63 were pictures and real things. These media were used to answer the second
question. In this study, the teacher used different media in turns based on the methods used in teaching English to pre-school students. The teacher could use
the same media with different method or the same method with different media, or different method and media. The kinds of media used were as follows.
a. Pictures
Pictures were one of the valuab le aids. Pictures bring “images of reality
into the unnatural world of the language classroom” Hill, 1990: 1. It meant that pictures represent things in the real world. In this study, there were crepe paper
and glue, photos, decoration pictures, and a piece of paper as follows. 1
Context-Oriented Pictures: Crepe paper and glue
The teacher used crepe paper and glue as the media in the first meeting because those media were based on TPR and bodily-kinesthetic intelligence as the
method. As stated in Kreidler _: 4, context-oriented picture depicts a situation or topic that includes several people and action. In this study, the situaton was that
the students did an action by making a chain from crepe paper. Crepe paper and glue were used when the students made a chain. The students sticked the red and
the white crepe paper until it formed a chain. While doing this activity, the teacher guided the students to fold the paper, to stick the glue, and finally to stick the
paper. Every step in making the chain became the first-hand experience the students had.
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64
2 Context-Oriented Pictures: Decoration pictures, glue, and a piece of
paper
Creative curriculum Dodge, 1992: 327 gave an opportunity to pre-school students having outdoor activities for learning. In this study, outdoor activity was
shown when the students had a mini trip to the post office. Before going to the post office, the students had to make a greeting card first. As stated in Kreidler _:
4, context-oriented picture depicts a situation or topic that includes several people and action. In this study, the teacher used a small blank paper, small decoration
pictures, and glue as the media to make a greeting card. The greeting card depicted a situation that included people and action, such as Christmas and Idul
Fitri . For those who were Christian, they sticked the small decoration pictures of
Santa Claus, church, deer, and presents. For those who were Moslem, they sticked the other decoration pictures. The teacher provided these media because she used
desuggestopedia and visual-spatial intelligence as the methods applied. 3
Structured-Oriented Pictures: Photos
In the second meeting, the teacher used photo as the media in her teaching- learning process. As stated in Kreidler _: 4, structured-oriented picture depicts
one person or one object, like a man or a girl. In this study, photo depicted a person during the teaching-learning process. Photo belonged to structure pictures
because it depicted students’ mother. Photos were chosen as the media because
the teacher used verb linguistic intelligence and desuggestopedia as the methods. The teacher used photos of
students’ mother because it was also fitted with the topic of the day, which
was mother’s day. The students were asked to describe
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65 their mother by showing and kissing the photo. Dodge 1992: 7 explained how
children learn to think. The students tried to think how to deliver what they said in front of their friends about his or her mother. Since they were early young
learners, so they delivered in several sentences.
b. Real Things
