THE USE OF REALIA IN TEACHING SPEAKING SKILLS FOR THE FOURTH GRADES AT SDN KARANGANYAR GUNUNGKIDUL

This study aimed to describe: 1) the implementation of realia to teach speaking skill of the fourth graders of SDN Karanganyar Gunungkidul and 2) the media that was used to motivate students to actively engage in teaching speaking skill of the fourth graders of SDN Karanganyar Gunungkidul. This study is a classroom action research. The subjects of this study were the fourth graders of SDN Karanganyar Gunungkidul which consisted of 32 students. The research was conducted in two cycles containing three stages namely exploration, elaboration, and confirmation. The data were collected through observation, interview, field note, and document. The result showed the implementations of using realia were successful in motivating the students to speak. In the cycle one, the realia were used as the object in introducing vocabulary in exploration stage as the aids in describing object about things in the classroom. As a result of using realia, the students were motivated to speak and able to describe the things in the classroom. In the cycle 2, the realia were still used as the object in introducing vocabulary in exploration stage and in elaboration stage. The realia were the aids in describing objects about family. As a result, the students were motivated to speak and able to describe about their family. Realia that can be used to motivate the students to actively engage in teaching speaking were real object and puppet.


Introduction
English is the universal language to communicate in globalization era. Therefore, English should be mastered. In Indonesia, English is the first foreign language that is learned from elementary school up to university level. It is to prepare the students skill to learn English in the secondary school.
The skills of English in communication consist of speaking, writing, reading and listening. Speaking skill is important, people can express what they think, express their idea and feeling in communication.
The goal of learning English for elementary school is that the students are being able to express instruction and simple information in classroom context. Therefore, the students should learn to speak English.
Based on the observation that the researcher did, there were some problems in teaching and learning activity. Some of students did not know how to say words in English and what they have to say. It made the students afraid to talk. Besides, the media in classroom activity is also limited.
To be able to overcome the problems, there must be a suitable media to be used to teach speaking skill in the classroom. Realia is one of the media in the learning process. It is used to explain the materials and represent the target language. As a result, the students are able to speak and share their idea from the realia.
Thus, the researcher was interested to do a research about "The Use of Realia in Teaching Speaking Skill for The Fourth Grades of SDN Karanganyar Gunungkidul" with the problem formulation focused on the implementation of using realia to teach speaking skill for the fourth grade of SDN Karanganyar Gunungkidul in the academic year 2017/2018 and the media that can be used to motivate students to actively engage in teaching speaking.

1.
Teaching English for Elementary School The aim of teaching English for elementary school is developing the competence of oral communication to language accompanying action in classroom context to prepare the students to face the next stage and make the students aware of the importance of English in global society. In this case, the students of the elementary school should be familiar with some of the communication expression that was used in classroom context. For the result, there are some competences that should be achieved by the students in elementary school.
There is an advantage of starting to learn a foreign language in the early age. Cameroon (2001:19) states that children who have starting English in early age, have better outcomes in the listening comprehension. Children's development is as well as their language development. Nunan (2005) states that one of the indicators of cognitive development is the language development. It is related to the development psychology. According to Piaget (in Cameroon, 2001: 2), children learn from the environment by doing interaction with the world around them. Children get some knowledge from the interaction and do an action to solve the problem that they find.

2.
Teaching Media by Using Realia Based on Seels and Glasgow (1990) in Arsyad (2016: 36), realia is one of the traditional learning media that consists of model, specimen (example) and manipulative (map, puppet). Realia can be used to help the students in understanding the material. According to Hubbard (1983: 114) there are several uses of real object in the classroom; those are used for presenting vocabulary and presenting new structure, used to help students to get into the character when they act out a dialogue or do a role play.
According to Nunan (1997) there are some procedures of teaching speaking by using realia. The first procedure is that the realia is appropriate with the students' English level and age. The next is the teaching preparation by the teacher, the teacher explores concrete sources, collects realia, plans the procedures, considers the method and aims of learning. Then, when introducing the material to the students, the activities convey the realia activity, the topic and realia type. The teacher explains the activity and gives instructions of how the activity is proceed and the last procedure is summary and conclusion. The activities are examining the students' ability by giving test, reviewing and giving feedback.

3.
The Nature of Speaking According to Cameroon (2001:40) speaking is about making people understand the speakers' feeling and ideas by doing an act of communication using a language. They can express, communicate and share their feeling and idea. Besides, Canale and Swain (1980) in Celce (2001:104) suggest the ability to communicate in a language by adapting Hymnes's theory of communicative competence, those are: grammatical competence (including rules of phonology, vocabulary, word formation and sentence formation), sociolinguistic competence (including rules of expressing and understanding the appropriate social meaning and grammatical form in different contexts), discourse competence (including rules of cohesion and coherent) and strategic competence (the strategies to help the variety of the difficulties in communication).

Research Method
In this research, the researcher focused on the process of implementing realia to teach speaking skill and the difficulties of implementing realia to teach speaking descriptive text. To find out the data, the researcher did a classroom action research. Arikunto et al (2015: 122) states that classroom action research is done by the teacher to improve the quality of the learning practice in the classroom. It focuses on the process of learning and teaching in the classroom. It means that, action research is aimed to find the problem and the way to solve the problem and change it to be a better improvement.
In this research, the researcher directly participated in the research in order to solve the problem and bring improvement in teaching speaking skill of the fourth grade students by using realia in SD Karanganyar, Ngalang, Gedangsari, Gunungkidul. The study was carried out from April 2017 to January 2018. The subjects were the students of the fourth grades at SDN KARANGANYAR in academic year of 2017/ 2018. The data was qualitative only.

Finding & Discussion
This realia was implemented in the first and the second cycle. Both of cycles had three stage, those are exploration, elaboration and confirmation. In cycle 1, the researcher did some actions. In the opening stage, the researcher asked the students a question related to material and the topic. In the exploration stage, the activity was introducing vocabulary using realia and asking the students to pronounce the vocabulary. In the elaboration, the researcher gave the students a monolog and discussed the monolog with the students and asked the students to pronounce the monolog. Then in the confirmation stage, the students created short monologs about describing things in the classroom. Then the activity was continued by describing the objects in front of the class based on the students' monolog. The learning activity was closed by reviewing the material.
The researcher used the realia in exploration stage and elaboration stage. The realia was real object that wasadapted from the topic. The realia that was used is the things in the classroom such as book, pencil, bag and the things around the students.
In exploration stage, the activity was focused on how knowledge is transferred; thus, there should be involvement of students to take some information in learning activity. In this phase, teachers and students built cultural context, shared experiences, discussed vocabulary and grammatical patterns. The activity that was done in exploration stage was introducing the vocabulary by showing the realia based on the topic. The researcher used realia about things in the classroom to convey the vocabulary. The activity was the researcher introduced the vocabulary to be understood by the students. In this phase, the students knew the vocabulary after seeing the realia. In understanding the vocabulary, the students also pronounced the vocabulary.
The activity was continued in the elaboration stage. In the elaboration stage, the teacher provided the students with clear explanations and examples or models. In this phase, the researcher explained the monolog about describing the thing by showing the real object. Besides, the researcher invited the students to discuss about the monolog by discussing the content of text and identifying the detail information in the text.
R : Baik, sekarang look at this pencil case. Perhatikan tempat pencil ini. It's a pencil case. It's blue. And I like it. Miss ulangiya? It's a pencil case. It's blue. And I like it Classroom Transcript The excerpt above was about using realia as the aids in explaining the monolog. In explaining the monolog, the researcher used the realia to draw the things' appearance. After conveying monolog, the researcher asked the students to discuss about the content and the detail information in the monolog . In discussing the monolog, the students joined the class activity and tried to gave opinion. The students showed their speaking ability in the learning activities.
R : The color is blue S : Apa artinya miss? R : Ayo apa? Liat ini warnanya blue S : Ooooo biruuuuuuu R : Yess, good R : Sekarang kita coba satu lagi. What is it S : sharpener R : What is the color? S : Pink Classroom Transcript The excerpt was the situation in discussing the monolog. In this phase, the researcher gave a question to be answered by the students. The excerpt shows that the students answered the question. It indicated that the students took attention on the learning activity because the students took a role on the discussion by asking questions to the teacher.
The activity was continued by the confirmation stage. In confirmation stage, the activity was to restructuring old knowledge structures, applying and transferring the new idea to new situations. In this stage, the activity was creating a monolog and presenting the monolog in front of the class. In creating monolog, the students described the real object that they had. Based on the situation, the students described the object and the sudents were able to speak. S said "It's bag. It's Pink. It's square. I like it". It indicated that the students was able to apply their new idea in the new situation to describe the object. Moreover, there was a development in the students' speaking. They was being able to speak and did not stay silent.
However, there was an unsuccessful action in cycle 1. In the exploration stage, there was a student who was shy to talk in front of the class. It made the other students lost of interest on the speaking activity. The situation made the students difficult to be controlled. That problem was conveyed by the teacher as the collaborators in the class.

R : Lalu apakah Ibu menemukan beberapa masalah selama kegiatan belajar mengajar menggunakan realia? Pada saat apa atau pada bagian apa Ibu menemukan masalah tersebut?
ET : Bagian confirmation stage anak mulai susah dikontrol, mungkin karena speaking activity kurang menarik atau mungkin mereka nervous maju ke depan Interview Transcript Based on the excerpt, the students was difficult to be controlled, it was caused by the speaking activity that was not interesting and one of the students was nervous to speak in front of the class.
Besides, the was a suggestion from the collaborator about the use of realia.
Based on the problem that was found, the researcher did cycle 2 to overcome the problem. The researcher did some actions in cycle 2. The activity was asking the students related to material in the opening. In the exploration stage, the researcher introduced about member of family by presenting puppets and asked the students to pronounce the vocabulary. The activity was continued in the elaboration stage. In this stage, the researcher gave and explained a monolog using puppet as an aids, discussed the monolog with the students and gave the students a worksheet to describe their family. In the confirmation stage, the researcher asked the students to describe the member of family based on the worksheet. In closing the learning activity, the researcher reviewed the material.
In cycle 2, the realia that was used is puppet. It was applied in exploration and elaboration stage. Puppet was used as the realia to give more interesting media. Puppet was a new media that was unavailable in the class. Similar to the cycle one, the exploration was focussed on how knowledge is transferred. The activity that was done in exploration stage was introducing the vocabulary by showing the realia based on the topic. The puppet was used to take more attention of the students. The students were enthusiastic in guessing about the puppets. The students were pronouncing the vocabulary that they learned. In elaboration stage, the realia was used to be the aids in describing someone. In this stage, the activity in elaboration stage was providing the students with clear explanations and examples or models. The researcher conveyed the example of describing member of family. In describing the family, the students were invited to discuss the content of the text and the details information.

Classroom transcript
The realia helped the students to understand the monolog. It linked the vocabulary to the object by seeing the realia. In discussing the content of the text, the researcher invited the students in the discussion. Based on the excerpt, there were some students who took a role on the discussion to gave opinion. To assest the students' understanding, They were given a task about describing the member of the family. The students were given a worksheet. The students described someone based on the picture in the worksheet.
After creating a description text, the activity was presenting the description text in the small group discussion. It was to overcome the students' fearness and nervousness to speak in front of the class. In the discussion, the students were more confident to speak. R : Ayo, who is she S : Who is she? S : my Mother R : Ayo ceritakan S : She is mother. She has flat nose. She has S : Apa ini miss? R : long hair S : Long hair Interview Transcript Based on the situation, the student were succeed in speaking although they need to be guided. The students followed the speaking activity. Both of the realia that were used could engage the the students' activeness in speaking. The use of realia should be considered in combining the speaking activity in the classroom.

Conclusion
The realia that was used in cycle I in this research was real object. The realia was used to introduce the vocabulary and the object in describing something in exploration stage and elaboration stage. In the exploration stage, the realia was used to be the aids in introducing the vocabulary. And in elaboration stage, the realia was used to be the aids in explaining monolog about describing object. In cycle I, the students were motivated to speak and paid attention on learning activity which is classroom discussion. In the confirmation stage, the students were creating monologs by describing object and presenting the monologs in front of the class.
In cycle II, the realia that was used is Puppet. In cycle II, the researcher improved the solution of the problem in cycle I. The puppet was used to take more students' motivation and attention in learning, and the speaking activity was small group discussion to overcome the students' fearness to talk in front of the class. In cycle II, the puppet was used to introduce the vocabulary in the exploration stage, whereas in elaboration stage, the realia was used as the aids in conveying monolog. In the confirmation stage, the activity was presenting the description about the member of the family. There was a development in students' speaking motivation. The students were motivated to speak in front of their friends due to the speaking activity and the small group discussion.
Based on the research, both of the medias could actively engaged the students to speak. The students followed the teachers' instruction to speak and they were more confident to speak in the discussion.