CHAPTER I INTRODUCTION Reading is a special activity and ability of human.

Nevertheless, reading ability is not happen automatically because it must be started by activity and reading habitual which is shaped from the existence of reading interest. The ignoring with reading activity may cause of the condition of society which is the movement jumping from pre literary to post literary, without through literary age. It means, from the condition of society that never read because not used to with writing culture (used to with oral culture) to the form of society that will not read together with the entry of technology telecommunication, informatics, and broadcasting. Finally, our society prefers watching television than reading. This condition is worsen with the parents who are getting do not care with reading activity. There are many families that their parents are getting busy to work until they do not have enough time and power anymore to bring their children close with book, for example, by telling tale. Ironically when the children start to attend the school, the standard material of curriculum always makes the teacher does not have movement space to create. Therefore, it necessary to have effort to grow up reading interest especially at young age and it is appropriate with expression that state will easier straighten wooden rod when it still young than straighten after growing up being large. Reading interest establishment at young age will be more effective if the parents take role actively in motivate, guide their children to fond of reading. Parents have to make sure that fond of reading is the main of education that most important for their children. Parents effort will be optimal if it is supported by others. For example, from the publisher, from the quality of appearance, illustration, content, and the way of presentment it should be can be corrected continually. It is aimed for increasing childrens interest. From the school, it should be applied educational system that arise learning enthusiasm by integrating reading activity in curriculum. For example, with supporting the teacher to give task and the student look for the answer, for instance in the library. This far library has not been used
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maximally as the knowledge source. Therefore, still need hard effort to support to acquaint with library earlier. Even, the first childs introduction with library can be done in the home by build family library. The children who used to see book and the reading habitual from their parents will make them fond to read. From the mass media (especially radio/television) should not only show public service ads about invitation for reading, but also should start creating reading promotion.

CHAPTER II BASIS OF THEORY

The story is one of the literary works that are taught in a balanced and integrated with the learning Indonesian and English. The stories of literature relevant to children (students) are even more preferred primary school children from the non-story readings. Huck, et al (1987) and Cullinan (1989:12-23) argues that if children read literature including stories can help cognitive development, language development, moral and social development. In another part of Wright (in Hafid, 2002) states that the story can help children understand their world and then discuss it with others. The story can be motivating, enriching the treasury of vocabulary, and easily obtained. Thus reads the story is expected to increase the potential of children in appreciating literature. In appreciation of learning stories in elementary school, students should be given concrete objects to help students understand the text of the story. Primary school ages are between the ages of 6 to 12 years. Piaget (in Dworetzky, 1990:28) states that children in the 710 years of age are at the concrete operational stage, in which students' thinking is still based on the help of objects (objects) or events that directly seen and experienced. In this connection, a picture book will help students to appreciate the learning in concrete story. (Hafid, 2002).

CHAPTER III PROGRAM OF ACTIVITY

1. Place of Activity: Elementary School of Bakung 2. Time of Activity: on Wednesday & Thursday, 23 & May 24, 2012 at 7.30-09.00 AM 3. Object of Activity: Students of 3, 4, and 5 grade. 4. The form of Activity: a) Every class will consist of two or three instructors. The instructors have to teach the subject or lesson according to material is given. b) The instructors give picture book every student to fulfill the lesson. c) The instructors have to give evaluation. d) Time for teaching is around an hour.

CHAPTER IV DISCUSSION A. Picture Story Books as Medium to Build Childrens Reading Interest Picture book is a book of stories is presented using text and illustrations or pictures. The book is aimed at children. For primary school age children of low grade, images play an important role in the process of learning to read and write. A picture book is to motivate them to learn more. With a good picture book, children will be helped in the process of understanding and enrich the experience of the story (Rothlein, 1991). According stewing (1980:97), a picture book is a book that juxtaposes the story with pictures. Both of these elements work together to produce a story with illustrations. Usually the picture books are meant to lead to an appreciation and love of books. In addition to the verbal story should be interesting, the book should contain an image that affects the interest of the students to read the story. Therefore, the images in the story the children should live and communicative Images in children's stories should fit the theme, setting, characterization and plot in the story (stewing, 1980). Similarly, as the illustrations in picture books (picture story book) serves to illustrate the offender, background, and activities used to build a series of story (plot) of a story. A good picture book can give children the fun / entertainment and aesthetic experience.

B. The method used through picture story books Picture book includes illustrations and text messages through writing. Both of these elements are an important element in the story. These books contain a variety of themes are often based on everyday life experiences of children. Characters in this book can be either humans or animals. Here is displayed the quality of people, characters, and needs, so that children can understand and relate personal experiences. Illustrated book of stories and well written will contribute to the development of children's literature. A good picture book contains an intrinsic element of literature, such as grooves, good structure, good character, changing styles, background, and an interesting theme. This book may cause original imagination and creative thinking to prepare stimulus. Picture books can provide an appreciation of language and communication development
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oral, to development cognitive thought processes, expression of feelings, and increases the sensitivity of the arts. The types of picture books that have been described above can provide a special message for children to understand the elements of the story. Examples of picture books: The Mousedeer and Mr. Farmer (Steal Cucumber), The Hooky Kids (regret of the kids for deserter), I am not scared of sleeping alone (to be brave for sleeping alone, subject to the rock (quick race), Cake Bengal (getting angry monkeys), Oversized Belts (Tiger deceived), The Conscious hare (beautiful dream), Monkey and Turtle, new shoes and Mickey Mouse Picnic.

Picture books appropriate for elementary school. 1. Children 8 years old (Third Grade elementary school) Title of picture story book: The Mousedeer and Mr. Farmer Activity on Wednesday: a. Students do continue reading picture story book b. The Instructors give and write down on black board important vocabularies according to picture book c. The instructors read the vocabularies on black board d. The instructors read picture story book in English and in Indonesian language and the students follow it. e. The instructors ask the students about the story. Activity on Thursday: a. The instructors give evaluation (Memorizing vocabularies) b. The students answer the question according to story (Guess Game) c. Retell story

The Mousedeer and Mr. Farmer story. Method continues reading for third grade students is not compatible because still many of them cannot reading book is fluently, so the compatible method for third grade is improve vocabularies and guess game according to the picture of the story.

2. Children 9 years old (Fourth Grade Elementary School) Title of picture story book: The Hooky Kids Based on our researched that we have done several weeks ago, there are some points or parts that become our main purposes in improving the students in elementary schools interest in reading picture book. We have thought the 4th grade which becomes our objects in this research. On the contrary, we have analyzed the students ability by using story telling after they have read the picture book completely. Commonly, the students have some differentiations to understand the contents of picture book. Most of them have good response in using their interpretation when he or she has read the book just one time. On the other hand, we also identified the students togetherness in learning and

divided them by using group of method. In this case, we need to compare which one that more easily for the children, like using a small group or just doing the method in the previous time. Besides, the students were enthusiastic to know the story totally, although there are some students who are naughty and difficult to understand what we have given to the, but they could understand easily. On the other hand, when the child has read the story we stimulated their reading comprehension by given the games around the picture book. However, we have given a gift or prize as a form of our respect and appreciation. Most of the students in the 4th grade has a good ability in retelling the story Furthermore, although the student has read just one time and we didnt give the book to bring in their home, however they can remind as good as possible the contents of picture book. So thats we can conclude that; the students interest in reading picture book can stimulate by games, retelling, and discussion.

3. Children age 10 years old (Fifth Grade Elementary School) Title of picture story book: I am not scared sleep of sleeping alone Activity on Wednesday: 1. Before we (instructor) asked the students read the picture book, the instructor read first. 2. Then, the students continued reading.
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3. After that, the instructor try to made them understand the story of picture book 4. Asking the students one by one to retell the story 5. After that the instructor give some vocabulary to the students which related of the story ( material ) 6. The instructor read it first and asked them to follow the instructor 7. After that instructor asking the students one by one to read it. Activity on Thursday: 1. Before we give them exercise we asked them to memorized the vocabulary which we have given to them 2. While memorizing, the instructor gave them value. 3. After that, to make them more enjoy we gave them an English song. 4. We singing a song together 5. After that, we continued with quiz which related to the story ( picture book ) 6. The instructors give them value and then count all to them. 7. After that, the instructor announcement the winner 8. The first until the fifth winner come forward 9. The instructors give them prized to them.

Especially to the fifth class, they enjoy and easy to understand to the story (picture story book) by continued reading method. The benefit of memorizing vocabulary, they get a new vocabulary and made them braver to come forward. And about retelling the story actually all of them are good in retell the picture book. Based on our research, the methods to increase students skill in continue reading in picture book is quite succeeded.

CHAPTER V CLOSING A. Conclusion Children are good at reading their own because it was given a book that has an interesting story and have bilingual language (English and Indonesian) as an adventure early or humor, so they are easier to know the story through to completion. The picture story book has many benefits for improve childrens knowledge in reading ability, improve vocabulary, and retell story. Picture story books meant to lead appreciation of children and they will be love for a picture book, beside that picture book can give child easiness / entertainment amusement and experience of esthetic. B. Suggestion Construction of enthusiasm read at age early will be more be effective when old fellow share and also actively in pushing, guiding its child to fond of to read. For school age child of low class base, picture play important role in process learn to read and write. Pictorial book more is motivating of them to learn. With good picture book, children will be assisted in process comprehend and enrich experience of story. Our group realizes that there is still need help for improving this reporting of practice, so we hope for the reader or lecturer to give us suggestion for improving in perfect report for this subject.