CHAPTER II THEORETICAL REVIEW
D. The Concept of Realia Media
2. Types of Realia Media
There are some types of realia media, the following types of realia media as follows20
a. Specimen
A specimen is a special kind of object or group of objects. A specimen is part of a thing. It may be part of an object, such as the head or shaft of an arrow, the beater of an electric mixer, or the wing of a butterfly. A specimen may also be one of a group or class of objects taken to represent the wole group. In other words, a typical example of an indian arrowhead, or apple blossom, or seeds. Students are often assigned to start specimen collections of objects like leaves, butterflies, coins, and stamps. Such specimen collection are not limited to students in lower grades or to members of the local Boy Scout group. Collage classroom across the country rely on specimen collecting as amajor, necessary resource in discovering the mysteries of nature. In recent years, man has spent billions of dollars traveling to the moon and beyond. The collection of specimens has been of high priority in each of man’s ventures beyond his own planet.
20 Ibid.p7.
b. Relics and Artifacts
Just as we travel to other planets to collect specimens to give us insight into the history of these planets, so on our own planet do we collect specimens of our history. Relics and artifacts are to the social scientist what specimens are to the natural scientist.
Relics such as old books, pictures, and newspaper give us a feeling af closeness to generations long since gone. Artifacts dug from the entombed city of Pompeii and those left by the early inhabitants of America provide our best records of these ancient people. While books may give glowing descriptions of such artifacts and relics, students can never really appreciate the skills of ancient craftsmen until they can hold a delicate sculpture in their hands, feeling its weight, texture,size, shape, dimensions, and intracy.
c. Cutaways
Real object with one cut away to allow observation of the inner structure and workings.
d. Exhibits
Collections of several real objects, often of a scientifie or historical nature.
3. The Advantage of Using Realia Media
There are many advantages of Realia media, the following advantages of realia media as follows:21
21 Steven,J soulir, Real Object.,p.7.
a. Objects and specimens are especially useful because they are real.
They are not mere reoresentations of reality. They can be used to provide students with correct first-hand experience. Because real object are things taken from the world around us, they provide studentsan excellent opportunity for self-Initiated learning through their collection, examination,mounting, and storing.
b. The individual collection, each students can maintain a lasting reminder of a total learning experience.
c. The use of realia is only limited by your imagination. It is possible to use realia to teach almost any subject. Using realia stimulates the mind, and is one way of encouraging creativity by involving the senses. Realia saves time, as recognition of an object is immediate and so cuts out the need for lengthy explanations and drawing funny pictures on the board. Elicitation becomes much easier and holding up the object with a raised eyebrow will usually result in the desired word being spoken.
d. Realia breathes life into new vocabulary, and the chances of students remembering new words you have taught them increases. The probability of remembering it becomes 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.
e. The main advantage of using realia into the classroom is to make the learning experience more memorable for the learner. It can be much more effective for students if they can touch, smell and see the objects at the same time as hearing the new word.
4. The Use of Realia Media
Most of the media selection models reviewed require the designer to decide whether real objects should be used in a given instructional situation.22
Using realia in the EFL classroom serves to foster a more creative and active teaching-learning environment and promotes cultural understanding.
Realia refers to the practice of using real, tangible things in the classroom to help students connect with English on a different level. It is extremely useful to help students grasp the cultural differences or learn practical skills if they are planning to travel or are already living in an English- speaking country. Many teachers are leery of using realia, but here are some easy and helpful ideas for using it in ESL lessons.
Realia is appropriate for any level of students, for beginner until advanced, at post-intermediate level, the use of authentic material (relia) is available for use in classroom. This might be attributed to the fact that at this level, most students master a wide range of vocabulary in the target language and all of the structures. Learners enjoy dealing with authentic
22 Reiser A, Robert and Robert M.Gagne. Selecting Media. (Florida State University.1983)p.19.
materials since they enable them to interact with the real language and its use, also they do not consider authentic situations or materials innately difficult. However, learners state that they need pedagogical support.
There are certain activities to prepare for realia media as follows 23: a. To illustrate and teach young learners vocabulary for animals,
clothing, and fruit for example, I use actual objects or facsimiles there of (pieces of clothing, toy animals, and plastic fruit). For transition period, it’s a very useful tool in making the abstract concrete.
b. Bring in a number of objects from everyday life, such as fruit, utensils or articles of clothing. Sitting in a circle, pass one of the objects to the student on your left, saying the name of the object (for example:
"tomato" or "sock") and then have the student pass on the object to the next one, speaking the word as well. Have your students keep passing on the object, repeating its name, until it comes full circle back to you.
You may use photos of the objects instead of the actual objects themselves.
c. Use an object, such as a ball, to teach prepositions of place like “on, under, above.” Place the ball on the table, and ask where it is. Elicit the reply “It’s on the table.”
From the examples above, researcher concludes that the implementation of realia is useful for students, it makes them enjoy to
23 Harmer,Jeremy.The Practice of English.(Cambridge University.1989).p177
learn. Realia is one of media that can use to teach students in any topic of lesson.
The teacher explains the simple descriptive material of paragraphs about the objects, and the animals.
Here is step by step in teching writing descriptive paragraph by using realia media :
1) Students read to understand descriptive and descriptive information of short, simple paragraphs about people, objects and animals with good pronunciation and information.
2) Students practice determining detailed information.
3) Students read short, simple descriptive text examples of people, objects and animals from other sources.
4) Teachers prepare real objects for students.
5) The teacher asks the students to describe the object.
6) Students are asked to create a descriptive paragraph of the real object.
5. The Relationship Between Dependent Variable and Independent Variable
a. Variable
Dependent variable (Y) in this research is writing and independent variable (X) is Realia media. Strategy is the way for learners to fix problems encountered in constructing idea in any context. Strategy that is chosen by learners may be modified in order to fit it in the demands
of learning situation. Strategy helps learners to know how and when to alter, modify, combine and fit their prior knowledge with something new through experiences.
Moreover, Realia as one of a lot of learning strategies prepares the learners particular activities to help them make an achievement of a certain knowledge and skill on a certain language aspects. Realia is a strategy that allows students to represent their thought logically and orderly. In realia, students will describe the reak thing. Consequently, they may develop logical thinking by revealing connections and helping the learners to see how individual ideas from a larger picture so realia can enhance meaningful and get idea learning for those who create and use it.
In the relation of writing ability, most of the learners face problem in get idea because they confuse what will describe and don understand about thing who describe. What make them difficult to make a paragraph.
Based on the assumption above, realia provides the learners how to describe thing with real things. Learners are prepared to make a main idea that covered by one word before they are going to write. Therefore, from the explanation above, it can be inferred that the use of Realia strategy have a positive effect in students’ writing ability especially in descriptive paragraph.
6. Theoretical Framework and Paradigm a. Theoretical Framework
This research is quantitative research designed by quasi experimental study to determine whether there is influence from Independent Variable (X) to Dependent Variable (Y). In this research, there are two variable, those are Realia (X) and Writing (Y). Realia is real objects are the things we come in contact with everyday, these objects are frequently refered to collectively
If realia media is done correctly, then the descriptive writing theory of its paragraph will be good, if realia media is done incorrectly, then the descriptive writing theory of its paragraph will be bad.
b. Paradigm
Based on the theoretical framework above, the researcher describes the paradigm as follows.
Figure 1 : The Figure of Paradigm
Based on the paradigm above, if students’ score reveals good, there is a positive and significance effect of using realia media on students’ writing ability. However if the students’ score is lower, there is a negative effect so the students’ ability in writing will decrease into the bad category.
Realia
Media Students’ writing ability
Good
Bad
Hypothesis Average
7. Hypothesis Formulation
Based on the theoretical framework and paradigm above, the writer formulates the hypothesis is as follow:
There is any influence of using realia media on students’ writing descriptive paragraph at SMK PGRI 1 Transpram II Labuhan Ratu.
29 CHAPTER III RESEARCH METHOD
A. Research Design
This research was quantitative research where the researcher used statistical analysis and measurement in analyzing the data. In quantitative approach, the researcher related the variable within problems and hypothesis, used the validity and standard reliability, observed and measured the data numerically and simultaneously held statistical procedures.
Meanwhile, the design of this research was pre-experimental. This research was conducted as one-group pretest – posttest design whereby the group gave pretest to measure their prior ability. Then the researcher gave treatment of using realia media in writing descriptive paragraph. After that, the researcher gave posttest to measure whether there is any positive and significant influence after giving treatment. One group pretest – posttest design may be formulated as follows24:
Pretest Independent Posttest
Y1 X Y2
where:
Y1 : Pretest (before treatment) Y2 : Posttest (after treatment) X : Treatment
24 Ary, et.al., Introduction to Research in Education 8th Edition, (Belmount:
Wadsworth, 2010), p.304.
This research was held in Vocational High School PGRI 1 Transpram II Labuhan Ratu. In this research, the researcher investigated the students from X TKJ 1 which consisted of 30 students.
B. Population, Sample and Sampling Technique 1. Population
Population is those people about whom you wish to investigate something25. Population is defined as all members of any well-defined class of people, events or objects26. Population is the general area that consists of subjects that have certain quality and characteristics that are stated by the researcher to be investigated.
Population in this research was the students of the tenth grade of TKJ of SMK PGRI 1 Transpram II. The total population in this research was 144 students of science major who were divided into five classes.
2. Sample
Sample is a portion of a population27. Sample is a part or a number of characteristics of population. In other words, sample is the representation of population. In this research, the researcher used one TKJ class of the tenth grade in SMK PGRI 1 Transpram II that consists of 30 students
25 Ary, et.al., Introduction to Research in Education 8th Edition, (Belmount:
Wadsworth, 2010), p.54.
26 Ibid., p.148.
27 Ibid.
3. Sampling Technique
In this research, the researcher used purposive cluster sampling to determine the representation of population. It was caused by the data or pre-survey in writing test revealed that the students of X TKJ 1 could be categorized into the class that was lower than the other classes.
C. Data Collecting Technique 1. Test
Test is a set of questions or exercises or other tools that is used to measure skill, ability, knowledge, intelligence, capability that belong to individual or group. In this research, the researcher used test to collect the data. The researcher used pre-test and post-test as tools to gather the data.
The kind of test was written test. The students were commanded to make their own paragraph based on the direction.
a) Pretest
Before conducting the students to make a paragraph by using realia media, the teacher gave a test to the students. Pretest was given to the class before treatment.
b) Posttest
Posttest was given to the class after giving treatment that was using realia media. The test was given in order to know whether there is a positive and significant influence of students’ writing descriptive paragraph.
2. Documentation
Documentation is a method that is used to acquire information without using the instrument. In documentation technique, the researcher will collect the data formally or informally in the shape written text, document, private notes or students’ result on examination and etc. The researcher used documentation technique to get detail information about condition of the school buildings and facilities, school historical background, teachers, employers, and organization structure of SMK PGRI 1 Transpram II Labuhan Ratu.
3. Observation
Observation means centralization of attention towards a subject by involving someone’s whole senses to gather the data. The essence of observation is observing the subject to get something important. Then, what had been observed by the researcher were the use of realia media in the class and the students’ activity in learning English.
4. Research Instrument
Instrument is a tool that is used by the researcher to gather the data that fits to the data collecting technique. Furthermore, in this research, the instrument that was used involved:
a. Instrument Blueprint
Table 5: The Research Instrument Blueprint Test
No Variable Indicator Item
Number
Form
1 Realia Media (Variable X)
1. Bringing realia (authentic objects from culture), or manipulating to the classroom helps teacher in providing comprehensible input in a second language.
2. Each cross link is both valid and significant.
3. applying realia in the activity, teacher have to justify the students’ interest toward it.
1 Realia
Media
2 Writing
Descriptive Paragraph (Variable Y)
1. The first line is indented 2. The Paragraph
fits the assignment 1. The Paragraph
shows thought and care.
2. The paragraph is more specific object.
3. Specific events or objects are validinstances of those
1 Paragraph
b. Instrument Calibration
Instrument calibration is the scale of measurement used to decide the instrument standard. In other words, the instrument calibration is the scale to measure the action of instrument made by the researcher. In this research, the researcher collected the data by using test instrument. The test consisted of 2 directions. The first direction was the students were commanded to make their paragraph towards a topic given by the researcher. Then, the second direction was the students had to make a paragraph based on the realia they had conducted before.
In order to make the data become scientific and accurate, the instrument ought to be served appropriately. Therefore, the researcher used content – related evidence of validity whereby the validity referred to the relevance of instrument based on how appropriate the content was, how comprehensive the content was, how logical the content to get at the intended variable, and how adequate the questions represented the content to be assessed28. The content and format must be consistent with the definition of the variable and the sample of subjects to be measured.
28 Fraenkel and Wallen, How to Design and Evaluate Research in Education, (New York: Mc Graw-Hill, 2009), p.147.
D. Data Analysis Technique
To investigate whether there is any positive and significant influence of Realia Media on Students’ Writing Descriptive Paragraph at The Tenth Grade of SMK PGRI 1 Transpram II, the researcher analyzed the data by using chi- square. The formula of chi-square was as follows29:
𝜒2 = 𝐹𝑜 − 𝐹𝑒 2 𝐹𝑒
Then, the researcher used t-test for dependent sample to know whether there is a positive and significant influence on students‘ writing descriptive paragraph as follows30:
𝑡 = 𝐷
𝐷 2 − 𝐷 2 𝑁 𝑁 − 1
Where:
t = ratio
= average difference
= different scores squared, then summed
= difference scores summed then squared
N = number of pairs
E. Variable and Operational Definition of Variable 1. Independent Variable
Independent variable of this research was Realia Media. Realia Media is a term for any real, concrete object used in or out the classroom to create connections with vocabulary words, stimulate conversation, and
29 Ary, et.al., Introduction to Research in Education 8th Edition, (Belmount: Wadsworth, 2010), p.188.
30 Ibid., p.177.
build background knowledge. To measure this variable, the researcher used observation technique then the researcher let the students make a descriptive paragraph based on certain criteria provided by the researcher.
At the time they made their descriptive paragraph, the researcher observed their activities and the result of their paragraph. The indicators of Realia Media running well were31:
Table 4: Measurement Indicators of Realia Media
Criteria Description
Justifying students’
interest
Before applying realia in the activity, teacher have to justify the students’ interest toward it.
Bringing realia (authentic objects from culture), or manipulating to the classroom helps teacher in providing comprehensible input in a second language.
Meaningful and authentic
Students are going to gain more if the language use is vital to the situation or if they use the language appropriately.
The relationship is shown significant and valid.
Each cross link is both valid and significant.
It illustrates a synthesis between sets of related concepts or propositions.
Interesting before applying realia in the activity, teacher have to justify the students’ interest toward it.
Bringing realia (authentic objects from culture), or manipulating to the classroom helps teacher in providing comprehensible input in a second language.
Easy to organize the teacher have to decide whether the organizing a
31 Edson Coutinho, Realia as Media: Evaluation Models for Educators, (Sao Bernado da Compo: Journal of Business Management and Science, 2014), Vol.2 No.5, p.115
more complicated activity worth while.
The teachers can use realia because it is easy organizing.
Source: Sao Bernado da Compo Realia as Media: Evaluation Models for Educators.2014.
2. Dependent Variable
Dependent variable in this research is writing a paragraph. The writer measured dependent variable by using written test. Students are asked by the teacher to create a descriptive paragraph. In making a paragraph, there are main parts that should be considered carefully, those are the content of paragraph, the organization of paragraph, the discourse of paragraph, Vocabularry of paragraph, Mechanics of paragraph, and Grammar of paragraph. The indicators of a well-constructed descriptive paragraph are stated below.32
Table 5: Scoring Rubric of Descriptive Paragraph
No. Maximum
Score
Actual Score
1. Format -
There is a title 1
The title is centered 1 -
The first line is indented 1 -
There are margins on both sides 1 -
32 Alice Oshima and Ann Hogue, Writing Academic English 4th Edition, (New York:
Person,1999), p.315.