Primary School English Teachers’ Perception on the Use of Realia as the

Teaching Media

A Skripsi

Submitted to the English Language Education Department in Partial Fulfilment of

the Requirement for the Degree of Sarjana Pendidikan

Written by:

Refina Dilasani
20150810046

English Language Education Department

Faculty of Language Education
Muhammadiyah University of Yogyakarta
2019

i
 Approval Sheet

Primary Schools English Teachers’ Perception on The Use of Realia as the

Teaching Media

We hereby approve the Skripsi of

Refina Dilasani
20150810046

Candidate for the degree of Sarjana Pendidikan

Indah Puspawati S.Pd, M.A.

The Skripsi advisor

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 Motto

Setiap hembusan nafas yang diberikan Allah pada mu bukan hanya berkah,

tapi juga tanggung jawab.

-Anonyms 

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 Statement of Authenticity

I am a student with the following identity:

Name : Refina Dilasani

NIM : 20150810046

Program Study : English Education Department

Faculty : Language Education Faculty

University : UniversitasMuhammadiyah Yogyakarta

Certify that the skripsi entiteled “Primary School English Teachers’ Perception on

the Use of Realia as the Teaching Media” is definitely my own work. I am

completely responsible for the content of this thesis. Others’ opinions or findings

included in this thesis are quoted in accordance with ethical standard.

Yogyakarta, May 28, 2019

Refina Dilasani

NIM: 20150810046

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 Acknowledgement

First of all, I would like to thank to Allah Subhanahu Wata’ala, the most

gracious and merciful who has given us sign and health so that the researcher can

finish this thesis well as the requirement to complete the study in undergraduate

study (S-1) for the degree of Sarjana Pendidikan of Unvierstias Muhammadiyah

Yogayakarta.

In addition, I am going to deliver my grateful feeling to special people

who always help and support me finishing this skripsi.Those special people are:

1. Bapak Insani dan Ibu Rukia Dilapanga as my parents who always give me

the support either material or non-material.

2. My sibling (Isal) who always asks me about “Kapan wisuda?”, “Kapan

pendadaran?”, “Revisian sudah sampai mana?” everysecond, everyminute,

and every day until it made me try to hear it.

3. Indah Puspawati S.Pd., M.A.as my skripsi advisor. Thank for giving the

time, generosity, patience, and support to help me finish this skripsi.

4. My entire lecturers who have given me the best experiences ever and

knowledge.

5. My beloved Mermaiders (Aisyah, Mamah beta, upeh, rejak, dinda, kikik,

and asnee) who always support me and give some advice about what I

should do to finish my study especially this skripsi. Thank you for being

the important parts of my life during your time in Jogja, you make my life

become more colorful with the existing dramas.

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6. Mamah Beta As a person who always encourages me in the hardest times

in composing a skripsi. Thank you for always helping me to revise the

skripsi, build up the power point, and even help me to edit the skripsi and

thank you for willing to sleep late at night to help me.

7. Yaki Jahan the person that I found in the middle of nowhere, but that

person being nice to me, becoming all of my entertainment needs, and

helping me to write this skripsi especially in the references & table of

content part.

8. My beloved kalibombang squad (Farrahh, Omik, and Bule’) for always

being there, always giving me support, motivation and unlimited wishes.

May our good intention realize soon.

9. Baku feto squad (Nanda and Iting) who always wants to be my place to

tell all the commentary rants about anything.

10. Pemburu gratisan club (dinda, lastri, and queen) who has graced my days

during the month of Ramadan with me to find free offerings.

I love you so much guys, without you I am nothing.

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 Abstract

Realia is one of the most interesting media which can be used to help

students to learn English. However, it is one of the most avoided by the teachers,

because it cost much money and time. This research aimed to find out about the

Primary School English teachers’ perception on the use of Realia as the teaching

media, including the benefits of using Realia, the challenges of using Realia, and

strategies to solve those challenges. The researcher used the qualitative design. To

gather the data for this research, the researcher interviewed three primary school

English teachers as the participants on this research from two primary schools in

Yogyakarta. This research revealed that the benefits of using Realia are that it

could improve classroom atmosphere, give students new experience in learning,

make the teaching-learning process easier, and help the teachers to achieve the

teaching goals. Also, the parents are enabled to monitor the learning process. The

challenges of using Realia include the Realia availability, Realia practicality,

Realia from student, and the distraction from Realia itself. The strategies to solve

those challenges were also classified into four strategies based on those

weaknesses.

Keywords: teaching media, Realia, teachers’ perception

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 Table of Content

Cover ........................................................................................................................ i

Statement of Authenticity ...................................................................................... iv

Acknowledgement................................................................................................... v

Abstract ................................................................................................................. vii

Table of Content ...................................................................................................... ii

Chapter One ............................................................................................................ 1

Introduction ............................................................................................................. 1

Background ......................................................................................................... 1

Statement of the Problem .................................................................................... 4

Research Questions ............................................................................................. 5

Purposes of the Study .......................................................................................... 6

The Significance of the Study ............................................................................. 6

The Outline of the Skripsi ................................................................................... 7

Chapter Two ............................................................................................................ 9

Literature Review .................................................................................................... 9

Teaching Media ................................................................................................... 9

Kinds of Teaching Media .................................................................................. 10

Realia as the Teaching Media ........................................................................... 14

Benefits of Using Realia as Teaching Media .................................................... 16

Challenges in Using Realia as the Teaching Media .......................................... 17

Strategies to Overcome the Challenges in Using Realia ................................... 18

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 Review of Related Study ................................................................................... 20

Conceptual Framework ..................................................................................... 22

Chapter Three ........................................................................................................ 25

Research Methodology.......................................................................................... 25

Research Design ................................................................................................ 25

Research Setting ................................................................................................ 26

Research Participants ........................................................................................ 27

Data Collection Technique ................................................................................ 28

Data Collection Procedure ................................................................................. 29

Data Analysis .................................................................................................... 30

Chapter Four ......................................................................................................... 35

Findings and Discussion ....................................................................................... 35

Benefits of Using Realia as Perceived by Primary School English Teachers’.. 35

The weaknesses of using Realia ........................................................................ 39

Strategies to overcome the challenges of using Realia based on teachers'

perception .......................................................................................................... 43

Chapter Five .......................................................................................................... 49

Conclusion and Suggestion ................................................................................... 49

Conclusion ......................................................................................................... 49

Recommendation ............................................................................................... 51

References ............................................................................................................. 53

Appendix ............................................................................................................... 60

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 1

Chapter One

Introduction

This chapter presents the introduction of the study. There are

several important points mentioned in this chapter. This chapter provides the

background of the study, the statement of the problem, the research question, the

objectives of the study, and the significances of the study. In the last part of this

chapter, the researcher mentions the outline of this research.

Background

There are many factors which can determine the success of teaching and

learning process. One of the factors is the use of Teaching Media. Based on

Ekayanti (2017), to increase students understanding and achievement of learning

materials, teachers can explore a variety of ways in the use of teaching media.

Teaching Media is important because it can be used in the learning process to

maximize the learning process. Also, it can make the students understand more

about the materials given by the teacher. Ekayanti (2017) also said that teaching

media can help the students’ concentrations in learning to receive the materials

from the teachers. Harmer (2007) asserted that the teaching media is a range of

objects, pictures and other things which can be used as the instructional media to

present and manipulate language and involve the students in classroom activities.

Professional teachers are required to be able to choose and use various types of

media in the teaching and learning process. Machmudah (2010) said that a

professional teacher should be able to arouse the students ' attention on learning

materials and use a variety of innovative media.

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According to Sugiyatmi (2012) primary school education is an early level

of formal education which largely determines the character of the students in the

future because it is the start of their journey where they will receive various kinds

of knowledge. At this time, the children will be taught a wide range of relevant

and appropriate knowledge. Sugiyatmi (2012) also added that the quality of

education will determine the success of teaching and learning process, whereas

one of the factors of quality education is determined by the professionalism of

teachers.

The primary English school teachers should know the types of teaching

media which should be applied based on the needs of their students. Moreover,

when it comes to teach young learners, the primary school English teachers have

to be creative in delivering materials so that the teachings can be well conveyed to

the students. The use of teaching media is one of the most effective methods when

it comes to teaching young learners, especially for primary school students,

because by using teaching media, the teachers can attract the students’ attention

and lead them to have good understanding of the materials which have been

presented. The statement mentioned was supported by Jatmika (2005) who argued

that teaching media is used to facilitate the delivery of the material to the students

especially primary school students because the students will be able to thoroughly

understand the learning material.

According to Jatmika (2005), the teaching media generally used for

primary level is a visual media because the learners will understand more easily

by seeing delivered pictures, photos, posters, flashcard, Realia, videos and others.
 3

Among all of the media which has been mentioned above, one of them which will

be explored further by the researcher in this research is teaching using Realia as

the media. Jordan, Herell, and Amoriggi (2000) defined Realia as a term which

relates to real things or concrete objects used in the classroom to build a

background knowledge and vocabulary. The concrete objects are real objects in

which the primary school English teachers bring to the classroom as the teaching

media. For example, the teacher wants to teach the students about fruits. Then,

they can bring fruits to the classroom so that the students can directly see and

touch them.

However, in the digital era like today, what cannot be avoided is the

presence of Virtual Realia of Bryan Smith in 1997. He said that Virtual Realia is a

collection of materials in the linguistic and non-linguistic authentic which has

been set up, reviewed, and posted on their web sites. Besides, the site contains a

range of complete learning material with examples of Realia in virtual forms by

allowing EFL teachers to be able to access the Web freely. Virtual Realia will be

profitable, because of its flexiiblity for teachers who have the difficulty in

collecting the objects brought into the classroom. However, the researcher only

focuses against the use of Realia manually.

In addition, there are a lot of benefits which the teachers can get when

using Realia in the classroom, especially for Primary School English teachers. As

one of them, the students also can learn by seeing and touching the objects

directly which makes them feel more connected to the real world. Hastin (2013)

said that the students may feel that learning activities using Realia improves the
 4

capability of understanding materials in a more in-depth manner and allows them

to connect with everyday life. The researcher had also experienced an internship

program where the researcher had to teach on two primary schools in Yogyakarta.

As mentioned by the primary school of English teachers, there are only several

teachers who choose to use Realia as their teaching method. Also, when using

Realia in the teaching and learning process, it is one of the most effective media

which provides benefits not only to the primary English school teachers but also

to the students. Unfortunately, during the internship program, the teachers of those

two schools said that they avoided the use of Realia as a teaching media in the

classroom because they prefer to use printed books which have been provided by

the school with the reason that they are more practical. Also, they do not have to

pay additional charges rather than using Realia. Therefore, regarding the

phenomena mentioned, the researcher is interested on investigating the benefits of

using Realia, challenges of using Realia, and how to solve the challenges of using

Realia based on primary school English teachers' perception. That way, the

researcher can understand more about the use of Realia based on opinions from

some of the teachers who will participate in this research.

Statement of the Problem

Realia are real objects that teachers bring to the classroom. By using

Realia, students can get a good understanding about the materials that are being

learned. According to the casual research that researcher has done while doing the

Internship and community service program, Realia provides benefits not only to
 5

teachers but to students too, but it is unfortunately one of the most avoided media

by teachers. Based on the casual interview that the researcher has done with those

teachers, they stated that there are several reasons for that, the first is that the

teachers felt that it is quite hard and complicated to use Realia in the teaching and

learning process because there are a lot of things that need to be prepared

beforehand, thus considered to be time-consuming. Furthermore, it is not only

time but also money. In some cases, the teachers have to buy or even create their

own Realia based on their students’ needs.

From those problems above, the researcher only focuses on the teachers

who are still applying this teaching method in the classroom activity. From the

statement mentioned, it purposes to find out more about the benefits of using

Realia as perceived by primary school English teachers. Besides, as the benefits of

using Realia had been mentioned, the researcher also wants to know about the

challenges faced by primary school English teachers during the implementation of

Realia itself along with the strategies which they used to solve the challenges

faced when using this particular teaching media.

Research Questions

This research is intended to answer the following questions.

1. What are the benefits of using Realia as perceived by Primary School English

Teachers?

2. What are the challenges of using Realia faced by Primary School English

Teachers?
 6

3. What are the strategies used by Primary School English Teachers to solve the

challenges of using Realia?

Purposes of the Study

Based on the research questions, the objectives of the research are:

1. To reveal Primary School English teachers’ perception of the benefits of

using Realia in English Language Learning.

2. To acknowledge Primary School English teachers’ perception of the

challenges of using Realia in English Language Learning.

3. To explore the strategies used by Primary School English Teachers to solve

the challenges of using Realia.

The Significance of the Study

This research is aimed to give positive advantages for some parties such as

teachers, pre-service teachers, and other researchers.

For the teachers. The results of this research can be used as the additional

information for teachers to consider and use Realia as the teaching media

especially for the students who are still in elementary school not only in Jogja but

also in every place in Indonesia. From this research, the teachers will also find the

information about the benefits obtained by them when using Realia. Also, the

teachers can find out about the challenges faced by the teachers when using

Realia, and the strategies used to solve the teachers’ challenges. Therefore,
 7

hopefully, the teachers can apply Realia as the teaching media on their classroom

activities.

For the pre-service teachers. The results of this research can provide

knowledge for pre-service teachers about Realia as the teaching media. Hopefully,

by reading this research, pre-service teachers can consider the use of Realia as

their teaching media. Also, Realia can be their teaching training media while

undergoing the internship at the schools.

For other researchers. By conducting this research, other researchers can

be aware of the challenges and strategies used by the primary school English

teachers in teaching and learning process. Besides, the other researchers can use

the findings of this research as the theoretical overview for further researches on

the same topic and might become a recommendation of further researches.

Therefore, by conducting this research, it can also encourage researchers to

conduct the researches related to this research.

The Outline of the Skripsi

This research consists of five chapters which provide overview of each

research chapter. The first chapter presents the introduction of the research. In the

introduction, there are six parts namely background of the study, statement of the

problem, delimitation of the research, research question, objective of the research,

significance of the research and outline of the research.

The second chapter of the research is literature review. This chapter

provides all of the information and basic theories which cover a discussion in the
 8

use of Realia as the teaching media. In the literature review, it highlights several

theories related to this research. Moreover, chapter two covers teaching media,

types of teaching media, Realia as teaching media, benefits of using Realia as

teaching media, challenges of using Realia as teaching media, and review of

related studies. In the following of chapter two, it includes the conceptual

framework.

Chapter three discusses about research methodology. This chapter gives

clear illustration of how this research is conducted and how the data are collected.

Besides, this chapter consists of six parts of methodology, namely research

design, research setting, research participant, data collection method, data

collection procedure, and data analysis.

Chapter four discusses the research finding and discussion. This chapter

provides the detailed information about the data gathering from the conducted

research and analysis of the data. Besides, the researcher also relates the finding to

the relevant literature reviews or theories provided in this research to be the

discussion of the research.

Chapter five includes the conclusion and recommendation. In this chapter,

the researcher presents the conclusion of the research finding related to the

research problems. In addition, this chapter contains the suggestion for some

parties related to this research.

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Chapter Two

Literature Review

In this chapter, the researcher writes some essential studies from the

previous research, books, and also journal articles related to this research. There

are several significant points in this chapter. The topic of the literature review

composes of teaching media, types of teaching media, Realia as teaching media,

benefits of using Realia as teaching media, challenges of using Realia as teaching

media, and review of related studies. In the last section of chapter two, the

researcher also puts the review of related studies.

Teaching Media

This section explores about the teaching media used in English language

learning. The issue regarding the teaching media is a common topic among

teachers in every country. Some of the teachers prefer to use teaching media

during the teaching process, and some of them are not familiar with it. Daryanto

(2010) stated the media is the plural form of the word medium. A medium can be

defined as an introduction to the occurrence of communication from a sender

towards a receiver. Sadiman (2009) said that teaching media are the tools which

are provided and brought into the classroom by a teacher to facilitate the teaching-

learning process. Teaching media are all physical devices which can present a

message and stimulate the students to learn. Based on what Sadiman (2009)

stated, teaching media is a tool for teachers to use in order to conduct the teaching

process in the classroom or outside of the classroom.

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Teaching media are the tools which can make learning more effective and

interesting. According to Harmer (2007), teaching media is a range of objects,

pictures, and other things which can be used as instructional media to present and

manipulate language and involve the students in the activities. Besides, there are a

wide range of media which can be used for teaching in English classes. The

teaching media is a tool for teaching-learning which has a function used to help in

achieving all goals. Thus, learning media helps the learning process so that the

learning objectives can be well managed (Indriyani, 2008). Before proceeding to

the learning process, the teachers should be as prepared as possible on the

properties which they plan to use in the classroom. Also, this includes the

materials to the teaching media which the teachers use during the teaching and

learning process.

Kinds of Teaching Media

The media is interpreted as an intermediary to the introductory message

from the sender to the recipient (Suprihatiningrum, 2016). In English language

teaching as a foreign language, media is very necessary to use for several reasons.

Baidawi (2016) said that “teaching media helps the teachers in the teaching-

learning process and create an effective time management. The availability of

media in the class will influence students’ learning exposure where the selection

of appropriate media is available to improve students’ ability in speaking” (P.57).

Baidawi (2016) also classified the kinds of teaching media into 3 types, namely

Visual media, Audio Media, and Audio-visual Media. Besides, the teachers
 11

usually choose the teaching media which are suitable for the students based on the

level of the students’ English proficiency and on the materials that would be

presented. For example, if the teachers want to teach second grade Primary school

students about vocabulary, they can utilize Realia or flashcards. In regards to the

statement mentioned, it might lead the materials to be more understandable for the

students. Primary school students are usually interested with the things which they

can visually process. Baidawi (2016) stated that the availability of media in the

class will influence students’ learning spirit, and the selection of appropriate

media will improve students’ abilities in English. Besides, there are kinds of

teaching media which are appropriate for the students during the teaching and

learning process. Those kinds of teaching media are visual aids, audio aids or

media, and audio visual aids or media. Hence, for more detailed information, each

kind of teaching media is explained in the following paragraphs.

Visual Aids. Baidawi (2016) said that visual aids include pictures, models,

objects, or other tools which give real visual experience to the students. Basically,

the visual aids in learning is everything which can be seen by the eyes and

brought into the classroom as a visual teaching media to support the learning

process. Besides, the students have the opportunity to find out about something

from directly looking at the things or visual aids. Singh (2005) defined that visual

media can be tools, devices, objects or media which are not only heard but can be

seen directly to increase the ability for individuals to visualize. Visual aids is the

media brought by the teachers to the classroom in order to encourage the teaching

and learning process and motivate the students. Accordingly, visual aids are
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divided into four types, namely printed media, Realia, overhead transparency

(OHT) and LCD projector.

Printed media is media in the form of a mold such as English textbooks,

magazines, newspapers, journals, bulletins, and dictionaries. The function of

visual media is to help the students to attain knowledge by reading. Also, they can

get lots of facts by reading printed media. Besides, graphic media is also included

in this printed media which includes photographs, graphics, pictures, games,

puzzles, charts, flashcards, comic scripts, and others.

In addition, Realia is the real object in which the teachers bring into the

classroom. Asra, et al (2007) defined Realia as real media in the natural

environment. Realia can be in a living condition or a preserved condition such as

plants, rocks, animals, herbaria, water, and other things related to Realia. Realia

can also include big calendars, games or puzzles, maps, menu of restaurants, and

others. Rusman (2005) stated that Realia are real objects which exist in the natural

environment used both in living and preserved conditions namely plants, rocks,

animals, insectariums, objects, water, rice, food and others. Syaodih, as cited in

Sukanti (2013) mentioned that the media is a form of real stimulus, in which

objects such as people, animals, plants, objects, events and others can be observed

by students. That way, it can be concluded there are two types of visual aid such

as living things and non-living things. Thus, each kind of visual aid is explained in

the following paragraphs.

Living things. Living things are very rarely used as Realia in visual aid.

Besides, living things as visual aid is challenging for teachers to use in Realia in
 13

teaching and learning process. The examples of visual aid are humans, plants and

animals. Therefore, living things as visual aids are not easy to be implemented in

the teaching and learning context because it is quite hard to find.

Inanimate objects. Many teachers more often use this type of Realia

compared to living Realia because inanimate objects would be less challenging to

be carried and used in a classroom, either by teachers or students. The examples

are the objects that exist around us such as food, books, pens, and others.

Generally, both types of Realia can be used as the proper media to teach kids at

elementary school to learn English. Furthermore, the elementary school children

will usually find it faster in processing knowledge when it can be visualized. From

the statement mentioned, it can be concluded that Realia refers to real-life objects.

Therefore, the following figure is the examples of non-living things as the use of

Realia.

Picture 1
The Example of Realia

The use of the media Overhead Transparency (OHT) and LCD Projector

enable teachers to write or describe something to the students. This media are able

to present some pictures based on the teaching material.

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Audio Aids/media. The function of these Audio teaching media is to help the

students in the classroom activity in order to improve their skills by listening to

audio recordings. The content of teaching media is listening to the recording. By

using this audio media, the students are able to identify the pronunciation of each

word and the intonation. The examples include listening to the radio, tape

recorder, mp3, mp4, and others.

Audio-visual Media. The last kind of teaching media is audio-visual media.

Audio-visual is the media which can be seen and heard, such as television and

films. Audio-visual media presents a complete communicative situation. The

students can find that it is easy to understand the facial impressions, gestures, and

the physical background of the given scenes. That way, the learning becomes

closer to real-life situations. Besides, it is important to preview programs and

assess the students’ effectiveness, duration, and content value in real class

situations on how to operate them more effectively to help the students to learn

the content. These media include films and TV programs recorded in both pictures

and audio on CDs. To use the media mentioned above, it is important for the

teachers to select the appropriate media which is available and interrelates with

the components of the curriculum because each media has their respective

strengths and weaknesses.

Realia as the Teaching Media

Realia is a media used as the aids of learning process. Realia refers to any

real objects used in the classroom (Budden, 2018). The use of Realia will be one

of the most memorable activities for the students because it is fun and allows them
 15

to use their senses. Soames (2010) asserted that use of realia makes the language

learning become more memorable by directly creating a relationships between the

objects of learning with the students. Besides, it will create an unforgettable

experience for students. From the explanation mentioned, it can be concluded that

Realia are real-life objects brought by the teachers into the class as a media to

explain the learning materials. Using this media, the students can directly

remember what they have learned. In general, Realia is often used within the

scope of primary school because the younger students are more able to absorb

knowledge when they see the objects directly as compared to just listening

without looking directly at the object. The statement mentioned is supported by

Bably (2017) who said that Realia can be very effective for teaching young

children. For the reason, the children love to directly learn something fun and not

monotonous. That way, they can learn quicker and become more motivated.

According to Solihatin and Raharjo (2007), Realia are real objects used as

teaching materials or learning resources. Besides, the utilization of Realia should

not only be presented in the classroom, but also teachers can invite the students to

see the objects directly (observation) to their location.

As stated by on Sukrina (2016), Realia are the objects applied in the

classroom to spark interest and relate language to the real world. The use of

Realia fall into three main areas, including the descriptions, props in drama, and

other types of activities such as creative thinking exercises and finding different

uses for objects. For example, the ruler could be a weapon, musical instrument, a

symbol of authority, and others. Arsyad (2011) defined Realia as objects which
 16

can be seen through hearing and visualization. According to Lestari (2014), Realia

are real objects used as learning materials. Sanaky (2011) stated that Realia are

real objects which can be presented in classrooms or lectures. From some senses

mentioned, Realia can give the students direct experiences during the teaching and

learning process.

Benefits of Using Realia as Teaching Media

Rosdiana (2017) stated that Realia is a media which is attractive enough

for students because Realia has the ability to stimulate the imagination of the

students by bringing real objects to learning activities, reduce the stress level of

students in learning, make students feel motivated to find out more in the learning

material and be able to understand it clearly in the discussion. The advantage of

using Realia is that it can motivate students to learn new knowledge while

applying their full senses in the learning process. Also, it can decrease the

students’ stress level and activate their imagination by using Realia. Therefore,

using Realia can make the learning process more effective. Besides, when

learning something new, they can also get the chance to gain new and unique

experiences.

Argawati (2009) mentioned that other benefits of using real objects in the

classroom is that it can make the learning experience more interesting and

unforgettable for the learners. Pujita (2006) classified the benefits of Realia into

several parts, namely that it can foster direct interaction between children and

objects, assist the learning process of the children to be more active in observing
 17

and manipulating, to ease the media use, to use real objects existing around the

environment, to give clear and accurate information, and to consider the objects of

Realia to be real objects. Thus, the information pertains to the object to be clearer

and more accurate.

From the explanation above, Realia can thus motivate the students to get

unique experiences from learning firsthand which cannot be obtained from other

learning media. Besides, the students can directly touch and see the tangible form

of the materials being studied. For example, when they learn about objects in

English, they do not just listen to the materials. However, they can also see and

touch the object. In addition, Realia can also encourage the students to interact

directly with the media. For the reason, when the teacher explains materials, the

use of Realia enables a wide range of senses such as hearing, sight, and touch.

Furthermore, Realia can lead the students to become more active in the classroom,

and it can also indirectly make students understand the materials better.

Challenges in Using Realia as the Teaching Media

Realia has many benefits, but it also has its weaknesses which can be a

challenge to the teachers. Dinalis (2017) stated that there are challenges when

using Realia often faced by the teachers which lead to the limitation of costs.

Besides, it is one of the most crucial constraints in Realia. The preparation of

using Realia for classroom activities will cost a lot of money. For example, when

the teacher wants to provide materials about shapes, they should find tangible

forms which represent the shapes such as, cube, cylinder, sphere, triangle, or cone.
 18

The preparation of teaching media can certainly require different types of objects

which lead to a sizable amount of spending.

Meanwhile, Pujiata (2006) said that the major constraints in the

procurement of Realia Media into the classroom include factors like the size of

the Realia, the difficulty to carry, and the relatively expensive price. Besides, the

objects which are expensive cannot be used as a media of Realia. For example,

when the teachers wish to explain about musical the instruments, it would be very

unlikely to bring along musical instruments into the classroom.

From the explanation mentioned, the weaknesses of Realia often becomes

the biggest challenge of teachers as they freely engage with their students to learn

outside the classroom due to the possible risks. The limitation of costs comes up

as the challenge in using Realia as the teaching media. Besides, some teachers

choose to use other learning Media because the cost is very minimal. The third

aspect relates to the size of the object in which the Realia is sometimes too large

or too small for a child. The expensive price of the Realia can also be the

challenge in using Realia. Sometimes, the students are less able to understand the

learning materials because they are too focused on the Realia.

Strategies to Overcome the Challenges in Using Realia

Before using Realia in teaching, the teachers are required to properly

prepare everything related to the media. According to Wibowo (2002), when the

teachers plan to use Realia, there are some aspects which should be considered

which determine the living things or objects utilized in the learning later on. For
 19

example, when the teaching is about the description of the shapes of fruit, the

teachers should be able to sort out which fruits can be used in the study which

cannot be used. Secondly, the teachers should know how to make the objects fit

with the teaching pattern in the classroom. Thirdly, the teachers should know

where they can obtain the objects. Also, the consideration is necessary in order for

the learning to be more effective.

The most frequent problems faced by teachers when using Realia is the

perception of some teachers regarding the very high cost of utilizing Realia as a

learning media. There are many teachers who deemed that the cost of the use of

Realia is relatively expensive. For example, when the teachers explain materials

regarding the types of clothing, some teachers would think that they should bring

new clothes. Meanwhile, Sudjana and Rivai (2001) stated that to choose the

medium of learning, the teachers need to pay attention to the aspects of

convenience and the ability to use the media. Hence, the teachers do not have to

buy expensive stuff to utilize Realia, as they could just use the objects which they

already possess.

To conclude, the way teachers can face the problems regarding the use of

Realia is to conduct good preparation in advance. Also, it can start from deciding

on the type of Realia which will be used, either it is living or non-living things.

Besides, the teachers can get Realia from the objects which they already have in

order to minimize the costs incurred from the use of Realia. For the reason, if

there had not been not a good preparation, teachers will feel overwhelmed.
 20

Review of Related Study

There are some studies which are related to this research about the use of

Realia as the teaching media. However, the researcher only takes three studies

related to this research. The first study was conducted by Bala (2015) entitled

“The positive effect of Realia in EFL class”. This study was conducted at an

English language teaching department of a private university in Iraq. The

researcher used the quantitative method to gather the data. There were 42 students

who were divided into two groups, and the researcher applied Realia only in one

group. On his study, he found that the use of real objects in the classroom could

provide experience to the students in learning, and can also make students

understand the learning more quickly. This study elucidated an investigation

based on a 20-question exam paper to see if the use of Realia could make the

students succeed in the examination. Besides, the results showed that the students

who learnt to use Realia tended to get good value compared to the students who

did not use Realia. From the use of Realia, he found that the students learnt more

comfortably using Realia. They also became more motivated when learning

something new. Likewise, the kids found it easier to learn new materials.

The second study explored about the challenges or difficulties faced by the

teachers. This study was conducted by Ningtyas Orilina Argawati (2009) entitled

“The Effectiveness of Using Realia in Teaching English Vocabulary to 3rd Grade

of Elementary School Students in SD BENTAKAN I BAKI SUKOHARJO”. In

her study, she classified two problems faced by the students during the research

project including the circumstance in which bringing the real objects into the class
 21

was not always easy. If the material delivered was about the things in the class

and parts of the body or stationery, then Realia could be used. Realia could be a

teaching method if the objects were easy to find and bring into the classroom.

However, if the material was about animals, professions, or fruit, it was difficult

to use the media of Realia. Using Realia in the class could sometimes create

disturbances in the class. For the reason, when the teachers showed their students

and let them touch the objects, they could play by themselves.

In the third study, it had found the strategies on solving the challenges on the

use of Realia. This study was conducted by Tasnubha Bably and Dil Nusrat

(2017) on the survey about “Using Realia as an Effective Pedagogical Tool”. The

survey was conducted at the University of Bangladesh with 15 levels of tertiary

lecturers who had participated and taught for several years. Bably et al. (2017)

found that there were a few strategies implemented by some teachers when using

Realia as a lesson media. Those strategies included considering whether the use of

such Realia was suitable for the students in accordance with their educational

level and sorting out the materials could be accessed into the class, so it could not

include the trouble when learning took place. Also, it should be ensured that

learning materials with Realia had to run continuously and teachers should be

wiser in choosing the objects of Realia to minimize the costs.

The three researches which had been spelled out used the quantitative

methods in the retrieval of the data. Meanwhile, the research was conducted by

the researcher using the qualitative approach, in which the researcher can attain

the data through conducting in-depth interviews. For the reason, the researcher
 22

conducted a live interview not based on the numbers of the parties concerned. The

previous research had also focused on just one point. The first research only

focused on investigating the positive effects of using Realia, and the second

research focused solely on finding out the effectiveness of using Realia, and the

third research focused solely on researching the research advantages and

disadvantages. Meanwhile, in this research, the researcher discussed not only

about the benefits and challenges of using Realia, but also the strategies which

could be performed by the teachers to cope with the challenges. Thus, there were

some aspects which made this research contrast with the previous studies.

Conceptual Framework

During the research on the use of Realia, apparently some advantages are

found. For example, students may be more motivated to learn something new and

also feel more comfortable while learning. In addition, other benefits that can be

obtained by students is that it eases them to absorb new knowledge and lead to a

more efficient learning.

In the study, some of the challenges faced by teachers when using Realia

as a medium of instruction in the classroom are also found. Not all kinds of Realia

can be used in the classroom. Fro example, when teachers would like to explain

the material about the job description, the teacher could not bring the Realia into

the classroom. This is because he or she would have to search for people who had

different jobs. Other challenges for every teacher who used Realia as the teaching

media include the possibility that students will be busy with their own activities
 23

and most of them will play with the objects such as toys, that not all Realia can be

used, and that the cost can be quite expensive. The last aspect is on the strategies

to solve those problems which include having a good preparation when using

these Realia, sorting out which objects can be used as media of Realia and which

are not, and using the surrounding materials in order to minimize costs.

So, in principle, the use of Realia can be seen from the context of benefits,

the challenges, and the strategies to overcome the challenges. This research aims

to find out about the benefits, challenges, and strategies to solve those challenges

that are found by English teachers at one elementary school in Yogyakarta. For

that, the researcher will also attach a chart from the context which will be

examined.
 24

Figure 1

Conceptual Framework
Primary School Teachers’ Perception on The Use of Realia as a Teaching

What are the benefits of usign Realia as

perceived by Primary School English Teachers'?
Media

What are the challenges of using Realia faced by

Primary School English Teachers'?

What are the strategies used by Primary School

English Teachers' to solve the problems of using
Realia?
 25

Chapter Three

Research Methodology

This chapter discusses the methodology used by the researcher in

this study. There are six sections namely research design, research setting,

research participants, data collection method, data collection procedure, and data

analysis. Several theories are also included in this chapter to support the

methodology in this study.

Research Design

The researcher used the qualitative approach as the research method in

order to probe primary school English teachers’ perception on the use of Realia as

the teaching media. For the reason, the research questions were still the general

nature and needed further investigation based on the experiences and opinions of

the participants. That way, it was required to do the interview so that the

researcher could get detailed information based on the participants’ point of views

about the use of Realia. According to Raco (2010), this method is a method which

inputs the qualitative information of the participants into the data source which

could be in the form of an opinion or thought about one thing related to the need

of the researcher. Therefore, the researcher believed that by using the qualitative

approach, the researcher could gain in-depth information about this research topic,

so that it could be suitable to this research.

In addition, the researcher used the qualitative descriptive studies.

Qualitative descriptive studies could be a set of activities which described the

actual events or circumstances occurred. Moreover, by using this descriptive

 26

qualitative study, the researcher had produced a comprehensive explanation of the

phenomenon of using Realia as a teaching media. Lambert (2012) stated that the

purpose of qualitative descriptive study is to find out about the summary in a

comprehensive manner from a particular incident experienced by someone

directly.

Research Setting

This research had been conducted in two primary schools in Yogyakarta.

There were school A and school B. As the reason why the researcher chose the

schools is, some English teachers at these schools applied the Realia which were

familiar with this technique when teaching English especially to the third grade.

Besides, the schools were accessible for the researcher to conduct the research

because the location is still in Yogyakarta, and the researcher had got the

permission to conduct the research in both schools. The researcher had done an

internship at the school A which made the researcher feel quite familiar with the

school and the teachers. Also, the researcher chose school B because that school

provided a facility which supported the teachers to do the learning process using

the visual media Realia. Thus, conducting the research at those two schools could

help the researcher to choose the participants to obtain the data for this research.

Additionally, the researcher conducted this research in April 2019. To

conduct the research, the researcher needed one and a half months to gather and

analyze the data. For the reason, the researcher spent around one and half a

months to gather and analyze the data because the researcher only have three

participants, thus the researcher does not need to take a long time to do that.
 27

Research Participants

In this study, the researcher applied Purposive sampling. Cohen, Manion

and Morrison (2011) stated that purposive sampling is one of the qualitative

research features in which researchers choose their own cases to be included in the

sample based on the characteristics sought by the researcher so that researchers

can get satisfactory answers regarding the specific needs of the researchers. The

use of Purposive Sampling facilitated the researcher in searching for specific data

because the data were based on the required characteristics, and those had been

established by researcher. Besides, the purposive Sampling also targeted the

people who had the characteristics set by the researcher based on the examined

cases which became the informants for the researcher when performing the data

collection method. According to Creswell (2012), in the qualitative research, the

number of the participants is undetermined, and as long as the data gathered has

answered the research question, the least number of participants are sufficient.

The researcher set three criteria to be the research participants. For the first

criterion, the participants should be familiar and should have used Realia in the

teaching and learning process. Also, the participants should have had a teaching

experience of more than one year because the participants with a teaching

experience of at least one year should have experienced using Realia in the

classroom. Besides, the participants should be English teachers. School A had

four English teachers, and school B had one English teacher. Thus, there were five

English teachers at those two schools, but the researcher only chose three of them
 28

to be the participants of this research. For the reason, there were only three

English teachers who fulfilled the criterias which had been set by the researcher.

Hence, the researcher also used pseudonym in this study to mention these three

participants to keep the participants’ privacy, namely Dinda as the first

participant, Aisyah as the second participant, and Beta as the third participant.

Allen and Wiles (2016) stated that a pseudonym is an unreal name which is often

used by a researcher or writer to personally keep the participants’ privacy.

Figure 2.Participants Identity

No. Participants Schools Name Gendre Length Job

Name of Teach Position

1. Dinda School A Female 2 years Teacher

2. Aisyah School A Female 3,5 years Teacher

3. Beta School B Female 1,5 years Teacher

Data Collection Technique

This study aimed to investigate teachers’ perception on the use of Realia

during the English language learning process. The researcher used in-depth

interview to gain the specific data from the participants. According to Showkat

(2017), in-depth interview is a face-to-face interview with a quite long duration,

and it is done in order to achieve the objectives desired by the researcher. Besides,

in-depth interview eased the researcher to gather the information in detail based

on the participants’ opinion about the use of Realia as teaching media.

 29

The researcher applied open-ended questions. According to Cohen, et al

(2011), open-ended question will help researchers to collect data because

researchers can gain in-depth or detail data when conducting interviews with this

method. Besides, the questions were about the benefits of using Realia, the

challenges of using Realia, and the strategies to overcome the challenges based on

the Primary school English teachers' perception. So, it facilitated the researcher to

do the data analysis and gaining the specific information about those research

question.

Moreover, the researcher also used direct question for the question format

of this research, because the researcher wants to attain detailed answer. Cohen,

Manion, and Morrison (2011) stated that direct question allows the participant to

give the appropriate answer. Unstructured responses was the mode responses of

this research, because it helped the particiants to answer the question freely or

whatever way they chose (Cohen, Manion, and Morrison, 2011).

Data Collection Procedure

There were several steps which the researcher did before interviewing the

participants. Firstly, the researcher contacted the participant and asked for their

willingness to become participants of in this research. Then, after participants

accepted the researcher’s request, the researcher set a schedule for the interview.

Besides, the researcher interviewed the participants after the school hours had

completed. This interview was conducted at the place where the participants

worked. To conduct the interview, the researcher made interview guidelines and
 30

used the Indonesian language during the interview to ease communication

between the researcher and the participants to avoid misunderstanding between

the questions and the given answers.

Before doing the interview, the researcher prepared several equipment to

support the interview session, such as audio recorder from a Smartphone and the

print-out of the interview guideline. The researcher used the recorder application

aimed to record the results of the interview process and facilitate the researcher to

verbatim copied of the data in detail in accordance to what the participants had

said. Meanwhile, the interview guideline acted as a tool for the participants to

understand in advance towards the questions inquired by the researcher. Besides,

it could facilitate the participants to prepare in conducting the research. In this

case, there were some questions which were poorly understood by participants,

hence in need of clarification from the researcher, so the researcher would need to

clarify what had been articulated in the guidelines. The aim was to avoid any

miscommunication during the interview. Therefore, the interview was

implemented in April 15-22, 2019, and took 15 minutes for each participant.

Data Analysis

Data analysis was the last topic in this discussion of chapter three. After

collecting the data from the interview, the researcher analyzed the data. Analyzing

the data was intended to identify and find out the answers regarding the research

questions. There were some steps in data analysis, namely transcribing the data,
 31

member checking, and coding. For more detailed information, each step of data

analysis is explained in the following paragraphs.

Transcribing the data. After doing the interview and recording the

interview process, the researcher reviewed the data and transcribed all the data

into written form. In transcribing the data, the researcher transcribed the interview

recording from audio into text and wrote down the results of the interview from

every participant’s words, phrases, and sentences. According to Creswell (2012),

the transcription is the process of converting audiotape recordings or field notes

into text data. Besides, he explained that transcribing the result of interview is the

procedure of translating recording or field notes into the form of text data. Also,

transcribing is a crucial step of interviewing because it checks the participants’

language, answers, and situation. Therefore, the researcher transcribed the data

into Indonesian language just the same as the interview which was recorded, and

then called as verbatim data.

Member checking. To find out about the validity after transcribing the

data, the researcher necessarily did a member checking. A member checking is a

process of confirming the data transcribed in which the data transcript was shown

to the participants, and the participants checked the transcription (Creswell, 2012).

Besides, the researcher did the member checking to keep the trustworthiness of

the data. In doing member checking, the researcher sent the transcript to the

participants and asked them about the transcript whether the transcript was

completely correct or not. Besides, Birt, Scott, Cavers, Campbell, and Walter

(2016) said that to test validity, member checking is a particular technique to

 32

ensure the credibility and trustworthiness of the result of the data from the

participants, and whether or not the data is accurate. In member checking, the

results were agreed by all participants, so there were no changes on the result of

the interview. According to Creswell (2012), the validity of member checking is a

demonstration to measure and confirm the transcript to the participants, so it can

be accurate and clear. Besides, the researcher ensured the validity of the data by

checking the transcript of the interview for any mistakes, wrong typing, and lost

data. Thus, member checking was used to make sure that all transcripts were the

participants’ pure statements without the manipulation of the researcher. After

that, the researcher continued to another step of data analysis, coding.

Coding. The last step of data analysis was coding. According to Saldana

as cited in Mahpur (2017), coding is a way to get the essence of the fact from the

results of the interview. The data can be either a transcript of the interview,

recording of field observations, researchers’ email correspondence, and others.

Besides, Saldana (2009) stated that there are several steps in coding, namely

compacting the facts, gathering similar facts, determining the categorization,

deciding categorization, and building concept and narration. Therefore, for each

detailed explanation, each part of coding is explained in the following paragraphs

in detail.

Compacting facts. The first step of coding was compacting facts. After the

researcher transcribed the interview result and did the member checking to the

participants, the next step was compacting the facts. According to Saldana as

cited in Mahpur (2017), compaction of facts is to reorganize the sentences to

 33

become the subject of an efficient sentence which eases the researchers to

understand the utterance on this subject. Besides, the researcher took the point of

each sentence from each participant which answered the research question without

changing the meaning of the sentences. Also, the researcher had coded each

statement from the participants as P1.1.1 or First Participants. The first Statement.

The first RQ.

Gathering similar facts. After compacting the facts, the researcher

composed some similar statement from the participants by grouping each

statement into the table, and the researcher gave a theme from each statement

which had been grouped. Besides, gathering similar facts was done after the

researcher had done data interpretation. Gathering similar facts was collecting the

same answer points from different participants' answers. This step was done to

facilitate the researcher to categorize the data. Besides, the collection of similar

facts focused on some of the same answers from the previously made

interpretations. The answers of all participants who had similarities had to be

made into one point in order to limit the answers of participants.

Determining the categorization. Determining the categorization was

grouping some of the same answers which had been obtained from the collection

of similar facts. In determining the categorization, the same answers in collecting

similar facts should be one group. In this section, the researcher was suggested to

be more thorough and careful in grouping similar facts. In regards to the statement

mentioned, if the researcher was not careful and cautious in categorizing similar
 34

facts, researchers could find the difficult data in order to find answers from the

research questions made.

Bulding the concept and narration. The last of coding step was building

the concept and narration. The narration and concept were made from the

categorization. Besides, the narration and the concept were defined as forming the

result of data processing into a clear narration. Besides, the researcher had

categorized the most important problem of the research. In addition, the researcher

created the narration based on the mapping of the results of the categorization. In

this step, the researcher has reported the results of the research in the form of a

narration of text.
 35

Chapter Four

Findings and Discussion

In this chapter, the researcher reports the findings based on the data

analysis and the discussions of the findings supported by the experts’ opinion. The

research findings show the data obtained from the analysis results to see primary

school English teachers’ perception on the use of Realia as the teaching media.

Besides, the results include the benefits of using Realia as perceived by the

teachers, challenges of using Realia faced by the teachers, and how to solve those

challenges based on the participants’ opinion.

Benefits of Using Realia as Perceived by Primary School English Teachers’

The data were revealed from the three participants who taught in two

different schools. Based on the interview, those three participants found a lot of

benefits when using Realia. The participants were Dinda, Aisyah and Beta who

agreed with the statement mentioned. As a result, Realia could improve the

classroom atmosphere, provide a new experience, make the teaching-learning

easier, help achieve the teaching goals, and monitor the learning process of the

children by the parents. Furthermore, each result of the findings is presented in the

following paragraphs.

Realia improve the classroom atmosphere. The participants said that the

use of Realia in the classroom made the students feel more interested and

enthusiastic during the teaching-learning process, and the classroom was alive and

active. Also, the students felt more excited with the material, and the teacher

could get excited when teaching using Realia. Besides, the class activities were
 36

more relatable for the students. As stated by Dinda, “Realia makes the children

enthusiastic in learning”. Aisyah also added that, “Children become enthusiastic

while studying, and the classroom becomes active and alive. Realia make the kids

feel interested in learning the material, and it makes the children feel so enthused

and excited in the learning process”. Beta stated that, "I am happy when Realia

makes the students become more understanding toward the learning".

According to Purnama, Poerwanti, and Karsono (2012), the use of Realia

media makes the students more active in the learning process and more

enthusiastic and interested in learning so that the quality of the students’ learning

process increases. Suharsih and Hamidiyah (2012) asserted that Realia is one of

the alternative media that makes the learning process become more enjoyable and

interesting. From the experts’ explanation, it could be concluded that they agreed

that Realia could make the class better with the small things mentioned earlier.

Besides, the class atmosphere could be better when students could be enthusiastic

to participate in the classroom. Then, the teachers became enthusiastic in teaching,

and class could be more active.

Getting new experience. Other Benefits could be gained by the students.

Besides, the students could have a new learning experience because they could

touch and see the learning object directly. From the statement mentioned, Dinda

said that, "Realia gives new experiences towards learning, and the children can

gain the experience of touching and seeing the objects directly. With this, they do

not need to imagine the teaching materials".

 37

The statements mentioned were supported by Rosdiana (2017) who stated

that Realia involves as a real object which will be learnt directly by students.

Besides, providing Realia is the real-time experience to give to students, as they

can have a learning experience which cannot be found in other learning media.

Another similar finding was also supported by Aritonang and Sinulingga (2011)

who defined that Realia gives the students a direct experience by giving students

the opportunity to touch, view, and even feel or taste the learning object. For

example, if the learning material is about fruit or food, the students will be very

interested to have the learning process in real life contexts. Therefore, the

researcher and experts also agree that Realia can provide new experiences to the

students because they can learn the objects directly.

Realia makes the teaching-learning process easier and help to achieve

the teaching goals. When using Realia, the positive impact that the teacher felt

was feeling easy because the teacher felt facilitated with the media. As Dinda

stated, "using Realia eases the children to learn in the learning process". Likewise,

Realia helped the teachers to achieve the teaching goals. Aisya also said,

"Teachers can reach the learning goals”. Beta also mentioned, "Almost 80% of the

learning objectives can be achieved, and Realia helps me to teach the students

well".

According to Muzahar (2018), the use of Realia media is to bring the

learners closer to real objects, and eases them to understand. Additionally, Realia

also helped the teachers to achieve their learning goals. According to Irawan,

Sabri, and Sasmita (2015), learning using Realia can improve the children's
 38

learning outcomes. Previously, the students had less good value. However, after

using Realia in learning process, the children can get a better value. Hence, the

researcher had the same opinion as mentioned by the experts who conducted the

study using Realia. Besides, using Realia can make the students more familiar

with the material taught by the teacher, and Realia can ease the teachers to achieve

the goals of learning.

Parents can monitor the learning process. The benefit of using Realia

was not only obtained by both teachers and students, but also the parents. Based

on the results of the interview with Aisyah, she said, “the parents can find out the

extent of the students’ learning process”. Due to the reason, when the teacher

asked the children to bring something from the house, the parents could learn

about why the students should take the item and what the students learnt from

carrying the objects. Then, the parents could monitor the course of the learning

process at that time.

Rahman (2017) stated that teaching media is not only able to help the

teachers and students in the learning process, but also helping the parents to

monitor children's learning process. Accordingly, the researcher agreed to the

opinion of Rahman who said that teaching media had other benefits in which the

parents could also monitor the students’ learning. This is similar to Edmodo in

which the parents could freely access the students account by using “Parents

Code”, so they can see the extent of the students’ learning process. However, what

the teachers needed to underline was the teaching media used by Rahman, which

is Edmodo. The teaching media included IT-based learning media, while the
 39

researcher focus on the learning media which is Realia. Therefore, from the

results of this study, the researcher generates new discoveries from the use of

Realia as a teaching media.

The weaknesses of using Realia

There are many benefits which the teachers could get from the use of

Realia media. However, certainly, some challenges or weaknesses from the use of

the Realia media were also found in this research. There were some challenges

faced by the three participants, but here, the researcher divided the weaknesses of

using Realia as teaching media into four. The four weaknesses consist of Realia

availability, Realia practicality, Realia from the students, and distraction from

Realia. Hence, each weakness of using Realia as teaching media is defined in the

following paragraphs.

Realia availability. From the results of the interview with three

participants, two of them mentioned that one of the challenges which they got

when teaching using Realia was the lack of the availability towards media. Dinda

said, "Realia cannot be used in all learning materials”, because only a few

materials can use Realia, while learning materials about transportation or learning

materials about a planet make it impossible for teachers to use the objects in the

classroom context. Beta also said, "Not all learning materials can use Realia”.

Regarding the aforementioned statement, it was also supported by Jones as

cited in Safa'ah (2018) who asserted that real things are not always feasible to use

in the teaching-learning process such as material about animals which are not

possible to bring those animals in to the classroom activity. In consonance with

 40

Dantri (2015), not all Realia can be brought into the classroom, such as

transportation, human (for job description material), or animals which make

Realia unable be a practical media used in all learning materials. Consequently,

Realia could ease the students to understand the learning materials, but Realia is

also very inflexible to use in all learning materials.

Realia practicality. Aside from the availability side, another thing which

challenges the participants when using Realia was from the practicality. As

described by Dinda "Sometimes Realia is difficult to bring into the classroom, and

Realia will be difficult to carry out by the teacher if the size is too large”. Dinda

added "Realia costs too much money”, as teachers have to prepare various kinds

of objects to serve as Realia”. On the other hand, Beta also argued "Realia is quite

difficult to bring in order to prepare things”, which we should bring into the

classroom.

Jones as cited in Safa'ah (2018) added that not all Realia can be used or

reached because the size of the Realia can be too big or too small. When the size

of the Realia is too large, it will be difficult to carry. However, when the sizes are

too small, it will interfere with the learning process because students will not be

able to freely explore the learning objects. Besides, Jariatun (2017) also said that

the cost required holding various real objects. Dantri (2015) said that sometimes

Realia is too expensive for the teachers because they have to buy a variety of

preparations to support the Realia media. Also, the teachers could spend much

money if they used Realia as teaching media. Due to the fact, it could make the

teachers feel burdened by using Realia. As stated by Jones as cited in Safa'ah

 41

(2018), there are lot of things which we should bring into the teaching activities,

so it will be trouble for the teachers to prepare various kinds of objects.

Sometimes, Realia can be very difficult for the teachers because the preparation is

too much.

Students forget to bring the items. Using Realia, most teachers could

prepare what items used as Realia media. However, it was different from the

opinion of Aisyah since she was not the one who prepared the Realia media, but

the students prepared the Realia as learning media. In regards to the statements

mentioned, the weakness regarding asking the students to bring the Realia

appeared. Aisyah said, "some students forget to bring the Realia". Then, the

students who forgot to bring Realia became passive students. As the reason, he

could not see the lessons without being able to participate actively in class

activities. Also, Aisyah said "the students become passive when they do not bring

the Realia". Besides, the children could still get learning about the material at the

same moment by viewing and listening without being able to freely touch the

object from its learning and not to actively participate in the class.

According to Mulyani (2013), the students often forget to bring the items

requested by the teacher like lesson package books. Also, the students forget to

bring objects. However, the results of this study with Mulyani opinion were

slightly different because Mulyani said it is not the media learning as Realia, but

the book of learning package as another learning media. Thus, this research

resulted in a new finding in which one of the disadvantages of Realia was

forgetting to bring the media into the class.

 42

Distraction from Realia. Along with making the children more familiar

with the materials, Realia could also make children unfocused with learning

materials brought by teachers. As Beta said "the students can lose their learning

focus because they are more interested in the learning objects". That way, Realia

could make students feel interested in learning, but Realia could also make the

students more focused with the media. Besides, when the students had been bored

with the explanations from teachers, they usually changed their focus to

something which they find pleasing especially, if the media is a unique and rarely

seen by the students. In addition, to make the children lose focus, not all Realia

could be well received by students. Dinda said, "the acceptance of Realia media

by a child was dependent on each child's psychology because there were children

who were afraid of animals or certain objects".

The finding mentioned was similar to Wantini (2010) who said that

sometimes, the students do not focus on their learning because they feel more

interested in the media used by the teacher. Also, the students especially

elementary school students usually feel more interested in something which could

be played and are easily bored with the explanation of teachers providing

materials which are too long. Also, it triggered the loss of their focus on the

material being taught by the teacher in the classroom. In addition, the acceptances

of children were about certain objects or animals vary. Some students were afraid

or have a phobia with certain objects or animals, while some students were not

afraid. As stated by Atrup and Fatmawati (2018), Children's psychology is

different, and there are some children who experience phobia or fear with animals
 43

like rats, snakes, cats, or disgusting animals. However, there are some children

who are afraid of certain objects such as syringes, electronic objects, knives, or

other objects. Accordingly, the researcher has the same argument as the experts in

that Realia can cause children to cool down with their own world (because they

are more focused with learning objects), and not all children can accept Realia,

depending on kind of Realia used by the teacher.

Strategies to overcome the challenges of using Realia based on teachers'

perception

When teachers are faced a wide range of problems in using Realia, there

were certainly some ways applied to solve the problems. Among them, there were

some strategies to solve problems such as Realia availability, Realia practicality,

Realia from students, and distraction from Realia. The strategies were based on

the participants’ experiences to solve the problems which they often encountered

in using Realia as teaching media. Therefore, each strategy to overcome the use of

Realia is explained in the following paragraphs.

Strategies to overcome the Realia availability. One of the disadvantages

of Realia is that it could only be used in certain types of learning materials. From

the statement mentioned, the teacher is expected to find out the ways to match the

kinds of materials explained in class and the kind of Realia used in order to

support the teaching-learning process. Dinda said that as one of the ways she used

to solve the problem, “the use of Realia media was based on the learning material

and the type of Realia itself”. If the media was reasonable and could be applied in

the classroom, Dinda could use it. However, if it did not make sense and was not
 44

possible to use in the classroom, she did not want to use it in the teaching and

learning process.

Regarding the statement mentioned, it was supported by Abid (2007) who

said that the teacher could choose the real object which is suitable with the

learning topic, for example if the teacher wants to teach about stationary, then the

teacher could use the things around the classroom. Besides, Realia availability

was assessed by the participants because the use of Realia depended on the

situation and conditions at that time which could not complicate the teachers.

According to Sudjana and Rivai (2007), before applying Realia into the

classroom, the teachers had to make sure that the objects could be used as Realia

in the classroom, whether or not the object could be efficient. For the intention,

the teachers should adapt the objects to the learning material in order to keep the

learning to go smoothly.

Strategies to solve the problems of Realia practicality. Realia was not

flexible to use in all learning materials or topics, and the next drawback was

Realia practicality. For the first problem of Realia practicality, Realia was heavy

to carry, if the size of Realia was too large. Then, the teacher could have the

trouble to carry, and if the size of the Realia is too small, it could be trouble for

the students to learn the learning object because they cannot see the learning

objects clearly. Dinda stated that the way to solve the problem is “to ensure

whether or not Realia can be used in the classroom”. Besides, the teachers should

make sure that if the size of the Realia could be used in learning, it would be

troubling and too complicated for the the teachers and students. For the second
 45

problem, Realia cost much money. Aisya said, “as the way she used to solve the

problem, the teacher will utilize the surrounding objects” to minimize the cost.

Beta also said the same thing; she said "we should make use of items around the

students". Realia should not be derived from the goods purchased by the teacher,

but could use the surrounding objects as one way to minimize the cost and to be

more creative. The last problem of Realia as practicality is that it was too difficult

to prepare the objects used as Realia media. Dinda said "the teachers should have

a well-preparation, and they had to prepare everything from the distant days.

Thus, the teacher could have a lot of time to prepare it all. .

Dantri (2015) said that when the teachers use Realia, the teacher is advised

to use Realia which can be carried and explored by the students. From Dantri's

narrative, the size of Realia should not be too large and not too small as long as

students can freely explore the learning object, and the teachers are not difficult to

bring the learning object. Besides, to minimize the cost, the teachers could use

various kinds of things around her to be the Realia media. Djauhar Siddiq (2008)

asserted that the teachers can use the objects around to become a real media

learning. Therefore, the teacher do not have to buy all the objects to serve as

Realia media, as the objects around or used objects can also be used as Realia.

Jariatun (2017) also said that in order to be implemented in the teaching and

learning process, the use of the media can go well, and it is necessary to make

good preparations anyway. Thus, the equipment needed to use the media also

needs to be prepared in a mature way.

 46

Strategies to face the weaknesses of Realia from a student. One of the

problems that teachers had to face when asking the students to bring something to

the school and students forgot to bring it was Realia from the students. Aisya said,

"Some students who forget to bring the items will usually become passive in the

classroom activity". Based on her opinion, the students were not able to

participate actively in the class because he/she could only go to see and hear

without being able to freely touch the object of the learning. As a way to

overcome the problem in using Realia, Aisyah also said "I will give consequences

to the students who do not bring the objects (the objects are going to be Realia) by

not being able to actively participate in the class". In her opinion, this way was

quite effective to use because with teaching children about responsibility and

discipline, the students would not forget to bring the objects requested by the

teacher in the future. For the reason, when the children could not participate

actively, they could feel excluded.

According to Armai as cited in Mardiyanti (2017), giving a reward to the

children can give a considerable influence, because later, the children will be

more motivated to follow the children who get Praise from teachers. Udin (2017)

also said that punishment can be given by giving sanctions on children, and the

punishment is considered as an educational punishment. However, the researches

conducted by Mardiyanti and Udin only focused on the awarding of reward and

punishment to the students in the general context. Unlike the findings obtained by

researcher, it was more focused on rewarding the children who did not bring
 47

Realia. Likewise, the goal of giving the reward to the children is to make them

more disciplined and responsible.

Strategies to solve the problem of distraction from Realia. There were

two problems which made Realia not only give students the convenience to learn

but also one of the media which made the children felt less focused of afraid. For

the first problem of distraction from Realia, some students were afraid of certain

objects or animals because each student’s acceptance of the Realia varied. Some

of the students were enthusiastic, and some of them did not like the existence of

the learning object because of the fear or allergies. To overcome this problem, all

three participants had the same argument. They stated that they would use other

media instead of Realia in some learning topics or incorporate more than one

teaching media. Dinda said, "teachers will use more than 1 teaching media". Also,

it was judged as effective because if there were certain materials, the teachers

used Realia in order not to make the students not feel afraid. Then, the teacher

could replace the media with another media or when the class was initially used

Realia but later mixed with other teaching media. Aisya also had the same opinion

and she stated, “the teachers will incorporate some teaching media". Beta said

"the teachers use more than one teaching media, including visual media or audio-

visual media". For the second problem, the students could not focus on the

explanation from the teachers, but they preferred to pay attention to even play the

media Realia which could make the class less conducive. In Beta’s opinion "one

of the ways to restore the children’s focus is through ice breaking". Ice breaking

could regain the students’ attention because it recreated a fun class atmosphere,
 48

not a monotonous class with a variety of teachers’ explanations about learning

materials. Lastly, after the class became conducive, the students focused on the

learning process. Besides, to strengthen students ' understanding of the material,

the teachers could review the given material. Beta said that "the material review

uses Realia so that the children do not forget the learning material". As the

purpose, the students had a strong understanding of what they had learned at the

time.

According to Ahna (2017), the teacher uses various kinds of teaching

media when teaching tenses to the students such as texts, songs, videos, audios,

games, stories, poems, novels, and pictures. The use of a varied teaching media

eased the teachers to teach and keep students from being saturated by looking at

the same media. In addition, the use of ice breaking when the children began to

lose focus was beneficial. Meilinda and Subrata (2014), they found a way to

overcome the obstacles raised because the children look busy with their own

world and did not focus on learning by using ice breaking. Besides, the children’s

focus had returned. Also, it is important for the teachers to revisit the learning.

According to Nurjanah (2015), one of the learning strategies of PQ4R is a review

which can make the students recall what they have learned. These ways were

considered to be successful to address the distraction problem from the use of

Realia.
 49

Chapter Five

Conclusion and Suggestion

This chapter provides two major parts namely the conclusion and

recommendation of this research. The conclusion explores about the summary of

the research results. Additionally, the recommendation includes the suggestions

for some parties related to this research.

Conclusion

This study aimed to find out about the primary school English teachers’

Perception on the use of Realia as the teaching media. There were three research

questions which made the researcher want to know more about this study. Firstly,

the researcher wanted to know the benefits of using Realia as perceived by the

primary school English teachers. Secondly, the researcher wanted to find out

about the challenges of using Realia as faced by primary school English teachers.

Lastly, the researcher wanted to explore the strategies used by primary school

English teachers to solve those challenges mentioned. All data had been gathered,

and the researcher used a qualitative design in order to collect the data. In this

study, the researcher interviewed three primary school English teachers.

Based on the data result, there were four benefits perceived by the primary

school English teachers when using Realia as the teaching media. For the first

benefit, Realia could improve the classroom atmosphere. For example, the

students became more enthusiastic, interested, and excited in learning something

using Realia, the classroom was active and relaxed, and the teachers were

enthused in teaching the students. The second benefit of using Realia is that the
 50

students could get new experience by seeing, touching, hearing, and tasting (if the

object is food) the object directly. The third benefit of using Realia is that it could

make the teaching-learning process easily implemented, and the teachers could

achieve the teaching goals. For instance, Realia eased the students to understand

the material and because the teachers could achieve the teaching goals. The last

benefit of using Realia is that the parents could monitor the learning process well.

In this study, the researcher had found four challenges faced by primary

school English teachers in using Realia. Firstly, the weaknesses from Realia was

availability which in which it was not available to use in all learning materials.

For example, the teachers were not able to use the transportation when explaining

about types of transportation to the students. Moreover, the weaknesses from

Realia was its practicality, because sometimes, it was quite difficult to bring

Realia into the classroom if the size was too big for the teachers, was costly, and

was difficult to prepare. The weaknesses of using Realia came from the students.

From the statement mentioned, some students forgot to bring the Realia when the

teacher asked them to bring it. Also, the weakness was the distraction from Realia

which could make the students less focused during the teaching-learning process.

Due to that reason, the students felt more interested in the teaching object rather

than the explanation from the teachers.

The last finding was about how the primary school English teachers solved

those challenges when using Realia. The researcher had classified the ways to

solve the problems into four strategies. The first strategy to solve the challenges of

Realia was availability. Besides, the use of Realia was based on the learning
 51

material and the type of Realia itself. The second strategy to solve the problem of

Realia was practicality. Besides, there were three steps of the practicality in using

Realia. The teachers had to make sure that the size of Realia was able to be used

in the classroom, minimize the budget for the teacher by utilizing the things

around her/him to be the Realia, and have a well-preparation. Furthermore, the

strategy to face the weaknesses of Realia was from the students. Based on the

results, the teachers could give the consequences to the students who forgot to

bring Realia in order to teach them about responsibility and discipline. Hence, the

last strategy to overcome the distraction from Realia included mix-teaching media

by giving an ice-breaker to gain the students’ focus and attention.

To sum up, many teachers did not use Realia as a teaching media due to

the many weaknesses of the Realia. However, based on research conducted by the

researcher, there were also many positive sides of using Realia for the teachers

and students who felt them, and the parents could also get the benefit from the use

of Realia. Therefore, this study also resulted on the findings on how to deal with

the problems faced from the use of Realia.

Recommendation

Based on the findings of this research, the researcher proposes some

recommendations related to this research. The recommendations are expected to

be beneficial for some parties in the future. The recommendations are intended for

teachers, pre-service teachers, and other researchers.

For the teachers and pre-service teachers. The use of Realia as a

teaching media in the class might be useful for the teachers because there are
 52

many benefits on using Realia. However, Realia can be distracted for students

when learning something new. So, the researcher suggest to the teachers and pre-

service teacher to use more than one teaching media and give the ice breaking

while teaching something new to the students.

For other researchers. To follow up to this research, the other researchers

might use another research instrument such as interview and observation. Then,

the data will richer and more accurate. In addition, the researcher recommends

other researchers to develop this research by adding additional information

towards the factors and forms of code switching in order to gain deeper and better

data results.

For the institution. From the result, the researcher recomends the

institution to provide the types of Realia to help the teachers in the learning

process. The facilities included living things and inanimate objects so that the

teaching learning process will be more effective.

 53

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Appendix

Interview Guideline

Primary English School Teachers’ Perception on The Use of Realia as The

Teaching Media

Keyword: teachers’ perception, realia, teaching media.

Research Question:

1. What are the benefits of using Realia as perceived by Primary School English

Teachers?

2. What are the challenges of using Realia faced by Primary School English

Teachers?

3. What are the strategies used by Primary School English Teachers to solve the

challenges of using Realia?

Questions about Realia

NO. Questions
1. Dari kapan anda mulai mengajar bahasa inggris menggunakan Realia?
- Materi apa saja yang biasa menggunakan Realia?
2. Seberapa antusias kah siswa didalam kelas saat anda menggunakan Realia
tersebut?
- Apa saja yang mempengaruhi mereka sehingga terlihat se-antusias
itu saat menerima pembelajaran dari penggunaan Realia tersebut?
- Kenapa siswa-siswi tersebut bisa se-antusias itu dalam menerima
pembelajaran menggunakan Realia?
RQ.1: What are the benefits of using Realia as perceived by Primary School
English Teachers?
3. Apa saja keuntungan yang anda dapatkan saat menggunakan media Realia
 61

tersebut?
- Kenapa penggunaan Realia bisa memberikan manfaat kepada
anda?
- Seberapa pengaruhnya media Realia dengan materi yang anda
bawakan saat mengajar?
- Bagaimana Realia bisa menguntungkan anda saat mengajar?
RQ.2: What are the challenges of using Realia faced by Primary School
English Teachers?
4. Setelah memberikan materi menggunakan Realia, kira-kira kesulitan apa
yang biasa anda hadapi?
- Mengapa anda berpikir itu adalah sebuah kesulitan?
- Dari pandangan anda, kenapa kesulitan itu bisa terjadi?
- Apa saja faktor-faktor yang bisa menimbulkan kesulitan tersebut?
RQ.3: What are the strategies used by Primary School English Teachers to
solve the challenges of using Realia?
5. Dari kesulitan yang anda hadapi, adakah strategi atau cara tertentu yang
biasa anda gunakan untuk mengatasi hal tersebut?
- Bisa anda jelaskan bagaimana cara anda mengatasi kesulitan
tersebut?
- Seberapa berpengaruh kah cara tersebut untuk mengatasi kesulitan
yang anda hadapi?