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The Example of Recount Text

a Individual pictures These are single pictures of objects, person or activities. There is an enormous variety of material from newspaper, magazines, catalogues, greeting cards, trail brochures, advertisements, old textbooks and even wrapping paper. b Specialized pictures posters, charts, advertisements, brochures Wall posters are not designed especially for teaching, but rather for advertising or propaganda purposes. Although they provide very little textual information, they cannot be dismissed from the ESL classroom as they can be used to illustrate topics and provide motivation for discussion. Several kinds of picture above give a new knowledge about the picture itself which can be found in daily lives. Human daily activity might be also present the pictures on it. For example, when someone reads newspaper, heshe will find a picture on the headline news; or when someone wants to eat an instant food, heshe will see a picture on the package. There are many kinds of picture around the people.

3. Function of Pictures

After discussed about the definition and kinds of picture above, it is known that there are many definitions and kinds of picture. Besides, it also important to know about their functions whether the functions of picture are important or not in teaching learning process. Here are some functions of picture given by the experts as follows: 28  Pictures are very useful for presenting new grammatical and vocabulary items. They help to provide the situations and contexts which light up the meaning of words or utterances, and help the teachers to avoid resorting to translation or to lengthy explanations of meaning.  Pictures can be used for revision from one lesson to another as well as for long-term revision of vocabulary and structures.  Pictures can be used as the basis of written work, for instance, question writing.  Pictures increase student s’ motivation and provide useful practice material as well as test material. 28 Francis J. Pirozzolo and Merlin C. Wittrock, ed., Neuropsychological and Cognitive Processes in Reading, New York: Academic Press, 1981, p.212.

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