THE USE OF REALIA TEACHING MEDIA IN EXPLORING STUDENTS’ DESCRIPTIVE WRITING SKILL IN THE SEVENTH GRADE OF MTs AL FALAH JEMBER

Humairoh, Mely (2026) THE USE OF REALIA TEACHING MEDIA IN EXPLORING STUDENTS’ DESCRIPTIVE WRITING SKILL IN THE SEVENTH GRADE OF MTs AL FALAH JEMBER. Undergraduate thesis, UIN KHAS JEMBER.

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Abstract

Mely Humairoh, 2026. The Use of Realia Teaching Media in Exploring Students' Descriptive Writing Skill in the Seventh Grade of MTs Al-Falah Jember

Keywords: Realia, Descriptive Writing Skill, Students' Perception

Teaching descriptive writing in English at MTs Al-Falah Jember faces limited technological facilities. This condition is a challenge, but it also opens an opportunity to use teaching media that suits the school's condition. The teacher at this school uses realia as a strategy to help students write descriptive texts.
The focuses of this research are: 1) How does the use of realia help in exploring students' descriptive writing skill in English language learning? and 2) What are students' perceptions of using realia in learning descriptive writing in English language learning activities? The aims of this research are to analyze: 1) The use of realia in exploring students' descriptive writing skill in English language learning, 2) Students' perceptions of the use of realia in learning descriptive writing in English language learning activities.
This research employed a qualitative case study design. The subjects of this study were one English teacher and the students of class VIIA at MTs Al-Falah Jember. The data were collected through classroom observation, semi-structured interviews, and documentation, including lesson plans, students’ writing tasks, and photographs of classroom activities. The data were analyzed through data condensation, data display, and conclusion drawing. To ensure the credibility of the findings, source triangulation and technique triangulation were applied.
The results of the research are: 1) The use of realia in exploring students’ descriptive writing skill helped students identify objects and generate ideas about the animal figurines they observed, particularly in terms of content related to physical appearance. In terms of organization, students followed the identification and description structure taught by the teacher. However, in terms of content, vocabulary, grammar, and mechanics, the ideas produced were mostly expressed in Indonesian rather than English. This was caused by several factors, namely the nature of realia as a visual medium that does not directly provide language input and the absence of explicit vocabulary reinforcement related to the figurines used, resulting in a gap between the ideas students had and their ability to express them in English, and as students were not guided on specific English words related to the features of the particular figurines they chose. 2) Regarding students’ perceptions, students experienced various situations during the learning process of descriptive writing using realia, in which they showed interest and motivation and considered the learning activities more interesting and easier to follow, although difficulties in vocabulary, grammar, and mechanics were still encountered during the writing process.

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