Students’ Perspectives on the Integration of Augmented Reality Interactive Systems in Supporting Text Construction Skills: A Case Study
DOI:
https://doi.org/10.51278/aj.v7i3.2868Keywords:
Augmented Reality, collaborative learning, EFL writing, English language learning, text constructionAbstract
Writing is widely recognized as one of the most challenging language skills for English as a Foreign Language (EFL) learners, particularly in generating ideas, organizing information, and constructing coherent texts, thereby necessitating innovative instructional strategies that can support meaningful learning and student engagement. This study aimed to explore the implementation of the Augmented Reality Interactive System (ARIS) in supporting students’ text construction skills in English language learning at the junior secondary school level. The study employed a qualitative approach with a single-case study design conducted at SMP Negeri 28 Semarang. The participants consisted of seventh-grade students and one English teacher. Data were collected through classroom observations, semi-structured interviews, documentation, and field notes, and were analyzed using an interactive data analysis model. The findings revealed that the implementation of ARIS contributed positively to students’ engagement during learning activities, supported idea generation and text organization, and fostered collaborative and contextual learning. AR also functioned as a visual scaffold that helped students connect vocabulary, experiences, and observations into more meaningful written English texts. The findings further indicate that the integration of AR in English language learning has the potential to support student-centered learning practices aligned with the principles of Kurikulum Merdeka. Therefore, AR can be considered an alternative instructional innovation to support the development of students’ writing skills in the EFL context.
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