The Effect of Visual Images on Junior High School Students’ Speed and Accuracy in Grammar Tests

Abstract

Grammar is an essential structure in English language learning. However, many junior high school students encounter difficulties in the proper application of grammar rules, particularly when dealing with formal assessments. Texts that are typically long and dense can increase students’ cognitive load and hinder their performance. This study employs a quasi-experimental method with the aim of identifying the extent to which visual images influence the completion time and accuracy of students in completing grammar tests. A total of 40 seventh-grade students from one junior high school in the Gresik region, East Java, Indonesia, were divided into two groups; 20 students in the experimental group (grammar tests accompanied by images), and 20 students in the control group (grammar tests without images). Both groups were administered a pre-test and a post-test, and their completion times were recorded. The data were analyzed using SPSS through paired t-test and independent t-test. The results indicated that students in the experimental group were able to complete the grammar tasks significantly faster than those in the control group. These findings suggest that visual media can assist in reducing students’ cognitive load, thereby making the test easier to comprehend, although not directly improving accuracy. This study offers practical implications for teachers in presenting test formats using visual images to enhance efficiency and student engagement at the junior high school level.