EXPLORING JUNIOR HIGH SCHOOL STUDENTS’ PERCEPTIONS OF REALIA-BASED SCAFFOLDING DURING EFL SPEAKING ACTIVITIES
EXPLORING JUNIOR HIGH SCHOOL STUDENTS’ PERCEPTIONS OF REALIA-BASED SCAFFOLDING DURING EFL SPEAKING ACTIVITIES

Summary/Abstract: The demanding task of teaching English speaking skills to junior high school students compels EFL teachers to strategically utilize teaching aids, including realia, for effective scaffolding of students’ speaking performance. This research aims to explore students’ perceptions regarding the implementation of realia in the English-speaking classes and determine the obstacles encountered when using realia in EFL classes at Sekolah Menengah Pertama Negeri (SMPN) 1 Dlingo. The respondents in this study were 36 students enrolled in class IX B of SMPN 1 Dlingo in the academic year2024-2025. There were 19 female, and 17 male participants, and their ages ranged between 15 and 16 years. They had been learning English for more than five years and were at pre-intermediate level when the data were obtained. A mixed-method approach was employed to collect both quantitative and qualitative data. An online questionnaire was administered to gain insight into students’ perceptions regarding the use of realia in English speaking classes. The questionnaire results were analysed using a 4-point Likert Scale scoring rubric. Additionally, a semi-structured interview was used to explore the obstacles students encountered when speaking English and using realia. The results were analysed using interactive models proposed by Miles and Huberman (1994), namely data collection, data reduction, data display, and data conclusion. The findings of the questionnaire revealed that the majority of respondents held a positive view of the use of realia in enhancing students’ speaking skills. Meanwhile, the results of the semi-structured interview with the respondents identified the obstacles pertaining to both internal and external factors.

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