Writer : Ahmad Syahirul Alam
Abstract:
Picture is one of the important things
In language learning, perhaps with using
Pictures can help the teachers to motivating
The student to interested in language
Learning process.
Key word: criteria of pictures, roles of pictures and advantages of using pictures
A. Introduction
Abstract:
Picture is one of the important things
In language learning, perhaps with using
Pictures can help the teachers to motivating
The student to interested in language
Learning process.
Key word: criteria of pictures, roles of pictures and advantages of using pictures
A. Introduction
Many language teachers are as concerned to help their students to develop as people and in their ability to relate to others, as they are to help them to develop their ability to use the foreign language. In example, it is not enough for students to have a competent ability in a language if they cannot develop a conversation or discussion. It is important to have as wide range of resources as possible in the classroom so that the students can have a rich base and stimulus for this development. And the resources must include pictures. It is very common to hear people say that pictures are all right for beginners and for young people but not for advanced students or exam classes. This statement is unhelpful and untrue. Any activity done in the classroom must be efficient in achieving its purpose. Pictures should certainly be subjected to some practical criteria for assessment of their value, but such criteria should apply to all activities whether they involve pictures or not.
According to Andrew right that teachers especially language teachers did not required to buy pictures, they may create the picture by them self although their pictures did not good enough. But language teachers must know that the pictures must involve five criteria, those are:
1. Easy to prepare
If it is difficult for teachers to prepare in relation to what you will get out of it, then don’t do it. If it takes an hour or two to prepare an activity that you can then use many times with different closer, then it is worth it.
2. Easy to organize
Opening textbook is not difficult to organize, but most other activities do require organizational time and energy. So the way out is using a pictures.
3. Meaningful and authentic
Actually the teachers fail down heavily at this point. It is also probably true that many activities that appear to be communicative are little more than empty drills, in the sense that no one really cares about the meaning.
4. Interesting
Textbook may be interesting but on the other hand, teachers and students might like to have a change from it. And of course, may not be interesting at all.
5. Sufficient amount of language
Will the activity give rise to a sufficient amount of language in order to justify its inclusion in the language lesson? If not, don’t do it.
These five criteria can be applied by any teachers such as teachers of advanced adult students or teachers of exam classer, or teachers of beginners.
USING PICTURES BY EMPHASIS ON SPEAKING AND WRITING
Speaking and writing are both productive skills and pictures can often be used in similar ways to promote them. The word ‘emphasis’ is included in the heading because the other skills of listening and reading are also integrated in many of the activities described. Indeed in some activities described in this part, the receptive skills are equally important. For example, in the well-known activity’ describe and draw, one student gives instructions while the other listens and draws.
There are some roles for pictures in speaking and writing:
1. Pictures can motivate the students and make them want to pay attention and want to take part.
2. Pictures contribute to the context in which the language is being used. They bring the world into the classroom.
3. The pictures can be described in an objective way or interpreted or responded to subjectively.
4. Pictures can cue responses to questions or cue substitutions through controlled practice.
5. Pictures can stimulate and provide information to be referred to in conversation discussion and story telling.
After know about some roles for pictures in speaking and writing above perhaps teachers can have a central aim, this is to help the students develop skill and confidence in searching for meaning by themselves.
Beside picture can used by the teachers and speaking and writing, they also can using picture on listening and reading. There are two reasons why pictures have a mayor role to play in the development of students skills in listening and reading:
1. The meanings we derive from words are affected by the context they are in, pictures can represent or contribute much to the creation of context in the classroom.
2. It is often helpful if the students can respond to a text non verbally, pictures provide an opportunity for non-verbal response.
CONCLUSION
After know about the criteria of pictures, and some roles for pictures in speaking, writing, reading and listening, we can attracts conclusion that with pictures in language learning process the teachers can motivated the students to interested to the new language. Beside that there are five advantages of using pictures for language learning:
1. Pictures can arouses student interest.
2. Pictures give more opportunity for, students to use the language.
3. Pictures attract students’ attention.
4. Pictures help students to understand the meaning of a word better.
5. Pictures can adds a pleasurable variety to English learning.
Perhaps with five advantages above could be a consideration for the teachers that pictures can’t be separated with language learning process in any degree of students.
Bibliography:
Wright, Andrew. Pictures for Language Learning. New York: Cambridge University press. 1989.
Nunan, David. Language Teaching Methodology. New York: Practice hall. 1991.
According to Andrew right that teachers especially language teachers did not required to buy pictures, they may create the picture by them self although their pictures did not good enough. But language teachers must know that the pictures must involve five criteria, those are:
1. Easy to prepare
If it is difficult for teachers to prepare in relation to what you will get out of it, then don’t do it. If it takes an hour or two to prepare an activity that you can then use many times with different closer, then it is worth it.
2. Easy to organize
Opening textbook is not difficult to organize, but most other activities do require organizational time and energy. So the way out is using a pictures.
3. Meaningful and authentic
Actually the teachers fail down heavily at this point. It is also probably true that many activities that appear to be communicative are little more than empty drills, in the sense that no one really cares about the meaning.
4. Interesting
Textbook may be interesting but on the other hand, teachers and students might like to have a change from it. And of course, may not be interesting at all.
5. Sufficient amount of language
Will the activity give rise to a sufficient amount of language in order to justify its inclusion in the language lesson? If not, don’t do it.
These five criteria can be applied by any teachers such as teachers of advanced adult students or teachers of exam classer, or teachers of beginners.
USING PICTURES BY EMPHASIS ON SPEAKING AND WRITING
Speaking and writing are both productive skills and pictures can often be used in similar ways to promote them. The word ‘emphasis’ is included in the heading because the other skills of listening and reading are also integrated in many of the activities described. Indeed in some activities described in this part, the receptive skills are equally important. For example, in the well-known activity’ describe and draw, one student gives instructions while the other listens and draws.
There are some roles for pictures in speaking and writing:
1. Pictures can motivate the students and make them want to pay attention and want to take part.
2. Pictures contribute to the context in which the language is being used. They bring the world into the classroom.
3. The pictures can be described in an objective way or interpreted or responded to subjectively.
4. Pictures can cue responses to questions or cue substitutions through controlled practice.
5. Pictures can stimulate and provide information to be referred to in conversation discussion and story telling.
After know about some roles for pictures in speaking and writing above perhaps teachers can have a central aim, this is to help the students develop skill and confidence in searching for meaning by themselves.
Beside picture can used by the teachers and speaking and writing, they also can using picture on listening and reading. There are two reasons why pictures have a mayor role to play in the development of students skills in listening and reading:
1. The meanings we derive from words are affected by the context they are in, pictures can represent or contribute much to the creation of context in the classroom.
2. It is often helpful if the students can respond to a text non verbally, pictures provide an opportunity for non-verbal response.
CONCLUSION
After know about the criteria of pictures, and some roles for pictures in speaking, writing, reading and listening, we can attracts conclusion that with pictures in language learning process the teachers can motivated the students to interested to the new language. Beside that there are five advantages of using pictures for language learning:
1. Pictures can arouses student interest.
2. Pictures give more opportunity for, students to use the language.
3. Pictures attract students’ attention.
4. Pictures help students to understand the meaning of a word better.
5. Pictures can adds a pleasurable variety to English learning.
Perhaps with five advantages above could be a consideration for the teachers that pictures can’t be separated with language learning process in any degree of students.
Bibliography:
Wright, Andrew. Pictures for Language Learning. New York: Cambridge University press. 1989.
Nunan, David. Language Teaching Methodology. New York: Practice hall. 1991.
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