The document discusses the impact of using realia in teaching speaking skills to eighth grade students at SMP Katolik Rembon, emphasizing the importance of English language among Indonesian students. It outlines the research objectives, methods, and significance, focusing on realia as a means to improve student engagement and understanding in speaking activities. The study intends to assess how the application of realia influences students' speaking competence through experimental methods.

1. THE USING OF REALIA IN TEACHING
SPEAKING FOR THE EIGHTH GRADE
STUDENTS OF SMP KATOLIK REMBON
Presented by
TIKA
NIM 201 112 257

2. CHAPTER I INTRODUCTON
A. Background of the Study
Nowadays, English is getting more
important roles in our life including Indonesia.
Therefore, Indonesian government has
decided that English is one of subject
curriculums in Indonesian school.
In learning English, there are four skills that
need to be master by students. They are
listening, speaking, reading and writing.
Listening and reading are receptive skills and
speaking and writing are productive skills. The
four skills are important. But, of all the four
skills, speaking seems intuitively the most
important.

3. CHAPTER I INTRODUCTON
There are many activities to make a fun
activity in teaching speaking in the classroom.
For example by using visual aids, one of them
is realia. “Realia can be use to teach specific
grammar points, drills and speaking.”
Language teacher use realia in order to attract
student’s attention and facilitate them to
understand the lesson better.
Because realia is one of interesting visual
aids in speaking activity which provide an
opportunity for the students to practice English
speaking skill, the writer would like to observe
the application of teaching speaking using

4. CHAPTER I INTRODUCTON
B. Limitation of the Study
In this study, the writer limits her
discussion on the using realia influence
teaching speaking skill of the eighth grade
students of Smp Katolik Rembon. The
material lesson that can the writer choose by
using realia are describe someone/
something (description) and how to make
something (procedure).
C. Research Problems
Can the using of realia influence the
competence in teaching speaking skill of the
eighth grade students of SMP Katolik
Rembon?

5. CHAPTER I INTRODUCTON
D. Objectives of the Study
The objective of the research is to find out
the using realia influence the competence in
teaching speaking skill of the eighth grade
students of SMP Katolik Rembon.

6. CHAPTER I INTRODUCTON
E. Significances of the Study
The writer is expecting to be used as one of
alternative techniques for English teachers to
solve their students’ anxieties in speaking
English. The writer wants to know the students’
competence after learning speaking by using
realia.
The writer hopes that this research can
give some more knowledge and contribution for
the readers about the application of realia in
teaching speaking.

7. CHAPTER I INTRODUCTON
F. Research Method
In this research, the writer used
experimental method, where the writer will
research the using realia influence the
competence in teaching speaking skill of
the eighth grade students of SMP Katolik
Rembon.
G. Definitions of Key Terms
- Teaching speaking skill is imparting
knowledge to express thoughts, opinions,
or feelings orally.
- Realia is a term used in education and
library science. In education realia are

8. CHAPTER I INTRODUCTON
H. Sequence of Presentation
This proposal consists of five chapters.
Chapter one Introduction, this chapter present
the background of the study, limitation of the
study, research problems, objectives of the
study, significances of the study, research
method, key words definition, sequence of
presentation. Chapter two, Review of
Literature, Previous study, and Theoretical
framework. Chapter three research
methodology, setting, data sources, population,
sample, research instrument, data collection,
and data analysis.

9. CHAPTER II
REVIEW OF RELATED LITERATURE AND
THEORITICAL FRAMEWORK
A. Review of Literature
1. Definition of Speaking
According to Harmer (1991: 46-47)
states that when the two people are engaged
in talking to each other we can be sure that
they in general way to suggest that a speaker
makes a define decision to address
someone. Speaking may be forced on him in
the way but we still say that he wants or
intends to speak, otherwise he would keep
silent.

10. CHAPTER II
REVIEW OF RELATED LITERATURE AND
THEORITICAL FRAMEWORK
2. Speaking Ability
According to Heaton (1998:90) states that
defines speaking ability. “As the ability to
communicate ideas appropriately and
effectively. To sum up, speaking ability is
the ability to speak appropriately and
effectively in a real communicative situation
in order to communicate ideas to others’’.

11. CHAPTER II
REVIEW OF RELATED LITERATURE AND
THEORITICAL FRAMEWORK
3. Teaching Speaking Ability
Teaching speaking ability is very
important part in second language learning.
The ability to communicate in second
language clearly and efficiently contribute to
the success of the learner in the school and
success later in every phase of life.
Therefore it is essential that language
teacher pay great attention in teaching
speaking ability so that the teacher should
make various activities to promote speaking
to students,

12. CHAPTER II
REVIEW OF RELATED LITERATURE AND
THEORITICAL FRAMEWORK
4. Realia
Realia is a term for any real, concrete
object used in or out the classroom to
create connections with vocabulary words,
stimulate conversation, and build
background knowledge. It is used by
teacher to demonstrate real life (particularly
of peoples studied). Objects that are
intrinsically interesting can provide a good
starting point for a variety of language work
and communication activities. Realia also
make learning process more enjoyable.

13. CHAPTER II
REVIEW OF RELATED LITERATURE AND
THEORITICAL FRAMEWORK
Realia in Teaching Speaking
The success or failure of teaching learning
process is depend on several factors, one of
them is media that used by teacher. Listyaning
Sumardiyani and Zullfa Sakhiyya (2007:47)
stated that Media is a means of communication
to help transfering the message and give
power to the material presentation so it will be
understood easier and staying longer in
memory retention. realia is one of media that
can use in teaching learning process Realia is
include in media diverse.

14. CHAPTER II
REVIEW OF RELATED LITERATURE AND
THEORITICAL FRAMEWORK
B. Previous Studies
The writer has read the thesis by Erni
Rokhmawati with her thesis the use of realia to
improve students’ speaking ability in procedure
text in the school year 2010-2011. In this study,
the researcher focused on the investigation of
the improvement of students’ speaking ability
by using realia for ninth grade of MTs.
Mathalibul Huda Mlonggo Jepara. In this thesis
she concluded that the use of realia could
improve students’ ability on speaking
procedure text.

15. CHAPTER II
REVIEW OF RELATED LITERATURE AND
THEORITICAL FRAMEWORK
C. Theoretical Framework
Based on the relevant study above, it can
be concluded that realia is a term for any real,
concrete object used in the classroom to create
connections with vocabulary words, stimulate
conversation, and build background
knowledge.
In this research, the researcher uses
multiple measure of speaking ability as the
basic instrument in assessing speaking ability.
Specifically, researcher uses oral report to test
student speaking ability. Media is used to help
the language test.

16. CHAPTER II
REVIEW OF RELATED LITERATURE AND
THEORITICAL FRAMEWORK
D. Hypotesis
H1: If the using realia can influence the
competence in teaching speaking skill
of the eighth grade students of SMP
Katolik Rembon it means that
hypothesis is accepted.
H0: If the using realia can not influence
the competence in teaching
speaking skill of the eighth grade
students of SMP Katolik Rembon it
means that hypothesis is refused.

17. CHAPTER III
RESEARCH METHODOLOGY
A. Setting
This research will be conducted in eighth grade
students of SMP Katolik Rembon. It is located in jalan
poros Rembon-Ulusalu. This research will start on July
2014.
B. Data Sources
Primary Sources
The primary sources are the students where the
writer will get the data in oral test by the students in
SMP KATOLIK REMBON especially in the eighth grade
students.
Secondary Sources
Base on the data the primary source the writer will
get the data from another source such us the writer
read some books in the library, in the website and so on

18. CHAPTER III
RESEARCH METHODOLOGY
C. Population and Sample
Population
The population of the research is the eighth
class students of SMP Katolik Rembon
academic year 2014/2015. It consists of 70
students. It chooses class VIII A.
Sample
The writer will choose class VIII A as
experimental class. It is consist of 20 students.
The writer chooses the sample by cluster
sampling.

19. CHAPTER III
RESEARCH METHODOLOGY
D. Research Instrument
The instrument of this research will
collect by using oral-test. It is aimed to
know the using realia influence the
competence in teaching speaking skill of
the eighth grade students of SMP Katolik
Rembon.

20. CHAPTER III
RESEARCH METHODOLOGY
E. Data Collection
Library Research
The writer visits the library to read book, articles, or other
information from internet which are related to the topic of this
research.
Field Research
The data collecting by following procedures:
Pre Test
The pre-test for the students is carried out to get their score.
The students will be present procedure and descriptive orally.
Treatment
The writer will teach procedure and descriptive by using realia to
experiment class.
Post Test
Post-test is administered after applying treatment. The post-test
is given by asking students to present procedure and
descriptive orally.

21. CHAPTER III
RESEARCH METHODOLOGY
Data Analysis
Mean Score
Data analysis will be done by using descriptive technique. It
descriptive in the table percentage and the formula as follow:
Where :
= Mean score
= Total Score
N = The number of respondents
Gay, (2006:320)

22. CHAPTER III
RESEARCH METHODOLOGY
Correct Answer
The determine the score of each other item; the
incorrect answers were given zero score. The score of the
students can be found by counting the correct answers for
each test.
Variable Measure
To measure the students correct answer of the test,
the writer use students score. The student’s score are
classifying into five levels as follow:
Score 90-100 will classify as very good
Score 80-89 will classify as good.
Score 65-79 will classify as fair.
Score 55-64 will classify as poor.
max.score
ItemTotal
AnswerCorrect
=Students

23. BIBLIOGRAPHY
Arsyad, Azhar. 2003. Media Pembelajaran, Jakarta: PT. Raja Grapindo
Persada.
Dian Wahyu Sokhibiyah. 2007. The Effectiveness of Using Realia to Teach
Vocabulary to the fourth grade students of SDN 01 Kebonbatur
Mranggen Demak.
Erni Rokhmawati. 2010. Improvement of students’ speaking ability by using
realia for ninth grade of MTs. Mathalibul Huda Mlonggo Jepara.
Gay, L.R,et all. 2006. Educational Research for Analysis and Allocation.
New Jersey: Person: Merill Prostice Hall.
Harmer, J. 1991. The practice of English language teaching. Essex, UK:
Longman.
________.2004. English Language Teaching. New York: Longman.
Heaton, J.B. 1998. Writing English Test.
Nunan, David.1992. Research Method in Language Learning.Cambridge:
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Robert, Lado. 1979. Language testing and constructive and use of foreign
test. Longman Group Ltd.
Sumardiyani, Listyaning dan Zulfa Sakhiyya. 2007. Speaking for