Karil realia

http://karya-ilmiah.um.ac.id/index.php/disertasi/article/view/13981 Using Realia to Improve the Ability of the Ninth Graders of MTs N Liwa Lampung Barat in Writing Procedure Texts. (Thesis) Muhamad Darojat Abstrak Darojat, Muhamad. 2011. Using Realia to Improve the Ability of the Ninth Graders of MTs N Liwa Lampung Barat in Writing Procedure Texts. Thesis, English Language Education, Graduate Program of State University of Malang. Advisors: (1) Dr. Gunadi Harry Sulistyo, M.A., (II) Dr. Emalia Iragiliati, M.Pd Key Words: realia, writing procedure texts. This research is designed to improve the students' ability in writing procedure texts through the use of realia as a media. This strategy is chosen based on its strength in encouraging students to be more actively involved in teaching and learning process with the intention that their ability in writing procedure paragraph increases. Consequently, the research problem formulated in this research is "How can the process teaching and learning using realia improve the ability of the ninth graders of MTs N Liwa Lampung Barat in writing procedure texts?" The research employs a collaborative classroom action research design in which the researcher worked collaboratively with one of the English teachers of MTs N Liwa Lampung Barat who is involved from the beginning up to the end of the process of the research activity in designing the lesson plan, determining the criteria of success, implementing the action, observing and doing reflections. The subjects of this research were 28 ninth graders of MTs N Liwa, Lampung Barat of the 2010/2011 academic year. This research was conducted in 2 cycles, and each cycle comprises three meetings. The data of this research are obtained through observation checklist, to obtain information about teacher's and the students' activities and performance during the implementation of the strategy, field notes, to note the data beyond the coverage of the observation sheet, and writing test, to identify the students progress in writing procedure texts.. The findings show that in implementing realia to teach writing procedure texts will be effective by following several procedures; first, activate the students' background knowledge. Second, show the realia to the students. Third, ask the students about the realia. Forth, give the students guided vocabulary items related to the realia. Fifth, provide and discuss a model of procedure text. Sixth, ask the students to write a rough draft about the procedure on how to operate the realia. Seventh, ask the students to do peer revising. Finally, ask the students to revise their draft focusing on the content, organization, diction, and grammar based on the feedback given from their friend and the teacher. Furthermore, the results of the study revealed that the implementation of realia as media to teach writing procedure texts is effective in improving the students' writing ability of the ninth grade students of MTs N Liwa in writing procedure texts. The improvement was indicated by the increase of students' average writing scores from 53.36 in preliminary test, 62.50 in the first cycle, to 70.14 in the second cycle. Besides, the results of the study showed that the students were enthusiastic, motivated, and actively involved in teaching and learning process using realia as media in the teaching and learning process. ABSTRAK Darojat, Muhamad. 2011. Penggunaan Realia untuk Meningkatkan Kemampuan Siswa kelas Sembilan MTs N Liwa Lampung Barat dalam Menulis teks Prosedur. Tesis, Program Studi Bahasa Inggris, Program Pasca Sarjana Universitas Negeri Malang. Pembimbing: (1) Dr. Gunadi Harry Sulistyo, M.A., (II) Dr. Emalia Iragiliati, M.Pd Kata-kata kunci: realia, menulis teks prosedur. Penelitian ini disusun untuk meningkatkan kemampuan siswa dalam menulis teks prosedur melalui penggunaan realia sebagai media. Strategi ini dipilih berdasarkan kelebihan realia dalam mendorong siswa untuk terlibat secara aktif dalam proses belajar mengajar dengan harapan bahwa kemampuan mereka dalam menulis teks prosedur meningkat. Oleh karena itu, rumusan masalah dalam penelitian ini adalah "bagaimana proses belajar mengajar menggunakan realia bisa meningkatkan kemampuan siswa kelas sembilan MTs N Liwa Lampung Barat dalam menulis teks prosedur?" Penelitian ini menggunakan desain penelitian tindakan kelas dengan sistem kolaborasi dimana peneliti bekerja sama dengan salah satu guru bahasa Inggris di MTs N Liwa Lampung Barat yang terlibat dari awal sampai akhir dalam proses penelitian ini dalam menyusun rencana pembelajaran, menentukan kriteria keberhasilan, mengimplementasikan strategi, mengobservasi dan melakukan refleksi. Subyek dari penelitian ini adalah 28 siswa kelas Sembilan MTs N Liwa Lampung Barat tahun pelajaran 2010/2011. Penelitian ini dilaksanakan dalam 2 siklus, dimana setiap siklus terdiri dari 3 pertemuan. Data dalam penelitian ini diperoleh melalui lembar format pengamatan, untuk memperoleh informasi tentang aktivitas dan penampilan guru dan siswa selama strategi pembelajaran diimplementasikan, catatan lapangan, untuk mencatat data yang tidak tercakup dalam lembar observasi, dan test menulis, untuk mengidentifikasi perkembangan siswa dalam menulis teks prosedur. Hasil penelitian ini menunjukkan bahwa pengimplementasian realia sebagai media untuk mengajar menulis teks prosedur akan efektif apabila mengikuti langkah-langkah sebagai berikut; pertama, aktifkan pengetahuan dasar siswa tentang topik yang akan dipelajari. Kedua, tunjukkan kepada siswa realia yang akan menjadi topik pembelajaran. Ketiga, tanyakan kepada siswa tentang realia yang akan menjadi topik pembelajaran. Keempat, berikan kepada siswa kosakata tentang realia yang akan menjadi topik pembelajaran. Kelima, sediakan dan bahas sebuah contoh teks prosedur. Keenam, suruh siswa untuk menulis draf tentang prosedur pengoperasian realia. Ketujuh, suruh siswa untuk melaksanakan penilaian sejawat. Kedelapan, berikan bimbingan secara intensif kepada siswa ketika mereka menemukan kesulitan dalam menyelesaikan latihan. Yang terakhir, suruh siswa untuk merevisi draf mereka yang difokuskan pada isi, susunan, pemilihan kata, dan struktur kalimat berdasarkan masukan yang diberikan oleh teman dan guru. Selanjutnya, hasil dari penelitian ini menunjukkan bahwa pengimplementasian realia sebagai media dalam mengajar teks prosedur terbukti efektif dalm meningkatkan kemampuan menulis teks prosedur dari siswa kelas sembilan MTs N Liwa. Peningkatan ini ditunjukkan dengan meningkatnya nilai rata-rata menulis siswa dari 53.36 pada tes awal, 62.59 pada siklus pertama, dan 70.14 pada siklus kedua. Di samping itu, hasil penelitian ini menunjukkan bahwa siwa antusias, termotivasi dan terlibat secara aktif dalam proses belajar mengajar.

Realia adalah

What is Realia? And what does ‘realia’ mean?

The word ‘realia’, sounds a little bit too scientific for the English classroom! If you have come across this word in textbooks, and are pondering what it means, the word realia means using real items found in the world around us to help teach English. Using realia, helps to make English lessons memorable, creating a link between the objects, and the word or phrase they show. So how should teachers use realia in the classroom?

Why use realia?

The use of realia is only limited by your imagination and possibly practicality too. Using realia stimulates the mind, and makes the vocabulary more memorable than a picture would. Students can, touch , smell, and with a food item, taste it. Realia saves time, as recognition of an object is often immediate; elicitation of vocabulary becomes much easier as simply holding up the object with a raised eyebrow, will usually result in the desired word being spoken.

Realia breathes life into new vocabulary, and the chances of your students remembering the new words you have taught them, increases. Take the word, biscuit: the probability of remembering the word becomes much higher after experiencing the taste, touch and smell of the object. Realia does not have to be limited to food or drink. Timetables, tickets, newspapers, and clothes may all be used to help breathe  life into lessons, and help provide interest.

Won’t I get some funny looks if I bring tea bags into my lesson?

Possibly, yes! However, after the initial surprise, both adults and children warm to this approach. Bringing realia into your lessons is a great icebreaker, and adults usually find this approach fun, and a refreshing method of learning vocabulary. Passing a teacup to your students, is a great way of eliciting phrases such as ‘Would you like a cup of tea?’, and helps to activate a cafe or restaurant situation, helping to give meaning to common phrases.

Many adults have had bad experiences of learning English at school, and remember their English lessons as simply being dull. Realia has the benefit of really grabbing students attention, and prompting them to speak

Realia for young learners

Young learners like nothing better than playing with plastic toys. Use this to your advantage. If you can’t include food and drink, then take along a plastic tea-set. Learning animal names? Then take along some soft toys. It probably isn’t going to be possible to bring along a giraffe, but plastic toys work beautifully! Bring in fruit, vegetables, and lots of toys. Get your young learners moving animal about, create a mini farmyard, and move those animals into the field, the barn, or the farmyard. If this sounds like too much work, then make it a class project! Children love making things, and this would be one method of learning vocabulary, which your children will not forget!

What else can I use realia for?
More ideas? Well, realia can also be used to demonstrate grammatical structures. Use realia for counting objects, for demonstrating the difference between ‘The rabbit is on the chair’ and ‘The rabbit is under the table.’ Use realia to demonstrate the difference between ‘is’ and ‘are’ (There is one sweet, there are two sweets).

Realia in Roleplay

Don’t stop at using realia to learn vocabulary or grammar. Realia is suited to role-plays and immediately bring realism into the roleplay. Students are much more likely to warm to those waiter role plays if they can give you cup. It is surprising how much difference realia makes! Your students are much more likely to feel at home practising a phone conversation on a mobile phone than without one. Using realia, is only limited by your imagination: here are some ideas on how to use realia in your lessons.

Quick Ideas!

•    Take along a hat, scarf, gloves, to introduce winter/winter activities
•    Stage a fashion show after learning the vocabulary for items of clothing
•    Use those plastic tea sets, and animals, for your children
•    Bring in some plastic cups, and saucers, and roleplay waiter scenario
•   Teaching business English? Make use of mobile phones to create realistic telephone conversations. Use diaries, to schedule meetings, and plan events.

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