HARTANTO, Hendrik (2023) Applying Photovoice in Teaching Writing Hortatory Exposition Text (An Explorative Study on the Implementation of Photovoice in Teaching Writing at The 11th Grade of SMA Negeri 4 Purwokerto in the the Academic Year 2023/2024). Skripsi thesis, Universitas Jenderal Soedirman.

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Abstract

This research was about the implementation of photovoice in teaching writing hortatory exposition text at the eleventh grade class of SMA Negeri 4 Purwokerto in the academic year 2023/2024. This was aimed at exploring in terms of how photovoice implemented and the teacher’s opinions towards the applying photovoice in teaching writing class. The method of this research was qualitative with explorative design which involving the English teacher as collaborator to apply this method in her class. The researcher used purposive sampling to recruit the participants. The participants of this research were the students of XI MIPA 1 of SMA Negeri 4 Purwokerto and the English teacher in charge of the class. The data were collected through observations and interview. The observation was conducted to know how photovoice was implemented in the class and the interview was done to know the teacher’s opinion about the method. Reffering to the description of the data findings and analysis, the researcher concluded that the implementation of photovoice was sucessful. It was accordance on the final achievement of applying photovoice, namely producing images and writing captions. The detailed phases are; (1) first meeting, the teacher introduced photovoice and gave the material about hortatory exposition, (2) second meeting, the teacher focused on the material and elaborated about photography, rules and project (3) third meeting, hunting and writing activity. Within its implementation, the teacher also concerned on the material-focused while applying photovoice in the class. The second result of this research revealed about the teacher’s opinion towards the application of photovoice. According to the interview-based result, the teacher perceived that photovoice can promote critical thinking, enhance content understanding and stimulate students’ imaginations in the cognitive aspect. Besides that, in the affective aspect, the teacher revealed that photovoice is interesting and engaging because it can enhance teacher and students’ involvement in the classroom. In addition, the teacher faced problems when implementing photovoice as follows: facility, students’ attention and writing skills. Ultimately, the photovoice was applicable in teaching writing hortatory exposition text.

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