Learning English involves the mastery of four language skills. They are listening, speaking, reading and writing. The seventh grade students of MTs Sabilul Ulum get difficulties which one to make good writing especially writing descriptive text. Almost all of them get difficulties which one to understand descriptive text. In this research, the researcher used Realia to improve students’ writing achievement of descriptive text. The researcher used realia because it is one of teaching media to solve students’ difficulties which one in writing descriptive text. The objectives of this study are:
1. To describe the implementation of Realia to improve students’ writing achievement on descriptive texts.
2. To identify the improvement of students’ writing achievement on descriptive textsafter being taught using Realia.
The study was conducted at MTs Sabilul Ulum Mayong, Jepara. The number of the subjects was 39 students. This research is classroom action research. It was done through three cycles. The researcher used observation, documentation and test to collect thee data. The researcher used descriptive quantitative to analyze the data. Statistical analysis is used to analyze the data about the result of observation and the result of test of descriptive text.
Result of the study shows that by using Realia can improve students’ writing achievement of descriptive texts at the seventh grade of MTs Sabilul Ulum in the academic year of 2015-2016. The aspects of writing assessment involve; content, organization, vocabulary, language use, and mechanics. This success can be seen from the result of students’ average score and good responses by students. The result after getting all of the treatment using Realia, the students’ average score increased in line with the increase of the students’ average score in each cycle. Students’ average score from the pre cycle was 45.46, first cycle was 55.5, second cycle was 66.1 and third cycle was 76.74.
Students’ achievement can increased because students, activity increased. The improvement of students’ activity get from observation, and the aspects are students give attantin to teacer’s explanation, students’ respond or answer to teacher’s question, students ask question to teacher relating the lesson, students show their activeness and enthusiasm in joining the class, students respond the other students’ question during discussion, students discipline in doing the task. The result of students’ activity increased from pre cycle was 42.5%, first cycle was 65%, second cycle was 74%, and the third cycle was 85%.