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Volume 6, No. 2, August 2021
ISSN 2442-8965 (P) ISSN 2442-8973 (E)

Realia-Mediated Instruction:

An Effective Tool for Improving Young Learners' Vocabulary Skills

Muhammad Safdar Bhatti (Corresponding Author)

safdarbhatti2001@gmail.com

The Islamia University of Bahawalpur, Pakistan

Alvons Habibie

habibievons@iaingorontalo.ac.id

IAIN Sultan Amai Gorontalo, Indonesia

Shaista Noreen

noreenshaista2@gmail.com

The Islamia University of Bahawalpur, Pakistan

Sabir Hussain

sabirhussainrana@gmail.com

Badar Din-Pakistan, Pakistan

Shahla Bajwa

shahla.bajwa8@gmail.com

SAQE, Bahawalpur, Pakistan

Abstract: A foreign language teacher often employs realia to strengthen

pupils' association between words and objects. The current study investigates

real-life activities that improve vocabulary learning in the English language

and the impact of realia on improving students' vocabulary learning

performance. It was an experimental study with only post-test design. Forty

students participated in the study. The data were collected and analyzed

statistically. The results revealed that vital activities used for vocabulary

development were menu selection, game recognition, picture identification,

activity identification, magazine adds understanding, and identification of

cities and map reading, respectively. It was evident that the experimental

group performed better when compared with the control group. The study

suggested that students may focus their attention, stimulate their interest,

give them real impact, make them aware, and modernize their language

learning through vocabulary improvement.

Keywords: Realia media; vocabulary learning; learning objects; tactile;

innovative.

A. INTRODUCTION

Vocabulary is the primary thing that should be taught to the learners because they

will adapt nothing without enough jargon (Dan Suastika Yulia Riska, 2018; Ghalebi et

al., 2021). The learners need to have a broad scope of jargon to acquire English

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Al-Lisan: Jurnal Bahasa (e-Journal), Volume 6, No. 2, August 2021 158

language abilities. Learning vocabulary is a prime language aspect for students to learn

with the best listening, reading, speaking, and writing abilities. Learning vocabulary is

not meant to memorize only words (Chen, Chen, et al., 2019) but to understand their

meaning (Chen, Liu, et al., 2019) and use in the language. When students have mastered

vocabulary, they may express their concepts in writing, speaking, and other forms (Sari,

2018). The English Language has two types of skills. They are receptive and productive

skills. Receptive skills include reading and listening skills, and productive skills contain

writing and speaking (Mundhe, 2015).

Language learning is a dynamic and living cycle. There is no restriction in the field

of language learning exercises. As language is a vital piece of our social and ordinary

relations, it is better if the exercises and activities of the language homeroom are not

restricted to the reading material just, somewhat taken from our everyday encounters. In

this way, alongside regular writings, realia can encourage learning in enormous ways

since it associates the homeroom exercises to genuine encounters (Harmawan et al.,

2019). It assists with making a language class more extensive, more extravagant, and

that is only the tip of the iceberg utilitarian (Aiman et al., 2020). It can fill in as a

valuable academic apparatus as it may be taken from different sources and pertinent in a

huge number of exercises. Utilizing realia can make the learning cycle significant and

more vital for the students as they can interface it with their reality; consequently,

adding another measurement in the language learning measure (Lalian et al., 2019).

They feel persuaded and engage with the learning cycle as they can apply their insight

in ordinary circumstances. Nonetheless, picking fitting materials can be trying for the

educators as they need to think about the multifaceted nature and nature of the

materials, remembering the students' capability level and social foundation. In any case,

above all, instructors need to pick materials that serve their educating destinations and

the students' functional requirements (Bably & Nusrat, 2017).

In English language teaching, vocabulary is a vital thing to learn (Ghalebi et al.,

2021; Zhang & Graham, 2020). With decent vocabulary, learners can see well what the

instructor says during the learning cycle. Subsequently, learners can get the material

better. Next to this, great vocabulary makes it conceivable to the understudy to make

discussion. Be that as it may, truth be told, it is troublesome to instruct English to

youthful students. The youthful students nearly have no concentration in the exercise.

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They are hard to control. It is because of their excessively young ages. In the learning

cycle, they ordinarily talk with one another and joke with their companions without

concentrating on their educator. This issue must be addressed quickly to make the

learning better (Argawati, 2009).

The teachers should utilize realia when training jargon to youthful students if they

invest the more significant part of their energy contemplating language. Their English

will not improve without a doubt. You will see the most improvement on the off chance

that you learn more words and articulations. You can say next to no with language

structure, yet you can say nearly anything with words (Thornbury, 2002). Instructing

jargon to the youthful student is totally different from educating jargon to grown-up. It

is anything but simple work since it is the first run-through to get language learning, and

they are not used to previously. Consequently, the educator is recommended that he

make an intriguing learning movement to the understudy that they can see well and the

learning cycle can run well.

As per Turner (2020), realia alludes to valid items from genuine that one uses in the

homeroom to show a particular idea. Realia can be both physical and virtual, as long as

it is a pre-owned thing in reality (instead of made explicitly for an ESL class). Chris

Soames (2010) proposes that, in the TEFL homeroom, the word realia signifies

"utilizing real things found in regular day-to-day existence as a guide to instructing

English. Utilizing realia assists with making English exercises significant by connecting

the items and the word or expressions they address.

According to Afdiyani (2013), in her exploration, there are five favorable

circumstances of realia in showing jargon: (a) Realia can be utilized at any phase of

exercises to help the students introduce another language. (b) Realia, no need to bother

with any exceptional readiness. It is reasonable since it is accessible in our environment.

raise the learners' interest. (e) The learners can utilize their five human senses. (f) The

students can learn such that they can be in contact with the stable climate. Utilizing

realia animates the brain, and it supports inventiveness by including the faculties in the

learning cycle. Realia saves time, as students can perceive an item promptly. In this

manner, extensive clarifications are not, at this point, fundamental. Realia can be an

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essential asset that encourages innovative and dynamic learning and advances

inspiration (Bably & Majid, 2011).

Realia for ESL can make the learning experience more critical and associations

among items and jargon words or other language ideas. This can make it simpler to

review data. For in-person classes, it adds a sensation component for individuals who

learn better with active exercises. For online classes, it gives a visual guide to connect

with learners. Moreover, realia is unique than a composed word or cheat sheet used to

show an idea (Turner, 2020). Realia is an object in the class since it adds interest and

relates language to the genuine world. The utilization of realia falls into three

fundamental zones, first, for depictions, and second, as props in the show and another

sort of movement is an inventive reasoning activity, finding various utilizations for the

object; for example, a ruler could be a weapon, instrument, and image of power. Realia

is a term that refers to photographs of objects from a country where the target language

is spoken, but it has a broader definition that includes photographs of objects from any

country. A close relationship exists between the two meanings as a result of the support

that many different types of libraries provide to educational endeavors.

An educator of an unknown dialect regularly utilizes realia to reinforce learners'

affiliations between words for ordinary articles and the actual item. In unfamiliar

Language guidance, the realia has more extensive importance, which incorporates

photographs of articles from a country where the objective language is spoken. The two

implications are firmly related due to the help numerous kinds of libraries provide for

instructive undertakings. It is important to teach English with correct and improved

vocabulary at all levels, but it is mandatory for primary level students (Akbari, 2018).

The current study was based on exploring the adequate tools for improving young

learners' vocabulary skills. It will determine the indicators of actual life activities that

improve the English vocabulary learning strategies. In addition, to investigate the

impact of realia in improving students' vocabulary learning performance in English

when they are taught with traditional method in comparison with using realia. The study

answered the following questions: (1) What indicators of real-life activities improve

vocabulary learning in the English language? (2) What is the impact of realia on

improving students' vocabulary learning performance in English when they are taught

with the traditional method and using realia in the post-test?

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B. RESEARCH METHOD

Research Design

The study was experimental in nature with a post-test-only experimental research

design. The respondents were randomly assigned groups based on their prior class

results. First of all, they have introduced the understanding of the realia concept and the

process of working and conducted the test keeping in view the importance of realia.

Then a syllabus outline was shared with students, and the experiment started that

continued for three weeks (Four days a week with a two-hour class). The post-test was

conducted, and their result was compiled.

Population, Sample, and Sampling Technique

The study was conducted among all the elementary level students belong to Govt.

Girls Alpina School, Bahawalpur. The participants were selected based on random

sampling techniques from four classes. A sample of 40 participants was selected and

divided into Experimental and Control groups.

Research Tools

Lesson Plans with each test were used as tools. After teaching each lesson to

students, the test was conducted based on the same lesson and recorded results. In this

way, the students were tested 24 times in the entire experiment. Their collected results

were compiled, and finally, the mean achievement score was recorded and compared

with the control group result. The test consisted of pictorial activities, and the students

have identified those activities by seeing pictures like the teacher is (standing) in the

classroom. The teacher is (cleaning) the whiteboard. The teacher is (asking) the

questions. The students identify the picture and select the correct word in the brackets.

C. RESULTS AND DISCUSSION

Results

This section presents the findings of this study. The findings include two things, the

first is an indicator that is considered to be a factor that improves students' English

vocabulary skills. the second finding is about the differences in students' abilities who

are taught with realia media and conventional methods.

RQ: 1. What are the indicators of real-life activities that improve vocabulary

learning in the English language?

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Table: 1. Results of Students' Performance when they use Real-Life Activities in

Vocabulary Development

In
d
ic

a
to

P
ic

tu
re

id
e
n
ti

fi
c
a
ti

o
n

A
c
ti

v
it

id
e
n
ti

fi
c
a
ti

o
n

G
a
m

re
c
o
g
n
it

io
n

Id
e
n
ti

fi
c
a
ti

o
n

o
f

c
it

y
o

n
M

a
p

M
a
g
a
z
in

a
d
d
s

u
n
d
e
rs

ta
n
d
in

M
e
n
u

se
le

c
ti

o
n

Mean 8.52 7.64 8.71 5.62 5.71 8.76

Sd. 1.74 .92 1.24 1.59 1.23 .65

Table 1 revealed that there were different activities that students rated when they

developed vocabulary. The most vital activity used for vocabulary development was

menu selection. The second indicator of vocabulary learning was game recognition. The

third indicator was picture identification. The fourth indicator of vocabulary learning

was activity identification. The fifth indicator of vocabulary learning was magazine

adds understanding, and the last indicator was identifying cities and map reading. It was

also evident from the data results that students were eager to learn vocabulary and select

those activities most interested them, like menu selection. It was depicted from the

graph below.

RQ: 2. What is the impact of realia on improving students' vocabulary learning

performance in English when they are taught with the traditional method and using

realia in post-test?

0
1
2
3
4
5
6
7
8
9

Mean Sd.

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Table: 2. Posttest result of t-test for Control and Experimental Groups

Score Control

Group

Experimental

Group n=20

df t

Mean

56.48

1.358

70.56

1.821

38 -15.6**

**P<0.01

The result of the t-test in table 2 showed a statistically significant difference

between control and experimental groups in post-test. It was evident that the

experimental group performed better with mean = 70.54 and sd = 1.821 when compared

with the control group mean = 56.48 and sd = 1.358. It was concluded that realia had

improved much vocabulary in learning the English language. So, the research question

about the impact of realia on improving students' vocabulary learning performance in

English when they are taught with the traditional method and using realia in post-test

answered in positive.

Discussion

Realia is most suitable for English language learners. It is crucial to make the

learning experiences better understandable, memorable and helps in creating links

between natural objects and vocabulary words in the English language. This is suitable

for making information easier. Realia is also a kinesthetic element for learners to learn

better with hands-on activities. In an online class, it helps in visual aids to engage

pupils. The realia is more dynamic than written words used by teachers to teach the

concepts (Turner, 2020).

Many previous studies support the current results in many ways. The knowledge of

vocabulary skills is the fundamental aspect of literacy skills (Pulido & Hambrick, 2008;

Sedau, 2004). The study revealed that there were different activities that students rated

when they develop vocabulary. The most vital activity used for vocabulary development

was menu selection. The second indicator of vocabulary learning was game recognition.

The third indicator was picture identification. The fourth indicator of vocabulary

learning was activity identification. The fifth indicator of vocabulary learning was

magazine adds understanding, and the last indicator was identifying cities and map

reading. The oral communication skills depend on vocabulary learning activities from

conducting meetings, giving oral presentations, talking about different tasks, and

participating in discussion (Kassim & Ali, 2010; Kaewpet, 2009; Reimer, 2007). It was

also evident from the data results that students are eager to learn vocabulary and select

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those activities most interested to them, like menu selection was one of them. Prior

studies showed that vocabulary acquisition has a long debate among learners and

teachers of EFL. Research has investigated students' levels of receptive and productive

vocabulary. EFL students turned their receptive vocabulary into productive skills by

practice (Faraj, 2015).

Realia strengthens skills of language and motivates both kinesthetic and visual

learners. The teachers use realia to determine the meaning and vocabulary of words.

Perceive the differences between teaching students using words for fruit versus the real

things to tell the names. The strategy may be helpful when teaching to students whose

native language is L1 (Turner, 2020).

The students love real-life activities to solidify the lessons. It will help vocabulary

memorable and involve the students to apply what they have learned. According to

Mongkol (2008), vocabulary learning seems easy in language learning but is the most

challenging job to complete. In an artificial context, the students' vocabulary learning

strategies are more complicated than students who learn in real-life situations.

Language learning needs motivation, opportunities, and exposure to using a language.

Task-based learning inspires and makes students use language with purpose in real-

world situations (Ganta, 2015). It was evident that the experimental group performed

better when compared with the control group. It was concluded that realia had improved

much vocabulary in learning the English language. In the viewpoint of Zhang (2009),

ESL learners are often equipped with limited chances to develop English vocabulary

skills outside the classrooms. It should be the duty of teachers to provide ample

opportunities and tasks for pupils to their skill. Different vocabulary learning activities

and games are needed to practice words to improve English vocabulary (Mundhe,

2015). Other studies revealed significant improvements in oral proficiency among

learners with better vocabulary (Shantha & Mekala, 2017).

D. CONCLUSION

The use of realia media in the classroom provides a powerful way to connect

students with vocabulary by allowing them to directly see and feel the objects. The

results revealed that vital activities used for vocabulary development were menu

selection, game recognition, picture identification, activity identification, magazine adds

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understanding, and identification of cities and map reading, respectively. It was evident

that the experimental group performed better when compared with the control group.

The study suggested that students may focus their attention, stimulate their interest, give

them real impact, make them aware, and modernize their language learning through

vocabulary improvement.

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