CHAPTER II RELATED LITERATURE REVIEW
B. Theoretical Framework
3. Vocabulary Self-collection Strategy
the new words intentionally or incidentally.51 In learning vocabulary there are so many factors that can motivate students such as giving rewards or punishment, providing good media, doing some games or using interesting strategies.
Moreover, Sipur (2011) mentions that there are so many ways to increase students’ motivation in learning vocabulary, such as;52 (1) Look and listen for new words, and keep your eyes and ears open for unfamiliar words when reading. You will hear them when conversing with others, watching movies, or listening to the radio or television. (2) Make a list of new words. When you learn new words, write them down in your notebook. (3) Look up the definitions of new words in a dictionary, and look up the definitions of new words in your vocabulary notebook. (4) When speaking with family or friends, use your own words. (5) Add several new words to your vocabulary notebook each day. Maintain your interpersonal prowess.
knowledge.53 The Vocabulary Self-Collection Strategy is an interactive- learning instructional strategy that promotes word consciousness by having students actively engage in identifying important words from their reading to share with their class members.54 This strategy allows students to participate as active learners in the teaching and learning process. The vocabulary self-collection strategy is also known as a cooperative vocabulary learning strategy because in this strategy, students are put into cooperative groups to learn and identify words that they think should be studied further or important to understand.55 So that students can explore a new word and discuss it with their group that can increase and motivate them in vocabulary learning.
Ruddell and Shearer (2002) claim that the use of Vocabulary Self-Collection Strategy is better than traditional language arts curriculum words. This is because the strategy involves some steps;
like selecting the word, defining the word, finalizing the list word, extending word knowledge, and it is supported by small group activity and class discussion as well.56 It means that this strategy is different from the old strategy that was often roused previously where students
53 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,
54 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.
55 Nuntiporn Raungsawat & Tipamas Chumworatayee, “The Effects of Vocabulary Self-Collection Strategy Instruction on Thai EFL Undergraduate Students’ Vocabulary Knowledge and Perceptions”, Arab World English Journal (AWEJ), Vol. 12 No. 1 (March 2021), Pp.253-269 DOI: https://dx.doi.org/10.24093/awej/vol12no1.18
56 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
were asked to come in front of the class and memorize a few words a day, but in the VSS strategy students are asked to find the word they want to know and then they will identify and make a word list form the collected word to study further. Thus, students will have the motivation to find the meaning of unknown words.
In addition, Ali (2017) explains the Vocabulary Self-Collection Strategy as a type of independent learning that can support student- centered learning (SCL), in which students are asked to choose, select, and collect words they want and need to learn.57 It means that in this strategy students are the main role of their success. They are empowered to learn the meaning of words that they believe are difficult, interesting, and important for them to know. Therefore, this strategy can be used to improve students' vocabulary knowledge and student's internal motivation to learn English, particularly English vocabulary.
b. The Advantages of Vocabulary Self-collection Strategy
There are some advantages of Vocabulary Self-collection Strategy (VSS), they are:
1) To increase students' motivation and success in learning new words.
2) Students' rationale for choosing specific words contributes to their understanding of learning them.
57 Syayyidina Ali,Op.Cit., p.166.
3) Teachers can enhance their vocabulary knowledge by actively participating in word discussions and word-learning activities. To enhance students‟ motivation and achievement in learning a new word.
4) To increase students’ vocabulary and be appropriate for pre and post-reading and help students to determine the purpose of reading.
Furthermore, Indriani (2018) stated that the Vocabulary Self- collection strategy has a positive impact on students' vocabulary achievement. It is apparent from the students' participation in the cooperative learning process that occurs in the classroom. Another advantage of this strategy is that it can increase students' motivation to find difficult words through reading activities, activate students' participation in making decisions about which words to use, and improve students' word consciousness.58 Therefore it can be concluded that Vocabulary Self-collection strategy is the strategy that focuses on the meaning of the word in the specific context and engages students in cooperative learning.
58 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.
c. The Procedure of Vocabulary Self-collection Strategy
In applying Vocabulary Self-collection Strategy, Haggard mentions some procedures as follows:59
1) Teacher introduces the purpose of VSS to the student. They will be expected to find new and interesting words from their readings that they will learn through a group nomination process.
2) Teacher’s model of how to select and nominate important words from the readings. The teacher shows why the word they selected is important by providing a strong rationale. For example, they may show students that without knowing the word, they may not understand the sentence or surrounding sentences. They may also nominate selected word because it is interesting and would be useful in their own writing.
3) Teacher demonstrates how to use context and other resources to learn the meaning of the word. For example, they may use the contexts or they may offer to a glossary, dictionary, diagrams, or diagrams, or illustrations to unlock the meaning of the word.
4) Teacher writes the word, sentence or phrase in which the word was used, the meaning and the reason for selecting the word.
5) Teacher engages students in process of vocabulary self-collection strategy. Students work in small groups of three to five, and they read a short passage from the book with the teacher. They are
59 Haggard, M. R Vocabulary Self-collection Strategy: An Active approach to word learning . Journal of Reading, 27( 3), 203-207 (1982). (Accessed 7th March 2022).
guided by the teacher to identify a word they wish to select.
Teacher demonstrates how to use context and other resources to figure out the meaning of the word. Together, students and teachers engage in a discussion on developing a reason for nominating their words, and each small group moves to nominate one word for learning.
6) After students are familiar with the strategy, the teacher provides guided practice to support the use of VSS during reading. The teacher organizes students in small groups for reading. They introduce the book and provide a brief overview of the strategy.
7) Students in the small group discuss words they wish to nominate.
Within their small groups, they talk about each word and why they think that class should learn this word. Through consensus, they nominate some words.
8) Each group presents a word that finds. Writes the word on the whiteboard, the sentences in which the word was used, its meaning and the reason for selecting word.