commit to user gave post test for cycle 2. The score of post test of cycle 2 was 164.9 with
mean score 9.16.
d. Evaluating and Reflecting the Result of Observation
After analyzing the observation result in cycle 2, the researcher noted some positive progression in this cycle. Generally, the teaching learning
process was going better than the first cycle. The students become more active in joining the class. They were more enthusiastic in responding the teacher
instruction and to do better. Some students who were usually active in class did not dominate the learning activity. In addition, almost all students were
active. Besides, the students behaved more discipline when the teaching and learning process was going on. There was no serious problem faced by the
teacher. The students were easy to manage. If they made noisy it was because they wanted to get a chance to try the exercise from the teacher. The noise was
a good indicator; showing that the students more active in joining the class. There were no students walking around the class when the teacher explained
the material. Some students sometimes chatted with their friends when the teacher explained the material or did assignment. But they stopped if the
teacher warned them. When doing the assignment, they did it by themselves and sometimes discussed it with hisher seatmate.
The result of test scores also showed that the students’ vocabulary mastery was improving. The improvement is indicated from the increasing of
the students mean score in the pre-test and post-test. The pre-test and post-test score of cycle 1 were 126.9 and 147 with its mean score were 7.05 and 8.16.
The pre-test and post-test score of cycle 2 were 130.2 and 164.9 with its mean score were 7.23 and 9.16. The score tests in cycle 2 are better than the score
tests in cycle 1. Besides, the students could be able to do their task during teaching and
learning process. The students could mention the name of things showed by the teacher, guessing the things, matching words and things correctly and
commit to user applied the words in sentences. The students also could be able to practice a
short dialog in front of class using things prepared by the teacher. The observation also revealed that in conducting the technique of using
realia in teaching English to elementary school students, the teacher should make various learning activities. The variations of learning activity are needed
to create good atmosphere during the teaching and learning process. Without variation, the students felt bored. Besides, controlling and monitoring are also
important in order to make the teaching learning process is effective and successfully done.
By analyzing the result of the observation and scores of the tests, the researcher concludes that using realia is appropriate in teaching English to the
elementary school students. The display of realia can help the students to memorize words because they have direct experience with the things talked
about. So that it can improve students’ vocabulary mastery.
B. Discussion
This section presents discussion of the research finding during the research. The result of the research showed that the use of realia in English
teaching learning process especially in teaching vocabulary can improve the students’ vocabulary mastery. The improvements can be seen from the students
mean score of pre-test and post-test in each cycle. The mean score or pre-test in cycle 1 was 7.05 while in post-test was 8.16. In cycle 2, the mean score of pre-test
and post-test each 7.23 and 9.16. The score of post-test 1 was higher than the score in pre-test 1 and the score of post-test 2 was better than the score in pre-test
2. The score of post-test in cycle 1 increased in cycle 2 from 8.16 to 9.16. The test score can be drawn from the table follows:
Cycle 1 Cycle 2
Pre-test Post-test
Pre-test Post-test
Total Score 126.9
147 130.2
164.9 Mean score
7.05 8.16
7.23 9.16
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