Realia breathes life into new vocabulary, and the chances of students remembering the new words you have taught them increases. The
probability of remembering it become much higher after experiencing the taste, touch, and smell of the object. Realia does not have to be limited to
food or drink. Time tables, tickets, newspapers, clothes. In fact any object you can think of can be used as a teaching aid.
6. The Disadvantage of Using Realia
Realia also has some disadvantages in teaching vocabulary, thore are: a. Realia would be used only concrete nouns for example: car,
bag, window, etc. It is only able to describe concrete thing and impossible to describe abstract object using realia for example
abstract noun poor, need, adjective nice, angry, verb work, adverb next week, tomorrow those things can only be
expressed by action or expression not real object. b. The limitation on the object which were brought to class are the
size, portability, and safety. 1 Sizes
The teacher could not bring the reaia in the class because the size is too large, too long, or too wide. So, it I
impossible for the teacher to provide them. 2 Portability
Portability is the accessibility to bring objects to the class. Not all of realia can be brought to the class.
3 Safety In choosing the realia teacher should be concern whether or
not it is safe. For example dangerous object like animal cannot be brought to the class.
From the description above, it can be concluded that using relia was only limited by your imagination. In other way, there were some
objects that cannot be presented in the class. In this case, the teacher was able to use stationary, parts of body, furniture, clock etc.
C. Previous Related Studies
There are several previous studies which are carried out by several researchers regarding on using realia and pictures in teaching language.
The first is conducted by Dwi Wantini that entitled “Improving Students’ Vocabulary Mastery Using Realia”. She carried out the research
at fourth grade students of SD Negeri Kalimacan Sragen. To investigate the use of realia, the researcher used Classroom Action Research CAR as
the method of research. To indicate the improvem ent of the students’
vocabulary mastery, she conducted two cycle in which each of the cycle consist of planning, action, observation and reflection. She concluded that
the result of her research showed that teaching English using realia can improve the stu
dents’ achievement especially mastering vocabulary and also giving a positive changes to students’ attitude in learning.
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The second is conducted by Muhammad Nugroho which entitle “The Use of Realia in Teaching Speaking”. In this experiment study, the
researcher use realia in teaching speaking to the first grade students of senior high school PGRI 3. He gave pre-test and post-test. After getting
the data, he analysed and processed by using statistical calculation of t-test formula with significant degree 5 and 1. The result is t
o
t observation is higher than t
t
t table. It means that there are any significant influences in learning by using realia and without realia.
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The third was taken from Ningtyas Orilina Argawat which entitled “The Effectiveness of Using Realia in Teaching English Vocabulary to the
3
rd
Grade of Elementary School Student in SD Bentakan I Baki Sukoharjo
”. In this study, the researcher used realia in teaching English
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Dwi Wantini, “Improving Students’ Vocabulary Mastery Using Realia”, A Thesis, in Universitas Sebelas Maret Surakarta. Tidak Dipublikasikan.
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Muhammad Nugroho, “The Use of Realia in Teaching Speaking”, A Thesis, in UIN Syarif Hidayatullah Jakarta. Tidak Dipblikasikan.
