i
THE EFFECTIVENESS OF SELF-COLLECTION STRATEGY ON STUDENTS’ VOCABULARY MASTERY
UNDERGRADUATE THESIS
Submitted to State Islamic University of Kiai Haji Achmad Siddiq Jember to fulfill one of the requirements for Bachelor Degree (S.Pd)
Faculty of Tarbiyah and Teaching Training English Education Department
by:
Amilatun Nafisa SRN: T20186073
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF
KIAI HAJI ACHMAD SIDDIQ JEMBER DECEMBER 2022
ii
THE EFFECTIVENESS OF SELF-COLLECTION STRATEGY ON STUDENTS’ VOCABULARY MASTERY
UNDERGRADUATE THESIS
Submitted to State Islamic University of Kiai Haji Achmad Siddiq Jember to fulfill one of the requirements for Bachelor Degree (S.Pd)
Faculty of Tarbiyah and Teaching Training English Education Department
by:
Amilatun Nafisa SRN: T20186073
Approved by Advisor:
Ahmad Ridho Rojabi, M.Pd.
NIP. 196405111999032001
iii
THE EFFECTIVENESS OF SELF-COLLECTION STRATEGY ON STUDENTS’ VOCABULARY MASTERY
UNDERGRADUATE THESIS
It has been examined and approved by the board Examiners in partial fulfilment of the requirement
For the Bachelor’s degree of education (S.Pd) Faculty of Tarbiyah and Teaching Training
English Education Department
Day : Monday
Date : 19th December 2022
The Board of Examiners
Chairperson Secretary
As’ari, M.Pd.I Mega Fariziah Nur Humairoh, M. Pd.
NIP. 197609152005011004 NIP. 199003202019032010 Members:
1.Dwi Puspita Rini, SS.,M.Pd. ( )
2.Ahmad Ridho Rojabi, M. Pd. ( )
iv MOTTO
The meaning: “Invite to the way of your Lord with wisdom and good instruction, and argue with them in a way that is best. Indeed, your Lord is most knowing of who has strayed from His way, and He is most knowing of who is [rightly] guided”.1(Q.S Al-Nahl (16):125.
*Yusuf Ali, Qur’an Translation in English Arabic Text (Durban: Islamic Propagation Centre International), https://myislam.org/surah-nahl/ayat-125/,
v
DEDICATION My thesis was dedicated to:
My beloved parents, Siti Muarofah & Moh. Qomaruddin thank you for the endless love, pray, support, and your sacrifice.
My beloved sister and brothers, Nita, Andi and Ari, who always help me in every situation. Thank you for always carrying me so much. Thank you for always asking me ” When did you graduation ?‟ your text messages make me annoyed but magically give me reason to finish my study as soon as possible.
All of my friends in English Department, especially for TBI 2 who always help me and support each other.
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ACKNOWLEDGEMENT
All praise to Allah, the Lord of the world, and the creator of everything in this universe, who has given us his gracious mercy and great blessing so that the writer can finish her thesis entitled “The Effectiveness of Self-collection Strategy on Students’ Vocabulary Mastery”. Peace and salutation may be addressed to the Prophet Muhammad (Peace be upon him), to his family and his companions, who has taken the humankind out of darkness and leaded us to the right path of Islam.
The author realizes this thesis has only finished with some help and support from others during the process. Therefore, the author would like to be thankful for the following:
1. Prof. Dr. Babun Soeharto. S.E., MM. as The Rector of State Islamic University Kiai Haji Achmad Siddiq of Jember
2. Prof. Dr. Hj. Mukni’ah, M.Pd.I. as The Dean of the Faculty of Tarbiyah and teacher training State Islamic University Kiai Haji Achmad Siddiq of Jember
3. Dr. Rif’an Humaidi, M.Pd.I, as the head of the Islamic Studies and Language Education Program.
4. As’ari, M.Pd.I. as The Head of the English Education Department
5. Ahmad Ridho Rojabi, M.Pd as The advisor who has given his time to guide the author until this thesis finish
6. M. Ghofar Muzaki, S.Pd as The English teacher of SMP Darul Ulum Muncar
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7. The students of class VIII C and VIII D for their willingness to be the participants of this research study.
8. All of the lectures and staff of the English Language Department have given a lot of precious knowledge and experience during the entire semester
9. Everyone whose name cannot be mentioned, thanks for giving moral support and motivation in accomplishing this research. May Allah SWT bless them.
Lastly, since the writer realizes that some shortages need to be evaluated, the writer welcomes any kind of constructive feedback, suggestions, and critiques to make this paper better. Hopefully, this research will be useful not only for the writer but also for anyone who reads this thesis.
Jember, 19th December 2022
Researcher
viii
Amilatun Nafisa, 2022: The Effectiveness of Self-Collection Strategy on Students’ Vocabulary Mastery
Key words: VSS Strategy, vocabulary mastery, vocabulary
Vocabulary plays an important role in assisting students in better understanding English by intensively increasing vocabulary. Therefore, vocabulary materials should be designed and taught properly to engage students in learning English, particularly in vocabulary classrooms. Some problems found during teaching and learning vocabulary: (1) Some students do not pay attention to the teacher's explanations. (2) Students have no confidence to express their opinions. (3) Some students look sleepy, and others look confused with the material delivered by the teacher. (4) Students feel embarrassed when asked to ask questions. (5) Some students are not enthusiastic when given assignments. Several strategies can be used to solve those problems and one of the strategies that can be exploited is Vocabulary Self-Collection Strategy (VSS).
This research aimed to examine the effectiveness of the Vocabulary Self- collection Strategy in enhancing students’ vocabulary mastery. The researcher used quantitative-experimental research, in which the design was quasi- experimental with a non-equivalent control group design. The researcher used two classes for this research, the experimental class, and the control class. The experimental class was taught by using Vocabulary Self-collection Strategy while the controlled class was taught by using the conventional strategy. The participants of this research were the eighth-grade students of SMP Unggulan Darul Ulum in the academic year 2022/2023 who were recruited through a purposive sampling technique. They were students of VIII C as the experimental group which consisted of 29 students and students of VIII D as the control group which consisted of 25 students. The researcher used questionnaires, observation checklists, and tests to collect the data.
The results of this research revealed a significant difference in the student's vocabulary mastery between those taught by using VSS and those taught without using VSS. The experimental class's pre-test result showed that the mean score was 40.86. Meanwhile, the post-test result showed that the mean score was 80.171. Furthermore, as seen in the differences between the scores and Percentages obtained through the observation checklist. The total percentage of the students’ motivation in the experimental was 88% while in the control group was 61%. Moreover, the calculation of the Independent Sample t-test reveals that the significance sig. (2-tailed) was 0.001 < 0. 05. Which means (H0) is rejected and Ha is accepted. It can be concluded there was an Effect of the Vocabulary Self-collection Strategy on the student's vocabulary mastery.
ix
TABLE OF CONTENTS
COVER ... i
APPROVAL... ii
LEGITIMATION ... iii
MOTTO ... iv
DEDICATION ... v
ACKNOWLEDGMEXNT ... vii
ABSTRACT ... viii
TABLE OF CONTENTS ... ix
THE LIST OF TABLE ... xi
CHAPTER I INTRODUCTION ... 1
A. Research Background... 1
B. Research Question ... 7
C. Research Objectives ... 8
D. Significance of The Study ... 8
E. Scope of The Research ... 9
F. Definition of the Key Term ... 9
CHAPTER II RELATED LITERATURE REVIEW ... 11
A. Previous Research ... 11
B. Theoretical Framework ... 16
1. Vocabulary ... 16
2. Motivation ... 22
3. Vocabulary Self-collection Strategy ... 31
x
C. Research Assumption ... 36
D. Hypothesis ... 37
E. Systematic of the Research ... 38
CHAPTER III RESEARCH METHOD ... 39
A. Research Design ... 39
B. Population and Sample ... 40
C. Instrument of The Research ... 42
D. The technique of collecting data ... 46
E. The technique of data analysis ... 47
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... A. The Description of Data ... 50
B. Data Analysis ... 51
C. Hypotheses Testing ... 60
D. Discussion ... 73
CHAPTER V CONCLUSION AND SUGGESTIONS ... 79
A. Conclusion... 79
B. Suggestions ... 80
REFERENCES ... 81
APPENDIX ... 88
xi
THE LIST OF TABLES
Table 2.1 Similarities and differences ... 14
Table 3.1 Research Design ... 40
Table 3.2 Likert scale ... 43
Table 3.3 Specification of questionnaires ... 44
Table 4.1 Vocabulary score of Pre-test in the Experimental class ... 53
Table 4.2 Vocabulary score of Pre-test in the Control class ... 54
Table 4.3 Vocabulary score of Post-test in the Experimental class ... 55
Table 4.4 Vocabulary score of Post-test in the Control class ... 56
Table 4.5 The Description of Observation checklist in Experimental Class 58 Table 4.6 The Description of Observation checklist in Control Class ... 59
Table 4.7 The Description of Questionnaire ... 60
Table 4.8 The Output Data Descriptive Statistics ... 61
Table 4.9 The output of Normality Data ... 62
Table 4.10 The Homogeneity Data output ... 63
Table 4.11 The Output Data of Independent Samples Test ... 64
Table 4.12 The Students’ Motivation in Observation Checklist ... 65
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THE LIST OF APPENDIX Appendix 1 Research Matrix
Appendix 2 The letter of Research Appendix 3 Declaration of Authorship Appendix 4 SPSS Output
Appendix 5 Lesson Plan
Appendix 6 Instrument Validity and Reliability Appendix 7 Research Instrument
Appendix 8 Students’ Vocabulary Collection Appendix 9 Documentation
Appendix 10 Curiculum vitae
1 CHAPTER I INTRODUCTION A. Background of the Study
English is one of the international languages which is used by the most population in the world.2 English uses for various purposes, including education, business, and others.3 English is the first foreign language that has an important role in human life, it is used not only for communication, but it can also assist us in adapting to a new environment and working in the future.
Therefore, students in some parts of the world, such as Indonesia, should learn English.
Students should be able to master four skills when learning English:
listening, speaking, writing, and reading. Besides, vocabulary is the main component in acquiring those four English skills.4 Web and Nation stated that all stages of education need vocabulary because all aspects of language learning cannot be separated from the role of vocabulary.5 Students will struggle to understand the language if they do not have a large vocabulary.
Vocabulary has an essential role in enabling Indonesian students to master English. Students should have a good vocabulary and understand how to use it correctly to communicate effectively in a different language. The more
2 Tatu Zakiyah Nufus, “Teaching English to Young Learners in Indonesia (Pros and Cons)."
English Language in Focus (ELIF), 1(1), 65–70.
3 Parupalli Srinivas Rao “The role of English as a global language, research journal of English (RJOE), vol-4, (2019), 68. www.rjoe.org.in
4 Rahmayanti B, “Enhancing the Students’ Vocabulary Mastery Through Vocabulary Self- Collection Strategy”, 17.
5 Stuart Web and Paul Nation, How Vocabulary is learned, (United Kingdom: Oxford University Press, 2017), p. 2
vocabulary students know, their speaking and writing skills will better.6 Therefore, vocabulary material should be taught appropriately to avoid problems in learning English. However, there are several problems faced by students in mastering English vocabulary. Most of them still have difficulties learning vocabulary. According to a previous study conducted by Susanto (2021), there are some difficulties faced by the students: (1) almost all of the students have difficulties pronouncing the words, (2) how to write and spell, (3) the different grammatical forms of a word, (4) the students found difficulties in choosing the appropriate meaning, and (5) the students are still confused with the idiomatic expressions.7 Moreover, some factors cause students' difficulties in learning vocabulary, (1) the written form is different from the spoken form in English, (2) The number of words that students need to learn is exceedingly large, (3) the limitations of sources of information about words, (4) causes of lack of understanding of grammatical of the words, (5) the incorrect pronunciation is often caused by the lack of sound similarity between English and the students' native language
Based on the preliminary study, the researcher found some problems related to the student's motivation. Those problems are: (1) some students did not pay attention to the teacher's explanations. (2) Students had no confidence to express their opinions. (3) Some students look sleepy, and others look
6 Syafrizal, Ika Handayani, and Raden Fahrizal Juliansyah Sri Prakoso, “The influence of using Hay Day game toward students’ vocabulary mastery at the seventh grade of SMPN 187 Jakarta”, Jurnal Bebasan, vol. 4, no. 1 (2017), 13.
7 Herri Susanto, “An Analysis About Students’ Troubles in Acquisition English Vocabulary”, Journal of English language and pedagogy, Vol 4 No 2 (2021), 46-50
https://doi.org/10.33503/journey.v4i2
confused with the material delivered by the teacher. (4) Students feel embarrassed when asked to ask questions. (5) Some students are not enthusiastic when given assignments. Another problem comes from an unsupported atmosphere in the classroom. The teacher always uses a monotonous teaching technique that makes English learning uninteresting and feels bored. Therefore, students get less motivation to learn English. In addition, the teacher stated that the students had various problems in English class. Those problems are: (1) the students had a limited vocabulary to comprehend the meaning of a text, (2) they had difficulty remembering the meaning of vocabulary, (3) the students were uninterested in English class, (4) the students lacked self-confidence, and (5) they lacked the motivation to memorize all of the unfamiliar words in the book.
As a result, teachers must understand how to stimulate students' interest and motivation during class, as well as how to teach materials that are easily understood by students. One of the solutions that teachers can do is the teacher need to provide any kind of learning strategies to make students more active and interested in learning vocabulary. In line with those statements, Allah has explained clearly in the Holy Qur'an (Al-Nahl (16):125);
The meaning: “Invite to the way of your Lord with wisdom and good instruction, and argue with them in a way that is best. Indeed, your Lord is most knowing of who has strayed from His way, and He is most knowing of who is [rightly] guided”.(Q.S Al- Nahl (16):125.
Based on the statement in Surah An-Nahl verse 125, Allah has explained that we as teachers must provide good learning strategies in the teaching and learning process. There are several strategies for teaching vocabulary, including the use of vocabulary cards, the interactive cloze strategy, listening to songs, and so on.8 Other methods of teaching vocabulary include repetition, usefulness, definitional and contextual information, and actively searching for word meanings. Vocabulary Self-Collection Strategy (VSS) is one of the strategies for teaching vocabulary.
The vocabulary self-collection strategy was developed by Martha Rapp Haggard in 1986. This strategy consists of several steps, including selecting the word, defining the word, and finalizing the word list.9 According to Haggard, the Vocabulary Self-collection strategy is an interactive-learning instructional strategy that promotes word awareness. Students must be active in identifying important words from their reading to share with other members of their class. Students can use this strategy to select and investigate some new words based on their text. Vocabulary Self-collection Strategy has three important principles. First, this strategy employs a vocabulary learning strategy based on students' knowledge and individual experiences, which can help students develop important relationships between words they already know and new words. Second, VSS pleases students' interest in new words, which can motivate them to learn new words. Third, VSS increases students'
8 Yosi I.P,” The Effectiveness of Self Collection Strategy on Students’ Vocabulary Mastery at Smp Negeri 16 Kota Bengkulu Academic Year 2018/2019”, 3.
9 Syayyidina Ali, “The Students’ Interest on the Use of Vocabulary Self-Collection Strategy in Learning English Vocabulary” Journal of Language Teaching and Literature,Vol 4, No 2,( August 2017), 165-174, http://journal.uncp.ac.id/index.php/ethicallingua/article/view/630
motivation to learn and collect new words.10 Therefore, the words are more completely understood and remembered. Vocabulary Self-collection Strategy also has a beneficial impact on the students’ vocabulary achievement. It can be seen from the process of cooperative learning that will make students active during the teaching and learning process.
According to Johnson (1994), cooperative learning is a learning model in which students work together to achieve a common goal.11 Rojabi (2020), also stated that cooperative learning methods can be used in the classroom to teach students how to share assignments, respect classmates, ask questions, and encourage friends to actively ask and answer questions.12 It means that cooperative learning is presented as a technique that helps all students achieve higher levels of achievement, builds positive relationships among students, and motivates students to learn something new. Furthermore, Socratous (2014) argued that cooperative learning is comprised of five components:
positive interdependence, social skills, face-to-face interaction, individual accountability, and equal participation/ opportunity.13 VSS is also known as a cooperative learning strategy because the activity is designed to be completed
10 Michael A. Martin, Sarah H. Martin, and Wang Ying, “The Vocabulary Self-Collection Strategy in the ESL Classroom”, TESOL JOURNAL, Vol. 11 No. 2. 34.
11 Han, S. L. & Son, H. S. “Effects on cooperative learning on the improvement of interpersonal competence among students in classroom environments”. International Online Journal of Education and Teaching (IOJET), 7(1). 17-28. (2020),http://iojet. org/index.php/IOJET/
article/view/717
12 Ahmad Ridho Rojabi, “Exploiting SQ4R Cooperative Learning Method to Enhance EFL Students’ Reading Comprehension”, Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris. Vol 7. No. 1. (June 2020), 2 https://doi.org/10.34001/edulingua.v7i1.1160
13 Socratous, M. E. “The effects of cooperative learning arrangements on the social skills of pupils identified as having severe learning difficulties, who attend special primary schools”.
(Unpublished doctoral dissertation). University of Exeter, Devon, United Kingdom, 2014.
in a group setting. All students are asked to identify the unfamiliar word from the reading text and nominate the words to be learned.
Furthermore, Chusnul Waro assumed that the Vocabulary Self-collection strategy is a strategy aimed at creating student-centered activities in which students can choose the words they want to analyze individually.14 This means that the Vocabulary Self-Collection Strategy allows students to experience their vocabulary learning process on their own. Meanwhile, the teacher's role in implementing this strategy is that of a facilitator, assisting students in completing assignments and achieving the goal of learning vocabulary. According to Haggard in Kholiffudin, Gatot, and Sudarsono, the vocabulary self-collection strategy is significantly traditional instruction due to the use of student-generated word lists and the emphasis on students' personal experience and world knowledge. In summary, vocabulary self- collection is a strategy that guides students in creating a list of vocabulary.
The vocabulary list is based on unfamiliar and interesting words that students select, and through this activity, they can learn the meaning of difficult words that they believe are interesting and important for them to know.
Moreover, many researchers already explored the use of the Vocabulary Self-collection Strategy. Syayyidina Ali confirmed that Vocabulary Self- collection Strategies successfully increase students' interest in learning vocabulary with a percentage of value; 56.6% of students agreed, 6.7% of students went undetected, 0.7% of students disagreed and 0.2% of students
14 Chusnul Waro, “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)”, 11
strongly disagreed. Regarding this percentage, it can be concluded that the Vocabulary self-collection strategy could enrich students’ vocabulary knowledge and makes the learning of vocabulary more interesting. Another study was conducted by Putri Anita Simbolon et al. Her research found that using the Vocabulary Self-collection Strategy to teach vocabulary to eighth- grade students was effective. The progression of the mean score from cycle I to cycle II demonstrates this. She also discovered that using the Vocabulary Self-collection Strategy as a learning strategy increased not only students' mean score but also their motivation and behavior.
To fill in the gaps, many studies focused on the use of vocabulary self- collection strategies to increase students' vocabulary mastery, however, few studies focus on the use of vocabulary self-collection strategies to increase students' achievement and motivation. By doing so, the researcher attempted to explore students’ motivation in vocabulary classrooms by conducting this research entitled “The effectiveness of Self-collection Strategy on Students’
Vocabulary mastery.” In order to find out wheter or not there was significant effet of Self-collection Strategy on students’ vocabulary mastery.
B. Research Question
Based on the problem that has been mentioned above, the problem could be formulated as follow:
1. Is there any significant effect of Self-collection Strategy on students’
vocabulary mastery?
2. How was the students’ responses regarding motivation after being taught by Self-collection Strategy in vocabulary classroom?
C. The objective of the Research
Based on the research problem above, this research aims:
1. To find out whether there is any effectiveness of Self-collection Strategy toward students’ vocabulary mastery.
2. To know the students’ responses regarding motivation after being taught by Self-collection Strategy in vocabulary classroom.
D. Significance of The Study
The results of this study are expected to provide information and benefits regarding teaching and learning Vocabulary both theoretically and practically.
1. Theoretically
Theoretically, the result of this research is hoped to enrich the theories related to strategy in teaching vocabulary.
2. Practically
Practically, it was hoped that the result of this research can give a positive contribution to some people:
a. English Teacher
For the teacher, this research is expected to give an alternative solution in improving students' motivation especially in teaching vocabulary by using Vocabulary Self-collection Strategy.
b. Students
This research can help the student to enrich their own strategy to organize and memorize vocabulary in an interesting way through vocabulary self-collection strategy and motivate them to improve their interest to learn vocabulary.
c. Other Researcher
The results of this study can be used as a reference for those who want to conduct further research about Vocabulary self- collection strategy and to find another solution to improve the quality of English learning teaching strategy, especially in teaching vocabulary.
E. Scope of The Research
The focus of this research is to investigate the effect of using the Vocabulary Self-collection strategy (VSS) on students’ vocabulary mastery.
This research is set out to know whether the use of the VSS strategy is effective in increasing students’ achievement and motivation in learning vocabulary.
F. Definition of Key Terms
1. Vocabulary Self-collection Strategy
The vocabulary self-collection strategy is an active learning activity that motivates students to learn a new word by collecting and defining words from the text given into a word list. In this strategy, students are asked to choose their own words that they will learn. Thus,
the teaching and learning process becomes more interesting and students become active during the learning process.
2. Vocabulary
Vocabulary is the number of words required to express ideas and convey the meaning of a message. It is used by speakers to convey their ideas and communicate with others.
11 CHAPTER II LITERATURE REVIEW A. Previous Research
The writer found some relevant previous studies conducted by other researchers which have done on the same topic. Those related studies were used as references in this research.
1. The first research was conducted by Yosi Intan Putri (2019).15 This research aimed to find out the empirical evidence about the effectiveness of the Self-collection Strategy towards students’ vocabulary mastery. In this study, the researcher used quasi-experimental methods with a non- equivalent control group design. This study included 199 seventh-grade students. The sample for this study was VII E as the experimental class and VII G as the control class. His research found that the experimental group's mean score was higher than the control group's. The findings revealed that using the Vocabulary self-collection strategy has a positive influence on improving students' vocabulary mastery. In other words, the Vocabulary self-collection strategy has a positive impact on vocabulary teaching.
2. The second research was carried out by Syayyidina Ali (2017).16 This research aimed to explain the student's perception of the use of Vocabulary self-collection strategy in learning vocabulary. This study used a descriptive method with 37 students as the subjects. The data was collected using a questionnaire that included 15 positive and negative statements
15 Yosi I.P, Op.Cit., p.21.
16 Syayyidina Ali,Op.Cit., p.167.
about the use of the VSS strategy. The results showed that Vocabulary Self- collection Strategies successfully increased students' interest in learning vocabulary by a percentage of value; 56.6% of students agreed, 6.7% of students went undetected, 0.7% of students disagreed, and 0.2% of students strongly disagreed. Based on this percentage, it can be concluded that the vocabulary self-collection strategy can improve students' vocabulary knowledge and make vocabulary learning more enjoyable. It assists students in learning new words, and difficult words, and re-remembering words they have previously learned and memorized.
3. The third study was conducted by Roma, Gatot, and Sudarsono (2019).17 This study aimed to find out how Vocabulary self-collection strategy could improve students’ learning vocabulary. This study was designed as a classroom action research with two rounds. To collect the sample, the researcher used cluster random sampling. Vocabulary tests, observation checklists, and field notes were used to collect data. Based on the findings of this study, students were not enthusiastic about learning in the first cycle but increased in the second cycle. As a result, the use of the Vocabulary Self-collection Strategy was successful in increasing students' motivation and enthusiasm for learning vocabulary mastery.
4. Fourth, Rahmayanti. B (2021).18 This research aimed to know the effectiveness of the Vocabulary Self-collection strategy in enhancing the students’ Vocabulary mastery. In this research Rahmayanti used the pre-
17 Kholiffudin, Gatot and Sudarsono, Op.Cit., p.85
18 Rahmayanti B, Op.Cit., p.24
experimental method and data was collected by using vocabulary tests. The population of this research was a first-year student. Meanwhile, the sample was first-year students of SMA Muhammadiyah 1 Unismuh Makassar in class X IPA which consist of 14 students. The result of this research showed that the use of the Vocabulary Self-Collection Strategy was effective to enhance the student's vocabulary mastery because the t-test was higher than the t-table. So, it can be said that Vocabulary Self-Collection Strategy can enhance the students‟ vocabulary mastery.
5. The last previous study was conducted by Putri Anita Simbolon et al.
(2020).19 The purpose of this study was to determine whether or not the Vocabulary Self-collection Strategy can improve students' vocabulary mastery and how far it can be useful for students' vocabulary mastery. The research design for this study was classroom action research (CAR) with two cycles. The researcher used quantitative data from the students' observation sheets and questionnaire to analyze the data. The findings of this study indicated that the implementation of the Vocabulary Self- collection Strategy in teaching vocabulary to eighth-grade students was a success. The progression of the mean score from cycle I to cycle II demonstrates this. The mean score in the period I was 71.20%, and the rating in cycle II was 78.80%. This research aimed to know whether Vocabulary Self-collection Strategy can improve students’ vocabulary mastery and how far it can be useful for the students' vocabulary mastery.
19 Putri Anita Simbolon et al., “Using Vocabulary Self-Collection Strategy (Vss) o Improve Mastery Student’s Vocabulary,” Linguistic, English Education and Art (LEEA) Journal, no. 2 (June 2020): 2597-3819, https://doi.org/10.31539/leea.v3i2.1010
Furthermore, the research found that implementing the Vocabulary Self- collection Strategy as a learning strategy increased not only students' mean scores but also students' motivation and behavior.
Table 2.1
The Similarities and Differences between Previous Research and this Study
1 2 3 4
No Research Title Similarities Differences
1. "The
Effectiveness of Self Collection Strategy on Students' Vocabulary Mastery at Smp Negeri 16 Kota Bengkulu Academic Year 2018/2019"
Both researchers used VSS strategies to improve students' vocabulary in teaching-learning activities.
Both researchers used quasi- experimental methods.
The difference between previous research and current research is the current research focused on students’ motivation while the previous research focused on students’ vocabulary mastery.
The previous research used vocabulary tests as the instrument of data collection while this research is used observations checklist 2. "The Students'
Interest on the Use of
Vocabulary Self-collection Strategy in Learning English Vocabulary"
The similarity between previous research and this research is the researchers focused on the use of vocabulary self- collection strategies in vocabulary learning.
The previous research used
descriptive methods, while this research used quantitative methods.
Previous research took samples from English department students, while the current study took samples from junior high school students.
The previous research used
1 2 3 4
questioners to collect the data, while this current research used an observation checklist to collect the data
3. "Improving Students' Enthusiasm in Learning Vocabulary Through Vocabulary Self-Collection Strategy"
Both researchers used Vocabulary Self-collection Strategy to increase students’
enthusiasm and motivation in learning vocabulary
Both researchers used observation checklist as the instrument of the data collection
The previous research used a classroom action research design, while this research used a quasi-
experimental design.
4. “Enhancing the Students’
Vocabulary Mastery Through Vocabulary Self-Collection Strategy.”
Both researchers tested the
effectiveness of the Vocabulary Self- collection strategy as a strategy used for vocabulary learning.
The previous research focused on increasing students’
vocabulary mastery, while this current research focused on increasing students’
motivation to learn vocabulary
Previous research was conducted in senior high school students while this current research was conducted in junior high school students
This current research used a quasi-
experimental method, while previous
research used a pre- experimental method 5. “Using
Vocabulary Self-Collection
The similarity between previous research and this research is both
The current research used experimental
1 2 3 4 Strategy (Vss) to
Improve Mastery Student’s Vocabulary”
researchers focused on the use of vocabulary self-collection
strategies to improve students' vocabulary.
research, while the previous research used classroom action research
Previous research focused on improving students' vocabulary mastery, while this research focused on students’ vocabulary To fill in the gaps, many studies focused on the use of vocabulary self-collection strategies to increase students' vocabulary mastery, however, few studies focus on the use of vocabulary self-collection strategies to increase students' vocabulary achievement and motivation. By doing so, the researcher attempted to explore students’ motivation in vocabulary classrooms. The previous two previous studies used CAR (Classroom Action Research), but the current study uses a quantitative approach. This study focused on the junior high school context as previous studies concentrated on the senior high school context.
B. Theoretical Framework 1. Vocabulary
a. Definition of Vocabulary
According to Hatch and Brown (1995), vocabulary refers to a list or set of words for a particular language that individual speakers might use.20 It is one of the languages mastered by students in
20 Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics, and Language
learning a new language. Vocabulary as a collection of words that
students should know, not just focusing on memorizing the form of the word but also comprehending the meaning. According to Harmer, vocabulary is divided into four main categories: grammar, word use, word meaning, and word combination. Thus, vocabulary is not only limited to the meaning of words but also includes how the vocabulary in a language is structured, how people use words, and how they learn words.21 Without knowing a lot of vocabulary people could not understand what other people said. They will have difficulty when talking with them. In line with those statements, Indriani states that vocabulary is a component of language that is regarded as one of the most important aspects to master when learning a foreign language.22 Thus, students should be able to master a wide range of specific vocabulary when learning English.
Additionally, vocabulary is defined as the total number of words required to express ideas and convey the meaning of the message.23 It refers to the words used to communicate with others. It is supported by Alizadeh, who claims that vocabulary is a collection of properties or features. Vocabulary is a combination of its meaning, register, association, collocation, grammatical behavior, written form Education. Cambridge: Cambridge University Press. 1995, P. 1
21 Jeremy Harmer, The Practice of English Language Teaching, (London: Longman Group, 1993), p. 229
22 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.
23 M.alqahtani, ”The importance of vocabulary in language learning and how to be taught.”
International Journal of Teaching and Education 3(3), 21-34. https://doi:10.20472/TE.2015.3.3.002
(spelling), spoken form (pronunciation), and frequency. People use vocabulary to express their opinion, thinking, and an idea to communicate with other people in their society.24
Therefore, the researcher concludes that vocabulary is defined as all of the words known or used by people in a specific language when speaking, listening, reading, and writing. The primary function of vocabulary is to allow individuals to communicate effectively with others in any situation, which requires a language user's knowledge of words, such as expressing ideas, thoughts, and feelings and understanding each other.
b. The Importance of Vocabulary
Vocabulary is a manifestation of the human mind; it helps someone express their feelings, ideas, and opinions. Compared to another language aspect, more importantly, according to a linguistic perspective, vocabulary seems to be more useful and urgent than grammatical role.25 In line with those statements, Sullivian and Alba in Fitria (2019) stated, without grammar very little can be conveyed;
without vocabulary, nothing can be conveyed.26 Therefore, it’s very important to know any kind of vocabulary.
Another explanation provided by Web and Nation (2017) stated that vocabulary must be acquired at all stages of education because it is
24 Iman Alizadeh, Vocabulary Teaching Techniques; A Review of Commmon Practices, International Journal Research in English Education, Vol 1 no 1, 2016, p.22.
25 Ibid, P. 16.
26 Tira Nur Fitria, “The Principles and the Teaching of English Vocabulary: A Review Saniago Dakhi”, journal of english teaching, Vol. 5(1), (February:2019): 2622-4224.
one of the most important aspects of learning a language.27 Meanwhile, Al-qahtani (2015) argued that vocabulary knowledge is critical for foreign language learners because a lack of vocabulary in a target language will occur in communication failure.28 It means that vocabulary is one of the important aspects of language learning. All activities in language learning or even in daily life can not be separated from the role of vocabulary. In addition, Vocabulary can be defined as words that must be known to communicate effectively; words in speaking (expressing vocabulary) and words in listening (receptive vocabulary), an extensive research body exists on teaching and learning vocabulary.29 It can be said that vocabulary has always been continuous to be a crucial part in term of literacy and learning.
c. Kinds of Vocabulary
A vocabulary is a communication tool that is known as an important aspect in language learning. It can connect four English skills in English such as listening, speaking, reading, and writing.
Related to those statements many experts have classified vocabulary into several kinds. Harmer distinguishes vocabulary into two types, namely:30
27 Stuart Web and Paul Nation, 2017.
28 M. Alqahtani, 2015.
29 Wiiliam P. Bintz, Teacching Vocabualry across the curriculum ( Middle School Journal,2011) P.
2 http://littedkit.pbworks.com/f/middle%2520schoo%2520vocabulary52520strategies.pdf
30 Jeremy Harmer, The Practice of English Language Teaching, (London: Longman Group, 1993), p. 153
1) Active Vocabulary
Active vocabulary refers to words that students frequently use in their speaking and writing skills. An active vocabulary is one that students have learned and are expected to use properly.
Although it appears to be more difficult for learners to produce, they must at least know how to pronounce it correctly.
2) Passive Vocabulary
Passive vocabulary refers to words that learners frequently use and understand in the context of listening and reading skills.
The characteristics are less well-known and less frequent.
Furthermore, people only learn vocabulary by listening to audio and reading a context. They would not be able to comprehend the meaning. These are typically words that people do not produce for themselves.
Hiebert and Kamil (2005) distinguish two types of vocabulary:31 (1) A productive vocabulary is a set of words that a person understands, both in writing and speaking. (2) Receptive vocabulary is defined as the total number of words that a person understands, either in listening or reading. Moreover, Graves (2006) classify the kinds of vocabulary both productive and receptive into four classifications:32 (1) Productive oral (words
31 Elfrieda H. Hiebert and Michael L. Kamil, Teaching and Learning Vocabulary, (London:
Lawrence Elbaurm Associates, 2005), p. 3.
32 Michael F. Graves, The Vocabulary Book: Learning and Instruction, (Columbia University:
Teacher College, 2006) p. 11.
produced in speaking). (2) Productive written (words produced in writing). (3) Receptive oral (words heard from listening). (4) Receptive written (words obtained from reading)
d. The classification of words
Words can be classified based on various criteria, including phonological properties (e.g., monosyllabic vs. polysyllabic), social factors (e.g., general vs. technical vocabulary), and language history (e.g., loanword vs. native word).33 Besides divided into these criteria, Fuad (2005) stated that words used in a sentence are divided into eight classifications namely part of speech, including:34
1) Noun is a word that refers to the name of a person, thing, place, plant, animal, or idea. (Jennie, cat, book, chair, market)
2) Pronoun is a word used as a noun substitute. (he, she, hers, me, them)
3) Adjective, is a word used to describe or modify a noun. (blue, beautiful, fast, happy, big, short)
4) Verb, is a word that is used to express an action (sleep, eat, walk, cry, read)
5) Adverb is a word used to modify or describe a verb, adjective, or another adverb. (carefully, already, quickly)
33 Martin haspelmath, “Word Classes and Part of Speech”, International Encyclopedia of the Social & Behavioral Sciences, (December:2001), pp.16538-16545, DOI:10.1016/B0-08-043076- 7/02959-4
34 Fuad Mas‟ud, Essential of English Grammar a practical Guide ( Yogyakarta: BBFE Yogyakarta,2005 ) P.44
6) Preposition, is a word placed before a noun or pronoun that functions to show position, time or place. (at, in, on, among, by, with)
7) Conjunction is a word that connects two sentences or phrases. (and, but, yet, for)
8) Interjection is a word that uses to express an emotion. (oops!, oh!, aw!, look out!)
2. Motivation
a. The definition of motivation
According to Dornyei and Otto (1998), motivation is the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritized, operationalised, and (successfully or unsuccessfully) acted out.35 Motivation is one of the most crucial factors that affect students' ability to achieve their goals. Motivation can also be defined as an internal drive that drives people to do things to achieve their goals.36 Motivation is a complex framework of beliefs, perceptions, values, interests, and behaviors. However, by getting motivation students will be spirited in learning, so they will be motivated to study well.37
35 Zoltan Dornyei, & Itsvan Ottó, Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 1998, 4, 43–69.
36 Jeremy Harmer, The Practice of English Language Teaching, (London: Longman Group, 1993), p. 98
37 Neng Aprilia Purnama, Neng sri rahayu, et.al, “students’ motivation in learning English”, profesionaljournalof education, vol.2 no.2, (July:2019), 2614-6258
Rojabi (2022) stated that the success or failure of learners is determined by their motivation. Students who motivate themselves to obtain their learning targets will always control their time to study intensively. 38Therefore, teachers should be aware of the significance of motivation in the process of learning and through some changes they can help to increase students’ motivation.
Long, Ming, and Chen (2013) stated that one of the essential aspects of English learning is learner motivation, and many researchers have conducted studies on this subject.39 But in fact, we know that students’ motivation to learn could be high or low. Thus, it can be seen that students’ motivation is very important to be enchanted when they have low motivation to participate in the learning process. From those definitions, it can be concluded that motivation is one of the most important factors influencing students' performance or achievement during the learning process. It is also someone's decision to set goals before achieving them. Motivation is important as a power that encourages someone to do something.
38Ahmad Ridho Rojabi, Slamet Setiawan, Ahmad Munir, Oikurema Purwati, Widyastuti,” The Camera-on or Camera-off, Is it a Dilemma?
Sparking Engagement, Motivation, and Autonomy Through Microsoft Teams Videoconferencing”, International Journal of Emerging Technologies in Learning, Vol. 17, No. 11, (2022), https://doi.org/10.3991/ijet.v17i11.29061
39 Long, C., Ming, Z., & Chen, L., The study of student motivation on English learning in junior middle school – a case study of no.5 middle school in Gejiu. English Language Teaching (2013) 6(9), 136-145. https://doi:10.5539/elt.v6n9p136
b. Types of Motivation
Motivation is classified into two types: intrinsic motivation and extrinsic motivation. Both of these motivational types can be defined as follows:
1) Intrinsic motivation
Intrinsic motivation is the desire to act caused by an internal motivator. In other words, individuals are compelled to act in certain ways in the absence of any external motivators. Students who are intrinsically motivated to participate in learning activities can be identified by their diligence in completing learning tasks because they believe they need and want to achieve their goals.40 Furthermore, Hayikaleng, Nair, and Krishanasamy (2016) confirmed that intrinsic motivation in language learning refers to the motivation to engage in certain activities because they are enjoyable and interesting. Someone may be motivated by their enjoyment of the learning activity or their desire to make themselves happy.41 Thus, students who have intrinsic motivation will show high involvement and activity in learning. In addition, to
40 Adetya Dewi Wardani, Imam Gunawan, Desi Eri Kusumaningrum et.al, “Student Learning Motivation: A Conceptual Paper”, Advances in Social Science, Education and Humanities Research, vo. 487, 2020.
41 Hayikaleng, N., Nair, S. M., & Krishnasamy, H. N., “The Students Motivation on English Reading Comprehension”. Utara Malaysia University: Malaysia, 2016.
build the students' intrinsic motivation in learning, intellectual, emotional, and social maturity needs to be considered.42
2) Extrinsic Motivation
Extrinsic motivation is defined as motives that are active and function because of external stimuli.43 Extrinsic motivation is not a true feeling or desire within students to learn.44 Furthermore, Hayikaleng, Nair & Krishnasamy (2016) argue that extrinsic motivation refers to a performance that an individual performs in order to gain a reward such as good grades or to increase salary, or alternatively to avoid punishment.
Gardner and Lambert divided motivation into two types, they are:45
a) Integrative motivation
Integrative motivation means learning the language with the intention of participating in the culture of its people.
b) Instrumental Motivation
Instrumental motivation suggests and implies that a learner learns the language to support a purpose related to
42 I. Gunawan, D. Eri Kusumaningrum, and R. Bambang Sumarsono, “Investigation of Principal Advances in Social Science, Education and Humanities Research, volume 487 277 Leadership Based on Pesantren: Descriptive Study about Implementation of Human Resources Empowerment Models Based on Soft System Methodology,” 2020, pp. 255–258.
43 Sardiman, Interaksi dan Motivasi Belajar Mengajar: Pedoman bagi Guru dan Calon Guru.
Jakarta: Rajawali Pers, 2001.
44 E. Prayitno, Motivasi dalam Belajar. Jakarta: Proyek Pengembangan LPTK, 1989.
45Robert C. Gardner, & Wallace E Lambert, "Motivational variables in second language acquisition”, Canadian journal of psychology/Revue canadienne de psychologie, 13 (4),1959 p.266
occupation or another motive. These two types of motivation can influence and control the process and outcome of learning.
Based on the explanation above, it can be concluded that motivation is a set of reasons that determines someone to engage in a particular behavior. It refers to the internal conditions or states that activate or energize human beings to perform certain behavior to reach a goal. In this research, the researcher just focuses on the intrinsic and extrinsic motivation of students. Intrinsic motivation is the motives that come from the inner heart of a person. It occurs when people engage in an activity, such as a hobby. Meanwhile, Extrinsic motivation comes from outside the performer.
c. Students’ motivation in the classroom
The classroom environment is an important factor that can influence and develop students' interest in the learning activity.
However, creating situational interest in the classroom is not an easy job. In this case, the teacher plays an important role in the learning process. Several studies have compared classrooms from a motivational and engagement perspective. Teachers with motivated, engaged classrooms have different characteristics and exhibit different behaviors than those teachers with classrooms in which the
motivation and engagement of students are low.46 Therefore, the teacher must be able to create an enjoyable situation in the classroom so the student’s personal interest in learning can be increased.
Motivating teachers foster a positive, upbeat, and compassionate learning environment. Lessons are well-planned, meaningful, and engaging, for student autonomy and cooperation.
Teachers' motivational models can include techniques, subject matter, positive learning behavior, and interpersonal relationships.47
Furthermore, Kilic and Kilic (2021) stated that learning and teaching factor that can motivate students are grouped into some models:48
1) Setting Goals
Student goals are an important factor to consider when planning the lesson. Students' success and failure situations are determined based on their level of achievement of the goal.
Giving students information about the lesson's objectives, teaching methods, and materials is beneficial because it allows them to be guided individually. The presence of attainable goals can primarily motivate students.
46 Ronald L. Girmus, “How to Motivate Your Students”, New Mexico State University at Carslbad, 2012.
47 Ibid, P. 6.
48 Muhammad Emre Kilic, Mehmet Yasar Kilic, “Motivation in the classroom”, Participatory Educational Research (PER) Vol. 8(2), (April:2021), PP. 31-56.
http://dx.doi.org/10.17275/per.21.28.8.2
2) Use of Communication and Emotion
School is one of the most important socialization environments that is essential for communication development.
Schools are places where new behaviors and attitudes emerge.
As a result, communication is the fundamental dynamic of the educational and training process. Communication is one of the most important elements that connect stakeholders in schools.
The quality of communication that teacher establishes are very important for student motivation.
3) Use of Rewards and Punishments
Rewards are essential factors that stimulate an individual's desire to work. Financial awards are monetary awards such as books, pens, and chocolate that are given when a student's attitude toward learning is poor. In contrast, social rewards are spiritual motivations that make the student feel good, such as laughing, eye contact, and approval. Exclusion from class, dropping out of school, humiliation in the classroom, writing children's names on the blackboard, calling parents, and explaining the problems are all examples of school punishment.
4) Attracting Attention
Teaching through discovery, panel, problem-solving, role-playing, and narration techniques used at the start of the lesson keeps the student interested. Students' constant attention is
linked to their participation. Gestures, movements, sounds, and questions can be used as tools for students throughout the lesson to accomplish this.
5) Modeling
Teachers serve as role models for students. Students, especially in primary school, look to teachers as role models for their actions. Modeling behaviors for students to imitate is critical for their motivation. Teachers should monitor their students' behavior.
6) Focus on Success
Some students should be supported more individually, and efforts should be made to increase the person's motivation.
Teachers should emphasize that they are not afraid of failing their students. Even if the students' answers are incorrect, positive feedback should be given to them to change their attitudes.
7) Physical Conditions of School and Classroom
It is observed that student relations have changed positively with the change in the physical environment of the classroom. Variables such as temperature and warming of the classroom must be controlled by the teacher. To be effective in the lesson, teachers should construct all the possibilities in the classroom to motivate the students and attract their attention.
8) Providing Feedback.
Feedback from a teacher can help a student improve his performance. If the student does not receive this feedback, he may become dissatisfied with his work. Feedback can be effective if it has a positive impact on student development, and the student will be more successful.
d. Motivation in learning vocabulary
One of the important factors that can influence students' English achievement is motivation. Students' motivation is widely regarded as a critical factor influencing the rate and success of second language learning.49 It is further stated by Alqahtani (2015), who confirmed that vocabulary is a set of words in a language that is required by everyone in learning a language, particularly a foreign language.50 Based on the explanation above the researcher conclude that the meaning motivation in learning vocabulary is a desire or drive to observe, read, learn and imitate a list of words. Thus, the students can learn more effectively to achieve their goals.
Since motivation has an effect on learning activity, it can be said that motivation also has a role to facilitate students in increasing their vocabulary learning. Therefore, teachers need to motivate their students in learning vocabulary so that they will study
49 Alwan Faiz, Leroy Holman,”The Effect of Using Game on Students' Motivation in Learning Vocabulary”, Tarbiatuna: Journal of Islamic Education Studies, Vol. 2 No. 1 (2022) P. 1-8 https://DOI:47467/tarbiatuna.v2i1.886
50 M. alqahtani,2015.
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.
3. Vocabulary Self-collection Strategy
a. The Definition of Vocabulary Self-collection Strategy
Vocabulary Self-collection Strategy was firstly introduced by Martha Rapp Haggard in 1982, in this strategy students are required to arrange a vocabulary list based on their words’ background
51 Deng, Q. (2014). Motivation for vocabulary learning of college students (Magister Thesis).
Retrieved from
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1005&context=tachlarnstudent
52 Sipur, Improving students vocabulary By using Guessing Technique to The Seventh Grade Students of SMP Negeri 2 Sooko Ponogoro, Ponogoro,2011 p. 21
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
