Previous Related Studies REVIEW OF RELATED LITERATURE
happened probably because the use of visual aids made it easier for the students to understand the abstract ideas in the text. The majority 92.3 of the teachers
were in agreement with the statement „I find it easier to teach literary texts using visual aids’. Since the literary texts were often abstract, it made it easier for the
teachers to explain the texts through visual aids such as pictures and animation videos.
Overall, it could be interpreted that the majority of the teachers had positive perceptions of the use of visual aids in teaching literary texts. In other words, this
was a clear indicator that the use of visual aids in literature teaching was relevant as it met the needs of the second language learners in reading and learning literary
texts. Besides, it was enjoyable to teach using visual aids which lead to the improvement in students’ performance in literature.
The last related study was conducted by Seyed Jalal Abdul Manafi Rokni and Neda Karimi.
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Their study was aimed to investigate the effects of visual materials such as pictures, real objects, and flash cards on EFL learners’ vocabulary
learning. Rokni and Karimi’s study were same with the research in investigating
the effect of visual material in learning English. Further, the difference is that the research investigate other effect of using visual material. The research also
investigates the effect of visual materials, specifically pictures, toward learners’ perception. The respondents of
Rokni and Karimi’s research were 46 female students between 16-20 years old. They were selected randomly into two groups,
controlled and experimental group, which consisted of 23 learners in each group. Their research used experimental design where they gave a treatment to the
experimental class. They gave the treatment during the eight sessions. There were 56 vocabulary items which were instructed visually in experimental class. On the
other hand, in the controlled group, those vocabulary items were instructed traditionally. Before the treatment, both of groups got the pre- test, and at the end
of the treatment, both of groups got the post- test. Then, they calculate the difference of post-test between those two groups. In the pre- test, both of groups
had the same mean. Thus, both groups were homogeneous. The experimental
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Seyed Jalal Abdul Manafi Rokni and Neda Karimi, op.cit., pp. 236- 243
group gained the mean score of 3,217 and the controlled group received the mean score of 2,826. The mean scores of both groups showed that there was no
significant difference between the groups in pre- test. On the other hand, there was significant difference between the controlled group and experimental group in
post- test. The controlled group got 7,695 mean score, while the experimental group received 16,043 mean score. From the descriptive statistic, it showed that
the visual aids wer effective in teaching vocabulary.