Professional Documents
Culture Documents
Besides, our next teaching material is realia. We had used realia in practise stage. Our
realia was the big ticket of Little Red Riding Hood show. In term of education, realia is the
objects from real life used in classroom instruction. The use of realia is commonplace in the
ESL/EFL classroom and is widely considered to have great value in fostering an active
teaching-learning environment. By presenting information through diverse media, realia helps to
make English language input as comprehensible as possible and to build (Heaton, 1979).
According to Berwald, (1987) realia are not only a series of artifacts that describe the customs
and traditions of a culture, but they are also a set of teaching aids that facilitate the simulation of
experience in the target culture. Based on my pupils responses, I could say that interaction with
authentic materials aids in contextually grounding instruction by bringing students into contact
with language as it is used in the target culture in order to meet actual communication needs.
Furthermore, stick puppet is also one of the teaching materials that we had used during
the production stage. Stick puppet is an artificial figure representing a human being or an
animal, manipulated by the hand, rods and wires as on a miniature stage. The rationale of using
stick puppet is to enable the pupils to work in groups. Pupils who are working in a group to
prepare and present a puppet play are learning to work cooperatively with others, where there is
give and take and sharing of ideas. This offers the students the advantage of establishing group
cohesion (Bennett, 2002). The pupils responded by actively engaged in the mini stage
performance using their own stick puppet. A puppet play that is written and performed by
children incorporates spontaneity into group reading (Bennett, 2002). I can conclude that the
pupils can personalise the vocabulary into their own language when using the stick puppet.
When designing teaching materials, teachers have to consider several factors in order to
make the materials useful. However, at the end of the day the first and most important factor to
be considered is the learners. If the point of teacher-created materials is relevance, interest,
motivation and meeting specific individual needs, then clearly teachers must ensure they know
their learners well. Whatever the curriculum, it is the teachers responsibility to ensure that the
goals and objectives of the overarching curriculum are kept close at hand when designing
materials (Nunan, 1988).
REFERENCES
Berwald, (1987), Improving Students' Vocabulary Mastery by Using Realia as retrieved from
http://download.portalgaruda.org/article.php?article=126903&val=3895
Jocelyn Howard, (2011), Guidelines for Designing Effective English Language Teaching
as retrieved from http://www.paaljapan.org/resources/proceedings/PAAL9/pdf/Howard
Nunan, (1988), ELT Materials: The Key to Fostering Effective Teaching as retrieved from
http://www.revistas.unal.edu.co/index.php/profile/article/view/11449/36802
Nunan, (1999), The Use Of Teaching Aids and The Implications For Teaching as retrieved
from www.umag.cl/biblioteca/tesis/paredes_oyarzo_2008.pdf intro
RIF Parent Guide Brochure, (2012), Getting the Most Out of Picture as retrieved from
www.rif.org/us/literacy-resources/articles/getting-the-most-out-of-picture-books.htm
Romiszowski, (1968), Realia and Vocabulary Learning among Young Learners as retrieved
from http://spectrum.library.concordia.ca/1844/1/MQ82660.pdf
SA Berardo, (2006), The Use of Authentic Materials in the Teaching of Reading as retrieved
from www.readingmatrix.com/articles/berardo/article.pdf