15 task and makes the students focus on their interest. There are two kinds of
pictures. There are pictures and picture charts. Both kinds of picture have definite uses in the language classroom. Kreidler 1968 states that the first type pictures
portrays a situation or a topic and includes several people and actions. The examples of the actions or activities are a birthday party, a beach
scene, a picnic, or a sport event. The first kind of picture is very beneficial in introducing dialogues, practicing structural patterns, or stimulating oral and
written composition Kreidler, 1968. On the other hand, the other kind of picture fits into the drill of a particular grammatical point. In this case the grammatical
point is first determined. This type of picture usually depicts one action, one person, or one object. The students would have a good description of the world by
seeing the pictures. Pictures bring the outside world into the classroom in a realistic and concrete way Raimes, 1983. In connection with this idea, the
picture could be used as an aid to teach oral and written composition. The ultimate aim of the composition is to give the students
‟ opportunity to express their independent ideas using the language patterns they have learned Kreidler, 1968.
By using pictures, students and teachers could also learn together and they would get new experience by adding the media of their learning and teaching
process especially in learning how to write and compose a good writing. Practice writing is one of important ways to improve students writing skill. Kreidler 1968
states that students need this opportunity in order to start using English in a way that enables them to express their ideas, interests, feelings and needs clearly,
correctly and confidently.
16 In addition, students should engage in the learning process. Research
findings demonstrate that when students are engaging in an activity with interest, they tend to be focused effortful, persistent, and to experience positive emotions
MacArthur, Graham, Fitzgerald, 2006. Furthermore, Schlechty 2001 states that engagement is active which requires the student to be committed to the task
then find several basic values in what he or she is being asked to do. Therefore, the students could be more active in a learning process by the use of pictures as a
good stimulus. Finally, the students prefer to look at several pictures in order to increase
their engagement in learning. The use of picture in the classroom provides the stimuli to build the stu
dents‟ attention. Therefore the pictures could be a sufficient media to make the students see the world and they can create their imagination
and creativity in writing certain genres of writing.
2.1.3. The Students’ Engagement in the Learning and Teaching Process
Engagement is one of the important elements in learning and teaching process. Caine in Schreck 2011 notes that engagement occurs between feeling
and contact. Moreover, Schreck 2011 claims that engagement is an essential part of the complexity of learning. In addition, Barkley 2010 states that motivation is
the portal of engagement. Additionally, Schreck 2011 notes that motivation is a key component of engagement. Furthermore, Schunk, Pintrich, and Meece 2008
claim that the intrinsic motivation concerns to motivate the students to engage in an activity. Therefore, the people, who are intrinsically motivated, work on tasks
in the activity because they find them enjoyable.
17 Barkley 2010 notes that an unmotivated student has checked out
emotionally and mentally from the learning process. In contrast, students who are motivated to learn would actively pursue the information and understanding that
represent the engaged learning. Schreck 2011 also states that the student s‟
engagement is the product of motivation and the active learning. It is not a product rather than a sum because it will not occur if either element is missing. Brophy
2004 proposes that motivation to learn is an acquired competence developed through an individual‟s climax experience with learning situations.
Learning without engagement would direct both teachers and students to the unsuccessful learning. According to Barkley 2010, motivation and active
learning work together synergistically. Both teachers and students should have good engagement along the class hours. The teachers should build a good
relationship with the students in the teaching and learning process. The engagement does not occur if two elements are missing: a student does not
engaged if she is motivated but not learning, or if he or she is learning but doing so reluctantly Barkley 2010. Moreover, Schreck 2011 states that engagement is
highly performed when a positive student – teacher relationship is raised and
visible in the classroom. The teachers are more likely to promote the student
s‟ engagement when they implement the particular engagement strategies that increase the synergy.
Students are more likely to be engaged in tasks that take several benefits of their backgrounds, interests and experiences Schunk, Pintrich, Meece, 2008.
Teaching and learning process cannot separate the contribution of the teachers and
18 the students to make a successful learning and teaching process. The teachers and
the students should work together and support each other. The synergy between the teacher and the students is highly needed. Then, the synergy could be realized
by helping students feel as though they are part of a learning community, ensuring as much as possible that students are appropriately challenged, and establishing
classroom conditions Barkley, 2010. There are several concrete actions a teacher could take to successfully
engage his or her students. Barkley 2010 states that the students become more engaged when they feel that they value the members in a learning community.
Then the students could work at their optimal level of challenge, neither bored or overwhelmed. The situation of making the individual‟s climax experience would
produce a weave of connected insights, skills, values, and dispositions that is developed over time Brophy, 2004. In addition, the engaged student does the
task assigned with enthusiasm and diligence Schlechty, 2001. Moreover, Brophy 2004 defines
motivation in the classroom as “the level of enthusiasm and the degree to which students invest at
tention and effort in learning”. Barkley 2010 notes that when students want to learn, they do several habits such as pay
attention in class, take notes during a lecture, study when they get home, and monitor their own progress and ask questions when they don‟t understand.
2.2. Theoretical Framework
In this thesis, the researcher would answer two research questions based on several related theories described in the theoretical description part. The first
research question is about the implementation of the use of picture to improve the
