IMPROVING STUDENTS VOCABULARY ACHIEVEMENT BY USING FRAYER MODEL.
IMPROVING STUDENTS’ VOCABULARY ACHIEVEMENT
BY USING FRAYER MODEL
A THESIS
Submitted to the English and Literature Department of State University of
Medan in Partial Fulfillment of the Requirements for the Degree of
SarjanaPendidikan
By:
LAILAN MARDIYAH RANGKUTI
Registtration Number: 209321008
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Rangkuti Lailan Mardiyah. 209321008. Improving Students’ Vocabulary
Achievement by Using Frayer Model. A Thesis. English Department. Faculty
of Languages and Arts. State University of Medan. 2014.
The objective of this study is to find out how the application of Frayer Model
improve the students’ vocabulary achievement. This study was conducted by
using classroom action research. The subject of this research was the seven grade
of SMP Negeri 5 Tg. Morawa Satu Atap which consisted of 32 students. The
research was conducted in two cycles that consist of six meetings. The
instruments for collecting the primary data was taken from the students’ score in
vocabulary mastery and the instruments for collecting the secondary data were
observation sheet, interview sheet, and questionnaire sheet. Based on the analysis,
students’ achievement was improved in every test. In test I, the mean score was
55.62. In test II of cycle I, the mean score was 66.87, and in the test III of cycle II,
the mean score was 76.87. Based on the observation sheet, interview sheet,and
questionnaire sheet, it was found that the teaching learning process ran well. The
students were more active and enthusiastic in working. It was concluded that
Frayer Model significantly improved the students’ achievement in vocabulary
mastery.
Keywords
: Vocabulary, Reading, Frayer Model and Action Research.
ACKNOWLEDGMENT
Bismillahirrahmanirrahim,
First of all, the writer would like to express the greatest thankfulness to
Allah SWT, the Almighty and Most Beneficial for His Praise, Honor, Guidance,
and Mercy that has been given to her until this thesis could be completed. This
thesis is aimed to fulfill one of requirements of obtain the Degree of Sarjana
Pendidikan (S1) at the English Department, Faculty of language and arts, State
University of Medan.
During the process of writing, the writer realizes that she cannot
accomplish without supporting from many people. The writer would be pleasure
to express her sincere gratitude to:
Prof. Dr. Ibnu Hajar, M.Si., Rector of State University of Medan.
Dr. Isda Pramuniati, M. Hum., the Dean of Languages and Arts Faculty,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., Head of English Department, Rika S.Pd,
M.Hum., Secretary of English Department.
Dra. Masitowarni Siregar, M.Ed., Head of English Education
Department , Reviewers and Examiners.
Dr. Siti Aisah Ginting,M.Pd., her Thesis Consultant.
Dra. Sri Juriati Ownie, M. A., her Academic Consultant.
Prof. Dr. Lince Sihombing, M.Pd. and Dra. Meisuri,M.A., the
Reviewers and Examiners.
Suwito
SetiadiS,Pd.,the
Headmaster
of
SMP
NEGERI
5
TG,MORAWA,and the English teacher, Suriati,S.Pd.
Her Beloved Parents, Khairuddin Rangkuti and Ramlah Nasution, for
their supporting, advising, love, praying, and motivating. And also her
sisters Fitri Hayati R, Naimah R S,Pd., Purnama Rizki R S.Si, Leli
Maryam R and her big family who always supported the writer to be
hard-working to finish her study in Faculty of languages and Arts, State
University of Medan.
Regular B 2009 class, Dian Permana Sari, Ade Iriani S.Pd., Dini Rizki
Harahap S.Pd., Lailan Wardani, Ira Pane, Nurtini pane, for their
spirit and friendship. Also for the all A,B,C of English Education ’09
classmates, thanks for helping, friendship, kindness during spending the
time in State University of Medan.
The writer hope this thesis will be useful for those who read, especially for
the students of English Educational Department.
Medan,
Juli 2014
The writer
Lailan Mardiyah Rangkuti
Registration Number 209321008
TABLE OF CONTENTS
ABSTRACT ...........................................................................................
ACKNOWLEDGEMENT .....................................................................
TABLE OF CONTENTS .......................................................................
LIST OF TABLE ...................................................................................
LIST OF FIGURES ...............................................................................
LIST OF APPENDICES ........................................................................
i
ii
iv
v
vi
vii
CHAPTER I INTRODUCTION ...........................................................
A. The Background of the Study ............................................................
B. The Problem of the Study..................................................................
C. The Scope of the Study .....................................................................
D. The Objective of the Study ................................................................
E. The Significance of the Study ...........................................................
1
1
4
4
4
4
CHAPTER II REVIEW OF LITERATURE ........................................
A. Theoretical Framework .....................................................................
1. Vocabulary ................................................................................
2. Kind of Vocabulary ....................................................................
3. The Students Achievement in Vocabulary ..................................
4. Teaching of Vocabulary .............................................................
5. Frayer Model………….. ............................................................
6. The Advantages of Frayer Model………. ...................................
6
6
6
9
11
12
13
14
CHAPTER III RESEARCH METHOD ..............................................
A. Research Design ...............................................................................
B. The Subject and the object of the Study.............................................
C. Instruments of Data Collection ..........................................................
D. The Procedure of Research ................................................................
E. Scoring of Vocabulary ......................................................................
F. The Technique of Data Analysis .......................................................
16
16
18
19
22
30
30
CHAPTER IV DATA, DATA ANALYSIS, FINDING, DISCUSSION
A. The Data ...........................................................................................
1. The Primary Data ......................................................................
2. The Secondary Data ..................................................................
B. Data Analysis ....................................................................................
1. Analysis of Primary Data ...........................................................
2. Analysis of Secondary Data .......................................................
C. Research Phase .................................................................................
D. Research Finding ..............................................................................
E. Discussion.........................................................................................
33
33
33
34
35
35
39
41
45
46
CHAPTER V CONCLUSION AND SUGGESTION ..........................
A. Conclusion ........................................................................................
B. Suggestion ........................................................................................
48
48
48
REFERENCES ......................................................................................
50
LIST OF TABLES
Table 3.1
Questinnaire Sheet ..................................................................... 20
Table 3.1.A Observation Sheet ...................................................................... 20
Table 3.2
The Teacher and The Students’ Activities ................................ 24
Table 3.3
The Observed Points .................................................................. 29
Table 4.1
Students’ Scores in Test I, II, and III ........................................ 33
Table 4.2
The Comparison Score ............................................................... 38
Table 4.3
The Students’ Passing the Standard Test................................... 39
LIST OF FIGURES
Figure 2.1 The Card of Frayer Model
..............................................
15
Figure 3.4 Simple Action Research Model ..............................................
17
LIST OF APPENDICES
APPENDIX A LESSON PLAN .................................................................
51
APPENDIX B TEST I, TEST II, AND TEST III .....................................
70
APPENDIX C STUDENTS’ SCORE ........................................................
78
APPENDIX D INTERVIEW SHEET .......................................................
80
APPENDIX E OBSERVATION SHEET ...................................................
84
APPENDIX F QUESTIONNAIRE SHEET ..............................................
88
REFERENCES
D.A.Frayer,et al.2004.English SOL Enhanced Scope and Sequence for
Reading.Madison,Wisc:Virginia Department of Education.
Ferrance, Elleen. 2000. Themes in Education Action Research. Brown University:
LAB
Hibert and Kamil,2005.Teaching and Learning Vocabulary.London:Lawrence
Erlbaum Associates.
Suyanto.K.K.E,2008.English For Young Learnars.Jakarta:Bumi Aksara
Thornbury,S.2000.How To Teach Vocabulary.Malaysia:Person Education.
Kimbel-Lopez,Kimberly.2009.Teaching
Vocabulary.15
(http://hlperson.com/mt/archives/vocabulary.gif)
April
2013.
Michelle Lee.Frayer Model(deals with vocabulary comprehension.(Oct.2008).01
July
2013
(http://uhvjenash.wikispaces.com/Frayer+Model)
Narimawati. “Metode Penelitian.” Metodologi Penelitian Kualitatif dan
Kuantitatif(Jan.2008).
http://elib.unikom.ac.id/files/disk1/449/jbptunikompp-gdl-megimaulan-22401-4babiii.pdf.(accessedon June, 06 2013)
Teacher Reseurce Guid.2006.Retrieved from Florida Center For Reading
Research in http://www.fcrr.org/curriculum/PDF/G2-3/2-3TRG_2.pdf
http://www.readingrockets.org/article/9943/ (accessed on April 20th2013)
http://en.wikipedia.org/wiki/Vocabulary (accessed on April 28th2013)
http://En.Wikipedia.Org/Wiki/Special:WhatLinksHere/achievement_test (accessed
on april 28th2013)
http://www.readingrockets.org/article/9943/Steven Stahl (2005)
http://www.web.net/ robreien/papers/arfinal.htm
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is one of the most important things in communication. As an
international language, English is very important and it has interrelationship with
various aspects of life owned by human being. In Indonesia, English considered as
the first foreign language and it has been taught formally from elementary school
up to the university level.
Vocabulary as a supporting element to master the four language skills
plays a very important role in learning English.The learners who are rich of
vocabulary will be successful to express their ideas in language skill. There are
four language skill in english; speaking, writing, reading and listening. But one
who is poor of vocabulary will get trouble in those skills. The four skills are
closely interdependent. The students must master the four language skills so that
they can use English effectively. It is impossible that someone can master one of
the languageskill, without mastering vocabulary. Vocabulary is one of the basic
elements to achieve language skill. So, to achieve these aims, students must
master a number of vocabularies. With the rich vocabulary students will be able to
talk about more things and communicate well.
Good mastery of vocabulary is important for anyone who learns the
language used in listening, speaking, writing and reading besides grammar. A
learner of the foreign language will speak fluently and accurately, write easily, or
understand what he or she reads or if he or she has enough vocabulary and has a
capability of using it accurately.
The importance of learning new vocabulary encourage language teachers
of English today to move from passive learning to active learning to find better
ways of engaging students in the English language learning process. Students’
need something fun and easy to access the vocabulary quickly when is required
for use. By using a suitable method, the subject matter will be more interesting
and teaching learning process can be more effective and efficient, therefore
the purpose can be achieved.
Based on the writer’s experience in teaching practice in Junior High
School level, most of the students were passive because they are lacking in
vocabularies. The students’ vocabulary is still poor although they seemed having
some ideas in their mind, but they could not express their idea. The main problem
is the students have difficulties to memorize the word, because the teacher’s
technique used in teaching vocabulary is not interesting and monotonous. The
teacher usually gives many words to the students and asks them to open their
dictionary to find the meaning of those words. After finding the words, they
forget. So, when the teaching learning process takes place, the students do not
give attention and feel bored.
To solve the problem, teachers hold something to help their students to
improve their vocabulary achievement. The teacher has to find an appropriate
model in teaching vocabulary. Kimberly Kimbel-lopez (2009-47) states that a
strategy designed to help students learn content-specific terminology, also called
the frayer model. The frayer model is a graphic organizer with four prompts to
help students think about the meaning of a new word or concept by activating
their prior knowledge.
Frayer Model will be applied to guide student to comprehend the new
vocabulary. Through frayer model students are able to understand not only the
meaning of an unknown word or concept, but more importantly, they will be able
to internalize the word or concept so that it becomes part of their everyday
vocabulary. The chart of frayer model consists of four boxes to completedefinition, characteristics, examples, and non-examples and an oval in the center
for the word or concept being studied. The frayer model is a graphical organizer
used for word analysis and vocabulary building. This four-square model prompts
students to think about and describe the meaning of a word or concept by defining
the term; describing its essential characteristic; providing example of the idea; and
offering non-example of idea.
Teacher Resource guide (2006) used the frayer model in vocabulary
instruction encourages students to use critical thinking to identify and understand
vocabulary that is not familiar to them. This strategy also helps students build
connections between new concepts andhelps students move beyond vocabulary
exercises that are simply about words and their meanings to grasping how to use
new ideas and concepts in context.
Monroe and Pendergrass (1997) say that the frayer model of this study
was to identify which teaching strategy was most effective for vocabulary
instruction.It is suitable for Junior and Senior High School students. The frayer
model can significantly improve the students’ vocabulary achievement.
Based on the explanation above, therefore the writer plan to do research by
using the frayer model is applied to solve the students’ problem in vocabulary
achievement.
B. The Problem of The Study
The problem of the study was formulated in the form of a question as
states below: “How was Frayer Model applied to improve students’ vocabulary
achievement?”
C. The Scope of the Study
The scope of this study was limited to see improvement of students’
achievement in vocabulary by using frayer model. There are two kinds of
vocabulary, receptive vocabulary and productive vocabulary. The writer only
focused on receptive vocabulary.
D. The Objective of The Study
The objective of the study was to find out how the application of Frayer
Model improve the students’ vocabulary achievement.
E. The Significance of The Study
1. Theoretical significance, the findings of the study were useful to enrich
knowledge on the theories of language learning. The findings was enhance
previous theories on the second language learning.
2. Practical significance, the findings of the study were useful and relevent
to:
a.
English teachers ; as the information in teaching English to enrich
their knowledge in vocabulary by using Frayer Model.
b.
The student can improve their knowledge in vocabulary .
c.
The readers; knowing one of good methods in vocabulary and
thinking that Frayer Model is an interesting model.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, it was found out that there was an improvement
of students’ achievement in vocabulary test taught by using Frayer Model. It was
showed from the mean of the students’ scores in three tests: test I (55.62), test II
(66.87), and test III (76.87). It means that the use of Frayer Model could improve
the students’ achievement in vocabulary.
The observation sheet, interview sheet, and questionnaire sheet indicate
that there was an improvement in students’ abilities. It was shown that most of
students became more active working in groups and it is strengthened by the
improvement of their vocabulary scores.
It can be concluded that the application of Frayer Model can improve the students’
achievement in vocabulary test.
B. Suggestion
The result of this study shows that the uses of Frayer Model improve the
students’ vocabulary mastery. The following suggestions are offered:
1. For the English teacher, it is better to use Frayer Model in teaching
vocabulary because by using this model, the students can be more
enjoyable, more active in memorizing the words and hopefully the words
will be remembered for long time.
2. For the students, it is suggested to practice their vocabularies regularly and
know the meaning of the words. It will make them easier to understand what
their teacher said and this model helps them to be able to share their ideas.
3. For other researchers, may this research will bring good understanding in
helping them how to improve students’ vocabulary achievement by using
Frayer Model.
BY USING FRAYER MODEL
A THESIS
Submitted to the English and Literature Department of State University of
Medan in Partial Fulfillment of the Requirements for the Degree of
SarjanaPendidikan
By:
LAILAN MARDIYAH RANGKUTI
Registtration Number: 209321008
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Rangkuti Lailan Mardiyah. 209321008. Improving Students’ Vocabulary
Achievement by Using Frayer Model. A Thesis. English Department. Faculty
of Languages and Arts. State University of Medan. 2014.
The objective of this study is to find out how the application of Frayer Model
improve the students’ vocabulary achievement. This study was conducted by
using classroom action research. The subject of this research was the seven grade
of SMP Negeri 5 Tg. Morawa Satu Atap which consisted of 32 students. The
research was conducted in two cycles that consist of six meetings. The
instruments for collecting the primary data was taken from the students’ score in
vocabulary mastery and the instruments for collecting the secondary data were
observation sheet, interview sheet, and questionnaire sheet. Based on the analysis,
students’ achievement was improved in every test. In test I, the mean score was
55.62. In test II of cycle I, the mean score was 66.87, and in the test III of cycle II,
the mean score was 76.87. Based on the observation sheet, interview sheet,and
questionnaire sheet, it was found that the teaching learning process ran well. The
students were more active and enthusiastic in working. It was concluded that
Frayer Model significantly improved the students’ achievement in vocabulary
mastery.
Keywords
: Vocabulary, Reading, Frayer Model and Action Research.
ACKNOWLEDGMENT
Bismillahirrahmanirrahim,
First of all, the writer would like to express the greatest thankfulness to
Allah SWT, the Almighty and Most Beneficial for His Praise, Honor, Guidance,
and Mercy that has been given to her until this thesis could be completed. This
thesis is aimed to fulfill one of requirements of obtain the Degree of Sarjana
Pendidikan (S1) at the English Department, Faculty of language and arts, State
University of Medan.
During the process of writing, the writer realizes that she cannot
accomplish without supporting from many people. The writer would be pleasure
to express her sincere gratitude to:
Prof. Dr. Ibnu Hajar, M.Si., Rector of State University of Medan.
Dr. Isda Pramuniati, M. Hum., the Dean of Languages and Arts Faculty,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., Head of English Department, Rika S.Pd,
M.Hum., Secretary of English Department.
Dra. Masitowarni Siregar, M.Ed., Head of English Education
Department , Reviewers and Examiners.
Dr. Siti Aisah Ginting,M.Pd., her Thesis Consultant.
Dra. Sri Juriati Ownie, M. A., her Academic Consultant.
Prof. Dr. Lince Sihombing, M.Pd. and Dra. Meisuri,M.A., the
Reviewers and Examiners.
Suwito
SetiadiS,Pd.,the
Headmaster
of
SMP
NEGERI
5
TG,MORAWA,and the English teacher, Suriati,S.Pd.
Her Beloved Parents, Khairuddin Rangkuti and Ramlah Nasution, for
their supporting, advising, love, praying, and motivating. And also her
sisters Fitri Hayati R, Naimah R S,Pd., Purnama Rizki R S.Si, Leli
Maryam R and her big family who always supported the writer to be
hard-working to finish her study in Faculty of languages and Arts, State
University of Medan.
Regular B 2009 class, Dian Permana Sari, Ade Iriani S.Pd., Dini Rizki
Harahap S.Pd., Lailan Wardani, Ira Pane, Nurtini pane, for their
spirit and friendship. Also for the all A,B,C of English Education ’09
classmates, thanks for helping, friendship, kindness during spending the
time in State University of Medan.
The writer hope this thesis will be useful for those who read, especially for
the students of English Educational Department.
Medan,
Juli 2014
The writer
Lailan Mardiyah Rangkuti
Registration Number 209321008
TABLE OF CONTENTS
ABSTRACT ...........................................................................................
ACKNOWLEDGEMENT .....................................................................
TABLE OF CONTENTS .......................................................................
LIST OF TABLE ...................................................................................
LIST OF FIGURES ...............................................................................
LIST OF APPENDICES ........................................................................
i
ii
iv
v
vi
vii
CHAPTER I INTRODUCTION ...........................................................
A. The Background of the Study ............................................................
B. The Problem of the Study..................................................................
C. The Scope of the Study .....................................................................
D. The Objective of the Study ................................................................
E. The Significance of the Study ...........................................................
1
1
4
4
4
4
CHAPTER II REVIEW OF LITERATURE ........................................
A. Theoretical Framework .....................................................................
1. Vocabulary ................................................................................
2. Kind of Vocabulary ....................................................................
3. The Students Achievement in Vocabulary ..................................
4. Teaching of Vocabulary .............................................................
5. Frayer Model………….. ............................................................
6. The Advantages of Frayer Model………. ...................................
6
6
6
9
11
12
13
14
CHAPTER III RESEARCH METHOD ..............................................
A. Research Design ...............................................................................
B. The Subject and the object of the Study.............................................
C. Instruments of Data Collection ..........................................................
D. The Procedure of Research ................................................................
E. Scoring of Vocabulary ......................................................................
F. The Technique of Data Analysis .......................................................
16
16
18
19
22
30
30
CHAPTER IV DATA, DATA ANALYSIS, FINDING, DISCUSSION
A. The Data ...........................................................................................
1. The Primary Data ......................................................................
2. The Secondary Data ..................................................................
B. Data Analysis ....................................................................................
1. Analysis of Primary Data ...........................................................
2. Analysis of Secondary Data .......................................................
C. Research Phase .................................................................................
D. Research Finding ..............................................................................
E. Discussion.........................................................................................
33
33
33
34
35
35
39
41
45
46
CHAPTER V CONCLUSION AND SUGGESTION ..........................
A. Conclusion ........................................................................................
B. Suggestion ........................................................................................
48
48
48
REFERENCES ......................................................................................
50
LIST OF TABLES
Table 3.1
Questinnaire Sheet ..................................................................... 20
Table 3.1.A Observation Sheet ...................................................................... 20
Table 3.2
The Teacher and The Students’ Activities ................................ 24
Table 3.3
The Observed Points .................................................................. 29
Table 4.1
Students’ Scores in Test I, II, and III ........................................ 33
Table 4.2
The Comparison Score ............................................................... 38
Table 4.3
The Students’ Passing the Standard Test................................... 39
LIST OF FIGURES
Figure 2.1 The Card of Frayer Model
..............................................
15
Figure 3.4 Simple Action Research Model ..............................................
17
LIST OF APPENDICES
APPENDIX A LESSON PLAN .................................................................
51
APPENDIX B TEST I, TEST II, AND TEST III .....................................
70
APPENDIX C STUDENTS’ SCORE ........................................................
78
APPENDIX D INTERVIEW SHEET .......................................................
80
APPENDIX E OBSERVATION SHEET ...................................................
84
APPENDIX F QUESTIONNAIRE SHEET ..............................................
88
REFERENCES
D.A.Frayer,et al.2004.English SOL Enhanced Scope and Sequence for
Reading.Madison,Wisc:Virginia Department of Education.
Ferrance, Elleen. 2000. Themes in Education Action Research. Brown University:
LAB
Hibert and Kamil,2005.Teaching and Learning Vocabulary.London:Lawrence
Erlbaum Associates.
Suyanto.K.K.E,2008.English For Young Learnars.Jakarta:Bumi Aksara
Thornbury,S.2000.How To Teach Vocabulary.Malaysia:Person Education.
Kimbel-Lopez,Kimberly.2009.Teaching
Vocabulary.15
(http://hlperson.com/mt/archives/vocabulary.gif)
April
2013.
Michelle Lee.Frayer Model(deals with vocabulary comprehension.(Oct.2008).01
July
2013
(http://uhvjenash.wikispaces.com/Frayer+Model)
Narimawati. “Metode Penelitian.” Metodologi Penelitian Kualitatif dan
Kuantitatif(Jan.2008).
http://elib.unikom.ac.id/files/disk1/449/jbptunikompp-gdl-megimaulan-22401-4babiii.pdf.(accessedon June, 06 2013)
Teacher Reseurce Guid.2006.Retrieved from Florida Center For Reading
Research in http://www.fcrr.org/curriculum/PDF/G2-3/2-3TRG_2.pdf
http://www.readingrockets.org/article/9943/ (accessed on April 20th2013)
http://en.wikipedia.org/wiki/Vocabulary (accessed on April 28th2013)
http://En.Wikipedia.Org/Wiki/Special:WhatLinksHere/achievement_test (accessed
on april 28th2013)
http://www.readingrockets.org/article/9943/Steven Stahl (2005)
http://www.web.net/ robreien/papers/arfinal.htm
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is one of the most important things in communication. As an
international language, English is very important and it has interrelationship with
various aspects of life owned by human being. In Indonesia, English considered as
the first foreign language and it has been taught formally from elementary school
up to the university level.
Vocabulary as a supporting element to master the four language skills
plays a very important role in learning English.The learners who are rich of
vocabulary will be successful to express their ideas in language skill. There are
four language skill in english; speaking, writing, reading and listening. But one
who is poor of vocabulary will get trouble in those skills. The four skills are
closely interdependent. The students must master the four language skills so that
they can use English effectively. It is impossible that someone can master one of
the languageskill, without mastering vocabulary. Vocabulary is one of the basic
elements to achieve language skill. So, to achieve these aims, students must
master a number of vocabularies. With the rich vocabulary students will be able to
talk about more things and communicate well.
Good mastery of vocabulary is important for anyone who learns the
language used in listening, speaking, writing and reading besides grammar. A
learner of the foreign language will speak fluently and accurately, write easily, or
understand what he or she reads or if he or she has enough vocabulary and has a
capability of using it accurately.
The importance of learning new vocabulary encourage language teachers
of English today to move from passive learning to active learning to find better
ways of engaging students in the English language learning process. Students’
need something fun and easy to access the vocabulary quickly when is required
for use. By using a suitable method, the subject matter will be more interesting
and teaching learning process can be more effective and efficient, therefore
the purpose can be achieved.
Based on the writer’s experience in teaching practice in Junior High
School level, most of the students were passive because they are lacking in
vocabularies. The students’ vocabulary is still poor although they seemed having
some ideas in their mind, but they could not express their idea. The main problem
is the students have difficulties to memorize the word, because the teacher’s
technique used in teaching vocabulary is not interesting and monotonous. The
teacher usually gives many words to the students and asks them to open their
dictionary to find the meaning of those words. After finding the words, they
forget. So, when the teaching learning process takes place, the students do not
give attention and feel bored.
To solve the problem, teachers hold something to help their students to
improve their vocabulary achievement. The teacher has to find an appropriate
model in teaching vocabulary. Kimberly Kimbel-lopez (2009-47) states that a
strategy designed to help students learn content-specific terminology, also called
the frayer model. The frayer model is a graphic organizer with four prompts to
help students think about the meaning of a new word or concept by activating
their prior knowledge.
Frayer Model will be applied to guide student to comprehend the new
vocabulary. Through frayer model students are able to understand not only the
meaning of an unknown word or concept, but more importantly, they will be able
to internalize the word or concept so that it becomes part of their everyday
vocabulary. The chart of frayer model consists of four boxes to completedefinition, characteristics, examples, and non-examples and an oval in the center
for the word or concept being studied. The frayer model is a graphical organizer
used for word analysis and vocabulary building. This four-square model prompts
students to think about and describe the meaning of a word or concept by defining
the term; describing its essential characteristic; providing example of the idea; and
offering non-example of idea.
Teacher Resource guide (2006) used the frayer model in vocabulary
instruction encourages students to use critical thinking to identify and understand
vocabulary that is not familiar to them. This strategy also helps students build
connections between new concepts andhelps students move beyond vocabulary
exercises that are simply about words and their meanings to grasping how to use
new ideas and concepts in context.
Monroe and Pendergrass (1997) say that the frayer model of this study
was to identify which teaching strategy was most effective for vocabulary
instruction.It is suitable for Junior and Senior High School students. The frayer
model can significantly improve the students’ vocabulary achievement.
Based on the explanation above, therefore the writer plan to do research by
using the frayer model is applied to solve the students’ problem in vocabulary
achievement.
B. The Problem of The Study
The problem of the study was formulated in the form of a question as
states below: “How was Frayer Model applied to improve students’ vocabulary
achievement?”
C. The Scope of the Study
The scope of this study was limited to see improvement of students’
achievement in vocabulary by using frayer model. There are two kinds of
vocabulary, receptive vocabulary and productive vocabulary. The writer only
focused on receptive vocabulary.
D. The Objective of The Study
The objective of the study was to find out how the application of Frayer
Model improve the students’ vocabulary achievement.
E. The Significance of The Study
1. Theoretical significance, the findings of the study were useful to enrich
knowledge on the theories of language learning. The findings was enhance
previous theories on the second language learning.
2. Practical significance, the findings of the study were useful and relevent
to:
a.
English teachers ; as the information in teaching English to enrich
their knowledge in vocabulary by using Frayer Model.
b.
The student can improve their knowledge in vocabulary .
c.
The readers; knowing one of good methods in vocabulary and
thinking that Frayer Model is an interesting model.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, it was found out that there was an improvement
of students’ achievement in vocabulary test taught by using Frayer Model. It was
showed from the mean of the students’ scores in three tests: test I (55.62), test II
(66.87), and test III (76.87). It means that the use of Frayer Model could improve
the students’ achievement in vocabulary.
The observation sheet, interview sheet, and questionnaire sheet indicate
that there was an improvement in students’ abilities. It was shown that most of
students became more active working in groups and it is strengthened by the
improvement of their vocabulary scores.
It can be concluded that the application of Frayer Model can improve the students’
achievement in vocabulary test.
B. Suggestion
The result of this study shows that the uses of Frayer Model improve the
students’ vocabulary mastery. The following suggestions are offered:
1. For the English teacher, it is better to use Frayer Model in teaching
vocabulary because by using this model, the students can be more
enjoyable, more active in memorizing the words and hopefully the words
will be remembered for long time.
2. For the students, it is suggested to practice their vocabularies regularly and
know the meaning of the words. It will make them easier to understand what
their teacher said and this model helps them to be able to share their ideas.
3. For other researchers, may this research will bring good understanding in
helping them how to improve students’ vocabulary achievement by using
Frayer Model.