The requirements of good pictures for teaching vocabulary Trisisca, 1996: 25- 27 are:
a. Simple Simple pictures are useful and can be a good media as far as they can clarify the
explanation. Simple and attractive pictures are useful than the beautiful pictures. b. Have no ambiguity
The point of the picture must be clearly in meaning. The illustration of the picture must represent the meaning that is going to be described.
c. Must be in accordance with the students level The pictures used should be appropriate to the students’ knowledge of English.
If the picture shown is too difficult to understand, the students will be frustrated and will not want to learn.
d. The size of the picture The size of the picture depends on the class. The purpose of this consideration is
each student is able to see all the necessary details in the picture clearly. If the picture includes only one object or action, it can be smaller than a picture that includes more
objects or actions.
3. Types of pictures
There are many types of pictures for teaching-learning processes. Here the writer follows the classification offered by Kreidler Kreidler,:_:21-15
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a. Context-oriented picture Context here refers to the general condition in which an event or action takes
place. Context-oriented picture depicts a situation or topic that includes several people and actions such as birthday or beach scene. It may be drawn by hand or
people or cut from magazines. Colored pictures are preferable, but not necessary. b. Structured-oriented picture
Structure here refers to anything formed of many parts. Structured-oriented picture depicts one person, or one object like a man or a girl. It should be simple,
without distracting background or captions. Individual picture cards can be cut from magazines illustrations or they can be drawn.
4. Advantages of using pictures as the media
Both the teacher and students can get advantages from pictures Gerlach, 1980- 277. There are some advantages that the teacher can get by using picture as the
media. Picture helps the teacher in teaching-learning processes, especially in teaching vocabulary by:
a. Helping them to create the situations outside the classroom. Any action can be demonstrated in a classroom, such as closing the door,
opening the windows, or meeting a friend. Many objects can be brought into the classroom: toys, books, clock, etc. but not all actions can be easily demonstrated in
class, for example catching a bus, shopping in a market, and so on. That is why we need a picture to represent the situation that we are going to explain.
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b. Helping them to expose reality to what might be understood verbally by the students.
It is not always possible to explain something, because we will lose the time to explain, but not all the students can get what we have already explained. They are still
hard to get the point until the teacher shows picture of the situation or action that tried to explain in words.
c. Helping them to discuss more than one subject or point By showing the picture the teacher can discuss the meaning of the picture, the
article, or the form in English words. d. Pictures make the teaching-learning processes more interesting
There is an attention-getting factor associated with the picture that the students pay attention on the topic. They experience a new method in learning something not
merely by listening to the teacher or by reading books. They invite to get involve because through pictures they feel closer to the reality.
There are also some advantages that the students can get by using picture as the media. Picture helps the student in learning vocabulary by:
a. Imagining the object Students will get a great deal of information at a glance in pictures Lado, 1974:
194. When the students are given a series of pictures, they can absorb the information without any difficulties. They can also imagine the words that are
difficult to learn by just taking from textbook or dictionary.
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b. Learn new words easily The new words learnt will be easier to remember if they have seen the pictures.
It means that the picture is shown first before the students pronounce and write the word. Another day when the teacher represents something by showing the picture, the
students will recognize the picture, understand and remember it. c. Express ideas easily
Expressing idea is a difficult thing in learning language. Pictures may aid the students in this case, because they can arrange what they want to say. If they forget
what they will say, they can take the picture and they will remember again.
C. The Characteristics of Autistic Students
In designing the materials, it is very important to know the characteristics of the students. By knowing the characteristics of the target students, the design materials
are expected to be appropriate with the students’ needs and can help the students to develop their skills in the teaching-learning process.
Having such consideration, knowing the characteristics of autistic students is very crucial. The autistic students have special characteristics which are different
from the ordinary students. In this section, the writer would like to discuss about the types of Autistm Spectrum Disorders, the main characteristics of autistic students and
the effects in education.
1. The Types of Autism Spectrum Disorders
