INCREASING THE STUDENTS’ VOCABULARY MASTERY USING REALIA

Ismita Trisani, Clarry Sada, Eni Rosnija

Prodi Pendidikan Bahasa Inggris FKIP Untan Pontianak
Email: ismitaatrisanii@gmail.com

Abstract
This research was conducted to answer the research question: “How effective is the use of
realia to increase the vocabulary mastery of the third Grade Students of SDN 03 Pontianak
Timur?” The method of this research is a Quasi-experimental Study. A Quasi- experimental
Study requires one experimental group and one control group and needs the test namely Pretest
and Posttest. The data is obtained from the writers’ observation for doing this research. The
treatments were conducted in three-time meetings with the purpose to know the effectiveness of
the teaching English language using realia to improving the students in vocabulary mastery.
The population of this research was the third-grade students of SDN 03 Pontianak Timur. The
population was 80 students of class 3A and Class 3B and all population were considered as
sample of this research. The 40 students of class 3A as experimental group and the 40 students
of class 3B as control group. The technique of data collecting was a multiple choice. The
research findings showed that the result of computation on the t-test with 3.93 is higher than the
t -table for the degree of freedom is 1.664. From the computation, it can be concluded that the
teaching of vocabulary using realia is “highly effective”. Therefore, the null hypothesis that
says “The use of Realia is not effective to increase the students’ vocabulary mastery” is
rejected. And the alternative hypothesis that says “The use of Realia is effective to increase the
students’ vocabulary mastery” is accepted.

Keywords: Increasing, Realia, Vocabulary, Young Learner.

INTRODUCTION and at senior high school (SLTA) have not yet

The variations in teaching are developed in this
era. There are many instruments of teaching
progress can help the teacher to teach for more
interesting and understandable in learning process
for the learners. Many sources including books,
journals, articles, even media electronics provided
some information of teaching strategy. If the
teacher really “want to do” something in their
class perhaps, they will try their best for their
students in teaching process. This is including
how the teacher finds the strategy of teaching that
suitable in her or his class.
The suitability of students learning is depending
on how the teacher can find or solve the “real”
problem of his or her students to show the
“identity” as a true teacher. Prof. Suwarsih
Madya, M.A., Ph.D. said (2007:1), "as
determinant of efficacy of learning and teaching,
teachers of English at junior high school (SLTP)
displayed genuine teacher figure". She said that
their teaching still fetches up all standing at issue
from schoolbooks without nurturing to minds,
feeling, and advancement of the students' learning.
During the method of learning and teaching, the
teacher of English has not yet driven all
themselves potency so that most of scholars or
students have not yet come to one-by-one
competence which required next message of
continuation English. In other words, learning
English at elementary school is to give basic
knowledge about English, so that they will do
much better in Junior High School and the next
education level. Brewster (1992, p.102) supports
the statement by saying “early foreign language
learning aims to prepare pupils for formal and
exam-oriented courses in secondary school”. The
writer tried to analyze the data result of the
students of third grades of SDN 03 Pontianak
Timur and also conducted the interview to the
teacher. The writer found that the students are
lacking vocabulary mastery. Vocabulary is
“requisite for reading comprehension, in which
people who do not know the meaning of words
are most probably poor readers”. (Abdersoon and
Freebodv, 1985 in Robert at al, 1995:367). Nation
(1990) notes: “Vocabulary is not an end in itself.
A rich vocabulary makes the skills of listening,
speaking, reading, and writing easier to perform”.
He also said that “ When your working memory is
not loaded with hesitation about the correct
spelling, pronunciation and contextual use of the
words, you can concentrate fully on higher level
aspects of language such as using precise sentence
structures and appropriate expressions for the type
of conversation that is going on”. For the writer’s
personally definition, vocabulary is a motivation
to out more efforts since it gives a strange delight
when we are able to listen to a foreign language
and are able to say “Hey, I know what that means
!”. Furthermore, for this case, the teacher agreed
that the student have problem to mastery english
vocabulary. They are not used to it because
english is not their fisrt language, of course.
Shortly, the students showed that the difficulty
of their learning English coming from their
vocabulary mastery.It is shown from the
statements of majority students who said that
English was a difficult lesson. They are: first, the
students get difficulties in grasping and
memorizing the meaning of the words; second,
they found it hard to spell the words correctly; and
the third they get difficulties in pronouncing the
words correctly; and the last one that they get
difficulties in using vocabulary in a sentence.
By conducting the observation and interview, the
writer found some psychological barriers from the
students too. They feel shy and afraid to ask the
teacher if they found some difficulty in learning.
These problems may give a great influence to
their learning process. Because of that, the
researcher suggests realia strategy as a solution.
Oxford R.L (1990), to motivate students to learn,
teachers may contextualize vocabulary in situation
where the students can relate the lesson materials
into their personal experience, rather than just
simply read the vocabulary and memorized it. It
can be assumed that using realia could link the
students’ experiences with their own learning
process. Based on that’s, the writer tried to
conduct that strategy that could helped the
teacher in teaching English to solve the students
difficulty in vocabulary mastery. Since children
learn naturally to speak before they read, ( Bowen
et al. 1985:21; part of this cited text contains a
quotation from the Report of the Committee of the
Twelve, 1890). For example when parent try to
teach their children to name the thing around them
they will showing the object to the child while
telling them how to pronounce it. It seem like in
realia too, the teacher can combine the all the
elements in the way how the student to produce a
word by seeing the object, the shape, and also
how to pronounce something that could be a
familiar thing to them . So, they can increase their
vocabulary mastery. Robinson (2008) aims that
realia as a concrete objects can used in the
classroom to build background knowledge and
vocabulary. She aimed that realia is real things
that represent the actual conditions with which the
learner will live. As such, realia should be used
whenever possible. Real things are available. the
goals of teaching learning especially vocabulary
could be more possible to achieve. This supported
also by Piaget that the cognitive development of
human beings. In which individuals learn through
memorable experiences by interacting with the
environment. The ways in which these
experiences are encountered or presented to the
individuals are essential in their cognitive and
learning process.
The writer believes that it is a great idea to use
realia for vocabulary purposes for low-level
students such as the third grade student. Realia is
one of appropriate strategy in teaching
vocabulary. The students can learn what the object
is called while looking at it. This strategy can be
used for in-class games as well. The students will
not feel bored in the classroom because realia can
give high motivation to the students in learning
vocabulary, so that the students like English very
much. Then it’s could become a favorite subject
for them.Teachers are the ones who have the
possibility to identity observable behaviors from
learners when teaching. In teaching vocabulary,
the teachers have important role. Teachers have to
use in presenting new words to learners and the
motivation. They also should be able to control
the students learning activity in classroom. The
teacher should not only focus on explaining the
meaning of words, and then exercise in text book.
English teachers have to be more creative to find
an appropriate and active strategy in this case is
teaching English vocabulary. If not, the teaching
learning process was not effective and students
bored in the classroom or low motivation to study.
Gau in Primary Concepts book (2010) states
that “realia could be in miniature objects that
resemble their real-world counterparts provide an
excellent tool to help these children develop
essential English vocabulary. Realia enhance
meaning and make vocabulary more concrete and,
therefore, more comprehensible”. However, not
all of the topic lesson can be supported by the real
thing. Of course, sometimes it is impossible to
bring the real animal like crocodile, dinosaurs,
gorilla or even lion into the classroom. Therefore,
if the teacher can’t bring a real object into the
classroom, the teacher can use alternative realia to
create the fun and enjoyable teaching-learning
process. The teacher can also use dolls, candle,
folded paper, pieces of clothing, toy animals,
plastic fruit even class equipments that to be
shaped into the things that are really need for and
available around. Or the teacher can make a tour
school zoo but that’s not available in Pontianak
city yet. Therefore, realia can increase students’
participation and interest in learning activities.
Realia is the objects of real thing such as coins,
fruit, tools and so forth that used by a teacher to
illustrate everyday living. Realia consists of actual
objects or items or facsimiles there of which are
used in the classroom to illustrate and teach
vocabulary or to serve as an aid to facilitate
language acquisition and production. It
concretizes vocabulary and language and places it
in a frame of reference. It also allows language
learners to see, hear, and in some cases touch the
objects. In addition, Herrell & Jordan (2000:23)
says that, “if the real thing is not available the
teacher must move down the continuum from the
concrete (real thing) to a replica such as model, to
semi-concrete object such as,... illustration”
situation, in order that they were understood
easily.
There are several kinds of realia that can be
used by the teacher, as cited by Argawati (2009)
as follows;(1) The real object being learnt and it
can possibly show to the student, such as,
stationeries (book, pencil, eraser, bag, pen, ruler,
etc.), things in the classroom (table, chair,
blackboard, picture, chalk, etc), parts of the body
(hand, hair, eyes, nose, ears, mouth, foot, etc.)
etc.(2) The replica of the object if the real objects
are not possible to bring to the classroom, such as,
animals (cow, goat, frog, cat, lion, dog, etc.),
vehicles (bus, train, plane, motorcycle, etc.),
occupations (Doctor, soldier, steward, policeman,
fisherman, etc.) etc. As a substitute of the real
object, the teacher can use dolls or toys. The realia
can help to provide the “situation” term in the
relation.It means that the teacher can create a
simply and almost similar simulation of teaching
in real situation. According to Pit Corder (2014)
says.”in real situation all the senses are at work,
not just the sense of smell and touch and even
taste”. Furthermore, Tanguay (1997) says, “Realia
merges an established technique with the new
educational environment in bringing authentic
materials into classrooms worldwide”.
METHOD
In conducting this research, quasi
experimental design is used. There are several
categories in quasi experimental design, and pre-
test and post-test group design is used in this
research. In this design, a single group is
measured or observed not only after being
exposed to treatment of some sort, but also
before. At the end of this research, the
achievement between both class, experimental and
control class will be compared, to find out
whether there is different achievement of both of
classes.
There are procedures that the writer used before
conducting this research are:(a) Analyze the
problem as the first step, the writer tried to
analyze the problem by consulted and interviewed
the English teacher who already knew the
students’ difficulties. The writer concluded that
students were lack of vocabulary mastery.
(b)Proposing a solution, the writer asked and also
proposed a solution that perhaps can help the
teacher to figure out the problem of the students
had been faced, vocabulary mastery. For the
writer view, teaching using realia to increasing the
student’s vocabulary mastery is the answer for so
the students’ problem. (c)Determining the
population and sample, before conducting the
research, the writer determined the population and
sample. It was obvious that sample was the
students who face problem in vocabulary.
(d)Designing the lesson plan, after the writer
analyzing the problem, she designs a lesson plan.
The design consisted of material presentation
which covers realia such as animals, fruits,
preposition and class equipment. (e)Administering
the research. This research was used Quasi-
experimental research. There were three phases
that the writer applied. They were pre-test,
treatment and post-test. On the pre-test, the writer
provided in multiple choices test. After that the
writer administered a treatment with three times
meeting. And the last, the writer conducted post-
test. (f)Analyzing the research finding, the writer
calculated the data by using particular formula of
individual score, the interval of pretest and
posttest, the significant of pretest and posttest and
the Effect Size of the treatments. All the result
was interpreted. (g)Concluding the finding as the
last step, the writer concluded the research finding
by making a judgment referring to the main core
of the problem of this research. This step finally
answered the problem and determines which
hypothesis is true. In this research, the
experimental group will start by giving the
students pretest. After that the design continued
with treatments and ended with a post test. And
the second group does not get receive a treatment
after pretest. There are some techniques that can
be used in a research. According to Nawawi
(1991:120) there are six techniques one can use to
gain data of the research, they are;(a) Direct
observation Technique (b) Indirect observation
technique(c) Measurement technique (d)
Documentary technique
In this research, the writer used the
measurement technique to measure the students’
mastery in memorizing vocabulary through realia.
The measurement was administered only twice.
The writer conducted the pretest first to collect the
data before the treatment was held, so that the
writer knows the students’ pre- condition before
the treatment. And then the writer conducted post-
test to collect the data after the treatment was
given. Then finally, the both result of pretest and
post- test are measured by using t-test in order to
figure out the significance of interval score of pre-
test and post-test. The writer collected the data by
giving the students a multiple-choice test that
consist of 30 items. For both of pretest and
posttest the writer applied the same test.
Therefore, in validity term of research the
writer had used some procedures was stated by
Gronlund (1982) that suggests three procedures to
test the content validity of measurement
instrument;(a) Identifying the subject matter topic
and behavior outcomes to be measured.(b)
Building up a table of specification, which
specifies the sample of test item to be
measured.(c)Constructing the questionnaires
closely fits the table of specifications. Further
more, Gronlund (1982) argues that, “when the
learning outcomes have been defmed and the
course content outlined, the table of specification
should be prepared.
This is a table that relates to the content and
indicates the relative weight to be given to each of
the various areas. To deal with this the writer
constructs a table of specification of the test items.
Table 1. The Specification of The Test Items
No Topic Materials Total
1 Fruit 10
2 Animal 10
3 The Equipment 10
of Classroom
Total 30
In the context of reliability, the writer tried
measuring instruments to indicate the extent to
which the measurement results with the device
can be trusted. This is demonstrated by the level
of regularity or consistency scores obtained by the
subjects were measured with the same tool, or
measured with a tool similar to the different
conditions.
Furthermore, Hopkins and Antes (1979) stated
reliability as the consistency of the observations
obtained from the recording repeatedly both on
one subject or several subjects. They are provided
limitation of reliability, are:(1). Reliability is
achieved when we are measuring the same object
set repeatedly with the same or similar
instruments will provide the same or similar
results. (2). Reliability is achieved when the
measure obtained from a measuring instrument is
the size of the '' truth '' for the properties
measured. (3). Reliability is achieved by
minimizing the measurement error contained in a
measuring instrument.
Table 2. The Criteria of Reliability by Soenardi
(2008)
Coefficient Classifications
00-20 Negligible (N)
20-40 Low (L)
40-60 Moderate (M)
60-80 Substantial (S)
80-100 High to very high (H)
In this research there is a formula that had
used to find out the student individual score
formulating more accurately is obtained pre-test
and post-test. The formula of calculating the
students’ individual score is as follows:
𝑅 Table 4. The Analysis of The Student’s
X= ×100%
𝑁
Where:
X= the students individual score
R= the number of right answers
N= the total number of the test items
The students’ individual score is classified by
using the classifition in the table below:
Table 3. The Classification of Student’s
Individual Score by Burns (2000)
Test Score Classification
80-100 Good to Excellent
60-70 Average to Good
50-59 Poor to Average
0-49 Poor
The mean score is the average of the test scores
for the class. It gives a rough idea of how the
students performed as a whole in this research.
When the writer tried to compare a student’s score
to the mean, so she can say that that students in
this research did less well or did better than the
class. To find the mean score of the students the
writer used the formula by Soenardi (2008) as
below;
∑𝑋
M=
𝑁
Where:
M = mean of student’s score
∑X = the sum of student’s interval score
N = the number of students
It is important to note that a comparison group
should be as alike as possible in as many
dimensions as possible (Slavin, 2007). The writer
considers prior to beginning a quasi-experiment is
the type of comparison group that will be utilized
as a comparison to the group that will receive the
experiment treatment. The purpose of a
comparison group is, so that the writer can
determine what outcome may have occurred had
the treatment group not received the treatment.
RESULTS AND DISCUSSION
Results
Based on the explanation above, the problem
of this study is : “How effective is Realia
significantly increase the students’ vocabulary
mastery?”.The findings of experimental group and
control group score are gained by the result of
Pretest and Posttest. Obviously, the findings and
discussion will be explained as follows;
Individual Score .
Mean
Test Qualification
score
Pretest 5.90 Poor to Average
Posttest 7.11 Average to Good
Table 5. The Analysis of The Student’s
Individual Score of Pretest-Posttest in Control
Group.
Mean
Test Qualification
score
Pretest 5.70 Poor to Average
Posttest 6.32 Average to Good
Based on the analysis above, we can see that
there are significant different between pretest and
posttest result in the experimental group and
control group. There is a significant score
difference between experimental and control
group. The score of pretest in experimental group
is 5.90. According to Burn, this is categorized
“Average to Good”. The control group is 5.70 and
is categorized “Poor to Average”. The score of
posttest in experimental group is 7.11 and is
qualified ‘Poor to Good”. In contrast, the control
group is only 6.32 and categorized “Average to
Good.
However, the differences scores between the
experimental group and control group is
significant. It is proved that experimental group
performs a better achievement than control group
and the teaching with realia is better than without
realia. Although the capability of experimental
and control group is already different from the
beginning but the interval of the students mean
score between experimental and control group
shown that there is a significant score in
experimental group after the treatment is given.
The interval of the students’ mean score in
experimental group is 1.21.
On the contrary, the interval of the students’
mean score in control group is 0.62. It indicates
that the use of “Realia” also influences the
students’ vocabulary mastery.
Furthermore, from the t-test result, it is found that
t-test obtained 3.93 is higher than t-table with the
level of significance 5 % = 1.664 or 3.93 > 1.664.
It indicates that the null hypothesis is rejected and
the alternative hypothesis is accepted. Besides, the
effect size of the treatment given to the
experimental group is 1.84 (it is categorized
“high”). Therefore, the Realia as media of
teaching vocabulary to very young learners is
effective especially in increasing students’
vocabulary mastery.
Discussion
Realia as a real thing teaching aids is the
easiest tools to use, because the teacher just need a
preparation to using it. What is meant by real
object or realia as strategy is an aids or tool to
delivering the information about English
vocabulary in the form of the actual object,
miniature, toy, or facsimiles which is it is not
change significantly. Realia is a tool that can
provide a real experience for the students in the
classroom. Shortly, bringing the outside world
into the classroom to introducing the vocabularies
to students. Therefore, realia widely used in
teaching and learning as tools to introduce a new
subject. Realia is able to give real meaning of the
vocabulary itself to the things that the teacher
going to teach to the students. In teaching, the
writer realized that realia regarded as the easiest
and more interesting. Realia will be very helpful
when used in a process to obtain information for
the purpose of gaining knowledge through
students’ experience or often referred to as a
cognitive achievement. In this process, realia
involved as a real object and the students can
learn to know it.
Realia can give the students a direct and real
experience that experience of real visual that
cannot be obtained through others media.
Basically, the students of elementary level are
included as young learners that learn from the
things that are concrete, so to knowing the
concepts of abstraction the young learners need a
real object as an intermediary or something to
visualize the things (Robert, 2010).
To allow realia in a room sometimes very
difficult because the size is too large (eg,
locomotives, planes, cars) or too small (eg
bacteria) or does not allow it to be displayed (eg
the moon). Sometimes bring realia can be
dangerous for example to show the snakes. So, the
teacher can use the replica or toy, suitable or
everything that can represent the real object. As
said by Mc Connel “if the medium fits, use
it!” (Sadiman et al. 2002).
One of point of teaching vocabulary to young
learner is the teacher has to help the them to feel
secure atmosphere. It means that the young
learner or students can be encouraged to become
independent and adventurous in the learning in the
classroom. Scott and Ytreberg mention in their
book named teaching English to children are:(a)
As we said above, know what you are doing. The
young learner’s need to know what is happening,
and they need to feel that you are in charge.
(b)Respect the students. (c) Whenever a student is
trying to tell you something, accept whatever he
or she says mistakes as well.
Constant, direct correction is not effective and
it does not help to create a good class atmosphere.
Correction has its place when the teacher working
on guided language exercises. Children of all ages
are sometimes unkind to each other without
meaning to be and are sometimes unkind to each
other deliberately. The students have to be told
that everyone makes mistakes when they are
learning a new language and then it is all right.
(d)Establish routines that can build up familiarity
and security for the students. (e) Give the children
the responsibility for doing practical jobs in the
classroom. (f) Avoid organized competition.
Language learning is a situation where everyone
can win. (g) Avoid giving physical rewards or
prizes. This gives the student a sense of
achievement which does not exclude the other
students. Include, don’t exclude. (h)Don’t give
children English names.
Language is a personal thing and the learners
are the same person no matter what language they
are using. In teaching of realia means the real-life
object that enable students to make connections to
their own lives. Students understand and retain the
meaning of a word better when they have seen or
touched some object associated with it. Realia
refers to objects or items from real life, which are
used in the classroom to illustrate or demonstrate
a vocabulary words in form of object as an aid to
facilitate language acquisition. Realia is an objects
or activities used by teacher to demonstrate real
life objects that teachers use to help students
understand more about foreign language for this
case is English language. By teaching using realia
the learning process can be more fun.” Realia also
make learning process more enjoyable”
(Ruzieva,2016).
CONCLUSIONS AND SUGGESTION
Based on the discussion in the previously, the
writer concludes the findings in this research and
makes suggestions for the findings. For clearly
conclusions and also some suggestions are as
bellows.
Conclusion
Based on the analysis of the students test result,
the writer makes the conclusion as follows;
(a)There is significant score between the score of
pretest and posttest in experimental group after
“By Using realia” is applied. The mean score of
pretests in experimental group is 5.90 (it is
considered “average to good”). After the
treatment is given, the mean score of posttests
increased become 7.11 (it is considered “average
to good”). Therefore, the intervals of the students
mean score in experimental group is 1.21. On the
contrary, the mean score of pretests in control
group is 5.70 (it is considered “poor to average”)
and in posttest is only 6.32 (it is considered
“average to good”).
Therefore, the intervals of the students mean
score in control group is 0.62. So that, the interval
of the students mean score in experimental group
is higher than control group. It indicates that the
use of “realia” is effective to increase the
students’ vocabulary mastery. (b)There is
significant difference of the student’s achievement
between experimental and control group. Result
of t- test value is 3.93. It is bigger than t-table, for
df = 78 that is 1.664. It means that “realia” is
effective to increase students’ vocabulary mastery.
(c) The effect size of the treatment given to the
experimental group is 1.84. It is qualified as
“high”. It is proved that the effectiveness of the
use of “realia” in increase vocabulary mastery to
Constant, direct correction is not effective and it
does not help to create a good class atmosphere.
Correction has its place when the teacher working
on guided language exercises. The third, when
using realia, the teacher should avoid organized
competition. Language learning is a situation
the third-grade student of SDN 03 Pontianak
Timur is high.
Considering the explanation previously, the
writer concludes that the use of realia in teaching
can increase the students’ vocabulary mastery
especially in helping them finding the meaning of
words. Realia helps the students memorizing
vocabulary easier and also realia combined with
fun learning activity can motivate the students in
learning English.
Suggestion
Many children in today’s classrooms struggle
with the English language. Some come from
homes where a foreign language is spoken; others
simply have not developed a large enough
academic vocabulary to thrive in the classroom. In
either case, many children are at risk because of
their limited English vocabularies. This point of
view also related by Cameron ( 2001 ) quotes that
learning a new word is not a simple task that is
done once and then completed. Learning
vocabulary needs time and also a process from
knowing nothing to know something. The writer
believes realia could be one of the “process” that
can help the students in learning English
vocabulary.
Based on the facts found, the writer would like
to give some suggestions: It is suggested are;
First, Realia is a good optional and good choice
for teaching young learners. Because as young
children they are at the perfect age to learn a
language as visual learners, the teacher should try
to tap into their natural creativity. Bring in fruit,
vegetables, facsimiles and lots of toys. Children
love them. But the teacher has to consider that
children of all ages are sometimes unkind to each
other without meaning to be and are sometimes
unkind to each other deliberately. The students
have to be told that everyone makes mistakes
when they are learning a new language and then it
is all right. Second, when a student is trying to tell
you something, accept whatever he or she says
mistakes as well.
where everyone can win. For the last one, the
English teachers should be creative in using realia
and other techniques.
For this case, in teaching vocabulary to the third-
grade students mean they are still young learners,
the teacher can choose a various kind of
interesting realia such as fruits, facsimiles, animal
toys or equipment’s in the classroom that already
REFERENCES
Argawati, O. (2009). Effectiveness of Using
Realia in Teaching English Vocabularies
to the 3rd Grade of Elementary Students.
Sebelas Maret University. Sukoharjo.
Brewster, Jean, Ellis, Gail & Denis G. (1992).
The Primary English Teacher’s
Guidance. England: Pengiun Group.
Burns, Robert B. (2000). Introduction to
Research Methods, the fourth edition.
Person Education Australia. Longman
Cameron, L. (2001) Teaching Languages to
Young Learners. Cambridge: Cambridge
University Press.
Cohen, L., Manion, L., & Morrison, K. (2007).
Research methods in education (6th ed).
New York, NY: Routledge
Gau, H. (2010). Realia: making language
real. Berkeley: Primary Concept.
Grondlund, E. N. (1982). Constructing
Achievement Test, the Second addition.
New Jersey: Prentice Hall Inc.
Herrell, A. & Jordan, M. (2004) Fifty
Strategies for Teaching English Language
Learners. New Jersey: Pearson Education
Inc.
Mc. Carthy, Michael. (1990). Vocabulary.
Oxford: University Press
settle in the classroom to enhance the student’s
motivation in mastering vocabulary.
Madya, S. (2007). Learning English
Pronunciation Systematically: A
Resource Book for Student Teachers and
Teachers of English, and Action
Research: Theory and Practice.
Yogyakarta.
Nawawi, H. (1983). Metodologi Penelitian
Bidang social. Yogyakarta. Gajah Mada
University Press.
Oxford, R.L., (1990): Language Learning
Strategies: What Every Teacher Should
Know. Boston: Heinle & Heinle.
Robinson, J. (2008). Realia:
Connecting Language Acquisition to the
Real World. ESL 5053: ELL Strategy.
Soenardi, D. (2008). Tes Bahasa:
Pegangan Bagi pengajar Bahasa. Jakarta:
PT. Indek.
Slavin, R. (2007). Educational research in an
Age of accountability. Boston: Pearson E
Cohen, L.,
Tanguay, E. (1997). English Teachers, Prepare
Yourself for the Digital
Age [Online]. http://userpage.fuberlin.de/t
anguay/english-teachers.htm [1997,
May16].