IMPROVING STUDENT’S VOCABULARY MASTERY BY USING VOCABULARY SELF-COLLECTION STRATEGY (VSS) FOR TENTH GRADERS OF VOCATIONAL HIGH SCHOOL OF BANDUNG TULUNGAGUNG

ULFI NUR FIDIANA, 2813123156 (2017) IMPROVING STUDENT’S VOCABULARY MASTERY BY USING VOCABULARY SELF-COLLECTION STRATEGY (VSS) FOR TENTH GRADERS OF VOCATIONAL HIGH SCHOOL OF BANDUNG TULUNGAGUNG. [ Skripsi ]

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Abstract

ABSTRACT Fidiana, Ulfi Nur. Register Number Student. 2813123156. 2016. Improving Student’s Vocabulary Mastery by Using Vocabulary Self-Collection Strategy (VSS) for Tenth Graders of Vocational High School of Bandung Tulungagung. Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor : Faizatul Istiqomah, M. Ed. Keyword: improving, vocabulary, Vocabulary Self-Collection Strategy Vocabulary is one of the most essential language components to be learned. Vocabulary deals with words and meaning. Vocabulary Self-Collection Strategy (VSS) is one of cooperative learning methods. In applying VSS, teacher firstly divides students into small groups of 5-6 students for each; the groups find the important words of the text given; the representatives of each group are asked to write and read the words in front of the class; if there is wrong answer, the teacher gives some clues; the teacher leads the students to look up the dictionary; and then the students record the listed words in their notebook. The statement of research problem was “How to improve English vocabulary mastery of tenth graders of Vocational High School of Bandung Tulungagung by the implementation of Vocabulary Self-Collection Strategy (VSS)?” The purpose of this study was accordingly to improve the students’ vocabulary mastery of tenth graders of Vocational High School of Bandung Tulungagung by the implementation of Vocabulary Self-Collection Strategy (VSS). The design of this research was Classroom Action Research (CAR). It was conducted at Vocational High School of Bandung, Tulungagung, exactly in class X AK-2. This research was conducted in two cycles. The steps of each cycle were conducting planning, implementing, observing, and reflecting the actions. Practically, the implementation of VSS to improve student’s vocabulary mastery was attached on the teaching of reading comprehension. The steps of doing the strategy were: choosing some new and important words, using context to determine the meaning of the words, and comprehending the whole text. The data of the research were in the form of qualitative and quantitative data. The qualitative data were obtained by observing classroom situation, teaching and learning atmosphere and students’ participation during teaching and learning process. Meanwhile, the quantitative data were obtained by administering a pre-test and post-tests to see the improvement of the students’ vocabulary mastery. The instruments of the research included interview guidelines, observation checklist, vocabulary mastery test sheets, and student’s recording form. The research findings showed that vocabulary mastery of most students improved after the vocabulary self-collection strategy was used in the teaching and learning process. It was indicated by several qualitative improvements. First of all, the classroom situation was clean, tidy and ready to have teaching and learning activities. Second, the learning atmosphere got more alive. The groups seemed to have passion to compete each other. Students’ participation also got better progress. It was proven when the researcher called representatives of the groups to present their works, they willingly came forward without by being called many times. Additionally, in quantitative terms, based on the results of the pre-test and post-tests, there were good improvements. In the pre-test, there was only one student who passed the minimum mastery criteria, in the post-test 1 it became 11 students and in post-test 2 became 25. It was quite significant improvement. Loosely stated, Vocabulary Self-Collection Strategy (VSS) could be used as an alternative of innovative instructional strategy to teach vocabulary at vocational high school level.

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