Why and How Non-English Department Students Learn Vocabulary in Using Realia
DOI:
https://doi.org/10.58194/eloquence.v1i3.382Keywords:
Learn Vocabulary, Realia, Non-English StudentsAbstract
Background: Vocabulary is the most basic thing to be mastered in learning English; learning vocabulary should start with real things.
Purpose: Research to interpret and provide an in-depth understanding of why and how non-English department students learn vocabulary using realia and why they learn the way they do.
Method: This research is a classroom action research that aims to improve students' communicative competence in English.
Results and Discussion: The results showed that lecturers could motivate students in communicative competence by using realia teaching materials. This can be seen in the results of research that has experienced a significant increase. This can be evidenced by the increased ability of students to describe things and communicate well and smoothly during the teaching and learning process. Students easily draw what is happening around them due to acquired or events in their area.
Conclusions and Implications: By using realia teaching materials, lecturers can motivate students in communicative competence, which can be seen from the research results that have experienced a significant increase. This can be evidenced by the increasing ability of students to describe things and communicate well and smoothly during the teaching and learning process. The implication of this research is to motivate students to communicate, and it must start with what exists and happens in the environment where they live so that they can easily find difficult words.
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