The Role Of Emoji Flash Cards In Improving The Speaking Skills Of Participants In A Public Speaking Course For Children Aged 7–11 At The Jannah Institute, Jember

Abstract

This study aims to describe the role of emoji flashcards in enhancing the speaking skills of participants in the ‘Public Speaking for Kids’ programme (ages 7–11) at The Jannah Institute, Jember. The study was motivated by concerns regarding children’s speaking abilities—specifically, low self-confidence stemming from experiences of bullying. A qualitative descriptive approach was employed, utilising purposive area and purposive sampling techniques to select two key informants and two supporting informants. Data were collected through interviews, observation and documentation, and subsequently analysed through the stages of data collection, reduction, presentation and drawing conclusions. Data validity was verified through prolonged engagement, persistent observation and triangulation of sources and techniques. The results indicate that emoji flashcards serve as a positive stimulus for improving speaking skills. Simple and relevant emoji images help children understand the material, construct coherent storylines, and link visual information to their own experiences. Improvements in speaking skills were observed in areas such as pronunciation, intonation, fluency, expression, and accuracy of content. Therefore, emoji flashcards can serve as an effective alternative learning tool to support the development of children’s verbal and non-verbal communication skills within non-formal education settings.