VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
NGUYỄN THỊ THANH THÚY
AN ACTION RESEARCH STUDY ON USING PICTURES TO DEVELOP
SPEAKING ABILITY OF THE FIFTH-GRADE STUDENTS AT AN
ENGLISH CENTER IN HA NOI
(Một nghiên cứu hành động về việc sử dụng tranh ảnh để phát triển khả năng
nói của học sinh lớp 5 tại một trung tâm tiếng Anh ở Hà Nội)
M.A. MINOR THESIS
Field: English Teaching Methodology
Code: 8140231.01
Hanoi - 2020
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
NGUYỄN THỊ THANH THÚY
AN ACTION RESEARCH STUDY ON USING PICTURES TO DEVELOP
SPEAKING ABILITY OF THE FIFTH-GRADE STUDENTS AT AN
ENGLISH CENTER IN HA NOI
(Một nghiên cứu hành động về việc sử dụng tranh ảnh để phát triển khả năng
nói của học sinh lớp 5 tại một trung tâm tiếng Anh ở Hà Nội)
M.A. MINOR THESIS
Field: English Teaching Methodology
Code: 8140231.01
Supervisor : Dr. Vũ Thị Thanh Nhã
Hanoi - 2020
DECLARATION OF AUTHORSHIP
I hereby confirm that the thesis entitled “An action research study on using
pictures to develop speaking ability of the fifth-grade students at an English
center in Hanoi” is the result of my own work to fulfill of the requirement of the
Degree of Master of Arts at the Faculty at Post-graduate Studies, the University of
Language and International Studies, Vietnam National University, Hanoi. The
thesis has not been submitted to any other universities or institutions.
Hanoi, 2020
Nguyễn Thị Thanh Thúy
Approved by
SUPERVISOR
(Signature and full name)
Dr. Vũ Thị Thanh Nhã
Date:.................................
i
ACKNOWLEDGEMENTS
I would like to give my all grateful words to express my sincere thanks to people
who have supported and assisted me during the hard time to carry out the research.
I would like to especially express my sincere thanks to my beloved supervisor Dr.
Vu Thi Thanh Nha for her warm-hearted guidance as well as encouragement that
she gave me in the process of thesis implementation.
The thesis would not have been completed without the help of the lectures and staff
of the Faculty at Post-graduate Studies, the University of Languages and
International Studies, Vietnam National University, Hanoi. I would like to take this
opportunity to send my deep appreciation to those whose assistance has enabled me
to take the pursuit of the degree.
I am truly indebted to involvement offered from my colleagues and students in
research participation.
I deeply wish to give my thanks to my family and friends for their great support.
ii
ABSTRACT
Speaking is one of the most important skills in learning foreign languages. It also
plays an indispensible role in daily life communication. When speaking, people
produce oral utterance to others by using words, grammatical structures,
pronunciation and intonation that they have learned or imitated. Aiming at
improving fifth grade students’ speaking ability and changing their learning
attitude, I conducted an action research at an English center in Hanoi to explore the
benefits of pictures and how they were applied to teach English. To maximize the
use of pictures’ effectiveness in speaking lessons, picture description and
storytelling were employed in the research. A diagnostic test and post-test were
adopted in order to measure students’ improved performance in speaking skills.
Teacher’s teaching diaries and the questionnaire were used to explore speaking
ability developed in the process of employing pictures as well as students’ learning
attitude towards this strategy. The results from collected, processed and analyzed
data indicated that students’ speaking skill in terms of vocabulary, grammar,
pronunciation and fluency have been improved. Besides that, pictures could
enhance their imaginativeness and their ability to speak out more easily and
persuasively. Most of students had positive attitudes towards the use of pictures in
speaking lessons. The use of pictures was also beneficial to students in terms of
logical thinking, self-confidence and motivation. The findings of the research also
displayed some problems leading to some suggestions for further research in the
future.
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LIST OF ABBREVIATIONS
AR
Action research
CAR
Classroom action research
DT
Diagnostic test
PT
Post test
SA
Strongly agree
SD
Strongly Disagree
iv
LIST OF TABLES AND FIGURES
Table 3.1: Topics of speaking lessons ......................................................................20
Table 3.2: Research procedures ...............................................................................27
Table 3.3: Meetings in cycle one ..............................................................................28
Table 3.4: Meetings in cycle two ..............................................................................30
Table 4.1: Summary of cycle one .............................................................................35
Table 4.2: Summary of cycle two .............................................................................37
Table 4.3: Students’ opinions about pictures used in speaking lessons ....................40
Table 4.4: Students’ opinions about picture description in speaking lessons ...........41
Table 4.5: Students’ opinions about storytelling with the use of pictures in speaking
lessons .......................................................................................................................42
Table 4.6: Students’ speaking skill elements comparison ........................................45
between diagnostic test and post-test ........................................................................45
Table 4.7: Students’ ability of catching words or phrases ........................................46
Table 4.8: Students’ speaking ability components improvement .............................46
Table 4.9: Deviation between diagnostic test and post-test ratings in comparison ..47
Table 4.10: Using pictures make students speak out easily and naturally ................47
Table 4.11: Using pictures make present more persuasively ....................................48
Table 4.12: Using pictures stimulates student’s imaginativeness .............................48
Table 4.13: Using pictures enhances students’ self-confidence ...............................49
Table 4.14: Students’ feeling when using the pictures in speaking lessons .............50
Table 4.15: Students' desire to use pictures in speaking learning .............................51
Figure 2.1: An approach to creative speaking...........................................................13
Figure 3.1: Cyclical Action Research Model by Kemmis & McTaggart, 1988 .......23
v
TABLE OF CONTENTS
DECLARATION OF AUTHORSHIP .................................................................... i
ACKNOWLEDGEMENTS ..................................................................................... ii
ABSTRACT ............................................................................................................. iii
LIST OF ABBREVIATIONS................................................................................. iv
LIST OF TABLES AND FIGURES ........................................................................v
TABLE OF CONTENTS ........................................................................................ vi
CHAPTER 1: INTRODUCTION ............................................................................1
1.1. Rationale of the research ......................................................................................1
1.2. Aims and objectives of the study .........................................................................2
1.3. Research questions of the study ...........................................................................2
1.4. Scope of the study ................................................................................................3
1.5. Methods of the study ............................................................................................3
1.6. Significance of the study ......................................................................................3
1.7. Organization of the thesis.....................................................................................3
CHAPTER 2: LITERATURE REVIEW ................................................................5
2.1. Speaking ...............................................................................................................5
2.1.1. Definition of speaking .......................................................................................5
2.1.2. The importance of teaching and learning speaking ..........................................6
2.1.3. Requirements of speaking ability elements ......................................................7
2.2. Pictures .................................................................................................................9
2.2.1. Definition of pictures ........................................................................................9
2.2.2. Types of pictures ...............................................................................................9
2.2.3. Criteria of using pictures .................................................................................10
2.2.4. Advantages and benefits of using pictures in teaching speaking ....................10
2.2.4.1. Advantages of using pictures in teaching speaking .....................................10
2.2.4.2. Benefits of using pictures in teaching speaking ...........................................11
2.2.5. Approaches to teaching speaking with the use of pictures .............................13
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2.3. Speaking assessment ..........................................................................................14
2.4. Previous studies ..................................................................................................16
2.4.1. Previous studies overseas ................................................................................16
2.4.2. Previous studies in Vietnam ............................................................................17
CHAPTER III: METHODOLOGY ......................................................................20
3.1. Setting of the study.............................................................................................20
3.2. Materials .............................................................................................................21
3.3. Participants of the study .....................................................................................21
3.4. Research approach .............................................................................................22
3.5. Data collection instruments ................................................................................24
3.5.1. Diagnostic test and post-test ...........................................................................24
3.5.2. Teaching diaries ..............................................................................................25
3.5.3. Questionnaire ..................................................................................................26
3.6. Research procedures...........................................................................................26
3.6.1. Diagnostic test .................................................................................................28
3.6.2.Cycle one ..........................................................................................................28
3.6.3. Cycle two ........................................................................................................29
3.6.4. Post-test ...........................................................................................................31
3.6.5. Teaching diaries ..............................................................................................31
3.6.6. Questionnaire ..................................................................................................32
3.7. Data analysis ......................................................................................................33
3.8. Summary ............................................................................................................33
CHAPTER IV: FINDINGS AND DISCUSSION .................................................35
4.1. Summary of two cycles ......................................................................................35
4.1.1. Cycle one .........................................................................................................35
4.1.2. Cycle two ........................................................................................................37
4.2. Findings ..............................................................................................................39
4.2.2. How the use of pictures influences the fifth grade students’ speaking ability44
4.2.3. Students’ attitude towards the use of pictures in speaking lessons .................49
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4.3. Discussion ..........................................................................................................52
4.3.1. Choosing materials suitable to the topic of lessons ........................................52
4.3.2. Using pictures to implement the popular activity of picture description ........53
4.3.3 Using pictures in different practical working organizations ............................53
4.3.5. Using pictures positively influences students’ attitudes .................................54
4.3.6. Other benefits from the use of pictures besides speaking ability improvement ..55
4.4. Summary ............................................................................................................55
CHAPTER V: CONCLUSION ..............................................................................57
5.1. Recapitulation ....................................................................................................57
5.2. Limitation ...........................................................................................................58
5.3. Implications and suggestions .............................................................................59
REFERENCES ........................................................................................................61
APPENDICES ........................................................................................................... I
Appendix 1: Diagnostic test ....................................................................................... II
Appendix 2: Lesson plan sample of the last meeting in cycle one ...........................III
Appendix 3: Lesson plan sample of the last meeting in cycle two .......................... VI
Appendix 4: Pictures ................................................................................................ IX
Appendix 5: Post-test ....................................................................................... XXXIII
Appendix 6: Speaking assessment criteria rubric ............................................ XXXIV
Appendix 7: Scores of diagnostic test ............................................................... XXXV
Appendix 8: Diagnostic test result summary .................................................... XXXV
Appendix 9: Scores of post-test ....................................................................... XXXVI
Appendix 10: Post-test result summary ........................................................... XXXVI
Appendix 11: Teaching diaries ...................................................................... XXXVII
Appendix 12: Questionnaire in English Version .................................................... XL
Appendix 14: The result of synthesised questionnaire responses ....................... XLVI
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CHAPTER 1: INTRODUCTION
This part presents the overview of the study including rationale, research aims and
objectives, research questions, scope, significance, methods and organization of the
thesis.
1.1. Rationale of the research
English language is not only a communicative tool in daily life, connecting people
in the variety of races all over the world but also a helpful instrument in business
transactions, cultural exchange, foreign affairs or political negotiation beside the
other fields of economics, science, medicine, technology and etc. Even though,
English is one of the most important criteria in recruitment of companies or
corporations to employ staff in non-spoken English nations including Vietnam.
In addition, English has become the dominant international language in Vietnam
since it was a compulsory subject to be taught at schools. Communication in
English is considered as one of the most important skills, therefore teachers have
paid more attention than others. From my observation, students especially the fifthgrade students in an English center in Ha Noi are usually nervous when speaking in
front of people in the class and confused with using vocabulary, how to pronounce
the words, and grammatical structures because of not having many new words and
worrying whether grammatical structures and pronunciation are correct or not.
Therefore, they do not know how to express their ideas to others and develop their
thoughts or purposes to others in oral performance. Students sputter and sometimes
make silence in their presentations. Those make a number of students apathetic,
unenthusiastic and inactive in speaking lessons.
Concerned with difficulties that students have in speaking lessons and how to
develop their speaking ability, help them overcome their anxiety and increase their
confidence, teachers bear a responsibility to find out a suitable way to push students
to speak more. Thus, teachers refer and apply updated teaching methods and create
new activities that make speaking effective. These methods influence students’
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participation and attitude towards learning process and help them improve speaking
competence.
As a teacher of English, the researcher is deeply aware of the significance of
speaking. The researcher often organizes a variety of activities to make students
partake and enjoy speaking lessons. Nevertheless, they still speak hesitantly and are
not enthusiastic in speaking activities. Their troubles in speaking do not lessen
much. This urges the researcher to look for an effective method to develop students’
speaking ability, improve their speaking competence and impact on their attitude
towards speaking learning. There are various speaking teaching methods consisting
of discussion, debate, role-play, story telling, jigsaw, improvisation, dialogues, ect
with many diverse supportive materials. Based on the concerned theory especially
the viewpoint of Wright (1989, p.2), pictures can help students “develop their
ability to use the foreign language” and relevant practical research, the researcher is
really interested in using pictures in activities of picture description and storytelling
with an expectation of developing and enhancing students’ speaking ability as well
as changing their learning attitude.
1.2. Aims and objectives of the study
The study aims at investigating how the use of pictures can help the fifth grade
students improve their speaking ability at an English center in Hanoi.
The main purpose of the study is to investigate the way the teacher employs the
pictures in speaking activities. It also examines the influence of using pictures on
improving the speaking ability of the fifth grade students. In addition, it is objective
to analyse the reaction of the fifth grade students to the use of the pictures in
speaking activities.
1.3. Research questions of the study
The study is addressed to investigate how the use of pictures can help the fifth grade
students improve their speaking ability at an English center in Hanoi.
The general aim of the study is detailed in the following questions:
(1) How are pictures used to teach the fifth-grade students speaking?
(2) How does the use of pictures influence the students’s speaking ability?
(3) What are their attitudes towards the use of pictures in speaking lessons?
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1.4. Scope of the study
The study was carried out with participation of twelve students who were all in the
fifth-grade from different primary schools in Hanoi and did not major in English. It
only focuses on the effectiveness of the use of pictures in speaking lessons to
students’ speaking ability and their attitudes. Any other skills or aspects relating to
the use of pictures were not mentioned in this study.
1.5. Methods of the study
The study was implemented based on the model of action research of Kemmis and
McTaggart (1988) in which planning, action, observation and reflection were
followed with taking intervention of using pictures in speaking lessons to meet the
aims. Additionally, diagnostic test and post-test, teaching diaries and a
questionnaire were employed to measure students’ speaking competence and
identify their attitudes towards the use of pictures in speaking lessons.
1.6. Significance of the study
In terms of theory, the research is expected to indicate effectiveness of the use of
pictures in developing and improving the fifth-grade students’ speaking ability and
their attitudes. In the practical side, the findings of the study are expected to be a
helpful reference for teachers and researchers especially in speaking learning and
teaching improvement. The study provides specific solutions with approaches of
pictures description and storytelling as well as the types of classroom working
organization to improve the students’s speaking ability via the use of picture. It
addresses to highlight the importance of using the target language in the classroom
in order to have meaningful and effective learning.
1.7. Organization of the thesis
The study consists of five chapters as follows.
Chapter 1: Introduction
This chapter presents the rationale, the aims and the objectives, the research
questions, the scope, the significance, the method and the organization of the thesis.
Chapter 2: Literature review
This part states the overview of theoretical background and previous related studies.
3
Chapter 3: Methodology
This section provides detail information of study context description including
setting, participants of the study and materials; research design comprising of
research approach, research procedures, data collection instruments and data
analysis.
Chapter 4: Findings and discussion
This chapter covers the results of data analysis, discusses the use of the pictures in
developing and improving students’ speaking ability and their attitude .
Chapter 5: Conclusion
This part summarizes the main points of the study, identifies limitations and offers
implications and suggestions for further research.
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CHAPTER 2: LITERATURE REVIEW
This chapter provides basic background and some previous relevant studies relating
to the research. It offers a theoretical framework to understand and perceive relevant
knowledge and concepts focusing on the impact of using pictures on the students’
speaking ability in speaking lessons. Therefore, it is necessary to be in accordance
with the previous basic knowledge relating to students’ speaking ability when
employing the use of pictures. This chapter also involves exploring some theoretical
background which is valuable to the study in terms of the notions and concepts
including the definition of speaking and its importance under the discussion, the
importance of the concept relating to speaking teaching and learning, speaking
ability components. Moreover, it conveys the outlook of the pictures as a helpful
visual media with benefits in English speaking teaching and learning via some
summarized preceding studies.
2.1. Speaking
2.1.1. Definition of speaking
Speaking is considered as a useful means of communication in daily interactive
activities. It is the process of sharing and constructing meaning of what people are
talking about through the use of verbal as well as non-verbal symbols, in various
differences of the contexts according to Chaney (1998). In the diversity of
situations, speakers and listeners use language, body language, codes, signs or other
means of communicative instruments to express their opinions, feelings or thinkings
in order to co-construct and transfer meaningful messages to others. Sharing the
partially similar point of view, Brown (1994) and Burns and Joyce (1997) assume
that speaking is a process of interaction building up the meaning that involves
acknowledging, treating information received and producing. Before producing oral
utterances, the speakers treat what they perceive, create new knowledge and then
deliver to the listeners.
In the academic aspect, Thornbury (2005) presents that speaking is a skill, and as
such a need to be developed and practiced independently of the grammatical
5
patterns. Since being little children, people have demands of learning speaking and
practicing without paying too much attention to grammar as required in academy.
It can be known that speaking plays a viable part in the process of building up and
developing meanings, ideas or thinkings, then transferring to others in a variety of
contexts, not only in language teaching and learning but also in daily life activities.
In general, depending on each of the contexts happening, the speakers use speaking
as a means of communicative way in interactive activities.
In fact, Hymes (1972), Richards and Rogers (2001) indicate that the goal of learning
language is to communicate. However, English teachers mostly focus on presenting
grammar structures and vocabulary. Thus, students do not have many chances and
motivation to practice their speaking in the class as well as outside application
leading that most of the students find that speaking skill is difficult and they prefer
grammar structure and vocabulary to speaking practice. As a result, the students
become passive learners.
Chomsky (1965) mentions that much of human language use was created from
underlying knowledge of abstract rules driven from innate students’ aptitude in
learning English. In this circumstance, the teachers have to create the environment
for the students to have speaking experience in English learning not only in the
class but also outside.
In brief, the definitions of speaking imply the notions of the authors about one of
the language skills.
2.1.2. The importance of teaching and learning speaking
In terms of the importance of speaking skill, it is believed that the most effective
way to communicate is through speech. Therefore, speaking skill is a quite
important communicative interaction. According to Chaney and Burke (1998),
speaking is the process of building and sharing meaning through the use of verbal
and non-verbal symbols in various contexts.
In the aspect of the significance of speaking, Hughes (2006) states that speaking is
the initial form that children obtain acquisition in day by day practice under
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activities of using language. The necessity of speaking skill is that students need to
implement daily practicing speaking, not only in the class.
Proficiency in speaking is the ability to speak skillfully with the capacity of putting
words together in a meaningful way to reflect or share thoughts, opinions and
feelings. Thus, people are not able to communicate properly with others without
speaking languages. It proves that speaking skill is quite important to language
learners. When speaking out, people acknowledge and transfer the information
better to others than other language skills. Then people can understand what
purposes speakers want to attain. The purposes can be description, statements,
requests, explanations, curses, recommendations or demands, etc to the listeners.
Thanks to speaking, the learners can improve other skills in language such as
listening, reading and writing. Linse (2005) claims that speaking skill is the initial
part that young students need to learn before enabling them to learn how to read and
write.
Besides
that,
due
to
learning
language
speaking,
students
can
have
experiences using language components to adapt to the requirement of interactive
communication. Therefore, it is really essential for the teachers to set up speaking
activities in the class and prepare suitable materials.
Moreover, Richards (1990) asserts that speaking skill mastery is considered as a
prior criterion for a lot of learners all over the world. Students are often assessed
their ability development in the process of language foreign learning in comparison
with their background of proficiency to measure improvement that they get in their
language speaking skill.
2.1.3. Requirements of speaking ability elements
It can be undeniable that speaking is extremely important, not only in the classroom
but also in real life. Speaking elements which contribute to creating oral utterance
and making it properly fulfilled are differently listed by many scholars. This thesis
only focuses on the requirement of students’ speaking ability elements in
vocabulary, grammar, pronunciation and fluency.
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2.1.3.1. Vocabulary
According Bailey (2006), vocabulary is an important component in the process of
learning speaking. Mastering vocabulary is necessarily vital in language acquisition.
Without vocabulary, the process of second language learning will not be fulfilled
especially in speaking skill.
Cook (2008) also states that second language acquisition is not proper if there is a
lack of vocabulary. The learners do not know how to acquire language if they do
not know the words. Like other skills, speaking is not sufficient and complete
without vocabulary.
2.1.3.2. Grammar
Besides vocabulary, grammar is taken into account to be one of key components in
language speaking. Celce-Murcia and Larsen-Freeman (1999) consider that
grammar is necessary in speaking learning as it allows learners to improve their
speaking skill in a foreign language. Therefore, grammar is very important in
speaking skill and learners are not able to speak English without getting English
grammar mastery as the opinion of Wang (2010). It can be undenied that grammar
is a necessary element and makes oral utterance sufficient.
2.1.4.3. Pronunciation
Grammar and vocabulary are essential components of language and they are not
helpful when speakers cannot pronounce these components accurately. Morley
(1991) says that pronunciation is an essential element of communicative ability and
lacking good pronunciation learners cannot communicate effectively. Hence, it is
undeniable that how to pronounce is really important in oral performance.
2.1.3.4. Fluency
Skehan (1998) considers fluency as oral language production without excessive
pausing or hesitation in the right time. Proficiency in language is speakers’ ability
of giving oral utterance production confidently and fluently. It is also the capacity
of using language skillfully to gain a communicative goal with little interruption,
hesitation or unskillful stop.
To sum up, vocabulary, grammar, pronunciation and fluency are crucial to constitute
students’ speaking production sufficiently. They are also important for the teacher to
8
implement activities for students in speaking lessons. Moreover, they are also basic
criteria to evaluate in students’ speaking competence (See Appendix 6).
2.2. Pictures
2.2.1. Definition of pictures
Hornby (1995) defines picture as a painting, drawing, sketch, etc. He also states that
pictures are descriptions to provide ideas, opinions, and thoughts of what something
appears in mind. Conversely, Gerlach and Elly (1980) mentions that students can
learn about people, places and things that are shown in pictures. Pictures are one
type of visual and attractive tools to help learners have images that they convey
meaning.
2.2.2. Types of pictures
There are many ways to classify pictures. According to Bowen (1982, p.3) each
type of visual aid is dealt with separately and decided to use when planning lessons
based on the objectives of the lesson, student characteristics, communication
problems in the lessons, lesson design and resources available.
Pictures can be classified as wall pictures and sequence pictures, flash cards and
word cards (Bowen, 1982). Meanwhile they can be pictures of single objects,
pictures of people, pictures of people in action, pictures of places, pictures from
history, pictures with a lot of information, pictures of news and so on as categorized
by Wright (1989). In this paper, the researcher only mentions about main types of
pictures including picture flashcards, pictures of single objects, pictures of people in
action and sequence pictures.
2.2.2.1. Pictures of single objects
According to Wright (1989, p.193) pictures showing single objects are about food,
clothes, animals, everyday objects etc.
2.2.2.2. Picture flashcards
Flashcards in which picture flashcards are for the representation of single concepts,
such as an object or an action” according to Bowen (Bowen, 1982, p.28). In some
cases, flashcards can be used as pictures of single objects to teach vocabulary of
objects.
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2.2.2.3. Sequence pictures
Sequence pictures are defined by Bowen (1982, p.20) as “a series of pictures on a
single subject” revealing “story or theme, like a strip cartoon, in a connected set of
illustrations”. He assumes that the learners will get “knowledge of sentence and
paragraph making”, “suggestions on how to build an arresting opening sentence,
how to vary the sentence construction, where to begin a new paragraph, how to give
the story tension and a climax and how to finish it as interestingly as possible”
(Bowen, 1982, p.23)
2.2.2.4. Pictures of people in action
This type of pictures talks about everyday activities relating to sport, hobbies and
entertainment, work, travel, transport, situations, what happens before and after the
action as stated by Wright (1989, p.197). The definition of these pictures is similar
to sequence pictures as mentioned above.
2.2.3. Criteria of using pictures
According to Bowen (1982), teachers should consider the following factors before
selecting a picture.
2.2.3.1. Appeal
The content of the picture should capture the students’ interest and imagination to
push their learning movitation.
2.2.3.2. Relevance
The picture should follow the specific learning objective of the lesson to reach the
aim of the language target.
2.2.3.3. Recognition
The important features of the pictures should be within the students’ knowledge and
understanding.
2.2.3.4. The charactersistics of the class members
The charactersistics of the students should be in a range of the age, sex, educational
background and expectation to learn the language.
2.2.4. Advantages and benefits of using pictures in teaching speaking
2.2.4.1. Advantages of using pictures in teaching speaking
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