The Effect Of Picture Memory Training On Children's Language Skills

Main Article Content

Arif Siswanto
Hafidz Triantoro Aji Pratomo


Background: Information on how students' academic performance is also determined by their language profile is limited. The use of picture memory exercises has never been provided by teachers in schools. This study aims to determine the effect of picture memory training on improving children's language skills.

Methods: This study used an experimental design by giving treatment to children over a period of time and then measuring their language proficiency profile. The intervention was conducted using the picture-memory approach. The study design involved a single-group intervention with assessments conducted before and after the intervention. The target of the intervention is children with language impairment.

Results: From the results of the Wilcoxon test, it was found that receptive language skills, especially receptive vocabulary, showed a p-value of 0.002. These results indicate that the picture memory intervention is able to improve receptive vocabulary skills. For expressive vocabulary, a p-value of 0.034 was found. The result also showed that the picture memory intervention was able to improve expressive vocabulary. Picture memory intervention resulted in changes in receptive vocabulary with an r-value of 0.44. Picture memory intervention resulted in changes in expressive vocabulary with an r-value of 0.29.

Conclusion: The results of the analysis showed a difference in impact where the receptive vocabulary component was the component that changed more than the expressive vocabulary. However, the provision of a picture memory training intervention can be said to be able to improve language skills in general.


Download data is not yet available.

Article Details

How to Cite
Siswanto, A., & Pratomo, H. T. A. (2024). The Effect Of Picture Memory Training On Children’s Language Skills . Jurnal Keterapian Fisik, 9(1), 15–23.


Allotey, J., Zamora, J., Cheong-See, F., Kalidindi, M., Arroyo-Manzano, D., Asztalos, E., van der Post, J. A. M., Mol, B. W., Moore, D., Birtles, D., Khan, K. S., & Thangaratinam, S. (2018). Cognitive, motor, behavioral and academic performances of children born preterm: a meta-analysis and systematic review involving 64 061 children. In BJOG: An International Journal of Obstetrics and Gynaecology (Vol. 125, Issue 1, pp. 16-25). Blackwell Publishing Ltd.

Carruthers, P. (2003). The cognitive functions of language. Behavioral and Brain Sciences, 25(06), 657-726.

Casby, M. W. (1997). Symbolic play of children with language impairment: A critical review. Journal of Speech, Language, and Hearing Research, 40(3), 468-479.

Dabrowska, E., Pascual, E., & Macías Gómez-Estern, B. (2022). Literacy improves the comprehension of object relatives. Cognition, 224, 104958. j.cognition.2021.104958.

D'mello, A. M., & Gabrieli, J. D. E. (2018). Cognitive neuroscience of dyslexia. Language, Speech, and Hearing Services in Schools, 49(4), 798-809.

Henry, L.A., Christoper, E., Chiat, S., & Messer, D.J. (2022). A short and engaging adaptive working-memory intervention for children with developmental language disorder: Effects on language and working memory. Brain Sci. 12, 642

Jackson, E., Leitão, S., Claessen, M., & Boyes, M. (2020). Working, declarative, and procedural memory in children with developmental language disorder. Journal of Speech, Language, and Hearing Research, 63(12), 4162-4178.

Loeb, D. F., Imgrund, C. M., Lee, J., & Barlow, S. M. (2020). Language, motor, and cognitive outcomes of toddlers who were born preterm. American Journal of Speech-Language Pathology, 29(2), 625-637.

Matte-Landry, A., Boivin, M., Tanguay-Garneau, L., et al. 2020. Children with persistent versus transient early language delay: Language, academic, and psychosocial outcomes in elementary school. J Speech Lang Hear Res. 63(11): 3760-3774. doi: 10.1044/2020_JSLHR-20-00230

Norbury, C. F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., Vamvakas, G., & Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study. Journal of Child Psychology and Psychiatry, 57(11), 1247-1257.

Shvartsman, M. & Shaul, S. (2023). The role of working memory in early literacy and numeracy skills in kindergarten and first grade. Children, 10, 1285. children10081285.

Starr, A., Srinivasan, M., & Bunge, S.A. (2020). Semantic knowledge influences visual working memory in adults and children. PLoS ONE 15(11): e0241110.

Tchoungui Oyono, L., Pascoe, M., & Singh, S. (2018). The Prevalence of Speech and Language Disorders in French-Speaking Preschool Children From Yaoundé (Cameroon). Journal of Speech, Language, and Hearing Research, 61(5), 1238-1250.

Weiner, P. S. (1969). The cognitive functioning of language deficient children. Journal of Speech and Hearing Research, 12(1), 53-64.