THE EFFECT OF USING FRAYER MODEL ON STUDENTS VOCABULARY MASTERY.
THE EFFECT OF USING FRAYER MODEL ON STUDENTS’
VOCABULARY MASTERY
A THESIS
Submitted to Fulfill the Partial Requirements for
the Degree of Sarjana Pendidikan
By:
ELLIS EKAWATI NAHAMPUN
Registration Number. 209121016
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
DECLARATION
Except where appropriately acknowledge, this thesis is my own work,
has been expressed in my own words and has not previously been submitted for
assessment.
I understand that this paper may be screened electronically or otherwise
for plagiarism.
Medan,
January 2014
ELLIS EKAWATI NAHAMPUN
209121016
ACKNOWLEDGEMENT
The greatest thanks to the Almighty Jesus Christ for His love, blessing and
guidance that enable the writer to complete this thesis as a partial fulfillment for
the requirement for the degree of Sarjana Pendidikan at the English Department of
Faculty of Languages and Arts, State University of Medan.
During the process of writing, the writer realizes that she cannot
accomplish her writing without God guidance and supporting from many people,
therefore the writer would like to express her sincere gratitude to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean Faculty of Languages and Arts,
State University of Medan for administrative assistance toward the
prerequisites of thesis submission.
Prof. Dr. Hj. Sumarsih, M.Pd., The Head of English and Literature
Department and her examiner for her great care and support during her
academic years.
Rika, S.Pd, M.Hum., the Secretary of English and Literature Department
for her encouragement to finish the study soon and for all of the lecturers
of English department for their valuable knowledge, advices and guidance
during her academic years.
Dra. Masitowari Siregar, M.Ed., the Head of English Educational
Department.
Prof. Dr. Berlin Sibarani, M.Pd., her thesis consultant, thanks for his
consultants, suggestions, advises supervision, guidance, and
encouragement so that this thesis could have been accomplished.
Drs. Willem Saragih, Dipl, Appl., M.Pd., Dr. Siti Aisah Ginting, M.Pd.,
her examiners, thanks for their advises and constructive suggestions that
improve this thesis.
The head master, teachers and students of SMA Parulian 1 Medan, thanks
for their help, assistance and guidance during the research.
The deepest thanks are expressed to her beloved parents, R.I.P. Maruli
Nahampun and Parange Siahaan, for everything given in order to finish
her study. Thanks also given to her splendid sisters: Yessy Marsellina
Zailin Nahampun, SP. Mery Arini Martina Nahampun S.Pd, Melise Diana
Nahampun, S.Pd, and Ligayu Febriani Nahampun, and her beloved brother
Erwin Sahata Nahampun. And also for all family members who supported
her.
Her best friends HF, Orli Tumanggor, S.Pd, Puspita Saragi, S.Pd, Ida
Sihombing, S.Pd, Dayfreeri Simaremare, S.Pd and Nila Situmorang, S.Pd
for their support, prayer, love, laugh, care, and wonderful friendship.
Special thanks to her beloved friends, students of English Department,
Reg.B’09 (especially Rini P, S.Pd, Cryistian S, Winda N, Eryca M, S.Pd,
Irma L, S.Pd, Defryanti Z), UK-KMK St. MARTINUS UNIMED, and all
friends of PPLT SMK N 1 Lubuk Pakam 2012 especially, Ahermadani
Silalahi, Silvia Matondang, Raden Ginting, Irvan Sibarani), and her friend
who help her in completing the thesis, Survey Sijabat and Dewi Tampu
bolon.
Thanks for her colleague in SEKAMI St. MIKAEL Medan, Riama Sagala,
Helena Turnip, Dameria Sitanggang, Yohana Nainggolan, Sr. Celsia,
KSFL for everything they had together.
All people that cannot be mentioned one by one, thanks for their care,
support, prayer and love.
The writer realizes that the content of this thesis is still far from perfect,
but she accept any constructive suggestions that will improve the quality of this
thesis openly. She hopes it would be useful for those who are interested in this
field of study.
Medan,
Febuari 2014
The writer
Ellis Ekawati Nahampun
Registration Number: 209121016
ABSTRACT
Nahampun Ellis Ekawati, Reg.No 209121016. 2013. The Effect of Using
Frayer Model on Students’ Vocabulary Mastery. A Thesis. Medan: English
Department, Faculty of Languages and Arts, State University of Medan.
This study was conducted as an attempt to find out the effect of using Frayer
Model on Students’ Vocabulary Mastery. This study used the experimental
design. The population of this study was the students of SMA Parulian 1 Medan.
There were sixty students of first grade senior high school as the sample of the
research. This study was conducted with two randomized groups namely
experimental group and control group. The control group was taught by
conventional method while experimental group was taught by using Frayer
Model. The instrument of collecting data was objective multiple choice test which
consisted of 40 items. To obtain the reliability of the test, the researcher used
Kuder-Richardson (KR-20) formula. The calculation shows that the reliability was
0.73 (high). The data were analyzed by using t-test. The calculation shows that tobserved (5.41) is higher than t-table (2.00) at the level of significance (α) 0.05
with the degree of freedom (df) 58. Therefore, null hypothesis (Ho) is rejected and
alternative hypothesis (Ha) is accepted. It means that teaching vocabulary by using
Frayer Model has more significant effect than teaching vocabulary by using
conventional method.
TABLE OF CONTENTS
ACKNOWLEDGEMENT ............................................................................. i
ABSTRACT ................................................................................................. iii
TABLE OF CONTENTS ..............................................................................iv
LIST OF TABLES ...................................................................................... vii
LIST OF APPENDICES ............................................................................ viii
CHAPTER I INTRODUCTION ...................................................................1
A. Background of the Study ............................................................................. 1
B. The Problem of the Study ............................................................................ 5
C. The Objective of the Study .......................................................................... 5
D. The Scope of the Study ............................................................................... 6
E. The Significance of the Study ...................................................................... 6
CHAPTER II REVIEW OF LITERATURE ................................................ 7
A. Theoretical Framework ............................................................................... 7
1. Vocabulary ......................................................................................... 7
2. The Level of Word Understanding ...................................................... 7
3. Types of Vocabulary ........................................................................... 8
4. Meaning of Vocabulary..................................................................... 12
5. Teaching Vocabulary ........................................................................ 17
6. Learning Vocabulary......................................................................... 17
7. Measuring Vocabulary ...................................................................... 20
8. Frayer Model .................................................................................... 21
a. The Procedure of Applying Frayer Model ................................ 23
B. Conceptual Framework.............................................................................. 25
C. Hypothesis ................................................................................................ 26
CHAPTER III RESEARCH METHODOLOGY ....................................... 27
A. Research Design........................................................................................ 27
B Population and Sample ............................................................................... 28
C. The Instrument for Collecting Data ........................................................... 28
D. The procedure of Research ........................................................................ 28
1. Pre-test.............................................................................................. 28
2. Treatment.......................................................................................... 29
3. Post-test ............................................................................................ 32
E. Scoring of the Test..................................................................................... 32
F. The Validity and Reliability of the Test...................................................... 33
1. The Validity of the Test .................................................................... 33
2. The Reliability of the Test ................................................................. 34
G. The Technique of Analyzing Data ............................................................. 35
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDINGS........... 36
A. Data .......................................................................................................... 36
B. Data Analysis ............................................................................................ 37
1. Testing Reliability of the Test ........................................................... 37
2. Analyzing the Data Using T-test ....................................................... 38
C. Testing Hypothesis .................................................................................... 38
D. Research Findings ..................................................................................... 39
CHAPTER V CONCLUSIONS AND SUGGESTIONS ............................. 40
A. Conclusions............................................................................................... 40
B. Suggestions ............................................................................................... 40
REFERENCES ............................................................................................ 41
APPENDICES .............................................................................................. 43
LIST OF TABLES
Table 2.1 Aspects of Knowing Words .............................................................12
Table 2.2 Sense Relation ..................................................................................15
Table 3.1 Research Design ...............................................................................27
Table 3.2 Treatment for Experimental Group and Control Group ............ ..29
Table 3.3 Table of Specification ......................................................................34
Table 4.1 The Result of the T-Test Calculation ..............................................38
LIST OF APPENDICES
APPENDIX A Score of Pre-Test and Post-Test
of the Students of Control Group ................................................................ 43
APPENDIX B Score of Pre-Test and Post-Test
of the Students of Experimental Group ...................................................... 44
APPENDIX C Validity of the Test .............................................................. 45
APPENDIX D Reliability of the Test .......................................................... 48
APPENDIX E Calculation of the T-Test ..................................................... 53
APPENDIX F Table of Distribution t ......................................................... 57
APPENDIX G Lesson Plan .......................................................................... 58
APPENDIX H Vocabulary Test .................................................................. 83
APPENDIX I Answer Key ........................................................................... 88
APPENDIX J Answer Sheet ........................................................................ 89
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the research findings, the researcher concludes that there is a
significant effect of using Frayer Model on Students’ Vocabulary Mastery since
the students’ mastery in vocabulary by using Frayer Model is higher than taught
without using Frayer Model (by conventional Method). It was proven statistically
with t- observed > t-table (5.41 > 2.00; df = 58, α = 0.05). Therefore, alternative
hypothesis is accepted and null hypothesis is rejected.
B. Suggestions
It is important that the method in teaching and learning process should be
enjoyable so the students will be encourage in learning.
1. The English teachers should try to apply teaching vocabulary by using Frayer
Model. By using Frayer Model in teaching vocabulary, the teacher can
facilitate the student to learn independently.
2. The students should apply learning vocabulary by using Frayer Model in a
group or individually to make them have deeper understanding of a word.
3. Other researchers should try to apply teaching vocabulary by using Frayer
model on different level of learners through different topics to prove the
REFERENCES
Allen, Janet. 2007. Inside Word: Tools for Teaching Academic Vocabulary,
grades 4-12. Portland: Stenhouse Publisher.
Ary, Donald et al. 2010. Introduction to Research in Education. Canada: Nelson
Education.
Aruan, D. M. 2007. Penafsiran Skor Tes. Unimed (Unpublished)
Author’s Guide. 2011. Nova Science.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing Words to Life: Robust
Vocabulary Instruction. New York: Guilford Press.
Bishop, A., Yopp, H, R., & Yopp, H, K. 2009. Vocabulary Instruction for
Academic Success. Huntington Beach: Shell Education.
Clark and Clark. 1977. Psychology and Language. San Diego: Harcourt Brace
Javanovich.
Gronlund, Norman et.al. 2009. Measurement and Assessment in Teaching. New
Jersey: Pearson Education.
Kamil, M.L., and Hiebert, E.H. 2005. Teaching and Learning Vocabulary:
Bringing Scientific Research to Practice. Mahwah, New Jersey: Lawrence
Erlbaum Associates.
Lehr, F., J. Osborn, and E. H. Hiebert. 2004. A focus on vocabulary. Honolulu,
HI: Pacific Resources for Education and Learning.
Long, H Michael and Richards C, Jack. 2007. Modeling and Assessing
Vocabulary Knowledge. Cambridge: Cambridge University Press.
Marzano, R. J. 2004. Building background knowledge for academic achievement:
Research on what works in schools. Alexandria, VA: Association for
Supervision and Curriculum Development.
Milton, James.2009. Measuring Second Language Acquisition. Toronto: Short
Run.
Nation, I. S. P. 1990. Teaching and Learning Vocabulary. New York: Newbury
House/Harper-Collins
Pavicic Takac, Visnja. 2008. Vocabulary Learning Strategies and Foreign
Language Acqusition. Clevedon: Cromwell
Schmitt, Norbert. 2000. Vocabulary in Language Teaching. Cambridge:
Cambridge University Press.
Tankersley, Karen. 2005. Literacy Strategies for grades 4-12: Reinforcing the
threads of reading. Alexandria: Association for Supervision and
Curriculum Development.
Thornbury, Scott. 2002. How to Teach Vocabulary. England: Bluestone Press.
http://pitspulppeel blogspot.com/2012/03/frayer-model.html accessed on July,
25th, 2013. Medan.
VOCABULARY MASTERY
A THESIS
Submitted to Fulfill the Partial Requirements for
the Degree of Sarjana Pendidikan
By:
ELLIS EKAWATI NAHAMPUN
Registration Number. 209121016
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
DECLARATION
Except where appropriately acknowledge, this thesis is my own work,
has been expressed in my own words and has not previously been submitted for
assessment.
I understand that this paper may be screened electronically or otherwise
for plagiarism.
Medan,
January 2014
ELLIS EKAWATI NAHAMPUN
209121016
ACKNOWLEDGEMENT
The greatest thanks to the Almighty Jesus Christ for His love, blessing and
guidance that enable the writer to complete this thesis as a partial fulfillment for
the requirement for the degree of Sarjana Pendidikan at the English Department of
Faculty of Languages and Arts, State University of Medan.
During the process of writing, the writer realizes that she cannot
accomplish her writing without God guidance and supporting from many people,
therefore the writer would like to express her sincere gratitude to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean Faculty of Languages and Arts,
State University of Medan for administrative assistance toward the
prerequisites of thesis submission.
Prof. Dr. Hj. Sumarsih, M.Pd., The Head of English and Literature
Department and her examiner for her great care and support during her
academic years.
Rika, S.Pd, M.Hum., the Secretary of English and Literature Department
for her encouragement to finish the study soon and for all of the lecturers
of English department for their valuable knowledge, advices and guidance
during her academic years.
Dra. Masitowari Siregar, M.Ed., the Head of English Educational
Department.
Prof. Dr. Berlin Sibarani, M.Pd., her thesis consultant, thanks for his
consultants, suggestions, advises supervision, guidance, and
encouragement so that this thesis could have been accomplished.
Drs. Willem Saragih, Dipl, Appl., M.Pd., Dr. Siti Aisah Ginting, M.Pd.,
her examiners, thanks for their advises and constructive suggestions that
improve this thesis.
The head master, teachers and students of SMA Parulian 1 Medan, thanks
for their help, assistance and guidance during the research.
The deepest thanks are expressed to her beloved parents, R.I.P. Maruli
Nahampun and Parange Siahaan, for everything given in order to finish
her study. Thanks also given to her splendid sisters: Yessy Marsellina
Zailin Nahampun, SP. Mery Arini Martina Nahampun S.Pd, Melise Diana
Nahampun, S.Pd, and Ligayu Febriani Nahampun, and her beloved brother
Erwin Sahata Nahampun. And also for all family members who supported
her.
Her best friends HF, Orli Tumanggor, S.Pd, Puspita Saragi, S.Pd, Ida
Sihombing, S.Pd, Dayfreeri Simaremare, S.Pd and Nila Situmorang, S.Pd
for their support, prayer, love, laugh, care, and wonderful friendship.
Special thanks to her beloved friends, students of English Department,
Reg.B’09 (especially Rini P, S.Pd, Cryistian S, Winda N, Eryca M, S.Pd,
Irma L, S.Pd, Defryanti Z), UK-KMK St. MARTINUS UNIMED, and all
friends of PPLT SMK N 1 Lubuk Pakam 2012 especially, Ahermadani
Silalahi, Silvia Matondang, Raden Ginting, Irvan Sibarani), and her friend
who help her in completing the thesis, Survey Sijabat and Dewi Tampu
bolon.
Thanks for her colleague in SEKAMI St. MIKAEL Medan, Riama Sagala,
Helena Turnip, Dameria Sitanggang, Yohana Nainggolan, Sr. Celsia,
KSFL for everything they had together.
All people that cannot be mentioned one by one, thanks for their care,
support, prayer and love.
The writer realizes that the content of this thesis is still far from perfect,
but she accept any constructive suggestions that will improve the quality of this
thesis openly. She hopes it would be useful for those who are interested in this
field of study.
Medan,
Febuari 2014
The writer
Ellis Ekawati Nahampun
Registration Number: 209121016
ABSTRACT
Nahampun Ellis Ekawati, Reg.No 209121016. 2013. The Effect of Using
Frayer Model on Students’ Vocabulary Mastery. A Thesis. Medan: English
Department, Faculty of Languages and Arts, State University of Medan.
This study was conducted as an attempt to find out the effect of using Frayer
Model on Students’ Vocabulary Mastery. This study used the experimental
design. The population of this study was the students of SMA Parulian 1 Medan.
There were sixty students of first grade senior high school as the sample of the
research. This study was conducted with two randomized groups namely
experimental group and control group. The control group was taught by
conventional method while experimental group was taught by using Frayer
Model. The instrument of collecting data was objective multiple choice test which
consisted of 40 items. To obtain the reliability of the test, the researcher used
Kuder-Richardson (KR-20) formula. The calculation shows that the reliability was
0.73 (high). The data were analyzed by using t-test. The calculation shows that tobserved (5.41) is higher than t-table (2.00) at the level of significance (α) 0.05
with the degree of freedom (df) 58. Therefore, null hypothesis (Ho) is rejected and
alternative hypothesis (Ha) is accepted. It means that teaching vocabulary by using
Frayer Model has more significant effect than teaching vocabulary by using
conventional method.
TABLE OF CONTENTS
ACKNOWLEDGEMENT ............................................................................. i
ABSTRACT ................................................................................................. iii
TABLE OF CONTENTS ..............................................................................iv
LIST OF TABLES ...................................................................................... vii
LIST OF APPENDICES ............................................................................ viii
CHAPTER I INTRODUCTION ...................................................................1
A. Background of the Study ............................................................................. 1
B. The Problem of the Study ............................................................................ 5
C. The Objective of the Study .......................................................................... 5
D. The Scope of the Study ............................................................................... 6
E. The Significance of the Study ...................................................................... 6
CHAPTER II REVIEW OF LITERATURE ................................................ 7
A. Theoretical Framework ............................................................................... 7
1. Vocabulary ......................................................................................... 7
2. The Level of Word Understanding ...................................................... 7
3. Types of Vocabulary ........................................................................... 8
4. Meaning of Vocabulary..................................................................... 12
5. Teaching Vocabulary ........................................................................ 17
6. Learning Vocabulary......................................................................... 17
7. Measuring Vocabulary ...................................................................... 20
8. Frayer Model .................................................................................... 21
a. The Procedure of Applying Frayer Model ................................ 23
B. Conceptual Framework.............................................................................. 25
C. Hypothesis ................................................................................................ 26
CHAPTER III RESEARCH METHODOLOGY ....................................... 27
A. Research Design........................................................................................ 27
B Population and Sample ............................................................................... 28
C. The Instrument for Collecting Data ........................................................... 28
D. The procedure of Research ........................................................................ 28
1. Pre-test.............................................................................................. 28
2. Treatment.......................................................................................... 29
3. Post-test ............................................................................................ 32
E. Scoring of the Test..................................................................................... 32
F. The Validity and Reliability of the Test...................................................... 33
1. The Validity of the Test .................................................................... 33
2. The Reliability of the Test ................................................................. 34
G. The Technique of Analyzing Data ............................................................. 35
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDINGS........... 36
A. Data .......................................................................................................... 36
B. Data Analysis ............................................................................................ 37
1. Testing Reliability of the Test ........................................................... 37
2. Analyzing the Data Using T-test ....................................................... 38
C. Testing Hypothesis .................................................................................... 38
D. Research Findings ..................................................................................... 39
CHAPTER V CONCLUSIONS AND SUGGESTIONS ............................. 40
A. Conclusions............................................................................................... 40
B. Suggestions ............................................................................................... 40
REFERENCES ............................................................................................ 41
APPENDICES .............................................................................................. 43
LIST OF TABLES
Table 2.1 Aspects of Knowing Words .............................................................12
Table 2.2 Sense Relation ..................................................................................15
Table 3.1 Research Design ...............................................................................27
Table 3.2 Treatment for Experimental Group and Control Group ............ ..29
Table 3.3 Table of Specification ......................................................................34
Table 4.1 The Result of the T-Test Calculation ..............................................38
LIST OF APPENDICES
APPENDIX A Score of Pre-Test and Post-Test
of the Students of Control Group ................................................................ 43
APPENDIX B Score of Pre-Test and Post-Test
of the Students of Experimental Group ...................................................... 44
APPENDIX C Validity of the Test .............................................................. 45
APPENDIX D Reliability of the Test .......................................................... 48
APPENDIX E Calculation of the T-Test ..................................................... 53
APPENDIX F Table of Distribution t ......................................................... 57
APPENDIX G Lesson Plan .......................................................................... 58
APPENDIX H Vocabulary Test .................................................................. 83
APPENDIX I Answer Key ........................................................................... 88
APPENDIX J Answer Sheet ........................................................................ 89
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the research findings, the researcher concludes that there is a
significant effect of using Frayer Model on Students’ Vocabulary Mastery since
the students’ mastery in vocabulary by using Frayer Model is higher than taught
without using Frayer Model (by conventional Method). It was proven statistically
with t- observed > t-table (5.41 > 2.00; df = 58, α = 0.05). Therefore, alternative
hypothesis is accepted and null hypothesis is rejected.
B. Suggestions
It is important that the method in teaching and learning process should be
enjoyable so the students will be encourage in learning.
1. The English teachers should try to apply teaching vocabulary by using Frayer
Model. By using Frayer Model in teaching vocabulary, the teacher can
facilitate the student to learn independently.
2. The students should apply learning vocabulary by using Frayer Model in a
group or individually to make them have deeper understanding of a word.
3. Other researchers should try to apply teaching vocabulary by using Frayer
model on different level of learners through different topics to prove the
REFERENCES
Allen, Janet. 2007. Inside Word: Tools for Teaching Academic Vocabulary,
grades 4-12. Portland: Stenhouse Publisher.
Ary, Donald et al. 2010. Introduction to Research in Education. Canada: Nelson
Education.
Aruan, D. M. 2007. Penafsiran Skor Tes. Unimed (Unpublished)
Author’s Guide. 2011. Nova Science.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing Words to Life: Robust
Vocabulary Instruction. New York: Guilford Press.
Bishop, A., Yopp, H, R., & Yopp, H, K. 2009. Vocabulary Instruction for
Academic Success. Huntington Beach: Shell Education.
Clark and Clark. 1977. Psychology and Language. San Diego: Harcourt Brace
Javanovich.
Gronlund, Norman et.al. 2009. Measurement and Assessment in Teaching. New
Jersey: Pearson Education.
Kamil, M.L., and Hiebert, E.H. 2005. Teaching and Learning Vocabulary:
Bringing Scientific Research to Practice. Mahwah, New Jersey: Lawrence
Erlbaum Associates.
Lehr, F., J. Osborn, and E. H. Hiebert. 2004. A focus on vocabulary. Honolulu,
HI: Pacific Resources for Education and Learning.
Long, H Michael and Richards C, Jack. 2007. Modeling and Assessing
Vocabulary Knowledge. Cambridge: Cambridge University Press.
Marzano, R. J. 2004. Building background knowledge for academic achievement:
Research on what works in schools. Alexandria, VA: Association for
Supervision and Curriculum Development.
Milton, James.2009. Measuring Second Language Acquisition. Toronto: Short
Run.
Nation, I. S. P. 1990. Teaching and Learning Vocabulary. New York: Newbury
House/Harper-Collins
Pavicic Takac, Visnja. 2008. Vocabulary Learning Strategies and Foreign
Language Acqusition. Clevedon: Cromwell
Schmitt, Norbert. 2000. Vocabulary in Language Teaching. Cambridge:
Cambridge University Press.
Tankersley, Karen. 2005. Literacy Strategies for grades 4-12: Reinforcing the
threads of reading. Alexandria: Association for Supervision and
Curriculum Development.
Thornbury, Scott. 2002. How to Teach Vocabulary. England: Bluestone Press.
http://pitspulppeel blogspot.com/2012/03/frayer-model.html accessed on July,
25th, 2013. Medan.