Concept of Pictures (Definition and Procedure)

Concept of Pictures (Definition and Procedure)

a)    Definition of Pictures

There are many ways, which can be used, in teaching vocabulary. However, there are only few that are considered very effective and efficient. One of them is through pictures. Pictures can be used to explain the meaning of vocabulary items. Moreover, they are easy to get and we can find them on magazines, books, even we may draw the pictures by ourselves.

A picture can give some description of something for instance, the teacher show the picture of animal being at zoo to the students. They may think that there are many animal (domestic and wild animal) like lions, monkeys, elephants, etc. in addition, it can motivate them to mention or say what they see in the pictures to each other or to the teacher during learning process.

Zarei & Salimi (2012: 45) Picture is an easy way for simultaneous attention to the  building  blocks  of  second  language learning.  Using  picture  for  presenting  new vocabulary has been a fundamental principle in  many  methods and the using of picture  activities  form  a  mental link  at  the  early  stages  of  second  language learning,  especially  if  it  is  created  by  the students  themselves.

Leny (2006: 43) Vocabulary is one of the important factors in all language teaching learning and the students must continually learn new words as they learn structure and as they practice sound system, but most of the students are not interested and motivated at all. Therefore, the writer uses pictures as one of the strategies in teaching that benefits the students in many ways.

Brno (2009: 17) the  picture  is  used  in  a  more  meaningful  and  ‘real-life-communicative’ way than being just displayed for students to say what they can actually see. This will probably have a greater impact on the retention of a piece of vocabulary again and also subsequently on the ability to use it in communication.

b)   Procedure of Pictures

Marzano’s 2003 Six Step Process Teaching Academic Vocabulary

1.      Provide a description, explanation, or example of the new term.

2.      Ask students to restate the description, explanation, or example in their own words.

3.      Ask students to construct a picture and representing the word.

4.      Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. 

5.      Periodically ask students to discuss the terms with one another.

6.      Involve students periodically in games that allow them to play with terms.

Iruio (2000: 98) In order to teach students to guess at the meaning of phrases to knowing all of the words and structures of the sentences by using pictures.

1.      Use pictures as a media.

2.      Modify your speech to emphasize key words, simplify vocabulary and grammar, use related ideas and talk out of context.

3.      Students will use English when they are ready.  They sometimes experience a “silent period” which can last days or weeks.

4.      Focus Attention on Key Vocabulary.


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