at the front of the room, simple pictures drawn on the blackboard, or duplicated drawings.
2 To provide a student audience for student writers, give half the class
one picture, the other half another. A range of communicative tasks for small groups opens up now, with students conveying real
information to others. 3
With students working in pairs or small groups, give each student of the pair or give each group a different picture to work with.
4 Real communicative tasks can be developed by using in the
classroom pictures that the students themselves provide. 5
Do not limit classroom work to what the students can actually see in the picture. Remember that the students can make inferences,
predictions, and suppositions about the world beyond the frame of picture. Ask the students to use their imagination to visualize what
happened just before the moment in the picture and what will happen next and what the result will be.
22
From the descriptions above, it can be denied that there are many things that will influence the result of teaching and learning process
such as material to be taught, the environment of teaching and learning process, the instruments used in explaining material, method and
techniques of teaching and so on.
4. Strength and Weakness of Using Pictures
In applying teaching prepositions using pictures, on the one hand, there are always obstacles or problems that should be faced by a teacher.
In this case, it is usually called as weaknesses. Pictures has several weaknesses as a medium in teaching learning
process. It can be caused by the size and distance. May be it is too small and the distance is too far. So, it is too difficult to be seen clearly by the
22
Ann Raimes, Techniques in Teaching Writing, England : Oxford University Press, 1983, p. 28.
students. The lack of color in some pictures will also restrict proper interpretation. Besides, students do not always know how to read pictures.
Those reasons above that can cause misunderstanding as stated below : 1. Sizes and distances are often disorted
2. Lack of color in some pictures limits proper interpretation 3. Students do not always know how to read the pictures.
23
On the first hand, there are some things that make teacher become easier to teach goal of teaching and learning process. Then, it is called the
strength of pictures. The possibilities of using pictures in teching a foreign language are practically unlimited, and success comes to teacher with
foresight, ingenuity, and imagination. Many of the advantages are obvious. Pictures provide necessary variety, are popular, and foster a high degree of
interest.
24
Tang Li Shing said that teaching English through pictures is not only effective and interesting, but also practical and economical.
25
According to Grazyna, the advantages of using pictures are indisable. They add variety, providing a change space important in
maintaining a high level interest. To give a clear concept of what a word or structure may mean, they are much simpler and more vivid than a long
explanation would be.
26
There are some strength of using pictures in teaching learning English, are as follows :
a. Easy to prepare.
b. Easy to organize.
c. Interesting.
d. Meaningful and authentic.
23
Vernon S. Gerlach, Teaching and Media, A systematic approach,2
nd
Edition,New Jersey,1980,p.273.
24
Marie Ernestova, How to Use Ready-Made Pictures, English Teaching Forum,Vol XIX 4,October,1981,p.9.
25
Tang Li Shing, English Through Pictures,English Teaching Forum XIX,October 1981,p.15.
26
Grazyna Szyke, Using Pictures as Teaching Aids, English Teaching Forum XIX, October 1981, p.46.
e. Sufficient amount of language.
27
Pictures can be used to provide students with either the general context or to illustrate particular points. Pictures also can be used by the
students to show their understanding non-verbally for example by pointing to detail in a picture or adding information to a drawing. It helps the
teacher in order to send the massages of the materials to their students as good as possible. The use of pictures is helpful when pupils have limited
experiences and when they are just beginning to develop a stock of words. Therefore, some of the teachers use this approach to get the purpose of
teaching-learning process and make the class alive.
27
Andrew Wright. Pictures for Language Learning. Cambridge: Cambridge University Press,1989,p.3.
CHAPTER III RESEARCH METHODOLOGY
This chapter presents the description of the research methodology used in the study. It consists the reseach design, place and time of the study, population
and sample, procedure of using pictures in teaching preposition of place, research instruments, technique of collecting the data, and technique of data analysis.
A. Research Design
