Sometimes, picture is easy to be understood than a word or a sentence. So, picture cued task will help teacher
s to measure their students’ vocabulary that they have learned.
B. Picture Storybook 1. The Definitions of Picture Storybook
The media that the writer will use in this study is picture storybook. Because a media which will grasp students’ interest for enriching student’s vocabulary by
hearing stories while seeing the text and picture is picture storybook. According to Hornby, storybook is a book of stories for children.
22
Moreover, according to Malu, she said picture storybook are books with picture and text that
together tell a story with an appropriate theme for children.
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In short, picture storybook is a book of one or more stories with picture and text that together tell a
story in a certain theme. By using picture storybook in
a class, teacher can enhance students’ attention. If students pay attention to a topic of material that their teacher explain, they will
understand it easily. In addition, picture storybook are not only for students who are visual learners, but also, it is for students who are auditory learners,
readingwriting learners and kinesthetic learners. For visual learners, teacher will help them to memorize vocabulary and understand a meaning of each vocabulary
by seeing pictures. For auditory learners, teacher will help them by listening to a story in read-aloud activity. Furthermore, teacher will help readingwriting
learners by writing prediction of a story, writing a reaction towards the story, and reading aloud the story. For helping kinesthetic learners, teacher can ask students
for role-playing based on the story after read-aloud activity. It means, if teacher
22
A. S. Hornby, op. cit., p. 1333.
23
Kathleen F. Malu, Exploring Children’s Picture Storybooks with Adult and Adolescent EFL
Learners, number 3, English Teaching Forum, 2013, p. 11.
use picture storybook and heshe combines it with creative activity, students will be active in a class and they will learn new words joyfully.
2. Steps for Teaching Vocabulary through Picture Storybook
There are some version of steps for teaching vocabulary through picture storybook, the first version according to Malu are:
a. Teacher presents a book cover,
b. Teacher asks students to see illustrations and title on the cover to make
predictions. While students are giving their predictions, the teacher writes them on the board,
c. Teacher reads the title, author, and the name of the publisher,
d. Teacher reads the story aloud,
e. When the teacher is reading aloud, teacher should pause whenever there is
information that supports or refutes student predictions, f.
Teacher should focus on the illustrations to reinforce comprehension, g.
At the end of the read aloud, teacher asks students to write their reflections and reactions to the story in a free-writing format,
h. Furthermore, teacher can give text-exploitation activities which include
choral readings. Students are divided into groups and they have to listen and repeat dialogue which is read by the teacher or teacher can ask students for
doing a role-play of the story.
The first version activity of teaching vocabulary through picture storybook is focus on teacher center. Teacher wants to introduce a picture storybook to
hisher students for the first time. Students’ activity for comprehending
vocabulary in this step are writing prediction, reflection and reaction to a story. For helping them to understand vocabularies in a story, teacher should
pause whenever there is a part of story which are related to students’
prediction. Moreover, teacher should focus on illustration to explain more about vocabulary explanation in a story. Also, teacher can include choral
reading activity at the end of read- aloud activity for focus on students’
pronunciation. Moreover, teacher can ask students for role playing, so students can memorize and understand vocabularies deeply.
The second version, according to Malu are : a.
Students are divided into groups, b.
Every group have to select one member to be a group leader, c.
Teacher trains the leaders to read the book, d.
Then, the leader of each groups should read the picture storybook to his or her small group.
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In the second version of teaching vocabulary through storybook by Malu is focus on stud
ents’ center. By this activity, students can comprehend vocabulary more deeply in their small group.
According to Hickman, pollard-durodola and Vaughn, as the third version of it, are:
a. Teacher introduces reviews the story, then the teacher introduces three
new vocabulary words from 200-250-word passage, b.
Teacher reads a passage from narrative or informational text out loud, c.
Teacher asks students to make predictions for checking their comprehension,
d. Teacher re-reads the story and stop at each vocabulary word to review and
clarify and check. e.
Teacher asks students to summarize about the story and any content knowledge that was learned.
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24
Ibid., pp. 16-17.
Hickman, Pollard and Vaughan give an example of activity for teaching vocabulary through picture storybook. Simi
lar to the first version of Malu’s activity, this version
is teacher’s center. The different of this version with the first version of Malu is teacher read-aloud without pausing at second
step of it. Then teacher will re-read and pause to every word to comprehend it at the fourth step.
C. Related Previous Studies
There are some similar related studies that had been conducted by other researchers
about different ways for enriching students’ vocabulary mastery. First, Kasim conducted a study about
“Increasing the Students’ Vocabulary Mastery by Using Word Wall Media
”. She conducted a study at the second year students of SMP Negeri 26 Makassar in 2010-2011 academic years. She used CAR Class
Action Research as the research method. The aim of her research was to increase students’ vocabulary, especially on noun and verb. As the result, she found out that
word wall media was effective for increasing students’ vocabulary mastery.
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I n 2013, Kosim studied about “Improving the students’ vocabulary mastery
through flashc ards”, by using flashcards. He did the research at the fourth grade
students in Madrasah Ibtidaiyah An- Nuriyah Kuala Mandor “B” in the academic
year 20122013. In his research, he conducted CAR Classroom Action Research to help students to solve their problem on vocabulary mastery. One of the activities that
he did in the classroom was guessing and matching game in pairs. He said the game was effective to increase students’ motivation on learning. As a result, the minimum
score of achievement of students’ vocabulary mastery was 65, it means that using
25
Peggy Hickman, pollard-durodola and Vaughn, Storybook Reading Improving Vocabulary and Comprehension for English Language Learners, International reading association, 2004, p. 724.
26
Nur Aeni Kasim, “Increasing the Students’ Vocabulary Mastery by Using Word Wall Media”,
Thesis Makassar: Universitas Negeri Makassar, 2011, not published.
