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THE USE OF PICTURES AND ITS EFFECTIVENESS IN ENGLISH LANGUAGE

TEACHING: A SYSTEMATIC REVIEW

Rizka Juliana Pribadi, Nayla Fadlia Chozin, Sajidah Qurotu Aini, Ida Yulianti,
Naf’an Tarihoran
Faculty of Tarbiyah and Tacher Training, UIN Sultan Maulana Hasanuddin Banten
[email protected], [email protected],
[email protected], [email protected], [email protected]

Abstract (English) Article History

The purpose of this study is to provide a comprehensive understanding of the use Submitted: 22 Mei 2024J
of pictures and its effectiveness in English language teaching (ELT). It identifies Accepted: 1 Juni 2024
and analyzes important studies on this topic, focusing on pertinent journal Published: 2 Juni 2024
articles. The method entails a systematic review of the literature to ensure a full
examination of these issues. The results show that using pictures in English Key Words
language instruction is quite effective. It increases vocabulary retention and Pictures,
Effectiveness,
understanding, increases motivation and interest, and improves language skills by
English Language
offering contextual signals and encouraging interaction. Important roles are also
Teaching
played by elements like picture quality and material relevancy in terms of their
effectiveness. In addition to assisting in the thoughtful integration of pictures into
teaching practices and adding to the body of knowledge in English language
education, this review provides insightful analysis for English language teaching
practitioners and researchers.

Abstrak (Indonesia) Sejarah Artikel

Tujuan dari penelitian ini adalah untuk memberikan pemahaman yang Submitted: 22 Mei 2024J
komprehensif tentang penggunaan gambar dan efektivitasnya dalam pengajaran Accepted: 1 Juni 2024
bahasa Inggris . Tinjauan ini mengidentifikasi dan menganalisis studi penting Published: 2 Juni 2024
tentang topik ini, dengan fokus pada artikel jurnal yang relevan. Metode yang 7
digunakan adalah tinjauan sistematis literatur untuk memastikan pemeriksaan
menyeluruh terhadap isu-isu tersebut. Hasil penelitian menunjukkan bahwa Kata Kunci
penggunaan gambar dalam pengajaran bahasa Inggris sangat efektif. Penggunaan Gambar, Efektivitas,
gambar meningkatkan retensi dan pemahaman kosakata, meningkatkan motivasi Pengajaran Bahasa
dan minat, serta memperbaiki keterampilan berbahasa dengan menyediakan Inggris
sinyal kontekstual dan mendorong interaksi. Faktor seperti kualitas gambar dan
relevansi materi juga memainkan peran penting dalam efektivitasnya. Selain
membantu dalam mengintegrasikan gambar ke dalam praktik pengajaran dan
menambah pengetahuan dalam pendidikan bahasa Inggris, tinjauan ini juga
memberikan analisis bagi praktisi dan peneliti ELT, sehingga memfasilitasi
metodologi pengajaran yang lebih efektif dan menarik.

INTRODUCTION
Our access to a wealth of learning tools is crucial for improving students' language
and general knowledge. Relying only on one kind of material or instruction might
seriously impede the mastery process given the constrained amount of time in the

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classroom (Rivera-lozada et al., 2022). Picture-based instruction in English language

teaching (ELT) is one efficient way to address this issue.
Pictures are visual depictions in two dimensions of individuals, locations, or
objects. A picture is a representation of a person, place, or thing. Pictures are common in
everyday life and serve various purposes, including educational ones. (Hill, 1990) notes
that the standard classroom environment is often not conducive to language learning,
prompting teachers to seek various aids and stimuli to improve the situation. Pictures are
among these valuable aids, attracting students' attention and interest with their striking
colors and specific shapes (Utami & Rahman, 2020). According to (Wright, 1989),
pictures support motivation and interest, provide a sense of context, and serve as specific
stimuli or reference points. This makes pictures highly effective in enriching students'
learning experiences, enabling them to develop language skills in an engaging and
effective way.
Pictures in the context of English language teaching can include still images,
graphs, diagrams, illustrations, or other visual aids used to convey information. Their
strong visual appeal can quickly grab students' attention and motivate them to engage in
learning, creating a dynamic and interactive atmosphere. According to (Burns & Broman,
1983), pictures can assist teachers in introducing new topics or piquing students' interest as
they look at and discuss them. Despite their potential benefits, there is a need to
systematically review existing literature on this topic to determine the effectiveness of
using pictures in English language teaching.
This systematic review aims to provide a comprehensive understanding related to
the use of pictures and its effectiveness in English Language Teaching (ELT). It will
identify the key studies related to this topic and analyze their findings. This review focuses
on describing relevant journal articles and seeks to answer the following questions:
whether the use of pictures enhance understanding and retention of vocabulary in English
language learning, how pictures influence students' motivation and interest in learning
English, how the use of pictures enhance students’ speaking, writing, and reading skills in
and whether factors such as picture design, usage context, or the type of learning material
affect the effectiveness of using pictures in English language teaching.
This systematic review will help English language teaching practitioners and
researchers make informed decisions about incorporating pictures into their teaching
practices. Additionally, it will contribute to the existing body of knowledge on English
language teaching and provide insights into the effectiveness of using pictures in this field.

METHOD
For the methodology to be employed in this study, the authors conducted a systematic
review. According to (Sinha et al., 2022) a systematic review is an analysis of the evidence
pertaining to a clearly formulated questions that pulls information from studies that are

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included in the reviews by using systematic and explicit procedures to find, pick, and analyze
pertinent primary research. The methods section of a systematic review should offer readers
with enough information to comprehend the techniques draw conclusions by detailing the
actions conducted and their motives (Tassinari et al., 2023).

Figure1. PRISMA flow chart used to choose sources for this review.
This study bases its analysis on a review of several articles published between 2019
and 2023. To strengthen the substance of their writing, the author conducted thorough
research by referring to journal references and articles from key platforms such as Google
Scholar, ERIC, and Mendeley. The phases of this study are gathering data, analyzing data,
and drawing conclusion. Primary studies published by indexed publishers make up the

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collected data. The acquired articles are then screened using the predetermined inclusion
criteria.
The following criteria were used to help choose the items for the review
Inclusion Criteria:
1. Peer-reviewed journal articles
2. Only studies published in English will be included.
3. Studies investigating the use of pictures or as a teaching tool in English language
instruction.
4. Studies published between 2019 and 2023
Exclusion Criteria:
1. Non-peer-reviewed sources such as opinion pieces, editorials, and gray literature.
2. Studies published in languages other than English.
3. Studies where pictures or visual aids are not the primary focus of the intervention.
4. Studies that were published before 2019 will be excluded.

RESULT AND DISCUSSION

Result
The authors have examined 15 articles that discuss the effectiveness of
pictures in teaching English. Thus, the article review results will be presented in the
following table:
Table1. Results of the research on the use of pictures and its effectiveness in English
language teaching.

No Researcher & Year Title Result of Research

1 Alqy, Q. H., & The effectiveness of The study demonstrated a

Mukminatus, Z. using picture series to significant increase in reading
(2020) teach reading comprehension among students.
comprehension

2 Chen, T.-I., Chung, The Effect of Applying The study found that using
H.-C., & Lin, S.-K Language Picture language picture books in
(2023) Books in Reciprocal interactive teaching methods
Teaching on Students' significantly increased students'
Language Learning motivation to learn English.
Motivations

3 Pictures and Learning The study concluded that using

Firdaus (2020) Motivation Towards the pictures as a teaching strategy

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Eighth Grade Students' enhances students' motivation and

Writing Achievement activity in writing descriptive
on Descriptive paragraphs.
Paragraph

4 Julaiha, S., Syahputri, The Effect of Pictures The study found out a significant
D., & Prihatini, S. as Media on Students' effect of using pictures as a
(2022) Achievement in medium for teaching vocabulary
Vocabulary to seventh-grade students.

5 Khafidoh, & Carolina, Using Pictures for The study found that using
A. (2019) Teaching Vocabulary to pictures as a teaching medium
the Junior High School significantly enhanced
Students vocabulary acquisition among
seventh-grade students.

6 Kilapong, F., Samola, Using Pictures to The study found that using
N., & Andries, F. Improve Students’ pictures significantly improved
(2022) Reading students' reading comprehension.
Comprehension of
Descriptive Texts at 8th
Grade Students of
SMPN 1 Siau Timur
Selatan

7 Manurung, F. W., & The Effectiveness of The study found that using
Sirait, D. (2023) Using Picture as Media pictures as a media significantly
Towards Students’ improved students' English
English Speaking Skills speaking skills.

8 Na, D., & Nguyen, T. The Effects of using The study found out that students
(2022) Pictures on EFL exposed to vocabulary instruction
Learners’ Vocabulary with pictures had higher scores
Retention on tests compared to those taught
without visual aids.

9 Navidinia, H., Ozhan, Using Pictures in EFL The study found out that using
A. R., & Armin, Y. Classrooms: Exploring pictures in EFL classrooms can
(2019) Its Potential significantly improve students'
Contribution for writing performance by
Developing Students' enhancing writing length,
Writing Skill accuracy, and the use of cohesive

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devices.

10 Oktarina, P., Hari, N., The Effectiveness of The study found out picture
& Ambarwati, N. Using Picture Book to books can improve and motivate
(2020) Motivate Students young learners to enhance their
Especially Young reading skills and preferences .
Learners in Reading The study also demonstrated that
aligning picture selection with
learning goals is crucial to
maximize instructional
effectiveness.

11 Pratiwi, Z. F., & Ayu, The Use of Describing The study found that using the
M. (2020) Picture Strategy to describing picture strategy
Improve Secondary improved students' speaking
Students' Speaking skills, particularly in fluency and
Skills confidence.

12 Putri, A., Rahmawati, The Effect of Pictures The study found that the use of
M. I., & Indra, A. D. as Media to Improve pictures as a media significantly
(2023) Students’ English- improved students' English-
Speaking Ability speaking ability.

13 Sarmila, Tenny, M., Utilizing the Picture The use of pictures as speaking
Angga, P. N., Aida, A. Describing Strategy for prompts can effectively enhance
N., Muhammad, S., Enhancing Speaking pronunciation, vocabulary
Adiakarti, F. M. R., & Skills in Skills in retention, and overall language
Tribuana, K. G. Teaching. confidence.
(2023)

14 Susanti, S. (2021) The Pictures in The application of the Picture-

Enhancing Students Cued technique was effective in
English Learning assisting and improving students'
writing skills.

15 Vera, N., Liando, F., Pictures as a Learning The study discovered a

Tatipang, D. P., Media in Teaching significant increase in students'
Tamboto, G., Poluan, Vocabulary. vocabulary after using pictures as
M., & Manuas, M. a learning medium. The use of
(2022) pictures made students more
enthusiastic and engaged, leading

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to improved learning outcomes.

Discussion

• Enhancing Vocabulary Comprehension and Retention

The use of visual aids, particularly pictures, in English language teaching has
garnered significant attention from researchers due to their substantial impact on vocabulary
comprehension and retention. Integrating visual elements such as pictures improves students'
cognitive processing by engaging both visual and verbal channels, allowing them to
strengthen their learning and memorization of vocabulary items. This strategy has been
extensively researched and found to be effective. (Khafidoh & Carolina, 2019) as well as
(Julaiha et al., 2022) found that learners exposed to vocabulary through visual mediums such
as pictures demonstrated higher comprehension and retention as compared to those who
relied primarily on textual explanations. This is because pairing vocabulary with pictures
fosters strong associations between language and real-world objects, which facilitates better
understanding and recall. When visuals are included, students find it easier to learn and
comprehend new vocabularies. They are able to identify the words, infer their meaning, and
retain the vocabularies well (Na & Nguyen, 2022).
Julaiha et al. (2022) further advocate for the use of pictures as an authentic learning
tool, emphasizing that they are easily accessible, inexpensive, and highly effective in
enhancing teaching methods. According to their findings, pictures provide a distinctive,
clearer, and more concrete understanding that is not easily forgotten, making them ideal for
helping students master vocabulary.
Moreover, beyond facilitating comprehension and retention, incorporating pictures
into language learning materials also significantly stimulates students' interest and
engagement. Engaging visuals attract students' attention more effectively than text alone,
leading to increased enthusiasm for learning. This heightened enthusiasm, as noted by Vera et
al. (2022), translates into better retention of vocabulary, allowing students to remember and
utilize new vocabularies more effectively. As a result, incorporating pictures into the learning
process has proven to be a very effective strategy for enhancing students' vocabulary
comprehension.
In summary, the integration of visual aids, particularly pictures, in English language
teaching offers several advantages. It not only enhances cognitive processing and fosters
strong language-object associations but also increases student engagement and enthusiasm,
ultimately leading to better vocabulary retention and comprehension.
• Impact on Studens’ Motivation and Interest
In addition to cognitive benefits, using pictures in English language teaching has a
substantial impact on student motivation and interest in learning. Visual stimuli like pictures
pique students' interest and encourage engagement with the learning materials. For example,

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offering visual aids such as pictures increases students' engagement in the learning process as
they can construct and develop ideas based on the images.
A study conducted by (Oktarina et al., 2020) highlights the motivational significance of
pictures as visual imagery, demonstrating their ability to evoke emotional responses and
sustain interest throughout the learning process. Besides, by utilizing pictures in interactive
teaching, educators can create a joyful learning environment that enhances student
engagement and happiness. This positive atmosphere can increase students' motivation to
study English long after the program concludes (Chen et al., 2023). Furthermore, pictures
facilitate contextualized learning by offering visual stimuli that encourage engagement. When
familiar places, people, or circumstances appear in learning materials, students are more
likely to feel connected to the subject and inspired to actively participate in learning
activities. This personalization promotes a stronger emotional connection to the subject
matter which increases overall engagement.
In summary, the use of pictures in English language education not only promotes
cognitive development but also significantly improves students’ motivation and interest. By
creating engaging and relatable content, teachers can build a good and encouraging learning
environment.
• Improving Students’ Speaking, Writing, and Reading Skills
Integrating pictures strategically enhances two language skills, those are speaking and
writing. Pictures provide learners with contextual cues that facilitate comprehension and
communication across different language modalities. In speaking activities, pictures serve as
prompts for language production and comprehension, encouraging learners to express
themselves fluently and interpret spoken language more effectively. Using pictures assists
students to articulate their ideas more easily by providing visual stimuli they can reference.
Students can absorb the visual material and then express their thoughts spontaneously by
using pictures (Pratiwi & Ayu, 2020). Additionaly, pictures enable students to imagine
scenarios, making abstract topics more accessible and approachable. This visualization aid
helps in communicating ideas more creatively and precisely (Putri et al., 2023).
Visual stimuli like pictures stimulate creativity and imagination, fostering language
fluency and confidence in learners' oral expression. Using pictures makes learning more
enjoyable and accessible, as students are naturally drawn to the bright colors and familiar
contexts depicted in the images. Additionally, pictures assist students in forming connections
between words and real-life objects, which helps to make language more understandable and
concrete. This, in turn, increases students' confidence when speaking (Sarmila et al., 2023). A
study by (Manurung & Sirait, 2023) highlights the transformative impact of pictures-based
instruction on speaking skills, demonstrating its efficacy in promoting communicative
competence and language autonomy among learners.
In writing activities, pictures serve as inspiration for generating ideas, organizing
thoughts, and elaborating on content. The integration of pictures helps students generate more

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content within a given timeframe and use cohesive devices more effectively. This
improvement is attributed to the way pictures make the input more realistic and engaging,
thus helping students concentrate better on their tasks and form connections between
classroom activities and real-world experiences (Navidinia et al., 2019). Pictures can attract
students' attention and make the learning experience more relevant to the actual world by
presenting knowledge in a visually appealing manner. This enhanced involvement
encourages students to participate more actively in the writing process, as they are more
motivated to express their ideas and thoughts clearly and creatively when they can visualize
what they are writing about (Firdaus, 2020).
Morover, picture series as one of the way to integrate pictures in English Language
Teaching also particulary beneficial. Picture series are chosen because they are interesting
and contain chronological sequences that make it easier for students to generate and organize
their ideas in writing. By encouraging students' creativity and giving them a tangible
foundation on which to generate ideas, the use of picture series can greatly improve their
writing abilities. It helps students improve their writing abilities in a number of areas,
including grammar, vocabulary, and coherence. Picture series help students progress from
simple sentence structures to more intricate paragraphs by leading them through exercises
like picture descriptive type, short sentence type, and picture sequence description dype.
Story aspects such as orientation, complication, resolution, and reorientation are visually
represented in picture series, which make them useful for teaching narrative or recount text
(Khafidoh & Carolina, 2019). In addition to aiding with mental organization, this visual
stimuli also makes writing less intimidating and more enjoyable (Susanti, 2021). Students
gain enhanced writing proficiency and confidence as a result of being better equipped to
overcome typical writing challenges.
Similarly, pictures can enhance students' reading comprehension in several ways.
Firstly, pictures aid students in comprehending the setting and context of a story, which is
essential for successful comprehension. The reason for this is that pictures can offer extra
information that isn't presented in the text explicitly, enabling students to make inferences
and link the material to their prior knowledge. Additionaly, the use of picture can encourage
students to engage more actively with the text, as they are motivated to explore and analyze
the visual elements to better understand the narrative. This active engagement leads to a
deeper processing of the information, which enhances comprehension and retention (Alqy &
Mukminatus, 2022). When students are interested and engaged, they are more likely to pay
attention and absorb the material being read. It is also supported by (Kilapong et al., 2022),
they stated that visual aids like pictures can help students understand the text's content and
maintain their interest in learning. When students are engaged and interested, they are more
likely to stay focused and continue their learning activities with enthusiasm. This sustained
interest is crucial for ongoing reading development and comprehension skills.

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In Summary, integrating pictures in language teaching enhances speaking, writing,

and reading skills by stimulating creativity and aiding comprehension. Pictures improve
fluency, idea generation, and organization, making learning more engaging and effective.
• Factors Influencing the Effectiveness of pictures Usage
The effectiveness of pictures-based instruction in English language learning depends on
several factors, including the design of the pictures, the context of their usage, and the
alignment with the type of learning material. High-quality, contextually relevant pictures that
resonate with students’ interests and experiences are more likely to captivate their attention
and facilitate comprehension.
Morover, the effectiveness of pictures is greatly influenced by the context in which
they are employed. For instance, including pictures in group projects where students must
explain them might encourage involvement and cooperative learning (Pratiwi & Ayu, 2020).
This participatory approach not only makes studying more interesting, but it also helps
students improve their communication and teamwork abilities.
Additionally, a study conducted by (Oktarina et al., 2020), emphasizes the importance
of aligning picture selection with learning goals to maximize instructional effectiveness and
promote deeper learning experiences for students. This alignment secures that the pictures are
both visually appealing and pedagogically useful, supporting the targeted learning outcomes.
To atain this, teachers must carefully select and integrate pictures that align with the type of
learning material, learning goals and accomodate diverse learning styles and preferences.
Visual learners, for example, benefit substantially from picture-based instruction whereas
other students may find that it improves their comprehension and recall of material.
Furthermore, the strategic incorporation of pictures into lesson plans and instructional
activities is essential for optimizing learning outcomes. Teachers should consider the
sequencing and scaffolding of pictures-based tasks to ensure progressive skill development
and meaningful engagement. This might include starting with basic pictures to present basic
concepts and proggresively introducing more complex pictures as students' understanding
develops.
In summary, the effectiveness of picture-based instruction in English language
learning is dependent on the quality, relevance, and contextualization of images. Aligning
visuals with learning goals improves engagement and comprehension, while careful
integration into lesson planning promotes varied learning styles and gradual skill
development.

CONCLUSION
Using pictures in English Language Teaching (ELT) effectively improves vocabulary
comprehension and retention by involving both visual and verbal channels, strengthening the
link between language and real-world topics. This strategy improves cognitive processing,
resulting in better recollection and comprehension of vocabulary terms, while also enhancing
student interest and engagement, generating a stronger zest for learning. Visual stimuli, such

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as pictures, pique students' interest and create emotional responses, ensuring ongoing
engagement and motivation throughout the learning process. Strategically using pictures
improves speaking, writing, and reading skills by serving as cues for language production and
comprehension, assisting with idea formation and organization in writing, and offering
contextual clues in reading. For best outcomes, the selection and integration of images should
consider variables including quality, relevance, contextualization, and alignment with
learning objectives and styles, ensuring they are sequenced and scaffolded effectively within
lesson plans. As a result, the use of pictures is extremely effective in English language
teaching.

SUGGESTIONS
Based on the result of this study, it is recommended that teachers focus on including a
variety of high-quality and relevant pictures into their English language teaching procedures
to improve student engagement and learning outcomes. Furthermore, teachers should
consider scaffolding the appropriate use of pictures in lesson plans to guarantee alignment
with learning objectives and styles. Potential problems include the requirement for
comprehensive training on how to pick and integrate pictures appropriately, as well as
ensuring that the chosen pictures meet the different needs and interests of students. Teachers
can improve the effectiveness of picture-based English language teaching by addressing these
recommendations and potential problems.

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