IMPROVING STUDENTS VOCABULARY ACHIEVEMENT IN WRITING DESCRIPTIVE TEXTBY USING REALIA.
IMPROVING THE STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT BY
USING REALIA STRATEGY
A THESIS
Submitted to Partial Fulfillment of the Requirement for
the Degree of SarjanaPendidikan
By:
FINNY AMELIANA BR SURBAKTI
Reg.No.209421020
ENGLISH LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
In the name of Allah, the beneficent, the merciful. All praises be to Allah, the lord of the worlds.
Who has given the health and strength to the writer in completing this thesis.May Allah’s peace and
blessing be upon His final Prophet and Messenger, Muhammad, his family and his companions.
This Thesis is presented to the English Department of Faculty Languages and Arts, State
University of Medan as a partial fulfillment of the requirement for the Degree of first strata.
Alhamdulillah, the writer has finished this thesis. Absolutely it is not only an effort by her self
alone, there are many hands help her. In this occasion, she presents great honour to :
Prof. Dr. Ibnu Hajar Damanik, M.Si, Rector of State University of Medan
Dr. Isda Pramuniarti, M.Hum, Dean of Faculty Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd, Head of English Department.Rika S.Pd, M.Hum, Secretary of
English and Literature Department, Dra. MasitowarniSiregar,M.Ed, Head of English Education
Study Program.
Prof. Amrin Saragih, M.A, Ph.D, her advisor, who has given his time, support, guidance,
kindness, contributions, and patience in correcting and helping her in finishing this thesis.
Nur Hidayah Nur, S.Ag, principal of SMP negeri 1 Salpian and also for others who help her and
the English teachers for all their permission and support to do this thesis.
The most special persons in her life, her beloved, dad and mom Sabar Malem Surbakti andIndra
Wati Br Tarigan , who have given their support during her study and her writing thesis. Thank
you for your kindness and you are so patience and also Her sister Widya Amanda Br Surbakti,
Kiki Novia Devi Br Surbakti, and my little brother Wisnu Airlangga Surbakti..
Her beloved best friends, Siska Indah Sari, Femy Septiani, Rida handayani, and Maya Who have
always been in the writer side in the facing all the laugher and tears during her study. To any
others persons who can not be mentioned one by one to their any contribution to the writer
during finishing her thesis.And also IbuEis and IbuEndah for their help to completing the
administration
Medan, Februari 2014
The Writer,
Finny Ameliana Br. Surbakti
NIM. 209421020
ABSTRACT
Surbakti, Finny Ameliana I provi g Stude ts’ Vo a ular A hieve e t i Writi g Des riptive te t
Using Realia. A Thesis.English Department. Faculty of Languages and Arts.State University of Medan.
2014.
This study attempted to improve stude ts’a hie e e t i riti g des ripti e te t usi g realia
strategy. This study was conducted by using classroom action research. The subject of the research was
class VIII SMP Negeri 1 Salapian which consisted of 30 students. The research was conducted in two
cycles and every cycle consisted of three meetings. The instruments for collecting the data were
quantitative data (writing descriptive text) and qualitative data (diary notes, observation sheet and
questionnaire sheet). Based on vocabulary scores, stude ts’ s ore kept i pro i g i e er e aluatio . I
the test I the mean was 70.36, in the test II the mean was 86.13 . Based on observation sheet and
questionnaire, it was found that teaching-learning process ran well. Students were active, enthusiastic,
and interested in writing descriptive. The result of the research showed that by using Realia Strategy
sig ifi a tl i pro ed stude ts’ a hie e e t i riti g des ripti e te t.
Keyword: student achievement, Realia ( real object ), classroom action research.
TABLE OF CONTENTS
ABSTRACT
.........................................................................................
i
ACKNOWLEDGEMENT ....................................................................................
ii
TABLE OF CONTENT........................................................................................
iii
LIST OF TABLE ................................................................................................
v
LIST OF FIGURE ..............................................................................................
vi
LIST OF APPENDICES.......................................................................................
vii
CHAPTER I: INTRODUCTION ............................................................................
1
A.
B.
C.
D.
E.
The Background of the Study ....................................................................
The Problem of Study ................................................................................
The Objective of Study ..............................................................................
The Scope of Study ....................................................................................
The Significance of the Study ....................................................................
1
4
4
4
4
CHAPTER II: REVIEW OF LITERATURE ..............................................................
5
A. Theoretical Framework ............................................................................
1. Achievement......................................................................................
2. Writing as cooperative work .............................................................
3. Genre ................................................................................................
4. Writing ...............................................................................................
5. Media in Language Teaching .............................................................
6. Realia .................................................................................................
7. The Advantages of using Relia ...........................................................
8. The Applying of Relia in Teaching Descriptive Writing......................
B. Conceptual Framework .............................................................................
5
5
6
7
8
11
13
17
18
21
CHAPTER III: RESEARCH METHOD ..................................................................
23
A. Research Design ........................................................................................
B. Subject of The Research............................................................................
C. Instrument of Data Collection ......................................................................
D. Procedure of The Data Collection .............................................................
E. Technique of Data Analysis ..........................................................................
23
24
24
25
29
CHAPTER IV: DATA AND DATA ANALYSIS ........................................................
30
A. The Data ....................................................................................................
1. The Quantitative Data ........................................................................
2. The Qualitative Data...........................................................................
a. Observation Sheet .......................................................................
b. Diary Notes ..................................................................................
c. Questionnaire Sheet ....................................................................
B.Data Analysis ................................................................................................
1. Quantitative Data ...............................................................................
2. Qualitative Data..................................................................................
a. Observation Sheet ......................................................................
b. Diary Notes .................................................................................
c. Questionnaire Sheet ...................................................................
C. Research Finding and Discussion .................................................................
30
30
32
32
32
36
36
36
41
41
42
42
42
CHAPTER V: CONCLUSION AND SUGGESTION ..................................................
44
A. Conclusion .................................................................................................
B.Suggestion ...................................................................................................
44
44
REFERENCES ..................................................................................................
45
LIST OF TABLE
Table
Page
3.1 The Activities in Cycle I and Cycle II ...............................................................
26
3.2 Scoring of Writing...........................................................................................
28
3.3 Criteria Stude ts’ Achieve e t .....................................................................
28
4.1 The Stude t’s Score fro
the First u til the Last Meeti g ............................
31
4.2 The Percentage of Achievement Student in Writing Descriptive Text...........
41
LIST OF FIGURE
Figure
Page
2.1 Applying Realia in Teaching Descriptive Writing .............................................
3.1 Simple Action Research Model ........................................................................
20
24
LIST OF APPENDICES
Appendix
Page
A.
B.
47
C.
D.
E.
F.
G.
H.
Lesson Plan .....................................................................................................
The Calculation of Students’ Mean Score
the Range of Score Improvement ..................................................................
The Calculation of Master Students ...............................................................
Students’ Writing Descriptive Text Score Cycle I and Cycle II ........................
Observation Sheet ..........................................................................................
Diary Notes .....................................................................................................
Questionnaire Sheet.......................................................................................
Questionnaire Scores .....................................................................................
56
58
59
60
62
65
66
CHAPTER I
INTRODUCTION
A. The Background of Study
English is an international language that is mostly used in all countries
around the world. It is used in almost every aspect of life, such as in science,
technology, business, politic, education, tourism, entertainment and international
relationship. In Indonesia, English itself has been taught from the elementary
school level up to the university level. And even now, it has been taught in
kindergarten school level as well.
In teaching and learning process of English subject, students are taught the
four skills, namely; listening, speaking, reading, and writing. Writing is one of the
important skills in English because it takes a part as an important communication
tools. Through writing, everyone is not only able to express feeling and ideas but
also to communicate with others and have remembering fact and ideas into
writing form.
According to Ariyanti (2010:91), writing is an important skill in taking,
retaining, and expressing information. In addition, “writing is an important part of
language teaching as it also functions as an essential tool for learning in which
students improve their knowledge of the language elements in real use” (Taselin,
2010:104). From the explanation, writing is an important skill to be learned by the
students because it has important roles in the learning activities.
Based on the syllabus of curriculum in Junior High School, student are
required to be able to write various types of genres. They are narrative, recount,
1
descriptive,
report,
explanation,
hortatory
exposition,
procedure,discussion,review,
anecdote,spoof, news item.
Descriptive text is a type writing which has the meaningful linguistics unit to describe
person, thing and places by using vivid details. Descriptive text is concerned with creating a
verbal of what we experience.
Although, most students have learned Writing English from primary school up to Senior
High school, most of them cannotwrite well. Based on the data during to Teaching Practice
program (PPL) and based on the data from interviewing the English teacher of SMP Negeri 1
Salapian, it is found that the students have problem in writing. The students cannot write
descriptive text. In order to solve this problem, we needed some creative strategy to make the
teaching writing more effective and interesting.
There are many ways to make teaching writing to more effective and interesting and help
student in write descriptive text well. One of ways that can be used the media. Media is a tool of
teaching in learning process. It can support teaching learning process because it is an instrument
that can effect condition of teaching learning process. In a writing activity, the students must be
able to write some text. It is descriptive text.
According to Leksono (2009:80), descriptive text is fun and it makes students’ writing
more interesting to readers because the students use their words to help readers “see” or to
visualize of people, places, or things. It means that by using descriptive text, the readers can
create their own pictures of what those are written. Writing a descriptive text needs more
attention because the students have to know the things that will be described in detail. Because of
that reason, the teachers must use the variety and useful strategies to make students write well in
descriptive text. One of ways which can be considered in writing descriptive text is by using
realia as media in learning activities.
Using media in learning activities is very important for teachers. The benefit of using
media is media helps to enhance the quality in learning. Using media can support the teachers’
materials. Well-designed material takes the wisdom of different accepted learning theorist into
account which results in active and effective learning (Kumar, 1998:7). As a result, media is an
integral part of the learning activities in order to achieve educational goals.
In teaching and learning process, realia has meaningful because realia brings authentic
piece of the target culture into the language classroom. By presenting material through diverse
media , realia helps to make English language input comprehensible as possible and to build an
assosiative bridge between the classroom and the world. Realia is not only series of artifacts that
discribe the costumes traditions of a culture, but they are also a set of teaching aids facilitate the
simulation of experience in target culture. It is mean that, realia can be used to meet the student’s
interest and their level of capability. The word realia means using real items found in the world
around us as an aid to teaching English. Using realia, helps to make English lessons memorable,
it creates a link between the objects, and the word or phrase they show.
Thus ’Realia’ in EFL terms refers to any real objects we use in the classroom to bring the
class to life. In this tip the researcher would like to offer a few suggestions for activities using
realia and to consider why we may want to bring things into the class. Students understand and
retain the meaning of a word better when they have seen or have touched some object associated
with an activity using real objects.
B. The Problem of the Study
Based on the background of the study, the problem of the study is formulated as follows :
“Does the use realia significantly improve the students’ achievement in writing descriptive text ?
”
C.
The Object of the Study
The objective of this study is to investigate whether is a significant improvement in their
achievement if the students were taught descriptive text by using realia?
D.
The Scope of the Study
The scope of the study is limited on describing object and realia about fruit in descriptive
text.
E.
The Significances of the study
The findings of this research are expected to be useful for
1. English teachers to use realia in their writing class to improve the students’ writing
achievement,
2. English learners to enlarge their knowledge to write descriptive text by using realia, and
3. the readers who want to conduct the same researcher.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, it is found that students’ achievement in writing descriptive text
is significantly improved from writing test in cycle 1 to writing descriptive text test in cycle 2. It
means that there is an improvement in students' achievement in writing descriptive text by using
Realia. It is seen from the improvement of the students’ mean score writing descriptive text test
in cycle one significant (70.36), and writing test in cycle two (86.13). The students' score
continuously improved in each test. Therefore, it is concluded that Realia strategy significantly
improves students’ achievement in writing descriptive text
B. Suggestion
Related to the conclusion, suggestions, are staged the following
1. It is suggested for the students to use Realia in learning writing descriptive text because
this Media provide a simple way in learning writing descriptive text, so the teaching and
learning process will not boring and hard.
2. It is also suggested that teacher should better teach writing descriptive text by using
Realia strategy that has a pleasure learning atmosphere so that the students feel more
motivated and interested in learning descriptive text.
REFERENCES
Ariyanti, L. 2010. Teaching Writing by Using The Think-Pair-Share (TPS) Technique.
On
Cahyono, B. A (Ed), The Teaching of English Language Skill and
English Language Components (page. 91-101). Malang: State University of Malang
Press.
Arsyad, A. 2002. Media Pembelajaran. Jakarta: PT. Grafindo Persada.
Brown, H. Douglas. 2001. Teaching by Principles. An Interactive Approach to Language
Pedagogy (2nded). San Fransisco: Addisan Wesley Longman.
Crimmon, MC. James, M. 1967. Writing with a purpose (8thed). Boston: Houghton Mifflin.
Cameron, L. 2001. Teaching
UniversityPress.
languages
to
younglearners.
Cambridge:
Cambridge
Harmer, Jeremy,2007.The Practice of English Language Teaching, UK.
Hyland, K.(2008) Teaching and Reasearching Writing. London: Longman.
Kangan,S(1986)Beyond language: Social andcultural factors in schoolinglanguage minority
studentsLos
Angeles:Evaluation,
Dissemination
and
Assessment
Center,
CaliforniaStateUnversity.
Knapp, P. and Watkins, M. (1994) Genre–Text–Grammar: Technology forTeaching and
Assessing Writing, Broadway: Text Productions.
Kumar, V.1998. Media Options for Teacher. New Delhi: Atlantic Publisher and Distributors.
Leksono, A. B. 2009. Teaching Descriptive Texts Using Pictures and Cluster Diagramming. On
Cahyono, B. A (Ed), Techniques in Teaching EFL Writing: Practical Guides for English
Teachers of SMP/MTS in Indonesia (page.10-15). Malang: State University of Malang
Press.
Ngaroga, J. M. 1996. PTE Revision Series Education for Primary Teacher Education. Kenya:
East African Educational Publisher Ltd.
Nunan.1999Second Language Teaching Learning. Boston. Heinle and Heinle.
Pardiyono.2007. Pasti Bisa! Teaching Genre – based writing. Yogyakarta.
Soulier, J. S. 1981. TheInstructional Media Library: Real Object and Models. New Jersey:
Educational Technology Publications, Inc.,Englewood Cliff.
Taselin, M. 2010. Interactive Activities for Improving Students’ Writing Skill. On Cahyono, B.
A (Ed), The Teaching of English Language Skill and English Language Components
(page.103-112). Malang: State University of Malang Press
Journal of English Language Teaching (March 2009, vol. 2, No.1. pp.150-155, 2009),
http://www.usingenglish.com/webblog/archieves/000228.html(accessed December 25,2009.
http://dictionary.babylon.com/Realia (accessed 8 November 2009.)
USING REALIA STRATEGY
A THESIS
Submitted to Partial Fulfillment of the Requirement for
the Degree of SarjanaPendidikan
By:
FINNY AMELIANA BR SURBAKTI
Reg.No.209421020
ENGLISH LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
In the name of Allah, the beneficent, the merciful. All praises be to Allah, the lord of the worlds.
Who has given the health and strength to the writer in completing this thesis.May Allah’s peace and
blessing be upon His final Prophet and Messenger, Muhammad, his family and his companions.
This Thesis is presented to the English Department of Faculty Languages and Arts, State
University of Medan as a partial fulfillment of the requirement for the Degree of first strata.
Alhamdulillah, the writer has finished this thesis. Absolutely it is not only an effort by her self
alone, there are many hands help her. In this occasion, she presents great honour to :
Prof. Dr. Ibnu Hajar Damanik, M.Si, Rector of State University of Medan
Dr. Isda Pramuniarti, M.Hum, Dean of Faculty Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd, Head of English Department.Rika S.Pd, M.Hum, Secretary of
English and Literature Department, Dra. MasitowarniSiregar,M.Ed, Head of English Education
Study Program.
Prof. Amrin Saragih, M.A, Ph.D, her advisor, who has given his time, support, guidance,
kindness, contributions, and patience in correcting and helping her in finishing this thesis.
Nur Hidayah Nur, S.Ag, principal of SMP negeri 1 Salpian and also for others who help her and
the English teachers for all their permission and support to do this thesis.
The most special persons in her life, her beloved, dad and mom Sabar Malem Surbakti andIndra
Wati Br Tarigan , who have given their support during her study and her writing thesis. Thank
you for your kindness and you are so patience and also Her sister Widya Amanda Br Surbakti,
Kiki Novia Devi Br Surbakti, and my little brother Wisnu Airlangga Surbakti..
Her beloved best friends, Siska Indah Sari, Femy Septiani, Rida handayani, and Maya Who have
always been in the writer side in the facing all the laugher and tears during her study. To any
others persons who can not be mentioned one by one to their any contribution to the writer
during finishing her thesis.And also IbuEis and IbuEndah for their help to completing the
administration
Medan, Februari 2014
The Writer,
Finny Ameliana Br. Surbakti
NIM. 209421020
ABSTRACT
Surbakti, Finny Ameliana I provi g Stude ts’ Vo a ular A hieve e t i Writi g Des riptive te t
Using Realia. A Thesis.English Department. Faculty of Languages and Arts.State University of Medan.
2014.
This study attempted to improve stude ts’a hie e e t i riti g des ripti e te t usi g realia
strategy. This study was conducted by using classroom action research. The subject of the research was
class VIII SMP Negeri 1 Salapian which consisted of 30 students. The research was conducted in two
cycles and every cycle consisted of three meetings. The instruments for collecting the data were
quantitative data (writing descriptive text) and qualitative data (diary notes, observation sheet and
questionnaire sheet). Based on vocabulary scores, stude ts’ s ore kept i pro i g i e er e aluatio . I
the test I the mean was 70.36, in the test II the mean was 86.13 . Based on observation sheet and
questionnaire, it was found that teaching-learning process ran well. Students were active, enthusiastic,
and interested in writing descriptive. The result of the research showed that by using Realia Strategy
sig ifi a tl i pro ed stude ts’ a hie e e t i riti g des ripti e te t.
Keyword: student achievement, Realia ( real object ), classroom action research.
TABLE OF CONTENTS
ABSTRACT
.........................................................................................
i
ACKNOWLEDGEMENT ....................................................................................
ii
TABLE OF CONTENT........................................................................................
iii
LIST OF TABLE ................................................................................................
v
LIST OF FIGURE ..............................................................................................
vi
LIST OF APPENDICES.......................................................................................
vii
CHAPTER I: INTRODUCTION ............................................................................
1
A.
B.
C.
D.
E.
The Background of the Study ....................................................................
The Problem of Study ................................................................................
The Objective of Study ..............................................................................
The Scope of Study ....................................................................................
The Significance of the Study ....................................................................
1
4
4
4
4
CHAPTER II: REVIEW OF LITERATURE ..............................................................
5
A. Theoretical Framework ............................................................................
1. Achievement......................................................................................
2. Writing as cooperative work .............................................................
3. Genre ................................................................................................
4. Writing ...............................................................................................
5. Media in Language Teaching .............................................................
6. Realia .................................................................................................
7. The Advantages of using Relia ...........................................................
8. The Applying of Relia in Teaching Descriptive Writing......................
B. Conceptual Framework .............................................................................
5
5
6
7
8
11
13
17
18
21
CHAPTER III: RESEARCH METHOD ..................................................................
23
A. Research Design ........................................................................................
B. Subject of The Research............................................................................
C. Instrument of Data Collection ......................................................................
D. Procedure of The Data Collection .............................................................
E. Technique of Data Analysis ..........................................................................
23
24
24
25
29
CHAPTER IV: DATA AND DATA ANALYSIS ........................................................
30
A. The Data ....................................................................................................
1. The Quantitative Data ........................................................................
2. The Qualitative Data...........................................................................
a. Observation Sheet .......................................................................
b. Diary Notes ..................................................................................
c. Questionnaire Sheet ....................................................................
B.Data Analysis ................................................................................................
1. Quantitative Data ...............................................................................
2. Qualitative Data..................................................................................
a. Observation Sheet ......................................................................
b. Diary Notes .................................................................................
c. Questionnaire Sheet ...................................................................
C. Research Finding and Discussion .................................................................
30
30
32
32
32
36
36
36
41
41
42
42
42
CHAPTER V: CONCLUSION AND SUGGESTION ..................................................
44
A. Conclusion .................................................................................................
B.Suggestion ...................................................................................................
44
44
REFERENCES ..................................................................................................
45
LIST OF TABLE
Table
Page
3.1 The Activities in Cycle I and Cycle II ...............................................................
26
3.2 Scoring of Writing...........................................................................................
28
3.3 Criteria Stude ts’ Achieve e t .....................................................................
28
4.1 The Stude t’s Score fro
the First u til the Last Meeti g ............................
31
4.2 The Percentage of Achievement Student in Writing Descriptive Text...........
41
LIST OF FIGURE
Figure
Page
2.1 Applying Realia in Teaching Descriptive Writing .............................................
3.1 Simple Action Research Model ........................................................................
20
24
LIST OF APPENDICES
Appendix
Page
A.
B.
47
C.
D.
E.
F.
G.
H.
Lesson Plan .....................................................................................................
The Calculation of Students’ Mean Score
the Range of Score Improvement ..................................................................
The Calculation of Master Students ...............................................................
Students’ Writing Descriptive Text Score Cycle I and Cycle II ........................
Observation Sheet ..........................................................................................
Diary Notes .....................................................................................................
Questionnaire Sheet.......................................................................................
Questionnaire Scores .....................................................................................
56
58
59
60
62
65
66
CHAPTER I
INTRODUCTION
A. The Background of Study
English is an international language that is mostly used in all countries
around the world. It is used in almost every aspect of life, such as in science,
technology, business, politic, education, tourism, entertainment and international
relationship. In Indonesia, English itself has been taught from the elementary
school level up to the university level. And even now, it has been taught in
kindergarten school level as well.
In teaching and learning process of English subject, students are taught the
four skills, namely; listening, speaking, reading, and writing. Writing is one of the
important skills in English because it takes a part as an important communication
tools. Through writing, everyone is not only able to express feeling and ideas but
also to communicate with others and have remembering fact and ideas into
writing form.
According to Ariyanti (2010:91), writing is an important skill in taking,
retaining, and expressing information. In addition, “writing is an important part of
language teaching as it also functions as an essential tool for learning in which
students improve their knowledge of the language elements in real use” (Taselin,
2010:104). From the explanation, writing is an important skill to be learned by the
students because it has important roles in the learning activities.
Based on the syllabus of curriculum in Junior High School, student are
required to be able to write various types of genres. They are narrative, recount,
1
descriptive,
report,
explanation,
hortatory
exposition,
procedure,discussion,review,
anecdote,spoof, news item.
Descriptive text is a type writing which has the meaningful linguistics unit to describe
person, thing and places by using vivid details. Descriptive text is concerned with creating a
verbal of what we experience.
Although, most students have learned Writing English from primary school up to Senior
High school, most of them cannotwrite well. Based on the data during to Teaching Practice
program (PPL) and based on the data from interviewing the English teacher of SMP Negeri 1
Salapian, it is found that the students have problem in writing. The students cannot write
descriptive text. In order to solve this problem, we needed some creative strategy to make the
teaching writing more effective and interesting.
There are many ways to make teaching writing to more effective and interesting and help
student in write descriptive text well. One of ways that can be used the media. Media is a tool of
teaching in learning process. It can support teaching learning process because it is an instrument
that can effect condition of teaching learning process. In a writing activity, the students must be
able to write some text. It is descriptive text.
According to Leksono (2009:80), descriptive text is fun and it makes students’ writing
more interesting to readers because the students use their words to help readers “see” or to
visualize of people, places, or things. It means that by using descriptive text, the readers can
create their own pictures of what those are written. Writing a descriptive text needs more
attention because the students have to know the things that will be described in detail. Because of
that reason, the teachers must use the variety and useful strategies to make students write well in
descriptive text. One of ways which can be considered in writing descriptive text is by using
realia as media in learning activities.
Using media in learning activities is very important for teachers. The benefit of using
media is media helps to enhance the quality in learning. Using media can support the teachers’
materials. Well-designed material takes the wisdom of different accepted learning theorist into
account which results in active and effective learning (Kumar, 1998:7). As a result, media is an
integral part of the learning activities in order to achieve educational goals.
In teaching and learning process, realia has meaningful because realia brings authentic
piece of the target culture into the language classroom. By presenting material through diverse
media , realia helps to make English language input comprehensible as possible and to build an
assosiative bridge between the classroom and the world. Realia is not only series of artifacts that
discribe the costumes traditions of a culture, but they are also a set of teaching aids facilitate the
simulation of experience in target culture. It is mean that, realia can be used to meet the student’s
interest and their level of capability. The word realia means using real items found in the world
around us as an aid to teaching English. Using realia, helps to make English lessons memorable,
it creates a link between the objects, and the word or phrase they show.
Thus ’Realia’ in EFL terms refers to any real objects we use in the classroom to bring the
class to life. In this tip the researcher would like to offer a few suggestions for activities using
realia and to consider why we may want to bring things into the class. Students understand and
retain the meaning of a word better when they have seen or have touched some object associated
with an activity using real objects.
B. The Problem of the Study
Based on the background of the study, the problem of the study is formulated as follows :
“Does the use realia significantly improve the students’ achievement in writing descriptive text ?
”
C.
The Object of the Study
The objective of this study is to investigate whether is a significant improvement in their
achievement if the students were taught descriptive text by using realia?
D.
The Scope of the Study
The scope of the study is limited on describing object and realia about fruit in descriptive
text.
E.
The Significances of the study
The findings of this research are expected to be useful for
1. English teachers to use realia in their writing class to improve the students’ writing
achievement,
2. English learners to enlarge their knowledge to write descriptive text by using realia, and
3. the readers who want to conduct the same researcher.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, it is found that students’ achievement in writing descriptive text
is significantly improved from writing test in cycle 1 to writing descriptive text test in cycle 2. It
means that there is an improvement in students' achievement in writing descriptive text by using
Realia. It is seen from the improvement of the students’ mean score writing descriptive text test
in cycle one significant (70.36), and writing test in cycle two (86.13). The students' score
continuously improved in each test. Therefore, it is concluded that Realia strategy significantly
improves students’ achievement in writing descriptive text
B. Suggestion
Related to the conclusion, suggestions, are staged the following
1. It is suggested for the students to use Realia in learning writing descriptive text because
this Media provide a simple way in learning writing descriptive text, so the teaching and
learning process will not boring and hard.
2. It is also suggested that teacher should better teach writing descriptive text by using
Realia strategy that has a pleasure learning atmosphere so that the students feel more
motivated and interested in learning descriptive text.
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