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
A good picture for teaching learning process should be easy to prepare in order to consume teaching time effectively. By using easy prepared pictures,
teachers will not waste their time only for preparing the pictures. Hence, teaching learning process will be effective in time.
2. easy to organize A good picture for teaching learning process should also be easy to
organize. As same as previous criterion, easy organized pictures will not waste teachers’ time during teaching learning process.
3. interesting for the learners An interest is one of criteria of good pictures for teaching and learning
which is important. An interesting pictures will make learners pay attention to learning material which delivered by teachers. Further, Anderson adds that
teachers also have to provide the pictures which are liked by learners because the teachers want the learners to pay attention to learning material.
13
4. authentic and meaningful to the activity An authenticity of pictures means that the pictures draw a real situation. As
Sadiman, et. al., states that the pictures have drawn a situation which what people say it is.
14
5. the activity should give rise to a sufficient amount of language Furthermore, Hamalik adds that pictures which are used in teaching learning
process have to be simple.
15
The pictures are simple in color, creating a certain impression, valuable in aesthetics, and practical.
From the criteria above, it can be seen that when teachers want to use pictures as visual aid in their teaching activity, they should consider those criteria. They
are easy to prepare, easy to organize, interesting, authentic and meaningful to the activity, able to give rise to a sufficient amount of language and simple.
13
Ronald H. Anderson, Pemilihan dan Pengembangan Media untuk Pembelajaran, Terj. Selecting and Developing oleh Yusufhadi Miarso, dkk, Jakarta: Rajawali, 1987, p. 52
14
Sadiman, et. al, Media Pendidikan Pengertian, Pengembangan, dan Pemanfaatannya, Jakarta: PT. Raja Grafindo, 2010, p. 31
15
Oemar Hamalik, Media Pendidikan, Bandung: Alumni, 1986, p. 86
c. Advantages of Using Picture in Teaching Learning Process
The use of pictures in teaching learning process has many advantages. The researcher categorizes those advantages into three categories which are in
practicality, learning process, and learners ’ attitude toward learning.
Practically, the use of pictures in teaching learning process has many advantages. One of them is that pictures is easy to get and inexpensive.
16
Teachers can find various pictures easily and inexpensively in internet, for instance, or in other media, such as magazine, newspaper, etc. Because of
pictures’ economical advantage, teachers can use them as one of teaching media. Further, the pictures can show more realistic than the subject matter than the
mere verbal media. Then, learners can see learning material discussed clearly. The pictures also can overcome limitations of space and time because not all objects or
events can be brought to class.
17-18
For instance, when teachers will compare size of human and dinosaur, it is impossible to bring a real dinosaur to class. Hence,
the teachers can use dinosaur pictures as teaching aid which can overcome limitations of space and time.
Moreover, the use of pictures in teaching learning process also has some advantages in learning process. Pictures are one of visual media which can
improve learners’ understanding and memorizing. Fathurrohman and Sutikno say that the advantages of the use of pictures are
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: 1. images can improve perception
2. images can improve understanding 3. images can improve learning transfer
4. images can reinforce knowledge 5. images can improve memorizing.
Hence, by the use of pictures in teaching learning process, learners will understand and memorize learning material easily.
16
Sadiman, et. al, op.cit., p. 29
17
Ibid.
18
Basyiruddin Usman, Media Pembelajaran, Jakarta: Ciputat Pers, 2002, p. 48
19
Pupuh Fathurrohman and M. Sobry Sutikno, Strategi Belajar Mengajar, Bandung: PT. Refika Aditama, 2009, p. 16.
