Teaching Vocabulary by Using Realia (Real-Object) Media

Irawan, Dodi

doi:10.32502/ecj.v1i1.650

Cited by 4 publications

(8 citation statements)

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“…A number of studies conducted in the primary schools published in the Indonesian local journal expose that realia media are effective to be used in science learning (Budiasih et al, 2016;Irman, 2020;N. Lestari & Mustika, 2014; Y. D. Lestari, 2019;Setyaningsih et al, 2019), and mathematics learning as well (Afifah, 2019;Maramis et al, 2019;Sugiharti, 2018;Trisnawati & Kamsiyati, 2019), and English (Irawan, 2017;Wijayanti, 2016). Those studies are only concerned on the improvement of learning outcomes and learning quality.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Process Oriented Guided Inquiry Learning (POGIL) Model Assisted by Realia Media to Improve Scientific Literacy and Critical Thinking Skill of Primary School Students

Aiman¹,

Hasyda²,

Uslan³

2020

EUROPEAN J ED RES

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This research aimed at analyzing the influence of 'Process Oriented Guided Inquiry Learning' model assisted by realia media, in which it was to improve the scientific literacy and critical thinking skill of primary school students, especially for the material of energy. This quasi-experiment research used single factor independent groups design. The research sample of this research were fourth grade students of SD Inpres Oeba 2 Kupang City, East Nusa Tenggara Province, of which students were in the academic year of 2019/2020. The technique of sample collection was carried out purposive sampling for 2 classes. The IVA class was used as the experimental class (POGIL model assisted by the realia media), in which it consisted of 30 students and the IVB class was used as the control class (expository learning) that consisted of 28 students. The learning was carried out in four meetings. The data of scientific literacy and the results test of critical thinking were collected by means of objective test on the energy material. Multivariate Analysis of Variance (MANOVA) was used to analyze the data using significance level of 0.05. The results indicate that (1) There is a significant difference between the students' scientific literacy who gain the POGIL learning assisted by the realia media and the students' scientific literacy who get the expository learning; and (2) There is a significant difference between the critical thinking of students who get POGIL learning assisted by realia media and the students who get the expository learning. It can be concluded that there is a significant difference between the scientific literacy and the students' critical thinking taught by the POGIL learning that assisted by realia media to the students who use expository learning. Since there is a significant difference, it means that the POGIL learning assisted by realia media has an influence on the students' scientific literacy and critical thinking.

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Section: Introductionmentioning

confidence: 99%

The Influence of Process Oriented Guided Inquiry Learning (POGIL) Model Assisted by Realia Media to Improve Scientific Literacy and Critical Thinking Skill of Primary School Students

Aiman¹,

Hasyda²,

Uslan³

2020

EUROPEAN J ED RES

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“…Many previous studies on RMI had been conducted using various kinds of methods. Some studies used qualitative method by conducting Classroom Action Research (CAR) and experimental research (Amumpuni & Rahmasari, 2019;Irawan, 2018).…”

Section: Methodsmentioning

confidence: 99%

“…There are many previous studies discuss RMI in the English language learning (see Aini 2013;Amumpuni and Rahmasari 2019;Arbryan 2018;Argawati 2009;Bably and Nusrat 2017;Bala 2015;Diep 2019;Hadi 2018;Irawan 2018;Rokhmawati 2011;Suharsih and Hamidiyah 2012). Based on the results, they found out that students can be more creative and engaged in doing activities by using RMI.…”

Section: Introductionmentioning

confidence: 99%

“…Because most young children learn by having handson experience, so, realia can be a good teaching media to give them exposure of real-life learning situations. Furthermore, the methods used in the previous research were mostly quantitative method (e.g: Argawati, 2009;Bably & Nusrat, 2017;Bala, 2015;Diep, 2019;Hadi, 2018;Irawan, 2018;Rokhmawati, 2011). Since, a qualitative method was rarely used, thus, we conducted this study to fill the gap from the previous research.…”

Section: Introductionmentioning

confidence: 99%

“…Despite the fact that there have been many studies discuss RMI, studies investigating teachers' perspective of using RMI for young learners remain limited. Most of the researchers researched about how RMI used for teaching vocabulary, writing, and speaking (see Aini, 2013;Amumpuni & Rahmasari, 2019;Argawati, 2009;Bably & Nusrat, 2017;Bala, 2015;Diep, 2019;Hadi, 2018;Irawan, 2018;Rokhmawati, 2011;Suharsih & Hamidiyah, 2012). However, many things can be explored more about how teachers and young learners use RMI and in the classroom.…”

Section: Introductionmentioning

confidence: 99%

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An exploration on the use of realia-mediated instruction for teaching English for young learners

Sitepu

Kurniawati

2021

RILL

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This study aims to investigate how teachers and young learners use realia in a private English course in the Indonesian context and to explore the viewpoints of teachers on using realia for young learners learning English. To gather the data, this study employed a qualitative research method with interpretivism paradigm. Three English teachers in a private English course involved in this study. To gain rich data, interviews with three English teachers and observations in Kids classes were conducted. Two themes emerged for research question 1 were realia is used to teach vocabulary and realia is used to assess students understanding. Three emerging themes for research question 2 were realia helps students engaged in learning process, realia helps students maximize their multi-sensory English learning experience, and realia increases students communication skill. Implications and recommendations were provided and further elaborated based on the results of the study.

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Students’ Responses on The Implementation of Virtual Reality in Teaching Vocabulary

Salsabila,

Shalwan

2023

Jepal

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Vocabulary is one of the elements of language that is crucial. Lack of vocabulary can lead to students’ inability to listen, read, write, and speak well. The aims of this study are to investigate students’ responses on the implementation of Virtual Reality in teaching vocabulary. The participants of this study were six students in eighth grade of a Junior High School in Cianjur. This research applied a qualitative method using questionnaire as an instrument for gaining the data. The findings show that Virtual Reality was perceived variously by the students. The students declared virtual reality as a supportive device, a user-friendly application, and provision of an immersive experience which make them learn vocabulary authentically. However, the students faced some challenges during the learning process including the limitation of supportive device and the negative physical effect such as feeling dizzy and getting headache.

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Teaching Vocabulary by Using Realia (Real-Object) Media

Cited by 4 publications

References 0 publications

The Influence of Process Oriented Guided Inquiry Learning (POGIL) Model Assisted by Realia Media to Improve Scientific Literacy and Critical Thinking Skill of Primary School Students

The Influence of Process Oriented Guided Inquiry Learning (POGIL) Model Assisted by Realia Media to Improve Scientific Literacy and Critical Thinking Skill of Primary School Students

An exploration on the use of realia-mediated instruction for teaching English for young learners

Students’ Responses on The Implementation of Virtual Reality in Teaching Vocabulary

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