ADDING VOCABULARY THROUGH THE PICTURE

ADDING VOCABULARY THROUGH THE PICTURE

by Ratih Agustin

CHAPTER I
INTRODUCTION
Media Understanding comes from the Latin medius, which literally means 'middle', 'medium', or 'introduction'. More specifically, the notion of media in teaching and learning tend to be interpreted as a means of graphic, photographic, or electronically to capture, process, and reconstruct the visual or verbal information. AECT (Associati for Education and Communication Technology, 1977) defines as all forms of media and channels used separately convey the message or information. Aside from being a messenger or delivery system, the media is often replaced with the word mediator according to Fleming (1987: 234) is the cause or means of intervening in the two parties and propitiate him.
The term mediator, the media show the function or role, namely to organize an effective relationship between the two main parties in the process of learning, namely the students and content. In short, the media are tools that deliver or send. Learning is a process of interaction between students and the environment, which involves the communication process. In addition teachers need to build a full interaction with gives the widest possible opportunity to interact with detail. In this writing discuss about the increasing vocabulary through picture, and how far the picture can influence mind to reinforcement in long-memory. Absolutely, those are can helps the teacher in vocabulary teaching. How does adding vocabulary through picture?
CHAPTER II
Theoritical background
Imam Sutari Barnadib in Ramayulis (2008: 58) suggests that educators are any people who know influence others to reach maturity educators. To be able to actualize the goals of education, educators have a responsibility to give people achieve that goal. The presence or teacher educators in the world of education is very important, because not only obligations but also to transform knowledge. knowledge is necessary to internalize the values of the value / imam on learners. The form values are internalized at least include such as the value of ethics (moral), social aesthetic, economic, politics, knowledge, pragmatic and value of the god.
Learning is a process of interaction between students and the environment, which involves the communication process. In addition teachers need to build a full interaction with gives the widest possible opportunity to interact with detail. Mistakes that often occur during the learning process, teachers use only one-way pattern of interaction, namely the teacher to student. Interaction patterns thus may the creativity of students, so teachers need to use variations of two-way interaction, namely the pattern of student-teacher interaction, students, and even multi-way interaction patterns. Departing from this, juag education process involves the communication process, in which the teacher acts as a communicant of the person delivering the message or information. But sometimes communication is not only possible with verbal communication / speech, but can also be done through the media (visual) as a means of communication. The media has a very strategic role in the learning process, to assist the communication process with other words that convey the information delivery media as a communication tool in the learning process.
Communication as a process of delivering a message by the communicator to communicant through media, that cause certain effects on Ramayulis Lasweel statement (2008: 176), from the definition above explains that effective communication is to optimize the final process of media messaging information can be delivered either by help of the media in order to create certain effects. In one aspect of good communication is the communication of information or information concerning aspect is that everything has meaning and purpose. Information may consist of various forms, for example in the form of words, kalimta-sentence, code, images and other picture-signs which connote.
Matching is described by zakiah Daradjat (1984: 80) defines that of some of the literature can not exist a difference in terms of educational tools and media, he mentions the concept of an educational tool with a medium of education, educational facilities. While in a foreign literature, while experts use the term audio-visual (AVA), Teaching Materials, Instruction Materials.



The media is anything that can be used to channel messages from the sender to the receiver so that it can stimulate the thoughts, feelings, attention, interest and attention of students so that learning occurs (Sadiman, 2002:6). Meaning of teaching: According to Marshall McLuhan, media are extensions that allow humans to influence others who do not make direct contact with him. In a narrow sense, the medium of instruction including the only media that can be used effectively in the process of planned instruction.

II.1 Function of learning media
Media learning function, according to Kemp and Dayton (1985: 28), can fulfill three main functions of the media when used uuntuk individuals, groups, or groups of listeners to a substantial amount, namely:
1. Motivate interest or motivation to act to fulfill the task of learning media can be realized with the technique drama or entertainment. The expected result is the birth rate and stimulate the student or listener to action (shared responsibility, to serve on a voluntary basis, or provide the material). Achieving this goal will affect the attitudes, values, emotions.
2. Presenting information to fulfill the task of learning media information can be used in the context of information presentation to a group of students. The content and form of presentation is very general, serves as an introduction, a summary report or the background knowledge. This presentation can also form of entertainment, drama, or motivational techniques. When listening to or watching informational materials
II.2 Mediums and learning aids
To adding the vocabulary through picture as media
Use a variety of mediums. Students enjoy writing on the board, writing on concrete with chalk, and making charts. Charts drawn on large sheets of project card can be laminated, then written on with erasable whiteboard markers.
a. Kinetic activities
Miming, acting skits and charades are all useful activities for reinforcing vocabulary concepts. They can be composed and performed in groups or acted spontaneously. These are important for kinetic learners and create memorable lessons.
b. Learning games
Much practice can be given by using containers from which students pick cards or pieces of paper. These could be printed with words or questions to be used and scored in numerous ways.
c. Wall charts/posters
These are always helpful and most effective when students make them themselves or help to make them.
d. Handouts
Use handouts with discretion. Ask yourself whether they will really have a learning outcome or are they just providing ‘busy’ work. They can be useful additions to student information, providing examples, summaries and reference material, but for maximum learning, discussion activities and constructing their
own sentences and charts is important. The end product of instruction should be greater knowledge and increased skill. For example, in teaching about adjectives the students need skill in using adjectives effectively in their own creative sentences. Circling words and filling in blanks provides little opportunity for the development of the imagination or improvement in writing expression – which should be the end product of successful teaching.
II.3 functions and benefits of using instructional media
Acquisition of knowledge of students as described Edgar Dale suggests that the knowledge will be more abstract if only communicated through verbal language. This allows verbalisme, which means that students only learn about and understand the words without understanding of meal contained in the word. This can lead to misperceptions students.
Therefore should be sought so that students become more concrete experience, the message was actually capable of achieving objectives and targets to be achieved, through activities that can bring students to the actual conditions. The role of instructional media is indispensable in teaching and learning activities. Teachers may use films, television, or images to provide better information to students. Through the medium of learning abstract things can become more concrete.













CHAPTER III
DATA ANALYSIS AND FINDING
Gane L Winkinson (in Harsya W Bakhtiar, 1984) divides media into two parts, the media in a broad sense and the media in the narrow sense. The media put more emphasis in the broad sense as a process rather than as objects. While media education in the strict sense only to consider two elements in particular materials and tools. W. Schramm also expressed a similar opinion with Gane above, the media can be divided into two big media and small media. Big media is a complex and expensive media like television, movies, computers and so on. While the definition of small media is a simple media both in terms of objects, use, price and instruments, such as slides, film strips, radio and overhead for the program text.
III.1 Long-term memory
We always aim for our students to retain our teaching in the long-term memory. The human brain actually encompasses infinite memory but the secret of retrieval lies in how we record information in the first place. We can use the analogy of a computer, which is itself designed to imitate the operation of the human brain. We know that we have to install a computer program in a totally accurate way; omitting even one dot may impede its function. Then once the program has been successfully installed, we are able to add information to its files and recall it at the click of a mouse. As the human brain can store infinitely more information than any computer, we can see the importance of accurately filing the information that we want it to retain. By ensuring that our teaching follows a logical progression, we are enabling each detail to be filed systematically; only in that way do we establish a fully functioning system for recall. It is the best way in adding vocabulary in English use the picture, because the picture can built our memory more strong and mostly the learner more easily to remember the new word or new vocabulary through the picture, because they see the object directly and record it fast.
These barriers may include barriers physiological, psychological, cultural and environmental (Khoe, 2000: 117). Four types of barriers, both derived from the power of educators and learners, making communication schools are not run effectively and efficiently. One way to overcome this is to use instructional media, including information technology. Utilization of information technology as a medium of learning can be through the utilization of computer use as an interactive media
III.2 The best time to learn
Looking at English books for seniors it seems amazing that students at this level are having phrases and clauses explained to them long after they should be manipulating them confidently and showing a high degree of language competence. No wonder they are bored and frustrated at what, to them, must seem belated and therefore irrelevant. Ideally, this information should form a substantial part of the English curriculum in upper primary so that correct forms of sentence structure have been well practiced by the time that the mature student needs to concentrate more on subject matter. Upper primary years can be perceived as the preparation time during which skills are honed, furnishing students with the ability to read and write competently in a variety of subject areas. Moreover, the junior student is far more receptive to training in the basic mechanics of language, and while the teacher has an ongoing responsibility to coach and direct, the more mature mind should now be exploring more creative ways of manipulating language for a variety of purposes. In a grueling, two very important element is the method of teaching and learning media. Both aspects are interrelated. Selection of one particular teaching method will affect the right kind of instructional media, though there are still many other aspects to consider in choosing the media, among others, learning objectives, the type of tasks and the expected response after the students master the learning takes place, and the learning context including the characteristics students
The researchers found that there are various ways learners in processing information that is unique. Much easier to process visual information, other sebain easier if there is a sound (auditory), and others will understand it easily or better if done with a touch / practice (kinesthetic). (DePorter Bobbi & Mike Hernacki: 1992). Greatly influenced the effectiveness of learning styles and learning how to learn to learn. Bobbi DePorter (1999) says: information is absorbed 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what we say , 90% of what we say and do. Dealing with things on the computer meets the requirements as they relate to the media or the ability to relate to
a. video audio text
b. graphic
c. animation.
Utilization of the media in the learning process is one attempt to overcome this situation, given the media function in the learning process, other than as a presenter is also a stimulus to increase harmony, especially in receiving information. In addition, the media also serves as an intermediary between the presenter with the students (citizens of study) and in some cases the media functions to regulate the measures of progress and to provide feedback. The media has very strategic role in the learning process, to assist the communication process with other words to convey the information delivery, media as a communication tool in the learning process.




BAB IV
CONCLUSION
Visual Communication Design students should be able to think creative and communicate through visual. These two things are important during the process of creating a design. Students should be empowered their creative ability, but also they should be eased in the way they study. Comic as a media for learning is one alternative which is functioned to solve the problems above.
Pictures or visual symbols can effort emotions and attitudes of students. For example information about social issues or races. Cognitive functions of visual media can be seen from the findings of a study revealed that visual symbols or images to facilitate the achievement of the goal to understand and recall information or messages contained in images. Compensation functions of instructional media and results of research that the visual media that provides the context for understanding the text help students weak in reading to organize information in text and remember.
In other words, learning media serves to accommodate students who are weak and slow to accept and understand the contents of the lessons are presented with text or presented verbally. Sudjana & Rivai (1992:2) suggests the benefits of instructional media in the learning process: learning to attract more participants so as to foster motivation to learn. Teaching methods more varied is not only verbal communication through the narrative of words by educators, so that learners are not bored and educators do not run out of steam, especially when educators teach each lesson students can do activities to learn more because they do not just listen to the description of lecturers, but also other activities such as observing, doing, mendemosntrasikan, drama, and other. Expected to use this medium to stimulate thoughts, feelings, interests, and concerns of learners so that learning can occur.
The effective communication is to optimize the final process of media messaging information can be delivered either by help of the media in order to create certain effects. information is absorbed 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what we say , 90% of what we say and do. It measn that the picture in media lerning is the most important role, to make lerning process more effective and communicative. In otrher side, 50 % is the important part is what student see and what student hear, briefly see activity is more effective and easly to remembering.
In the teaching-learning process, two very important element is the method of teaching and learning media. Both aspects are interrelated. Selection of one particular method will affect the type of appropriate learning media, although there are still many other aspects to be considered in selecting media.
Media has its benefits and functions as a means for teachers to be able to convey the subject matter becomes more interesting, not only monotonous, students are not only invited to imagine and to imagine, but the students can see the truth even if only through pictures or video. A Suggestions for teachers should be able to use the medium of learning so that students are more enthusiastic in following the lessons conveyed and increase motivation to learn more












BAB V
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