CHAPTER I INTRODUCTION

English is one of international languages, which is used all over the world and English is also used in many areas of life such as: in Politics, Economics, Social and Education. Therefore, English as a language in international communication is obviously needed by many learners to deliver thought and interact in a variety of situation. In Indonesia, English is one of the foreign languages for students that must be learnt in school since kindergarten level until University level. English is considered as a difficult subject for the Indonesian students, because English is completely different from Indonesian language being look at from the system of structure, pronunciation and vocabulary. In this situation it will be important to understand English very well in the future and this is the reason for finding better and more enjoyable ways how to start teaching young learners. The use of media as learning aids is mostly believed to facilitate the English classes. Although this is not only factor to increase the quality of English teaching, but the media can be as an object or visual representation of the real thing. According to Sabilah (2000), the function of media is to help and to develop teaching technique of English teacher in teaching four English skills (speaking, listening, writing, and reading). With media the young learner will learn more about vocabulary as the base of English. Vocabulary is one of the important points of English learning. It is one of the language components and as a base of a language. That is why vocabulary building should be given to children. Getting much vocabulary is better because they will have stronger base in learning and simple vocabulary is the best choice for children (color, number, fruit and so on). Therefore, there is a great necessity to have the young learner study English vocabulary. According to Joyce and Calhoun (1998), the Picture Word Inductive Model (PWIM) is an effective teaching strategy for the young learner. In addition, based on the pupils vocabulary level, this model can be adopted by teachers to further the development of childrens reading and writing skills. Applying PWIM strategy in assisting students writing may be helpful for them. Students are

assigned some pictures to be described. In this strategy, teacher assists students to gain many vocabularies from the picture. Pictures are universal stimuli to aid learning that provide a starting point for language sharing in the classroom (Wood & Tinajero, 2002). Guiding student by pictures can be very helpful for them in finding good topic and find the appropriate title for the text they are writing. Teacher can help students in making coherence sentences in a paragraph or paragraphs by showing pictures about a text. Besides, PWIM strategy also could improve students vocabulary. Students vocabulary will influence to student skills in English language.

CHAPTER II CONTENT 2.1 Definition and Characteristics of Young Learner According to igrdyov (2006) Young learners are children from the first year of formal schooling to eleven or twelve years of age. The limitation of young learners are children from approximately 4 to 12 years old said Suhartatik (2008). Two main groups of young learners are: (i) young group (4-8 years old), (ii) older group (9-12 years old). Young learners have specific characteristics, such as: 1. Young learners tend to change their mood every other minute. 2. They have a very short attention and concentration span. 3. They show a greater motivation than adults to do things that appeal to them. 4. They always want to know everything. 5. They tend to use oral language & real object to comprehend something. 6. They tend to use physical activities in teaching learning process According to Suhartatik (2008) stated that there are four basic skills to teach English for Young Learners, such as: 1) Perceptual Skills Focus on developing sensory skills, the young learners usually get the information through their five senses easily such as sight, touch, taste, smell and hearing. The aim is to develop the students' understanding of sensory skills. Activities: introducing colours, sounds, shapes, flavour, aromas, and textures. 2) Organizing Skills

Focus on the way to organize the information. The children learn how to classify the objects into the appropriate sub-categories. The aim is to develop the students' understanding to associate objects and to arrange them in sequence. Activities: introducing letters of alphabet, fruits, vegetables,-animals.

3) Language Skills Focus on language developments, the children learn how to hear and imitate speech sounds first until they has gradually learned to say words and its meaning. The aim is to help the students to enlarge their vocabulary building. Activities: introducing simple words through pictures, songs, etc. 4) Reasoning Skills Focus on the logical reasoning. The children learn how to think logically from the simple expression. The aim is to train the students to relate ideas logically based on their capability. Activities: introducing concept of Mathematics, numbering, and puzzle. 2.2 Media Media has a very important role in increasing the childrens interest to follow and pay attention to the lesson, because by using media, the student do not only listen to what is said and taught by the teacher, but also see, notice, and fell it directly. It can increase student motivation in learning, activate student to give responses, enable the student to repeat what they learn, stimulate the student to study harder, and encourage the student to give direct feedback. Teacher of young learners have to use some visuals in their teaching activities to facilitate their teaching. Latuheru (1984) states that there are three kinds of teaching media, they are: audio

media, visual media and audio-visual media. But now the explanation will be focuses on Visual Media and for the Audio-visual media will be explain later. 2.2 Visual Media Visual media is very important in the teaching process. Visual media is able to make easily understanding and unifying of remembering. Therefore, visual media is as tools, which uses in the teaching learning process. It means that visual media is as something that could be seen. Furthermore, visual media should be increased the students motivation in understanding materials in the teaching learning process. It means, visual media makes students easy to convey the students remembering of materials. As cited by Mudjiono (2009), he stated that media especially visual ought to increase students' motivation in learning. 2.3 The Kinds of Visual Media The kinds of visual media that will mention bellows are able to be used by the teacher in teaching learning process. Of course, using visual media in teaching activity in order to be effective and enjoyed, the teacher must adjust the use of visual media with the subject matters. In this case, not all the visual media can be used for all the subject matters, but must be adjusted with the subject matters will be communicated to the students and the teaching purposes will be reached. The teacher in the teaching learning process of writing can use many kinds of visual media. There are simple and cheap visual media and there are also the sophisticated but not expensive to apply any where the teacher wants it. The kinds of visual media are; a) Whiteboard

The whiteboard has been rightly termed the most useful visual media. It is standard equipment in every classroom. Teachers need to begin with a clean slate. The Whiteboard should be completely erased before beginning any new lesson or new point in the lesson. Teachers should write an attention pointer when new material is being taught. Teachers in the primary

level make very effective use of colored board marker. Excellent use of the whiteboard can increase memorization of text. b) Picture

Pictures including photos, paintings / drawings, realia, and sketches (line drawings). The main objective appearance of various types of picture is to visualize the concept to be conveyed to students. According to Mudjiono (2009) using this media will make the students feel to accept to perceive picture and at the same time train natural existence energy and their memory, and naturally student have attention to the teacher.

c)

Flashcard

The forms of flashcard are variety. The teachers can collect their own sets of flashcards from magazines, calendars, etc. According to Bowen as cited by Leni (2006), there are two types of flashcard as their shapes, and they are word flashcard and picture flashcard. Word flashcard is a card with printed word on it. The teacher can use the card to demonstrate exactly what the teacher wishes. Picture flashcard is card with printed picture on it. It is very useful for the representation of a single concept, such as an object or in action. But now, it is very often that flashcard has both such as picture and word that printed on it. Nizam (2009) said that this type is considered more beneficial than the previous two sorts because it does not only give concrete visual imagery but also word spelling. It means the flashcard that consists of the picture and word on it is more useful and interested because through flashcard the students will know the spelling of the word and colorful picture will provide concrete illustration to the students. It will make the students become more motivated. Then, flashcard can reinforce the writing skill of the students such as the students are asked to compose words, making sentences or paragraphs until finally forming essay or article through flashcard. d) Puppets

Puppets are very popular among children. They have been popular for hundreds of years because they are so much fun. Teachers can move them around and make them talk, dance, and walk, just like actors in a play. Some simple puppets are very easy to make. These can be paper bag puppets, glove puppets, stick puppets, hand puppets, or finger puppets. With puppet it will catch children's attention easily. e) Models

There are many advantages in real things in instructions. Students become more familiar with objects which are part of their environment and those relate to their problems and activities. In many different ways in which real things can be used for instructional purposes, each student will study to manipulate the object practice with them, and use them to discover their characteristic, operational actions, or behaviors. 2.4 Defining of Picture Word Inductive Model (PWIM) According to Cardwell & Peacock (2004) PWIM is an analysis that adapted to language arts strategy that uses pictures containing familiar objects and actions to elicit words from children's listening and speaking vocabulary. Originally designed by Emily Calhoun as a major component of a language arts curriculum for beginning readers (Calhoun, Poirier, Simon, & Mueller, 2001), this model has several specific purposes. According to Calhoun (1999), the PWIM is used with classes, small groups, and individuals to lead them into inquiring about words, adding words to their sight-reading and writing vocabularies, discovering phonetic and structural principles, and using observation and analysis in their study of reading, writing, comprehending, and composing. While the activities may differ, the instructional goals for students of all ages are the same. Why using Picture Word Inductive Model According to Calhoun (1999) The purpose of using PWIM is to develop students vocabulary, concepts about words, and sentence and paragraph structures through reading and content areas such as math, science, social studies, and health. As an inductive instructional strategy, it has been researched and proven to be highly successful with both beginning readers and over-aged beginning readers.

Benefit of using PWIM The following list of benefit of the Picture Word Inductive Model is drawn from Calhoun (1999). 1. The strategy emphasizes phonics, grammar, mechanics, and usage of Standard English. 2. Pictures provide concrete visuals for the learning of new words, phrases, and sentences. 3. Because students are using pictures related to content material under study, they feel a part of the classroom community and can participate in class activities. 4. The picture word chart serves as an immediate reference, or picture dictionary, that enables students to eventually add the words to their own sight vocabulary. The teacher can choose to emphasize almost any sound and symbol relationship (introduced or taken to mastery). 5. Students are assisted in seeing the patterns and relationships of the English language, enabling them to apply this learning to newly encountered words. 6. Students hear and see words spelled correctly and participate in correct spelling and writing. 7. Learners benefit from the teacher modeling of the key words and concepts. With extensive practice, students begin to learn how to create sentences and paragraphs related to the subject under study. Step of Using PWIM 1. Select a picture. 2. Ask students to identify what they see in the picture. 3. Label the picture parts identified. (Draw a line from the identified object or area, say the word, write the word; ask students to spell the word aloud and then to pronounce it). 4. Read and review the picture word chart aloud.

5. Ask students to read the words (using the lines on the chart if necessary) and to classify the words into a variety of groups. Identify common concepts (e.g., beginning consonants, rhyming words) to emphasize with the whole class. 6. Read and review the picture word chart (say the word, spell it, say it again). 7. Add words, if desired, to the picture word chart and to the word banks. 8. Lead students into creating a title for the picture word chart. Ask students to think about the information on the chart and what they want to say about it. 9. Ask students to generate a sentence, sentences, or a paragraph about the picture word chart. Ask students to classify sentences; model putting the sentences into a good paragraph. 10. Read and review the sentences and paragraphs. Choosing Picture in PWIM Calhoun (1999) defines a way to choose a picture that will be used in PWIM. 1. All About Pictures - Pictures with rich content will provide more opportunities for language development. Try to select pictures your students can relate to. 2. Picture Size - The larger the picture, the better. Try to find pictures that are the size of posters. When you put the picture up on display and name the objects, actions and emotions evoked by the picture, you want the children to be able to see them. 3. Preserving the Picture - When you find a picture that has all of the right attributes for your class you may want to get it laminated to use again with another group of children. 4. Picture Background - When the picture is posted at eye level for the students, make sure you have left enough space around the picture to label the words the children generate. You will be drawing a line from the picture to the word labelled outside of the picture. Be sure to leave enough space to print the words. You may want to record the name of the student who offered the word directly beneath their word. This allows children who can't

read or comprehend a posted word to ask the person who offered the word for more detail. 5. Picture Selection - Pictures can be found almost anywhere. Some of the best pictures, most closely related to your students' interests are photographs. If these are of a good quality they can be enlarged and laminated. Pictures can also be found on the Internet through a Search Engine. Refine your search to images of high definition, save them to your computer and then print them through a downloadable software program. Example of using PWIM in the Classroom Skill Objectives : Writing : - students can use appropriate vocabulary to the picture - students can communicate the words appropriately Materials Procedures A. : Large print of picture :

Preparing the media Before conducting the activity, teacher should prepare the things that will be used in class, those are picture series.

B. Activating prior knowledge 1. Distributing the pictures, asking students about the pictures, and writing the words around the pictures 2. Asking the students to match the details of the picture with the objects ("drawing a line from the object to the word, spelling the word, and pronouncing the word"). 3. Asking the students to read and review the picture word chart aloud ("saying

the words, spelling them, and saying the words again"). C. Classifying ideas and deciding the topic 1. Asking the students to classify the words into groups (personal information, physical appearance, etc) 2. Asking the students to read and review the picture word chart aloud ("saying the words, spelling them, and saying the words again"). 3. Asking the students, if desired, to add words to the picture word chart and to the word banks.
4. Leading the students to create an appropriate title for the picture word

chart.

Guiding them by thinking about the information in the chart and what they want to say about it D. Writing the Topic Giving example to the students about making sentences, classifying sentences, and putting it into paragraphs. E. Revising and editing 1. Asking the students to read and review the paragraph to check content, topic sentence, and coherence, grammar, and mechanics using revising guideline. 2. Assigning the students to revise and edit the drafts Example of Picture Word Inductive Model (PWIM)

Word Bank

Picture word chart

Conclusion A major principle of the picture word inductive model is to build on children's growing storehouse of spoken and understood words and syntactic forms and facilitate the transition to writing and reading. Most children want to make sense of the language around them and they eagerly engage in unlocking its mysteries. A corollary principle of the PWIM is that the approach respects the children's language developmenttheir words are used and their ability to make connections is central to the learning process and the model. The picture word inductive model approaches the development of sight vocabulary directly. The students read and spell the words that are shaken out of the picture. Then, these words are placed on large word cards that they can look at and the teacher can use for group instruction. Students also get their own set of word cards. They sort these words and consult the picture dictionary to check their understanding and refresh the meaning of the words. The students keep word cards in envelopes, word banks, or word boxes, consulting them as they wish and eventually using the cards and words to compose sentences.

REFERENCES Calhoun, E.F. (1999). Teaching Beginning Reading and Writing with the Picture Word Inductive Model. Retrieved November 30, 2012, from, http://dc199.4shared.com/download/ TK4hOa2i/Teaching_Beginning_Reading_and.pdf?tsid=20121201-145120-cec2215 Calhoun, E., Poirier, T., Simon, N., & Mueller, L. (2001). Teacher (and district) research: Three inquiries into the picture word inductive model. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA Joyce, B., & Calhoun, E. (1998). Learning to teach inductively. Boston: Allyn & Bacon. Latuheru, John D (2002). Media Pembelajaran. Universitas Negeri Makassar. Leni (2006). Teaching Vocabulary through Pictures To The Kindergarten Students. Retrieved

November 30, 2012, from, http://idb4.wikispaces.com/file/view/TEACHING+ VOCABULARY+THROUGH+PICTURES+TO+THE+KINDERGARTEN+ STUDENTS.pdf Mudjiono. (2009). Belajar dan Pembelajaran. Retrieved November 30, 2012, from, http://library. um.ac.id/free-contents/downloadpdf.php/buku/belajar-dan-pembelajaran-dimyati-danmudjiono-24537.pdf. Nizam, H. (2009). Students self esteem and their perception of teacher behavior. Retrieved November 30, 2012, from, http://www.investigacion psicopedagogica.org/revista/ articulos/21/english/Art_21_457.pdf Sabilah, Fardini (2000), A Closer Look at the Used of The Media in English Classes at Elementary Schools. Retrieved November 30, 2012, from, http://digilib.umm.ac.id/files/disk1/39/jiptummpp-gdl-s1-2005-yopiariant-1937Contents.pdf Suhartatik (2008). Teaching English For Young Learners. Retrieved November 30, 2012, from, http://jurnal.pdii.lipi.go.id/admin/jurnal/132508230237.pdf Wood, K. D. & Tinajero, J. (2002). Research into Practice: Using Pictures to Teach Content to Second Language Learners. Retrieved November 30, 2012, from, http://www.amle.org/ Publications/MiddleSchoolJournal/Articles/May2002/Article7/tabid/423/Default.aspx igrdyov, L. (2006). Using Stories In Teaching English To Young Learners. Retrieved November 30, 2012, from, http://is.muni.cz/th/105910/pedf_b/Bachelory_thesis_1_.pdf

Look Out the Important 1. How is the reading and writing connection used in the PWIM? (Take a look at page 29, Teaching Beginning Reading and Writing with the Picture Word Inductive Model 2. What is the different of Printed and Visual Media? Visual media cover every medium that uses sight as a primary communication method. Print media refer to static messages (images and words). Classically, print media include magazines, newspapers and other publications, but it can also

cover posters, billboards and books. All print media are visual, but all visual media are not necessarily print.