The result of the study showed that using the Vocabulary Self-Collection Strategy (VSS) in teaching English vocabulary enriches students' vocabulary; First of all, the researcher would like to express Syukur Alhamdulillah to God Almighty, Allah Subhanahu wa ta„ala, who has given mercy, blessings and long life so that the writer could complete this research. The writer realizes that from the beginning to the end of writing this skripsi, the writer has received much valuable help and support from a large number of people.
Moelier, M.Hum, as chairman, and Restu Januarty, S.Pd.I, M.Pd, as member for spending much of their time in guiding the writer from the beginning to the final part of the thesis, providing helpful comments and corrections, suggestions, and facilitating the writer in completing this research. The author would like to extend his deepest thanks to the Chancellor of Bosowa University Makassar, Prof. Deepest thanks are also to all members of Class A 2015 Faculty of Teacher Education and Training Bosowa University of Makassar for their help, motivation and spirit to complete this skripsi which the writer cannot mention one by one.
Background
By mastering four skills in the language, students can communicate and speak in English. Therefore, students cannot express their communication needs clearly to anyone due to their inadequate vocabulary. Based on research conducted by (Juwita & Sunaryo) stated that the student cannot understand the content of the text because they have difficulty understanding new vocabulary.
Therefore, the teachers should facilitate vocabulary learning for the students by teaching using strategies to help young EFL students figure out the meaning of useful words on their own, and the students were motivated to learn English. According to Haggard, this strategy is intended to help students expand their vocabulary by relating the new vocabulary words. Vocabulary self-collection strategy is a strategy that can be used in teaching vocabulary to young EFL learners.
Identification of Problem
According to Martin, the Vocabulary Self-Gathering Strategy (VSS) is an interactive learning instructional strategy that promotes word awareness as students are actively engaged in identifying important words from their reading to share with members of their class. The teacher also takes a role in the strategy implementation process in which he or she can provide examples of how to complete the task.
Scope of the Research
Problem Statement
Objective of the Research
Vocabulary Self Collection Strategy (VSS) can help students work together to determine the words they do not know from the text. Vocabulary Self Collection Strategy (VSS) helps students understand the meaning of words beyond what they knew before. The activities in Vocabulary Self-Collection Strategy (VSS) aroused students' motivation and interest to participate in the lesson.
The author used statistical data analysis technique to know the difference between the students' scores before and after they were taught by Vocabulary self-collection strategy VSS. The findings presented in this part consist of the data obtained through the test to see the students' vocabulary performance after giving the treatments, using Vocabulary Self-Collection Strategy (VSS). This indicates that the classification marks achieved by the students are still low.
Based on the description above, it can be seen that there are more significant improvements in vocabulary achieved by the students in the post-test through the treatment of those students using the strategy of self-collection of vocabulary during the research. Therefore, pre-test and post-test were conducted to see the growth of students' vocabulary. This research aims to increase students' vocabulary achievement using the Vocabulary Self-Assessment Strategy (VSS).
The first step was to give a pre-test to know the extent of students' vocabulary before giving a lesson using vocabulary self-collection strategy. And the last one was to give a post-test to find out the students' vocabulary development and to know how the vocabulary self-gathering strategy in teaching can affect the students'. The author concludes that using vocabulary self-collection strategy in teaching English can improve students' motivation to learn English and increase students' vocabulary.
It is proven with the average score of the students in the pre-test and post-test. Peter is very interested in sports, and at school he plays football and tennis.” The underlined sentence can be replaced by In groups of four, students match the words with the part of the animals.
In groups of four, students guess the name of the animal based on the description given. Final score = Total score Performance Maximum score x 4. Maximum score = Total of indicator x 4 d. The conversion of attitude, knowledge and skills Competency assessment conversion:.
Significance of the Research
REVIEW OF RELATED LITERATURE
Theoretical Review
- Definition of Vocabulary
- Kinds of Vocabulary
- Vocabulary Teaching & Learning
- Vocabulary Learning Strategy
- The Nature of Vocabulary Self-Collection Strategy (VSS)
Because of this strategy, students are asked to be active in the teaching and learning atmosphere of the classroom. The Vocabulary Self Collection Strategy (VSS) helps students develop important connections between new words and their meaning so that it is more fully understood and remembered by students. Vocabulary Self Collection Strategy (VSS) can enable students to determine the meaning of many words by context and determine what.
While listening, students pay attention to the text already given by the teacher. Still, the teacher should not allow the students to use their dictionary to confirm the meaning of the word. The teacher asks the students to choose one member of the group to write the word and act as a spokesperson.
Previous Related Findings
Juwita Indrian & Sunaryo (2013) stated in their study that Vocabulary Self Collection Strategy (VSS) has many goals to help students increase their vocabulary. The strategy can be applied to vocabulary learning because the strategy is interesting and fun for the students. Wulansari (2016) stated in her study that the self-collection vocabulary strategy is an effective and suitable strategy for teaching English vocabulary and could also increase to improve students' vocabulary mastery.
The students paid more attention to the lesson and were very attractive to perform the task during the teaching and learning process. The three studies conducted above have shown that the Vocabulary Self-Collection Strategy (VSS) has been successfully implemented to increase students' vocabulary learning and also to motivate students during teaching and learning processes. Based on the three previous studies, the researcher applies the vocabulary self-collection strategy in teaching English to young EFL learners to improve students' vocabulary mastery.
Conceptual Framework 22
In teaching vocabulary at SMPN 8 MAKASSAR, the author taught vocabulary to increase the students' performance of vocabulary. The author got the result after doing the research and proceeded with data analysis.
RESEARCH METHODOLOGY
- Research Design
- The Location and Time of the Research
- Population and Sample
- Variable & Operational Definition
- Instrument of the Research
- Procedure of Collecting Data
- Technique of Data Analysis
Therefore, the post-test was conducted to check the improvement of the students after the implementation of the strategy. The researcher used statistical data analysis technique to know the difference between the students' scores before and after the lesson with VSS vocabulary self-collection strategy. After calculating the students' pre-test result and based on the vocabulary test classification, the mean score of the pre-test (58.5) was considered reasonable with the standard deviation (8.823).
The data shows that the student's post-test percentage result is higher than the pre-test after treatment. Based on the findings of the above study, the difficulties the students faced were mainly in remembering the meaning and spelling. The average score of the pre-test before the treatment was 58.50 and after the treatment the students obtained a score of 83.83.
FINDINGS AND DISCUSSIONS
Findings
Data are taken from 30 students and data processing on pre-test and post-test. The presentation of the data in this work was obtained through the interpretations of the vocabulary test. The interpretations were analyzed in three stages: scoring the students' vocabulary test, ranking the students' scores, and calculating the mean score, standard deviation, frequency, and any other supporting source of statistical elements.
Based on the table above, the pretest showed that out of 30 students, none of them were categorized as very good. There was 1 student was classified as good, 3 students were classified as fairly good, 13 students were classified as fair and 13 students were classified as very poor. Furthermore, the purpose of the test was to find out whether the students were at the same level or not.
From the classification the score of the post-test, there were 6 students who were classified as very good, 22 students who were classified as good and 2 students who were classified as fairly good. The mean score and standard deviation of students' post-test The result of the post-test was interpreted as a way to find out the mean score and the standard deviation. Based on the classification of vocabulary test, the mean score of the post-test (83.83) and the standard deviation obtained (5.032).
From the description, it can be stated about the mean score and standard deviation for the posttest. Post-test gives a better improvement or a higher performance, changing from 58.50 pretest to 83.83 in posttest or fair classification to good classification. Based on the result of the data analysis, the writer found that the p-value (probability value) was lower than α (0.00<0.05) and the degree of freedom was 29.
It showed that the use of Vocabulary self-collection strategy was very influential in enriching students.
Discussion
Given a text that describes an animal, students can answer real questions about the text.
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
In groups of four, students fill in the blanks in the sentences by matching them with the words provided. Some words about animal body parts are presented, students can define the meaning and match the words with the picture.