The background of the study in this research is based on the phenomenon that student have difficulties in writing procedure text because the teacher just explains the material orally without being supported by teaching aids. The result is the students’ ability to write is low. To improve students’ ability in writing procedure text, the teacher needs a strategy through using an aid that facilitates on writing procedure text. Realia is one of aid that can be used in teaching writing procedure text. Using realia, students are able to write procedure text easily.
This research is aimed at finding the answer to the following research questions.
1. How is the implementation of realia in teaching writing procedure text?
2. How can realia improve students’ ability in writing procedure text?
Its objectives are:
1. To describe the use of realia in teaching writing procedure text.
2. To describe the improvement of students’ ability in writing procedure text after they have taught using realia.
This research is a classroom action research. It was done through three cycles with different types of realia, subject, data collection and analysis technique.
The most problem occurred at the first cycle. It happened because students felt difficult with the material although they had heard before. They also felt unfamiliar with some of difficult words within the text. In the second cycle, they could write better because they were divided in groups, they were motivated. They also gave full attention to teacher’s explanation. In the third cycle, students were very interested because the subject was unfamiliar for them such as glass, water, sugar, cheese, bread, sausage, sauce, plate, teabag, and lettuce.
In this research, the writer took a test of their improvement in each cycle. The mean of students’ writing score in the first cycle was 60.1, with the highest and the lowest score of 71 and 46. The mean of students’ writing score in the second cycle was 65.3, with the highest and the lowest score of 74 and 57. The mean of students’ writing score in the third cycle was 75.4 with the highest and the lowest score of 90 and 55.
Finally the result of this research shows that students’ ability was improved in each cycle after they were taught using realia. They were better in their procedure text’s writing. It was signed by their improvements of each writing component, i.e.: content, organization, vocabulary, language use and mechanic.