a. Pictures of persons and single objects. b. Pictures of people engaged in activities presenting the relationship between
individuals and objects. c. A series of six to ten pictures mounted on one chart of count nouns as pieces of
furniture or mass nouns as foods or of sports or work activities.
3. Criteria for Good Pictures
In applying pictures in teaching learning process, there are some criteria that should be considered by the teacher. According to Andrew Wright, there are five basics
consideration that need to be considered before applying pictures for the students in the teaching-learning process, such as;
a It should be easy to prepare b It should be easy to organize
c It should be interesting for the students and teachers d The language and the way teacher wants the students to use the media will be
authentic to the activity e The activity should give rise to a sufficient amount of language in order to justify its
conclusion in the language lesson.
14
Moreover, Hamalik gave some criteria to be considered in choosing the good pictures, likes; authenticity of pictures, simplicity, item types, performance, photography
and artistic value.
15
Besides that, Ernestova 1981 said that when selecting a picture, the teacher should always keep the following essentials in mind: grammatical structures which can be
practiced with it, items of vocabulary which can be taught with it, size, clarity, appeal to the eye, entertainment value.
16
Finally, it can be concluded that in preparing the use of pictures in teaching- learning process the teacher must pay attention to several considerations, such as the
pictures must be good, clear, interesting and big enough to show details. They also must be authentic and appropriate with the problem discussed.
4. The Advantages and Disadvantages of Using Pictures
14
Ibid, p. 3
15
Oemar Hamalik, Media Pendidikan, Bandung: PT. Citra Aditya Bakti, 1994, p. 67
16
Marie Ernestova, How to Use Ready-Made Pictures, English Teaching Forum, XIX.4. October, 1981, p. 6
The advantages of using pictures in teaching learning process are undeniable. As Robert J. Nielsen says “A picture is not only worth a thousand words, it can also be used in
a wide variety of teaching activities”.
17
They help the teacher in transferring the materials to their students as good as possible. They provide either the general context or illustrate
particular points, so that they can make the students catch idea or information clearly, clearer than which is said by words.
According to Sujana, the advantages of using picture are: 1. It is easy to use in teaching learning process, because it does not need equipment.
2. The cost is relatively cheaper than other media of teaching, and it is easy to get without needing cost because the teacher can use the older calendar, magazines,
newspaper, and another materials. 3. Pictures can be used in many things and for any kinds of education and science
from social science to exact and from kindergarten to university. 4. Pictures can translate concept or abstract ideas to be more realistic. According to
Edgar Dale in Sujana pictures can change steps in teaching, from verbal symbol to the step that more concrete, that is visual symbols.
18
Meanwhile, Finnocchiaro 1975 said that the advantages of pictures are obvious, such as;
a. They provide added incentive to learn and are popular and interesting for the students.
b. They give necessary variation and provide the classroom change-of-pace so essential to maintaining a high level of interest.
c. They are ready means of establishing a quick and clear concept of what a word or structure may mean.
d. They go beyond the limited school and home environment of the students and allow discussion of a wide variety of situations and circumstances.
As a medium in teaching learning process, pictures also have some disadvantages, likes Underhill 1987 pointed out below:
1. With a visual stimulus, there is a danger that the learner will miss the point of a picture or story, for personal or cultural reason.
2. Unless vocabulary items in the picture are supplied, the learner who knows the names of only two or three crucial items will be at strong advantages over those
17
Robert J. Nielsen, Picture-Based Drills and Exercises, English Teaching Forum, XXII. 3. July, 1984, p. 30
18
Nana Sujana, Media Pengajaran, Op.cit., p.71-72
who do not. Even if the items are supplied on request, and marks not deducted, it is psychologically demotivating to have ask for vocabulary before you begin.
3. Suitable cartoon stories are hard to find and difficult for an amateur to draw. Even deciding on a good storyline can be a difficult task.
In another reference, Arief S. Sadiman states several disadvantages of pictures, they are;
1. Pictures only emphasize on eye perception. 2. Complicated pictures are less effective for the teaching-learning process.
3. Size of pictures is very limited for the students of the large class.
19
H. The Concept of The Present Continuous Tense
Present continuous tense is also known as present progressive tense. Many linguists give different meaning to the present continuous tense. The first theory derived from Betty
S.Azar who stated in her book that the present progressive expresses an activity that is in progress at the moment of speaking. It began in the recent past, is continuing at present, and
will probably end at some point in the future. Besides, it often expresses the activity of general nature.
20
Meanwhile, B.D Graver defined; the continuous forms represent actions or events, or series of actions or events, viewed at some points between their beginning and end. They
imply that an action or series of actions has already begun but it is not yet completed. At the same time, they indicate that the duration of the action or series of actions is limited.
21
Based on the statements of two proponents above, it can be concluded that the present continuous tense expresses an activity at this moment that begins before and it
probably continues and ends at sometime in the future.
1. The Form of The Present Continuous Tense
The present continuous tense is formed with the auxiliary verb + the present participle.
22
The present continuous tense consists of four forms, they are:
a Affirmative
It is formed with the present tense of the auxiliary verb to be + the present participle.
19
Arief S.Sadiman, Media Pendidikan: pengertian, pengembangan, dan pemanfaatanya, Jakarta: PT. Raja Grafindo Persada, 2007, p. 31
20
Betty Schrampfer Azar, Understanding and Using English Grammar: Second Edition, New Jersey: Prentice Hall Regents Englewood Clifts, 1989, p. 11
21
B.D. Graver, Advanced English Practice Second Edition, Oxford: Oxford University Press, 1979, p.56
22
A.J Thompson and A.V. Martinet, A Practical English Grammar: fourth edition, New York: Oxford University Press, 1986, p.153
