classroom action research

1. The Use of Adapted
Frayer Model in Developing
Vocabulary Knowledge of
Grade 10 Students
MR. MARCO D. MEDURANDA
Navotas National High School
Division of Navotas City
Regionwide Research Congress 2017
February 1-2, 2017
Conference Hall, DepEd NCR

2. OVERVIEW
• Issue
• Teachers’ Observations
• Intervention – Explicit Vocabulary
Instruction Using Adapted Frayer Model
• Research Question
• Methodology
• Data Triangulation Techniques
• Findings
• Reflections

3. ISSUE
Data from the McCall Crabb’s Reading Comprehension Tests (pretest) of current grade 10 Students
show that majority of students read below their grade level. They are described as striving adolescent
readers with majority (36% or 250 students) of them having grade 6 reading level.
10%
36%
33%
16%
5%
Reading Comprehension Level of Grade 10 Students
S.Y. 2016-2107
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9

4. TEACHERS’ OBSERVATIONS
• It has been identified that one of the root causes of
students reading ability problem is due to their
limited word knowledge and poor retention of
vocabulary.

5. TEACHER’S OBSERVATIONS
• The need to use
and develop more
effective
instructional
strategies that
promote retention
and deep learning
of essential
vocabulary was
sought by the
teacher-researcher.

6. INTERVENTION:
FRAYER MODEL
• A Frayer Model is a graphic
organizer that assist students
in vocabulary learning.
• Students are asked to provide
a definition of the word, facts
or characteristics of the word,
Examples, and Nonexamples.
• This graphic organizer will
lead students to a deeper
understanding of a word and
its relationship to their own
lives. (Sullivan, 2014)

7. INTERVENTION:
EXPLICIT VOCABULARY INSTRUCTION
USING FRAYER MODEL
PREPARATION
INTRODUCTION
OF STRATEGY
MODELLING
DEMONSTRATING
GUIDED PRACTICE:
PAIR WORK
INDEPENDENT
PRACTICE
WRAP UP
• 20 minutes of explicit
vocabulary instruction using
Frayer Model in three weeks.
PARTICIPANTS
Forty Grade 10 students
with approaching
proficiency level in
English
(Nation, 2001)

8. THE USE OF ADAPTED FRAYER MODEL

9. RESEARCH QUESTION
 How does the use
of adapted Frayer
Model develop
Grade 10 students’
vocabulary
knowledge on
‘giving
presentations’?

10. METHODOLOGY:
CLASSROOM ACTION RESEARCH
• Classroom Action Research
(CAR).
• Aimed to solve a particular
problem which occurs during
the teaching and learning
process in the classroom.
• A cycle in the Action Research
commonly consists of planning,
acting, observing, and reflecting
(Kemmis & Mc Taggart, 1992,
as cited in Manuputty & Souisa,
2012).
• The cycle is intentionally done
in order to fulfill the criteria of
success.
source McTaggart et al., 1982

11. METHODOLOGY:
CLASSROOM ACTION RESEARCH
Preliminary Study
 Analysis of Mc Call Crab Reading Test to identify students’ reading level
 Root cause analysis
 Identifying priority improvement areas in teaching reading
 Focusing on improving vocabulary instruction using research supported
strategies
 Identifying the problem and formulating the research questions.
 Administering vocabulary pre-test.
CYCLE I
Planning
Designing lesson plan focusing on vocabulary needed
for students to do the performance standard of the 3rd
quarter – ‘giving presentations’, teaching materials,
assessment and test.
Acting
Implementing the Frayer
Model Lesson

12. CLASSROOM ACTION RESEARCH
Evaluating
After gathering data from student’s formative
assessment, results show that most
students’ fail to:
1. Identify the right meaning of words in
the dictionary.
2. Construct original sentences;
3. Make meaningful connections;
4. Draw relevant visualization of words;
5. Complete the parts of the Frayer model;
Reflecting
1. Provide scaffolding that will guide learners in
determining the right meaning based on the
context of the lesson. (Use of dictionary
screenshots to lead learners in determining
the right meaning of words.)
2. Process sample student’s work and give
ample feedback on points for improvement.
3. Ensure that students clearly understand
instructions.
4. Encourage participation during pair work
guided practice.
5. Discourage copying sentences on the offline
dictionary/Internet.
SUCCESS CRITERIA
NOT MET
CYCLE II
Planning
Redesigning lesson plans, teaching materials and
assessment.
Acting
Implementing the Frayer Model
Lesson

13. CLASSROOM ACTION RESEARCH
Evaluating
After gathering data from student’s formative
assessment and post-test, results show that most
students now are able to:
1. Determine the right meaning of words in the
dictionary.
1. Write original sentences;
2. Formulate meaningful connections;
3. Create relevant pictorial representation of
words;
4. Accomplish all the parts of the Frayer model;
5. Expand word knowledge based on post-test.
Reflecting
1. Though laborious and time intensive in terms
of preparation, explicit vocabulary instruction
using Frayer Model is effective in developing
vocabulary knowledge of students as it helps
learners retain the words
2. Students were able to accomplish all the
parts of the Frayer Model due to scaffolding
provided.
3. Students were able to retain the meaning of
words despite mistakes because ample
feedback were given during the processing of
accomplished outputs.
4. Other teachers should be informed on the
effectiveness of Frayer Model in building
vocabulary knowledge. Learning Action Cells
and TQC sessions can be means to
disseminate the findings in school.
SUCCESS CRITERIA
MET
Therefore, the
researcher stopped
and reported the
result of the
research

14. DATA TRIANGULATION
TECHNIQUES
Research question Source 1 Source 2 Source 3
• How does the use of
Frayer Model
develop Grade 10
students’ vocabulary
knowledge on
‘giving
presentations’?
‘Giving
Presentation’
Vocabulary
Pre-test & Post-
test
Focus group
discussions &
semi-structured
interviews
Accomplished
Frayer Model
worksheets

15. DATA SOURCE 1:
VOCABULARY TEST
• 20 item researcher-made test
• Target words focus on ‘giving
presentation’
• Based on the content of the third
quarter of Grade 10 Learner’s Module.
• Words chosen have the same relative
language burdern; restricted to same
grammatical category (verbs and
nouns)

16. DATA SOURCE 2: FOCUS
GROUP DISCUSSION
• Followed Krueger’s (2002)
guidelines in conducting FGDs
• 7 questions
• Audio recorded
• Informed consent from the
students and parents
• Content analysis of
transcripts

17. DATA SOURCE 3:
FRAYER MODEL WORKSHEETS

18. FINDINGS
1. Results of pre-test and post-test reveal marked
gains in vocabulary knowledge on ‘giving
presentations’.
0
2
4
6
8
10
12
14
16
18
20
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Student No.
Pretest - Posttest Result
Pretest Posttest

19. FINDINGS
1. Results of pre-test and post-test reveal marked
gains in vocabulary knowledge on ‘giving
presentations’.
0
2
4
6
8
10
12
14
16
18
20
21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Pretest and Posttest Result
Pretest Posttest

20. FINDINGS OF FGD
1. How did you feel about
the Frayer Model as a way
to help you learn
vocabulary?
• I feel happy because I was
able to unlock the meaning
of words.
• I enjoyed it because I
learned the meaning of
words through a step by step
process.
• I feel happy because I was
challenged to really think
about the meaning of words.
• I feel happy because I was
able to extend my vocabulary
knowledge.
2. Did you enjoy using it?
Yes (answer of all the
respondents)
3. What aspect of the Frayer
Model lesson do you like the
most?
PICTURE
It is easier to understand if it is
being illustrated.
IN MY OWN WORDS
It is an achievement on my part
to compose my own version of
definition.

21. FINDINGS OF FGD
3. Did you experience any difficulty
using it?
CONNECTION
• It is hard to connect words because of our
limited vocabulary in English.
4. What aspect of the Frayer Model
lesson would you like to be changed?
Why?
• Picture - It is hard to illustrate.
• Majority - No necessary changes

22. FINDINGS OF FGD
5. What characteristic/element of Frayer model helped you
in retaining the meaning of the word?
• through the explicit vocabulary instruction of the teacher
• through the part of Adapted Frayer Model – IN MY OWN WORDS
• through the given Dictionary Screenshots
• through the sentence construction
• through the use of PICTURE
6. Will you recommend Frayer Model to other students?
• Yes, in order for them to experience the step by step process of learning a
word.
• Yes, it will help students learn words deeply
• Yes, it’s easy to use and the process of knowing words is fun

23. ANALYSIS OF ACCOMPLISHED
FRAYER MODEL WORKSHEETS
CYCLE 1:
Findings:
• Some parts of the adapted Frayer model are
not accomplished/ completed.
• Answers of some students are the same
(cheating/ copying of answers)
• Copied a different assigned word – Propose to
Purpose
• Not able to complete the task/ did not submit 6
accomplished Frayer model templates
• Copied sentences from the internet
• Words are taken from a different context/ taken
a different definition
• Tasked as paired work but some did the task
individually
• Most work scored “Needs Improvement”
when assessed using the rubric
CYCLE 2:
Findings:
• Use of dictionary screenshot scaffolding
enabled learners to choose the right meaning
for the unfamiliar word.
• Clearer and more careful step by step
instructions and guidance helped learners to
complete all the parts of the Frayer Model.
• Deeper of learning of words is evident as
students were able to make meaningful
connections.
• Sentences are now well constructed.
• Most worksheets scored “proficient”
when assessed using the rubric.

24. REFLECTIONS
• In using research-based strategies, it is very important for a
teacher to be very mindful as to how the students respond to the
learning activity. It does not mean that if a strategy worked in one
context, it will work instantly if applied to one’s own context. Guided
by the formative assessments and observations, teachers should
be able to contextualize the strategy to suit the specific learning
needs of the class.
• The Frayer Model is not like a magic wand that will instantly
deepen student’s vocabulary knowledge. It is still the teacher’s role
to monitor student’s progress and immediately assess which
aspect of the teaching-learning process needs tweaking in
order to provide meaningful learning experience for the students.

25. REFERENCES
Kemmis, S., & McTaggart, R. (1982). The action research planner. Victoria, Australia:
Deakin University.
Kemmis, S., & McTaggart, R. (2000). Participatory action research. In N. K. Denzin & Y. S.
Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 567-607). Thousand
Oaks, CA: Sage.
Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge: Cambridge
University Press
Sullivan, M.T. (2014). Using adapted Frayer model as graphic organizer fpr graph
vocabulary. In N. Sonda & A. Krause (Eds.), JALT2013 Conference Proceedings.
Tokyo: JALT