Widjaya, Vivian Arie (2018) THE EFFECTIVENESS OF USING REALIA IN SCIENCE CLASS TO ASSIST STUDENTS’ LANGUAGE ACQUISITION. Jurnal Pendidikan Edutama, - (-). -. ISSN P-ISSN: 2339-2258 E-ISSN: 2548-821X (Submitted)

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Abstract One of the important things in teaching English is the language acquisition process and what input that should be given to students. The input needs to be comprehensible, means that it must be understood by students despite of their language proficiency difference. Comprehensible input can be categorized into visual, graphic and linguistic. In language acquisition the input given is essential. Input that the learners receive, plays an important role in the acquisition. Learners need to be given the opportunity to understand and as well as to produce a communicative act. In Krashen’s Input Hypothesis, the learners improve and progress through an element that is beyond their level. This element is known as comprehensible input. Krashen emphasizes the need for creating comprehensible input in the classroom. The objective of the research is to know whether the use of realia in science class can help the language acquisition. Related to the objective of the research, the researcher used experimental method. The finding of the research is that there is a difference between students who taught by using realia and those who taught with no realia. It means that realia can assists students’ language acquisition in science class of fourth grade students. Keywords : Realia; Second Language Acquisition INTRODUCTION English is one of the most widely spoken languages in the world and becomes an official language in a number of countries. It dominates every aspect of our lives; global communication, business, media, etc. It is also the most studied language and being taught in schools worldwide. In Indonesia, English was first taught in 1914 during the Dutch colonial period. A few years after the independence from the Dutch, it was decided that English, rather than Dutch, would be the first foreign language in the country because Dutch was the language of the colonialist and it did not have the international status that English did. Lowenberg (1991: 127), in the discussion about

Item Type: Article
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
P Language and Literature > PE English
Divisions: Faculty of Law, Arts and Social Sciences > School of Education
Depositing User: Ms Winarsih IKIP PGRI Bojonegoro
Date Deposited: 21 Oct 2020 08:37
Last Modified: 21 Oct 2020 08:37

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