This study pointed to probe student’s feedbacks and responses toward learning English through picture storybooks for the first time and investigate students’ learning outcomes from the teaching program. The teaching program was held in Jenges Elementary School in a rural area in North Sumatra. The present study was done in one month and a half. The participants were 8 students, 6 were students from Grade Three and 2 students were from Grade Five. All the participants never learnt English at all. The data was collected by class observation, interview, documentation, teaching journals and student’s artifacts. Recording analysis involved video and interview transcription, which were converted from the audio-visual materials into written form. The result of the research revealed that students enjoyed learning English by using interesting and beautiful picture storybooks. students’ learning outcomes showed; 1) Students’ listening results showed positive result for high achievers and intermediate achievers, which meant students had the ability to understand the meaning of simple sentences except for the lower achievers who needed more time to understand the language concept correctly. 2) Students’ speaking ability did not shaped yet because they lacked of vocabularies and language competences that allowed them to arrange some English words into a correct sentence pattern. Thus, researcher focused on students’ pronunciation analysis, the result showed that students’ pronunciation was influenced by their first language. 3) Students’ reading comprehension scores showed that high and intermediate achievers were called as good readers. However, low achievers needed more reviews. 4) Students had ability to write simple sentences well, nevertheless students’ writing had many grammatical mistakes because of their limited knowledge of grammatical rules in English. Students’ writing skills were influenced by their first language grammatical rules.

CHAPTER ONE INTRODUCTION 1
1.1. Background of the Study 1
1.2. Purpose of the Study 3
1.3. Research Questions 3
1.4. Significance of the Study 3
1.5. Definition of Term 4
CHAPTER TWO LITERATURE REVIEW 7
2.1. Picture Storybooks 7
2.2. Engaged Reading with Young Readers 8
2.3. English Teaching in Indonesia 9
2.4. First Language Acquisition 12
2.5. Second Language Acquisition 14
2.6. Affective Factors in Second Language Acquisition (SLA) 15
CHAPTER THREE METHODOLOGY 24
3.1 Research Design 24
3.2 Context and Participants 24
3.3 Data Collection and Instrumentation 27
3.3.1 Observation 28
3.3.2 Interviews 28
3.3.3 Documents 29
3.4 The Teaching Program 33
3.5 Data Analysis 34
3.6 Ethics and Confidentiality 35
CHAPTER FOUR FINDINGS AND DISCUSSIONS 36
4.1 Students’ Responses by Learning English through Picture Storybooks 36
4.2 The Outcomes of English Teaching by Using Picture Storybooks on Young Reader’s Language Acquisition 46
4.2.1 Listening Analysis 46
4.2.2.Speaking Analysis 48
4.2.3 Reading Analysis 49
4.2.4 Writing Analysis 54
4.2.5. Discussion 62
CHAPTER FIVE CONCLUSIONS AND SUGGESTIONS 63
5.1 Conclusions 63
5.1.1 What are students’ responses by learning English through picture storybooks? 63
5.1.2 What are the outcomes of teaching an English program by using picture storybooks on young reader’s language acquisition? 64
5.2 Suggestions 65
REFERENCES 67
APPENDIX A 71
APPENDIX B 76
APPENDIX C 77
APPENDIX D 78
APPENDIX E 79
APPENDIX F 85

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