Vocabulary Self-collection Strategy Research Articles

Education about Medical Vocabulary Using English for SMP Baiturrahim Jambi

This activity aims to educate medical vocabulary skills in English for junior high school students to educate them in health education. The skills needed by students will be used as the basis for the preparation of teaching materials in English subjects intended and recommended for SMP Baiturrahim students. This community service took place at SMP Baiturrahim. This educational method uses the approach of providing materials and leaflets to students and teachers at SMP Baiturrahim in Jambi. SMP Baiturrahim which is located at Jalan H. Syamsoe Bachroen No. 32 RT. 04, Selamat, Kec. Danau Sipin, Jambi City, Jambi Province with 24 teachers, 53 male students, and 32 female students. Based on the education results, the Vocabulary Self-Collection Strategy (VSS) was successfully applied in English subjects with a good category at the beginning of educational activities and a very good category during the implementation of education at SMP Baiturrahim. In educational activities, the learning steps that have not reached the success criteria are strategy and environment. While the steps that have reached the success criteria are learning resources and students. In the next stage, there was an improvement in the learning process so that all learning steps had improved and reached the success criteria.

L2 Word Learning and Learner Perspectives by Vocabulary Self-collection Strategy with Glossing

Purpose: This study aimed to examine the effects of Vocabulary Self-collection Strategy (VSS) withglossing on L2 word recall and retention as well as learner perspectives on vocabulary knowledgeand word consciousness by the strategy in EFL classroom contexts. Methods: For the study, sixty-four learners were randomly allocated for both VSS accompanied withL1 glossing (VSSL1) and VSS accompanied with L2 glossing (VSSL2) groups. Data were collectedthrough a pre-test for collecting target words, two immediate and two delayed post vocabulary tests,and a retrospective questionnaire. Results: The results revealed that VSSL2 group significantly outperformed in immediate word recalland delayed retention in receptive and productive knowledge than VSSL1 group. In addition, overall,positive perceptions on the strategy were found in vocabulary knowledge and word consciousnessfrom the two groups. It is noteworthy that the VSSL2 group showed significantly higher mean scoreof the statement regarding long-term memory effect by the strategy. Conclusion: The results from VSS L2 group appeared to be attributed to deeper processing for form-meaningconnections of target words with higher involvement load in need to understand, search for themusing L2-L2 dictionary, and evaluation to check proper meanings in the context on their own. Thiscould be strengthened by the cooperative classroom discussions with peers and teacher guidance forfull comprehension of target language input. (Dankook University)

THE EFFECT OF USING VOCABULARY SELF-COLLECTION STRATEGY (VSS) ON STUDENT’S VOCABULARY MASTERY

Vocabulary is one of the important elements in learning English that make students easy to master English skills; speaking, reading, listening and writing. However, many students lack of vocabulary mastery, so it was difficult for them to determine the meaning or words in context. Therefore, this research was intended to find out the significant effect of using vocabulary self-collection Strategy on student vocabulary mastery. This research used quantitative approach and design was pre-experimental with one group pre-test and post-test. The researcher used a total sampling technique because it only had one class with a total of 23 students in eighth grade at SMPN 2 Sorkam. Data was collected through a vocabulary test with a pre-test and post-test design of 30 questions. Based on the data analysis, the result exposed that t-obtain was 17.52 while the t-table was 1.717. It means that the hypothesis (Ha) was accepted while the null hypothesis (Ho) was rejected. Therefore, the finding of the data present that there is a significant effect of using self-collection strategy on student vocabulary mastery at eighth grade of SMPN 2 Sorkam.

The Influence of Vocabulary Self-Collection Strategy on the Vocabulary Mastery

The objective of the study was to find out there was a significant influence of using vocabulary self-colection strategy on the vocabulary mastery of the Seventh Grade Students at SMP YKPP Pendopo. The method was pre-experimental. The population of this study was the seventh grade students of SMP YKPP Pendopo with totaling 105 students. The sample selected by using convenience method with the total 31 students. The data collected by mean of tests, namely pretest and posttest. The data analyzed by Matched t-test. The score of tobtained was 0.0083 1697 at the significant level p0.05 for two tailed and degree of freedom was 30, t table was 1.697. It indicated that the used of vocabulary self-collection strategy on the vocabulary mastery of the seventh grade students at SMP YKPP Pendopo was significant influence.

The Effect of Vocabulary Self -Collection Strategy (VSS) On Student’ Vocabulary Mastery at SMPN 8 Kota Bengkulu

The objective of this study is to know whether there is any significant effect of students who are taught by VSS (Vocabulary Self-Collection) strategy in student vocabulary mastery. The researcher used a quasi-experimental research. In this study, the researcher divided the subject of the study into two groups, an experimental group, and a control group. The sample in this study was students of VIII-4 consisted of 31 students as experiment class and VIII-5 consisted of 31 students as the control class. Therefore, total sample were 62 students. The finding showed that there was a significant effect of applying Vocabulary self-collection strategy (VSS) on the students’ vocabulary mastery at grade VIII of SMPN 8 Kota Bengkulu. In other words, the use of Vocabulary self-collection strategy (VSS) was generally effective to improve students’ vocabulary mastery at grade VIII of SMPN 8 Kota Bengkulu. Vocabulary Self Collection Strategy (VSS) is one of teaching strategy that can be considered to be implemented in teaching vocabulary in the English classroom especially in teaching reading text. So, it is expected for the teacher to encourage the students’ vocabulary mastery by implementing Vocabulary Self Collection Strategy.
 Keywords: Vocabulary Self -Collection Strategy (VSS), Vocabulary Mastery

Selecting, Speaking and Saving: Applying Vocabulary Self-Collection Strategy in ESL Classroom at Intermediate Level at NUML

This particular research was conducted under the light of Martha Rapp Haggard’s vocabulary approach known as Vocabulary Self-Collection Strategy (VSS). The aim of this particular research was to enhance the active usage of vocabulary in learners with the help of VSS. Moreover, the current study was based on the role of VSS in an English language learning classroom at intermediate level. A diagnostic pre-test was conducted on the ‘vocabulary self-collection group’ and the ‘controlled group’. The two groups were enrolled in two sections of the same reading and writing course of this diploma course. The learners who belonged to ‘vocabulary self-collection group’ were asked to self-collect words to improve their vocabulary, whereas the ‘controlled group’ was taught the vocabulary in usual manner. After two weeks of practice, the unseen post-test was administered from both the groups. The performance of both groups in the post-test was statistically analyzed and the results were quite optimistic, as vocabulary self-collection group outperformed the controlled group. The participants of this research were the researchers and the students of the intermediate level, from diploma classes at NUML. This particular research was based on qualitative and quantitative data. The quantitative data was gathered through the pre-test and the post-test and the qualitative data was attained by the observation of the researcher who analyzed the scores. The research tools were lesson plans, pre-test, and post-test. The current study material used in this course were five illustrated texts for intermediate level and vocabulary journals of the students. The sample size included 46 students of diploma level from National University of Modern Languages, Islamabad. The implementation of this particular strategy led to several improvements. Firstly, vocabulary of the learners improved and also it became a part of their active memory. Furthermore, it helped learners to define the words properly that were not known to them before, based on the context of the given text. Finally, group discussion activity improved ‘student-student interaction’ and ‘student-teacher interaction’ in the class.
 Keywords: active, vocabulary, vocabulary self-collection strategy, VSS

The Effectiveness of Vocabulary Self-Collection Strategy On Students’ Reading And Vocabulary Achievement: A Quasi-Experimental Research

Reading skill and vocabulary mastery become very pivotal for the ESL students to understand the English language-used properly. That condition should be achieved with the right ways; and one of which is using the VSS. Therefore, this study aims at investigating the effectiveness of Vocabulary Self-collection Strategy (henceforth VSS) on students’ reading and the achievement of vocabulary. The quasi-experimental research was applied and the instruments were pretest-posttest. The VSS was used as the independent variable in this study while reading skill and vocabulary mastery were used as the dependent variables. The pretest-posttest was assigned to gather the data. Then, the test related to reading skill and vocabulary mastery were validated via the expert judgment and a validity of content. Additionally, the instruments regarding its reliability was measured by using the reliability of inter-rater. Afterwards, the parametric statistical technique of T-Test and MANOVA test using SPSS 22. Computer program was employed to analyze the data. The findings showed that VSS reveal a significant effect toward students’ reading skill and vocabulary mastery. This means that the students get easy to understand the English texts given. It is due to their prior knowledge of vocabulary they have too. This study also proves that the use of VSS can be one of the ways of other strategies to teach the reading and vocabulary in the ESL context.

A COMPARATIVE STUDY BETWEEN THE USE OF VSS (VOCABULARY SELF-COLLECTION STRATEGY) AND SVES (STEPHENS VOCABULARY ELABORATION STRATEGY) ON STUDENTS’ VOCABULARY MASTERY AT SMPN I BANTAN IN BENGKALIS REGENCY

The main purpose of this research was to find out the significant difference on students’ vocabulary mastery between using VSS (Vocabulary Self-Collection Strategy) and SVES (Stephens Vocabulary Elaboration Strategy) on students’ vocabulary mastery at SMPN I Bantan in Bengkalis Regency. The design of this research was a comparative study with a comparative quasi-experimental design. This research used multiple choice test and questionnaire. The data were analyzed by using Paired Sample T-test, Independent Sample T-test and Effect Size. The results of this research were; first, the significant effect of using VSS on students’ vocabulary mastery. The researcher found the significant 0.00 < 0.05. Second, the researcher also found the significant effect of using SVES on students’ vocabulary mastery. The researcher found the significant 0.00 < 0.05. Last, the researcher found the significant difference in vocabulary mastery between students taught by using VSS and SVES. The significant value was 0.022 < 0.05. In conclusion, VSS is more effective than SVES to improve students’ vocabulary mastery. The mean gain score of VSS was higher than the mean gain score of SVESS (18.48 > 15.87). Key Word: VSS (Vocabulary Self-Collection Strategy), SVES (Stephens Vocabulary Elaboration Strategy), Vocabulary Mastery.

Vocabulary Self-Collection Strategy: Is It Effective to Improve Vocabulary Mastery Achievement on Senior High School Students?

The objective of this research was to find out whether there was a significant difference in vocabulary mastery between students who were taught using vocabulary self-collection strategy and those who were taught using a conventional method. This research used a quantitative approach with the experimental method of quasi-experimental design. There were 60 students involved as a sample of this research selected using the purposive cluster sampling technique. The instrument used was a test including pretest and posttest. Data were analyzed using Mann Whitney U test. The result indicated that the score of Asymp Sig. (2-tailed) was 0.001 which was fewer than α (0.05). It meant there was a significant difference in vocabulary mastery between students who were taught using vocabulary self-collection strategy and those who were taught using the conventional method. Furthermore, based on the result of the N-Gain test, it was found that the vocabulary self-collection strategy was more effective than the conventional method.

Students’ Perception in Instagram-Assisted Vocabulary Learning with Vocabulary Self-Collection Strategy

The objective of this research was to investigate senior high students' perception on learning survival vocabularies through Instagram-assisted Vocabulary Self-Collection Strategy. This research provides two research questions: (1)In what ways Vocabulary Self-Collection Strategy and Instagram facilitate students in learning vocabulary? (2)What is the students’ responds toward the VSS project with Instagram assisted? The study was conducted by using classroom action research as the research design. The participants of this study were the senior high school students majoring social program in Karawang. The instruments used in this study were semi-structure interview for students, reflective journal and students’ VSS chart. The findings of this study found three main themes regarding to the students’ perception on Instagram-assisted Vocabulary Self-collection Strategy: (1)Instagram-assisted Vocabulary Self-collection Strategy Enhance Students’ Vocabulary, (2)Instagram-assisted Vocabulary Self-collection Strategy help Students’ Comprehension on Vocabulary, (3)The Challenges of Vocabulary Self-collection Strategy in learning vocabulary. The result implies students can consider taking some text from quotes that have been posted on Instagram as learning media outside of school. Keyword: Vocabulary Self-collection Strategy, Instagram, Survival Vocabulary, Students’ Perception

THE USE OF VOCABULARY SELF-COLLECTION (VSS) STRATEGY IN INCREASING STUDENT READING COMPREHENSION

Lack of vocabulary became a problem on student reading comprehension. This condition brings the writers to solve student’s problem by applying of vocabulary self-collection strategy. Several researchers conducted the effect of vocabulary self-collection in teaching language learning. The results showed that this strategy is effective to help students in language learning. Therefore, writers intrigued to apply this strategy. Vocabulary self-collection strategy is an interactive-learning instructional strategy that shows the word consciousness To implement this strategy, the writers used Classroom Action Research. It took four steps proposed by Kemmis and Taggart, Planning, action, observation and reflection. This research took 36 students in Mas Al Ulum Medan. Based on the two cycles, it can be proved that the mean score is higher in the second cycle. The mean score of first cycle was 65,7 %. Furthermore, it was categorized as the criteria of not success in test reading. If we compare to the diagnose test before, it seem the significant differences among of them. Moreover, the use of vocabulary self-collection strategy is not only increase student reading comprehension but also student’s curiosity and interesting in reading of English text. It can be seen from the observation had been done by the researcher and collaborator during the application of this strategy. They looked more active than before. The student enjoyed this strategy because it can help them in reading and memorizing of the word. Therefore, the application of this vocabulary self-collection can be recommended to improve students in reading skill. Furthermore, the result also suggest to teachers, lecturers or other educators to attempt this strategy in supporting of language learning. Because of this strategy is usable to improve student ability in English skill and student’s interest in learning English.

The Effects of Vocabulary Self-Collection Strategy Instruction on Thai EFL Undergraduate Students’ Vocabulary Knowledge and Perceptions

This study mainly examines the effect of Vocabulary Self-Collection Strategy (VSS) instruction on students’ vocabulary knowledge. Moreover, it investigates the students’ perceptions towards the implementation of VSS instruction. Thirty-eight Thai EFL undergraduate students majoring in English at a university located in Thailand participated in the study. To determine the students’ vocabulary knowledge before and after the instruction, the vocabulary pretest and posttest were employed. A perception questionnaire and a semi-structured interview were conducted at the end of VSS instruction to elicit the students’ perceptions towards VSS instruction. The paired samples t-test analysis indicates that the students improved short-term vocabulary retention, and they could retain vocabulary learned after VSS instruction. The results from the questionnaire and the semi-structured interview showed that they mostly agreed that VSS instruction assisted them in learning new words, memorizing word meaning, having a chance to choose their own words to learn, sharing words to classmates, working in a group, and realizing the importance of learning new words. The findings will help Thai EFL university students improve their vocabulary learning and generate an innovative body of knowledge regarding vocabulary instruction. Pedagogical implications are also suggested for EFL teachers who want to implement VSS in their vocabulary instruction.

The Effects of Vocabulary Self-Collection Strategy Instruction on Thai EFL Undergraduate Students’ Vocabulary Knowledge and Perceptions

This study mainly examines the effect of Vocabulary Self-Collection Strategy (VSS) instruction on students’ vocabulary knowledge. Moreover, it investigates the students’ perceptions towards the implementation of VSS instruction. Thirty-eight Thai EFL undergraduate students majoring in English at a university located in Thailand participated in the study. To determine the students’ vocabulary knowledge before and after the instruction, the vocabulary pretest and posttest were employed. A perception questionnaire and a semi-structured interview were conducted at the end of VSS instruction to elicit the students’ perceptions towards VSS instruction. The paired samples t-test analysis indicates that the students improved short-term vocabulary retention, and they could retain vocabulary learned after VSS instruction. The results from the questionnaire and the semi-structured interview showed that they mostly agreed that VSS instruction assisted them in learning new words, memorizing word meaning, having a chance to choose their own words to learn, sharing words to classmates, working in a group, and realizing the importance of learning new words. The findings will help Thai EFL university students improve their vocabulary learning and generate an innovative body of knowledge regarding vocabulary instruction. Pedagogical implications are also suggested for EFL teachers who want to implement VSS in their vocabulary instruction.

STUDENTS’ PERCEPTION ON LEARNING TECHNICAL VOCABULARIES THROUGH VOCABULARY SELF-COLLECTION STRATEGY

The objective of this research was to investigate vocational students’ perception on learning technical vocabularies through Vocabulary Self-Collection Strategy. This research provides two research questions, 1) In what ways Vocabulary Self-Collection Strategy facilitate students in learning technical vocabulary? 2) What are the constraints of the students in the learning of technical vocabulary using Vocabulary Self-Collection Strategy? This research was using qualitative methodology and virtual classroom action research as a research design due to the pandemic of Covid-19. The participants of this research are grade 10th students of audio-video engineering from one of vocational high school in Karawang, West Java, Indonesia. A chosen audio-video engineering journal was distributed in order for the students to explored and selected new important words and added the information they got from it to vocabulary self-collection strategy (VSS) chart. And also semi-structured interviews have completed to know their perception on vocabulary self-collection strategy during learning technical vocabulary using VSS (selecting and nominating new words). The result of this study showed that vocabulary self-collection strategy had positive impacts to students’ vocabulary size, their ability to comprehend text and the constraints that the students had during the VSS process.

THE EFFECTIVENESS OF USING VOCABULARY SELF-COLLECTION STRATEGY (VSS) IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT AT THE EIGHTH GRADE STUDENTS OF SMP 25 PURWOREJO IN THE ACADEMIC YEAR OF 2019/2020

Abstract: This research is conducted to know the students’ reading comprehension and to find out whether or not use of vocabulary self-collection strategy (VSS) effective in teaching reading of SMP 25 Purworejo in the academic year of 2019/2020. The population of this research is 186 students of the eighth grade students of SMP 25 Purworejo in the academic year of 2019/2020 and the amount of sample is 30 students. From the computation, the result showed that the mean score of pre-test is 62.93 (sufficient category) and the mean of post-test is 77.07 (good category). It shows that the result of computation is t value obtained bigger than t table (3.705>2.000) it can be concluded that vocabulary self-collection strategy (vss)is effective to teaching reading Narrative text at the eighth grade students of SMP 25 Purworejo in the academic year of 2019/2020. Key w ords : e ffectiveness, vocabulary self-collection strategy (vss), reading comprehension,narrative text.

Using Vocabulary Self-Collection Strategy (VSS) to Improve Mastery Student’s Vocabulary

The research aims to know that Vocabulary Self-collection Strategy (VSS) can improve students’ vocabulary mastery and to find out how far Vocabulary Self-Collection Strategy (VSS) can be useful for the students' vocabulary mastery at the second-grade students of SMP Sinar Husni Medan. The methodology of this research used Classroom Action Research. It was conducted on a two-cycle. In analyzing the data, the researcher used quantitative data. The implementation of Vocabulary Self-collection Strategy (VSS) in teaching vocabulary at eight grade students was successful. It can be seen from the progress of the mean score in cycle I to cycle II. Mean score in a period I 71.20 % and rating in cycle II 78.80 %. The implementation Vocabulary Self-collection Strategy (VSS) as a learning strategy was not only increasing students' mean score but also increase students' motivation and behavior. The students were more interested, happy, and active in teaching-learning English, especially vocabulary. Based on the result above, it could be concluded that Vocabulary Self - Collection Strategy (VSS) improved their students’ vocabulary mastery.
 Keywords: vocabulary mastery, vocabulary self-collection strategy (VSS)

Utilizing Vocabulary Self-Collection Strategy Plus in Developing EFL Primary Stage Pupils’ Vocabulary Learning and Risk-Taking

Abstract T he aim of this study was to measure the effect of utilizing vocabulary self-collection strategy plus in developing primary stage pupils' vocabulary learning and their level of risk-taking. It was anticipated that pupils receiving training using vocabulary self-collection strategy plus would reveal greater gains in vocabulary learning and risk-taking. Two instruments -designed by the researcher- that include: vocabulary achievement test and risk-taking scale were used for data collection. Results shown that the traditional method used to teach vocabulary is not as significant as vocabulary self-collection strategy plus that developed pupils' vocabulary learning and their level of risk-taking. It was concluded that the experimental group outperformed the control group on the post vocabulary achievement test and risk-taking scale as a result of using the vocabulary self-collection strategy plus.

THE USE OF VOCABULARY SELF-COLLECTION STRATEGY TO IMPROVE STUDENTS’ VOCABULARY MASTERY

Abstract Generally, problems faced by the students in learning english is the difficulty to learn vocabulary. Any learners or teachers aware that vocabulary is the important element of language proficiency. The practical problem was faced by the 8th grade students of SMP PLUS YPP DARUSSURUR CIMAHI. Based on facts, the Vocabulary Self Collection Strategy (VSS) is a creative teaching and learning strategy to improve students’ vocabulary mastery. VSS is an interractive learning method where students choose words from a text, use contexts and other resources to find out the meaning of the words, and give those words to be learned by others students. The research design of the research was Classroom Action Research (CAR). The results of the study indicate that VSS could improve learning in a class based on a qualitative or quantitative perspective. Based on the results of the qualitative, it could be seen from the classroom situation, the atmosphere of teaching and learning, students participation, and students responses during teaching and learning activities. Meanwhile, quantitative results could be examined from the scores of students in doing the exercises. Thus this research stated that VSS was an effective technique for solving students' practical problems in mastering vocabulary.Keywords : Improve, Vocabulary mastery, VSS, CAR

Video viewing as a mediation of learning content-based vocabulary: Assisting students in understanding disciplinary vocabulary in context

Although much research in the area of second language (L2) vocabulary development has extensively been researched, video text viewing as a strategy for understanding disciplinary vocabulary in context is rarely reported in the literature. To fill this void, the present action research reports the findings of vocabulary self-collection strategy (VSS) along with the use of video as a multi-semiotic medium of understanding disciplinary vocabulary in content-based EFL instruction. Informed by students’ reflective journal, observation, and interview data, students recounted that the VSS encouraged them to learn disciplinary vocabulary in different discourse contexts. Through role scaffolding by a teacher and peer support, they were engaged in the discovery of vocabulary by documenting unfamiliar or interesting words from their readings and by exploring different meanings of vocabulary using e-dictionaries and corpora. The other research findings showed that the students had enhanced their awareness of word classes, word orders, and word meanings. This empirical evidence suggests that VSS can be a catalyst for engaging students in such post-listening tasks as writing a summary of the video text and creating new vocabulary mapping or profiling.

The Effectiveness of Vocabulary Self-Collection and Word Mapping Strategies for Teaching Vocabulary to Maritime Cadets With High and Low Metacognitive Awareness

Teaching Maritime English Vocabulary to cadets can be very challenging for an English teacher. Cadets have daily tight schedules and physical activities that often consume their energy. It is important for the teachers to find out a strategy that is effective to be implemented in the classroom. This research was aimed to investigate the effectiveness of Vocabulary Self-Collection Strategy (VSS) and Word Mapping Strategy (WMS) for teaching vocabulary to maritime cadets with high and low metacognitive awareness. This study employed a quasi-experimental design with a 2x2 factorial design.Two experimental groups of the first year Nautical Cadetsof Semarang Merchant Marine Polytechnic were involved in this study. There were 36 participants. Metacognitive Awareness Inventory and Maritime English Vocabulary Assessment were used as the instrument for collecting the data. Observation was also conducted to support the data findings. To analyze the data, Paired Sample T-test and Two Way ANOVA were used.The research findings showed that both VSS and WMS are effective to be used in teaching Maritime English Vocabulary to cadets with high and low metacognitive awareness. However, when we compared the effectiveness of VSS and WMS, the findings revealed that VSS was more effective to be used in both high and low metacognitively aware cadets.The statistical analysis showed that there is an interaction among vocabulary teaching strategies, metacognitive awareness and vocabulary mastery.