YPI Darussalam 1 Cerme. Writing is one 

of language abilities that as process to express 

idea feeling and arguments in the form of 

words in sentences. This skill is used to 

communication from one to another by 

writing. Writing is central to our personal 

experience and social identities and we are 

often evaluated by the control of it. Writing is 

used as an aide- memoire or practice tool to 

help students practice and work with 

language they have been studying (Hyland, 

2021). 

A descriptive text is a piece of writing 

that is intended to convey meaning to the 

reader through sensory details and provides 

image to the reader. Additionally, descriptive 



164 
 

text is a paragraph that is defined as a group 

of sentences that are closely related in 

thought and which serve one comment 

purpose often used to describe what a person 

looks like and acts like, what a place looks 

like, and what an object looks like. From the 

definition above, it can be concluded that 

description paragraph is a paragraph that 

describes a particular person, place or event 

in great deal. Description writing vividly 

portrays a person, place, or things in such a 

way that the reader can visualize the topic 

and enter into the writer's experience. It is a 

way to enrich others forms of writing or as a 

dominant strategy for developing a picture of 

what something looks like (Siburian, 2013). 

Virtual Reality (VR) is a computer 

technology that allows users to experience 

the illusion of being immersed in a virtual 

environment that does not actually exist. It is 

a computer simulation of a real-world 

situation in which a human subject can 

interact with the virtual environment. 

Occasionally, non-traditional interfaces such 

as glasses and helmets are used to depict the 

scene and replicate the sound (Achille et al., 

2016). 

Students can be engaged when 

studying by using Virtual Reality since they 

engage in learning activities that improve 

their understanding, analytical ability, and 

memory. Furthermore, Virtual Reality (VR) 

is thought to improve learners' imagination, 

critical thinking, and creative potential. As a 

result, students can benefit from a wide range 

of positive impacts (Sonjaya & Fadlurahman, 

2019). 

The study by Prita Dellia and Ahmad 

Jami'ul Amil, this study shown that How to 

Development Of Virtual Reality Media About 

Shipping and Marine Warfare Strategies in 

Jokotole Folklore on Indonesian Lesson at 

State Junior High School 1 Pasean Pamekasan. 

This research is research on the development 

of language learning media, literature, and 

teaching based on Virtual Reality for writing 

skills with the aim of facilitating the process 

of learning literature and transfer of local 

knowledge about ships and marine warfare 

strategies with care, understanding of 

Jokotole stories and facing problems 

encountered by utilizing local knowledge.  

The results of the study were found, 

The process of learning literature using VR 

makes students more excited, and makes it 

easier for them to write in relation to 

extracting ideas, because the media is very 

attractive. In addition, VR media can be used 

as the main alternative in learning literature 

sub-main rewed the content of folklore. 



165 
 

The next researcher is Resi Kartika 

Dewi. Utilization of 3Dimensional Media 

Based on Virtual Reality to Increase Interest 

and Learning Outcomes of IPA Subjects of 

Class V Elementary School Students. The 

changing era 4.0 and demands of students 

want interesting and innovative and more 

concrete learning leads to 3D media based on 

Virtual Reality. Many researchers discuss the 

use of 3D media but not yet based on Virtual 

Reality. Meanwhile, so far the use of Virtual 

Reality media in learning is only used by 

mathematics. Therefore, because of the 

importance of more concrete and innovative 

learning encourages researchers to develop 

3D learning media based on Virtual Reality on 

the content of IPA lessons, especially water 

cycle process materials. The use of 3D media 

based on Virtual Reality is needed based on 

the consideration that learning using real or 

concrete media will increase the power of 

students' interest in learning, because it will 

improve students to understand the material 

taught. Researchers show that the use of 3D 

media in education is very beneficial in 

increasing students' interest and learning 

outcomes. 

Based on the research, it shows that 

Virtual Reality media not only increases 

understanding, but also increases student 

motivation. Students can have more in-depth 

experiences, while learning 3D models that 

can enhance their experience. Virtual Reality 

also gives students to freely interact with 

virtual objects. As a result, students are able 

to investigate, experiment, and make 

students to improve the imagination of 

learning and critical thinking. 

VI. CONCLUSION 

Based on the result of the research was 

carried out, it could be concluded that was 

found by an effectiveness of using VR as a 

medium for learning descriptive text on 7th 

grade in SMP YPI Darussalam 1 Cerme, the 

researcher concludes that the student writing 

ability of descriptive text before doing 

treatment was shown by the pretest score 

which was total 1370 and average 45,66. The 

student writing ability of descriptive text 

after doing treatment by using Virtual Reality 

medium were higher the result of pretest. It 

was shown by the posttest score which was 

total  2250 and average 75. There was 

significant differences of score between 

pretest and postest with the df of 29 we 

accelerate with the "t" value table, either at 1% 

significance or at 5% significance. The 

critiques price of t or table with df of 29/ on 

ttable 5% significance table, was obtained by 

2,04, whereas a degree of 1% significance 

gained by 2,76. Because the to is bigger than 

tt, then the Ho filed were rejected, and Ha is 



166 
 

accepted. Based on the presentation above, it 

could be concluded that there is an impact in 

the use of Virtual Reality (VR) medium on 

the descriptive text writing of the 7C class at 

SMP YPI Darussalam 1 Cerme. 

REFERENCES 

Achille, C., Fassi, F., Fiorillo, F., Mandelli, 

A., Rechichi, F., & Teruggi, S. (2016). 

VR for cultural heritage—A VR-WEB-

BIM for the future maintenance of 

Milan’s Cathedral. 

Alqahtani, A. S., Daghestani, L. F., & 

Ibrahim, L. F. (2017a). Environments 

and system types of virtual reality 

technology in STEM: A survey. 

International Journal of Advanced 

Computer Science and Applications 

(IJACSA), 8(6). 

Alqahtani, A. S., Daghestani, L. F., & 

Ibrahim, L. F. (2017b). Environments 

and system types of virtual reality 

technology in STEM: A survey. 

International Journal of Advanced 

Computer Science and Applications 

(IJACSA), 8(6). 

Anjarani, A. S., Mulyadiprana, A., & Respati, 

R. (2020). Fun Thikers sebagai Media 

Pembelajaran untuk Siswa Sekolah 

Dasar: Kajian Hipotetik. 

PEDADIDAKTIKA: Jurnal Ilmiah 

Pendidikan Guru Sekolah Dasar, 7(4), 

100–111. 

https://doi.org/10.17509/pedadidaktika.

v7i4.26466 

Aziz, I. N., & Dewi, Y. A. S. (2020). THE 

USE OF POWERPOINT AS MEDIA 

OF LANGUAGE TEACHING ON 

STUDENTS’SPEAKING SKILL. 

Humanities & Social Sciences Reviews, 

8(1), 344–358. 

Aziz, I. N., Setyosari, P., Widiati, U., & Ulfa, 

S. (2022). Using Metacognitive Writing 

Strategies to Improve Scientific Article 

Writing Skills. International Journal of 

Early Childhood Special Education, 

14(03). 

Bella, A. (2022). AN ANALYSIS 

STUDENTS’ADJECTIVE ERRORS 

IN WRITING DESCRIPTIVE TEXT 

AT THE SEVENTH GRADE OF MTS 

DARUL FALAH CEPU. EDUTAMA. 

Durga, V., & Rao, C. S. (2018). Developing 

students’ writing skills in English-A 

process approach. Journal for Research 

Scholars and Professionals of English 

Language Teaching, 6(2), 1–5. 

Duschinsky, R. (2020). Cornerstones of 

attachment research. Oxford University 

Press. 

Huy, N. T. (2015). Problems affecting 

learning writing skill of grade 11 at 



167 
 

Thong Linh high school. Asian Journal 

of Educational Research, 3(2). 

Hyland, K. (2021). Teaching and researching 

writing. Routledge. 

Jamil, M. (2018). Pemanfaatan Teknologi 

Virtual Reality (VR) di Perpustakaan. 

Buletin Perpustakaan Universitas Islam 

Indonesia, 1(1), 99–113. 

Lokesh, K. (1984). Methodology of 

educational research. Vikas publishing 

house. 

Ludlow, B. L. (2015). Virtual reality: 

Emerging applications and future 

directions. Rural Special Education 

Quarterly, 34(3), 3–10. 

Mabruri, H., Ahmadi, F., & Suminar, T. 

(2019). The development of science 

mobile learning media to improve 

primary students learning 

achievements. Journal of Primary 

Education, 8(1), 108–116. 

Maulidah, U. N., & Aziz, I. N. (2020). The 

Effectiveness of Online Collaborative 

Learning on Students Writing Skills. 

EDUCATIO: Journal of Education, 

5(2), 141–149. 

Miftah, M., Raharjo, T. J., Utomo, K. B., & 

Rifai, R. A. (2020). Utilization of ICT 

Based on Learning Media to Improve 

Creativity and Early Children’s Age. 

73–78. 

Muhsin, R. H. B., & Aziz, I. N. (2021). The 

Effect of Online Gamification Learning 

on Students’ Motivation and Students’ 

Writing Descriptive Text. JEET, 

Journal of English Education and 

Technology, 1(04), 256–266. 

Nation, I. S. (2008). Teaching ESL/EFL 

reading and writing. Routledge. 

Nurseto, T. (2011a). Making Interesting 

Learning Media. Journal of Economics 

& Education, 8(1). 

Nurseto, T. (2011b). Making Interesting 

Learning Media. Journal of Economics 

& Education, 8(1). 

Permendiknas, R. (2017). No. 16 Tahun 2007 

tentang Standar Kualifikasi Akademik 

dan Kompetensi Guru. Jakarta: 

Depdiknas. 

Rukayah, R., Daryanto, J., Saputri, D. Y., 

Ardiansyah, R., & Atmojo, I. R. W. 

(2023). The development of quiz game 

learning media for Javanese script 

reading skills for fifth-grade elementary 

school students. Pegem Journal of 

Education and Instruction, 13(1), 60–

67. 

Siburian, T. A. (2013). Improving students 

achievement on writing descriptive text 

through think pair share. IJLLALW, 

3(03), 30–43. 



168 
 

Snelson, C., & Hsu, Y.-C. (2020). Educational 

360-degree videos in virtual reality: A 

scoping review of the emerging 

research. TechTrends, 64(3), 404–412. 

Sonjaya, I., & Fadlurahman, R. (2019). 

Learning media for human digestive 

system based on augmented reality. 

1193(1), 012035. 

Sugiyono. (2018). Quantitative, qualitative, 

and R&D research methods. 

Bandung:(ALFABETA, Ed.). 

Syaifuddin, M. (2017). Implementasi 

Pembelajaran Tematik di Kelas 2 SD 

Negeri Demangan Yogyakarta. Tadris: 

Jurnal Keguruan Dan Ilmu Tarbiyah, 2 

(2), 139. 

Tafonao, T. (2018). The Role of Learning 

Media in Increasing Student Learning 

Interest. Journal of Educational 

Communication, 2(2), 103. 

Thuan, H. (2019). Virtual Reality Technology 

for Campus Media Information. Vol, 6, 

71–76. 

Wright, A. (1976). Visual materials for the 

language teacher. Addison-Wesley 

Longman Limited. 

Zemach, D. E., & Rumisek, L. (2016). 

Academic writing. 

Zumbach, J., von Kotzebue, L., & Pirklbauer, 

C. (2022). Does Augmented Reality 

Also Augment Knowledge Acquisition? 

Augmented Reality Compared to 

Reading in Learning About the Human 

Digestive System? Journal of 

Educational Computing Research, 

60(5), 1325–1346. 

 


