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. 50 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 50 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.

C. Theoretical Framework

The researcher’s opinions which related to her study will be discussed in this sub- chapter. It is related to the use of pictures as one of teaching aids which is used in teaching comparative adjectives and the effect of the use of pictures on learners ’ score and perception in learning comparative adjectives. Firstly, the use of pictures as one of teaching aids when learning comparative adjectives and its effect on learners ’ score will be discussed. Selecting interesting media is one of alternative ways to make better and interesting class in teaching comparative adjectives. By using interesting media, the learners will understand the material of comparative adjective more easily. Many interesting media which can be used by teachers create interesting class atmosphere in delivering material of comparative adjectives. One of them is pictures. The picture which is used in teaching comparative adjective is the picture about some objects. Those objects can be some people, animals or things which are comparable. Hence, the learners can see the differences between those objects easily. Hence, by using pictures, the learners’ score of comparative adjectives will increase. In using pictures for teaching comparative adjectives, the researcher gave the treatment four times. Those four meetings discuss the three forms of comparative adjectives; positive, comparative, and superlative. Before the learners were given the treatment, they were pre- tested. Futher, the learners were post- tested to measure the difference between pre- test and post- test. Secondly, this research will also study about the effect of the use of pictures on learners’ perception when learning comparative adjectives. Based on some previous studies, the perception and learning are interrelated. On the researcher’s opinion, the perception and learning also are interrelated because the perceptions can influences someone ’s thinking. It happens because the eyes are the window of someone’s body and the information which someone gets is the result of sensing and observing process. Hence, what one sees may affect what he or she thinks. To know the learners’ perceptions, the researcher did an interview to six learners who came from three categories of gained score; high, medium, low score. Seven questions of interview was related to the learners’ perceptions of using pictures in learning comparative adjectives. Hence, by doing the interview, the learners’ perceptions of using pictures in learning comparative adjective can be known. Moreover, if the perception is assumed can affect someone’s thinking, the learners ’ perception of the use of pictures in studying comparative adjectives may also affect the learners ’ learning and learning achievement. Because the positive perceptions can lead happiness, and in contrast, the negative perceptions can lead unhappiness , which influence learners’ desire and action in learning, the perception can influence learners’ achievement. Hence, it is assumed that if the learners perceive positively the use of pictures in their learning, the learners may have positive learning outcome. In consequence, if the learners respond negatively, they may have negative learning outcome. In this research, the learning outcome can be referred as learners ’ score of comparative adjectives test. The overall research theoretical framework is drawn as the following scheme: Problems : Treatment : Figure 2.1 Theoretical Framework Scheme