Improving Students' Oral Skill Using Photovoice: A Brief Review

Improving Students’ Oral Skill Using Photovoice: A Brief Review Darniatin Email: [email protected] The article "Improving Students’ Oral Skill Using Photovoice" by Sarno La Janu, Abdul Halim, and Sarjaniah Zur focuses on improving oral communication skills in an English learning environment through the use of the photovoice method. The study was conducted at MAN 1 Kendari, with students who faced significant challenges in speaking English due to fear, lack of confidence, and limited vocabulary. The research introduces photovoice as an innovative teaching method designed to enhance oral communication by allowing students to express themselves through photographs and visual storytelling. Photovoice, as explained in the article, is a participatory action research technique in which participants use photography to represent their experiences and initiate discussions about these images. The use of photovoice aims to overcome the students' hesitation by providing them with a creative outlet, helping them articulate their thoughts better. The research was conducted in two cycles, with each cycle consisting of three meetings. The results showed a significant improvement in students' speaking abilities, with average scores rising from 57% in the first cycle to 81% in the second. The study highlighted that photovoice helped build students' confidence, enriched their vocabulary, and allowed them to engage more actively in discussions. Comparing this research with Anita Rezki’s article "Motivating Students in Learning English Using Icebreaking," we can observe a shared emphasis on reducing student anxiety in language learning. Rezki’s study highlights the effectiveness of icebreakers in making students more comfortable in class, which in turn leads to improved participation. Both icebreaking and photovoice methods offer creative solutions to engage students in language learning. However, while icebreaking primarily focuses on easing tension and fostering a relaxed atmosphere, photovoice takes a more participatory approach by enabling students to document their environment and experiences. Photovoice not only helps in reducing anxiety but also provides a tangible means for students to express themselves, thus giving them a stronger sense of ownership over the learning process. Rezki’s approach may work well in the initial stages of a class to set a positive tone, whereas photovoice offers an ongoing, immersive experience. Furthermore, Suhartini Syukri’s article "Effect of Teachers’ Instructions to Speaking Classes at Muhammadiyah University, Kendari" also aligns with this study in terms of addressing the challenges of speaking in English classes. Syukri focuses on the role of teacher instructions and the importance of clear, structured guidance in helping students overcome difficulties in oral communication. Like the photovoice method, Syukri emphasizes the need for teachers to adopt strategies that actively involve students in the learning process. Both studies suggest that passive learning environments hinder language acquisition, and student participation must be prioritized. However, Syukri's research is more focused on the pedagogical techniques employed by teachers, such as the clarity of instructions and feedback, whereas La Janu and colleagues highlight the role of student-led activities through photovoice. In conclusion, the article on photovoice makes a compelling case for using visual tools to improve oral communication in language learning. Photovoice empowers students to participate actively in the learning process by giving them the means to express themselves through photography. This method is particularly useful in addressing the common challenges faced by students in language learning, such as lack of confidence, fear of making mistakes, and limited vocabulary. When compared with other teaching methods like icebreaking and structured teacher instructions, photovoice stands out for its participatory and creative approach. By allowing students to share their personal experiences through images, photovoice encourages not only language development but also critical thinking and confidence, making it a valuable tool in the language classroom. References Gunawan, F., Humaerah, I., & Syukri, S. (2016). Effect of teachers’ instructions to speaking classes at Muhammadiyah University, Kendari. Proceedings Of English Education International Conference, 1(2), 430-433. Retrieved from http://eeic.usk.ac.id/proceedings/index.php/eeic/article/view/84 La Janu, S., Halim, A., & Zur, S. (2020). Improving students’ oral skill using photovoice. AL LUGHAWIYAAT, 1(1), 33-38. https://dx.doi.org/10.31332/alg.v1i1.1991 Rezki, A., Halim, A., & Sentosa, T. (2022). Motivating Students in Learning English Using Icebreaking. Al Lughawiyaat, 3(1), 1-8. https://doi.org/10.31332/alg.v3i1.3554