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Wright 1997: 2 add pictures are not just an aspect of method but through their representation of places, objects, and people they are essential part of the
overall experiences we must help our students to cope with it. From the explanation above, it can be concluded that picture is a kind of
visual aids which includes an image of terms or kinds of pictures and this picture is important to make success in learning because picture makes the children build
their imagination, interest and motivation. It depends on the teacher to select which one is suitable.
2. Definition of Stories
Cameron 2001: 159 states a story is a whole imaginary world, created by language that children can enter and enjoy, learning language as they go. It can be
said that stories is creative language which makes the students build their imagination. He adds that stories have the qualities of content; organization and
language use that we have explored thus far are potentially useful tools in the foreign language classroom, since they have potential to capture children’s
interest and thus motivation to learn, along with space for language growth. Cameron 2001: 167 states story is a message that tells the particulars of
an act or occurrence or course of events; presented in writing or drama or cinema or as radio or television program.
Webster’s Dictionary 1983: 137 describes story as the full sequence of events in a work of fiction as we imagine them to have taken a place, in the order
in which they would have occurred in life.
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Wright 1995: 6 states that stories are motivating, rich in language experience, and inexpensive. He adds that stories should be a central part of the
work of all primary teachers whether they are teaching the mother tongue or a foreign language.
Based on the definition above, it can be summarized that stories are imaginary language and full sequence of events in a work of fiction presented in
writing or drama or cinema or as radio or television program which are motivating, rich in language experience, and inexpensive. It is very useful to
enhance the teaching learning in the classroom.
3. Definition of Picture-Stories
Symonds 1999: 10 states that picture-story is made of a comprehensive study of imaginative processes in children. He adds that among the many methods
employed was the collection of stories which were written in response to pictures. According to Wright 1989: 2 picture can contribute to interest and
motivation, a sense of a context of the language, and a specific reference points or stimulus.
Haycraft 1978: 107 suggests pictures make up story as with other visual aids, students can describe each picture separately. Picture composition can also
be developed into written summaries on the board and used to practice narrative skills.
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Symonds 1999: 11 states that in making up stories in response to pictures an individual tends to apperceive his own past experiences and that these
apperceptions contain themes which are personality trends of the story teller. Based on the definition above, it can be concluded that combination of
picture and story is interesting to improve the students’ motivation and comprehension in children because by using picture-stories the students can depict
what they are thinking about the story in the text, they are not only read the text but also see the actions of story in picture. It makes the students interested in
reading the text.
4. The Benefit of Using Picture-Stories in Language Teaching
