made the subject clearer, and illustrated the general idea and forms of an object or action which is particular to a culture.
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 a grammar lesson for example in presentation, focused practice, communicative practice and for feedback and correction. Interesting or
entertaining pictures motivate students to respond in ways that more routine teaching aids, such as a textbook or a sentence on the board, cannot.
Although they can be used to advantage at all levels of proficiency, they are especially useful with beginning and low-intermediate learners, who
sometimes have trouble understanding long or complicated verbal cues. Pictures can also be used in various configurations to enhance
learning a nd practice. They introduce a great deal of variety into the classroom. Pictures can be presented in pairs: the same object or person on
two different occasions or two different objects or people. Pictures can be grouped into semantically related sets that contain from ten to twenty items,
representing animals,vehicles,flowers, fruits,etc.
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From the statements above, it shows that picture is one of the visual media that can be used as a tool for explaining material presented or
the real things that can give a clear description about the problem described. In order to be understood, teaching and learning process will go more
effectively if there is a picture.
2. Types of Pictures There is a wide variety of uses to which pictures can be put to
provide meaningful practice in the classroom at different levels of linguistics attainment. They can be used at the practice stage of a lesson,
for review, or as a stimulus for discussion. There are some kinds of picture
17
Marianne Celce-Murcia. Techniques and Resources in Teaching Grammar.England: Oxford University Press, 1988,p.73.
which are useful as teaching aids. In this case, the teacher does not hesitate to use any kinds of pictures.
According to Grazyna Szyke, there are two kinds of pictures that are useful as teaching aids: pictures of individual presons and objects and
pictures of situations in which persons and objects are “in action”.
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a. Pictures of Individuals
Pictures of individual persons or things may be used, mainly at the elementary level, to introduce or test vocabulary items, for example, a
man , a car. They may be used in pairs, for example: The man goes to
work by car.How does he go to work? Portraits, that is, pictures that show a person in close detail, are useful
for intermediate and advance learners. The students can be asked questions about the age and profession of the person, whether heshe is
married, hisher interests and traits of character. b.
Situational pictures Situational pictures that show or suggest relationships between objects
andor people can be perfect teaching aids for introducing, practicing, or reviewing grammatical structures,from the simplest to the most
complex. Mary Finocchiaro said that pictures are divided into three kinds.
First, pictures of persons and single objects. Second, pictures of people engaged in activities presenting the relationship between individuals and
objects. Third, a series of six to ten pictures mounted on one chart of count nouns as pieces of furniture or mass nouns as foods or of sports or
work activities.
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18
Grazyna Szyke, Using Pictures as Teaching Aids, English Teaching Forum,October,1981,p.45.
19
Marry Finocchiaro, Visual Aids in Teaching English as a Second Language, Washington: Hunter College,English Teaching Forum.Vol XIII 34,1975.p.265.
3. The Use of Pictures in Teaching and Learning Activities
