The Implementation of Picture Prompt TechniquesBagas Satrio (F1022141017)Indra Negara (F1022141019)Ikhsan Irfahmi (F1022141032)Farhan Syafitrah (F1022141006)Teguh Saputra (F1022141023)

What is Picture Prompt technique?Picture Prompt is also called as Visualization. It is about thinking of challenges visually so as to better comprehend the issue. It is a process of incubation and illumination where the participant takes a break from the problem at hand and concentrates on something wholly different while his mind subconsciously continues to work on the idea. This grows into a phase of illumination where the participant suddenly gets a diversity of solutions and he rapidly writes them down, thereby creating fresh lines of thought.

What is Picture Prompt technique?Picture prompts help a lot to enabling students’ brain to establish connections. These visualization can help to express emotions, feelings and intuitions. This makes them particularly useful for brainstorming solutions to innovative challenges involving people, and issues with a deep psychological or emotional root cause.

Why the Picture Prompt technique can be implemented?Picture prompt technique can be implemented to the class of young learners. Because…..

Picture prompt is very suitable for young learners.

This technique can make students to be able to express themselves creatively and cogently.

Picture Prompt technique can improve student’s writing skills

What does the teacher need to prepare before using Picture Prompt?The teacher need to provide some images for the student to interpret. The images could be : A political cartoon that asks students to think about the techniques the

creators of television commercials use to persuade viewers to buy products.

A photo of a giant whale parked on a city street—with a prompt suggesting that students act as news reporters on the scene.

A reproduction of the Mona Lisa that gets kids thinking about whom they might honor with such a portrait today.

These images require interpretation and imagination, they encourage writing at its best—a transaction in which the student makes his or her own connections and constructs own meaning.

How to use the Picture Prompt The facilitator hands out a series of pre-selected images, one

to each participant, and asks them to write down ideas that are inspired by what they are seeing in it. Mattimore says these images should be visually interesting, depict a variety of subject matter and should show people in many different types of interactions and relationships with other people.

Next, participants pair off and spend additional time discussing the ideas they have generated and brainstorming additional potential solutions to the problem at hand. Finally, the teams of two present their ideas to the group.

How to use the Picture Prompt For best results, Mattimore suggests customizing the visuals to

the nature of the challenge you’re trying to solve. For example, a personnel or corporate culture problem could be tackled using images like the ones we just talked about – depicting many different kinds of people and relationships. For a manufacturing challenge, the images could be of an industrial nature. If you’re trying to generate new product ideas, select images that are broadly evocative of your product category. Be sure to include some random or irrelevant images in your selections as well, because sometimes those types of stimuli can lead to the most creative solutions.

The Advantages Using Picture Prompt (1) Latuheru (1988), pictures have several functions in the teaching and

learning process. First, picture can translate abstract ideas into more realistic forms. Second, pictures are easily obtained, e.g. from schoolbooks, newspapers and magazines. Third, pictures are usable in different kinds of academic levels. Fourth, picture can save the teacher's time and energy.

Raimes (1983), pictures in sequence provide for a variety of guided and free writing exercises. A picture sequence, such as a comic strip, provides the subject matter for writing narrative and for speculating about the story beyond the pictures in the strip. A set of parallel pictures provide materials that offer guidance on vocabulary, sentence structure, and organization, and then let the students to write about new subject matter.

The Advantages Using Picture Prompt (2) Klasek (1972) states that there are several advantages of

pictures. First, the picture is inexpensive, familiar medium of communication. Moreover, picture can be arranged in sequence and can be adapted to many subjects. In addition, picture has a multiplicity of uses - by individual student, on bulletin boards and on flame board. Furthermore, picture can assist in the prevention of, and correction of, misconceptions. Besides, picture can translate word symbols, record events, explain process, extend experiences, draw comparison, show contrast, show continuity, focus attentions, and develop critical judgment.

The Advantages Using Picture Prompt (3) Dale (1969) adds that pictures have advantages of their

own. They can bring the students closed to the very point of visual context with reality itself. They can also compress or otherwise manipulate reality for teaching purposes or change the size of an object too small or too large to be visually understood in its actual dimensions. They enable us to travel to an inaccessible place, to study in detail, and to accomplish a great many other learning that would be impossible otherwise.

The Advantages Using Picture Prompt (3) Sulaeman (1988) states that pictures are essential visual media

since they can show concrete visual description of the ideas they bring. They can make readers understand the ideas or information they bring clearly, even more clearly than written or oral words.

Brown, et. al. (1983) state that pictures may improve the students' visual literacy. For example, pictures may help them to comprehend various abstractions. There are some valuable uses for pictures such as stimulating students' interest and helping readers to understand and remember the content of accompanying verbal materials.

The Disadvantages Using Picture Prompt Fisher et al. (2007) proposed that the picture prompt

facilitated transfer of stimulus control because it enhanced the participants' discrimination of the relevant features of the comparison stimuli. This is a plausible suggestion, given that a learner can respond correctly to a pointing or position prompt without actually attending to the comparison stimulus itself.

The weakness of using pictures in teaching language has their own limitation. That is, in teaching vocabulary, pictures are not suitable or sufficient for demonstrating the meaning of all world ( Thornburry, 2004: 81 ) .

After the experimenter models pointing to the far left stimulus, the learner may imitate the response of pointing to the stimulus in that position without actually observing the characteristics of the stimulus itself. By contrast, a correct response to a picture prompt (e.g., a picture of a cat) requires attending to the characteristics of the positive comparison stimulus (e.g., an identical picture of a cat) and discriminating it from the negative comparison stimuli (e.g., pictures of a dog and a horse).

The Disadvantages Using Picture Prompt

The Solutions: students have problems coming up with ideas about

the picture.

You can suggest things such as what people are wearing, what they are holding, where they are looking and what things are made of.

Sometimes this teaching technique may result from the fact that the student are not confident enough to talk.

By using pictures of celebrities, electronic gadgets, or things that they already know allows them to talk proudly and confidently to their peers and teacher, and even more so if the other class members cannot identify the pictures.

The weakness of using pictures in teaching language has their own limitation. That is, in teaching vocabulary, pictures are not suitable or sufficient for demonstrating the meaning of all world ( Thornburry, 2004: 81 ) .

If that the case than make a wild imagination about the picture.

Picture not depict motion as film does. Picture can seem uninteresting to pupils if the picture is not unique.

Bring a picture that still hot nowadays or something than happen recently.

The other weakness of using picture is depicting a spesific purpose that may be difficult to locate.

Try to explain about the picture fluently and clear enough for the student.

Picture Prompt ImplementationPicture 1

Picture Prompt ImplementationThe teacher ask the student to imagine the bird and lizard in the picture are a prince and princess under a spell. The student have to write a fairy tale about them. The teacher should be able to keep the students on the course by help them giving some question or clues based on the picture to help the students.

Picture Prompt ImplementationThe questions can be like:1. How did they fall under the spell?2. Can they broke the spell and be human again? 3. How will the spell get broken? 4. And what adventures did the prince and princess

have?

Picture Prompt ImplementationPicture 2

Picture Prompt ImplementationFor this picture, the teacher can give ask the student “What’s a whale doing in the middle of town?” Student have to pretend that they are a news reporter on the scene, and they have to write an article to tell what is happening. They can choose one of the following news headlines to help you get started. Use your imagination!

Picture Prompt ImplementationThey can choose one of the following news headlines as an example to help the student get started. Whale Invades Main Street, Takes Over City Hall Whale Gets Lost in City! A New School That Is Shaped Like a Whale

Picture Prompt ImplementationPicture 3

Picture Prompt ImplementationDaniel Nevins, a modern-day American artist, created this work of art in 1993. It is called The Dream Tree. Do you have a special place where you go to daydream? What makes it special? Do you think daydreaming is important—or a waste of time? Explain.

THE FOX AND THE WOLF THE WOLF RELAX AND EATING IN THE CAVE

Picture Prompt ImplementationPicture 3

Picture Prompt ImplementationIn this picture, the teacher can give an instruction to the student like this:This is a northern cricket frog. It lives in wet, swampy areas called wetlands. Many of these frogs have lost their homes because people have dried up wetlands in order to build homes, farms, and businesses. Write a paragraph about this situation from the frog’s point of view. If you’d like, write your paragraph in the form of a letter to the editor of a newspaper.

Picture Prompt ImplementationBy making a story based on this picture, the student can think imaginatively in different point of view. From this picture the student could know what could happen if we damage the environment. So, the student not only able to write a narrative story. The student can conclude what should they do to reduce the damage to the environment.