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It examined the strength of the relationship and students’ attitudes toward picture-based assessment. Pearson product-moment correlation was used to derive the coefficient from test scores, while observations captured attitudes. Results showed a positive, very good correlation (r = .84), and indicated picture-based testing effectively stimulates vocabulary achievement by supporting focus, confidence, and enjoyment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/correlation-between-picture-use-in-test-format-and-students-vocabulary-achievement/589556/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/correlation-between-picture-use-in-test-format-and-students-vocabulary-achievement/589556.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study examines the correlation between using pictures in a test format and students’ vocabulary achievement, and it also explores students’ attitudes toward that format.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the students’ vocabulary achievement and attitudes measured?",{"text":117,"@type":113},"Vocabulary achievement was analyzed using test scores and a Pearson product-moment correlation. Students’ attitudes were identified through observations during the assessment process.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings about the effect of picture-based tests?",{"text":121,"@type":113},"The research found a positive, very good correlation (r = .84) between picture use in test format and vocabulary achievement, and it reported that pictures made the test items easier to understand, supporting students’ focus, confidence, and enjoyment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589556,1792938766,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 7 No. 1; February 2016  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n|  | Flourishing Creativity & Literacy |  |\n|  |  |  |\n\nCorrelation between Picture Use in Test Format and Students’  \nVocabulary Achievement  \nVedyanto  \nEnglish Teacher Training and Education Faculty, Tanjungpura University  \nProf. Dr. Haji Hadari Nawawi Street, Pontianak 78124, Indonesia  \n[E-mail: vedy91@gmail.com](E-mail: vedy91@gmail.com)  \nDoi:10.7575/aiac.alls.v.7n.1p.54  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.7n.1p.54](http://dx.doi.org/10.7575/aiac.alls.v.7n.1p.54)  \nReceived: 29/08/2015  \nAccepted: 01/11/2015  \nAbstract  \nThis 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 asthe test items were uncomplicated to understand.  \nKeywords: Correlation, Pictures, Test format, Vocabulary achievement  \n1. Background  \nMastering English vocabulary is the sine qua non of learning English language. To give clarification, Zahedi & Abdi (2012) claim, ‘vocabulary plays an important role in English language skills. The greater vocabulary the students master, the better they perform their language’ (p. 2264) . Also, vocabulary is of great importance in communication because the communication will be unfeasible and discontinued if people hear or read words that they cannot understand (Abebe & Davidson, 2012; Barani, Mazandarani, & Rezaie, 2010; Richards & Renandya, 2002; Scott, Jamieson-Noel, & Asselin, 2003) .  \nThe increasing complexity in learning vocabulary is faced by a number of students particularly the ones studying in junior high schools. English is introduced to the students initially by learning vocabulary since it is a principal element that serves as a basis for other language skills such as listening, speaking, reading, and writing. Vocabulary becomes the core component of language proficiency (Richards & Renandya, 2002, p. 255) . Therefore, vocabulary fundamentally enables teaching and learning English. This idea is encouraged by Allen & Valette (1994) that vocabulary is one of the important factors in all language teaching. Students must continually learn words as they learn structure and practice sound system (p. 149) .  \nRegarding a success on learning vocabulary, apart from teaching approaches, test medium and format turn out to be factors that contribute essentially to the ability of the students to master vocabulary as they may have an effect on the students’ achievement. To offer an unfavourable case in point, the students attempt to learn hard and understand the meanings of words in general; however, as the testing medium is poor and incapable to serve understanding, the students, as a straightforward result, encounter difficulties to do the tests.  \nAllen (1983) affirms that in classes where there is not any language that is known by the entire students, the teacher needs a particular teaching skill (p. 12) . Agreeing with Allen (1983)","cbCaioG6KYeoGjzG","https://ap.wps.com/l/cbCaioG6KYeoGjzG","pdf",390438,"English","# Background\n## Vocabulary learning challenges in junior high\n## Role of pictures in vocabulary development\n## Rationale for correlational study\n# Research Qu","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study examines the correlation between using pictures in a test format and students’ vocabulary achievement, and it also explores students’ attitudes toward that format.\"},{\"question\":\"How were the students’ vocabulary achievement and attitudes measured?\",\"answer\":\"Vocabulary achievement was analyzed using test scores and a Pearson product-moment correlation. Students’ attitudes were identified through observations during the assessment process.\"},{\"question\":\"What were the key findings about the effect of picture-based tests?\",\"answer\":\"The research found a positive, very good correlation (r = .84) between picture use in test format and vocabulary achievement, and it reported that pictures made the test items easier to understand, supporting students’ focus, confidence, and enjoyment.\"}]","Correlation between Picture Use in Test Format and Students’ Vocabulary Achievement | PDF",1792067613,15]