Significance of Study INTRODUCTION

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CHAPTER II REVIEW OF RELATED LITERATURE

In this chapter, the researcher would like to elaborate the theories related to the research. It is crucial for the researcher and the readers to recognize the definition of the meaning of title of this research in order to make easier for the researcher in analyzing and understanding the problem deeply.

A. Literature Review

1. Picture

Some learners of English as a foreign language may have many obstacles in learning English. To reduce those obstacles, selecting teaching method and media are one of several ways which can be done by teachers. By using appropriate and interesting teaching method and media, the teachers can raise learners’ motivation and interest in teaching- learning activities. Therefore, picture is one of visual media or visual aids which will be discussed in this study.

a. Nature of Picture

Generally, b ased on Oxford Advanced Learner’s Dictionary, picture is a painting or drawing, etc. to show a scene, a person, or a thing. 1 In English language teaching, pictures are one of useful media to deliver learning material to learners. As stated by Celce- Murcia and Hilles that , “Pictures are versatile and useful resources for teaching aspects of grammar that require a structure- meaning match. They can be used in all phases of grammar lesson i.e., in presentation, focused practice, communicative pr actice, and for feedback and correction”. 2 Hence, the pictures are painting or drawing which can be used as practical and useful resources for teaching aspects of grammar. Furthermore, the pictures are one of visual media used in teaching grammar which can make contextual language learning. According to Gebhard, pictures can 1 A. S Hornby, Oxford Advanced Learner’s Dictionary, England: Oxford University Pressl, 2000, p. 991 2 Marianne Celce- Murcia and Sharon Hilles, Techniques and Resources in Teaching Grammar, England: Oxford University Press, 1988, p. 73 reinforce for learners the direct relation between the language classroom and the outside world. 3 Contextual teaching and learning involves making learning meaningful to learners by connecting to the real world. As stated by Hasnawati that in contextual learning, result of learning is hopefully more meaningful because the learning material delivered naturally. 4 Moreover, with contextual and meaningful learning environment, the material of learning also will be retentive. Galindo states that comprehensive, applicative, and retentive learning only happens when there is meaningful learning. 5 Therefore, the use of pictures in teaching grammar can make contextual, meaningful, comprehensive, and retentive learning. Besides making contextual, meaningful, comprehensive, and retentive learning, pictures are also one of visual media which can increase learners’ interest and motivation in learning. The pictures are one of visual media which can motivate learners to respond more often than other teaching aids, such as a textbook or a sentence on the board. 6 As Wright states that “picture contributes to interest and motivation; a sense of the context of the language; a specific reference point or stimulus”. 7 Hence, the learners will be motivated and interested while studying by using the pictures. The learners’ motivation and interest can be increased by providing interesting activities which can reduce affective filter. As stated by Krogh that providing interesting and intriguing activities is one of several ways to reduce affective filter. 8 According to Krashen, affective filter is affective factors which relate to 3 Jerry G. Gebhard, Teaching English as a Foreign or Second Language, A Teacher Sel- Development and Methodology Guide: Second Edition, United States of America: The University of Michigan Press, 2009, p.105 4 Hasnawati, Pendekatan Contextual Teaching Learning Hubungannya Dengan Evaluasi Pembelajaran, in Jurnal Ekonomi dan Pendidikan, Vol. 3, No. 1, April 2006, p. 54 5 Israel Galindo, Five Stages for Effective Teaching and Meaningful Learning in the Classroom, 2013, http:wabashcenter.typepad.com12_surprises_when_lecturi201311five- stages-for-effective-teaching-and-meaningful-learning-in-the-classroom.html . 6 Marianne Celce- Murcia and Sharon Hilles, loc.cit. 7 Andrew Wright, Pictures for Language Learning, Cambridge: Cambridge University Press, 2004, p. 2 8 Kristin Krogh, Understanding Stephen Krashen’s Affective Filter Hypothesis, 2011, https:suite.iokristin-krogh5c27243 the second language acquisition process. 9 Those factors are motivation, self- confidence, motivation, and anxiety. 10 Those three factors play a prominent role in language acquisition, either heightening or interfering with learner’s ability to progress. Learners who are highly motivated, have a strong sense of self, and enter a learning situation with low level of anxiety are much likely to be successful language acquirers than those who do not. As stated by Krashen that: 11 “Performers with high motivation generally do better in second language acquisition usually, but not always, “integrative”; Performers with self-confidence and a good self-image tend do better in second language acquisition; Low anxiety appears to be conducive to second language acquisition, whether measured as personal or classroom anxiety.” Hence, the English teachers can use pictures to help their learners in developing their English ability by providing interesting activities which can reduce learners’ affective filter. To sum up from the descriptions above, pictures are painting or drawing which can be one of several ways used by teachers in teaching English because it is useful resource. Further, the use of pictures as one of visual aids can make contextual, meaningful, comprehensive, and retentive learning; and it also can increase learners’ motivation and interest.

b. Criteria of Good Picture for Teaching Learning Process

To make the most use of picture is effective in the class; teachers need to know some criteria in choosing pictures as one of visual aids in teaching language. The picture is more likely to be used well if it has good criteria. There are some criteria of good picture which should be considered by teachers. Wright states that when the English teacher uses or chooses the picture, he or she has to consider five criteria of using the picture. 12 Those five criteria are: 1. easy to prepare 9 Stephen D. Krashen, Principles and Practice in Second Language Acquisition, Internet Edition, 2009, http:www.sdkrashen.comcontentbooksprinciples_and_practice.pdf , p. 30 10 Stephen D. Krashen, op.cit, p. 31 11 Ibid. 12 Andrew Wright, op.cit., p.3