The aim of the research is to know the strenghts and weaknesses of using realia. The reseacher used classroom action research. The research was conducted in two cycles. Each cycle consisted of four steps. They are planning, acting, observation, and reflecting. In collecting the data, the researcher used test, interview, and observation. In analyzing the data, the researcher used statistic descriptive. The research implementations showed that there was an improvement in students’ speaking ability after Realia implemented in the teaching and learning process, and the students showed better achievement in speaking ability. The strengths were the students become active in classroom, enthusiastic, excited and motivated in the class. The students give more attention to the lesson and they were attracted to do the exercise during teaching learning process. The students more focused to the lesson during the activity in teaching learning process. The activities of Realia is attracted the students’ motivation and interested to the students. The researcher found that that Realia make the class becomes conducive. Meanwhile the weaknesses of using realia are the student had a difficulties to speak something caused of the limited vocabularies and confused how to pronounce the word in English and it spends much time to prepare the media. Keywords :Realia, English ability, Enthusiastic Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui kekuatan dan kelemahan menggunakan realia. Peneliti menggunakan penelitian tindakan kelas. Penelitian ini dilakukan dalam dua siklus. Setiap siklus terdiri dari empat langkah yaitu perencanaan, tindakan, observasi, dan refleksi. Dalam mengumpulkan data, peneliti menggunakan tes, wawancara, dan observasi. Dalam menganalisis data, peneliti menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan berbicara siswa setelah Realia diimplementasikan dalam proses belajar mengajar, dan siswa menunjukkan prestasi yang lebih baik dalam kemampuan berbicara. Kekuatan menggunakan realia adalah siswa menjadi aktif di kelas, antusias, bersemangat dan termotivasi di kelas. Para siswa lebih memperhatikan pelajaran dan mereka tertarik untuk melakukan latihan selama proses belajar mengajar. Para siswa lebih fokus pada pelajaran selama kegiatan belajar mengajar. Kegiatan Realia menarik motivasi siswa dan tertarik kepada siswa. Peneliti menemukan bahwa Realia membuat kelas menjadi kondusif. Sementara itu, kelemahan menggunakan realia adalah siswa memiliki kosakata yang terbatas dan kesulitan dalam pengucapan bahasa Inggris dan menghabiskan banyak waktu untuk mempersiapkan media.Kata Kunci: Realia, Kemampuan Bahasa Inggris, Antusias

Reading is a demanded skill that should be mastered by students. With reading, students can gain much information. In fact, the reading comprehension of many students is still low, worrying, unsatisfactory, and far from the expectation. Students are reluctant to read due the fact that texts are difficult to understand. This condition leads the teachers to apply some teaching techniques in reading class. One of them is peer tutoring. Peer tutoring is a technique where the students play the roles of a tutor and a tutee. This technique helps students to focus on what is important. By generating questions and answering them, the students review and reformulate their knowledge about the text so that it provides students more chance to enhance their understanding toward the text. The students gain a better understanding of the materials by learning from each other. This article is aimed at describing the use of peer tutoring in teaching reading and what happens with the class when peer tutoring technique is applied. It is hoped that peer tutoring can enhance students' confidence and motivation in reading class. Besides, the class becomes active and alive. It is, therefore, recommended that teachers use peer tutoring in teaching reading comprehension.

Introducing reading text from young learners should be supported by appropriate facilities and resources adequate infrastructure. Learning Reading should be managed in such a way as to create meaningful and enjoyable learning activities. The use of big book as a medium of learning is one of the efforts to understand the reading text for young learners. This research aims at knowing the application of Big Book in teaching student’s reading comprehension of the second grade students of elementary school. The research design in this study is qualitative approach. The data are collected by using observation, interview, and documentation. Meanwhile, techniques of analzying data are data reduction, data display, and drawing conclusion. The subject of the research is the second grade students which consists of 13 female and 7 male. The researcher is successful to use big book to teach reading comprehension. The students feel happy and interested when using big book. The researcher asks the students to read aloud the reading text individividually and in a group, and then gives questions about the content of the text. Students are able to understand the reading text using big book. Based on the findings of research, the researcher also recommends conducting further research on using of Big Book.

This research was aimed to improve the vocabulary mastery of students through Bingo Game. This research was an action research study. The place of the research was at SDK Petra Madiun, East Java, Indonesia. The subject of the research was fourth grade students of SDK Petra Madiun, consisting 30 students. It was done in two cycles. The researcher did some steps for each cycle. They were planning, action, observation, and reflection. The data were collected by using test, observation, and interview. Furthermore, the data were analyzed by using descriptive statistics. It was compared between the scores of pre test (before implementing Bingo game) and post test (after implementing Bingo game). The research findings showed that vocabulary mastery of most students improved after Bingo Game was used in the teaching and learning process. It was indicated by the increase of the mean of students’ vocabulary score in the pre-test and post-test (67.22 to 80.57). The students’ involvement and classroom interaction during the implementation of the game improved. It was showed by students’ enthusiasm during the game. They tried to be the first winner and raised their competitiveness among them. In addition, the implementation of Bingo Game and the complementary actions were successful to help the students memorize and understand new words easily. In conclusion, the students’ vocabulary mastery improved through the implementation of Bingo Game.

Di masa pandemi Covid-19 pembelajaran dilakukan secara daring. Banyak media  atau aplikasi yang dapat dimanfaatkan selama masa pandemi ini.  Salah satu aplikasi tersebut yaitu Microsof Team. Tujuan penelitian ini adalah untuk mengetahui pelaksanaan pembelajaran membaca bahasa Inggris menggunakan aplikasi Microsoft Teams. Penelitian iniadalah penelitian kualitatif deskriptif. Subjek penelitian ini adalah siswa SD yang berjumlah 30 anak. Pengumpulan data dilakukan dengan teknik observasi dan wawancara. Sedangkan tekhnik analisis data disajikan dalam bentuk uraian teks yang bersifat deskriptif. Dari analisis dan pembahasan dapat disimpulkan bahwa pembelajaran daring melalui media microsoft teams dapat mempermudah guru dan siswa dalam melaksanakan pembelajaran membaca bahasa Inggris selama pandemic-Covid 19 ini. Adapun langkah-langkah penerapan microsof team yaitu pada kegiatan inti peneliti menyampaikan bacaan bahasa Inggris melalui media microsoft teams. Setelah semua siswa jelas dengan teks bacaan yang diberikan, peneliti memberikan lembar kerja dan siswa mulai mengerjakan soal tersebut. Setelah itu, peneliti dan siswa membahas soal  secara bersama melalui aplikasi microsoft teams. Terdapat kendala yang di hadapi siswa saat melakukan pembelajaran membaca bahasa Inggris dengan aplikasi Microsoft Teams, seperti terkendala signal dan tidak memiliki paket data yang cukup. Penelitian ini sangat bermanfaat bagi para pendidik di masa pandemi agar dapat meningkatkan kualitas pembelajaran membaca bahasa Inggris para siswa.