The effect ofar-drivenaugmented reality in enhancing efl students' descriptive writing skills in eleventh grade at sma negeri 1 grogol

Abstract

Technological advancement in education has opened new opportunities for creating learning experiences that are more dynamic and meaningful. Oneof the emerging innovations attract-ing considerable attention is Augmented Reality (AR), a technology that brings three-dimen-sional objects to life in an interactive and realistic manner. In the context of foreign language (EFL) learning, students often continue to face challenges in writing descriptive texts, par-ticularly in presenting a detailed depiction, selecting appropriate vocabulary, and construct-ing coherent sentences. Traditional learning media frequently lack strong visual simulation, resulting in underdeveloped creativity and limited student engagement. This study investi-gates the effectiveness of augmented reality (AR) in enhancing the descriptive writing skills of eleventh-grade EFL students at SMA Negeri 1 Grogol. Using a quantitative pre-test and post-test design, the research compared learning outcomes between a control group and an experimental group taught with AR-based media. Both groups showed improvement, yet with different levels of progress. The control group’s score increased from 58.29 to 67.48 (gain 9.19; t 5.923; p 0.000), while the experimental group experienced a greater improve-ment from 70.58 to 84.77 (gain 14.19; t 8.118; p 0.000). The results are particularly in pre-senting clearer, more structured, and also more creative descriptions. In summary, AR serves as an active instructional tool that enhances vocabulary use descriptive accuracy, and student engagement. The findings provide valuable insights for educators aiming to integrate inno-vative technologies into EFL writing instruction.