This study aims to explore what are students’ responses toward the use of picture books in developing literacy and to explore what extent picture books help students develop literacy skills. The participants were 12 students in the fifth grade of an elementary school in Medan, North Sumatera, Indonesia. The present study was done in one month in a half. In this study, the researcher employed multiple ways of data collection such as observation, interview, and document. The result of the research revealed that picture book helped the students’ literacy. Findings of the study show that picture books made the students feel interested, and imaginative beside their reading motivation was improved. What is more, it also improved their willingness to learn English. This proves that picture books can increase students learning motivation, vocabulary recognition, artwork and comprehension ability.

CHAPTER I INTRODUCTION 1
1.1. Background of the Study 1
1.2. The Purpose of the Study 4
1.3. Research Questions 5
1.4. The Scope and Limitations 5
1.5. Significance of the Study 5
1.6. Definition of Key Terms 5
1.7. Organization of the Study 7
CHAPTER II REVIEW OF LITERATURE 8
2.1. Literacy 8
2.1.1. Phonemic Awareness 9
2.1.2. Fluency 9
2.1.3. Reading comprehension 10
2.1.4. Vocabulary 10
2.1.5. Phonics 11
2.2. Picture Books 13
2.2.1. Using Picture Books to Support Students’ Literacy in Classroom 13
2.2.2. Previuos Study 18
CHAPTER III RESEARCH METHOD 20
3.1. Design of the Study 18
3.2. Research Participant 21
3.3. Instruments for Data Collection 21
3.4. The Teaching Program 25
3.5. Data Analysis 29
3.6. Ethics and Confidentiality 30
CHAPTER IV FINDINGS AND DISCUSSION 31
4.1 Students’ Responses Toward the Use of Picture Books 31
4.2 To What Extent Can Picture Books Help Students Develop Literacy Skills 59
CHAPTER V CONCLUSIONS 61
5.1 Conclusions 61
5.1.1 Whatare students’ responses toward the use of picture books in developing literacy? 61
5.1.2 To what extent can picture books help students develop literacy skills? 62
5.2 Suggestions 63
REFERENCES 64
APPENDIXES 68
APPENDIX A Lesson Plan 68
APPENDIX B Picture Books 72
APPENDIX C Questions on Students’ English Learning Feedback 73
APPENDIX D Literacy Questions on Students’ English Learning Feedback 74
APPENDIX E Drawing Activity on Learning Feedback 75

Arif, M. and Hashim, F. (2008). Reading from the Wordless: A Case Study on the Use of Wordless Picture Books. English Language Teaching, 1(1).
Ashton, J. (2013). J. Fellowes and G. Oakley, Language, Literacy and Early
Childhood Education. Journal Of Early Childhood Literacy, 13(1), 131-
137. doi: 10.1177/1468798412458485
Barrentine, S. and Stokes, S. (2005). Reading assessment. Newark, DE:
International Reading Association.
Chooa, J., & Singha, M. (2011). Enhancing Critical Literacy in Writing by
Employing Media in Explicit Instructional Approaches. Procedia - Social
And Behavioral Sciences, 29, 1409-1417. doi:
10.1016/j.sbspro.2011.11.380
Ciecierski, L., Nageldinger, J., Bintz, W. and Moore, S. (2017). New Perspectives on Picture Books. ATHENS JOURNAL OF EDUCATION, 4(2), pp.123- 136.
Creswell, J., & England, M. (1994). Improving informational resources for
academic deans and chairpersons. New Directions For Institutional
Research, 1994(84), 5-18. doi: 10.1002/ir.37019948403
Cunningham, J. (2001). The National Reading Panel Report. Reading Research
Quarterly, 36(3), 326-335. doi: 10.1598/rrq.36.3.5
Durodola, O., Fusch, P., & Tippins, S. (2017). A Case-Study of Financial Literacy
and Wellbeing of Immigrants in Lloydminster, Canada. International
Journal Of Business And Management, 12(8), 37. doi:
10.5539/ijbm.v12n8p37.
Gustine, G. (2018). A SURVEY ON CRITICAL LITERACY AS A PEDAGOGICAL APPROACH TO TEACHING ENGLISH IN INDONESIA. Indonesian Journal of Applied Linguistics, 7(3), p.531.
Hsiao, C. and Chang, Y. (2015). A Study of the Use of Picture Books by Preschool Educators in Outlying Islands of Taiwan. International Education Studies, 9(1), p.1.
Huang, S. (2011). Reading “Further and Beyond the Text”: Student Perspectives of Critical Literacy in EFL Reading and Writing. Journal of Adolescent & Adult Literacy, 55(2), pp.145-154.
https://www.google.com/search?biw=1366&bih=657&tbm=isch&sa=1&ei=QRAfXZrlAdXKmAWTpLrgDA&q=north+sumatera+blue+and+white&oq=north+sumatera+blue+and+white&gs_l=img.3...6736.13249..13576...0.0..0.229.2047.22j1j2......0....1..gws-wiz-img.......35i39.tdVK939ux7Y#imgrc=R8LeHs7YijjcPM:
http://education.waikato.ac.nz/research/files/etpc/files/2014v13n2art5.pdf
https://www.idpublications.org/wp-content/uploads/2016/06/Full-Paper-EMPOWERING-CHILDRENS-CREATIVITY-WITH-THE-INSTRUCTION-OF-WORDLESS-PICTURE-BOOKS.pdf
Jalongo, M.R.(2004).Young Children and Picture Books Second Edition.
Washington, DC: National Association for the Education of Young
Children.http://www.naeyc.org/store/files/store/TOC/160.pdf
Keefe, E. and Copeland, S. (2011). What is Literacy? The Power of a Definition. Research and Practice for Persons with Severe Disabilities, 36(3-4), pp.92-99.
Ko, M. (2013). A case study of an EFL teacher’s critical literacy teaching in a
reading class in Taiwan. Language Teaching Research, 17(1), 91-108. doi:
10.1177/1362168812457537
Lee, Y., & Kinzie, M. (2011). Teacher question and student response with regard
to cognition and language use. Instructional Science, 40(6), 857-874. doi:
10.1007/s11251-011-9193-2
Liu, Y. (2017). Critical Literacy Practices in EFL Reading Classroom -An Experimental Study towards Chinese University Students. English Language Teaching, 10(5), p.133.
Lubis, R. (2018). The Progress of Students Reading Comprehension
through Wordless Picture Books. Advances In Language And
Literary Studies, 9(1), 48. doi: 10.7575/aiac.alls.v.9n.1p.48
Iyer, R. (2010). Literacy models across nations: Literacy and critical literacy in `teacher training programs in India. Procedia - Social and Behavioral Sciences, 2(2), pp.4424-4428.
Martinez, M. and Harmon, J. (2012). Picture/Text Relationships: An Investigation of Literary Elements in Picturebooks. Literacy Research and Instruction, 51(4), pp.323-343.
McNamarra, C. (1999). General Guidelines for Conducting Interviews.
Minnesota.The interviewer can get deep information around the topic and
investigate the participants’ responses
Pantaleo, S. (2004). Young Children and Radical Change Characteristics in
Picture Books. The Reading Teacher, 58(2), 178-187. doi:
10.1598/rt.58.2.6.
Pourhosein Gilakjani, A., & Sabouri, N. (2016). How Can Students Improve Their
Reading Comprehension Skill?. Journal Of Studies In Education, 6(2),
229. doi: 10.5296/jse.v6i2.9201
Riyadi, (2017). The Effect of Picture Story Books on Students’ Reading
Comprehension.. Advances in Language and Literary Studies, 8(2), p.213.
Roslina(2017). The Effect of Picture Story Books on Students’ Reading Comprehension. Advances in Language and Literary Studies, 8(2),p.213.
Smith,. (19780. The study on the Implementation of Teaching Reading In the Fifth

Grade Of SDN 2 Banyuagung.Submitted as a Partial Fulfillment of the

Requirements for Getting Bachelor Degree of Education in English

Department.

Sahetapy, B. (2012). “The power of Literacy in Indonesia’’s Inependece”. The
Jakarta post. http://www.thejakartapost.com/news/2012/08/12/the-power-literacy-indonesia-s-independence.html

Strasser, J. and Seplocha, H. (2007). Using Picture Books to Support Young Children's Literacy. Childhood Education, 83(4), pp.219-224.
Wray, D., Medwell, J., Fox, R. and Poulson, L. (2000). The Teaching Practices of
Effective Teachers of Literacy. Educational Review, 52(1), pp.75-84.