Students Affective Responses to The Use of Picture Card as Learning Media at Mts. Ma'arif Ambulu

Azizi, Ahmad Nailal (2026) Students Affective Responses to The Use of Picture Card as Learning Media at Mts. Ma'arif Ambulu. Undergraduate thesis, UIN Kiai Haji Achmad Siddiq Jember.

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Abstract

Keywords: Affective Responses, Picture Cards, Speaking Activities, Descriptive Text, Affective Filter Hypothesis.
English language learning at the junior high school level serves as the foundation for global communication, however, students at MTs. Ma'arif Ambulu often face psychological barriers such as low interest and high anxiety. Based on preliminary observations, students appear to experience significant difficulties during English lessons, particularly regarding speaking skills, and tend to feel hesitant or bored due to teaching methods that rely too heavily on textbooks. This high level of affective filter hinders the brain’s processing of language input. Consequently, teacher began integrating picture cards as learning media to foster a more positive and interactive psychological environment for descriptive text lessons.
This study was designed to explore the psychological dynamics of students throughout the learning process. The research focus was centered on two main questions, first, how students demonstrate their affective responses (interest, motivation, and anxiety) toward the use of picture cards in speaking activities, and the second one is which features of the picture cards (clarity, attractiveness, and familiarity) contribute to those responses. Therefore, the purpose of this study is to analyze how students demonstrate these responses and to identify the features of picture cards that contribute to students’ affective responses during those speaking activities in the classroom.
A qualitative approach with a case study model was applied to gain a deep understanding of students' authentic experiences. The subjects were seventh-grade A students at MTs. Ma'arif Ambulu, selected purposively for their direct involvement in the learning process. Data were gathered through non-participant observation, semi-structured interviews, and document reviews to analyze the ways students navigate their feelings while describing food and drinks. The collected data were then analyzed using the Miles, Huberman, and Saldana model, which involves data condensation, data display, and drawing or verifying conclusions.
The findings indicate that the use of picture cards significantly boosts students' interest and motivation, making English lessons feel more enjoyable and less boring compared to conventional textbooks. Student motivation increases because the cards provide concrete support for their thinking processes, making participation in lessons feel like playing a game. Most importantly, this medium can reduce speaking anxiety; students feel calmer and more confident because holding the cards serves as a visual guide and a “calming tool” that reduces the fear of forgetting words or making mistakes. Illustrated cards serve as an engaging and psychologically supportive pedagogical tool for junior high school students. The contributions of these cards are driven by the clarity of the images, which reduces cognitive load; visual appeal through bright colors, which maintains emotional engagement; and the familiarity of food and drink objects, which boosts students’ confidence.

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