TEACHING ENGLISH VOCABULARY BY USING REALIA TO THE

SEVENTH GRADE STUDENTS OF SMP PGRI 2 PALEMBANG

A THESIS BY:

ENDAH CAHYANI

Students Registration Number 2006 111 460

English Education Study Program

Language and Art Education Department

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF PGRI PALEMBANG

2010

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CHAPTER 1

INTRODUCTION

This chapter consist of : 1) background, 2) problems of the study, 3) the objectives

of the study, 4) the significance of study, 5) the hypotheses, and 6) the criteria for testing

hypotheses.

1.1 Background

As we know in the world, there are many languages. One of them is English

language. This language is the most important one in the world. It is not only as an

international communication means but also to access the science and technology. In

Indonesia, English is very important for students of all levels to master in order to be able

to communicate with other people from foreign countries. In terms of English teaching, one

of the language aspects taught is vocabulary.

In the development of English teaching and learning process, the teachers take an

important role. They should be a model of English and should be able to choose the

materials and methodology in presenting the materials to reach the objective of teaching

and learning process.

The teachers should find some interesting strategies or tactic to make his or her

students active and creative in learning. The students always complain when they find a

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word but they do not know the meaning of it, so that they cannot communicate as smoothly

as they want because of the slimed vocabulary.

Levine (1985; 97), says that words stands for ideas. Words are the tools of thought,

if your word power is limited, you are necessarily a limited thinker, since you can neither

receive ideas nor communicate with others expect within the confines of your inadequate

vocabulary.

It means that if learners want to get success, they have to know vocabulary as much

as they can. Since the first time English is given of to the Junior High School, the teacher

should introduce the vocabulary first.

The problem now is how to teach English, especially vocabulary, to the students of

the Junior High School. Realizing the importance of vocabulary in learning the English

language, the teacher should help the learners in junior high school level to enlarge and

expand their vocabulary mastery by teaching them through an eligible strategy the young

learners, especially to the first class of junior high school students level are still treated as

the children.

In this Junior High School, vocabulary items are taught by using the memorization

technique. Wilkin (in Umayah,199:4), says that the student’s learning depends upon the

effectiveness of the teacher’s technique. One of the ways in teaching vocabulary is by using

realia. Realia in this case serve as media of learning and interesting tools to play. Saleh

(1996:48), says that there are many kinds of teaching media that can be used in teaching

learning activity such us real objects (realia), miniatures, demonstration or gesture.

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Based on the explanation above, the writer was interested in using realia in

teaching vocabulary to the seventh grade student of SMP PGRI 2 Palembang.

The result of this study will be written in a specific report in the form of analysis entitled

“TEACHING ENGLISH VOCABULARY BY USNG REALIA TO THE SEVENTH GRADE

STUDENTS OF SMP PGRI 2 PALEMBANG”.

1.2. Problem of The study

1.2.1 The Limitation of Problems

In this study, the teaching of vocabulary by using realia was limited on the theme

of “The Classroom Equipment ” to the Seventh Grade Students of SMP PGRI 2

Palembang.

The following is the list of the vocabulary that was taught to the students:

1) blackboard 13) watch

2) window 14) school schedule

3) door 15) pictures of president and vice president

4) table 16) vase

5) chair 17) chalk

6) floor 18) school sketch

7) cupboard 19) table cloth

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8) ruler 20) picket list

9) eraser 21) attendance board

10) lamp 22) fan

11) curtain 23) pictures of mythical bird and heroes

12) marker 24) books

1.2 The Formulation of Problem

Based on the topic of this study, the problem is formulated into the following

question :

Is it effective to teach vocabulary by using realia to the seventh grade students of SMP

PGRI 2 Palembang ?

1.3. The Objectives of the Study

Based on the formulation above, the objective of this study is to find out whether or

not using realia is effective in teaching vocabulary to the seventh grade students of SMP

PGRI 2 Palembang.

1.4. The Significance of Study

In this study, there are some expectations. It was expected that the result of this

study would be useful are:

1. For the teacher

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In this term, the teacher of English will understand that there is new method

in teaching vocabulary that can make the teaching and learning process can

be implemented fluently and well delighting.

2. For the students

In this term, the students will be motivated and enthusiastic in learning

English especially in learning vocabulary by using realia.

3. For the researcher

In this term, it will be a source of material in conducting the similar studies

and it can enrich and expand the knowledge especially about the teaching of

vocabulary by using realia.

1.5. The Hypotheses

The hypotheses that will be used in this study to see whether or not realia with the

theme of ‘The classroom Equipment” are significantly effective in teaching vocabulary to

the seventh grade students of SMP PGRI 2 Palembang. Furthermore, the hypotheses are

used to make guess and temporary prediction that will be checked later to make sure that

the initial assumption is true under the certain condition.

In relation to the objective of this study, there are two hypotheses formulated in this

study, they are null hypothesis (Ho) and the alternative hypothesis (Ha).

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Ho : It is not effective to teach English vocabulary by using realia to the

seventh grade students of SMP PGRI 2 Palembang.

Ha : It is effective to teach English vocabulary by using realia to the seventh

grade students of SMP PGRI 2 Palembang.

1.6. The Criteria for Testing Hypotheses

To test hypothesis, the writer will use the following criteria :

a) The null hypothesis (Ho) will be accepted if the tobt is less than ttab as its critical value.

If the null hypothesis (Ho) is accepted, the alternative hypothesis (Ha) will be rejected

and vise versa.

b) The null hypothesis (Ho) will be rejected if the tobt is equal to or higher than ttab as its

critical value.

If the null hypothesis ( Ho ) is rejected, the alternative hypothesis will be accepted

and vice versa.

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CHAPTER II

LITERATURE REVIEW

This part deals with review of related literature. The review would come under the

following headings: 1) the concept of teaching, 2) the concept of vocabulary, 3) the concept

of realia, and 4) the procedure of teaching English vocabulary by using realia.

2.1 The Concept of Teaching

Teaching is a means of showing or helping someone to learn how to do something,

giving instruction, causing to know or understanding (Hornby, 1985:286).

Teaching is guiding and facilitating learning, enabling the students to learn, setting

conditions for learning (Brown, 1980:8).

According to ( Brown, 1980:253), teaching is a skill for it demands the ability

attained from relevant theories and practice to assist the students expertly in learning so that

they are able to gain the linguistic and communication competence in the language.

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In teaching English to the students, a teacher must consider many things, because

teaching is the process of giving knowledge to somebody that will cause him or her to

know to be able to do something. In conclusion, the effective teacher of English always

increase or improve their professional quality by attending seminar, workshop and reading

books, such us the English teaching forum.

2.2 The Concept of Vocabulary

Vocabularies are total number of word which (with rules for combining them) make

a language. In short, it can be said that vocabulary is a group of words of which are arrange

in such a way to construct the meaning for making a language.

One of the linguistic concepts that must be included in learning English language is

vocabulary. It means that vocabulary plays an important role in language. In learning a

language someone will learn the words of the language so that he or she can communicate

with other. Webster (1986: 2560) stated that, vocabulary is a list in a foreign language text

book of the word and phrase taught or used. According to Brown et, al (1994:1425), the

vocabulary is the total number of words that make up a language.

2.3 The Concept of Realia

According to Gove (1986: 1890), realia means the real things, object or activities

used by a teacher to relax classroom teaching to real life. Realia are useful for the teacher in

presenting vocabulary.

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While Pierce and Michael (1977:134) add realia refer to any specimens, models,

mock-ups are artepact that can be used to help students learn. In this case, it is used the

things in this classroom such as curtain, marker, ruler, attendance board, etc. it can be said

that realia means the real thing, object or activities used by a teacher to relax classroom

teaching to real life.

In teaching vocabulary to the students, the teachers can use some teaching media to

make their pupils interested in learning.

2.4 The Procedures of Teaching English Vocabulary by Using Realia

In teaching English vocabularies with the theme of “The Classroom Equipment”,

the teacher can use realia as the media of teaching, for example: real things, real object.

Firstly, the teacher asks some questions related to the lesson material. The second of all is,

the teacher shows the real objects or the real things with the classroom equipment, such as:

fan, table, chair, blackboard, eraser etc. And then the teacher translates them in to English.

Besides that the teacher can give some repetitions to the students and give some tests by

showing the realia to measure how far their understanding about their vocabulary mastery.

According to Asher (1997: 64), the following are the procedures of teaching

vocabulary by using realia:

1. Pre- Activities

a. The teacher greets the students.

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b. The teacher checks the attendance list.

c. The teacher motivates the students by asking some question.

2. Whilst Activities

a. The teacher explains about vocabularies related to “ The Classroom Equipment “.

b. The teacher teaches vocabularies with the theme of “ The Classroom Equipment” by

using realia.

c. The teacher gives some repetition to the students related to the teaching of

vocabulary by using realia.

- To make students more creative and motivated in learning English, especially in

learning vocabulary by using realia.

- Can make students easy to remember the word.

e. The teacher gives some question to the students about “ The Classroom Equipment”

3. Post- Activities

a. The teacher repeats the material briefly that is related to vocabulary with the theme of

“ The Classroom Equipment “ .

b. The teacher evaluates for the students achievement by analyzing the score and

exercise to the students.

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CHAPTER III

RESEARCH PROCEDURE

This chapter presents 1), method of research, 2) research variable, 3) the operational

definition, 4) population and sample, 5) technique for collecting the data, and 6) technique

for analyzing the data.

3.1 Method of Research

In this study, the research used weak experimental method with the one group,

pretest-posttest design. According Fraenkel and Wallen (1990: 235), in the one group

pretest-posttest design, a single group is measured or observed not only after being exposed

to a treatment of sort, but also before. Weak experimental is administered to one group of

students, it means that this study will not study not compare two different groups. The

method was implemented in the form of actual teaching process to sample students.

The diagram of this design is shown below:

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O X O

Pre–test treatment Post–test

The steps are as follows:

a) Pre-test is administered

b) Conducting the treatment

c) Post-test is administered

The steps taken in doing the research cover:

a) Surveying the literature relating to the problem

b) Defining the problem

c) Constructing an experimental plan by writing the research design

d) Conducting the data

e) Collecting the data

f) Analyzing the data

g) Drawing conclusion and suggestion

h) Proposing suggestion

i) Reporting the result

3.2 Research Variable

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There are two variables to be involved in this study, the independent variable and

dependent variable. The independent variable is the major variable to be investigated. It is

variable that will be selected, manipulated, and measured by the researcher. On the other

hand, the dependent variable is what the writer observes and measures to determine the

influence of independent variable, the independent variable of this research is the use of

realia in teaching vocabulary to the seventh grade students of SMP PGRI 2 Palembang

which the subjects belong the experimental group. On the other hand, the dependent

variable is the students’ achievement in learning vocabulary by using realia.

3.3 The Operational Definition

Operational definition is a definition based on the observable characteristic which is

being observed. The title of this study is “Teaching Vocabulary by Using Realia to the

Seventh Grade Students of SMP N PGRI 2 Palembang”. Dealing with this study, it is

necessary to clarify the terms used in this study. They are as follows:

1) Teaching

Teaching is a means of showing or helping someone to learn how to do something,

giving instruction, causing to know or understanding (Hornby, 1985:286). Teaching

is not explaining everything by an all knowing teacher, but asking probing

questions, giving the students time to thing and respond.

2) Vocabulary

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According Hornby (1986:959), vocabulary are a total number of word which ( with

rules for combining them) make a language. In short, it can be said that vocabulary

is a group of word of which are arrange in such a way to construct the meaning for

making a language.

3) Realia

Realia is real thing, object or activities used by a teacher to relate classroom

teaching to real life. Realia is one of the teaching media that the teacher can use real

things.

3.4 Population and Sample

3.4 1 The Population of Study

According to Arikunto (2007: 130), population is the entire research subject that was

investigated. Fraenkel and Wallen (1990:140), state that population is the larger group to

which one hopes to apply the result. Fraenkel and Wallen (1990:141), state that population

others word is the group of interest to the researcher, the group to whom the researcher

would like to generalize the results of the study.

For the population of this study, all of the seventh grade students of SMP PGRI 2

Palembang in academic year of 2009/2010 that consists of four classes with 138 students, it

can be seen in the following Table 1.

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TABLE 1

THE POPULATION OF STUDY

NO Class Total

1 VII. A 30

2 VII. B 35

3 VII. C 35

4 VII. D 40

TOTAL 140

( Source : SMP PGRI 2 Palembang )

3.4.2 The Sample of Study

Arikunto (2007:131), defines sample as a part of representative of

population that will be investigated. In this study the writer was used the sample from the

population by using the cluster random sampling method. According to Fraenkel and

Wallen (1993:354), the cluster random sampling is the selection of groups of individual

rather than single individual, all individual in a cluster are included in the sample. In

choosing the sample, firstly, the writer writes the four classes on the pieces of paper.

Secondly, the writer rolls them up and puts them in her hand, and the writer takes the

sample one class from four classes as the sample of this study and in table 2 below:

TABLE 2

THE SAMPLE OF THE STUDY

NO CLASS STUDENTS

1 VII A 30

( Source : SMP PGRI 2 Palembang )

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3.5 The Technique for Collecting the Data

A test was used to collect the data. A test is a short examination of knowledge or

ability, consisting of questions that must be answered or activities that must be carried out

(Hornby, 1995:1233). In this case, the students was given 30 items of test in the form of

multiple choice.

There are two kinds of test that the writer gives to the students in order to measure

their achievement in learning, they are: pre-test and post-test.

a. Pre-test

Pre-test was given before conducted the study of the students. Pre-test was

given to know the students’ competence in teaching vocabulary using realia

before treatment.

b. Treatment

Treatment is kind of test which was given to to the students after the pre-

test.

c. Post-test

Post-test was given after treatment. Post-test was conducted in order to know

the students’ improvement or achievement in teaching vocabulary using

realia after treatment.

Before the test was administered to the sample students, the test was tried out to non

sample students of SMP PGRI 2 Palembang to make sure that the test is reliable. Therefore,

the validity and reliability of the test must be at first estimated.

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3.5.1 The Validity of the Test

In this thesis, the writer was estimated the validity of the test by means of content

validity. Validity means the degree to which a test measure what is supposed to measures or

can be used successfully for the purpose for which it is intended (Richard, et al ,1992:396 ).

Validity refers to the extent to which the result of an a evaluation procedure serves that

particular used for which they are intended. In order to make the test have a high degree of

content validity. In this study the writer will give 30 multiple choices questions to the

students related with vocabulary. Table 3 shows the test specification.

TABLE 3

TEST SPECIFICATION

NO Objectives Material Format of test Number of Item Indicator

Makes the students can answer English vocabularies related to the classroom equipment questions by using realia

The name of the real things in the classroom equipment

Multiple choices

1- 30 The students chooses the best answer from multiple choice

Observing table, the writer can infer that the test is valid because the scores

distribution of the test materials is reliability coefficient. It is higher than 0.70.

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3.5.2 Reliability of the Test

According to Arikunto (1998:206), reliability means the reliable instrument to

be used for collecting the data. In this investigation a Kuder Ricardson were used to

estimate the internal consistency reliability. The following is the Kuder Ricardson 21

(KR21 ) formula (Fraenkel and Wallen, 1993:149).

KR- 21 =

Where :

KR 21 : Kuder Richardson Reliability Coefficient

K : Number of Item in the Test

M : Mean of the Students’ Correct Answers

SD : Standard Deviation of the Test Score

To find the SD the following formula will be used :

SD =

Where:

X : The Students’ Total Score

n : The Number of Students

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According to Sudijono (2001:209), the test would be considered reliable if the

reliability coefficient is more than 0.7 (KR 21 > 0.7), and if it is less than 0.7 (KR 21 <

0.7), the test would not be considered reliable.

Having tried out the test, the writer computed and analyzed the results or scores of the

try-out test for finding out the reliability coefficient of the test items. For detailed

information, the writer presented the students’ scores in Table 4.

TABLE 4

THE RESULTS OF THE REALIBILITY COEFFICIENT

Students Number

Correct Answer

(X)

Mean

( )

Difference

(X- )

Difference Squared

(X- )

1 8 10.5 -2.5 6.25

2 5 10.5 -5.5 30.25

3 15 10.5 4.5 20.25

4 17 10.5 6.5 42.25

5 5 10.5 -5.5 30.25

6 16 10.5 5.5 30.25

7 6 10.5 -4.5 20.25

8 17 10.5 6.5 42.25

9 13 10.5 2.5 6.25

10 8 10.5 -2.5 6.25

11 15 10.5 4.5 20.25

12 17 10.5 6.5 42.25

13 8 10.5 -2.5 6.25

14 16 10.5 5.5 30.25

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15 16 10.5 5.5 30.25

16 5 10.5 -5.5 30.25

17 14 10.5 3.5 12.25

18 17 10.5 6.5 42.25

19 15 10.5 4.5 20.25

20 5 10.5 -5.5 30.25

21 7 10.5 -3.5 12.25

22 6 10.5 -4.5 20.25

23 15 10.5 4.5 20.25

24 4 10.5 -6.5 42.25

25 6 10.5 -4.5 20.25

26 6 10.5 -4.5 20.25

27 5 10.5 -5.5 30.25

28 5 10.5 -5.5 30.25

29 6 10.5 -4.5 20.25

30 17 10.5 6.5 42.25

TOTAL 315 10.5 757.5

Average:

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KR21

Based on the computation of the reliability estimate for 30 items tested in the try out by

using Kuder-Richardson 21 formula (KR 21), the reliability coefficient of the test items

(research instrument) was 0.75. The result of the computation above showed that the

reliability estimate or coefficient was higher than 0.70 (KR 21 > 0.70) and it concluded that

the test used in this research was valid and reliable.

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3.6 The Technique for Analyzing the Data

In analyzing the data, to analyze the data the matched t-test will use, namely the

students’ average score in pre–test and the students’ average score in post-test. It was used

to find out the effectiveness of realia in teaching vocabulary to the seventh grade students of

SMP PGRI 2 Palembang. To analyze the data, t-test was used. The formula is shown

bellow:

Where:

t : the- t obtained

: The student’s Average Score in the Pres-test

: The student’s Average Score in the Post-test

: The student’s of Difference Score between two means

(Hatch and Farhady, 1982: 116)

The formula of SD is:

=

22

Where:

SD : Standard Deviation of the Differences

N : Number of Pairs

Where the formula of SD is:

Where:

SD : Standard Deviation

N : Number of Students

CHAPTER IV

FINDINGS AND INTERPRETATION

This chapter presents: 1) the findings of the study and , 2) the interpretation.

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4.1 Findings of the Study

There are three findings in this investigation they are; (1) the students’ scores

obtained through the pre-test, (2) the students obtained through post-test, (3)and the result

of matched t-test calculation. The detail information of those three findings is presented in

the sections below.

4.1.1. The Students’ Scores in the Pre-test

Before being taught the teaching vocabulary by using realia, the students were given

pre-test by using research instrument in which the reliability had been tested previously by

giving the students some exercise that related to the material by multiple choice.

The result of the pre-test was one students got 73 as the higher score and also one

students got 40 as the lowest score. The average score 30 students in the pre-test was 59.7.

The total score of the students 1793 was gotten. The detail information about the

distribution of the students’ scores in the pre-test can be seen clearly in table 5 below.

Table 5

The student’s score in Pre-test

No Test item Total correct Answer score

1 30 18 60

2 30 18 60

3 30 15 50

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4 30 21 70

5 30 13 43

6 30 22 73

7 30 18 60

8 30 21 70

9 30 20 66

10 30 22 73

11 30 15 50

12 30 21 70

13 30 17 56

14 30 18 60

15 30 15 50

16 30 20 66

17 30 20 66

18 30 18 60

19 30 21 70

20 30 15 50

21 30 18 60

22 30 16 53

23 30 13 43

24 30 20 66

25 30 17 56

26 30 12 40

27 30 17 56

28 30 19 63

29 30 21 70

25

30 30 19 63

∑X2= 1793

∑X2= 59.7

Based on the table above, the students’ score was 1793. To get a mean score of pre-

test, it is divided into the total scores of the students 1793 by the number of students 30 and

the result of this calculation was 59.7.

4.1.2 The students’ scores in the post-test

After taking the pre-test, the students were given treatment in the teaching learning

activities of teaching vocabulary using realia technique. After doing that, the students’ post-

test was given. The number of students taking the post-test was the same as that in the pre-

test that 30 students. It was intended to know how far the students’ progress in teaching

vocabulary using realia achievement.

Based the result of the post-test, the highest scores was 83 obtained by 2 students

and lowest score was 50 only one students .The average scores among 30 students in the

post-test were 68.6. It is higher than the average score in the pre-test. The total score of the

students 2060 was gotten. The detail information about of the students’ scores in the post-

test can be seen clearly in table 6.

Table 6

The Student’s Scores in Post-test

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No Test item Total correct Answer Score

1 30 21 70

2 30 23 76

3 30 18 60

4 30 25 83

5 30 15 50

6 30 22 73

7 30 18 60

8 30 24 80

9 30 21 70

10 30 24 80

11 30 21 70

12 30 25 83

13 30 18 60

14 30 21 70

15 30 17 56

16 30 22 73

17 30 23 76

18 30 23 76

19 30 22 73

20 30 18 60

21 30 19 63

22 30 21 70

23 30 18 60

24 30 22 73

25 30 18 60

26 30 16 53

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27 30 21 70

28 30 23 76

29 30 21 70

30 30 20 66

∑X1= 2060

∑X1= 68.8

Based on the table above, the total score of the students was 2060. To get a mean

score of the post-test, it is divided into the total scores of the students 2060 by the number

of the students 30 and the result of this calculation was 68.8.

4.1.3 The calculation of the matched t-test

To find out whether or not teaching vocabulary by using realia to the seventh grade

students of SMP PGRI 2 Palembang was effective, the matched t-test formula in analyzing

the data was used. The calculation of the method t-test standard deviation (SD) and

standard error( ). Standard deviation can be obtained by using following formula:

Where :

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SD : Standard Deviation

D : The difference between the score of pre-test and post-test

N : Number of Students

Where:

t : The value by which the statistical significantly of the mean different will

be judge

X1 : The student’s Average Score in the Pres-test

X2 : The student’s Average Score in the Post-test

: The student’s of Difference Score between two means

Which:

SD : Standard deviation of the differences

N : Number of pairs

Where the formula of SD is:

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( Hatch and Farhady, 1982:116)

If the value o gained “t” is lower than the value “t-table” at significant level of 5%

and df: 30, it means Ho was rejected and consequently Ha was accepted.

Standard error can be obtained by using the following formula:

Where :

SD : Standard Deviation

N : Number of Students

SD : The number of Sample

The calculation of the matched t-test is employed as the following

Where:

t : Value

X1 : The student’s Average Score in the Pres-test

30

X2 : The student’s Average Score in the Post-test

: The student’s of Difference Score between two means

From the calculation of the matched t-test, it is found that the result of the matched

t-test was

TABLE 7

THE SCORE COMPARISON

BETWEEN PRE-TEST AND POST-TEST

No Post-test (X1) Pre-test (X2) D D2

1 70 60 10 100

2 76 60 16 256

3 60 50 10 100

4 83 70 13 169

5 50 43 7 49

6 73 73 0 0

7 60 60 0 0

8 80 70 10 100

9 70 66 4 16

10 80 73 7 49

11 70 50 20 400

12 83 70 13 169

13 60 56 4 16

14 70 60 10 100

15 56 50 6 36

16 73 66 7 49

17 76 66 10 100

31

18 76 60 16 256

19 73 70 3 9

20 60 50 10 100

21 63 60 3 9

22 70 53 17 289

23 60 43 17 289

24 73 66 7 49

25 60 56 4 16

26 53 40 13 169

27 70 56 14 196

28 76 63 13 169

29 70 70 0 0

30 66 63 3 9

∑X1= 2060

∑X1= 68.8

∑X2= 1793

∑X2= 59.7

∑D=267 ∑D2=2969

Before finding the result of the obtained “t” the writer calculated the (Standard

Error of Differences between two means) and SD (Standard Deviation) of data first. After

that the result of (Standard Errors) and SD (Standard Deviation) were applied with the

matched t-test formula they are as follows:

SD =

Where:

SD : Standard Deviation of the Differences

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N : Number of Pairs

SD=

SD=

SD=

SD=

SD=

SD= 5.35

= (Standard Errors) can be obtained by using the following formula

=

= Standard Errors of Differences between two means

SD = Standard Deviation

=

=

=

= 0.97

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The result of data analysis of gained “t” obtained by using the data matched t-test

formula:

t =

t =

= 9.1

Level significance 5%

df = n-1

df = 30-1

df = 29

= 2.045 t.obt (9.1) t.tab (2.045)

The t obt 9.1 was higher than t obt 2.045. It means that Ho was rejected and Ha was

accepted. In order words, it was significantly effective teaching vocabulary by using realia

to the seventh grade students of SMP PGRI 2 Palembang.

4.2 Interpretation

Based on the findings above, the students’ average score in the pre-test 59.7, the

highest score was 73 reached by one students and lowest score was 43 reached one

students. After taught vocabulary by using realia by the teacher, the students got progress in

their scores. It was evident that the students average score in post-test 68.8 was in good

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level, the highest score was 83 and the lowest score was 50 could be indicated the students’

progress. It means that teaching vocabulary by using realia enables the students to get better

scores.

Based on the criteria of testing hypothesis, the t-obtained showed that the alternative

hypothesis with 5% of significance level was accepted because the result of calculation of

matched t-test formula was 9.1, t-obtained was greater than the t-critical value (2.032). This

indicates that the null hypothesis (Ho) is rejected and consequently the alternative

hypothesis is accepted. It can be interpreted that the use of realia in teaching vocabulary to

the seventh grade students of SMP PGRI 2 Palembang were effective and it also could

make the students active and interested in learning vocabulary.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusion and suggestion based on findings presented in

the previous chapter.

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5.1 Conclusions

Based on the findings in the previous chapter, the mean score of the students in

post-test, was higher than the pre-test, the comparison was 68.6 to 59.7. The result of the

comparison between post-test and pre-test was 8.9. it means that ‘realia’ could make the

students active and be shared with their friends in learning vocabulary using realia, so the

students had been easier to understand the meaning of the words.

The alternative hypothesis is accepted because the result of calculation of matched

t-test (9.1) was higher than the critical value of t-obtained (2.032). After the result of the

test was gotten, finally it could be concluded that teaching vocabulary by using realia to the

seventh grade students of SMP PGRI 2 Palembang made a good effect for students’

achievement.

5.2 Suggestions

This research presents some suggestions for the students who are studying English,

the teacher who are teaching English.

5.2.1 The Students

The students should:

1. Study hard and find the new vocabularies by using dictionaries.

2. Have many vocabularies by using dictionaries.

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3. Be active in process of teaching and learning activities.

4. Do exercise to improve their ability in English.

5. Take English course besides learning English at the school to support their

competence.

The Teacher

The teacher of English should:

1. Motivate their students to be more active in teaching learning process by using

“realia” as an alternative in teaching vocabulary. The strategy helps them to learn

more actively and enjoyably because in this discussion time they could be shared

each others about the material.

2. Help the students to understand in learning English vocabulary.

3. Give more exercise to the students in learning English vocabulary.

4. Give the remedial teaching if the students still faced difficulties or make error.

5. Have preparation to make their teaching succesfull.

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