and master the material delivered in teaching and learning process. This media facilitate student to understand and remember the material that has been
taught. Because, these media give opportunity to students to see, touch, feel and smell the object of the study. Learning language by using realia as media
make students understand and memorize the word longer because they experience by all of their sense. In addition, according to Gower et al said
when presenting new vocabulary, realia often illustrate meaning more directly and quickly than through verbal explanation. Moreover, Hunt and Belgar
stated that realia can help learners because they not only hear the word but also receive visual reinforcement.
12
Because of those reasons, the writer is interested in conducting a research about
“The Influence of Using Realia in Teaching Concrete Nouns. A Quasi-experimental Study at the Second
Grade Students of MTs Masyariqul Anwar Caringin ”
B. Limitation of the Problem
To avoid misunderstanding and to clarify the problem, the writer limits the problem of the research on the influence of using realia in teaching
concrete nouns at the second grade students of Mts Maysariqul Anwar Caringin.
C. Formulation of the Problem
Based on the background above, the writer states the problem of this research as follow: is there any significant influence of using realia in teaching
concrete nouns at the second grade students of MTs Masyariqul Anwar?
D. The objective of the Research
Based on the formulation above, the research is conducted to get empirical evidence that using realia has a significant influence in teaching
concrete nouns at the second grade students of MTs Masyariqul Anwar Caringin.
12
Adolfo Segundo Parades Oyarzo, “Realia and Vocabulary Learning Among Young
Learner ”, A thesis of Universidad De Magallanes, Punta Arenas, 2008.
E. The significant of the Research
The result of this study is expected to be useful firstly for the teacher, this research is expected to be useful information and positive contribution,
especially in teaching concrete noun, mainly for teacher and students’ at MTs Masyariqul Anwar Caringin. Teachers are expected to apply realia around the
school in teaching concrete noun. Secondly for the student, it is hoped can help students in learning and remembering new word that has been taught.
Finally for future research, the research hopefully also can be used as the reference for those who want to conduct a research in English teaching
learning process especially about the use of media realia in teaching concrete noun.
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CHAPTER II THEORETICAL FRAMEWORK
A. Noun
1. Definition of Noun
A noun is word describing who or what in a sentence, it can be person, place or thing. A “thing” can be anything, an animal, a device, a point, an
object, an event, and so on. It is in line with Hill that noun is a word names person, place or thing.
1
According to Frank, the noun is one of the most important part of speech.
2
Because in making any basic sentence, a noun has essential role that work together with pronoun, verb, adjective, adverb, and article to
make up a good sentence. In addition, Frank Said noun may function as the chief word in many structures of modification.
3
Just as a car is not a functioning car without all of synchronized parts working together, a
sentence is not a functioning sentence without the correct usage and combination of all its essential parts of speech.
In a learning foreign language, children are easy to remember the words which they can see the things concrete. Therefore, the learning of
foreign language is better if we start from the acquisition of the concrete thing. “Children may begin their lexical development by using features
that very along perceptual dimensions e.g., texture, shape, sound.”
4
Moreover, Allen stated that the success in learning often depends on number of senses which are used in the learning process. When students
can touch something in addition to hearing or seeing the word that names
1
McGraw-Hill, Grammar: Practice Book Grade 2, New York: McGraw-Hill Companies, p. 26.
2
Marcella Frank, Modern English; A Partial Reference Guide, Englewood Cliffs, New Jersey: Prentice-Hall, Inc, 1972, p. 6.
3
Ibid.
4
Evelyn Hatch and Cheryl Brown, op cit, p. 218.
it, there is a stronger chance that the word will be learned.
5
It is clear that the children acquire some nouns earlier that another word class, such as
verb, adjective or adverb. Based on the explanation above, the writer has an intention to discuss
more about noun. It is because nous is one of the concrete object that can be understood by students in their foreign language learning. Rodger
found that nouns are easiest to learn, following by adjectives; on the other hand, verbs and adverbs were most difficult. The opinion is also supported
by Ellis and Beaton in Read ’s book; they confirmed that nouns are easier
than verbs because learner can form mental images of them more readily.
6
Thus, the writer wants to identify the noun itself and kind of nouns itself.
2. Types of Nouns
In grammar class people may have learned about noun which commonly defined as word that refer to a person, place, thing or idea. It is
in line with Hatch and Brown that a noun refers to a person, place or thing.
7
Noun can be divided into subclasses: a. Proper noun and Common noun
Proper noun is noun names a special person, place or thing.
8
For example like Jakarta, Bandung, and Surabaya. While common noun is word uses to name general items rather than
specific ones, like city, state, and woman. b. Abstract noun and Concrete nouns
Abstract noun is word for concept.
9
Means the word referring to ideas, concepts, emotions, and other “things” you
5
Virginia French Allen, Techniques in Teaching Vocabulary, New York: Oxford University Press, 1983, p. 8.
6
John Read, op. cit. p. 40.
7
Evelyn Hatch and Cheryl Brown, op cit, p. 219.
8
McGraw-Hill, Grammar: Practice Book Grade 3, New York: McGraw-Hill Companies, p. 34.
9
Marcella Frank, op. cit., pp. 6-7.
