Realia-Mediated Instruction: An Effective Tool for Improving Young Learners' Vocabulary Skills

Main Article Content

Muhammad Safdar Bhatti
Alvons Habibie
Shaista Noreen
Sabir Hussain
Shahla Bajwa


A foreign language teacher often employs realia to strengthen pupils' association between words and objects. The current study investigates real-life activities that improve vocabulary learning in the English language and the impact of realia on improving students' vocabulary learning performance. It was an experimental study with only post-test design. Forty students participated in the study. The data were collected and analyzed statistically. The results revealed that vital activities used for vocabulary development were menu selection, game recognition, picture identification, activity identification, magazine adds understanding, and identification of cities and map reading, respectively. It was evident that the experimental group performed better when compared with the control group. The study suggested that students may focus their attention, stimulate their interest, give them real impact, make them aware, and modernize their language learning through vocabulary improvement.


Download data is not yet available.

Article Details

How to Cite
Bhatti, M. S., Habibie, A., Noreen , S. ., Hussain, S. ., & Bajwa, S. . (2021). Realia-Mediated Instruction: An Effective Tool for Improving Young Learners’ Vocabulary Skills. Al-Lisan: Jurnal Bahasa (e-Journal), 6(2), 157–166.
Author Biographies

Muhammad Safdar Bhatti, The Islamia University of Bahawalpur, Pakistan

Dr. Muhammad Safdar Bhatti is an ELT expert with 26 years IELTS & TEFL teaching and training experience. He has widely published in numerous peer reviewed research journals, authored four books, supervised extensively & has delivered keynote and plenary speeches at various International forums. He has conducted and attended scores of ELT workshops and seminars within the country. He has been awarded Honorary Doctorate in ELT and Applied Linguistics by an American University due to his remarkable services in the field of ELT. He is a recipient of “National Human Rights Professional Award-2016” by IHRO, Islamabad-Pakistan. He is also awarded certificate of pride and honour by Arab Translators Association Palestine. He is among 128 intellectuals, educators and scholars from all over the world who got this certificate. Currently he is teaching in The Islamia University of Bahawalpur-Pakistan.

Alvons Habibie, IAIN Sultan Amai Gorontalo

Alvons Habibie is an English Lecturer in English Education Study Program of Tarbiyah and Teacher Training Faculty IAIN Sultan Amai Gorontalo.


Aiman, U., Hasyda, S., & Uslan. (2020). The influence of process oriented guided inquiry learning (POGIL) model assisted by realia media to improve scientific literacy and critical thinking skill of primary school students. European Journal of Educational Research, 9(4).

Afdiyani, A. (2013). The effectiveness of realia as media in teaching English vocabulary at the first year of SMP Negeri 3 Bumiayu in academic year 2010-2011. Unpublished Thesis.

Universitas Muhammadiyah Purwokerto. Purwokerto.

Akbari, Z. (2018). Current challenges in teaching/learning English for EFL learners: The case of junior high school and high school. Retrieved on January 15, 2021 from

Argawati, N. O. (2009). The effectiveness of using REALIA in teaching English

vocabulary to the 3rd grade of elementary school student in SD

Bentakan I Baki Sukoharjo. Unpublished Thesis Sebelas Maret University.

Bably, T., & Majid, N. (2011). Use of realia and ICT makes a language class dynamic and success. 16th International Conference of NELTA, 18th -20th February, 2011, Lalitpur, Nepal

Bably, T., & Nusrat, D. (2017). Using realia as an effective pedagogical tool. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 22(11), 01-07.

Chen, C. M., Chen, L. C., & Yang, S. M. (2019). An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3).

Chen, C. M., Liu, H., & Huang, H. bin. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31(2).

Chris, S. (2010). Using realia in the classroom. Retrieved on January 24, 2021 from Using–Realia-in-the-Classroom&id=3937314

Dan Suastika Yulia Riska, W. A. R. (2018). Developing English vocabulary learning game. Cakrawala Pendidikan, 37(1).

Faraj, A. K. A. (2015). Effective strategies for turning receptive vocabulary into productive vocabulary in EFL context. Journal of Education and Practice, 6(27), 10-21.

Ganta, T. G. (2015). The strengths and weaknesses of Task-Based Learning (TBL) approach. Scholarly Research Journal for Interdisciplinary Studies, 3(16), 2760-2771.

Ghalebi, R., Sadighi, F., & Bagheri, M. S. (2021). A study of vocabulary learning strategies among high and low

Iranian English vocabulary learners. Cogent Education, 8(1).

Harmawan, V., Pangesti, M. K., & Rokhyati, U. (2019). Students’ speaking ability through realia in jhs: A literature review. International Journal of Scientific and Technology Research, 8(10).

Kaewpet, C. (2009). Communication needs of Thai civil engineering students. English for Specific Purposes, 28(4), 266-278.

Kassim, H., & Ali, F. (2010). English communicative events and skills needed at the workplace: Feedback from the industry. English for Specific Purposes, 29(3), 168-182.

Lalian, O. N., Siregar, E., & Winarsih, M. (2019). The effects of using realia media on increasing science learning outcomes of elementary school students: A meta-analysis. ACM International Conference Proceeding Series, Part F148391.

Mongkol, N. (2008). A study of vocabulary learning strategies of the first and second year students from English. facpub Retrieved Department.

Mundhe, G. B. (2015). Teaching receptive and productive language skills with the help of techniques. Pune Research, 1(2), 1-6.

Pulido, D., & Hambrick, D. Z. (2008). The virtuous circle: Modeling individual differences in L2 reading and vocabulary development. Reading in a Foreign Language, 20(2), pp.164-190. Retrieved from

Reimer, M. J. (2007). Communication skills for the 21st Century Engineer. Global Journal of Engineering Education, 11(1), 89-100.

Sari, N. I. (2018). The use of realia media to increase the vocabulary mastery

among the second year students at MIN 1 Metro. State Institute for Islamic Studies of Metro. Unpublished thesis, Tarbiyah and Teacher Training Faculty English Education Department.

Sedau, E. (2004). Exploring vocabulary difficulty in English literature classroom and solutions: An Action Research.

Shantha, S., & Mekala, S. (2017). The role of oral communicative tasks (oct) in developing the spoken proficiency of Engineering students. Advances in Language and Literary Studies, 8(2), 161-170.

Susanto, A., Ab Halim, F., & Nuwrun, S. (2019). Vocabulary learning strategies, vocabulary skills, and integrative motivation levels among university students. International Journal of Engineering and Advanced Technology, 8(5 C).

Thornbury, S. (2002). How to teach vocabulary. Essex: Pearson Education Limited.

Turner, C. (2020).10 Fun ways to use realia in your ESL classroom. Retrieved on 20 August, 2021 from

Zhang, P., & Graham, S. (2020). Learning vocabulary through listening: The role of vocabulary knowledge and listening proficiency. Language Learning, 70(4).

Zhang, Y. (2009). Reading to speak: Integrating oral communication skills. English Teaching Forum.47, (1) 32-34.

The copyright holder of this article belongs to the Author(s)