2.7.4 The Way to Classify a Picture File
A picture file is a collection of pictures which is neatly organized based on a certain classification that can be used by the teacher as media in English teaching.
Wright 1986:212 says a pictures file should represent the students’ need and
circumstances. It means that there is no certain system in filling the pictures. The teacher can develop picture files based on the topic that she would like to teach in the
class. This research used a picture file based on the content. According to Karim and
Hasbullah 1986:4.8 there are two big categories of the picture file based on the
content: they are things and people. Because t
his research is to improve the students’ achievement on regular and irregular verbs, the researcher used pictures of people
category. The teacher used the activity of the people in the picture to explain the meaning of the verbs. Moreover, the content of the file was appropriated to the verbs
found in the recount text used in the teaching process.
2.8 The Procedure of Using a Picture File in Regular and Irregular Verbs
Teaching
According to Karim and Hasbullah 1986:4.22 the procedure of using a picture file in the classroom is listed below.
1. Set the pictures based on the topic and the time to show the picture,
2. Show the pictures as clear as possible to the students.
3. Ask the students to interpret the picture.
4. Discuss the meaning of the picture if the students’ interpretation is different
from the intended meaning. The researcher adapted the procedure above to be implemented in teaching and
learning process of this research. In teaching and learning process, the aspects of vocabulary taught were the form the spelling and the pronunciation, the grammar
regular and irregular, and the meaning or denotation. The procedure of teaching regular and irregular verbs were below.
1. The teacher gave some leading questions related to the topic to the
students. 2.
The teacher asked the students to make a group 3.
The teacher distributed a recount text and asked the students to read the text and pay more attention to the underlined words. The purpose of this
activity was to introduce the students to regular and irregular verbs that were taught.
4. The teacher modeled how to pronunce the regular and irregular verbs stated
in the text and asked the students to repeat the pronounciation. 5.
The teacher explained about regular and irregular verbs in brief. 6.
The teacher distributed a picture file to the students. 7.
The teacher showed the picture one by one 8.
The teacher asked the students to mention regular or irregular verbs and the meaning based on the pictures shown.
9. The teacher gave matching exercise. The exercise had a purpose to check
the students ’ understanding on the meaning of the verbs taught. The teacher
gave two columns, they covered column A and column B. Column A was a list of pictures and column B was a list of their verbs randomly. Then, the
students were asked to connect the verbs with their meaning by giving a line correctly. This activity is adapted from Heaton 1991:60.
10. The teacher gave gap filling exercise. This exercise is intended to check the
students ’ understanding about the change form of regular and irregular
verbs. In this exercise, the teacher provided some incomplete sentences in past tense and bare infinitive verbs in the box. Then the students were
asked to complete the sentences by changing the verbs in the box into the form of regular or irregular verbs correctly. How to know the correct
change of the verbs, the students could look for form of the verbs in the picture file they had. The activity is adapted from Thornburry 2007:134.
11. The teacher gave multiple choice exercise which was intended to ask the
students to apply the regular and irregular verbs in the sentence correctly. The activity is adapted from Hughes 2003:182
2.9 Students’ Active Participation
