FACULTY OF ARTS

DEPARTMENT OF ENGLISH

The Effects of Using Pictures in

Teaching English Vocabulary to EFL
Young Learners
A Graduation Project Submitted to Sebha University, Faculty of Arts
in partial Fulfillment of the Requirement for the Degree of Bachelor
of Education in English

Submitted by

Huda Ali Aljangh

Kareema Toshy Darklla

Supervised by
Dr. Yusuf Alhodairy

Academic Year

0202

I
 DEDICATION

The work was dedicated to Allah Almighty, our strong pillar, source of wisdom,

knowledge, and understanding who ordained this path for us.

To our beloved parents

for their motivation, support, encouragement, and love

To our dear brothers and sisters

To our grandmothers and grandfathers

To all our friends and teachers

To anyone who helped us, to anyone who loves us

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 ACKNOWLEGMENT

In the Name of Allah, The Most Gracious, The Most Merciful. All praise to
Almighty Allah, the one to whom all dignity, honor and glory are due. Peace and
blessing of Allah be upon all the prophets and messengers. As prophet Mohammad,
peace of Allah be upon him, said" Who does not thank people, will not thank Allah".

Our sincere thanks and gratitude to our Supervisor: Dr. Yusuf Alhodairy for his
steadfast support, guidance and dedicated labor. His enthusiasm and professional
expertise have provided tremendous guidance throughout carrying out our thesis.

In addition, our deeply grateful to the Department of English Sebha University,

Faculty of Arts all the facilities, help, cooperation and advice they offered.

Thanks to all our families, friends, and colleagues, who have shown interest and
encouragement in our work.

III
 ABSTRACT

This study aims to find out the role of using pictures in teaching English to Young
Learners at primary stage, Noor Al-Aloom private primary school. A pre-test and
post-test were conducted to collect the data from the participants. The participants of
the study were ten students. The collected data was analysed manually and by using
statistical method; percentage, and showed through tables. The pre-test was applied
first and the results were not satisfying, just 20% of the participants did well in this
test. Then the post-test was applied after giving two classes to the students by using
pictures, and the results were completely different. The knowledge level of the
students in post-test after using pictures was better than those in pre-test; 40% of the
participants in post-test had got excellent marks and 60% of them had got very good
marks. Thus, using pictures to teach the young learners vocabulary has a great
positive effects on them. This study concluded with the conclusion and some
recommendations.

Key terms: Vocabulary, pictures

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 Table of Contents
Dedication ………………………………………………………………...….........…..I

Acknowledgment …………………………………………………............................II

Abstract ……………………………………………………………………...............III

Table of contents …..………………………………………………………...............IV

List of tables ……….………………………………………………………...............VI

CHAPTER ONE: INTRODUCTION

1.1. Introduction ……….………………………………………………….........…......1

1.2. Background of the study ……….……………….………………..........…………1

1.3. Statement of the problem ……….……………….……………….................……2

1.4. Research questions ……….……………….………………..........…….………....2

1.5. Objectives of the study ……….……………………………………..............……2

1.6. Hypotheses of the study.……………………………............................................3

1.7. Significance of the study …………………………………….…..........................3

1.8. Limitations of the study ……….…………………………………............….........3

1.9. Definition of key terms ……….…………………………………......……...........4

CHAPTER TWO: LITERATURE REVIEW

2.1. Introduction ……….………………………………………….....……………......5

[Link] Studies ……….………………………………………….....……………5

2.3. Theoretical Review ……….……………………………………………..….........6

2.3.1. Definition of Vocabulary. ……….…………………………........................6

2.3.2. Teaching vocabulary strategies ……….……………………………...….....7

2.3.3. Definition of Pictures……….………………………………………...….....8

2.3.4. The role pictures in enhancing learners’ vocabulary……….………………9

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CHAPTER THREE: METHODOLOGY

3.1. Introduction ……….……………………………………………………...…......12

3.2. The Research Design.……………………………………………..............……..12

3.3. The Research Sampling………………………………….............................……12

3.4. The Research Instruments………………………………......…...……................12

3.4.1. Administration of the test…………………………...........................….…13

3.5. Data Collection Procedures………………………………………...….......….....13

3.5.1. Pre-test ……….……………………………………………………...........13

3.5.2. Teaching with pictures ………………………………………...….....…...13

3.5.3. Post-test ………………………………………...…..........................….....13

3.6. Data analysis methods.……………………………………..............…............…14

CHAPTER FOUR: DATA ANALYSIS

4.1. Introduction ……….……………………………….……...............……………15

4.2. Results ……….……………………………….……............…..……..........……15

4.2.1. Pre-test results .……………………………………..............….............…15

4.2.2. Post-test results .……………………………………..............…............…16

4.3. Discussion ……….…………….……................……..……............................…16

CHAPTER FIVE: CONCLUSION

5.1. Introduction ……….…………………………………………………........…….18

5.2. Conclusion ……….………………………………………………............….….18

5.3. Recommendations ……….………………………………………………….......19

References………………………………………........................................................20

Appendixes ………………………………………......................................................23

VI
 List of tables

Table 1. The results of pre-test ……….……………………………...................……15

Table 2. The results of post-test ……….…………………........….........…............…16

VII
 CHAPTER ONE

INTRODUCTION

1.1. Introduction

This chapter presents the background of the study, statement of the problem, the
significance of the study, the objectives, the research questions and ends with the limitations
of the study and definition of some key terms.

1.2. Background of the study

Mastering English is not as easy as taking something for granted. Learners have to go
through many steps and parts in learning. One of those parts is learning and mastering the
vocabulary in English. Without knowing enough vocabulary, the students cannot understand
others or express their own idea. Vocabulary is the most important aspect in a language as
there will be no language without words. The more vocabulary learners master, the more
easily they can communicate.

Cameron (2001, p. 67) pointed out that “mastering a language means being able to
comprehend the vocabulary and its phonological system both in speaking and writing.” It
means the students who learn English as a foreign language have to comprehend the
meaning of the words because it is the point to them to understand what they listen and read
and also to get the goal of communication with other people.

In presenting English, especially vocabulary, the teacher should be creative in choosing

materials and able to stimulate the students interest. The teacher needs to manipulate some
strategies to support the teaching and learning process. Brown (2001, p. 66) stated that
vocabulary is incorporated into communicative task, attention to lexical forms is now more
central to the development of language. In teaching English, choosing a learning strategy that
suits the needs of students is very beneficial. Teacher should apply the interesting strategy in
the classroom, so that the students can understand well and faster about what they are
learning, which is the pictures. Pictures are very helpful media especially to avoid
misunderstanding of the questions since the students can relate the questions to the pictures
given. Pictures have an important role in the understanding of meaning. They give

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illustration of something and make it clear. Pictures are used to help students to understand
and comprehend something clearly and easily.

1.3. Statement of the problem

Teaching vocabulary is not easy task for the teacher, especially for young learners.
Teaching English vocabulary for young learners is very much different from teaching adults
in secondary or college. The young learners can easily get bored if the condition of teaching
English process is monotonous and not creative. Young learners have problems in mastering
the vocabulary items they learn. They cannot communicate their ideas clearly because of
their limited vocabulary. They feel bored and not pay attention because there is nothing
interesting in the material, which the teacher presents. However, the teachers need to prepare
strategies and a suitable materials in order to gain the target of the language teaching to the
young learning such as using pictures. Picture is an interesting approach. It will be more
effective, efficient, and helpful in learning process. In fact, there are a lot researches about
the strategies in teaching vocabulary to the young learners, but there are not many on using
the pictures. Thus, the researchers intended to conduct a study in investigating the effects of
using pictures in teaching English vocabulary to EFL young learners at sixth grade in Nour
Al-Aloom private primary school.

1.4. Research questions

The current study was conducted to answer the following questions:

1. What is the role of pictures in enhancing learners’ vocabulary?

2. How can pictures help to enhance learners’ vocabulary development?
1.5. Objectives of the study:

The main objectives of the study are to:

1. Investigate the role of pictures in enhancing learners’ vocabulary.

2. Find out how the pictures help the learners to enhance their vocabulary
development.
1.6. Hypotheses of the study

The current study was conducted on some hypotheses, they are

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 1. Teaching vocabulary by using pictures helps the learners to get the meaning of new
word easily.
2. Teaching vocabulary by using pictures makes the atmosphere of the classroom more
pleasant and enjoyable.
3. Teaching vocabulary by using pictures makes the learners more confident.
4. Teaching vocabulary by using pictures motivates the learners and encourages them to
be more participative.
1.7. Significance of the study
There are some significances of the study, namely;
1. The students will get enjoyable in teaching and learning process by using pictures.
2. It enables teachers to get information and advantages of using pictures as a technique
in teaching vocabulary to young learner.
3. It helps the teachers to develop the techniques in their classroom in order to make the
students interested in the subject.
4. The finding of this research gives a profitable description to any further research
which wants to study the same case, so this study becomes a helpful information and
useful reference for the next study.
1.8. The limitations of the study

This research study is limited to one class at Nour Al-Aloom Private Primary School with
the sample of 10 learners to represent the whole population of the sixth grade students at
Nour Al-Aloom Private Primary School. We recognize that it is not representative however
this is due to the shortage of time and Covid 19. Moreover, another limitation concerns the
use of pictures in teaching vocabulary in particular, and it does not concern all the aspects of
language.

1.9. Definition of Key terms

1. Vocabulary: it refers to the knowledge or words, including their structure
(morphology), use (grammar), meanings (semantics), and links to other words
(word/semantic relationships).
2. Picture: is as a part of visual aids are used as a technique in teaching English
vocabulary. Pictures that can be sketches, drafts, graphs, comic, poster, cartoon, board
drawing, picture in newspapers, magazines, posters, family photograph, calendars,
wall chart, Slides, diagrams and maps.

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 CHAPTER TWO

LITERATURE REVIEW

2.1. Introduction

This chapter presents the previous studies and theoretical Review including the definition
of vocabulary, teaching vocabulary strategies, definition of Pictures and the role of pictures
in enhancing learners’ vocabulary achievement.

2.2. Previous Studies

Icuk Harjuno. (2009). The Effectiveness of Using Pictures to Teach Vocabulary. The
objective of the study is to investigate the effectiveness of pictures as media to improve
students’ ability in vocabulary at the fifth graders students of Elementary School. The
population of the study was the students of the fifth grades of SDN Manyaran 03 Semarang.
The sample of the study was class VA as the experimental group and class VB as the control
group. Each of the two classes consisted of 40 students. Class VA was taught using pictures,
and VB taught without using pictures. Before giving the treatments, the writer conducted the
pre-test for both classes. After giving material in 3 weeks, the writer conducted post-test to
know the development of the students’ ability in vocabulary. The results of this study
showed that there is significant difference grades between students who are taught by using
pictures and the students who are taught not using pictures. So, it is suggested for English
teacher to teach using pictures in improving the students’ ability in vocabulary.

Boualleg Rima. (2016). The Use of Pictures in Teaching Vocabulary in EFL Middle School
Classes. The current study aims at exploring the use of pictures in teaching vocabulary in
EFL classes. It hypothesized that, if teachers make good use of pictures in teaching middle
school pupils, their vocabulary knowledge will be enhanced. To prove the mentioned
hypothesis, a descriptive study has been conducted; and the data was gathered by designing
two questionnaires, one was handed for the 3 teachers of English and the other was
administered to 28 first year pupils at Charkia Middle School in Barika. Pupils' and teachers'
perception towards the use of pictures as a technique for teaching vocabulary are clearly
stated. The obtained results of this investigation have confirmed our hypothesis and it
revealed that the incorporation of pictures in teaching English can create a pleasant
atmosphere that helps learners to ameliorate their lexical knowledge appropriately. In other
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words, pictures are useful aid for teachers in increasing pupils' motivation towards the
learning process. All in all, we recommend for teachers to apply pictures with their different
types in classroom since they help pupils to learn more lexical items which maximize their
language understanding, likewise vocabulary should be taught within context for deeper
comprehension.

Nur’Aini. (2019). The Effectiveness Using Pictures in Teaching Vocabulary at State Junior
High School 03 Bangkinang. The The design of this research is quasi experimental design
.The population of this research was at State Junior High School 03 Bangkinang. The total
number of population was 75 students. The sample was class VII A consisting of 20 students
as an experimental class, and class VII B consisting of 20 students as a control class. So, the
number of sample from two classes was 40 students. The technique of collecting data used by
writer was test, used to find out the students’ vocabulary. After analyzing the data, the writer
found that the students’ vocabulary taught by using picture is better than which were taught
without using picture. It meant that there was significant difference of using picture on
students’ vocabulary at State Junior High School 03 Bangkinang.

2.3. Theoretical Review

2.3.1. Definition of Vocabulary

Vocabulary is very important component in learning language. People will not be able to
communicate without vocabulary. it is very important in teaching English, and can be
defined as the words we teach in the foreign language. Many researchers defined the term “
vocabulary”.

Hornby (2002, p. 88) stated that vocabulary is a total number of words which (with roles
for combining them) make up a language. This means that vocabulary is very important
component in learning language. People will not be able to communicate without
vocabulary.

Fauziati defined vocabulary as a set of words with their meaning as a fundamental and
useful tool for communication and acquiring knowledge in language. (2002, p. 80),

Cameron (2001, p. 78) stated that vocabulary is about learning words, children are not
only expected to know the word but also they have to know what the meaning of that word.
Burns defined vocabulary as the stock of word which used by a person, class or profession.

5
vocabulary as the highest ability to master for a reader or a writer, words which are used in
the subject of knowledge, and a list of words which is arranged such as in dictionary,
complete with a clear and short explanation (1999, p. 77).

Coady and Huckin stated that vocabulary is central to language and of critical importance
to the typical language learning. The term of vocabulary knowledge refers to knowing the
word meanings then the word should be similar to synonym, dictionary, or an equivalent
word in learners‟ (1997, p. 5).

Harmer stated that “If language structures make up the skeleton of language, then it is
vocabulary that provides the vital organs and flesh” (2002, p. 133).

From the definitions above, it can be concluded that vocabulary is central to language and
very important in learning English. One needs to communicate and express the speaker’s
mean. That is the reason why vocabulary is important in learning English. Vocabulary can
support the learner to learn the language skill. The large knowledge of vocabulary helps the
learner to express their idea because vocabulary really supports the learners to learn the skill
of the target language.

2.3.2. Teaching vocabulary strategies

There are some strategies on teaching vocabulary that have been observed by authors
(Berne, 2004; and Richard 2002). They classify the strategies into three categories such as;
presentation strategy, practical strategy, and training strategy. The first is presentation
strategies; presentation strategies are those that introduce the target vocabulary for the first
time. These will involve either presentation of the meaning or the form. The meaning
presentation is divided into three strategies according to Berne (2004, p. 72). The first is
visual strategies, such as pictures, body, actions, real objects or video. The second is verbal
presentation strategies, such definition, translation, and explanation and the last is audio
strategies such as, songs, imitation of sound or having learners to listen to a tape-recording.
Moreover, Harmer (1991, p. 66) states that there are two categories of strategies in teaching
vocabulary. They are visual (pictures, real object, gestures) and verbal (definitions and
illustrative sentence, synonyms and antonyms, scales, explanations, translations).

The second is practical strategies as proposed by Nation (1990) and Gains and Redman
(1986). It involves classroom review of the previously introduced vocabulary repeatedly as

6
well as homework (i.e. classroom test, games, and semantic maps, written repetition). It is
affirmed that repetition is meaningful in doing activities at the classroom (i.e. matching the
words with pictures and completing the sentences) to help learners to memorize vocabulary
as long as possible Murphey, 1992, p. 24). The third strategy is training strategies, the
purpose of strategy training is to teach learners strategies for independent vocabulary learning
(i.e. guessing meaning from context, word-building, dictionary use and keeping vocabulary
notes. It is in line with the forth principle as offered by Harmer (1991, p. 127) to keep
vocabulary notebook. Moreover, Kailani (2007, p. 111) offers a method to teach learners
how to organize a vocabulary notebook.

In other words, there are some strategies that can be used to teach vocabulary. This study is
concerned with the use of pictures. The discussion in the subsequent section will be done
with pictures.

2.3.3. Definition of Pictures

Picture is one of the media, which may be used by teacher to help the students easily to
understand the new words According to Andrew Wright (1989, p.2). Pictures are one
technique that can be used to show the meaning of the lexical items. They will enable
learners to learn, understand and utilize vocabulary in all aspects or their life. Harmer (2001,
p.134),” teachers have always used pictures or graphics - whether drawn. Taken from books,
newspapers and magazines, or photographs - to facilitate learning" as a support.

Pictures that can be sketches, drafts, graphs, comic, poster, cartoon, board drawing, picture
in newspapers, magazines, posters, family photograph, calendars, wall chart, Slides,
diagrams and maps are widely used as media. According to Webster, picture is an image or
likeness of an object, person, scene, reproduced, on flat surface, especially by painting, of
photography; a metal image or impression; an idea. (Webster, 2003, p. 90)

Wilkins (1972, p.24), “for helping students to understand the meaning of a word, we often
find that a picture is useful" Simply. Pictures can be used to explain the meaning of
vocabulary items. In addition Philips (1993, p.74), “vocabulary is best learned when the
meaning of word (s) is illustrated for example by a picture, an action, or a real object”. In
other words pictures can be a best mean for presenting of vocabulary.

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 Harmer explained that “pictures are clearly indispensable for the language teacher since
they can be used in so many ways. We can teach vocabulary easily through the pictures. A
picture may not only be worth a thousand words but it may also be worth a thousand years or
a thousand miles” (2001, p. 3). Gerlach and Ely (1980, p. 273) states that through pictures,
learners can be shown people, places and things from areas outside of their own experiences.
Pictures can also represent images from ancient times to the future.

Hornby (2000, p. 90) defines picture is a printing or drawing, etc. that shows a scene, a
person, or thing. Then, Sinclair (1990, p. 100) defined picture as lines and shapes that are
drawn, painted or printed on a surface that show a person or something or scene and or
photograph especially that are taken quickly. Furthermore, Longman Dictionary of
temporary English states that picture is a painting, drawing, or a photograph. Moreover,
Yunus (1981, p. 88) adds that pictures are two-dimensional visual representation of person,
place or thing. It can be painted or drawn.

Based on the above quotations, it can be concluded that picture is two dimensional visual
representations or a copy image of an object or person that is painted, drawn or printed either
in color or in black and white.

2.3.4. The role pictures in enhancing learners’ vocabulary

Teaching in general or English teaching in particular is a combined effort of various

components to achieve a certain goal. It means that the success of teaching is not determined
by a single component, but by the roles of all components involved (Gerlach and Ely, 1980,
p. 12-15). However, in teaching-learning process, a teacher must bring all components into a
classroom and apply them.

Pictures are one kind of media that can help the teacher draw the students’ interest and
arouse their motivation. If the students are motivated, they will participate actively and will
learn hard during the teaching-learning process.

According to Gerlach and Ely (1980, p. 277), there are advantages of the pictures as
follows:

1. Pictures are inexpensive and widely available.

2. They provide common experiences for an entire group.

8
 3. The visual detail makes it possible to study subjects which would otherwise be
impossible.
4. Pictures can help to prevent and correct misconceptions.
5. Pictures offers stimulus to further study, reading and research. Visual evidence is a
powerful tool.
6. They help to focus attention and to develop critical judgment.
7. They are easily manipulated.
8. Picture helps the student to memorize easy and always remember it.

The use of pictures is extremely important in the teaching of vocabulary to younger

learners. (Vale and Feunteun, 1995) state that teacher can use pictures to:

1. Support understanding when the children are listening

2. Put across the meaning of vocabulary
3. Prompt and support reading
4. Provide a topic or visual focus to prompt speaking or writing
5. Provide a visual link between L1 and English
6. Provide support and motivation for early reading and writing in English
7. Provide ways around communication barriers.

Songs play an important role in English teaching and learning process. Lynch (2011, p. 90)
indicated the following reasons of using songs in teaching EFL for young learners:

1. Songs almost always contain authentic, natural language.

2. A variety of new vocabulary can be introduced to students through songs.
3. Songs are usually very easily obtainable.
4. Songs can be selected to suit the needs and interests of the students.
5. Grammar and cultural aspects can be introduced through songs.
6. Time length is easily controlled.
7. Students can experience a wide range of accents.
8. Song lyrics can be used in relation to situations of the world around us.
9. Students think songs are natural and fun.
10. Pupils enjoy them. So they increase student motivation, in the same way that
classroom games do.''

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 Lynch said that “pictures are usually directed to the native-speaking population so they
usually contain contemporary vocabulary, idioms, and expressions." (2002, p 88). Wilcox
said, “Teachers should consider using pictures as a regular part of their classroom activities
since it gives a pleasure and enjoyable way to teach vocabulary." (1995, p. 60)

Nattinger stated that the repetition words by using pictures provides students with different
ways in memorizing the new words. As we know the comprehension of vocabulary relies on
strategies that permit one to understand words and store them, to commit them to memory.
Furthermore, the use of pictures in vocabulary teaching also helps the teacher in teaching
English in a way that is readably absorbed, fun, and much less frustrating than standardized
textbook instruction (1992, p. 56)

In line with Norton stated that teaching vocabulary through pictures allows the students to
learn vocabulary in alternate way, one is that is less threatening yet still provides the
repetition needed to learn new vocabulary. It also provides students a chance work with their
intelligence. Since the goal of the lesson is to give students a foundation and a means to learn
and apply new vocabulary words (2005, p. 69)

Lozanov stated that the atmosphere created by the pictures enhances the ability to
remember new vocabularies. It is because people found it much easier to memorize
something that is fun and melodic that normal sentence (1999, p. 60). Moreover, picture
helps sustain students’ attention and concentration (Brewer, 2005, 67). He also states that
using picture as a teaching medium could motivate students and make them feel much less
frustrating than standardized textbook instruction and create a peaceful classroom
environment (ibid, p. 68).

From the explanation above that pictures have an important role and advantages in
teaching learning process in order to make the students be more active in teaching learning
process, especially vocabulary, so that the teaching-learning process can be reached.

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 CHAPTER THREE

METHODOLOGY

3.1. Introduction

This chapter presents the research design, the research sampling, the research instruments,
data collection procedures, and it concludes with the data analysis methods.

3.2. The Research Design

This research is an experimental quantitative research. This research consists of two

variables; they are independent variable that refers to teaching pictures, and students’
vocabulary in learning English as dependent variable. Creswell (2008, p. 121), “in
experiment, the researchers tested an idea (or practice or procedure) to determine whether it
influences an outcome or dependent variable”. The experimental research is identified by
giving treatment to the sample as the independent variable. Dealing with this statement, Gay
and et al. (2000, p. 130), “experimental research is the only type of the research that can test
hypotheses to establish cause and effect relationship”. This helps answering the main two
questions of the study; “ What is the role of pictures in enhancing learners’ vocabulary? And
How can pictures help to enhance learners’ vocabulary development?”.

3.3. The Research Sampling

According to Creswell (2008), “research samplings refer to the subjects who are believed
to have a potential to give the researchers reach information related to research questions”.
The samples of the study were 10 sixth grade students at Nour Al-Aloom Private Primary
School

3.4. The Research Instruments

In this study, the researchers used a test to measure the students’ vocabulary. Brown says
that test is a method of measuring of a person’s ability, knowledge or performance a given
domain (Brown, 2003 p. 287). The researchers used pre-test and post-test. Pre-test was used
to know students’ vocabulary before doing treatment to the students, and post-test was used

11
after giving the students two lessons by using pictures to know the differences of students’
vocabulary achievement in pre-test and post-test.

3.4.1. Administration of the test

The type of the test was objective test; pre-test and post-test. According to Webster (1983,
p. 133), this is a test consisting of factual questions requiring extremely short answers that
can be quickly and unambiguously scored by anyone with an answer key. They are tests that
call for short answer which may consist of one word, a phrase or a sentence. The test
consisted of three questions; first question with 12 items was “put the words under suitable
picture” , second question with 10 items was “match the words with correct pictures by
writing numbers” , and the last question with 4 items was “fill the gaps". See Appendix 1.

3.5. Data Collection Procedures

The current study's objectives are to investigate the role of pictures in enhancing learners’
vocabulary, and to find out how the pictures help the learners to enhance their vocabulary
development. The data from the research sample was collected using the test; pre-test and
post-test. The supervisor evaluated the test paper after it was drafted and written, and then
gave his approval, allowing the researchers to distribute it to the selected sample. Due to the
shortage of time and Covid 19, one of the researchers gives private classes at home for the
sixth grade students at Nour Al-Aloom Private Primary School; thus the researchers decided
to conduct the study on them.

3.5.1. Pre-test

The researcher gave the pre-test papers to ten sixth grade students and asked them to see
the pictures and answer the three questions of matching and fill in the gaps questions.

3.5.2. Teaching with pictures

After conducting a pre-test and the students answered the questions, the researchers
gave the students two lessons with using pictures. The lessons about the animals, fruits,
vegetables, seasons, school, food and parts of the body. All these lessons were taught by
using pictures.

3.5.3. Post-tests

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 After using the pictures to the students, a post-test was applied to them. Thus test was
the same of pre-test with three questions of matching and fill in the gaps questions.

3.6. Data Analysis Methods

The completed test (pre-test and post-test) were checked for completeness and consistency
before processing the responses. The information was tabulated and analyzed by two ways;
the first is analyzing manually and the second is using statistic method, namely; percentages.
The formula of calculating the students’ individual score;

S = R / T × 100

Note:

S : Score of the students

R : Right answer

T : Total number of items

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 CHAPTER FOUR
DATA ANALYSIS

4.1. Introduction
This chapter aims to analyze and interpret the results and findings achieved from the
data collection instrument; the test (pre-test and post-test-test). It is expected to show the role
of pictures in enhancing learners’ Vocabulary achievement, and the final results are then
discussed.

4.2. Results
The results section of the study is where the researcher reports the findings of the study
based upon the information gathered as a result of the methodology she/he applied. The
results section should simply state the findings, without bias or interpretation, and arranged
in a logical sequence.

The analysis in this research is intended to find out the result or the students’ score of the
students’ achievement of vocabulary and to investigate whether or not the teaching
vocabulary through pictures increase the students’ vocabulary achievement significantly.

4.2.1. Pre-test results

The following table showed the results of the data which was collected from the students
in pre-test.
N.o The students Mark Percentage
1 S1 5/26 19%
2 S2 6/26 23%
3 S3 5/26 19%
4 S4 10/26 38%
5 S5 8/26 31%
6 S6 4/26 15%
7 S7 11/26 42%
8 S8 7/26 27%
9 S9 9/26 35%
10 S 10 5/26 19%
Table (1): The results of pretest

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 According to the table above, nearly all the students did not do well in the pre-test. The
acceptable scores were 11 out of 26 (42%) for S 7, followed by 10 out of 26 (38%) for S 4.
The other eight students had got low marks, all of them had got less than 10 marks out of 26.

4.2.2. Post-test results

To achieve the objectives of the study, the pictures were used in two classes. After the
students were given the post-test. The following table showed the results of the data which
was collected from the students in post-test.

N.o The students Mark Percentage

1 S1 17/26 65%
2 S2 20/26 77%
3 S3 17/26 65%
4 S4 24/26 92%
5 S5 18/26 69%
6 S6 16/26 62%
7 S7 25/26 96%
8 S8 22/26 85%
9 S9 20/26 77%
10 S 10 23/26 88%
Table (2): The results of posttest

The table above shows that there is a great improvement in the scores of pretest which
was conducted after two classes with pictures comparing to the scores of pretest. The
students in post-test did very well and had got excellent marks. The highest scores were 25
out of 26 (96%) for S 7, followed by 24 out of 26 (92%) for S 4, 23 out of 26 (88%) for S
10, and 22 out of 26 (85%) for S 8. However, the other six students also did well, all of them
had got more than half of the total mark.

4.3. Discussion

The results of the study are discussed based on the three research questions of the study;
“What is the role of pictures in enhancing learners’ vocabulary? And How can pictures help
to enhance learners’ vocabulary development?”.

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 The test which had been carried out consists of two parts: pre-test and post-test. The pre-
test was a test given before the treatment (using pictures in two classes). The purpose was to
know the students’ prior knowledge of vocabulary. While the post-test was given after the
treatment aiming to know the students’ achievement after the treatment. The result of data
analysis of pre-test and post-test indicated that the score of post-test is higher than the score
of pre-test. This fact is supported by Icuk Harjuno (2009) in her research finding that picture
can improve students’ scores of test and students’ achievement. Therefore, it must be
mentioned that the use of pictures in the instructional process during this research is
beneficial. It can be drawn the attention of students, students want to participate in the
learning process, work in pairs, enjoy and have fun in the learning process. This statement is
in line with Nur’Aini. (2019)that pictures play a role in interest and motivation. It can be
proved from the students' achievement in the post-test after the treatment is higher than the
pre-test in which the students didn't receive the treatment. This is supported by Boualleg
Rima (2016) that pictures can motivate students to give their attention and to participate in
the instructional process.

Based on the explanation above, pictures have impacts on teaching vocabulary. It can be
proved from the scores of the post-test. Thus, it can be concluded that pictures are more
effective and have a good impact to teach vocabulary.

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 CHAPTER FIVE

CONCLUSION

5.1. Introduction:

This chapter includes the whole summary derived from the literature review and the
result of this study. Moreover, it concludes with some recommendations for the teachers,
students and further studies.

5.2. Conclusion:
The purpose of this study was to investigate the role of using pictures to teach vocabulary
for the sixth grade students in North Al-Aloom Private Primary School. Based on the
finding derived from the results of this study in which the students in post-test after exposing
to picture in two classes had higher marks from the pre-test, the researchers reached some
conclusions.
Firstly, picture can improve students’ scores of test and students’ achievement. It had
been found that a variety of new vocabulary can be introduced to students through pictures.
Pictures help primary school to understand the meaning of the vocabulary clearly. Secondly,
pictures are usually very easily obtainable. It helps students to use their minds and develop
their imagination skills by putting pictures of the words and things in their minds. Thirdly, it
had been found that time length is easily controlled, because using pictures in teaching
vocabulary saves time as much as possible. Fourthly, it has been reached that using pictures
as teaching method or teaching aids is beneficial in primary school classes which contains a
large number of students and when students are from different levels. Fifthly, pictures can be
used in all teaching EFL cases. Further more, primary school students think that pictures are
natural and fun. In fact, pictures increase students motivation to learn EFL. While using
pictures in primary school classes the interaction between students there is an interaction
students and their teacher. Moreover using pictures in EFL primary school classes is very
useful for primary school students in different levels even with low level students, because
pictures help students to practice oral and written works.
However, the researchers has been found that using pictures in teaching vocabulary for
primary school students is very helpful and help EFL teachers to avoid the challenges that

17
may face through teaching vocabulary. It also helps EFL teachers to solve any problem that
maybe face while giving new vocabulary for primary school students or through explaining
the lesson or while doing the classroom activities.
5.3. Recommendations:
The researchers has been some useful recommendations for EFL teachers, EFL students in
Libyan primary schools and for other researchers.
1. The teachers:
The teacher should support the material or lesson with interesting strategy. It is
recommended to English teachers to use pictures in teaching and learning English especially
on students’ vocabulary. The teacher should have ability to guide and construct creative
learning for students. The teacher can encourage students’ awareness about the importance of
vocabulary for their life.
2. The students:
The students should pay more attention to the lesson that has been explained by the
teacher. The students should be interested in studying English because it is one of the keys to
be successful in English
3. Other researchers:
This study is just one effort in improving the students’ vocabulary, the researchers hope
that this final study will be useful to conduct the other research on the similar problems.

18
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APPENDIX 1

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