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TEACHING VOCABULARY USING REALIA MEDIA AT THE THIRD GRADE STUDENTS
OF SDN 1 TEGALMUNJUL – PURWAKARTA
Bayu Nurbaeti
English Education Study Program Language and Arts Department
STKIP Siliwangi Bandung
ABSTRACT
The objectives of the research paper entitled “Teaching Vocabulary Using Realia Media at the Third Grade Students of
SDN 1 Tegalmunjul – Purwakarta” was to find whether or not realia media was effective to improve the students’
vocabulary mastery and to find out how good the students’ mastery of the vocabulary. In this research, the writer used one
group pretest-posttest design and quantitative research method. The population of this research was 40 of the third grade
students at SDN 1 Tegalmunjul – Purwakarta in academic years 2012 – 2013, and the sample was the entire of the
population. The instrument of this research was test, pretest and posttest. The data of this research was collected by giving
vocabulary test to the student sample. The collected data were analyzed by using t test formula. The results of this
research showed that: mean scores of pretest was 12.53, mean scores of posttest was 16.25. It means realia media can
improve the students’ vocabulary mastery. Then, the tobserved was 4.45, and the tcritical value was 2.42 with degree of
freedom = N-1 (df = 40-1 = 39) and significance level at .01. Based on the result of the data analysis above, the alternative
hypothesis was accepted because the tobserved was bigger than the tcritical value (4.45 > 2.42). It also means that realia media
was effected to improve the students’ vocabulary mastery significantly.
Key Words: Teaching, Vocabulary, Realia, Media.
A. BACKGROUND Language is a tool for communication that is used by
mankind all over the world. People learn foreign
language to be able to communicate with people of
different nations. In the learning process, listening,
speaking, reading, and writing are the targets to be
achieved through the language components such as
structure, vocabulary, spelling and pronunciation. They
are intended to support the development of that basic
competences. Vocabulary is a central to language and it
is significant to language learners. Therefore, to
develop the students’ ability in mastering English, it
cannot be separated from the mastery of vocabulary.
Because it can be a measurement of the students’
understand in English and to build their confidence in
speaking English up. In the other hand, by mastering
the vocabulary, it can be a bridge for the students to
extract any information then can enlarge their
knowledge.
The Reasons For Choosing the Topic 1. The students are expected to be able to communicate
in English, both oral and written. But in this case, how
we improve their ability in English is started from the
basic knowledge of learning English. In this case,
vocabulary is the very basic knowledge which must be
learnt by the students at the beginner level.
2. The students are still not good enough in mastering
the vocabulary. As Subiyati (1989:31, cited in
http://idtesis.com/contoh-proposal-skripsi-pendidikan-
bahasa-inggris.html/ at 2012, Nov the 27th) states
“rendahnya penguasaan kosa kata bahasa asing
disebabkan belum digunakannya metode dan media
pengajaran yang mampu membangkitkan minat dan
motivasi belajar siswa.”
Research Questions 1.Can realia media improve the students’ ability in
mastering the vocabulary?
2. How far realia media can help to improve the
students’ vocabulary mastery?
Aims of the Research
The objective of this research is to know the impacts of
using realia in increasing the vocabulary achievement
at the third grade students of SDN 1 Tegalmunjul –
Purwakarta.
Limitation of the Problem The research is focused on analyzing realia media in
improving the students’ ability in mastering the
vocabulary at the third grade students of SDN 1
Tegalmunjul – Purwakarta.
B. LITERATURES REVIEW As a teacher, we should know what the definition of
teaching really is, according to Brown (1987:7)
teaching is a process“showing or helping someone to
learn how to do something, giving instructions, guiding
in the study of something, providing with knowledge,
causing to know to understand”(taken from:
http://www.shvoong.com/internet-andtechnologies/
website/2087151definition-teaching/#ixzz2SZ8GsY58,
May the 7th). To have a good teaching in the classroom,
the teachers should also know about approach, method,
and technique. According to Anthony (1963, in
Richards and Rodgers, 1986:15), an approach is a set
of correlative assumptions dealing with the nature of
language teaching and learning. An approach is
axiomatic. 1t describes the nature of the subject matter
to be taught. Furthermore, Brown (2000:40) says “the
interaction between your approach and your classroom
practice is the key to dynamic approach.” Then,
according toAnthony (1963, in Richards and Rodgers,
1986:15) describes method is an overall plan for the
orderly presentation of language material, nopart of
which contradicts, and all of which is based upon the
selected approach. Henry Sweet (1899, in Richard and
Rodgers, 1986:7) sets forth principles for the
development of teaching method. They are: (1) Careful
selection of what is to be taught; (2) Giving a limitation
on a material what is to be taught; (3) Arranging what
is to be taught in terms of the four skills of listening,
speaking, reading, and writing; (4) Grading material
from simple to complex.An approach is axiomatic, a
method is procedural. Technique refers to Anthony
(1963, in Richards and Rodgers, 1986:15) is an
implementation – that which actually takes place in a
classroom. It is a particular trick, strategy, or material
used to accomplish an objective in teaching-learning
process.
Vocabulary Vyogotsky states that “A word is a microcosm of
human consciousness” (in Thornbury, 2002:1). There
are two kinds of vocabulary, receptive and productive
vocabulary. Nation (2001, in Andrew Oberg, 2012:26)
states “Receptive knowledge entails knowing the
word’s L1 equivalent, being able to recognize the word
when heard and/or seen and/or written, and knowing
the word’s associated concept.”Also Nation (2001, in
Andrew Oberg, 2012:26) states “Productive knowledge
entails being able to use the word to express its
meaning, being able to say and/or write the word, and
being able to use the word correctly in an original
sentence.”
Realia Herrell & Jordan (2000:23) defines realia is “a term for
real things – concrete objects – that are used in the
classroom to build background knowledge and
vocabulary.”Realia brings real life into your classroom;
it connects children to the real world, while they are
learning they can touch, feel, and smell the material
they learn. In the other hand, Herrell & Jordan
(2000:23) says that “if the real thing is not available,
the teacher must move down the continuum from the
concrete (real thing), to a replica such as model, to a
semi-concrete object such as a photograph or
illustration”.
How to Present Realia
Not all of the topic lesson can be supported by the real
thing. Sometimes it is impossible to bring the real
crocodile or lion into the classroom. Herrell & Jordan
(2000:23) says that “if the real thing is not available,
the teacher must move down the continuum from the
concrete (real thing), to a replica such as model, to a
semi-concrete object such as a photograph or
illustration”.Thus realia in EFL terms refers to any
real objects we use in the classroom to bring the
class to life. Unless when the teacher can’t bring a
real object into the classroom, the teacher can use
alternative realia to create the fun and enjoyable
teaching-learning process, the teacher can use
dolls, candle, folded paper, pieces of clothing, toy
animals, plastic fruit to be shaped into the things
that you are really need for.
The Advantages of using Realia Realia has so many advantages for the teachers and for
the students. Here are some the advantages according
to Smith (1997, in Suharsih and Hamidiyah):
1. Kinesthetic learning is the type of learning that
students will most effectively acquire, mostly because
they will have hands-on experience.
2. The use of realia brings a welcome change in the
class, a break from typical class activities like reading
and writing.
3. The unexpectedness of having to suddenly interact
with real objects will keep students on their toes; it will
create excitement, and they’ll have fun.
4. Students have the chance to practice real life
situations like using maps and asking for directions in a
foreign language, but with the guidance of someone
who speaks fluently and will help them get it right.
5. Students will clearly understand the reason they’re
learning a particular ESL component. Instead of
wondering when and where they might have use for a
particular language element, they’ll know the reason.
Media Smaldino, et al. (2003:9) defines “a medium (plural,
media) is a means of communication and source of
information.” While Arsyad (2007:4) states: “if a
media is used for delivering or transferring knowledge,
it could be called as a learning media”.
C. RESEARCH METHODOLOGY
Research Design
The design of the research was Pre-experimental
design. Best (1977:103) says that “this design provides
some improvements over the first, for the effects or the
treatments are judged by the difference between the
pretest and the posttest scores. No comparison with a
control group is provided.” Then the design can be
illustrated as follows (Best, 1977:103):
O1 – X – O2 Remarks:
O1 = Pretest
X = Realia treatment
O2 = Posttest
Research method
The method in the research was Quantitative method.
Crowl (1996:10) claims “quantitative research methods
are used to examine question that can best be answered
by collecting and statistically analyzing data that are in
numerical form.”
Instrument of the Research Crowl (1996:101) claims that “the instrument used to
measure the variables being investigated.”
Instrument can be defined as a tool or media, such as
tests and questionnaires used for measuring or
collecting the data in the research process. Without the
instrument, the data would not be gathered very
well.And the instrument that was used in this research
is achievement test. Brown, (2003:47) states that “the
achievement test is related directly to classroom
lessons, unit, or even a total curriculum.” In this case, it
took pretest and posttest.
Population and Sample
1. Population
Crowl (1996:15) states “Populations are groups
consisting of all people to whom a researcher wishes to
apply the findings of a study.” The population in this
research was the third grade students of SDN 1
Tegalmunjul – Purwakarta which is located at Ipik
Gandamanah Street, No. 46 Purwakarta – West Java. It
was one class consists of 43 students.
2. Sample Best (1977:268) defines sample is a small proportion of
a population selected for analysis.According to the
population taken for the research, the writer used the
area or cluster sample for the research. Then the writer
has chosen 40 students of the third grade students of
SDN 1 Tegalmunjul – Purwakarta.
Data Collection
1. Pretest
Pretest is a test that is given before realia treatment
done in the classroom. And the tests consisted of ten
questions were formed in the 10 questions of word
square test, 16 questions of matching tests.
2. Realia treatment
The writer explained the topic lesson used realia media.
The topic was “Identifying things based on their size,
shape, and color”, so the writer used every real object
that might be relevant to the topic. The treatment was
done in three times meeting, from March 28th, 2013
until April 3rd
, 2013.
3. Posttest
Posttest is a test that is given after realia treatment done
in the classroom. The posttest process formed in
writing test. 10 questions of word square test,
16questions of matching tests. And the posttest process
has been done on April 4th, 2013.
D. RESEARCH FINDINGS AND DISCUSSIONS
Findings The writer has got the data to be processed. The
objective of the data processing is to change the raw
data into refine data in order to give direction for
further investigation. And to analyze the data, the
writer needs to find the mean and the standard
deviation before calculating t test formula for her
research.
Table 4.2
Data Tabulation of Standard Deviation and t Test
No
Students’
Initial
Name
Pretest
Score
(X1)
Posttest
Score
(X2)
Gain
(D)
Gain
square
(D2)
1 AA 4 7 3 9
2 HAF 8 7 -1 1
3 IN 2 5 3 9
4 N 15 21 6 36
5 PW 22 18 -4 16
6 ALF 20 22 2 4
7 ANF 2 5 3 9
8 ARS 11 26 15 225
9 AS 3 7 4 16
10 AH 9 21 12 144
11 BA 14 23 9 81
12 BC 17 20 3 9
13 DZH 22 26 4 16
14 EF 11 11 0 0
15 EDS 9 13 4 16
16 FYS 0 7 7 49
17 FY 9 6 -3 9
18 FJ 5 19 14 196
19 FFR 18 25 7 49
20 HM 22 24 2 4
21 IMY 22 15 -7 49
22 K 19 15 -4 16
23 MFF 9 13 4 16
24 MFN 17 15 -2 4
25 MA 22 21 -1 1
26 NYS 6 10 4 16
27 NS 24 24 0 0
28 PMD 3 5 2 4
29 SN 15 25 10 100
30 SAR 10 26 16 256
31 S 2 14 12 144
32 TA 8 14 6 36
33 VA 13 17 4 16
34 ZN 15 11 -4 16
34 ZN 15 11 -4 16
35 BH 16 21 5 25
36 DL 15 15 0 0
37 SAF 24 26 2 4
38 DNA 18 20 2 4
39 DR 13 15 2 4
40 MT 7 15 8 64
SUM (ƩX) 501 650 149 1673
MEAN (MX) 12.53 16.25 3.73 41.83
1. Mean (MX) According to Best (1977:219), the formula for
calculating the mean is:
�� = ∑ ��
a. Mean of the Pretest:
Where:
Mean (MX) = ��� = 12.53
b. Mean of Posttest: Where:
Mean (MX) = ���� = 16.25
Based on a criterion of minimum mastery (CMM) in
categorizing the students’ ability, the CMM for the
English lesson at SDN 1 Tegalmunjul is 60. Then to
find out whether or not the students’ mastered in this
vocabulary achievement test, the data calculated as
follows:
1) The mean of the posttest score = 16.25
2) The determined-highest score = 26
3) The obtained CMM = �. � � × 100
= 62.50
The data showed that the obtained CMM more than the
given CMM. So, the students could be categorized
beyond the CMM.
2. Standard Deviation To calculate the standard deviation of the research, the
writer used the formula as follows (Crowl, 1996:140):
S = �∑ X − �∑ ����n − 1
a. Find N(number of student) = 40
b. Find ƩX from ƩD = 149
c. Find ƩX2 from ƩD
2 = 1673
d. Find Ʃ(X)2 from (ƩD)
2 = (149)
2 = 22201
e. Find �∑ ���
� = �� = 555.03
f. Find the df (N – 1) = 40 – 1 = 39
g. Find standard deviation, where the standard
deviation is:
S = �∑ X − �∑ ����n − 1
S = �1673 − 555.0339
S = !."!#" = √28.67 = 5.35
So, the standard deviation for the difference between
each group is 5.35.
3. Calculation of t Test
To calculate the tobserved of the research, the writer used
the formula as follows (Crowl, 1996:179):
' = ()�∑ *� +�∑ ,��-.�./�
a. Find the () from the mean of D= " �
b. Find ƩD2
= 1673
c. Find the (ƩD)2 = 149x149
d. Find the �∑ ���
. = 2220140 e. Find the ƩD
2 -
�∑ ���. = 1673-555.03
= 1117.97
f. Find (N-1) = 40 – 1
g. Find N (N-1) = 40 (39)
h. Find the t value, where the t test is:
' = ()�∑ *� +�∑ ,��-.�./�
' = #.1
2223.432567= #.1 √�.! = #.1 �.1� = 4.45
So, the tobserved of the t test is 4.45.
Discussions After carrying out the program and calculating the
result of the test, the result of the investigation
answered the research questions which have been
stated as follows:
1. Can Realia Improve the Students’ Ability in
Mastering the Vocabulary? In the posttest that was done after using the realia
media, it is proved that the realia media has an impact
on the students’ ability in mastering the vocabulary. It
can be shown from the difference between pretest and
posttest means, as shown in chart 1.4.
So, the standard deviation for the difference between
of the research, the writer used
the formula as follows (Crowl, 1996:179):
= 3.82
149 = 22201 = 555.03
555.03
1117.97
1 = 39
= 1560
After carrying out the program and calculating the
the investigation
questions which have been
Can Realia Improve the Students’ Ability in
In the posttest that was done after using the realia
media, it is proved that the realia media has an impact
tering the vocabulary. It
can be shown from the difference between pretest and
Chart 1.4
Means of Pretest and Posttest
Then, to know the complete result of the pretest and
posttest scores, it can be seen in chart
Chart 2.4
Complete Result of the Pretest and Posttest Scores
2. How Far can Realia Help Improve the Students’
Vocabulary mastery? To know how far the realia media helps the students in
mastering the vocabulary, it is necessary to test the
differences between the pretest and posttest means
using t test. And it is necessary to know how much
degree of freedom (df) there are. The
by taking the number of the samples minus 1. There are
40 samples in this research, then the
Furthermore, the writer looked for the table of a
value of directional hypothesis from the
value close to it. Crowl (1996:427) describes
directional hypothesis is a hypothesis in group
comparison studies that predict not only the groups will
differ to a variable, but also
bigger. Having the df39, at level of s
(p=.01), the tcritical value is 2.42 (Crowl, 1996:388). As the
result, the tobserved was bigger than the
2.42), it means that the null hypothesis (Ho) was
rejected and the alternative hypothesis (Ha) was
accepted (Crowl, 1996:180).From the comparative
result of the tobserved and the
concluded that there is a significant influence on the
students’ achievement in vocabulary mastery
using the realia media.
Mean of Pretest
Mean of Posttest
Mean of Posttest
0
10
20
30
1 4 7 10 13 16 19
Pretest
Chart 1.4
Means of Pretest and Posttest
Then, to know the complete result of the pretest and
posttest scores, it can be seen in chart 2.4.
Chart 2.4
Complete Result of the Pretest and Posttest Scores
How Far can Realia Help Improve the Students’
media helps the students in
mastering the vocabulary, it is necessary to test the
differences between the pretest and posttest means
test. And it is necessary to know how much
there are. The df are determined
by taking the number of the samples minus 1. There are
40 samples in this research, then the df = 40 – 1 = 39.
Furthermore, the writer looked for the table of a tcritical
of directional hypothesis from the df = 39 or the
value close to it. Crowl (1996:427) describes
directional hypothesis is a hypothesis in group
comparison studies that predict not only the groups will
differ to a variable, but also which group will score
at level of significant = .01
is 2.42 (Crowl, 1996:388). As the
bigger than the tcritical value (4.45 >
t means that the null hypothesis (Ho) was
rejected and the alternative hypothesis (Ha) was
Crowl, 1996:180).From the comparative
and the t critical value, it is
concluded that there is a significant influence on the
vocabulary mastery taught
12.53
16.25
Mean of Posttest Mean of Pretest
19 22 25 28 31 34 37 40
Pretest Posttest
E. CONCLUSIONS AND SUGGESTIONS
The Conclusions Based on the result of the data analysis in the chapter
IV, the writer concludes that:
1. Realia media can improve the students’ ability in
mastering the vocabulary. It is indicated from the mean
of posttest scores which are bigger than the mean of
pretest.
2. Realia media helps the students improve the
vocabulary mastery significantly. It is supported by the
fact that the tobserved was bigger than the tcritical value.
The Suggestions The research has a few shortcomings, in that the writer
would like to set some suggestions that should be
tended to the teachers, the students, and also the next
researchers.
1. To improve the students’ ability in mastering the
vocabulary through the realia media, the writer should
give some suggestions to the teachers and the students
as follows:
a. The Teachers
It is necessary for the teachers prepare an appropriate
media in teaching-learning process. Media may take a
negative impact when the teachers do not prepare it
well.
b. The Students
Students should be familiar with the vocabulary of the
objects around their surroundings. Find the English
words of the things around and practicing it perpetually
to acquire or memorize the new words in the easier
way.
2. Because the research is restricted to investigate an
application of realia media in improving the students’
vocabulary mastery in the third grade students of SDN
1 Tegalmunjul, the writer gives some suggestions to
the next researcher, then the further research may be
focused on these several things:
a. Examining whether or not realia media motivates
students to be more interested in learning English.
b. Investigating whether or not realia media can
improve the students’ speaking ability.
c. Conducting the research on the realia media usage at
different levels or grades.
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Arsyad, Azhar. (2007). Media Pembelajaran. Jakarta:
PT Raja Grafindo Persada
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(Second ed). San Francisco state university:
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Brown, H Douglas. (2003). Language Assessment:
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Crowl, Thomas K. (1996). Fundamental of
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Herrell, Adrienne and Michael, Jordan. (2000). Fifty
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Thornbury, Scott. (2002). How to Teach Vocabulary.
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Oberg, Andrew. (2012). Receptive and Productive
Vocabulary Acquisition: Examining
Processing Time and Memory Threshold,
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Websites: Anonymous (http://idtesis.com/contoh-proposal-
skripsi-pendidikan-bahasainggris.html)
[Accessed on November 27th, 2012]
Anonymous (http://www.shvoong.com/internet-and-
technologies/website/2087151-definition-
teaching/#ixzz2SZ8GsY58) [Accessed on May
7th, 2013]