THE EFFECTIVENESS OF VOCABULARY SELF-COLLECTION STRATEGY ON STUDENTS’ VOCABULARY MASTERY

(1)

THE EFFECTIVENESS OF VOCABULARY SELF-COLLECTION STRATEGY ON STUDENTS’ VOCABULARY MASTERY

(A Quasi-experimental Study at the Tenth Grade of MA Islamiyah Ciputat in Academic year 2019-2020)

A “Skripsi”

Presented to the Faculty of Educational Sciences in Partial Fulfillment of the Requirements for the Degree of S.Pd. (S-1) in English Education

By:

Chusnul Waro 11150140000030

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

2019

(2)

(3)

ii

(4)

iii

(5)

iv

ABSTRACT

Chusnul Waro (11150140000030). The Effectiveness of Vocabulary Self- collection Strategy on Students’ Vocabulary Mastery (A Quasi-experimental Study at the Tenth Grade of MA Islamiyah Ciputat in Academic Year 2019/2020). A Skripsi of Department of English Education, Faculty of Educational Sciences, State Islamic University Syarif Hidayatullah Jakarta, 2019.

Advisor I : Dr. Nida Husna, MA. TESOL Advisor II : Dadan Nugraha, M.Pd.

Keywords : Vocabulary Self-collection Strategy, Vocabulary

This research was carried out to obtain an empirical evidence of the effectiveness of vocabulary self-collection strategy on students’ vocabulary mastery at the tenth grade of MA Islamiyah Ciputat. The population of this study was the tenth grade of MA Islamiyah Ciputat. The total sample of this study was 50 students selected through purposive sampling technique. They formed two classes, an experimental and a controlled class. The method used is a quantitative method which adopted a quasi-experimental design. The primary instrument used is vocabulary test with interview as a secondary data to know students’ responses of using vocabulary self-collection strategy. The result of the research showed the difference between two classes in the mean score of post-test which an experimental class got higher score than controlled class. Moreover, the findings revealed that p-value of post- test score was 0.003 with the level significance 5% (0.05). In other words, it can be concluded that p-value (0.003) < sig ɑ = (0.05, 5%). Then, the effect size gained was 0.9. Thus, it proved that vocabulary self-collection strategy was effective at a moderate level on students’ vocabulary mastery at the tenth grade of MA Islamiyah Ciputat in academic year 2019/2020.

(6)

v

2019/2020). Skripsi Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2019.

Pembimbing I : Dr. Nida Husna, MA. TESOL Pembimbing II : Dadan Nugraha, M.Pd.

Kata Kunci : Vocabulary Self-collection Strategy, kosa kata

Penelitian ini dilakukan untuk mendapatkan bukti empiris tentang efektivitas penggunaan strategi vocabulary self-collection strategy pada penguasaan kosakata siswa di kelas sepuluh MA Islamiyah Ciputat. Populasi penelitian ini adalah siswa kelas X MA Islamiyah Ciputat. Total sampel penelitian sebanyak 50 siswa yang dipilih melalui teknik purposive sampling. Mereka terbagi menjadi dua kelas, kelas eksperimen dan kelas kontrol. Metode yang digunakan di penelitian ini adalah metode kuantitatif yang menggunakan desain kuasi- eksperimental. Instrumen utama yang digunakan adalah tes kosa kata dan wawancara sebagai data sekunder untuk mengetahui respons siswa terhadap penggunaan vocabulary self-collection stategy. Hasil penelitian menunjukkan adanya perbedaan antara dua kelas dalam skor rata-rata post-test yang mana kelas eksperimen mendapat skor lebih tinggi dari kelas kontrol. Selain itu, hasil penelitian mengungkapkan bahwa nilai p dari skor post-test adalah 0,003 dengan tingkat signifikansi 5% (0,05). Dengan kata lain, dapat disimpulkan bahwa p- value (0,003) <sig ɑ = (0,05, 5%). Kemudian, hasil besar efek yang didapat adalah 0,9. Secara kesimpulan, hal tersebut membuktikan bahwa strategi vocabulary self- collection strategy cukup efektif pada penguasaan kosakata siswa di kelas sepuluh MA Islamiyah Ciputat pada tahun akademik 2019/2020.

(7)

vi

ACKNOWLEDGMENT

In the name of Allah, the Most Gracious, the Most Merciful

All praises be to Allah, the Lord of the worlds, who has been giving the researcher His Blessings and Mercies so she can finish the Skripsi entittled “The effectiveness of Vocabulary Self-Collection Strategy on Students’ Vocabulary Mastery”. Peace and salutation may be upon to the Prophet Muhammad SAW, who has guided human from the darkness to the brightness.

This Skripsi is presented to the Faculty of Educational Sciences as partial fulfillment of the requirements for the Degree of S.Pd. (S-1) in English Education.

This Skripsi will not be completed without the help of several parties who always provide encouragement and assistance to the author.

So, in this occasion, the writer would like to express her deepest gratitude to her beloved parents, Murtadlo and Siti Umi Maslachah, who always supports and prays for the success of the writer in all aspects, especially in completing this Skripsi. Then, the gratitude also will be expressed to her sisters, Itaul Fachriyyah, who always motivates the writer to immadiately finish this Skripsi.

The writer also would like to adress her deepest honour and gratitute to her advisors, Dr. Nida Husna, M.Pd. M.A. TESOL. and Dadan Nugraha, M.Pd. for the valuable times given, advice, guidance, comments and support from the beginning of the research until it finally completed.

Moreover, the writer would like to send her sincere thanks and appreciation to:

1. All lecturers and staffs at the Department of English Education for the knowledge, motivation and support during her study.

2. Didin Nuruddin Hidayat, Ph. D., as the Head of Department of English Education.

3. Zaharil Anasy, M.Hum., as the Secretary of the Department of English Education.

(8)

vii

6. Preli Ratnawati, S.Pd., as the English teacher of MA Islamiyah Ciputat for her guidance and help during the research.

7. The students of class X IPA and X IPS for their willingness to be the participants of this research study.

8. All students of PBI Class A, for the togetherness and the special moments in the class.

9. Everyone who supported and helped the writer during the study and whose name cannot be mentioned one by one.

Finally, the researcher realizes that this thesis is not completely perfect yet.

Therefore, the constructive suggestion and criticism are really needed to make this research better.

Jakarta, September 20^th2019

Chusnul Waro

(9)

viii

LIST OF TABLES

Table 3.1 Research Designs ... 21

Table 4.1 Score of Students Pre-test and Post-test in experimental class ... 27

Table 4.2 Score of Students Pre-test and Post-test in controlled class... 28

Table 4.3 Normality Test Result ... 31

Table 4.4 Homogenity Test Result... 32

Table 4.5 Hyphotesis Test ... 33

Table 4.5 Independent Sample Test of Post-Test... 33

(12)

xi

(13)

xii

LIST OF APPENDICES

Appendix 1 Lesson Plan... 41

Appendix 2 Blue Print of Pre-test and Post-test ... 64

Appendix 3 Test Validity of Pre-Test And Post-Test ... 66

Appendix 4 Key Answers ... 86

Appendix 5 Validity Test ... 87

Appendix 6 Transcipt of Interview ... 93

Appendix 7 References Examination Paper ... 94

Appendix 8 Students’ VSS Chart ... 97

Appendix 9 Documentation ... 98

Appendix 10 Surat Pengesahan Proposal Skripsi ... 100

Appendix 11 Surat Bimbingan ... 101

Appendix 12 Surat Permohonan Izin Penelitian ... 102

Appendix 13 Surat Keterangan Penelitian ... 103

(14)

1

CHAPTER I INTRODUCTION

This chapter presents the beginning of this study. It explains about background of the study, identification of the problem, limitation of the problem, formulation of the problem, objective of the study, and significance of the study.

A. Background of the Study

Vocabulary holds a vital role for language learners. Without having vocabulary, no one can speak or understand the language.¹ According to Richard and Renandya “Vocabulary has been viewed as a core component of language proficiency and provides much of the basis how well learners speak, listen, read and write”.² It also can be said that the use of vocabulary in language learning influences the mastery of four language skills, they are: speaking, listening, reading and writing.³ For instance, students are demanded to be able to produce words in speaking and writing as well as listening and reading as receptive skills require a lot of vocabulary to understand the texts and the instructions in the dialogues. In short, vocabulary is an essential part for students to understand the text, to obtain success in academic, and to use the language for communicative purposes.

In addition, the objective of learning the English subject as stated in the 2013 curriculum demands students to be able to communicate effectively. To gain that purpose, students must be able to speak, listen, read, and write. As a result, students need to obtain a lot of vocabulary since vocabulary is generally considered as one of the language components which help students to develop their competency in communicating and their language skills. Furthermore, McCarthy states that “No matter how well the student learns grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wide range of meanings,

1 Rodrigo Tovar Viera, Vocabulary Knowledge in the Production of Written Texts: A Case Study on EFL Language Learner, Revista Tecnologica ESPOL, Vol. 30 No. 3, 2017, p. 89.

2 Jack C Richard and Willy A Renandya, Methodology in Language Teaching, (New York:

Cambridge University, 2002), P. 255.

3 Bambang Y, C. and Utami Widiati, The Teaching of EFL Vocabulary In the Indonesian Context: The State Of The Art, TEFLIN Journal of English Language Teaching in Indonesia, Vol. 19 No.1, 2008, p. 1.

(15)

2

communication in an L2 just cannot happen in any meaningful way.”⁴ It indicates that having a large vocabulary will make students easier in doing communication.

Regarding the importance of vocabulary, students who learn a foreign language need to master it. Vocabulary mastery, according to Zahedi and Abdi, “is related to the ability to understand the meaning of words and to use the words appropriately.”⁵ It means that the larger vocabulary students master, the easier it becomes to learn new words. Moreover, Thorburny suggests that students who learn foreign language need to master at least around 2000 words to interact with people in their nearest environment and understand written texts.⁶ It indicates that EFL learners with 2000 words are expected to understand most of the daily conversation and also be able to learn from context easily. Additionally, to support students in mastering vocabulary, students are required to have an interest to learn English in so they can easily obtain a lot of vocabulary. Although learning vocabulary mastery is an essential element in communication, it is not easy to be mastered by students.

However, there are several problems faced by the students in learning and mastering vocabulary. Firstly, According to Oljira in his research reveals that the students got difficulties in constructing their idea in speaking and writing.⁷ It stated that the lack of vocabulary has become the main problem of their inability in producing words. This problem is similar to the writers’ teaching experience in an Islamic Senior High School namely MA Islamiyah Ciputat. Then, The study shows that students at the Tenth grade students still have little recognition of vocabulary.

The unsufficient possessing vocabulary makes them cannot express themselves in English. Next, According to Saniyah in her research reveals that students had difficulties in understanding most of vocabulary in a text.⁸ This indicates that a lack

4 Michael Mccarthy, Vocabulary, (Oxford: Oxford University Press, 1990), p. i.

5 Yagoub Zahedi and Mortaza Abdi, “The Impact of Imagery Strategy of EFL Learners Vocabulary Learning.” Procedia Social and Behavioral Sciences, 2012, p. 2264.

6 Scott Thornbury. How to Teach Vocabulary. (Malaysia: Pearson Education Limited, 2002), p. 21.

7 Dessalegn Oljira. “A Study on Problems of Vocabulary Teaching Techniques English Teachers Use”. International Journal of Science and Reseacrh, Vol. 6 No. 6 2017. pp. 498

8 Rofiqotus Saniyah, “Students’ Problem in Learning English Vocabulary,” A Thesis of IAIN Sunan Ampel Surabaya, Surabaya, 2011, p. 41, not published.

(16)

of vocabulary can also be the cause of poor reading skill. Consequently, students miss a lot of information from the text and could not understand the text well.

Those problems of vocabulary must be solved because if the students possess less vocabulary than it was targeted, they will have problem to continue to the next level or grade. Besides, the low number of vocabulary possessing by students may cause low motivation in learning. Then, they feel English is difficult because they do not have enough vocabulary to understand the language.

To solve these problems, many researchers have been done some research.

One of them is Jones who argues that a teacher has an important role in students’

vocabulary learning.⁹ He said that it is a challenge for teachers to provide enjoyable activities in the classroom. Further, he also mentioned that to make students more interested and having fun in learning vocabulary, a teacher has to offer activities that are engaging and which create stronger memories and store these memories for longer. In addition, Takac states that the teacher must get the students actively engaged in an activity-designed for vocabulary learning.¹⁰

Based on the previous research by Husniah and Syahfriati, the students’

active participation in learning vocabulary could be improved by using Vocabulary Self-Collection Strategy (VSS).¹¹ This strategy was introduced by Martha Rapp Haggard. Vocabulary Self-Collection Strategy is defined as a strategy that encourages independent learning by allowing students to self-selecting word to be studied. Wulansari points out the following steps of this strategy are: nominating the words, explaining the words, deciding list of word, expanding knowledge of words.¹² Additionally, This strategy emphasizes on students’-centered activity in learning vocabulary.

Early research on Vocabulary Self-Collection Strategy has been conducted by Rizka Haryani in her thesis entitled “The Vocabulary Mastery of Seventh Grade

9 Tamara Jones. 50 Ways to Teach Vocabulary, (United States: Wayzgoose Press, 2013), P.2.

10 Visnja Pavicic Takac. Vocabulary Learning Strategies and Foreign Language Acquisition.

(Great Britain: Cromwell Press Ltd., 2008), P.23.

11 Husniah, and Syahfriati, The Vocabulary Mastery of the Tenth Grade Students through Vocabulary Selection Strategy, Proceedings of ISER 124th International Conference, 2018. pp. 71-75.

12 Lanjar Hayu Wulansari, The Use of Vocabulary Self-Collection Strategy to Improve Students Vocabulary Mastery at Second Grade Students of SMP IT Tunas Harapan Plupuh Sragen, Vol 2 No 1 , 2016, pp. 1-11.

(17)

4

Students Of SMP 4 Kudus In Academic Year 2013/2014 Taught by Using Vocabulary Self-Collection Strategy (VSS)”. The result had shown that the score of students’ were getting increased after given the treatment by using VSS. It could be concluded that the use of this strategy is effective to improve students’ vocabulary.

Therefore, According to the explanation above, the writer would like to conduct research regarding the VSS which assumed to be an effective strategy in teaching vocabulary, entitled “The Effectiveness of Vocabulary Self-Collection Strategy on Students’ Vocabulary Mastery (A Quasi-Experimental Research at the Tenth Grade of MA Islamiyah Ciputat).

B. Identification of the Problem

As it has been stated on the background above, the writer identifies some common problems faced by the students in learning vocabulary as follows :

1. Students got difficulties in constructing their idea in speaking and writing 2. Students had little recognition of vocabulary

3. Students had difficulties in understanding most of vocabulary in a text

C. Limitation of the Problem

According to the problems that have been mentioned above, the writer would like to limit the problem. The research is intended on the implementation of Vocabulary Self-Collection Strategy as a strategy in learning vocabulary mastery.

The Vocabulary self-Collection Strategy can be implemented to see how effective they are toward students’ vocabulary mastery at the Tenth grade of MA Islamiyah Ciputat.

D. Formulation of the Problem

Based on what the writer states on the background of the study, the formulation of the problem could be identified as follows: “Is Vocabulary Self- collection Strategy effective on students’ vocabulary mastery at the Tenth grade of MA Islamiyah Ciputat?” and “to what extent the effectiveness of Vocabulary Self-

(18)

collection Strategy on students’ vocabulary mastery at the tenth grade of MA Islamiyah Ciputat?

E. Objective of the Study

This research aims to prove that Vocabulary Self-Collection Strategy is effective on students’ vocabulary mastery at the tenth grade of MA Islamiyyah Ciputat and to find out the extent of the effectiveness vocabulary self-collection strategy on students’ vocabulary mastery at the tenth grade of MA Islamiyah Ciputat.

F. Significance of the Research

The findings of the research are expected to assist three groups of people, they are:

1. An English teacher

The results are expected can provide information about Vocabulary Self- Collection Strategy as one of the ways to teach vocabulary which can be applied in the classroom

2. The students

The results are expected can give significant effect for students to motivate them in improving their vocabulary.

3. The writer

The writer is expected to gain more knowledge about vocabulary self- collection strategy and the way to implement it in teaching and learning vocabulary.

(19)

6

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the theories belong to this study. Those theories are definition of vocabulary, definition of vocabulary mastery, kinds of vocabulary, definition of vocabulary self-collection strategy, advantages and disadvantages of vocabulary self-collection strategy, and teaching vocabulary by using vocabulary self-collection strategy. This part also provides some previous studies and thinking framework.

A. Vocabulary

1. Definition of Vocabulary

Vocabulary becomes one of the language components that has a major influence on someone’s ability to produce words. Mostly by vocabulary, people are engaged to communicate with each other, share idea both in writing and speaking, and understand what someone’s talk. Talking about vocabulary, it is commonly related to the words we acquire and use in daily life. Furthermore, vocabulary is highly needed by language learners to facilitate them in developing communication.

In line with the importance of vocabulary for learners, Web and Nation argues that all stages of education need vocabulary to be acquired because it is one of the important aspects of learning a language.¹ It means that each aspect of language learning cannot be separated from the role of vocabulary. All activities planned for speaking, listening, writing, and reading needs words or vocabulary.

Therefore, by mastering vocabulary, students will be easily achieving the educational objectives of language.

Many experts have put forward several interpretations on the definition of vocabulary. According to Takac, vocabulary defines as “a dictionary or a set of

1 Stuart Web and Paul Nation, How Vocabulary is learned, (United Kingdom: Oxford University Press, 2017), p. 2.

(20)

words.”² It indicates that vocabulary related to the list of words and surely it has a meaning. Meanwhile, Richard and Schmidt give their ideas about the definition of vocabulary. They point out that “Vocabulary is a set of lexemes, including single words, compound words, and idioms.”³ As agreed with the experts above, Alizadeh states that vocabulary is described as a set of properties, or features, each word is the combination of its meaning, register, association, collocation, grammatical behavior, written form (spelling), spoken form (pronunciation) and frequency.⁴ In addition, vocabulary is dealing with the words for better communication such as in speaking and listening.⁵ It means that when people want to speak or listen with someone’s else, vocabulary is required so it will be easier for them in doing communication. In other references by Richard and Renandya, Vocabulary is “a core component of language and provides much of the basis for how well learners speak, listen, read, and write”.⁶ Moreover, It is quite obvious that vocabulary becomes central in language learning because it can help students to master language skills.

In brief, based on the explanation above, the writer infers that vocabulary is a set of meaningful words which structured by a person to construct the language as the components of communication. Vocabulary has an important role because it appears in all in every language skill. For that reason, it is highly significant for students who learn a foreign language to know and master it to improve their language skills.

2. Definition of Vocabulary Mastery

Vocabulary is always linked with the words, where they come from, how they change how they relate to each other and how we use them to view the world.

2 Visnja Pavicic Takac, Vocabulary Learning Strategies and Foreign Language Acquisition, (Great Britain: Cromwell Press Ltd, 2008), p.4.

3 Jack C Richard and Richard Schmidt, Longman Dictionary of Language Teaching and Applying Linguistics, (London: Pearson Education Limited, 2002),p. 580.

4 Iman Alizadeh, Vocabulary Teaching Techniques; A Review of Commmon Practices, International Journal Research in English Education, Vol 1 no 1, 2016, p.22.

5 Stuart Web and Paul Nation, op cit, p. 2.

6 Jack C Richard and Willy A Renandya, Methodology in Language Teaching, (New York: Cambridge University, 2002), P. 255.

(21)

8

People need vocabulary in their life for better communication. Besides, in its pedagogical application, vocabulary appears in language skills. Therefore, having a lot of vocabulary will give a significant contribution to almost all of the aspect of language. That is why the most important of learning language, especially English, is mastering vocabulary. The mastery of vocabulary determines the mastery of four language skills.

Mastery itself means comprehensive knowledge. It means that someone who masters such a skill is expected to know about that skill comprehend. Like the vocabulary, vocabulary mastery means the competency to understand the words meaning and to apply the words in a sentence. In an academic context, mastering a word means mastering the aspects of word knowledge. According to Thornbury, knowing words includes knowing words form and words meaning.⁷ Accordingly, to master it, it is a kind of gradual process. To reach out the good vocabulary mastery someone needs to follow the process. Besides, the complexity of vocabularies may cause a problem in mastery.

In Addition, many experts have been proposed a certain number of words which should be required by language learners. Thornburny states that learners should have roughly 2000 words as their vocabulary size.⁸ By having it, it will ensure an understanding of such a text. Moreover, other researchers have held different view of this. According to Lado, as cited in Qing Ma book, learners required to have 3000 words as their productive vocabulary and 7000 words receptive vocabulary.⁹ Moreover, other study claims that the levels of frequency in a foreign language can be represented as follows; for functional beginners, they need 250-500 words to get them through any tourist situation and everyday introductions, for conversational, 1000-3000 words are required to be able to ask and tell people about daily life. Then, for advanced, the number of words needed is 4.000-10.000. at this point, people know about specialized vocabulary for everyday conversation. Next, for fluent, it is around 10.000 more. It is near-native

7 Scott Thornbury, How to Teach Vocabular, (Malaysia: Pearson Education Limited, 2002), p. 15.

8 Ibid., p. 21.

9 Qing Ma, Second Language Acquisition. ( Hongkong: Peter Lang, 2009), p.35.

(22)

level of vocabulary. while, for native English speaker, total words vary from 10.000-30.000 words.¹⁰ In other words, a good starting point in language is a list of high-frequency vocabulary or a handy base vocabulary list.

To conclude, it is crucial for students to master a definite number of words. By mastering vocabulary, language learners will gain progress in English, and more importantly, they can easily convey their ideas in both oral and written form.

3. Kinds of Vocabulary

Discussing vocabulary, many classifications about kinds of vocabulary has been made by some experts. According to Hiebert and Kamil, vocabulary classified into two types, they are:¹¹

a. Productive Vocabulary

Productive vocabulary is the total number of words a person understands, either in writing and speaking skill. When people write or speak, they simultaneously produce the words. Some characteristics of this vocabulary are well-known, familiar and commonly used so that it is easy for people to produce it. This kind of vocabulary also called as an active vocabulary.

b. Receptive Vocabulary

Receptive vocabulary is the total number of words a person understands, either in listening and reading skill. It is also known as recognition vocabulary. The characteristics are less well-known and less-frequent in use. Furthermore, People just receive vocabulary through their listening to the audio and reading a context. They would not be able to comprehend the meaning well. Typically, these are also words that individuals do not produce spontaneously. This kind of vocabulary represents a passive vocabulary.

10 Jakob Gibbons, The numbers Game: How Many Words Do I Need to Know to Be Fluent in a Foreign Language, (https://www.fluentu.com/blog/how-many-words-do-i-need-to- know/). accessed on 17 September 2019 at 07.30.

11 Elfrieda H. Hiebert and Michael L. Kamil, Teaching and Learning Vocabulary, (London: Lawrence Elbaurm Associates, 2005), p. 3.

(23)

10

In addition, Graves expands the kinds of vocabulary from both productive and receptive into four classifications, they are:¹²

a. Productive oral (words produced in speaking) b. Productive written (words produced in writing) c. Receptive oral (words heard from listening) d. Receptive written (words obtained from reading)

Dealing with the use of vocabulary for students who learn a foreign language, in an academic context, vocabulary divided into two kinds, they are: (a) General academic words that are useful across discipline areas, (b) Discipline and specific vocabulary that are unique to a particular course or field of study.¹³ It means that each subject has different vocabulary to be discussed. It can be adjusted with the content area of learning. Moreover, Beck, Keon, and Kucan as cited in Berger and Woodfin classified vocabulary into three tiers. They are:¹⁴

a. Words used in daily communication

(e.g, friend, nice, winter, community). Unless a student is an English language learner, it is unlikely that instruction in tier one words is needed b. Words used in academic context

(e.g., relative, vary, formulate, calibrate). These words, also known as academic vocabulary, are much less likely to be found in everyday speech, even the speech of college-educated adults.

c. Discipline-specific words used in informational passages

They are specific to a field of study (e.g., morphology, acropolis, ventricles) and a key to understanding a new concept within a text.

Because of their specificity, tier three words are often explicitly defined in the text and repeatedly used.

From the explanations above, we know that each expert has a different point of view regarding the kinds of vocabulary. The writer concludes that those

12 Michael F. Graves, The Vocabulary Book: Learning and Instruction, (Columbia University: Teacher College, 2006) p. 11.

13 Kristi L. Santi & Deborah K. Reed, Improving Reading Comprehension of Middle and High School Students (London : Springer , 2015) pp. 112-113.

14 Ron Berger, et al., Transformational Literacy, (London: Springer International Publishing Switzerland, 2015) p. 224.

(24)

kinds of vocabulary are: productive and receptive vocabulary, general vocabulary, discipline vocabulary, daily vocabulary, academic vocabulary, and, specific vocabulary.

B. Vocabulary Self-Collection Strategy

1. Definition of Vocabulary Self-Collection Strategy

Vocabulary Self-Collection Strategy is a strategy that was first initiated by Martha Rapp Haggard. This strategy focused on creating student-centered activity which students will be able to select the words they interested to learn by themselves. The role of teacher while implementing this strategy is as a facilitator who assists the students to do the task and achieve the objective of learning vocabulary. According to Haggard, Vocabulary Self-Collection Strategy is a strategy that will enable students to arrange vocabulary list based on their words’

background knowledge.¹⁵ It means that Vocabulary Self-Collection Strategy is allowing the students to experience their vocabulary learning process individually.

This strategy also can be said as a cooperative vocabulary learning strategy because the activity designed to work in a group. All students will be demanded to be engaged in the process of nominating word.

Furthermore, this strategy can be used to develop students’ word knowledge. As stated by Ruddel and Shearer that vocabulary self-collection focuses on words that students want to know, that are important to them and about which they have expressed interest and curiosity.¹⁶ So that the students will have motivation for discovering the meanings of unknown words. This strategy is different from traditional strategy which students asked for rote memorization, learning new words through teachers’ explicit instruction. In contrast, students in

15 Martha Rapp Haggard, The Vocabulary Self-Collection Strategy: Using Student Interest and World Knowledge to Enhance Vocabulary Growth, Journal of Reading, Vol 29 No 7, p.635.

16 Martha Rapp Ruddel & Brenda A. shearer. Extraordinary, tremendous, exhilarating, magnificient: Middle school at-risk students become avid word learners with the vocabulary Self Collection Strategy (VSS). (Journal of adolescent & Adult literacy,2002). p.353

(25)

12

this strategy will do their way in memorizing words through context in reading and keep the words in their memory for longer.

Meanwhile, Antonacci and Callaghan in their book point out that

“Vocabulary Self-Collection Strategy (VSS) is an interactive-learning instructional strategy that promotes word consciousness, as students are actively engaged in identifying important words from their reading to share with member of the class.” ¹⁷ So, this strategy can create active participation among students in learning vocabulary through context that will be used or being discussed. The main purposes of implementing this strategy are to make the students understand with the new words, promote their interest to the new words and provide a strategy to learn new words.

Based on the explanation above, the writer infers that through this strategy, students can select the words from instructional reading, discuss it with their group and explore and learn it together with the member of the class. From those activities, students could grow their interest in learning a new word and motivate them in the process of learning.

2. Advantages and Disadvantages of Vocabulary Self-Collection Strategy Vocabulary Self-Collection strategy directly supplies beneficial impact on students’ vocabulary achievement. It can be seen when students do all the activities with joyful learning. The process of cooperative learning along vocabulary self-Collection strategy make students active in the class. Among its applied benefits are maximize students’ motivation to engage keenly with interested words through reading a context, activate students’ participation in decision-making on selected words with their group, and improving students’

17 Patricia A Antonacci and Catherine M. O, Callaghan, Promoting Literacy Development 50 Research-based Strategies for K-8 Learner, (United States: Sage Publication, 2012) p.88.

(26)

word consciousness.¹⁸ Moreover, Yanto states Vocabulary Self-Collection Strategy has several advantages as follows:¹⁹

a. Engaging students’ in collaborative learning

b. Motivating students to guess the words meaning in a text before they look up at the dictionary

c. Creating a well-organized learning process

d. Gaining a large number of incidental vocabulary of the chosen text e. Creating an active learning

f. Enhancing students’ long term memory

Besides, vocabulary self-collection strategy also has some weaknesses during its implementation. Those weaknesses are; first, the use of vocabulary self- collection strategy needs a long time because it is time-consuming to settle with the activity planned. Second, the strategy is less-suitable to be implemented to young learners since the implementation which required critical thinking of the students. Next, students cannot focus on specific information about the text because the strategy emphasizes only on the important vocabulary found in a text.

Hence, through this strategy, the more enthusiastic students’ enjoy finding a new words. Naturally, the activities set up in this strategy directed to minimize students’ boredom on the material presented. This strategy is one of the solutions to keep the class interested and engaged during the learning time spent in all of activities. besides, the disadvantages of this strategy will also be found in the learning process such as time-consuming, less suitable for young learners, and only focus on vocabulary, not others.

3. Teaching Vocabulary by using Vocabulary Self-Collection Strategy

Teaching vocabulary becomes challenging for some teachers. As teachers, they have to offer effective strategies to support students’ motivation in learning

18 Selfa Idriani, The Effectiveness of Self-Collection Strategy and Motivation on Students’ English Vocabulary Mastery, Jurnal Basis UPB, Vol 5 No 1, 2018, pp. 13-20.

19 Elih Sutisna Yanto, Implementing Vocabulary Self-Collection Strategy in The EFL College Classroom in Engaging Students Communicative Classroom, Journal of Teaching and Learning English in Multicultural Context, Vol 1 No 2, 2017, pp. 15-22.

(27)

14

vocabulary. Further, to help teacher involving students with vocabulary learning, teachers can apply vocabulary self-collection strategy as one of alternative way in teaching vocabulary to the students. Vocabulary Self-Collection Strategy involves rightly defining the words meaning of specific context. To develop a successful of the strategy, the stages of the activity must be well-organized. In its implementation, a teacher will associate the activity with reading activity.

According to Wulansari the main following steps of this strategy are: nominating the words, giving explanation about the words, completing the list of words, expanding knowledge of words.²⁰

Further, in applying this strategy, Antonacci and O’Callaghan adds the procedures of teaching vocabulary by using vocabulary self-collection strategy as follows:²¹

a. Teacher introduces the purpose of VSS to students

b. Teacher models how to select and nominate important words from the readings

c. Teacher demonstrates how to use context and other resources to learn the meaning of the words

d. Teacher writes the word, the context in which it was used, its meaning and the reason for selecting the words on a chart paper

e. Teacher engages students in the process of vocabulary selection

f. After students are familiar with this strategy, teacher provides guided practice to support the use of VSS during reading

g. Students in a small group discuss the words they wish to nominate h. Students write the words on a chart

Further, in this study, the writer would like to implement vocabulary self- collection strategy in the class which collaborated with reading activity by using

20 Lanjar Hayu Wulansari, The Use of Vocabulary Self-Collection Strategy to Improve Students Vocabulary Mastery at Second Grade Students of SMP IT Tunas Harapan Plupuh Sragen, Vol 2 No 1 , 2016, pp. 1-11.

21 Patricia A. Antonacci & Catherine M. O Callaghan, op. cit., pp. 89 - 90.

(28)

procedure text as the materials. As for the steps to be taken can be illustrated as follows:

a. The teacher divides the students into five groups

Before grouping the students, the writer explains the students about the strategy being used and the activity that they will follow in each meeting.

Students are selected by the teacher and the teacher strives for the ability of students to be evenly distributed. Then, each group has to decide who will be a spokesperson or a leader in the group to lead a discussion.

b. The teacher gives a procedure text to each group

The procedure text will be given as the material to be discussed by the students with their group. Each group will read the same text. After that, students will be given time to read and work on the teachers’ instruction from the text such as nominating the words to be studied.

c. Students analyze important or interesting words

The teacher reminds each student to pick one word from their nomination and share it to their member group. After collecting some words, they will discuss about the words selected. In the final, Each group determines only one word that they have to share with students in the class.

d. After having discussion in the group, students fulfill VSS chart

Students will record the nominating words on the graphic organizer (VSS chart) which includes some questions such as:

 What is the word that I believe is important to learn?

 How was the word used? Write the sentence in which the word was used.

 What is the meaning of the word?

 Why would I select it as an interesting or important word to learn?

They would not be permitted to look for the definition on dictionary or other sources.

e. Each group presents the result of their discussion about vocabulary in class.

(29)

16

After that, a spokesperson in each group presents the result of discussion written on VSS chart in front of the class. It becomes interactive learning since students in other groups can give their argument about the presenting result.

f. The teacher compares students’ answer with the dictionary

A teacher took a role as a facilitator who sets the activity and keeps the class quiet. Besides, at the end of activity, the teacher will correct students’

answer and give more explanation about the nominating words.

g. The teacher writes list of word on board

Teacher collects some words that presented by each group and asks students to write it down on their book

h. Students take notes the words and make a sentence using those words The following activity to measure students’ understanding of the vocabulary and to know how far students master the vocabulary, students are requested to make a sentence about one jumbled word they pick out from nominating words.

The example of VSS chart can be seen below:

Figure 2.1 VSS Chart

To wrapped upon the ideas illustrated above, the steps of VSS allow the students to work in their group that the members are selected by the teacher, then

(30)

teacher will ask them to read a text to be discussed and nominating the important words they want to present with others. The chosen words will be write down on a vocabulary chart. Students are also not expected to not only be conscious of the words but to also the reason why the words are important to be learned. Then, the activity ends up presenting the result of the discussion done by the leader of each group.

C. Previous Study

The writer found some preliminary studies conducted by other researchers related to the same topic. Other studies are considered as useful information that guides the writer in completing this thesis. Those studies are:

The first is a study that was conducted by Selfa Idriani entitled “The Effectiveness of Vocabulary Self-Collection Strategy and Motivation on Students’

English Vocabulary Mastery.”²² This study is aimed to prove whether Vocabulary Self-Collection Strategy and students’ motivation give a significant effect on the students’ vocabulary mastery on English Subject. Then, the instrument used to collect the data is vocabulary test. The researcher divided the class into two, the first is experimental class which was taught by using vocabulary self-collection Strategy compared with the control group taught by using memory strategy. From this study, the researcher found that the experimental group gained higher score than the control group which means that the vocabulary self-collection strategy gave a significant effect on students’ vocabulary mastery.

The second research relevant to this topic is a study conducted by Husniah and Syahfriati entitled “The Vocabulary Mastery of the Seventh Grade students through vocabulary Self-Collection Strategy.”²³ This research focuses on extending the effectiveness of the strategy on students’ vocabulary of students’ at the seventh grade. In line with the first study, the object is randomly assigned into two groups, experimental group and control group. After giving the treatment whereas pre-test and post-test in both of class, the score of experimental group is

22 Selfa Idriani, op. cit.

23 Husniah, Syahfriati, The Vocabulary Mastery of the Seventh Grade Students through Vocabulary Selection Strategy, Proceedings of ISER 124th International Conference, pp. 71-75.

(31)

18

higher than control group. The result had shown that the Vocabulary Self- Collection strategy was effective to improve students’ vocabulary mastery.

Moreover, the researcher added that the vocabulary self-collection strategy was highly recommended for low-level students at mastering vocabulary.

The last previous study found by the writer is “Using the Vocabulary Self- Collection Strategy Plus to Develop University EFL Students’ Vocabulary Learning” conducted by Manal Mohammed Khodary.²⁴ The main goal of this study is to examine the effectiveness of using the vocabulary self-collection strategy plus on developing university EFL students’ vocabulary learning. This study is a kind of quasi-experimental study that was intended for first-level students at Languages and Translation Department, Arar Faculty of Education and Arts, Norther Border University, KSA. The researcher used VAT as the instrument of the study. Having analyzed students’ performance in both experimental and control group, The result showed that the experimental group was outperformed the control group. It can be concluded that Vocabulary Self- Collection Strategy Plus had a great role in developing students’ vocabulary.

From the previous studies above, it can be found that the difference between this study with the previous study is on the sample. This study took the sample from students at Senior High School grade, meanwhile, the two previous studies above took the sample from Junior high school students and another is from college students. Then, this study focused on using procedure text as the text given to the students which is different from those previous studies.

D. Thinking Framework

Vocabulary is related to the knowledge of meaning words. It has an important role in students’ understanding of such materials relevant to learn foreign language. Moreover, It cannot be separated from activites engaged in the class. All of the activities such as reading the material, listening to the audio or the teacher, writing task, speaking practice demand the students to bring out their

24 Manal Mohammed Khodary, Using the Vocabulary Self-Collection Strategy Plus to Develop University EFL Students’ Vocabulary Learning, English Language Teaching, Vol. 10 No 8. 2017.

(32)

vocabulary into those planned activities. Therefore, mastering vocabulary must be emphasized in learning foreign language.

In fact, teaching vocabulary is not as easy as we think. Practically, The focus of that is how the students can gain many vocabularies through teachers’

instruction without being unmotivated. To gain that purpose, teacher should apply the appropriate strategy in teaching vocabulary. In addition, a lot of strategies were discovered by experts to solve the problems of teaching vocabulary. One of them is Vocabulary Self-Collection Strategy.

Vocabulary Self-Collection Strategy provides an interesting and enjoyable activity in acquiring the vocabulary. Even more the students fully engaged in the process of learning so they will not be bored in finding it. This strategy will also enable students to reach vocabulary mastery through their broad knowledge of words connecting to the context. From the context delivered, students are involved in the process of select, define, finalize, and extend the selected words which nominated by their each group.

Therefore, the writer would like to perform a research on the effectiveness of Vocabulary Self-collection strategy on students’ vocabulary mastery. The writer would like to find out if this strategy can become a solution for the students’ vocabulary mastery problems.

E. Research Hypothesis

Based on some theories and the previous studies, the hypothesis could be assumed as follows: Vocabulary Self-collection Strategy has an effect on students’ vocabulary mastery.

(33)

20

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methodology which consists of place and time, method and design, population and sample, research instrument, technique of data collection, technique of data analysis and statistical hypothesis.

A. Place and Time of the Research

This research was carried out at MA. Islamiyah Ciputat, which is located at Jl. Ki Hajar Dewantara No.23, RT.1/RW.6, Ciputat, Kota Tangerang Selatan, Banten 15411. The researcher conducted this research from July until August in academic year 2019/2020. The consideration for choosing this school to be the place for doing the research are the accessibility and the place where the researcher did an integrated teaching practice program.

B. Method and Design of the Research

In this study, the researcher used a quantitative method in which the design is a quasi-experimental research. The writer employed experimental design because this research is formed to make casual inferences about the relationship between independent variables and a dependent variable,¹ that is to find whether there is an effect of vocabulary self-collection strategy on student’s vocabulary mastery.

Meanwhile, Creswell defines quantitative research as a research which gathering data in a numerical form and generalizing it across group of people through the instruments.² In addition, quantitative research also can be defined as a test which control of variables, and valid and reliable measures are required.

The objective of this kind of research is to collect measurable data, such as;

1 John W Creswell, Educational Research, (Boston: Pearson Education, 2012), p. 295.

2 Ibid., h. 13.

(34)

quantities, values, and numbers.³ Then, It indicates that the data resulted in quantitive research should enable to be counted or measured.

This research involved two classes for doing the treatment. Both classes divided into two groups, they are one as an experimental group and one as a control group. To perform the treatment, in the experimental class is applied Vocabulary Self-Collection Strategy as the treatment in the class. Meanwhile, In the controlled class is not applied Vocabulary Self-Collection Strategy as the treatment. The designs of quasi-experimental research can be described as follows:⁴

Table 3.1 Research Designs

Pre-and posttest Design Time

Select control class Pre-test No Treatment Post-test Select experimental class Pre-test Experimental

treatment

Post-test

C. Population and Sample of the Research

The population of the study was all students at the Tenth grade of MA Islamiyah Ciputat in academic year 2019/2020. The total number of the students is 50 which divided into two classes namely X IIS, and X MIA. Each classes consists of 25 students.

In selecting the sample for this research, the writer used purposive sampling which selected the population based on some consideration, such as the interview with an english teacher and personal judgment. Therefore, the sample of this study was the students at Tenth grade of X MIA as an experimental class and the students at the tenth grade of X IIS as a controlled class.

3 Gajendra K. Verma and Kanka Mallick, Researching Education: Perspective and techique, (USA: Taylor & Francis e-Library, 2005), p. 27.

4 Cresswell, op.cit, p. 310.

(35)

22

D. Instrument of the Research

Before doing the research, the writer did an observation to know the learning situation in the class. The observation is also aimed to observe how the teacher taught vocabulary to the students, what were the media used, and how was students’ responses in learning. Then, in collecting the data, the writer used instruments. Creswell states that “An instrument is a tool for measuring, observing or documenting a quantitative data”.⁵ In general, instruments are used for for a measurement device (survey, test, questionnaire, etc). Additionally, in this study, the instrument used were a vocabulary test and an interview to support the results of the study. Vocabulary test is used to test whether the use of Vocabulary Self-Collection Strategy affects students vocabulary mastery or not. It consists of 25 questions in a multiple-choice form. The score was two (4) for the correct answer and zero (0) for the wrong answer. This test was held in two cycle, pre-test and post-test which given in both classes, experiment and control class.

Further, as a second instrument to support this study, the researcher also used an interview. The interview was done at the end of the meeting. It is aimed to measure students’ affections and feeling in vocabulary learning after performing Vocabulary Self-Collection Strategy during the research. It was given to 7 students in an experimental class. Moreover, the quality of the vocabulary test instrument was tested by using validity and reliability. Those were given before administrating the tests.

1. Validity

To know the instrument is valid or not, the writer used the validity test.

Test validity refers to the degree to which the test actually measures what it claims to measure. In this research, the writer calculated test validity using ANATEST software program. After analyzing the data using ANATEST, the researcher found that 9 from 60 question was invalid. It means the items which fulfilled the criteria as the valid instrument to be tested was only 51.

5 Cresswell, op.cit, p. 14.

(36)

2. Reliability

Reliability is the extent to which the test can reliably produce consistent scores. In other words, the results of the test should remain the same even if the test is given to the same subject, but different participants, time, and also place. The writer also used ANATES program in order to get the reliability of the instrument.

E. Technique of Data Collection

The writer held an observation to identify students’ problem in learning vocabulary. The observation did during the integrated teaching program (PLP). In the observation steps, the writer asked the English teacher and some students specifically questioning about the teaching and learning situation and how the students learn new English, especially vocabularies. Then, in collecting the data from students’ vocabulary mastery, the writer provided a vocabulary test for students. This test is used as the primary data collection which consisted of pre- test and post-test. Pre-test and post-test are test given to both control group and experimental group before and after the treatment. Pre test can also be interpreted as an activity to test the level of students' vocabulary. Pre-test activities carried out before giving the treatment or at the first meeting. The aim of holding a pre test is to find out the students' initial abilities vocabulary and to know the level of students’ vocabulary.

Meanwhile, post-test is an activity to evaluate and measure students’

vocabulary mastery. Post-test activities carried out after doing the treatment or in the end meeting. It is taken to know how far the effect or influence of the teaching been done on students’ vocabulary mastery. Further, the result of pre-test is compared with the result of post-test that will be conducted. In this study, vocabulary test is used as the instrument which the form is a multiple choice. It consists of 25 questions given in pre-test and post-test.

(37)

24

F. Technique of Data Analysis

The next step to do after collecting the data from pre-test and post-test is analyzing the data. It is used to know the differences between the result of pre-test and post-test before and after doing the treatment. To analyze the data, the writer will use a t-test to know the effect of Vocabulary Self-Collection Strategy on Students’ vocabulary mastery. The steps in computing and analyzing the result as follows:

1. Normality Test

Normality test is a test which aimed to determine whether the population of the data is normally distributed or not. This test is usually used to measure ordinal, interval, or ratio data. If the analysis uses parametric methods, then the requirements for normality must be fulfilled and the data comes from a normal distribution. There are some steps to compute the data of normality test using SPSS:

a. Open SPSS program b. Input the data

c. Click Analyze

d. Click Descriptive Statistics e. Choose Explore

f. Insert Pretest/Posttest in Dependent List and Class in Factor List.

g. Click Plots and Checklist Normality plots with tests h. Click continue

i. Click OK 2. Homogeneity Test

Homogeneity test is carried out to find out whether the data in variables X and Y are homogeneous or not. Data homogeneity is one of the recommended conditions for statistical testing, especially when using parametric test statistics such as t-test and f-test.

Some steps to compute the data of homogeneity test using SPSS as follows:

a. Open SPSS program b. Input the data

(38)

c. Select analyze

d. Select compare means e. Select One-Way ANOVA f. Click option

g. Select homogeneity of variance test h. Click continue

i. Click OK 3. T-test

After analyzing normality and homogeneity test, the further step did by the researcher is conducting a t-test. A t-test is used to determine if a significant difference exists between two groups. Moreover, the test is used to prove whether vocabulary self-collection strategy is effective to improve students vocabulary mastery or not. The formulation used to analyze the data will be given as follows:

a. Open SPSS program b. Input the data c. Select analyze

d. Select compare means

e. Select Independent sample T-test f. Click continue

g. Click OK

4. Effect size formulation

This step is carried out to measure the level significance of the study and to know precisely how large the effects of the data are. Cohen’s d effect size formula is adopted in this study. the formula can be known as follows⁶:

d = 𝑀𝑒𝑎𝑛 𝑆𝑐𝑜𝑟𝑒 𝑜𝑓 𝐺𝑟𝑜𝑢𝑝 𝐴+𝑀𝑒𝑎𝑛 𝑆𝑐𝑜𝑟𝑒 𝑜𝑓 𝐺𝑟𝑜𝑢𝑝 𝐵 𝜎 𝑝𝑜𝑜𝑙𝑒𝑑 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛

σ pooled standar deviation = 𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝐷𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 1+𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝐷𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 2 2

6 Louis Cohen, Lawrence Manion, and Keith Morrison, Research Methods in Education, (New York: Routledge, 2017), Sixth Edition. P.251.

(39)

26

Then, the criteria of the effect size level suggested by Cohen are interpreted as follows:

0 – 0.20 = weak effect 0.21 – 0.50 = modest effect 0.51 – 1.00 = moderate effect

> 1.00 = strong effect G. Statistical Hyphothesis

The hyphothesis criteria used could be described as follows:

1. Ha : There is significant effect of using Vocabulary Self-collection Strategy on students’ vocabulary mastery if p-value < sig a = 0.05%. It means that the alternative hyphothesis (Ha) is accepted and the null hyphothesis (Ho) is rejected.

2. Ho : There is no significant effect of using Vocabulary Self-collection Strategy on students’ vocabulary mastery if p-value > sig a = 0.05%. It means that the alternative hyphothesis (Ha), is rejected and the null hyphothesis (Ho) is accepted.

(40)

27

This chapter presents the research findings and interpretations of the study.

They include data descriptions, data analysis, and data interpretation. Besides, the result of the study can also be known through this chapter.

A. Research Findings 1) Data Descriptions

In this part, the writer describes the results of the study which applying vocabulary self-collection strategy as a strategy to teach vocabulary. This study involved two classes, namely experimental class and controlled class. Both classes were treated with different strategy. In experimental class, vocabulary self- collection strategy was applied as a treatment. Meanwhile, controlled class was taught by using conventional strategy which the main activities set are lecturing and practice. The data described here are the results of students’ vocabulary test.

The data were collected from pre-test and post-test. The pre-test was given before the treatment, while the post-test was given after the treatment. These are following data of students’ pre-test and post-test in experimental class and controlled class:

a. Data results of experimental class Table 4.1

Score of students’ pre-test and post-test in experimental class Students'

Code Pre-Test Post-Test Gained score

S1 48 72 24

S2 36 44 8

S3 36 76 40

S4 88 96 8

S5 40 60 20

(41)

28

S6 52 72 20

S7 36 76 40

S8 28 44 16

S9 64 88 24

S10 52 84 32

S11 56 80 24

S12 40 52 12

S13 20 48 28

S14 32 60 28

S15 56 84 28

S16 28 84 56

S17 24 64 40

S18 76 88 12

S19 20 88 68

S20 52 80 28

S21 16 52 36

S22 12 64 52

S23 8 52 44

S24 24 60 36

S25 12 60 48

Ʃ 956 1728 772

Mean 38.24 69.12 30.88

Based on the table above, it shows that students in experimental class which consist of 25 students obtained 38.24 as the mean score in pre-test. The lowest score gained by students in pretest is 8 and the highest score is 88.

Meanwhile, the mean score of students in post-test is 69.12. The lowest score gained is 44 and the highest score is 96.

As had been mentioned above, It can be concluded that students’ score in post-test increased by 30.88 from pre-test. Then, it indicates that vocabulary self- collection strategy affects students’ vocabulary mastery.

(42)

b. Data results of controlled class

Table 4.2

Score of students’ pre-test and post-test in controlled class Students'

Code Pre-Test Post-Test Gained Score

S1 48 48 0

S2 72 76 4

S3 48 60 12

S4 44 44 0

S5 36 68 32

S6 48 60 12

S7 72 80 8

S8 24 56 32

S9 32 40 8

S10 40 48 8

S11 60 64 4

S12 28 40 12

S13 48 64 16

S14 36 64 28

S15 52 68 16

S16 48 52 4

S17 32 56 24

S18 52 68 16

S19 36 44 8

S20 20 52 32

S21 16 28 12

S22 32 60 28

S23 48 64 16

S24 48 48 0

THE EFFECTIVENESS OF VOCABULARY SELF-COLLECTION STRATEGY ON STUDENTS’ VOCABULARY MASTERY