The Effect of Printed and Visual Media on Young Learners’ Vocabulary Comprehension at Kumon English Course

Abstract

This study aimed to investigate the effect of printed and visual media on young learners' vocabulary comprehension at the Kumon English Course in Gajah Mada, Mataram, West Nusa Tenggara, Indonesia. This study took a quantitative approach, employing a quasi-experimental design with pre- and post-test procedures. The study included 30 primary school-aged pupils who were enrolled in the Kumon English program. Printed media employed in this study included illustrated word cards, printed worksheets, and picture-based storybooks, while visual media included instructive films, digital photos, and multimedia presentations. A picture-word matching exam was performed before to and following each session to assess vocabulary knowledge. The data were evaluated using descriptive statistics, such as mean scores, standard deviations, and gain scores. The findings indicated that both media genres increased learners' word understanding. Under the printed media therapy, the mean score climbed from 82.77 to 87.27, a 4.50-point increase, and 90% of students achieved the Very Good predicate. Under the visual media therapy, the mean score increased by 7.23 points from 83.07 to 90.30, with 43.33% of pupils achieving the Excellent predicate. These findings show that visual media is more successful than printed media in boosting vocabulary understanding in young learners, and it should be used as the primary instructional medium in non-formal English learning contexts.