The Use of Picture Media in Teaching Descriptive Text on Students' Speaking Performance at SMP Tahfidz Nailil Huda

Rohmatillah, Inaely Lutfi (2026) The Use of Picture Media in Teaching Descriptive Text on Students' Speaking Performance at SMP Tahfidz Nailil Huda. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

Inaely Lutfi Rohmatillah, 2026: The Use of Picture Media in Teaching Descriptive Text on Students’ Speaking Performance at SMP Tahfidz Nailil Huda
Keywords: Picture Media, Descriptive Text, Speaking Performance.

Speaking is one of the essential skills in learning English. However, many students still experience difficulties in speaking, such as limited vocabulary, nervousness, and lack of confidence. To address these problems, picture media were used to help students understand the topic and organize ideas before speaking. Although previous studies have discussed picture media in English learning, research focusing on its use in teaching descriptive text and its impacts on students' speaking performance remains limited.
There were two research questions in this study, namely: 1) how are picture media used in teaching descriptive text on students’ speaking performance at SMP Tahfidz Nailil Huda?, 2) what are the impacts of using picture media on students’ speaking performance during descriptive speaking activities at SMP Tahfidz Nailil Huda?
As for the purpose of the research were to describe how picture media were used in teaching descriptive text on students’ speaking performance at SMP Tahfidz Nailil Huda and to identify the impacts of using picture media on students’ speaking performance during descriptive speaking activities at SMP Tahfidz Nailil Huda.
A descriptive qualitative research design was employed in this study. The participants were one English teacher and eighteen seventh-grade students of SMP Tahfidz Nailil Huda. Three students were purposively selected for interviews based on their speaking performance. Data were collected through classroom observation, interviews, documentation, worksheet analysis, and speaking performance assessment. The data were analyzed using Miles, Huberman, and Saldaña's interactive model.
The findings showed that picture media were implemented through pre-activity, while-activity, and post-activity stages. During the learning process, students observed pictures, discussed them in groups, completed worksheets, and performed descriptive speaking individually. Overall, the use of picture media helped students organize their ideas before speaking, increased their confidence, and supported their speaking performance during descriptive speaking activities.

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