INTRODUCTION
Research Context
The Voice of Photography in Writing Classrooms was a reflective practice that engaged students' writing skills using photography to put their experiences into perspective. Furthermore, another study identified the voice of photography as a project-based learning tool to foster students' viewing and writing skills.
Scope of the Research
The study found that students responded positively to the use of photovoice, as evidenced by their active participation and enthusiasm in class, as well as their positive statements about the effectiveness of photovoice as a project-based learning tool. 12. This study aimed to fill that gap by encouraging students to think critically and diversify their learning through photovoting.
Research Objectives
State Islamic University of Kiai Haji Achmad Siddiq of Jember in partial fulfillment of the Requirements.
Research Contributions
It is expected that the outcomes of this study would provide valuable insights to future researchers regarding the photovoting method and its impact on writing skills. It was also hoped that future researchers would delve further into the influence of the photovoting method on writing ability.
Definition of Key Term
5 An article journal written by (Anwar, 2021) "The Effect of Using Videos and Photo Voice on The Students". The use of photo voice to enhance students' motivation in writing (A Classroom Action Research at SMK Muhammadiyah 1 Surakarta in the academic year 2019/2020).
LITERATURE REVIEW
Previous Research
Previous research analyzed the voice of photographs to explore students' emotions while learning to write, while this research is Engaging Students in Reflective Practice. Previous research has analyzed voice activities with photographs to teach writing to middle school students during this research.
Theoretical Framework
- Media
- Photo voice in educational context
- The advantages using photo voice
- The challenges using photo voice
- Definition of writing
- The process of writing
- Criteria of good writing
- Reflective Practice
Students also reflected on their experiences and emotions during the implementation of the photovoice method. All discussions refer to the use of the photovoice technique by engaging students in self-reflection during the writing lesson.
RESEARCH METHOD
Research Design
This analysis involved students in using photovoice to practice reflection and encouraged their creativity in writing. The research was based on a qualitative methodology, specifically a case study design that involved in-depth exploration and detailed data collection. The focus of this study was to explore students' involvement in the learning process through photovoice-based self-reflection tasks that were not commonly used by teachers.
But the challenge was to overcome limitations related to students' skills in taking pictures and effectively communicating their message through their work. The aim was not only to assess their technical abilities, but also to promote creativity in idea generation and self-reflection. By collecting detailed data, this case study design facilitated a deeper exploration of the research questions and provided robust evidence to support the findings.
Research setting and participant
The first consent letter was for the initial observation at the school, where the researcher spoke with two English teachers to provide further guidance on the research design and activities. In summary, this case study explored the potential for improving students' writing skills through photo-based self-reflection in a secondary school in Banyuwangi, East Java. The researcher followed ethical procedures and obtained necessary permissions from the university authorities, the school principal, and parents/guardians of the participants.
The study involved a class of 16 girls aged 16 to 17 and explored the potential of integrating illustrations with photovoice techniques to improve critical thinking.
Instructional Procedures
Students discuss stabilizing the main theme they will use in writing a narrative text using voice-over photography. The writing process began with one group sharing their findings, which were then used by other students to compose descriptions using the photo voice method. These activities served as a continuation of the initial tasks and provided feedback on the photovoice writing process.
As a follow-up, learn more about the skills in terms of creative factors when writing narrative texts using the voice of the picture. Students in groups are asked to answer questions provided by the teacher about the narrative writing task using the voiceover they have made. Factors considered were how effectively the students responded to the sound method of the picture they created, the degree of originality.
Data Collection
Students How can you actively engage in photo-based self-reflection activities in the writing classroom. How can you effectively analyze and interpret the visual elements in the photographs to generate meaningful ideas for your written reflections. Learning process What steps can you take to explore and reflect on the emotions, themes and messages conveyed in the photographs.
How you can use brainstorming techniques and group discussions to generate different perspectives and insights about photos. Product How you can structure and organize your written reflections based on photos, ensuring coherence and clarity in your story. How you can revise and edit your written reflections to improve the quality, coherence and overall impact of your story.
Data Analysis
Overall, the combination of direct observation, learning artefacts, in-depth interviews and documentary source analysis enabled the researchers to collect data in different ways, providing a deeper understanding of the learning process and its outcomes. This involved converting audio or video recordings into written text, allowing for easier analysis and categorization of the data. This involved making significant judgments about the research design and the coding of the qualitative data.
In conclusion, data analysis was a critical part of qualitative research that allowed researchers to make sense of the data they had collected and draw meaningful conclusions. Thematic analysis and transcription were two commonly used techniques that allowed researchers to analyze data in a transparent and in-depth manner. Qualitative coding was also an essential component of data analysis, helping researchers structure entire research projects and present data effectively.
Trustworthiness
The findings related to the first theme are consistent with the theory of how photovoice can explore students' emotions in the process of learning. In line with research on photovoice as a tool to explore students' emotions in the writing process, Sari & Sultan (2022) found that. In the post-writing stage, photovoice plays an important role by equipping students to revise assignments and rearrange ideas, and cultivate a growth mindset through reflective practice.
After receiving feedback from the teacher, you were given the opportunity to revise in the post-writing section. How did you and your group approach the writing you did at the last meeting? Group discussion to understand the photovoice project and start writing in the while-writing section.
FINDINGS AND DISCUSSION
Research Findings
During the data analysis process, the researchers jointly identified the theme of Uncertainty and confusion in prescriptive tasks while examining the analytical encounters in the writing class. In this context, one student expressed the situation appropriately and said in the emotion section: "This pressure is similar to what I experienced during writing class when the teacher introduced the photovoting technique and gave examples." Through discussion around this photo, the researcher recognized that pressure forced students to seek methods to manage their readiness for writing class. In this emotional context, one student poignantly conveyed his feelings and said in the emotion section: “The image of holding tightly to the robot's head symbolizes my constant struggle for mental balance.
In addition, the teacher serves as an editor, correcting any mistakes or errors in student writing before it is submitted or published. In this context, one student aptly described the importance of coordination when, in the section on emotions, he said,. In this context, one student aptly summed up his achievement, stating in the emotion section, "I overcame the challenges and successfully completed the written assignment." For researchers, examining the voice of the final photograph can help explain students' writing needs.
Discussion
After reviewing and correcting the narrative text using the photovoice media, my group and I felt happy about our performance. The photo voice technique was something new for me and it overwhelmed me to understand it, but at the end of the meeting I wanted to do it again. It also enables teachers to understand the advantages and disadvantages of using photovoice as a learning strategy for narrative text writing.
Based on the research findings, English teachers can improve their writing classes by integrating photovoting techniques. Using photovoice to explore students' emotions in learning to write: "There's something about writing." JEES (Journal of . English Educators Society. Interviewer: Okay, so during the writing meeting I instructed them to start preparing to do photo voice writing.
CONCLUSION AND SUGGESTIONS
CONCLUSION
Drawing a common thread from the results, the researcher concluded that photo voice acts as an effective mediator for students' self-reflection in writing narrative paragraph exercises. This allows students to capture and express their feelings and experiences in the pre-writing phase, especially when they face tension and confusion in selecting writing topics and analyzing texts. Collaborative group work and technology integration via photo voice further enhances this process by allowing students to utilize their skills collaboratively.
During the writing phase, examples of media photos with narrative text succeeded in stimulating students' emotions, helping them overcome challenges and difficulties in thinking about their emotions, thereby increasing their ability to express emotions through writing.
SUGGESTIONS
Interviewer: When I gave examples of some narrative texts, did you manage to remember some of the stories you heard? Interviewer: After telling the class, what experiences did you learn for the next writing lesson? Interviewer: I want to ask about the first meeting in the earlier writing class, since it took place in groups.
Interviewer: How did you feel in the final stages of writing and presenting in front of you. Interviewer: With that in mind, have you found a solution to the problems you and your group have encountered.
