d. Illustrative sentence It is done by putting the word in sentences in order to illustrate the range
and variations of position. e. Practicing from meaning to expression
After knowing certain words, the students are asked to practice the use of the words to reinforce the trace and turn those words into habit. Pictures, realia, and
dramatization can be used as stimuli. f.
Writing the word This activity will help students to remember the spelling of the word that
they have heard and pronounced.
B. Pictures as the Media
The effectiveness of picture in language teaching has been universally acknowledged. Pictures do not only stimulate the students to practice the language
skills but also make the learning enjoyable. This section discusses the nature of pictures, pictures as the media to teach vocabulary, types of pictures, and the
advantages for both teacher and students of using pictures as the media.
1. The nature of pictures
Pictures, stated by Heinich 1982: 84 as photographic representations of people, places, and things are available in most subject areas and all levels from
Kindergarten to adult. It is also suggested that pictures should be used at all levels starting with the beginning level of English and continuing as long as the students
studies the language. Pictures can be used as a means to channel a message or
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information from the source to the receiver Trisisca, 1996: 24. Pictures are a kind of language to communicate. They are visual language that is expressed by signs and
symbols. Sometimes students get difficulties in understanding verbal explanation or
instruction. The effort to make them understand is making them close to the reality. Picture is one of the media that can help them understand what the teacher says
because pictures are one recognized way of representing a real situation Kreidler, 1. Moreover, one picture is worth than a thousand words. Skillful uses of pictures
has resulted successful training which proves that teaching may be done much more effectively by pictures than by words alone Haos, 1946: 1.
2. Pictures as the media to teach vocabulary
Pictures as the media means pictures here may be used by students for individual study, for utilization in study centers and exhibits, and for projection onto
a screen when groups of students need to look at and study one or several pictures at the same time LaMond, 1981: 6.
Two reasons for using pictures as the media in teaching learning are that pictures are easily available and they are inexpensive Mc. Keown, 1949: 137.
Pictures are so abundant and cheap, that no teacher has to waste time in preparing them. Ideas for getting visual media are everywhere: in magazines, newspaper,
brochures, and labels. However, not all pictures can be used in teaching vocabulary. The selection of the pictures should be related to the objectives of teaching
vocabulary.
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The requirements of good pictures for teaching vocabulary Trisisca, 1996: 25- 27 are:
a. Simple Simple pictures are useful and can be a good media as far as they can clarify the
explanation. Simple and attractive pictures are useful than the beautiful pictures. b. Have no ambiguity
The point of the picture must be clearly in meaning. The illustration of the picture must represent the meaning that is going to be described.
c. Must be in accordance with the students level The pictures used should be appropriate to the students’ knowledge of English.
If the picture shown is too difficult to understand, the students will be frustrated and will not want to learn.
d. The size of the picture The size of the picture depends on the class. The purpose of this consideration is
each student is able to see all the necessary details in the picture clearly. If the picture includes only one object or action, it can be smaller than a picture that includes more
objects or actions.
3. Types of pictures
