Email this article 
Hide
Show all
Correlation between Picture Use in Test Format and Students’ Vocabulary Achievement
Abstract
This study investigated the correlation between picture use in test format and vocabulary achievement of 41 male and female seventh graders of Santu Petrus Junior High School. Hence, in this paper, the writer presents how strong the correlation between picture use in test format and vocabulary achievement of the seventh graders, and the students’ attitudes towards picture use in test format. Measurement results or scores obtained from the tests given in this study were used in order to find the coefficient through Pearson product moment correlation. On the other hand, observations were applied to know the students’ attitudes towards the assessment tool. The research resulted in a positive, very good correlation (r = .84) between picture use in test format and vocabulary achievement of the students. Furthermore, the study found that stimulating students’ vocabulary achievement through picture use in the test format is effective. Behaviourally, the students showed their focus, confidence, and enjoyment while doing the test with picture format as the test items were uncomplicated to understand.
Keywords: Correlation, Pictures, Test format, Vocabulary achievement
Full Text:
PDFReferences
Abebe, T. T., & Davidson, L. M. (2012). Assessing the Role of Visual Teaching Materials in Teaching English Vocabulary. Language in India, 12, 524-552.
Ahmadi, M. (2014). Semantic and Structural Elaboration in L2 Vocabulary Learning and Retention. Procedia - Social and Behavioral Sciences, 98(0), 109-115.
Allen, E. D., & Valette, R. M. (1994). Classroom Techniques: Foreign Languages and English as a Second Language. Springfield: Waveland Press.
Allen, V. F. (1983). Techniques in Teaching Vocabulary. Oxford: Oxford University Press.
Ary, D., Jacobs, L. C., & Sorensen, C. K. (2010). Introduction to Research in Education (Eighth ed.). Belmont: Wadsworth Cengage Learning.
Bachman, L., & Palmer, A. (1996). Assessing Vocabulary. Cambridge: Cambridge University Press.
Baleghizadeh, S., & Ashoori, A. (2011). The Impact of Two Instructional Techniques on EFL Learners' Vocabulary Knowledge: Flash Cards versus Word Lists. MEXTESOL Journal, 35(2), 1-9.
Barani, G., Mazandarani, O., & Rezaie, S. H. S. (2010). The effect of application of picture into picture audio-visual aids on vocabulary learning of young Iranian ELF learners. Procedia - Social and Behavioral Sciences, 2(2), 5362-5369.
Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (Fourth ed.). Boston: Pearson Education, Inc.
Doff, A. (1988). Teach English: A Training Course for Teachers. Cambridge: Cambridge University Press.
Duke, N. K., & Moses, A. M. (2003). 10 Research-Tested Ways to Build Children's Vocabulary. New York: Scholastic Inc.
Gairns, R., & Redman, S. (1998). Working with Words: A Guide to Teaching and Learning Vocabulary. Cambridge: Cambridge University Press.
Gerlach, V. S., & Elly, D. P. (1971). Teaching and Media: A Systematic Approach (Second ed.). New Jersey: Prentice Hall.
Hackman, S. (2008). Teaching Effective Vocabulary. Nottingham: Department for Children, Schools and Families.
Hill, D. A. (2001). Visual Impact: Creative Language Learning through Pictures. Harlow: Longman Group UK Limited.
Konomi, D. K. (2014). Using Visual Materials in Teaching Vocabulary in English as a Foreign Language Classroom with Young Learners. Paper presented at the International Conference.
McLean, S., Hogg, N., & Rush, T. W. (2013). Vocabulary Learning through an Online Computerized Flashcard Site. The JALT CALL Journal, 9(1), 79-98.
Mohammadnejad, S., Nikdel, H., & Oroujlou, N. (2012). Reactivating EFL Learners' Word Knowledge by Means of Two Techniques: Flashcards versus Wordlists. International Journal of Linguistics, 4(4), 393-406.
Nemati, A. (2009). Memory Vocabulary Learning Strategies and Long-Term Retention. International Journal of Technical Education, 1(2), 14-24.
Read, J. (2000). Assessing Vocabulary. Cambridge: Cambridge University Press.
Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.
Rokni, S. J. A., & Karimi, N. (2013). Visual Instruction: An Advantage or A Disadvantage? What about Its Effect on EFL Learners' Vocabulary Learning? Asian Journal of Social Sciences and Humanities, 2(4), 236-243.
Scott, J. A., Jamieson-Noel, D., & Asselin, M. (2003). Vocabulary Instruction throughout the Day in Twenty-Three Canadian Upper-Elementary Classrooms. The Elementary School Journal, 103(3), 269-286.
Scrivener, J. (1994). Learning Teaching. Oxford: Heinemann.
Silberman, M. L. (2007). The Handbook of Experiential Learning. San Francisco: Pfeiffer.
Sitompul, E. Y. (2013). Teaching Vocabulary Using Flashcards and Wordlist. Journal of English and Education, 1(1), 52-58.
Thornbury, S. (2002). How to Teach Vocabulary. Harlow: Pearson Education Limited.
Wilkins, D. (2002). Linguistics in Language Teaching. Cambridge: Massachusetts Institute of Technology Press.
Wright, A. (1989). Pictures for Language Learning: Cambridge Handbook for Language Teachers. Cambridge: Cambridge University Press.
Zahedi, Y., & Abdi, M. (2012). The Impact of Imagery Strategy on EFL Learners’ Vocabulary Learning. Procedia - Social and Behavioral Sciences, 69(0), 2264-2272.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.
Advances in Language and Literary Studies
You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.