Pictures in Teaching and Learning Process

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CHAPTER II REVIEW OF RELATED LITERATURE

In this chapter, the writer would like to provide theoretical description and theoretical framework of this study. The theoretical description discusses some theories related to this research whereas the theoretical framework discusses major relevant theories which help in answering the reaserch questions.

A. Theoretical Description

In this part, the researcher would like to describe some underlying theories related to the study. They are the theory of pictures, the theory of young learners, and the theory of perception.

1. Pictures

In this part, the researcher would desrcribe the theory of pictures in Teaching and learning process and the criteria of good pictures

a. Pictures in Teaching and Learning Process

Pictures are widely used in teaching and learning process. As Heinich 1982 states that concrete experiences facilitate learning and the acquisition, retention, and usability of abstract symbols. Further, he says that pictures as instructional media not only provide necessary concrete experiences, but also help students to integrate their prior experiences Heinich, 1982: 11. 10 Rawntree 1990 in his book entitled Teaching through Self Instruction states ten possible functions of pictures in teaching and learning process. First, pictures can be used as decoration. It is used in order to relieve the monotony of solid print. Almost any kind of pictures can serve the reader a visual break that helps them to be motivated to carry on reading. Second, the use of pictures is amusement in which some pictures, cartoons in particular, can more deliberately motivate the reader by humanizing the subject and showing its lighter side. Therefore, readers can highlight a key point and make it memorable. Third, pictures can be used to show expression in which readers can convey an emotion and feeling expressively. Thus, photographs might be used to involve the reader in some situation of conflict or confrontation. Forth, pictures can be used as persuasion in which pictures can persuade readers towards a change of attitude. Fifth, pictures can be used as illustration. Sixth, pictures can be used as description. The picture is meant to convey a necessary understanding that could not be conveyed in words alone. It shows what something looks like. Seventh, pictures can be used as explanation in which pictures describe what thing looks like. They show how they work, or how they can be operated. Eighth, pictures can be used as simplification in which pictures offers us a means of simplifying reality. Ninth, pictures can help us in quantification in which we need to consider quantities, compare sizes, and recognize changing proportions, thus pictures often help the learner present the data pictorially. The last, pictures can be used in problem solving in which pictures can create a problem or question to learners Rawntree, 1990: 190-197. 11 In addition to what Rawntree describes about the functions of pictures, Hamalik 1994 states similar reasons of using pictures in teaching. First, pictures are concrete. Students can see clearly the item being discussed through a picture. Second, pictures overcome the time and space. For example, the teacher can bring Eiffel tower to the class through pictures. Third, pictures can overcome the human senses limitations. For example, we can see small materials clearly through a picture. Fourth, pictures can be used to explain a problem. Fifth, pictures are cheap and are easily gotten. Sixth, pictures are easily used both for individuals or a group of students.

b. Criteria for Good Pictures