Revisi 5 Proposal

A PROPOSAL
THE EFFECT OF FRAYER MODEL ON STUDENT’S VOCABULARY

MASTERY ON FIRST GRADE AT SMP NEGERI 2 KOLAKA
By
NASRIANTI
16020176
ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEMBILANBELAS NOVEMBER KOLAKA UNIVERSITY
KOLAKA
2020
A PROPOSAL
THE EFFECT OF FRAYER MODEL ON STUDENT’S VOCABULARY

MASTERY ON FIRST GRADE AT SMP NEGERI 2 KOLAKA
Submitted as a Partial Fulfillment of the Requirements for Thesis at the

English Education Study Program of Language Education
Department of Teacher Training Education Faculty of
Sembilanbelas November University Kolaka.
By
NASRIANTI
16020176
ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEMBILANBELAS NOVEMBER KOLAKA UNIVERSITY
KOLAKA
2020
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LIST OF CONTENTS
TITLE SHEET.......................................................................................................i
APPROVAL SHEET.............................................................................................ii
LIST OF CONTENTS.........................................................................................iii
CHAPTER I INTRODUCTION..........................................................................1
1.1. Background of The Research......................................................................1
1.2. Question of The Research...........................................................................3
1.3. Objective of The Research...........................................................................3
1.4. Scope of The Research.................................................................................3
1.5. Hypothesis of The Research.........................................................................3
1.6. Significance of The Research.......................................................................4
1.7. Definition of Operational Terms..................................................................5
CHAPTER II REVIEW OF RELATED FINDING...........................................6
2.1 Previous Related Researches........................................................................6
2.2 The Concept of Vocabulary.........................................................................7
2.2.1 Definition of Vocabulary...................................................................7
2.2.2 Vocabulary Mastery...........................................................................8
2.2.3 Types of Vocabulary.........................................................................9
2.3 Frayer Model................................................................................................9
2.3.1 Definition of Frayer Model...............................................................9
2.3.2 The Implentation of Frayer Model..................................................10
2.3.3 The Purpose of Frayer Model..........................................................12
2.3.4 Example of Frayer Model................................................................13
2.4 The Conceptual Framework.......................................................................14
CHAPTER III METHOD OF THE RESEARCH............................................16
3.1 Design of the Research..............................................................................16
3.2 Variable of the Research............................................................................16
3.3 Population of the Research........................................................................17
3.3.1 Population.......................................................................................17
3.3.2 Sample.............................................................................................17
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3.3.2.1 Normality test...............................................................................17
3.3.2.2 Homogeneity test.........................................................................18
3.4 Instrument of the Research........................................................................18
3.5 Validity and Reliability..............................................................................18
3.6 Technique of Data Collecting Procedure...................................................20
3.7 Technique of Data Analysis.......................................................................22
BIBLIOGRAPHY................................................................................................24
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BAB I
INTRODUCTION
1.1. Background of the Research
According Dian R (2016) English is important for Indonesian in order to
development of the word. It has also been a compulsory subject to the Indonesian
learners from Junior High School to university. This is why students should learn
about English.
In terms of English teaching, one of the language aspects taught is
vocabulary. Vocabulary is a list or collection of words and phrase usually
alphabetically arranged and explained or defined. According Kieffer & Lesaus in
Martin Kustati & Yelfi Prisillia (2018) stated that vocabulary is learning meaning
of new words and can also mean words that the reader recognizes in print. So
language is arranged by many words and phrase. In addition vocabulary is
knowledge of word meaning. It means that developing vocabulary is crucial to be
learned. The other hands according to Dian R (2016) vocabulary is central to
English language teaching because without sufficient vocabulary students cannot
understand others or express their own ideas.
Students should learning vocabulary step by step. The first thing is the
students have to know content words category although there are four skills in
English learning. They are speaking, listening, writing, and reading. But the
students cannot reach them, if the students lack vocabulary. Because vocabulary
mastery relates to all language learning and component supporting elements to
mastery of four language skill. The objective of teaching and learning English for
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students is expected to be able to know vocabulary in English. To achieve this, the
students do not only have knowledge and skill of memorizing all of things but
also good creativity and good strategy.
From observation of the researcher in Junior High School, and also the
researcher’s experience when conducting teaching practice (PPL). There are the
important problems in vocabulary. Most of the students have difficulty in
mastering English words. They have limited vocabulary to master the meaning of
the words in the next, the student do not know the context of the word usage, the
students difficult recognize the meaning of each word, the students are not able to
listen the English words from teacher, and the students get difficulty to
communicate fluently in English. Therefore this situation makes the students lazy
to study English.
The teacher should make various strategies and choose a suitable to improve
the students’ mastery of vocabulary. One of the alternative strategies is Frayer
Model. The researches tries to make research to find the solution use this strategy
in the learning process. The strategy is applied by the researcher.
The Frayer Model is a strategy that uses a visual graphic organizer for help
the students to vocabulary building. This strategy requires students to define the
target vocabulary words and concepts and apply this information by generating
example and non-example. According to Janet Allen (2007) Frayer Model helps
the students learn new concepts through the use of attributes and non attributes.
The use of attribute is give an object or media like picture that describe the word
to know a thing what it is and non attributes without an object or Media.

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Based on the problem above, the researcher assumes that there are some
teaching strategies that have implemented for students’ mastery of vocabulary.
For this assumption, the researcher is interested to do experiment research. By
doing this research the researcher is interested in conducting a research with title
“The Effect of Frayer Model on Student’s Vocabulary Mastery on First Grade at
SMP Negeri 2 Kolaka”.
1.2. Question of the Research
Based on background of the research, the researcher question is formulated
as follow: Is there any significant of Frayer Model in teaching English especially
vocabulary mastery?
1.3. Objective of the Research
From the research question, the objective of this research is : To find out the
effect of using Frayer Model on the student’s vocabulary mastery.
1.4. Scope of the Research
There many kinds of strategy in teaching English and the researcher is very
important in conducting research that focus the effect of Frayer Model especially
students’ vocabulary mastery learning process on first grade at SMP Negeri 2
Kolaka.
1.5. Hypothesis of the Research
Hypothesis is a formal statement about an expected relationship between
two or more variables which is can be tested through an experiment. The
hypothesis is divide into two categories that is they were Null Hypothesis and
Alternative Hypothesis.
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1. H0 : There is no significant effect of using Frayer Model in teaching English
Vocabulary on first grade students of SMP Negeri 2 Kolaka.
2. H1 : There is significant effect of using Frayer Model in teaching English
vocabulary on first grade students of SMP Negeri 2 Kolaka
1.6. Significance of the Research
The significance of this research can be viewed from both theoretical and
practical aspect, as follow:
1. Theoretically
To enrich the theory of awareness in vocabulary mastery
2. Practically
a. The Students
The result of this research is expected to be useful for the students to
realize how to master vocabularies in English. They will be motivated and
enthusiastic in learning English especially in learning vocabulary by using
Frayer Model.
b. English Teachers
To make the teachers easy to explain the material and help the teachers to
teach the material, the teachers will be innovative in teaching process
especially in vocabulary and make learning process more interesting by
using Frayer Model. The teachers will ask to the students make a creative
words by using Frayer Model in origami letter after that put on the wall of
classroom.
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c. Other researcher
The result of this research is expected to be useful as reference or to give
alternative way in teaching and learning vocabulary and as information for
conducting research in the same topic.
1.7. Definition of Operational Terms
To make the clear understanding about little of this research, the researcher
explained some technical terms as follows:
1. Effect
The effect is also called a causal sentence that is the sentence that built by
involving the action that makes something happen and the result of that
action.
2. Vocabulary
Vocabulary is central to language and critical importance to typical language
learning. Without a sufficient vocabulary, one cannot communicate
effectively or express his ide in both oral and writing.
3. Frayer Model
Frayer Model is a visual graphic of organizer that helped students select and
organize information related to a key concept. The Frayer Model is too
helped students to refine of vocabulary.

BAB II
REVIEW OF RELATED FINDING
2.1. Previous Related Research
There are some previous researches that the researcher found to support this
research namely:
The first thesis conducted by Cikita Rahmadani (2018). The title of research
is “The Effect of Using Frayer Model on the Students’ Vocabulary Mastery”. The
research concluded that there is significant effect of using Frayer Model on the
students’ vocabulary mastery.
The second thesis conducted by Randel D. Estacio (2017). The title of
research is “The use modified frayer model in developing science vocabulary of
senior high school students”. This is research conclude that the use of Frayer
Model in teaching science a significant improvement in science vocabulary of
students.
The third thesis conducted by Mika Yuslin Aryanti (2017). The title of the
research is “Improving Student’s Understanding Word in Descriptive Text by
Using Frayer Model”. This research showed that the students’ understanding new
words on descriptive text in Frayer model. The Frayer Model improved students’
understanding new words in descriptive text at Eight Grade students of SMPK
Immanuel II Kubu Raya Academic.
Here, the similarity and different between previous research and this coming
research with different subject and design. The first, research by Cikita
Rahmadani (2018). The similarity of this coming research is same using Frayer
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Model in teaching vocabulary. The different of this coming research is subject of
research in eighth grade students of SMP IT Al Ihya Tanjung Gading and using
quantitative design.The second, research by Randel D. Estacio (2017). The
similarities of this coming research are same using Frayer Model in teaching
vocabulary and using Quasi-experimental design. The different of this coming
research is subject of research in Science Department of Nature Science Faculty
University of Polytechnic of Quezon City Philippines. The third, research by
Mika Yuslin Aryanti (2017).The similarity of this coming research is same using
Frayer Model. The different of this coming research is subject of research in Eight
Grade students of SMPK Immanuel II Kubu Raya Academic and using classroom
action research. And then the thesis focuses on the students’ understanding new
word.
2.2. The Concept of Vocabulary
2.2.1. Definition of Vocabulary
Vocabulary is content and function words of language, which are learned
through by that the students become a part of child’s understanding speaking,
reading, writing, listening. The others hand, vocabulary is words having meaning
when seen even though the individual prodigal it when communicating with
others.
Hirsch (2003); Kieffer & Lesaux (2007); Nagy & Scott (2000) state that
vocabulary is learning meaning of new word and it can also mean words that the
reader recognizes in print. Students learn a new word from the dictionary by
finding the meaning and it becomes a new knowledge.

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Then, Fitzgerald & Graves (2004); Graves (2016) state that in learning
vocabulary, students meet again and again in their reading and classroom work
across all content areas. Vocabulary is always meet by the students when reading,
and also when students are speaking, listening, or writing, for example, when they
are reading, they meet the words in sentences or paragraph. When they are
speaking, they sound out the word to communicate. When they are writing, they
must write down the word into sentence or paragraph, and also when they are
listening, they should recognize what the speaker say in order they understand it.
2.2.2. Vocabulary Mastery
Vocabulary mastery means the ability to understand and use the
vocabulary. Vocabulary mastery is very important to build understanding of
meaningful reference. Vocabulary mastery refers to number of someone knows.
The term mastery is not restricted to simply recognize the meaning of certain
words.
Vocabulary mastery is one of the factors to master English as foreign
language. It means that the students have the ability in understanding and using
the word and meaning. The larger vocabulary the students master, the better they
perform their language. By having a limited vocabulary, the students will find
difficulties in mastering English skill.
By mastering vocabulary, they can shape their English and think that
English as one of their subjects at school. Accordance by John Langan (1992:
422), he said that a good vocabulary, more than any other factors. Besides that, it
is hoped that they will have more vocabulary (because they are easier to find new
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vocabularies) and will help them in studying English in the next level of school
(Senior High School) or in the University. So that they can use their English in
order to communicate to other people from other countries. By having knowledge
of what the purpose are, the mastery of vocabulary could be arranged or designed
to reach the goals. The environment support students in learning English
vocabulary.
2.2.3. Types of Vocabulary
There are types of vocabulary according to Judy K. Montgomery (2007),
as follow:
a. The first type is listening vocabulary. The words we hear and understand.
b. The second of speaking vocabulary. The words we use when we speak.
c. The third type is reading vocabulary. The words we understand when we read
text.
d. The last type is writing vocabulary. The words we can retrieve when we write
to express ourselves.
However, those are explanation should be aware by a teacher before start to
teach English vocabulary in hope the teaching process can be effective and
efficient.
2.3. Frayer Model
2.3.1. Definition of Frayer Model
Frayer Model strategy work with the students because of the repetitions, it
allow students to create their own characteristic, draw image, write example, and
non-examples which take time and allows students to repeatedly create

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meaningful example and non-example about the term or concept. Frayer Model is
also give students different learning styles and opportunity to have different way
to learn a concept, through picture, characteristic, and examples. Not every
student can learning from just writing a definition, some students benefit from
seeing visual aids, while other benefit from example and non-example.
Billmeyer & barton (1998) state that Frayer Model was a strategy to help
students to understanding the concept word and it improve students’ vocabulary.
It can help the students to be active and find out the meaning of the word by using
framework that consist of for elements like definition, characteristic, example, and
non-example.
According Barbara in Martin Kustati & Yelfi Prisillia (2018) said that
Frayer Model was a strategy to help students to understand the concept word and
it improve students’ vocabulary.
2.3.2. Implementation of Frayer Model
According Billmeyer & Barton (1998) there are some steps of Frayer Model in
teaching vocabulary, they are as follows:
 Instruct students to divide their paper into for equal parts.
 Show the students how to write their word at the intersection of the four
squares, see the example below:

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1 2
WORDS
3
In boxes number 1, student make the definition of the concept, In boxes
number 2, the students make the characteristic, In boxes number 3, make the
examples, and in boxes number 4, students make non-example of the concept. In
the circle of the boxes, students write the concept will be discussed.
 Guide students in labeling the four parts: definition, essential characteristic,
examples and non-examples. See the example below:
Definition Characteristic
Example WORDS
Non-Example
 Provide students with time to complete each section on their frayer model.
Students have five minutes to make definitions of the concept, and then, five
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minutes for characteristic, and also five minutes, for example and non-
example. Students allow using their dictionary or book.
 Allow students to share their completed work with pair, small group or the
whole class.
2.3.3. The purpose of Frayer Model
The purpose of the Frayer Model is to identify and define unfamiliar concepts
and vocabulary. Students define a concept/word/term, describe its essential
characteristics, provide examples of the idea and suggest non examples of the idea
for knowing what a concept isn’t helps define what it is. This information is
placed on a chart that is divided into four sections to provide a visual
representation for students. The model prompts students to understand words
within the large context of a reading selection, as it asks students to analyze the
concept or word (definition and characteristics) and then synthesis or apply this
information by thinking of examples and non-examples. It also activates prior
knowledge of a topic and builds connections.

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2.3.4. Example Frayer Model
Definition Characteristic
- Healty food - Color
- Contains vitamin - Shape
- Has seed - Texture
- A product of tree - Flavor
Example
FRUITS
- Banana Non-Example
- Apple They are not fruits but they are
- Watermelon vegetables.
- Coconut - Red pepper
- Cherries - Potato
- Pineapple - Lettuce
- Peach - Broccoli
- Mango - Carrot
2.4. Conceptual Framework

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Vocabulary
v Mastery
Giving Pre-test with two group; control

group and experimental group.
Giving Treatment of Giving Treatment of

Control Group Using Experimental Group Using
Conventional Teaching Frayer Model
Giving Post-Test to Get

The Mean Scores
Finding The Effect of Frayer Model

On The Students’ Vocabulary Mastery
Figure 1. The simple of Conceptual Framework
The problem that the students faced in teaching vocabulary was the
difficulties in memorizing meaning of the words. In other hands, the students were
lack of vocabulary. They often felt bored easy in teaching activities because of
those problems. It also happened because they felt bored in teaching vocabulary.
Frayer Model is used to category students’ understanding of vocabulary
word or concept they are studying. Students can make a list of the definition,
characteristics, examples, and non-examples on a chart with four quadrants. This
model helps the students to develop a conceptual understanding of new
vocabulary or creativity concept. Using the particular graphic organizer helps
students to think about this term in a variety of ways. It allows them to visually
demonstrate what they categorize based on their new knowledge.

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This can also serve as a great tool for review or as a study aid. The
atmosphere classrooms are more enjoyable and productive for learners. It is also
good for revising and pronouncing vocabulary. This strategy can create positive
energy to review important vocabulary at the end of a lesson. Their mind will be
refreshed to get the secret words from every moment.
By using Frayer Model learning vocabulary continuously, the student’s
memorization of words will be sustained in long term memory. Students’
vocabulary achievement will be increased. Therefore, it can be assumed that using
Frayer Model will improve students’ vocabulary mastery. It will apply by the
English teacher in learning process. Based on the explained above, it can be
summarized that Frayer Model can be used and to improve students’ vocabulary
mastery in long term memory. The overall, the researcher makes a simple plan
from a chart or figure. It can make more understanding for the readers and the
next researchers.
BAB III
METHOD OF THE RESEARCH
3.1. Design of the Research
The design of this research is Quasi-Experimental. Accordance Sugiyono
(2014) design is exactly like pre-test and post-test control group design except that
there is no random assignment into group. This design has two groups of students
as the sample that is in the control group and in the experimental group. The
design of this research can be described as follow:
Table 3.1 The Schematic the Quasi-experimental Design
Group Pre-test Treatment Post-test

Experimental 01 X 02
Control 03 04
Note:
01 = Pre-test experimental group
02 = Post-test Experimental group
03 = Pre-test for control groups
04 = Post-test for control groups
X = Treatment (Sugiono, 2014)
3.2. Variable of the Research
In this research, there were two variables namely independent and dependent
variable. Independent variable was Frayer Model and dependent variable was
students’ vocabulary mastery
3.3. Population of the Research
3.3.1. Population
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Accordance Sugiyono (2014) the population is generalized composed of the
object/subject that has certain qualities and characteristic are determined by the
researcher to learn and draw the conclusion.
Population will be conducted at SMP Negeri 2 Kolaka which is located at
Pramuka street Number 58 Lamokato Village, Kolaka Sub-district.
3.3.2. Sample
Accordance Sugiyono (2014) sample is the part of number and
characteristic that is processed by the population.
The sample of this research is students on first grade at Junior High School,
the researcher will take two classes. Class VII.5 will be the experimental group
and class VII.7 will the control group.
Before taking sample, firstly researcher tested normality and homogeneity a
test to decide does population comes from data that distribution normal and has
homogeneous variation.
3.3.2.1. Normality test
To determine whether the samples will use normally distributed populations,
then the data to be tested is the English learning for the pre-test to the two classes
was test by using Kolmogorov Smirnov statistic test through Microsoft Exel 20
test, provided that if the value of Sig. (2-tailed), then be accepted.
3.3.2.2. Homogeneity test

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To find out whether the samples used are populations that have homogeneous
variance. The two classes will test using Levene test statistic trough Microsoft
Exel 20 test, provide that if the value of Sig (2-tailed), then be accepted.
Table 3.3 Distribution of Research Samples
School Class of the Research Gender Total

VII. 5 L 15
Learning with Frayer
12
Model P
SMP Negeri 2
VII. 7 L 16
Kolaka Learning with
13
Conventional Method P
L 31
Sample of the research
P 25
Total of research sample 56
3.4. Instrument of the Research
In this research, the instrument is vocabulary test. It will use in pre-test and
post-test consists of 20 items in the form of multiple choices test, pre-test conduct
to identify students vocabulary mastery before giving treatment and post-test test
will done to identify the students vocabulary mastery after the treatment.
3.5. Validity and Reliability
To know validity and Reliability of the test the researcher will use Microsoft
Exel.
1. Instrument Validity
To determine the validity of test, the researcher calculated it by using product
moment formula as follow:

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N ( ∑ XY )−( ∑ X ) (∑ Y )
r xy =
√{N ¿ ¿ ¿
Description:
r xy = Correlation Coefficient every item
N = Number of samples
∑ X = Score of item scores
∑Y = Total Scores
∑ X 2 = Total score sum of square
∑ Y 2 = Total score sum of square
2. Instrument Reliability
Analysis test in this research measure by used KR 21 with the formula as
follows:
n M ( n−M )
r 11 [ ][
n−1
1−
n . S2 ] (Arikunto, 2009)
Where:
n = number of item test
M = means score
S2 = standar deviation
3.6. Technique of Data Collecting Procedure
The procedure of collecting data can be described as follow:

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1. Pre-test
The first meeting of the research will give pre-test before doing treatment.
This test want to know the students prior knowledge concern with the vocabulary
of the students before applying Frayer Model as a learning strategy, total of test
consist 20 items of vocabulary test in objective test. In this research, both
experimental group and control group will give a multiple choice test.
The stages in giving pre-test to the students:
a. The researcher asked the students to pay attention.
b. The researcher explains about the purpose of this research.
c. The researcher explains the instrument that giving to the students.
d. The researcher asked the test to do the test.
2. Treatment
In process learning will give treatment to the experimental group by using
Frayer Model. In this research the researcher will conduct it in six meeting. The
researcher conduct the presentation of materials for four meeting, and the
researcher apply by Frayer Model especially in helping the student vocabulary
mastery in learning process. While the class control group will take using
conventional teaching.
 Experiment of class
a. The researcher opening the class by greeting to the students and explain in
brief what they are going to do in the meeting.
b. The researcher giving motivation before starting the material.

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c. The researcher explains about material. Then, the students read and learn
the material for some minute.
d. The researcher introduces and explains about Frayer model in teaching

vocabulary. Then, the researcher giving some example of using Frayer
model.
e. The researcher will make a small group 4-5 student.
f. After that, the researcher asks the students for make example vocabulary
using Frayer model in group.
g. Then, the researcher asks that each group presents their work in front of
the class.
h. The researcher will give feedback
i. The researcher conclusion the lesson in the end of meeting.
 Control of class
a. The researcher present the material to the students
b. The researcher ask to student to read and learn about material for some
minute
c. The researcher give some questions relate the material
d. Every students answer the question
e. The researcher will give feedback, and conclusion the lesson.
3. Post-test
The researcher will give post-test to both control group and experimental
group after conduct treatment. The post-test will conduct to measure the student
mastery after the treatment for experimental group compare to control group.
(Adapted from Hamdia Arief 2017 & Cikita Rahmadani 2018)

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3.7. Technique of Data Analysis
To analyze the data the researcher will use descriptive statistic and
inferential statistic. Descriptive will use to describe the basic features of the data
in the research. And inferential statistic will use to testing the hypothesis to know
the result have an effect of Frayer Model in teaching vocabulary or not. Before
getting in testing the hypothesis, there some steps in analyzing the data.
1. After giving pre-test and post-test to the students, the researcher calculated the
students’ score by using formula:
Obtain Score
a. Score x 100%
Maximum score
b. Classifying the score of the students’ of pre-test and post-test.
90 – 100 = Very high
70 – 89 = High
50 – 69 = Enough
0 – 49 = Low
(Sudijono, 2005)
c. Rubric scoring
No Criteria Score
1. Correct 1
2. Incorrect 0
2. Calculating the mean score of the students with the formula:

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∑ xi
xi = (Sudjana. 2005)
ni
Description:
xi = average count of class I test result
∑ x i = number of test scores of grade I students
ni = number of grade I students
3. Find out the standard deviation with the formula:
SD = √ X2 (Sudijono, 2009)
n
SD = Standard deviation
n = total of sample
x = percentage
The criteria of testing hypothesis in this research as follows:
1. If t-test > t-table in significant of 0.05, H0 (the null hypothesis) is reject
and H1 is accept. It means that there is an effect of Frayer Model towards
the students’ vocabulary mastery.
2. If t-test < t-table in significant of 0.05, H0 (the null hypothesis) is accept
and H1 is accept. It means that there is no any effect of Frayer Model
towards the students’ vocabulary mastery.

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BIBLIOGRAPHY
Aswal Syarifudin, Rismaya Marbun & Dewi Novita (2014). An Analysis On The
Students’ Vocabulary Mastery A Descriptive Study On The Mts. English
Language Education Study Program of Teacher Training and Education
Faculty. FKIP Untan.
Cikita Rahmadani (2018). The Effect of using frayer model on the students’
vocabulary mastery. Sumatera Utara.Medan
Dian R (2016) The Influence of Vocabulary Journal in Teaching Students
Vocabulary Mastery. Smart Journal Volume 02, No 01.
Estacio, D. R. & Martinez, O. D. (2017). The Use of Modified Frayer Model in
Developing Science Vocabulary of Senior High School Students. New
Trends and Issues Proceedings on Humanities and Social Sciences.
[Online]. 4(1), pp 36-42
Hamdiah Arief (2017). The Effectiveness of talking stick method in teaching
vocabulary. UIN Alauddin Makassar. Makassar
Judy K. Mongomery (2007) The Bridge of Vocabulary. Evidence Based Activities
for Academic Success.
Janet Allen (2007). Tools for Teaching Vocabulary. Stenhouse Publishers.
Martin Kustati & Yelfi Prisillia (2018). The Implementation of Frayer Model
Strategy in Reinforcing Young Learners’ Vocabulary Achievement. Jurnal
Trbiyah Al-Awlad, Volume VIII Edisi 01 2018.
Mika Yuslin, Rahayu Apriliaswati & Sofian (2017). Improving Student’s
Understandind New Wordsin Descriptive Text by Using Frayer Model.
25
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English Language Education Study Program of Teacher Training and
Education Faculty. Tanjungpura University Pntianak.
Sugiyono (2005). Statistika untuk Penelitian. Bandung: Penerbit Alfabeta.
Sudijona (2005) Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo
Persada.
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APPENDICES
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Instrument of Validity
English Vocabulary Test
Name :
Class :
I. Answer These Questions!
1. Someone who cuts men’s hair, is…..
a. Carpenter c. Sailor
b. Barber d. Tailor
2. An animal which is furry, usually being a pet, and often find at a home and eat
the mouse, is…
a. Rabbit c. Cat
b. Dog d. Goat
3. My mother is a tailor. She sews and makes … .
a. Books c. Chairs
b. Foods d. Clothes
4. My friend’s …… are sick, so he cannot hear anything well.
a. Cheeks c. Eyes
b. Nose d. Ears
5. My younger brother went to dentist two days ago because his ….. were in
pain.
a. Teeth c. Hands
b. Ears d. Fingers
6. The carpet is …… I want clean it.
a. Large c. Dirty
b. Shiny d. Soft
7. My father is a teacher. He works in the …… every day.
a. Room c. Kitchen
b. Garden d. School
8. This room is dark, please turn on the ……
a. AC c. Lamp
b. Door d. Television
29
9. Apple, orange,melon, and mango. They are called?

a. Vegetable c. Fruits
b. Food d. Drink
10. Onion, potato, broccoli, carrot. They are called?
a. Bread c. Drink
b. Vegetables d. Fruits
11. Mr. Dedy is a doctor. He works in ….
a. Hotel c. School
b. Office d. Hospital
12. The exam was too ….. for her. She got an A!
a. Easy c. Difficult
b. Expensive d. High
13. Thomas ….. the competition in a National Olimpiade. He looks very happy.
a. Jumped c. Run
b. Lost d. Won
14. Tina’s bicycle is broken. Tina is really …… now.
a. Nice c. Sad
b. Happy d. Look
II. Choose the synonym of the underline word!

15. My cousin is very pretty.
a. Ugly c. Beautiful
b. Strange d. Smart
16. When do you come on time?
a. Go c. See
b. Arrive d. Study
17. This toy is inexpensive.
a. Cheap c. Good
b. Expensive d. Overpriced
18. They start the final exam at 7.30 am.
a. Run c. Continue
30
b. Begin d. Connect
19. Meghan brings four books from the library.
a. Give c. Carry
b. Share d. Leave
20. Mr. Adam looks at their students.
a. See c. Angry
b. Watch d. Support
21. My father builds tree house in my garage.
a. Destroy c. Draw
b. Paint d. Construct
22. When do you finish the class?
a. Start c. Try
b. End d. Repeat
23. What do you think about the class?
a. Realize c. Reject
b. Misunderstand d. Fail
III. Choose the antonym on the underlined word!

24. They wake up at 5.00 am this morning.
a. Sleep c. Speak
d. Study d. Sing
25. He is tall.
a. Big c. Long
b. Huge d. Short
26. The carpet is dirty. I want to clean it.
a. Pretty c. Clean
b. Fun d. Wonderful
27. It is hot outside.
a. Breezy c. Warm
b. Cold d. Stormy
28. This seems like a good hotel.
31
a. Brilliant c. Dirty
b. Great d. Bad
29. Why are you being so arrogant?
a. Humble c. Stupid
b. Snooty d. Lazy
30. Do you want to go the beautiful valley?
a. Ugly c. Good
b. Nice d. Clean
32
NAME : NASRIANTI
NIM : 16020176
BUTIR SOAL
No Name
1 2 3 4 5
1 Abi 1 1 1 0 1
2 Safira Mutiara 1 1 1 0 0
3 Agung Ayahrul Rahmadhan 1 1 1 1 1
4 Al Rasyid Abunawar Lapasisi 1 1 0 1 1
5 Andi Andre 1 1 1 1 0
6 Audry Zabrina Gerardin 0 1 1 1 1
7 Bradon Zaskia 1 1 1 1 1
8 Defri Aryatama 1 1 1 1 1
9 Danisa Salam 1 1 0 0 1
10 Desi Anugra 1 1 1 1 1
11 Dicky Anugraha R 1 1 1 1 1
12 Erika Jumrianingsih 1 1 1 1 0
13 Fadlan Faisal 1 1 0 1 1
14 Firda Lasari 0 1 1 1 0
15 Galuh Catur Prastowo 1 1 0 1 1
16 Indira Mustari 0 1 1 1 0
17 James Raden Putra Sanggo 1 1 1 1 1
18 Muh April Prasekti 1 1 1 0 1
19 Muh Edrovan Eduard Calember 1 1 1 1 1
20 Nurfadilla 0 1 0 0 0
21 Putri Dwi Aryanti 1 1 1 0 1
22 Tiara Loken 1 1 1 0 1
23 Wulan Dari 1 1 1 0 1
24 Muh Yusuf 1 1 1 1 1
25 Muh. Rasya Fasya 1 0 1 0 0
Benar (∑X) 21 24 20 16 18
Salah 4 1 5 9 7
∑XY 388 434 366 310 343
0.0737 0.1807
Rxy 0.26983 9 5 0.47653 0.42672
R Tabel 0.396 0.396 0.396 0.396 0.396
Keterangan TV TV TV V V
33

6 7 8 9 10 11 12 13 14
1 1 1 0 1 1 1 0 1
1 0 1 0 1 1 1 0 0
1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1
0 0 0 1 1 1 1 1 1
1 1 1 1 1 1 1 0 1
0 1 1 1 1 1 1 1 1
1 1 1 1 1 0 1 1 1
1 0 1 0 1 1 1 0 0
1 1 1 1 1 1 1 1 1
0 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 0 1
1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 0 1
1 1 1 1 1 1 1 1 1
0 0 1 0 0 1 1 0 0
0 1 1 0 1 1 0 1 1
1 0 1 0 0 1 0 0 1
1 1 1 1 1 1 1 1 1
0 1 1 0 0 1 1 0 0
1 0 1 1 1 1 1 0 0
1 1 1 1 1 1 1 0 0
1 0 1 0 1 0 1 0 0
0 1 1 1 1 1 1 1 1
0 0 1 1 1 1 0 0 0
17 17 24 17 22 23 22 12 17
8 8 1 8 3 2 3 13 8
342 333 439 358 417 405 421 233 324
0.4065 0.5650 0.2834 0.5633 0.2093
1 3 3 0.68832 1 -0.2568 4 0.4256 0.40651
0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396
V V TV V V TV TV V V
34

15 16 17 18 19 20 21 22
0 0 0 0 0 0 0 0
0 0 0 0 1 0 0 0
1 0 0 0 1 1 1 1
1 0 0 0 0 0 0 0
1 1 0 0 0 0 0 0
1 1 1 0 1 1 1 1
1 0 0 0 0 0 0 0
1 1 0 1 1 1 1 1
1 0 0 0 1 0 0 1
1 1 1 1 1 1 0 0
0 1 0 0 1 1 0 1
1 1 1 0 1 1 1 1
1 0 0 0 1 1 1 1
1 1 0 0 1 0 1 0
1 0 0 0 0 0 0 0
0 0 0 0 0 0 0 1
0 0 0 0 0 0 1 1
0 0 0 0 0 1 1 1
1 0 0 0 1 1 1 1
1 0 0 0 1 0 0 0
0 0 0 0 0 0 1 1
1 0 1 0 1 1 1 1
1 0 0 0 1 0 1 1
0 0 0 0 0 0 0 1
0 1 0 0 1 1 1 0
16 8 4 2 15 11 13 15
9 17 21 23 10 14 12 10
324 169 95 53 310 246 256 287
0.40806 0.33324 0.44733 0.46881 0.47965 0.65611 0.49533 0.39579
0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396
V TV V V V V V TV
35
Tota
Y^2
23 24 25 26 27 28 29 30 l
1 0 0 0 0 0 0 0 12 144
0 1 0 1 1 0 1 1 14 196
0 1 1 0 0 1 1 1 24 576
1 0 1 0 1 0 0 1 18 324
0 0 0 0 0 0 0 0 12 144
0 1 0 1 1 0 0 0 22 484
1 0 1 0 0 0 0 1 17 289
1 1 1 1 1 1 1 1 28 784
0 1 0 1 1 0 0 1 15 225
0 1 1 0 1 1 1 0 25 625
0 0 0 0 1 1 1 1 21 441
1 1 0 1 1 0 0 1 24 576
0 0 1 1 1 0 1 1 23 529
0 1 0 1 1 0 1 1 20 400
1 0 1 0 1 0 1 1 19 361
0 1 0 1 1 0 0 1 11 121
0 1 1 0 0 1 1 1 18 324
1 0 0 0 0 0 0 1 13 169
1 0 1 1 1 0 1 1 25 625
1 1 0 0 0 0 1 0 10 100
1 1 1 1 1 1 0 0 18 324
1 1 1 1 1 0 1 1 24 576
1 1 0 1 1 0 1 1 18 324
1 1 0 1 1 1 1 1 21 441
1 1 1 1 1 1 1 0 17 289
14 16 12 14 18 8 15 18 469 9391
11 9 13 11 7 17 10 7
264 291 238 280 363 154 289 335
0.0225 0.1513 0.5078 0.2873 0.4633 0.3860 0.2803
0.42934
1 1 3 4 2 8 4
0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396
TV TV V TV V TV V TV
36
RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)
Sekolah : SMP Negeri 2 Kolaka

Mata Pelajaran : Bahasa Inggris
Kelas : VII
Materi Pokok : This is My World
Tahun Pelajaran : 2019/2020
Alokasi Waktu : 20 Jam Pelajaran (6 Pertemuan)
A. Kompetensi Inti
KI 1 Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (toleransi,
gotong royong), santun, percaya diri dalam berinteraksi secara efektif
dengan lingkungan social dan alam dalam jangkauan pergaulan dan
keberadaannya
KI 3 Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya terkait fenomena dan kejadian tampak mata
KI 4 Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi (IPK)

NO Kompetensi Dasar (KD) Indikator Pencapaian Kompetensi
(IPK)
1. 3.4 Mengidentifikasi fungsi 3.4.1. Mengidentifikasi ungkapan
sosial, struktur teks, dan yang digunakan untuk
unsur kebahasaan teks menyebutkannama dan jumlah
interaksi transaksional binatang, benda, dan bangunan
lisan dan tulis yang publik yang dekat dengan
melibatkan tindakan kehidupan peserta didik sehari-
memberi dan meminta hari
informasi terkait nama dan 3.4.2. Memahami penggunaanplural
jumlah binatang, benda, dan singular
dan bangunan publik yang
dekat dengan kehidupan
peserta didik sehari-hari,
sesuai dengan konteks
penggunaannya.
(Perhatikan unsur
kebahasaan dan kosa kata
terkait article a dan the,
plural dan singular)
37
2. 4.4 Menyusun teks interaksi 4.4.1 Melakukan tindak tutur

transaksional lisan dan menyebutkan
tulis sangat pendek dan
sederhana yang melibatkan
tindakan memberi dan
meminta informasi terkait
nama dan jumlah binatang,
benda, dan bangunan
publik yang dekat dengan
kehidupan siswa sehari-
hari, dengan
memperhatikan fungsi
sosial, struktur teks, dan
unsur kebahasaan yang
benar dan sesuai konteks
Nilai Karakter
 Religius
 Mandiri
 Gotong royong
 Kejujuran
 Kerja keras
 Percaya diri
 Kerjasama
Fokus nilai-nilai sikap:
 Kejujuran,
 Kedisiplinan
 Kepedulian dan
 Tanggung jawab
C. Materi Pembelajaran
1. Materi Pembelajaran Reguler
1. Fakta
 Memulai
 Menanggapi (diharapkan/di luar dugaan)
2. Konsep
 Fungsi social
 Mengidentifikasi dan menyebutkan berbagai benda, binatang, dan
bangunan umum di lingkungan sekitar.
3. Prinsip
 Unsur kebahasaan
 Pernyataan dan pertanyaan terkait benda, binatang, bangunan
38
publik.
 Penyebutan benda dengan a, the, bentuk jamak (-s)
 Penggunaan kata penunjuk this, that, these, those ...
 Preposisi untuk in, on, under untuk menyatakan tempat.
 Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan
tangan.
4. Prosedur
 Melakukan tindak tutur menyebutkan
2. Materi Pembelajaran Remedial

 Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
3. Materi Pembelajaran Pengayaan
 Mengidentifikasi dan menyebutkan berbagai benda, binatang, dan
bangunan umum di lingkungan sekitar
D. Metode Pembelajaran
Pendekatan : Scientific learning
Metode : Frayer Model
Model : Problem Based Learning
1. Mengorientasikan
2. Mengorganisasikan kegiatan pembelajaran
3. Membimbing penyelidikan mandiri dan kelompok
4. Mengembangkan dan menyajikan hasil karya
5. Menganalisis dan evaluasi proses pemecahan masalah
E. Media Pembelajaran
1. Media LCD projector,
2. Laptop,
3. Bahan Tayang
F. Sumber Belajar
1. Kementerian Pendidikan dan Kebudayaan. 2016. Buku Siswa Mata
Pelajaran Bahasa Inggris. Jakarta: Kementerian Pendidikan dan
Kebudayaan.
2. Kementerian Pendidikan dan Kebudayaan. 2016. Buku Siswa Mata
Pelajaran Bahasa Inggris. Jakarta: Kementerian Pendidikan dan
Kebudayaan.
3. Modul/bahan ajar,
4. Internet,
5. Sumber lain yang relevan
G. Langkah-langkahPembelajaran
39
1. Pertemuan Ke-1 ( 2 x 40menit )
Kegiatan Pendahuluan
Guru :
Orientasi
 Melakukan pembukaan dengan salam pembuka dan berdoa untuk
memulai pembelajaran
 Memeriksa kehadiran peserta didik sebagai sikap disiplin
 Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan
pembelajaran.
Apersepsi
 Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan
dengan pengalaman peserta didik dengan materi/tema/kegiatan
sebelumnya, yaitu : In Indonesia, there are several National Days
 Mengingatkan kembali materi prasyarat dengan bertanya.
 Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang
akan dilakukan.
Motivasi
 Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan
dipelajari.
 Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung
 Mengajukan pertanyaan.
Pemberian Acuan
 Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat
itu.
 Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan
KKM pada pertemuan yang berlangsung
 Pembagian kelompok belajar
 Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan
langkah-langkah pembelajaran.
Kegiatan Inti
Sintak
Kegiatan Pembelajaran
Model Pembelajaran
Orientasi peserta didik Peserta didik diberi motivasi atau rangsangan untuk
kepada masalah memusatkan perhatian pada topik Tell the names of the
things, dengan cara :
 Melihat (tanpa atau dengan alat)
Menayangkan gambar/foto tentang
Peserta didik diminta untuk mengamati penayangan gambar
yang disajikan oleh guru maupun mengamati gambar yang
terdapat pada buku siswa tentang Tell the names of the
things .
 Membaca (dilakukan di rumah sebelum
40
kegiatan pembelajaran berlangsung), materi

dari buku paket atau buku-buku penunjang
lain, dari internet/materi yang berhubungan
dengan Menayangkan gambar/foto tentang
 Mendengar
Peserta didik diminta mendengarkan pemberian materi oleh
guru yang berkaitan dengan Tell the names of the things
 Menyimak,
Penjelasan pengantar kegiatan secara garis besar
tentang materi pelajaran mengenai : Tell the names
of thing dalam pembelajaran guru menggunakan
Frayer Model.
 Guru menjelaskan tentang Frayer Model
 Guru menjelaskan prosedur dalam
menggunakan Frayer Model
 Memilih kata
 Tulis defenisi kata tersebut yang telah di
pilih
 Tulis characteristic dari kata yang telah di
pilih
 Tulis Synonym/Example dari kata yang
telah di pilih
 Tulis Antonym/Non-Example dari kata
yang telah di pilih
 Guru menjelaskan bagaimana cara menulis
vocabulary dengan penerapan Frayer Model
 Guru memberikan contoh
 Guru memberitahukan kepada siswa untuk
menulis beberapa vocabulary dalam setiap
group.
Mengorganisasikan Menanya
peserta didik Guru memberikan kesempatan pada peserta didik
untuk mengidentifikasi sebanyak mungkin
pertanyaan yang berkaitan dengan gambar yang
41
disajikan dan akan dijawab melalui kegiatan belajar,

contohnya :
 Mengajukan pertanyaan tentang : Tell the
names of thing yang tidak dipahami atau
bagaimana cara memberikan contoh Tell the
names of things dalam bentuk frayer model.
Menganalisa & Mengasosiasikan
mengevaluasi proses Peserta didik menganalisa masukan, tanggapan dan
pemecahan masalah koreksi dari guru terkait pembelajaran tentang Tell
the names of thing
 Mengolah informasi yang sudah dikumpulkan
dari hasil kegiatan sebelumnya maupun hasil
dari kegiatan mengamati dan kegiatan
mengumpulkan informasi yang sedang
berlangsung.
 Peserta didik mengerjakan beberapa soal
tentang: Tell the names of thing sesuai dengan
arahan guru.
Mengembangkan dan Mengkomunikasikan

menyajikan hasil karya  Peserta didik Menyampaikan hasil dari
kelompok mereka dan mempresentasikan di
depan kelas.
Kegiatan Penutup
Peserta didik :
 Membuat rangkuman/simpulan pelajaran.tentang point-point penting yang
muncul dalam kegiatan pembelajaran yang baru dilakukan.
 Melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
Guru :
 Memeriksa pekerjaan siswa yang selesai langsung diperiksa. Peserta
didik yang selesai mengerjakan projek dengan benar diberi paraf serta
diberi nomor urut peringkat, untuk penilaian projek.
 Merencanakan kegiatan tindak lanjut dalam bentuk tugas kelompok/
perseorangan (jika diperlukan).
 Mengagendakan pekerjaan rumah
 Menyampaikan rencana pembelajaran pada pertemuan berikutnya
 Memberi salam.
42
Guru :
Orientasi
pembelajaran.
Apersepsi
sebelumnya, yaitu : Tell the name of thing.
akan dilakukan.
Motivasi
dipelajari.
Pemberian Acuan
itu.
Kegiatan Inti
Sintak
Model Kegiatan Pembelajaran
Pembelajaran
Orientasi peserta Peserta didik diberi motivasi atau rangsangan untuk memusatkan
didik kepada perhatian pada topik Tell the names of the public buildings and
other facilities in our town or village and their locations, dengan
masalah cara :
Menayangkan gambar/foto tentang Tell the names of
the public buildings and other facilities in our town or
village and their location.. (Literasi)
43
“Apa yang kalian pikirkan tentang foto/gambar

tersebut?”
 Mengamati
 lembar kerja
 pemberian contoh-contoh materi untuk dapat
dikembangkan peserta didik, dari media
interaktif, dsb
 Membaca (dilakukan di rumah sebelum kegiatan
pembelajaran berlangsung), materi dari buku paket
atau buku-buku penunjang lain, dari internet/materi
yang berhubungan dengan Tell the names of the
public buildings and other facilities in our town or
village and their locations.
 Mendengar
Pemberian materi oleh guru tentang Tell the names of
the public buildings and other facilities in our town or
 Menyimak,
Penjelasan pengantar kegiatan secara garis besar tentang
materi pelajaran mengenai : Tell the names of the
public buildings and other facilities in our town or
village and their locationsdalam pembelajaran guru
menggunakan Frayer Model.
 Guru menjelaskan tentang Frayer Model
 Guru menjelaskan prosedur dalam menggunakan
44
Frayer Model
 Memilih kata
 Tulis defenisi kata tersebut yang telah di
pilih
 Tulis characteristic dari kata yang telah di
pilih
 Tulis Synonym/Example dari kata yang telah
di pilih
 Tulis Antonym/Non-Example dari kata yang
telah di pilih
 Guru menjelaskan bagaimana cara menulis
 Guru memberikan contoh
 Guru memberitahukan kepada siswa untuk
group.
peserta didik Guru memberikan kesempatan pada peserta didik untuk
mengidentifikasi sebanyak mungkin pertanyaan yang
berkaitan dengan gambar yang disajikan dan akan
dijawab melalui kegiatan belajar, contohnya :
 Mengajukan pertanyaan tentang : Tell the names
of the public buildings and other facilities in our
town or village and their locations yang tidak
dipahami atau bagaimana cara memberikan contoh
Tell the names of the public buildings and other
facilities in our town or village and their locations
dalam bentuk frayer model.
mengevaluasi proses  Peserta didik menganalisa masukan, tanggapan dan
pemecahan masalah koreksi dari guru terkait pembelajaran tentang Tell
the names of the public buildings and other
facilities in our town or village and their locations.
 Mengolah informasi yang sudah dikumpulkan dari
hasil kegiatan sebelumnya maupun hasil dari
kegiatan mengamati dan kegiatan mengumpulkan
45
informasi yang sedang berlangsung.

 Peserta didik mengerjakan beberapa soal tentang:
Tell the names of the public buildings and other
facilities in our town or village and their locations
sesuai dengan arahan guru.

menyajikan hasil  Peserta didik Menyampaikan hasil dari kelompok
karya mereka dan mempresentasikan di depan kelas.
Kegiatan Penutup
Peserta didik :
Guru :
 Memberi salam.
Guru :
Orientasi
pembelajaran.
Apersepsi
 Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan
pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya, yaitu
Tell the names of the public buildings and other facilities in our town or
46

 Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan
dilakukan.
Motivasi
dipelajari.
Pemberian Acuan
itu.
Kegiatan Inti
Sintak
Pembelajaran
Orientasi peserta Peserta didik diberi motivasi atau rangsangan untuk memusatkan
didik kepada perhatian pada topik Tell the names of ten things that we really have
in our classroom
masalah
, dengan cara :
Menayangkan gambar/foto tentang Tell the names of ten
things that we really have in our classroom
. (Literasi)

tersebut?”
 Mengamati
47
 lembar kerja
interaktif, dsb
pembelajaran berlangsung),
 materi dari buku paket atau buku-buku
penunjang lain, dari internet/materi yang
berhubungan dengan Tell the names of ten
things that we really have in our classroom.
 Mendengar
pemberian materi oleh guru tentang Tell the names of
ten things that we really have in our classroom
 Menyimak,
Penjelasan pengantar kegiatan secara garis besar tentang
materi pelajaran mengenai : Tell the names of ten things
that we really have in our classroom dalam
pembelajaran guru menggunakan Frayer Model.
Frayer Model
 Memilih kata
 Tulis defenisi kata tersebut yang telah di pilih
pilih
di pilih
telah di pilih
menulis beberapa vocabulary dalam setiap group.
48

 Mengajukan pertanyaan tentang : Tell the names of
ten things that we really have in our classroom yang
tidak dipahami atau bagaimana cara memberikan
contoh Tell the names of ten things that we really
have in our classroom dalam bentuk frayer model.
mengevaluasi Peserta didik menganalisa masukan, tanggapan dan
proses pemecahan koreksi dari guru terkait pembelajaran tentang Tell the
masalah names of ten things that we really have in our classroom
Tell the names of ten things that we really have in
our classroom sesuai dengan arahan guru.
Mengembangkan Mengkomunikasikan
dan menyajikan  Peserta didik Menyampaikan hasil dari kelompok
hasil karya mereka dan mempresentasikan di depan kelas.
Kegiatan Penutup
Peserta didik :
Guru :
 Memberi salam.
49
Guru :
Orientasi
pembelajaran.
Apersepsi
sebelumnya, yaitu : Tell the names of ten things that we really have in our
classroom
akan dilakukan.
Motivasi
dipelajari.
Pemberian Acuan
itu.
Kegiatan Inti
Sintak
Pembelajaran
Orientasi peserta Peserta didik diberi motivasi atau rangsangan untuk

didik kepada memusatkan perhatian pada topik We will learn to ask
masalah and answer questions of the number of things in the
kitchen and at the dining table, dengan cara :
Menayangkan gambar/foto tentang We will
learn to ask and answer questions of the number
50
of things in the kitchen and at the dining table.

(Literasi)

tersebut?”
 Mengamati
 lembar kerja
interaktif, dsb
 materi dari buku paket atau buku-buku
berhubungan dengan We will learn to ask
and answer questions of the number of
things in the kitchen and at the dining table.
 Mendengar
 pemberian materi oleh guru tentang We will
learn to ask and answer questions of the
number of things in the kitchen and at the
dining table
 Menyimak,
 Penjelasan pengantar kegiatan secara garis
besar tentang materi pelajaran mengenai :
We will learn to ask and answer questions
of the number of things in the kitchen and
51
at the dining table dalam pembelajaran

guru menggunakan Frayer Model.
Frayer Model
 Memilih kata
pilih
pilih
di pilih
telah di pilih
group.
 Mengajukan pertanyaan tentang : We will learn to
ask and answer questions of the number of things in
the kitchen and at the dining table yang tidak
We will learn to ask and answer questions of the
number of things in the kitchen and at the dining
table dalam bentuk frayer model.
pemecahan masalah koreksi dari guru terkait pembelajaran tentang: We will
52
learn to ask and answer questions of the number of

things in the kitchen and at the dining table.
We will learn to ask and answer questions of the
number of things in the kitchen and at the dining
table sesuai dengan arahan guru.
Mengembangkan Mengkomunikasikan
dan menyajikan hasil  Peserta didik Menyampaikan hasil dari kelompok
Kegiatan Penutup
Peserta didik :
Guru :
 Memberi salam.
Guru :
Orientasi
pembelajaran.
53
Apersepsi
sebelumnya, yaitu : We will learn to ask and answer questions of the
number of things in the kitchen and at the dining table
akan dilakukan.
Motivasi
dipelajari.
Pemberian Acuan
itu.
Kegiatan Inti
Sintak
Pembelajaran
Orientasi peserta Peserta didik diberi motivasi atau rangsangan untuk

didik kepada masalah memusatkan perhatian pada topik Learn to say the
names of the things in the classroom, dengan cara :
Menayangkan gambar/foto tentang Learn to say
the names of the things in the classroom.
(Literasi)
54

tersebut?”
 Mengamati
 lembar kerja
interaktif, dsb
 materi dari buku paket atau buku-buku penunjang
lain, dari internet/materi yang berhubungan dengan
Learn to say the names of the things in the
classroom
 Mendengar
 pemberian materi oleh guru tentang Learn to say
the names of the things in the classroom
 Menyimak,
tentang materi pelajaran mengenai : Learn to say the
55
names of the things in the classroom dalam

pembelajaran guru menggunakan Frayer Model.
 Guru menjelaskan prosedur dalam
 Memilih kata
pilih
pilih
 Tulis Synonym/Example dari kata yang
telah di pilih
telah di pilih
group.
 Mengajukan pertanyaan tentang : Learn to say
the names of the things in the classroom yang tidak
classroom dalam bentuk frayer model.

pemecahan masalah koreksi dari guru terkait pembelajaran tentang: Learn
56
to say the names of the things in the classroom.

classroom sesuai dengan arahan guru.

Kegiatan Penutup
Peserta didik :
Guru :
 Memberi salam.
Guru :
Orientasi
pembelajaran.
Apersepsi
57
sebelumnya, yaitu : Learn to say the names of the things in the classroom
akan dilakukan.
Motivasi
dipelajari.
Pemberian Acuan
itu.
Kegiatan Inti
Sintak
Pembelajaran
Orientasi peserta Mengamati

didik kepada masalah  Peserta didik diberi motivasi atau rangsangan
untuk memusatkan perhatian pada topik Tell the
names of the things in our living rooms, their
numbers and their locations.
dengan cara :
Menayangkan gambar/foto tentang Tell the
numbers and their locations. (Literasi)
58

tersebut?”
 Mengamati
 lembar kerja
interaktif, dsb
 materi dari buku paket atau buku-buku
berhubungan dengan Tell the names of the
things in our living rooms, their numbers and
their locations.
 Mendengar
 pemberian materi oleh guru tentang Tell the
numbers and their locations.
 Menyimak,
tentang materi pelajaran mengenai : Tell the names of
the things in our living rooms, their numbers and their
locations dalam pembelajaran guru menggunakan
59
Frayer Model.
 Guru menjelaskan prosedur dalam
 Memilih kata
pilih
pilih
 Tulis Synonym/Example dari kata yang
telah di pilih
telah di pilih
group.
 Mengajukan pertanyaan tentang :Tell the names
of the things in our living rooms, their numbers and
their locations.yang tidak dipahami atau bagaimana
cara memberikan contoh Tell the names of the
things in our living rooms, their numbers and their
location dalam bentuk frayer model.

pemecahan masalah koreksi dari guru terkait pembelajaran tentang: Tell the
names of the things in our living rooms, their numbers
60
and their locations.

Tell the names of the things in our living rooms,
their numbers and their locations sesuai dengan
arahan guru.

Kegiatan Penutup
Peserta didik :
Guru :
 Memberi salam.
B. Teknik Penilaian
1. Jenis/Teknik Penilaian
a. Tes tulis
2. Bentuk instrument
a. Observasi Proses Pembelajaran
b. Tes tulis
3. Pedopan Penskoran:
Keterangan Skor: Nilai Siswa = Jumlah Skor yang diperoleh x100
Skor Maksimal
Masing-masing kolom di isi dengan kriteria

61
4 = Baik Sekali
3 = Baik
2 = Cukup
1 = Kurang
Kriteria Nilai :
A = 80 – 100 : Baik Sekali
B = 70 – 79 : Baik
C = 60 – 69 : Cukup
D = > 60 : Kurang
Keterangan Nilai Akhir:

a. Penilaian Observasi : Nilai = Jumlah skor yang di peroleh x 100
Jumlah Skor Maksimal
b. Penilaian Laporan Tugas : Nilai = Jumlah skor yang di peroleh x 100
c. Penilaian Tes Lisan/Tulis : Nilai = Jumlah skor yang di peroleh x 100
Nilai akhir yang di peroleh siswa = Nilai observasi + nilai laporan tugas + nilai tes
lisan/tulis.
Mengetahui, Kolaka, 2020

Kepala Sekolah SMPN 2 Kolaka Guru Mata Pelajaran
Drs. ABBAS, M.Pd. ASTI JAYARAZAK,S.Pd

NIP.19601231 198903 1 149 NIP 1970604172005022002

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A PROPOSAL

THE EFFECT OF FRAYER MODEL ON STUDENT’S VOCABULARY

ENGLISH EDUCATION STUDY PROGRAM

THE EFFECT OF FRAYER MODEL ON STUDENT’S VOCABULARY

Submitted as a Partial Fulfillment of the Requirements for Thesis at the

ENGLISH EDUCATION STUDY PROGRAM

1.1. Background of the Research

According Dian R (2016) English is important for Indonesian in order to

In terms of English teaching, one of the language aspects taught is

vocabulary. Vocabulary is a list or collection of words and phrase usually

alphabetically arranged and explained or defined. According Kieffer & Lesaus in

language is arranged by many words and phrase. In addition vocabulary is

knowledge of word meaning. It means that developing vocabulary is crucial to be

learned. The other hands according to Dian R (2016) vocabulary is central to

English language teaching because without sufficient vocabulary students cannot

understand others or express their own ideas.

mastery relates to all language learning and component supporting elements to

students is expected to be able to know vocabulary in English. To achieve this, the

also good creativity and good strategy.

important problems in vocabulary. Most of the students have difficulty in

the students’ mastery of vocabulary. One of the alternative strategies is Frayer

in the learning process. The strategy is applied by the researcher.

to know a thing what it is and non attributes without an object or Media.

teaching strategies that have implemented for students’ mastery of vocabulary.

For this assumption, the researcher is interested to do experiment research. By

“The Effect of Frayer Model on Student’s Vocabulary Mastery on First Grade at

SMP Negeri 2 Kolaka”.

1.2. Question of the Research

Based on background of the research, the researcher question is formulated

as follow: Is there any significant of Frayer Model in teaching English especially

1.3. Objective of the Research

effect of using Frayer Model on the student’s vocabulary mastery.

1.4. Scope of the Research

students’ vocabulary mastery learning process on first grade at SMP Negeri 2

1.5. Hypothesis of the Research

Hypothesis is a formal statement about an expected relationship between

two or more variables which is can be tested through an experiment. The

1. H0 : There is no significant effect of using Frayer Model in teaching English

Vocabulary on first grade students of SMP Negeri 2 Kolaka.

2. H1 : There is significant effect of using Frayer Model in teaching English

vocabulary on first grade students of SMP Negeri 2 Kolaka

1.6. Significance of the Research

practical aspect, as follow:

To enrich the theory of awareness in vocabulary mastery

The result of this research is expected to be useful for the students to

realize how to master vocabularies in English. They will be motivated and

enthusiastic in learning English especially in learning vocabulary by using

teach the material, the teachers will be innovative in teaching process

especially in vocabulary and make learning process more interesting by

The result of this research is expected to be useful as reference or to give

alternative way in teaching and learning vocabulary and as information for

conducting research in the same topic.

1.7. Definition of Operational Terms

explained some technical terms as follows:

Vocabulary is central to language and critical importance to typical language

learning. Without a sufficient vocabulary, one cannot communicate

effectively or express his ide in both oral and writing.