Engaging secondary school students in photovoice-based self-reflection in writing narrative

Sukma, Yusnita (2023) Engaging secondary school students in photovoice-based self-reflection in writing narrative. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

ABSTRACT

Keywords; Photo voice, Reflective Practice, Writing Skill

Photo voice-based self-reflection was widely used in language learning. Self-reflection provided opportunities for students to test and correct their learning abilities in class, so students could express aspirations and sought other perspectives in creating a comfortable classroom atmosphere. However, little research examined how photo voice mediated students' reflection in narrative paragraph writing practice. Thus, this case study aimed to explore the potential of sound photo voice as a means to facilitate students' reflective practice, especially in the context of writing narrative texts.

The researcher took a qualitative approach with a case study as the research design. This research project was conducted in one of the high schools in Banyuwangi. The participants involved were 11th-grade students from the Language Class. The data was obtained from three techniques, which included direct classroom observation, reinforced by several critical incident captures, in-depth interviews as evidenced by audio recordings (presented in the form of transcripts), and document analysis involving student artifacts. This data was processed and analyzed using an interactive model adopted from Miles, Huberman, and Saldana.

Overall, there were four findings from this study that emerged as developments from the main findings. These findings included uncertainty and confusion in pre-writing tasks, challenges and emotional struggles during the writing process, teacher feedback, empowerment, and transformation through writing experiences.

Drawing a common thread from the research findings, the researcher concluded that photo voice functioned as an effective mediator for students' self-reflection in writing narrative paragraph exercises. Not only for students, but this strategy also had a positive impact on teachers. By integrating photo voice into writing classes, educators created more meaningful and engaging writing experiences, leading to improved student writing skills and overall personal growth. Therefore, the researcher recommended the use of photo voice media as a learning strategy for writing narratives that promoted self-reflection and built students' creativity.

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