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

In language learning environments, technology is rapidly manipulated to encourage engagement, promote autonomy, and boost motivation. Many instructors have initiated to exploit online platforms and tools as a more engaging alternative to conventional activities. One of the engaging, and enjoyable games is Kahoot. The purpose of this study is to perceive the course content of Kahoot in the classroom to increase exam scores in vocabulary, and boost student engagement, and motivation. In addition, this study also explored the issues encountered by students in vocabulary learning through Kahoot. The impact of gamification on student achievement was assessed using quantitative and qualitative methods on the first-year students of the English department (N = 82). The findings revealed that incorporating Kahoot for teaching vocabulary effectively allows learners to expand a deeper understanding of vocabulary and course concepts indicated by exam scores improvement. This method also has a positive impact on student engagement as well as motivation. Furthermore, rigorous future research is needed to fully understand Kahoot’s efficacy and to improve pedagogy in the vocabulary classroom.

QAR (Question-Answer Relationship) strategy is a teaching strategy which asks the students to read narrative text and classify question and answer it into each of QAR categories. The objective of this research is to determine whether or not Question Answer Relationship Strategy can improve reading ability of the second semester students of Universitas PGRI Madiun. This research is classroom action research consisting of two cycles. Each cycle consists of four steps. They are planning, action, observation and reflection. The result of this research shows that the students' reading ability is increase. It can be proven from the mean score of cycle one is 70.56 and cycle two is 75,83. The researcher also found that QAR helps the students to understand the text. The students are interested in answering the question based on the text, are motivated to read the text, and feel not bored in teaching reading process. Keywords: reading, QAR (Question-Answer Relationship) strategy, motivation AbstrakStrategi QAR (Question-Answer Relationship) adalah strategi pembelajaran yang meminta siswa membaca teks naratif dan mengklasifikasikan pertanyaan dan jawaban ke dalam masing-masing kategori QAR. Tujuan dari penelitian ini adalah untuk mengetahui apakah strategy Question Answer Relationship Strategy dapat meningkatkan kemampuan membaca siswa semester dua Universitas PGRI Madiun. Penelitian ini merupakan penelitian tindakan kelas dengan terdiri dari dua siklus. Setiap siklus terdiri dari empat tahap. Tahapan tersebut adalah merencanakan, melakukan tindakan, observasi dan refleksi. Hasil penelitian ini menunjukkan bahwa kemampuan membaca siswa menggunakan strategi QAR (Question-Answer Relationship) meningkat. Hal ini dapat dibuktikan dari rerata siklus satu yaitu 70,56 dan siklus dua adalah 75,83. Peneliti juga menemukan bahwa QAR (Question-Answer Relationship) membantu siswa untuk memahami teks, siswa menjadi lebih tertarik untuk menjawab pertanyaan berdasarkan teks, siswa menjadi lebih termotivasi dalam membaca teks, dan membuat siswa tidak merasa bosan dalam mengikuti proses pembelajaran membaca.

This reserach purpose is to know the effect of pawtoon video on students' reading ability. Quasi experimental design is used in this research. The subject of this research consisted of 21 students. Test was used to collect the data in this research and the data was analyse by using paired sample T-test. The result of this research showed that there is a significant effect of pawtoon video to the students' reading ability.The significant value is 0.000. So, the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. It can be stated that there is significant different on students' reading ability before taught by using Pawtoon video and after taught by using Pawtoon video. So, it can be stated that Pawtoon video helps the students better in the reading ability.