Siti Rahma Ramdania, Mochtar Marhum, Wahyudin Wahyudin

Using Visual Dictionary to Improve Vocabulary of the Students

Introduction

Using visual dictionary to improve vocabulary of the students. This study evaluates how visual dictionaries boost vocabulary in 7th-grade students. Results show significant improvement, confirming their effectiveness as a learning tool.

Abstract

This study aims to evaluate the effectiveness of using a visual dictionary to enhance vocabulary mastery among seventh-grade students at SMP Negeri 15 Palu. A pre-experimental research design was employed, involving a single experimental group consisting of 21 students. Data were collected using a pre-test and post-test administered before and after the treatment. The intervention, which involved the use of a visual dictionary as a learning tool, was applied exclusively to the experimental group. The results of the analysis revealed a notable improvement in students’ vocabulary performance. The average score increased from 66.66 on the pre-test to 78.1 on the post-test. Furthermore, statistical analysis indicated that the calculated t-value (51.25) exceeded the critical t-table value (281.21), confirming that the difference between the scores was statistically significant. These findings provide empirical evidence that the use of a visual dictionary is effective in improving vocabulary mastery among The seventh-grade students .

Review

This study investigates the effectiveness of visual dictionaries in improving vocabulary mastery among seventh-grade students, a topic of considerable relevance within language pedagogy. The abstract clearly articulates the study's aim and the context of its application, providing a useful insight into a practical pedagogical approach. The observed increase in average scores from pre-test to post-test suggests a positive impact of the intervention, lending initial empirical support to the use of visual learning tools in vocabulary acquisition. The research attempts to address a fundamental challenge faced by language learners, making its findings potentially valuable for educators seeking innovative teaching methodologies. However, the methodological design presents several limitations that temper the strength of the conclusions. The pre-experimental, single-group design, without a control group, makes it challenging to definitively attribute the observed improvement solely to the visual dictionary. Other factors, such as maturation, pre-test sensitization, or the Hawthorne effect, cannot be ruled out. Furthermore, a serious concern arises from the reported statistical analysis: the abstract states that "the calculated t-value (51.25) exceeded the critical t-table value (281.21)." This assertion is mathematically contradictory, as 51.25 does not exceed 281.21. This discrepancy critically impacts the validity of the statistical significance claim and requires urgent clarification to ensure the reliability of the study's conclusions. The relatively small sample size of 21 students also limits the generalizability of the findings. Despite the identified methodological and reporting issues, the study's premise holds promise. Should the statistical analysis be correctly presented and valid, the positive mean score change indicates a direction for further exploration. For future research, it is strongly recommended to employ a more robust quasi-experimental or experimental design incorporating a control group to establish clearer causality. Investigating the long-term retention of vocabulary, exploring student perceptions of visual dictionaries, and expanding the sample size across multiple schools would also enrich the understanding of this intervention's efficacy. If the statistical reporting is rectified, this study could contribute to advocating for the integration of visual aids in language learning classrooms.

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