Framing the Future Teacher: A Photovoice-Based Reflection of English Education Students in Micro Teaching

Rahmawati, Cindy Indah Aprilia (2026) Framing the Future Teacher: A Photovoice-Based Reflection of English Education Students in Micro Teaching. Undergraduate thesis, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember.

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Abstract

Writing is one of the essential skills in language learning, especially for pre-service English teachers who are expected to demonstrate clear and accurate language use. In microteaching classes, students are not only required to practice teaching but also to reflect on the experiences through written tasks such as photovoice reflections. These reflections provide opportunities for students to express the ideas while developing the writing skills. However, students often still face difficulties in using correct grammar and appropriate tenses in writing.
This study aims to examine how students use grammar and tenses in the photovoice texts in terms of accuracy, as well as to explore how writing accuracy develops over time. The research objectives are derived from the research questions: (1) How do students use grammar, tenses, accuracy and complexity in photovoice texts? and (2) How do students‟ photovoice texts illustrate the writing skill development?
Then, this study employs a qualitative approach with a content analysis design. The data were collected through document analysis, consisting of six photovoice reflection texts produced by two participants, with each participant contributing three texts. The data were analyzed using thematic analysis proposed by Braun and Clarke (2006), combined with the CAF (Complexity, Accuracy, Fluency) framework, with a focus on accuracy. The analysis involved identifying grammatical correctness, classifying errors, and comparing the results across different texts.
The findings show that students demonstrate gradual improvement in writing accuracy over time. In the first reflections, grammatical errors are still frequently found, particularly in tense usage and sentence structure. However, in the later reflections, the number of errors decreases, and the use of grammar becomes more accurate and consistent. This indicates that repeated reflective writing through photovoice activities can help students become more aware of the language use. In conclusion, this study highlights that photovoice reflections can support the development of students‟ writing accuracy in microteaching contexts. The findings suggest that reflective and experience-based writing activities can be effectively used to improve students‟ grammatical accuracy over time.

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