The Use of Picture in Teaching Vocabulary for Junior High School at SMP Anugerah Tondano

Authors

  • Dewi Novayanti Sihombing English Education Department, Faculty of Languages and Arts, Universitas Negeri Manado, Tondano 95618, Indonesia
  • Sanerita Tresnawaty Olii English Education Department, Faculty of Languages and Arts, Universitas Negeri Manado, Tondano 95618, Indonesia https://orcid.org/0000-0003-2633-9523
  • Rinny Rorimpandey English Education Department, Faculty of Languages and Arts, Universitas Negeri Manado, Tondano 95618, Indonesia https://orcid.org/0000-0002-4370-0053

Keywords:

Vocabulary Mastery, Picture Media, English Learning, Pre-Experimental Research, Junior High School Students

Abstract

Vocabulary mastery is an essential component of English language learning because vocabulary enables learners to understand instructional materials, express ideas, and communicate effectively. However, students at SMP Anugerah Tondano experienced difficulties in understanding English materials, translating words, and answering questions because of limited vocabulary mastery and low interest in the learning process. This study aimed to determine whether the use of pictures could improve the vocabulary mastery of eighth-grade students at SMP Anugerah Tondano. The study employed a quantitative pre-experimental method using a one-group pre-test and post-test design. The participants were 12 eighth-grade students, consisting of seven male and five female students. Data were collected using a 15-item multiple-choice vocabulary test administered before and after the treatment. The treatment involved teaching English vocabulary through pictures as instructional media. The data were analyzed using descriptive statistics by calculating the mean scores of the pre-test and post-test. The findings showed a substantial improvement in students’ vocabulary achievement after the implementation of picture-based instruction. The total pre-test score was 33, with a mean score of 2.75, whereas the total post-test score increased to 148, with a mean score of 12.33. The post-test results indicated that four students achieved the maximum score of 15, while the remaining students obtained scores ranging from 9 to 14. The improvement suggests that pictures provided meaningful visual support that helped students recognize, understand, and remember English vocabulary. Therefore, the use of pictures can be considered an effective instructional medium for improving vocabulary mastery and creating a more engaging English learning environment for junior high school students.

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Published

2026-06-01

Issue

Vol. 1 No. 2 (2026)

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Articles

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