It can indicate that pictures as a tool that can help a teacher in presenting materials, in order to be easy to understand especially in teaching vocabulary. In
pictures there is something called illustration? It of course can help motivating students in learning.
Pictures can be used by teachers and students whatever the emphasis of the syllabus they are following can cover all possibilities and for that reason it might
be of value and interest to show how one picture can be used as a reference and stimulus students ability.
2. Types of Picture
The kinds and numbers of pictures that the teacher should take with him to carry out the activities in class can be taken from magazines, articles or others and
should be attractive and interesting to capture the students’ attention. The purpose of using pictures for the students is to give them an opportunity to practice the
language in real context or in situations in which they can use it to communicate their ideas.
There are two kinds of pictures that Grazyna Szkyke finds especially
useful as teaching aids, they are:
a. Pictures of individual persons and objects.
Pictures of individual person or things may be used, mainly at the elementary level, to introduce or test vocabulary items, for example: a
man, and a car. Portraits, pictures showing people in close detail, are useful for intermediate and advance learners. The students can be asked
question about the age and profession of the model.
b. Pictures of situations in which persons and object are” in action”
Situation pictures that show or suggest relationships between objects and people can be perfect teaching aids for introducing, practicing, or
reviewing grammatical structures. ”
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Asnawir points out that there are many kinds of pictures that can be used by the teacher in their teaching learning process, they are:
a. Documentation photo, having history value for individual or people
b. Actual photo, explaining an even from life aspects
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Grazyna Szyke, “Using Pictures As Teaching Aids”, English Teaching Forum, Cambridge : Cambridge University Press, 1981, p. 45
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