MASTERY SYNONYMS AND ANTONYMS OF ADJECTIVE USING THE FRAYER MODEL
ALFAN NURSAID 2321004
SUPERVISORS:
NAILUL FAUZIYAH, S.Hum, M.Pd.
Dr. ACHMAD FANANI, M.Pd
DEPARTMENT OF ENGLISH LANGUAGE EDUCATION FACULTY OF BUSINESS, LANGUAGES, AND EDUCATION
UNIVERSITY OF PESANTREN TINGGI DARUL ULUM JOMBANG
2025
Boosting 10 Grades Vocabulary in Narrative Text: Mastery Synonyms and Antonyms of Adjective Using the Frayer Model
Submitted to:
Department of English Language Education To be Examined by Examiners for
Further Academic Progression
Authored By:
ALFAN NURSAID 2321004
Supervisors:
Nailul Fauziyah, S.Hum, M.Pd.
Dr. Ahmad Fanani, M.Pd.
Department of English Language Education Faculty of Business, Languages, and Education
University of Pesantren Tinggi Darul Ulum Jombang
2025
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This document certifies that the thesis titled " Boosting 10 Graders’ Vocabulary in Narrative Text: Mastery Synonyms and Antonyms of Adjective with the Frayer Model
" authored by Alfan Nursaid, has received approval from the thesis supervisors for presentation in an oral examination before the appointed examiners at the Faculty of Business, Languages, and Education, University of Pesantren Tinggi Darul Ulum Jombang.
Jombang, July 5, 2025 Thesis Supervisors
1. (Nailul Fauziyah, S.Hum, M.Pd) ( )
2. (Dr. Ahmad Fanani, M.Pd) ( )
Head of English Education Department,
H. Achmad Farid, S.S., M.A., Ph.D.
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Boosting 10 Grades Vocabulary in Narrative Text: Mastery Synonyms and Antonyms of Adjective Using the Frayer Model
Authored and submitted by:
Alfan Nursaid 2321004
Defended in front of the board of examiners On July……, 2025
The Board of Examiners:
1. ...
(Chair)
(………)
2. ………..
(Examiner I)
(………)
3. ...
(Examiner II)
(………)
Jombang, July …., 2025 Dean
Dr. Wiwik Maryati, S.Sos., M.S.M
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Name : Alfan Nursaid Student’s ID (NIM) : 2321004
Department : English Language Education
Faculty : Faculty of Business, Languages, and Education
With dedicated effort, I have authored the thesis titled "Boosting 10 Graders’ Vocabulary in Narrative Text: Mastery Synonyms and Antonyms of Adjective Using the Frayer Model." It is an original work, free from plagiarism and unnecessary replication. Any references to the work of others are appropriately acknowledged through citations, quotes, and references included in the thesis.
In the event that this statement is demonstrated to be incorrect, the researcher readily accepts full responsibility within the domain of the English Language Education Department, Faculty of Business, Languages, and Education, University of Pesantren Tinggi Darul Ulum Jombang.
Jombang, July 5, 2025
Alfan Nursaid
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from the dark era to the bright era.
Thanks to support and assistance of various parties, the author was able to complete this thesis. Therefore, I would like to express my deepest gratitude:
1. Dr. dr. KH. Zulfikar As’ad, MMR, the Rector of Universitas Pesantren Tinggi Darul ‘Ulum Jombang.
2. Dr. Wiwik Maryati, S.Sos, M.S.M, the dean faculty of business language and education.
3. H. Achmad Farid, S.S., MA., Ph.D., the head of English education department and my academic advisor. For his guidance, motivation, and support throughout my academic journey. His advice and encouragement have been truly valuable during my study.
4. Nailul Fauziyah, S.Hum, M.Pd., my first advisor, who always guides me patiently, always motivates me to finish my thesis kindly, and always gives me words of affirmation.
5. Dr. H. Achmad Fanani, M.Pd., my second advisor, who has kindly guide me to write the thesis like a standard academically.
6. All the lectures of English language education department for all the knowledge, experience and advice which had given during the lecture period.
7. My beloved parents, Mr. Mintono, Mrs. Amularsih, and my little sister Shabreena Nurussyifa who always had given me the endless prayers, tireless support, and unwavering encouragement to finish the academic journey. Thanks for the everythings which had supported me during my academic process.
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be participants in this study. Their enthusiast would be reminding me to always remember it.
9. My fellow classmates PBI'21: Arya, Fahrur, Aziz, Haqi, Laili, Niswah, Roswita, Angeli, and Ainun who are accompany me through academic process. Our memory that we go through together becomes a valuable part of my journey.
10. My fiancée, Vinska Vania Alan Denadi, who always gives the supports and patiently accompany me during finishing my thesis. Thank you for always being my side, it means the world to me.
11. My best friends, Arya, Fahrur, Dimas, and Maratus who always borrowed their device to me. Without your kindness, I might not finished my thesis.
12. My organization, such as HMI and DPM Unipdu which had given any experiences academic process.
The author realizes that this thesis is far from perfect. Therefore, the author sincerely accepts all of suggestions and constructive criticism for future improvements. Hopefully this study can provide benefits for readers.
Jombang, July 5, 2025
Alfan Nursaid
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DECLARATION... iii
ACKNOWLEDGEMENTS...iv
TABLE OF CONTENTS... v
LIST OF TABLES... vii
LIST OF APPENDIXES...viii
ABSTRACT...ix
CHAPTER I INTRODUCTION...1
1.1 Background of Study...1
1.2 Research Question...3
1.3 Objectives of the Research...3
1.4 Significances of Research...3
1.5 Scope and Delimitation of Research...4
1.6 Definition of Key Terms...4
CHAPTER II LITERATURE REVIEW...6
2.1 Vocabulary Mastery...6
2.2 Synonyms and Antonyms...7
2.3 The Frayer Model...7
2.4 Adjective... 10
2.5 Narrative Text...10
2.6 Previous Studies...10
CHAPTER III RESEARCH METHOD...12
3.1 Research Design... 12
3.2 Participants... 15
3.3 Instruments... 15
3.4 Data Collection...16
3.5 Data Analysis... 16
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3.8 Research Timelines... 20
CHAPTER IV FINDINGS AND DISCUSSION...21
4.1 Finding...21
4.1.1 Finding on Cycle 1...21
4.1.2 Finding on The Cycle 2...24
4.2 The Results after Implementing the Action...27
4.2.1 The Result on Cycle 1...27
4.2.2 The Results on Cycle 2...28
4.3 Discussion... 29
CHAPTER V CONCLUSION AND SUGGESTION...32
5.1 Conclusion...32
5.2 Suggestion...32
REFERENCES... 34
APPENDIX... 37
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Table 4. 1 Learning Activities on First Cycle...23
Table 4. 2 Learning Steps on Second Cycle...26
Table 4. 3 Result of Students’ Achievement...27
Table 4. 4 Result of Students’ Involvement...27
Table 4. 5 Result of Students’ Achievement...28
Table 4. 6 Result of involvement in Cycle 2...29
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Appendix 1 The research permission letter...37
Appendix 2 Interview Guidelines...38
Appendix 3 Interview Guidelines Validation Sheet...40
Appendix 4 Pre-test... 41
Appendix 5 Pre-Test Validation Sheet...44
Appendix 6 Questionnaire...45
Appendix 7 Quistionnaire Validation Sheet...46
Appendix 8 Observation Sheet...47
Appendix 9 Observation Validation Sheet...49
Appendix 10 Lesson Plan Cycle 1...50
Appendix 11 Lesson Plan Cycle 1 Validation Sheet...53
Appendix 12 Lesson Plan Cycle 2...54
Appendix 13 Lesson Plan Cycle 2 Validation Sheet...57
Appendix 14 Lesson Material Cycle 1...58
Appendix 15 Lesson Material Cycle 2...60
Appendix 16 Post-test Cycle 1...62
Appendix 17 Validation Post-test Cycle 1...64
Appendix 18 Post-test Cycle 2...65
Appendix 19 Validation Post-test Cycle 2...68
Appendix 20 Answer Keys...69
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M.Pd. (II) Dr. Achmad Fanani, M.Pd
This study aims to improve the vocabulary mastery of tenth-grade students, particularly focusing on synonyms and antonyms of adjectives in narrative texts using the Frayer Model. This research utilized Classroom Action Research (CAR) method at MA Babussalam Mojoagung which involving two Cycles. The Data were collected through four instruments; interviews, tests, observations, and questionnaires. The results showed that on the first Cycle, only 20% of students met the Mastery Minimum Criterion (KKM), which improved to 85% on the second Cycle in students’ achievement. Students’
involvement also improve 67.5% to 79.5% which indicating that using of the Frayer Model in learning vocabulary can assist to achieve learning outcomes.
Keywords: Vocabulary mastery, synonyms and antonyms, adjectives, narrative texts, Frayer Model, achievement, involvement.
ABSTRAK
Penelitian ini bertujuan untuk meningkatkan penguasaan kosakata pada kelas 10, khususnya berfokus pada sinonim dan antonim kata sifat didalam teks naratif. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) di Madrasah Aliyah Babussalam Mojoagung yang melibatkan dua siklus. Data dikumpulkan melalui empat instrument;
wawancara, tes, observasi, dan angket. Hasil penelitian menunjukan bahwa pada siklus pertama, hanya 20% siswa yang mencapai Kriteria Ketuntasan Minimal (KKM) yang kemudian meningkat 85% pada siklus kedua pada pencapaian hasil belajar siswa.
Keterlibatan siswa juga meningkat dari 67.5% menjadi 79.5% yang menunjukan bahwa penggunaan Oleh karena itu dari hasil diatas dapat dikatakan bahwa Frayer Model dapat membantu untuk mencapai hasil belajar yang diharapkan.
Kata kunci: Penguasaan kosakata, sinonim dan antonim, kata sifat, teks naratif, Frayer Model, pencapaian hasil belajar, dan partsipasi aktif.
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1.1 Background of Study
Vocabulary is formed as a solid foundation for achieving competences in mastering L2 acquisition. Susanto (2017:183) states that vocabulary is considered a crucial part of learning L2, and it must be taught early to develop students’
communication skills through spoken or written. Vocabulary plays a fundamental role in L2 learning, as it affects students’ improvement to understand and produce language (Wilkins, 1972:111). In that case, improving vocabulary should be noticed by the teacher. According to Yulianto et al. (2023:35) students must have at least 2000 words to support the students’ ability in language proficiency. In this case, Schmitt et al. (2020:110) also states that emphasizing the size and strength of vocabulary assists in expressing any opinions or ideas clearly.
There are many ways to improve the students’ vocabulary, Schmitt et al.
(1998:6) states that improving vocabulary is the priority in language learning and it must be considered as the first phase that should be developed by the teacher. Same idea, Nation (2001:217) states improving vocabulary is central phase which is developed early in language instructions to influence the students’ ability to utilize the language effectively. To overcome the above statements, Theodore and Richards (2014:216-217) suggest that by improving students’ vocabulary, the teacher can utilize synonyms and antonyms to increase the numbers of their vocabulary. This case is carried by Nation (2001:9-10) that synonyms and antonyms not only aid the students’ vocabulary retention, but also the students’
knowledge of words and usage. In addition, teaching synonyms and antonyms can be an alternative way for assisting students to improve their vocabulary and improve their knowledge of word usage.
Moreover, Thornbury (2006:53), using synonyms and antonyms can be taken from text type. Using a text type can be a resource for the students to gain a lot of information, words, or concepts. It also aids the students to gain new words that can apply in the same context and gain new concepts for broader knowledge.
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Based on the Preliminary research that was conducted with 10th grade teacher in MA Babussalam Mojoagung on May 3, 2025. It revealed that teaching synonyms and antonyms was utilized translation method which provided a list of words from text types, videos, or textbooks and then asked the students to look up the meaning through a dictionary. Moreover, the teacher showed that fewer 50% of students were interested while learning synonyms and antonyms. Not only that, less than 50% of the students achieve 76 points (KKM). In this case, the researcher concluded that the problems which are needed to develop in teaching vocabulary are students’ involvement during learning vocabulary and students’ achievement in KKM.
Based on the results of the preliminary study, one effective strategy to improve students’ vocabulary mastery is the use of Graphic Organizers (GOs).
These are visual tools designed to help students develop their ideas and understand words or concepts more deeply. Zwiers (2014:224–225) explains that Graphic Organizers help students by allowing them to categorize, compare, and organize concepts in a more concrete way. There are many types of Graphic Organizers that can be used in vocabulary learning. According to Dau (2015:6–9), some examples include the Frayer Model, Word Star, Word Structure Charts, and Comparison Action.
In this study, the researcher uses the Frayer Model as a strategy to improve vocabulary mastery. The Frayer Model was created by Dorothy Frayer and her team in 1969 at the University of Wisconsin. This model helps students build a better understanding of a word by analyzing and organizing its meaning, examples, and non-examples in a structured format (Frayer et al., 1996). Similarly, Macceca (2013:38) explains that the Frayer Model helps students learn word meanings, recognize synonyms and antonyms, and understand how to use words. Graves (2016:119) also emphasizes that the Frayer Model supports vocabulary growth through cognitive processes like categorization, comparison, and using words in context. Overall, the Frayer Model helps students both learn new vocabulary and apply it based on the context.
Based on the research by Wardarita and Surastina (2024), the Frayer Model has been found to be an effective strategy for improving students’ vocabulary mastery by helping them identify and define new words from descriptive texts.
Similarly, Wati et al. (2022) reported that the Frayer Model had a significant positive effect on students’ vocabulary achievement in descriptive texts. Both studies showed that students who were taught using the Frayer Model performed better than those taught using the traditional translation method.
In response to these findings, the researcher conducted a study titled. Boosting 10 Graders’ Vocabulary in Narrative Text: Mastery Synonyms and Antonyms of Adjective Using the Frayer Model. This research aims to improve students’
vocabulary by focusing on synonyms and antonyms of Adjective within the context of narrative texts.
1.2 Research Question
Based on the background above, the research question can be formulated as follows:
How can the Frayer Model improve vocabulary mastery of students, specifically synonyms and antonyms of Adjective in Narrative text?
1.3 Objectives of the Research
In line with the research question, the research objective is to figure out how the Frayer Model can be applied to improve students’ vocabulary mastery trough synonyms and antonyms of adjective in narrative text.
1.4 Significances of Research 1.4.1 Theoretical
This study can provide as a preference in in teaching vocabulary to improve students’ vocabulary mastery, specifically in synonyms and antonyms.
1.4.2 Practical
1.4.2.1 Teacher
The research can be an applicable strategy in teaching vocabulary, and it can be as preferences in teaching vocabulary.
1.4.2.2 Students
The research proposes a learning model for students to enjoy the vocabulary learning process and leads students to improve their vocabulary, especially in synonyms and antonyms of Adjective.
1.4.2.3 Future researchers
The research provides a reference study for future researchers to further explore the utility of The Frayer Model in assisting the students to improve vocabulary.
1.5 Scope and Delimitation of Research
This study focusses on implementing of the Frayer Model as a teaching strategy to improve the vocabulary mastery of 10 graders students, specifically mastering synonyms and antonyms of Adjective. Therefore, the research aims to develop students’ abilities to define and utilize new words in meaningful cont. Meanwhile, this study is limited to 10 graders students at senior high school in Jombang. It does not cover other grade levels, schools, or vocabulary topics outside synonyms and antonyms of Adjective in Narrative text.
1.6 Definition of Key Terms
Following the statement above, it needs to define the key terms of the research:
1.6.1 Vocabulary Mastery
According to Thornbury (2006:22) confirms that vocabulary mastery is not only having a lot of vocabulary but also being skilled to be aware in using of words.
1.6.2 The Frayer Model
It is a strategy that utilizes graphic organizers which consist of 4 charts such as: Definition, characteristic, example (synonyms) and non-example (antonyms) (Enck, 2020:17).
1.6.3 Synonyms and Antonyms
Synonyms are words which have the same meanings and words classification. Meanwhile, antonyms are words which have a contrast or opposite meaning of the words (Hatch and Brown, 1995:19).
1.6.4 Adjective
It is a list of words that serve as a modifier of a noun to indicate the quality and quantity of the thing, to specify a noun, and to illustrate an attribute of the noun (Khamying, 2007:174).
1.6.5 Narrative text
According to Yani et al. (2022:75) define that narrative is one of the most detailed text types in explaining the sequence of events in order and inviting readers to imagine in each narrative storyline.
CHAPTER II LITERATURE REVIEW
2.1 Vocabulary Mastery
According to Nation (2001:12), there were four skills in learning English, such as listening, reading, writing, and speaking, which must be mastered by students. But, to master these skills, students should master the basic foundation of language, namely vocabulary. He pointed out that mastery of vocabulary was an essential part of language acquisition and vocabulary mastery can ease the students to express their opinions, ideas, feelings, desires, and emotions.
Same idea, Richards (2002:255) confirmed that vocabulary was an important role to build up students' competence in communicating skills through verbally or orally. As the crucial part, vocabulary required students’ competency for mastering all the skills in English language. For instance, in reading skill, when students mastered vocabulary, they could determine the main idea of the text, or in writing skill, they could write kinds of sentences without confusing to apply the correct word and inhibited monotonous words. From the statement above, Thornbury (2006:13-14) argued that vocabulary was a vital part of language proficiency, he argued without grammar, students’ language may be little understood, but without vocabulary students could not communicate. Additionally, students with a lot of vocabularies were also assisting students to involve their performance on language skills.
Furthermore, Thornbury (2006:22) confirmed that mastery of vocabulary was not only having large numbers of vocabularies but also being skilled to be aware of the usage of words. It meant, mastery vocabulary was knowledge of recognizing, understanding, and using the word comprehensively.
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2.2 Synonyms and Antonyms
According to Hatch and Brown (1995:19-20) synonyms referred to words that had the same entity or almost in the word form. It includes the meaning and word classification, but it was sometimes different in word classification. English had a lot of synonyms form, there are 8000 synonymic words that have similarity, for instance, beautiful – gorgeous, quick – fast, and big – large. While antonyms were the opposite meanings of words. Meanwhile, during language development, there were a lot of words that have similar meanings. Meanwhile, antonyms were opposite meaning of words. Teaching synonyms and antonyms in vocabulary learning are beneficial for improving academic language skills, according to Jack (2002:64) states that teaching synonyms and antonyms in vocabulary learning is essential, as it assists students expand their vocabulary, improve reading comprehension, and improve writing and speaking skills. Understanding in the relationships between words also promote critical thinking by encouraging the students to compare meanings and apply in various contexts, thus deepening their overall language proficiency.
2.3 The Frayer Model
2.3.1 Definition of The Frayer Model
The Frayer Model is a structure which enables students to build conceptual understanding by categorizing and analyzing words systematically. Unlike traditional role memorization, The Frayer Model can improve the students’ vocabulary mastery and also it can engage deeply understanding the meaning of words (Frayer et.al 1996).
According to Enck (2020:17) defined that The Frayer Model was a strategy that utilize graphic organizers, which aided students to understand the meaning of words and create new words. Using The Frayer Model also assisted the students to combine their previous knowledge with the information which had they conveyed from The Frayer Model into new knowledge. In the Frayer Model, it consisted of four charts such as definition, characteristic, example and non-example. The purpose of The Frayer Model was to develop students understanding of words comprehensively by filling
four charts which divided into four sections. It was provided to the students determined the new words, information, or concepts from the large context that they have conveyed (Graves 2016:100-101).
According to Dorothy’s Design of The Frayer Model, the structure of Frayer Model is typically divided into four quadrants, each addressing different aspects of word knowledge:
● Definition: A concise explanation of the word’s meaning.
● Characteristics: Key attributes or essential features of the word.
● Example: Word or phrases that illustrate the meaning of the target word.
● Non-Example: Word or phrases that contrast the meaning of the target word to clarify its meaning.
Figure 2.3.1 (Adopted from Dorothy’s design of The Frayer Model)
2.3.2 The stages of The Frayer Model
There are various ways to implement the Frayer Model in the classroom, and teachers can adapt the steps based on students' needs and lesson objectives.
According to Macceca (2013:39), the following stages outline the typical process for using the Frayer Model effectively in vocabulary learning:
1. Introduce the Frayer Model: begin by introducing the Frayer Model to students and explaining the purpose of each part of the chart. The basic components include definition, characteristics, examples, and non-examples. However, teachers may modify the last two sections into synonyms and antonyms, especially when focusing on vocabulary development.
2. Select target words: Choose key vocabulary words that are relevant to the topic or text, such as from narrative or descriptive passages. These words should be challenging but useful for expanding students’ vocabulary.
3. Model the process: demonstrate how to complete the Frayer Model using a sample word. Guide students through each section step-by-step, explaining how to define the word, list its characteristics, and identify its synonyms and antonyms.
4. Distribute or display the chart: Provide students with a blank Frayer Model worksheet or draw the chart on the whiteboard for a collaborative classroom activity. This helps students visually organize their understanding.
5. Assign work individually or in groups: depending on the classroom setting and objectives, students can complete the Frayer Model in groups, pairs, or individually. This flexibility allows for both peer learning and independent thinking.
6. Provide a word List: give students a list of selected vocabulary words to analyze.
These can come from the current text or other educational sources.
7. Fill in the charts: ask students to fill in the charts by identifying the word’s definition, characteristics, synonyms, and antonyms. Encourage them to use dictionaries or context clues from the text.
8. Present the results: finally, have students present their completed Frayer Models to the class. This promotes discussion, reinforces understanding, and allows for feedback and correction if necessary.
2.3.3 The Advantages of The Frayer Model
According to Wardarita and Surastina (2024:2043) it stated that the Frayer Model had several advantages, those were:
● To assist students in understanding unfamiliar words or concepts.
● To ease students to illustrate a connection between students’ previous knowledge and new knowledge.
● To expand the students’ vocabulary.
2.4 Adjective
In this research, the researcher focuses on adjective which defined by Tribushinina (2018:260) it was list of words that described of nouns and pronouns.
Regarding Payne, Huddleston and Pullum (2010:31) cited in Jitpranee (2017:59) also stated that adjective is a type of word which had a function to modify a noun.
There were kinds of Adjective, According to Khamying (2007:174-179) cited in Jitpranee (2017:61-62) divided adjective into 11 kinds, those were: descriptive, quantitative, numeral, proper, demonstrative, interrogative, possessive, distributive, emphasizing, and relative.
2.5 Narrative Text
Following in this study, according to Smalley and Ruetten (1986) cited in Yani et al (2022:75) defined that narrative was one of the most detailed text types in explaining the sequence of events in order and inviting readers to imagine in each narrative storyline. Same idea, Pardiyono (2007:94) cited in Lubis (2020:3) defined a narrative text as a storyline that shows problematic events or lessons and which are sequence. Therefore, Saifullah (2013) defined that narrative text illustrates the series of events or stories with chronological order, and it had 4 kinds, those are Fable, Myth, Legend, and Fairy.
2.6 Previous Studies
The first study was taken from Wardarita and Surastina (2024) entitled “The Frayer Model on Students’ Acquisition”. The aim of the research was to know the effectiviness of the Frayer Model on students’ vocabulary acquisition in tenth grade of SMKN Pertanian dan Pembangunan in Lampung Selatan. In this study, experimental methods were utilized which divided into two groups, those are experimental class and control class. In experimental class, the researcher implemented the Frayer Model, meanwhile in control class implemented Translation technique. The population of this research was tenth grade students of SMKN PP Lampung Selatan with the number of students was 165 students from 5 classes. From the 5 classes, there were 2 classes for the sample of the studies, one of it was the experimental class and the other one was control class. The technique of finding the result was multiple choice that consisted of 40 questions. The result
was found which class that implemented the Frayer Model obtained average score 74.21, meanwhile control class was 63.51. From the result, it pointed out that the Frayer Model had significant effect of students’ vocabulary acquisition.
The second study was conducted by Wati et al (2022) entitled “The Utilize of the Frayer Model in Teaching Vocabulary at the Tenth Grade Students”. The objective of this study was to explore the significance effect of the Frayer Model in students’ achievement in tenth grade students of SMAN 3 Pasarwajo. This study utilized Quantitative method with the pre-experimental design with total population was 84 tenth grade students in the academic year 2018/2019. The sampling in this research was 21 of X MIA (Matematikan dan Ilmu Alam). The researcher utilized an instrument which forms a vocabulary test with a total of 20 questions. The result of this research was students’ score of Post-test was 79.52, meanwhile students’
score of Pre-test was 44.76. From the result, it could be concluded that the Frayer Model had significances effect in enhancing students’ achievement vocabulary.
CHAPTER III RESEARCH METHOD
3.1 Research Design
In this study, the researcher will utilize Classroom Action Research (CAR).
According to Rusman and Asrori (2020:5) define that Classroom Action Research is an action based on observation and analysis of students’ challenges related to the learning process in the classroom through cyclically. Classroom action research focuses on practical problem solving through learning actions with the aim of improving the optimal learning process and the quality of learning outcomes. The researcher utilizes Classroom Action Research (CAR) because it allows the researcher to integrate the theory of Classroom Action Research (CAR) with direct practice in the classroom. The researcher will utilize collaborative Action Research, it means the researcher will collaborate with the teacher in 10th grader students at Senior High School in Jombang. To conduct the research, the researcher’ role will be as English teacher who will teach vocabulary with the topic synonyms and antonyms of adjective from narrative text using The Frayer Model. While the English teachers’ role will be an observer who will observe during learning session.
Not only that, the teacher also will collaborate with the researcher to design lesson plans, analyze the data, and design the test.
Based on Kemmis’ and McTaggart’ design (2014:278), the researcher adopted the design to illustrate a research procedure. It is seen below:
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Figure 3.1 (Adopted from Kemmis’ and McTaggart’s model, 2014:278) The research procedures are illustrated on figure 3.1 which consists of planning, acting, observing, and reflecting. Before conducting the CAR procedure, the researcher conducted preliminary study to determine the action plan following four phases. To make it clear, the explanation of phrases is as follows:
Cycle Preliminary Study
Conduct an interview with 10th grade teacher to find out the problems of teaching vocabulary (app 1), students’ challenges while learning
vocabulary, and giving Pre-test (app 4)
Planning Design the lesson plan (app 9) Prepare the Frayer Model
Prepare the material and post-test (app 16)
Determining the criteria of success
Acting
Conduct the action planning phase.
Observing
Observe the students’ participation during learningsession.
Reflecting 1. Analyze the data.
2. Identify the strengths and areas that need to improve.
If fail, revise the action plan on next Cycle.
Stop the Cycle if
success.
CYCLE 1
a. Planning phase:
The researcher and the collaborator (English teacher) design a lesson plan based on the result of pre-test, which aims to identify students’ vocabulary current level. In this phase, the researcher determines the lesson plans, preparing The Frayer Model, the material, media, and then determining the criteria of success.
The planning formatted into a lesson plan based on the current syllabus that utilized in that institution. The lesson plan includes instructional activities, learning outcomes and assessments. Following the teaching of using Frayer Model, it focuses on synonyms and antonyms of Adjective, using the word in a sentence, and proving an example.
Next planning is determining criteria of success to measure the significance effects during and after using The Frayer Model. This study is considered succeed or not if the students meet the criteria of success, if not success teaching-learning will be continued on the next Cycle.
b. Acting phase:
After the lesson plan has been determined and approved, the researcher implements the lesson plan, following the activities are:
●The teacher begins with introducing the Frayer Model to the students.
●Then, the teacher explains the Frayer Model’ charts.
●Next, the teacher demonstrates how to fill the Frayer Model’ charts by taking an adjective from text.
●Next, the teacher instructs the students to look for Adjective in the text.
●After that, the students present their work
●The teacher guides the students through each step of the model to define a word, identify synonyms and antonyms of word, and provide to utilize the words in sentence.
●At the end of learning, the teacher gives an assessment that is post-test to measure the students’ achievement after learning the use of the Frayer Model.
c. Observing phase:
In this phase, the teacher observes during learning activities when implementing the Frayer Model. The observation sheet guides the teacher to record and gather the information on students’ involvement.
d. Reflecting Phase:
The reflection phase on Cycle 1 involves analyzing and evaluating the collected data to determine whether the implementation of the action that has been conducted. This phase is important for identifying strengths and weaknesses in the action taken, and also for planning improvement or adjustment the action plan for the next Cycle. Additionally, this phase shows the result on Cycle 1, if the action successes that does not need to continue the learning but if not, it needs to continue the learning.
3.2 Participants
The participant of the study is 10th grade students (25 students) at senior high school in the second semester of academic years 2024/2025.
3.3 Instruments
The researcher will utilize four types of instruments to collect the data from the participants in this study. The first instrument is interview which aim to seek detailed data and deeper insight of the activity from the teacher. (Cohen et.al, 2002:355). The researcher will conduct semi-structured interviews where the researcher can explore deeper information that related with in teaching activity concerning synonyms and antonyms, particularly in Adjective of narrative text. The second instrument is Observation Sheet that will be utilized to record the activity during the learning process and to collect data on each indicator students’
involvement (Sinaga, 2024:30). The third instrument is test which will assess the students’ understanding (Cohen, 2002:414). In this study, the researcher will conduct the test into two types, those are Pre-test to diagnose students’ current level of their knowledge of synonyms and antonyms of Adjective. Then, Post-test is to measure the students’ achievement of understanding concerning synonyms and antonyms of Adjective in narrative text after using the Frayer Model. The last
instrument is Questionnaire which will assist to verify the data collection objectively (Groves et.al 2011:217). The researcher will utilize a questionnaire to assess the students’ achievement and involvement after using The Frayer Model.
3.4 Data Collection
The research process involves several steps to collect the data. The first, the researcher conducted interview with 10th grade teacher using the guidelines and utilizing a semi-structured interview approach. This approach allows for flexibility in exploring the information concerning teaching vocabulary, strategies, students’
challenges, and students’ participation during learning vocabulary. All the answers are recorded and analyzed to serve as an initial diagnosis of the research background. Next, the researcher will conduct two assessments: one before using the Frayer Model and one after using the Frayer Model. The score of pre-test and post- test are collected and analyzed to assess the improvements of students’
vocabulary mastery over synonyms and antonyms of Adjective in narrative text.
Then, the researcher will conduct an observation in the class to gain which is highlighting the students’ involvement while learning the Frayer Model. In the last, the researcher utilizes close-ended questionnaires to verify the students’
achievement and involvement after using the Frayer Model.
Those data collections are designed to determine whether success or not the impact of the Frayer Model in enhancing students’ vocabulary mastery, particularly synonyms and antonyms of adjective in narrative text.
3.5 Data Analysis
After getting the data, the researcher will utilize the techniques in analyzing the data following:
3.5.1 Test
The researcher calculates the result of the pre-test and post-test score of each student in Cycle 1 and Cycle 2. The using of the Frayer Model is success in improving students’ vocabulary mastery related synonyms and antonyms of adjective, if the 70% of students’ score meet 70 (KKM). To see the result, the researcher will be using the formula (Arikunto 2010:210):
:
= x 100%
Note:
P = the percentage
F = the number of the students who achieved KKM N = the number of students
3.5.2 Observation Sheet
The researcher utilizes observation sheet to reflect each Cycle activities.
To analyze the data, the researcher will be using the formula from (Arikunto, 2010:213):
= x 100%
Note:
P = the percentage
F = the total score of students N = the number of students
Table 3. 1 The List of Observation Scores
No Total Score Category
1. 4 Highly Involved
2. 3 Fairly Involved
3. 2 Less Involved
4. 1 Not Involved
After calculating the score, the researcher will draw a conclusion on the data.
3.5.3 Questionnaire
The researcher will analyze the students’ response from Cycle 1 and Cycle 2 after using the Frayer Model by using the formula (Adopted from Arikunto, 2010:215):
= x 100%
3.6 Criteria of Success
Table 3. 2 Criteria of Success
Students Achievement Students Involvement 70 % of the students achieve 76
score (KKM)
70 % of each indicator in
Based on data, which was obtained from preliminary study, fewer than 50%
of students achieved the minimum passing grade (KKM) of 76 points and participation during learning vocabulary is same. Therefore, this study aims to develop the percentage of students’ achievement to 70% of the students and also 70% of students’ involvement. This action will be whether success or not based on students’ achievement’ and students’ involvement meet the criteria of success by concluding the result of Test, observation sheet, and questionnaire.
After getting the data from both criteria of success, the researcher calculated the data into two categories; students’ achievement which took from post-test score and students’ involvement which took form observation and questionnaire results.
To calculate on students’ involvement, the researcher use the formula (adopted from Sudjana, 2001:28)
= Note:
: Mean involvement
: The results of instruments
: The numbers of instruments results 3.7 Reliability and Validity
To verify the data, the researcher utilizes Triangulation of data sources, following the steps are:
1. Interview data: The researcher conducted an interview with a 10th grade teacher to gather insights focusing on teaching methods, challenges encountered, and students’ knowledge of vocabulary during teaching and learning in vocabulary learning, particularly in synonyms and antonyms of adjective in narrative text.
2. Criteria of Success data: This data collected during and after learning process.
Then it analyzes to show the data is successful or not.
3. Documentation: Supporting evidence, including interview with teacher, learning process, and test. It is utilized to substantiate findings derived from interviews and observation.
3.8 Research Timelines
Research process
Year/Months
2024 2025
No De Jan Fe Ma Ap Ma Jun Jul
1. Proposal writing x x x
2. Proposal
revision/improvement x x x x
3. Instrument piloting x x
4. Finding a research site x x x x x x
5. Participant recruitment x
6. Data collection x x
7. Data analysis X x
8. Thesis writing up x x X
9. Viva (oral exam) x x
4.1 Finding
4.1.1 Finding on Preliminary study
The researcher was conducted preliminary study such as interview with tenth-grade teacher and giving pre-test on May 3, 2025. The researcher utilized semi-structured interviews to collect the data deeply in teaching- learning English vocabulary, then giving pre-test to identify the students’
vocabulary mastery. The first session, the researcher asked to the teacher .some questions that related about vocabulary teaching-learning such as teaching practices, students’ participation and challenges, also teacher strategies and resources. Then, the researcher gave pre-tests to identify the student’' vocabulary mastery and the participants were in G class, tenth grade which consist of twenty five students. Additionally, the preliminary was useful to obtain the data which became a source for planning action research.
a. The Result of Interview
The several data were obtained after interviewing tenth-grade teacher as follows:
a) The teacher had introduced synonyms and antonyms but it was not specifically of words types. The learning synonyms and antonyms only conducted once or twice during the semester, but it was used as homework.
b) The teacher utilized traditional method such as translation words which was written by the teacher on the board. Further, the media were students’ textbook. Hence the students’ might be bored during vocabulary learning that affected their participation.
c) The teacher showed that fewer 50% of students’ participation were less, so when they took assessments, they failed to meet Minimum Mastery Criterion (KKM). However, the teacher
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showed there were some students who were getting enthusiast during learning vocabulary and also got the good scores.
d) The teacher said that she had used narrative text, but it does not use to learn synonyms and antonyms. She also said that she had heard previously the Frayer Model, but it was a few and did not fully understand how to use it.
b. The Results of Pre-test
After conducting pre-test, the researcher presented the results on table 4.1 as follows:
Table 4.1 Result of Pre-test
Score Range Numbers of student
0 – 50 7 students
51 – 65 7 students
66 – 75 3 students
76 – above 1 student
From the table, it showed that only one student who met KKM and seventeen students failed to meet it. To get the result of pre-test, the researcher use the formula:
p= x 100%
p= x 100%
p= 5.5%
Based on the result, the data showed that the percentage of students who met KKM was only 5.5% or one student while seventeen students were below the criterion. The lowest score in pre-test session
very low in achievements.
4.1.2 Finding on Cycle 1 a. Planning Phase
In the planning phase, the researcher made a lesson plan based on the findings that encountered in preliminary study. Then, the researcher handed it to the English teacher for review. After that, the researcher prepared the Frayer Model’s worksheets on the first Cycle, the topic of using the Frayer Model was synonyms and antonyms of adjective. Then, the researcher found a narrative text as a content which appropriate with the students’ current level (See appendix 14). After getting the content, the researcher continued making post-test (See appendix 16) on the first Cycle which similar to the questions that given in the pre-test but only having slightly different. The different between previous tests and tests on the first Cycle was using a text that required students to find synonyms and antonyms from specific narrative text. Then, the researcher determined the criteria of success to reveal the benefits of the Frayer Model on students’ performance.
b. Action Phase
On the first Cycle, the action was conducted on Saturday, May 17, 2025. There were 15 students out of 25 in class 10. The researcher began the class with greetings and praying together, then checked the students’
attendance. After that, the researcher explained the material that will be discussed was synonyms and antonyms of adjective in Narrative Text was Cinderella. Next, the researcher divided the students into three groups which consisted five students. After that, the researcher explained briefly each part of Frayer Model: definition, characteristic, synonym, and antonym. Next, the researcher appointed each group representative students to read the text paragraph by paragraph in sequence. Next, the
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researcher demonstrated on how to use of the Frayer Model by taken one adjective from the text and providing to fill each chart.
Next, the groups began to identify and underline the Adjective that found in the Cinderella text and complete the Frayer Model by using dictionaries and context clues from the text. After completing their work, a presentation session took place. At the end of learning session, the researcher conducted a post-test to evaluate each student’s understanding, then spreading the questionnaire to confirm their feelings in using the Frayer Model.
c. Observation Phase
During the learning process, the English teacher as observer, actively monitored the learning process to see how the students’
participation while using the Frayer Model. The researcher’s role was guiding the students to complete the tasks. During learning process, the researcher found several students’ challenges such as the students appeared to be rushing in completing their tasks, most of them were difficult to translate their idea into English and prefer to do it as best as they can.
d. Reflecting Phase
After conducting all the phases, the researcher concluded the results that obtained on first Cycle had yet to be met the criteria of success in students’ achievement only 20% or three students out of fifteen students met KKM. While, in students’ involvement that came from observation’s sheet and questionnaire showed average scores of 67%. Those results showed that the implementation of using The Frayer Model did not reach in both criteria of success.
The researcher found the problems that encountered on the second Cycle. Those were allocated time and structures activities. On first Cycle the activities were including pre-activities, main activities, and post- activities that represented in table 4.2 as follows:
Table 4. 2 Learning Activities on First Cycle
No Tahapan Kegiatan Deskrispsi Kegiatan Durasi
Waktu
1. Pra-aktifitas Pendahuluan
Guru membuka kegiatan dengan salam dan doa, memeriksa kehadiran siswa, dan menyiapkan kesiapan siswa secara fisik dan psikis.
5 menit
2.
Aktifitas utama
Pembagian kelompok dan materi
Guru membagi siswa menjadi kelompok kecil, membagikan
teks Cinderella, dan
membagikan lembar Frayer Model.
5 menit
3. Penjelasan Frayer
Model
Guru menjelaskan bagian- bagian Frayer Model: definisi, karakteristik, sinonim, dan antonym.
5 menit
4.
Membaca teks dan contoh pengisian
Frayer Model
Perwakilan siswa disetiap kelompoknya membaca teks Cinderella per paragraf lalu memberikan contoh pengisian Frayer Model dari salah satu kata sifat yang ada didalam teks. mencari kata sifat yang ada didalam teks
10 menit
5.
Menemukan kata sifat (Adjective)
&mengerjakan Frayer Model
Kemudian, para siswa mulai mencari kata sifat yang ada didalam teks dan mengisi Frayer Model. Pada momen ini, guru memonitor proses kegiatan belajar dan
membimbing untuk
memastikan siswa tidak mengalami kesulian dan
mengamati proses
pembelajaran.
20 menit
6. Presentasi hasil
Siswa mempresentasikan hasilnya dan didiskusikan dengan kelompok lain
5 menit 7.
Aktifitas
penutup Post-test dan refleksi
Guru membagikan soal post- test dan menyebarkan kuisioner
15 menit
8. Penutup Guru menutup pembelajaran
dengan mengucapkan
5 menit
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such as completing Frayer task, presentation, and post-test. Although there were some students able to comprehend the use of Frayer Model thoroughly, it still did not ensure the successful which met both criteria of success. In conclusion, first Cycle was not successful because of limited time allocation. Therefore, it was suggested to revise the lesson plan and deliver allocated time on next Cycle.
4.1.3 Finding on the Cycle 2 a. Planning Phase
In the planning phase, the researcher revised a lesson plan from the reflection’ results on the first Cycle. The researcher continued to prepare Frayer Model’s worksheets. There were an adjustment of the worksheets that was making contextual sentence. On the second Cycle, the topic of using the Frayer Model was synonyms and antonyms of adjective. Then, the researcher used Legenda Putri Hijau as a content which used in learning process. After getting the content, the researcher continued making post-test on second Cycle similar to the questions that gave in the post-test on Cycle 1 but only having slightly different. The different was in the learning process, the researcher used Legenda Putri Hijau, then in post-test Jaka Tarub and the Seven Nymphs. Hence, on second Cycle, adjustment to the learning activities was made as a result of the challenges that had founded on the previous Cycle.
b. Action Phase
At the second meeting on Thursday, May 22, 2025, there were 20 s tudentss in class 10. The researcher began the class with greeting and pra ying together, then the researcher checked the students’ attendance and br iefly reviewed the previous lesson. After that, the researcher introduced t he topic of the day, which was synonyms and antonyms of Adjective in t he narrative text The Legend of Putri Hijau.
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Then, students were divided into groups which consisted of 5 students. After that, the researcher distributed the worksheets, then provided an example of how to make contextual sentences on the board using one adjective from the text. After that, the researcher instructed to the students to identify and underline three or more adjectives that they found in the text, then began to complete their Frayer Model’s worksheets. After that, each group presented their works and teacher provided feedback and clarification as needed. At the end of the lesson, the teacher closed the lesson and motivated the students to keep their spirit in English subject.
Moreover, the post-test was held on May 29, 2025, because of the adjustment that had made to counter the learning outcomes properly. The time adjustment gave the students opportunities to improve their results on previous Cycle.
c. Observation Phase
During the learning process, the English teacher as observer, the researcher actively monitored the learning process to see how the student s’ participation while using the Frayer Model. The researcher’s role was guiding the students to complete their tasks properly. During learning process, the researcher found the atmosphere was different than previous Cycle such as, they try to translate their ideas by their selves, seldom to ask to translate, and more active discussion than on first Cycle. Also, when completing their worksheets, they are taking care of their answer because they have more time to complete the adjectives. Additionally, during learning process, there were improvements in students’
engagement.
d. Reflecting Phase
After conducting all the phases, the researcher concluded the results that obtained on the second Cycle had met the criteria of success.
In the students’ achievement there were 85% or seventeen students out of twenty students who met KKM. While, in students’ involvement that
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From the table above, there were revised action plans on the second Cycle. The revision focused on the reorganization of main activities such
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No Tahapan Kegiatan Deskrispsi Kegiatan Durasi
Waktu
1. Pra aktifitas Pendahuluan
Guru membuka kegiatan dengan salam dan doa, memeriksa kehadiran siswa, dan menyiapkan kesiapan siswa secara fisik dan psikis.
5 menit
2. Pembagian
kelompok dan materi
Guru membagi siswa menjadi kelompok kecil, membagikan teks Legenda Putri Hijau dan membagikan lembar Frayer Model.
5 menit
3.
Memberian contoh kalimat
kontekstual
Guru memberikan contoh membuat kalimat kontekstua sinonim dan antonim dari kata sifat yang ada didalam teks Legenda Putri Hijau.
5 menit
4.
Menemukan kata sifat (Adjective)
& Pengisian Frayer Model
Siswa mulai mencari 3 atau lebih kata sifat yang ada didalam teks. Kemudian, siswa mengisi Frayer Model. Pada momen ini, guru memonitor proses kegiatan belajar dan
membimbing untuk
memastikan siswa tidak mengalami kesulian dan
mengamati proses
pembelajaran.
30 menit
5. Presentasi hasil Siswa mempresentasikan
hasilnya
20 menit 6. Aktifitas
penutup Penutup
Guru menutup pembelajaran
dengan mengucapkan
“Alhamdullilah” lalu memberi motivasi belajar kepada siswa
5 menit
as identifying adjectives, completing Frayer Model and presenting their work. These changes were made based on the reflection results from the previous Cycle, which indicated the adjustment of the allocated time and structured learning that might be improving students’ involvement and learning outcomes.
4.2 The Results after Implementing the Action
After implementing The Frayer Model on two Cycles, the results were found as follows:
4.2.1 The Result on Cycle 1
The post-test took place at the end of the session to measure the students’
achievement on first Cycle. The number of students was 15 out of 25. The scores were presented in table 4.4 as follows:
Table 4. 4 Result of Students’ Achievement
Score Range Numbers of student
0 – 50 2 students
51 – 65 2 students
66 – 75 8 students
76 – above 3 students
Based on the table, only three students achieved 76 – above scores and twelve students scored below. The percentage of students who met KKM was 20% (three students), while 80% (twelve students) failed. To show the results of students’ achievement on the first Cycle, the researcher used the formula:
= x 100% = 20%
The results revealed that almost all the students who took the post-test failed to reach criteria of success in students’ achievement. Furthermore, the results of students’ involvement were based on observation data and questionnaires. The observation aimed to determine how actively students
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Table 4. 5 Result of Students’ Involvement
Categories Score Numbers of student
Highly involved 4 0 students
Fairly involved 3 7 students
Less involved 2 8 students
Not involved 1 0 students
The description of the table is as follows:
No students got highly involved during learning of Frayer Model.
Seven students were fairly involved during learning of Frayer Model.
Eight students were less involved during learning of Frayer Model.
No students were involved during learning of Frayer Model.
From the description above, it showed that average students were fairly and less involved during learning Frayer Model. Those average score in students’ observation had not reached students’ involvement, it can be seen from result below:
= x 100% = 61.67%
Then after calculated the observation result, the researcher also calculated the questionnaire results to confirm the results between actual classroom condition and students reported which use the formula:
= x 100% = 73.33%
After the score both instruments had collected, the researcher calculated to show the results reached the criteria of success or not which formulated:
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= = 67.5%
After calculating all the results of achievement and involvement, it concluded that the first cycle results did not meet the criteria of success. In conclusion, it suggested to continue to next Cycle to get the better results around 70% of criteria of success in students’ involvement.
4.2.2 The Results on Cycle 2
After implementing the revised action plan, it showed the improvement in achieving KKM than previous Cycle. It can be seen on the table 4.6 as follow:
Table 4. 6 Result of Students’ Achievement
Score Range Number of the students
0 – 50 0 studentss
51 – 65 2 students
66 – 75 1 student
76 – above 17 students
Based on the table, seventeen students achieved 76 – above scores and three students scored blow. The percentage of students who met KKM was 85%
(seventeen students) as formulated:
= x 100%= 85%
While, only 15% (three students) failed to reach KKM. Thus, on the second Cycle, the students’ involvement was improved than the first Cycle. It show ed that students more active while discussing, finding the synonym and anto nym of Adjective, and implementing in the sentences. It can be seen from th e students' observation table 4.7 as follow:
Table 4. 7 Result of involvement in Cycle 2
Categories Score Numbers of student
Highly involved 4 6 students
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The description of the table is as follows:
Six students got highly involved during the learning of the Frayer Model.
Twelve students were fairly involved during the learning of the Frayer Model.
Two students were less involved during the learning of the Frayer Model.
No students were involved during the learning of the Frayer Model.
From the description above, it showed there was significant results in observation, there were six students who got high score (four), and almost the number of students got moderate score (three). The averages score can be seen from result below as formulated:
= x100%= 80%
T
hen after calculated the observation result, the researcher also calculated the questionnaire results to confirm the results between actual classroom condition and students reported which use the formula:= x 100% = 79.5%
After the score both instruments had collected, the researcher calculated to show the results reached the criteria of success or not which formulated:
= = 79.75%
Although there was a slight decrease in the questionnaire score compared to the first Cycle, both results on the second Cycle remained above the criteria of success of 70%. This consistency between the observation and questionnaire results showed scores above 70%, it can be concluded that
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there were improvement in students’ involvement scores. The overall findings revealed the learning process on second Cycle was successful in reaching the criteria of success.
4.3 Discussion
There are several of researches that related with the Frayer Model in developing students’ vocabulary mastery. Severa studies have demonstrated improvements when applying the Frayer Model strategy in learning vocabulary, providing clear evidence of how this strategy supports student’ mastering vocabulary. According to Frayer et.al 1996 state that the Frayer Model can improve the students’ vocabulary mastery and also it can engage deeply understanding the meaning of words. Hence, the Frayer Model is one of effective strategies to overcome the problems of mastering vocabulary (Masnawi et.al 2024:19).
In this research, the
researcher implemented
The Frayer Model to
improve students’
mastery vocabulary,
particularly in synonyms and antonym of adjective derived from narrative text at tenth-grade of Madrasah Aliyah Babussalam Mojoagung. The findings showed substantial improvements in students’ vocabulary mastery. These improvements are categorized into two criterion: students’ achievement and students’ involvement. This results are visually presented in figure 4.1 and 4.2 below:
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second Cycle achieved 70% in students’ achievement. Those results are related to t he previous studies that conducted by Wardarita & Surastina (2024), who found tha t the Frayer Model significantly improved vocabulary acquisition by the average of
74.21% in the experimental class, while 63.51% in control class which using the tra nslation method acquisition. Similarly, Wati et al (2022) revealed that applying The Frayer Model in vocabulary teaching improved students learning outcomes. Post-te st scores increasing to 79.52 from a pre-test that average score of 44.76%. These previous studies support the current research and demonstrate that the Frayer Model meaningfully improves the students to achieve learning outcomes.
However, the limited achievement on the first Cycle might be due to the students’ unfamiliarity with the vocabulary learning model. This is consistent with the argument by Beck et al. (2002:82), who said that effective vocabulary acquisition requires briefly instructional to deliver new words in any learning model.
Furthermore, this study also found the students’ involvement that visually represented in a chart below:
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Figure 4.2 Students’ Involvement
Based on the chart, on the first Cycle the result of involvement, it showed averages score 67.5% which closes reached to the criterion, while, on the second Cycle showed 79.5% averages score that indicates on second Cycle is success to reach the criteria in students’ involvement.
These finding demonstrates that The Frayer Model is not only effective for improving students’ vocabulary achievement but also their involvement during learning process. This Cycle was success because adjusting allocated time and activity to engage the students’ understanding deeply. Following the statement, Setyosari (2014:25) states that effective learning outcomes can be achieved when teachers can manage the time efficiently and design the learning steps that allow students to fully participate. This statement also confirmed by Greenwood (2002:261) states that in the learning Frayer Model, the teacher should notice the times which delivered in each steps of using the Frayer Model. He argued that the Frayer Model tend to be “the most time consuming graphic organizer strategy”.
The improvements on the second Cycle which reached the criterion of achievement and involvement are related to the teacher’s ability to manage class time effectively. In conclusion, the results of this research confirms that the Frayer model is an on of effective strategies to improve both students’ vocabulary achievement and involvement during learning activities. This strategy not only supports students in mastering synonyms and antonyms of adjectives but also creates a meaningful atmosphere environment that encourages active participations.
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action, the finding results are failed students’ achievement and students’
involvement on the first Cycle. Then, the researcher continued into next Cycle with some revised plan from previous Cycle. On the second Cycle, all the criteria of success which obtained was improved significantly. It can be seen from the percentage of students’ achievement and involvement during learning process and after learning by implementing the Frayer Model. The results showed on the first Cycle 20% or three students met KKM while 80% or thirteen students failed.
While, it has improved on the second 85% or seventeen students met KKM.
Moreover, in the students’ involvement on the first Cycle showed averages score was 67,5% of students which improved to 79,5% of students on the second.
The improvements on the second Cycle based on the reflection results on the first Cycle which found that there was an inappropriate allocated time in each steps of the learning activities. Based on the reflection results in Cycle 1. This issue potentially affected the students’ understanding of the material which had taught. It can be influenced in their learning outcomes which did not reach the expected criteria of success. Thefore, the adjustment of allocated time and learning activities became the primary consideration in improving students’ achievement in reaching the Minimum Mastery Criterion (KKM) and enhancing students’ involvement during the learning process.
In conclusion, this research is attempted to assess The Frayer Model as one of the strategies in vocabulary learning which specifically focusing on synonym and antonym of adjective in narrative text. The findings of this research showed significant improvements between criterions in each Cycle. Therefore, this research is successful in implementing the Frayer Model’s strategy which can be improved their vocabulary mastery and their involvement during learning vocabulary.
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5.2 Suggestion
Based on the research findings, the researcher would like to give some suggestions for the English teacher and other researcher that might be beneficial for teaching-learning the Frayer Model as follows:
1. In teaching English, especially in vocabulary, the teacher is expected more creative to use any strategies such as the Frayer Model to increase students’ level of mastering vocabulary and communicative to create meaningful learning to encourage students’ involvement.
2. For further researcher is expected to be able apply this strategy with the variation English vocabulary to enhance their vocabulary mastery and expand their vocabulary acquisition.
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