THE EFFECTIVENESS OF SELF-COLLECTION STRATEGY TOWARD STUDENTS’ VOCABULARY MASTERY OF THE EIGHTH-GRADE STUDENTS AT MTS DARUSSALAM REJOTANGAN

ALVIN KHOIRU ROHMATIN, 126203211007 (2025) THE EFFECTIVENESS OF SELF-COLLECTION STRATEGY TOWARD STUDENTS’ VOCABULARY MASTERY OF THE EIGHTH-GRADE STUDENTS AT MTS DARUSSALAM REJOTANGAN. [ Skripsi ]

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Abstract

The thesis entitled “The Effectiveness of Self-Collection Strategy Toward Students’ Vocabulary Mastery of the Eighth-Grade Students at MTs Darussalam Rejotangan” was written by Alvin Khoiru Rohmatin, NIM 126203211007, English Education Study Program, Faculty of Tarbiyah and Teacher Training, supervised by Prof. Dr. Erna Iftanti, S.S., M.Pd. Keywords: Vocabulary Self-collection Strategy (VSS), Vocabulary Mastery Vocabulary is a means to convey ideas, and the more vocabulary a person has, the more fluently those ideas can be expressed. However, many junior high school students in Indonesia experience difficulties in vocabulary acquisition, which hinders their ability to understand and use English, while conventional teaching methods have not been able to address this problem effectively. To answer this challenge, the researcher tried to apply a vocabulary self-collection strategy as an alternative approach. The purpose of this study is to determine the effectiveness of a vocabulary self-collection strategy on students' vocabulary understanding. The researcher formulated the research question as follows: “Is there any significant difference in vocabulary mastery of the students at MTs Darussalam Rejotangan taught using the Vocabulary Self-Collection Strategy (VSS), compared to those taught without VSS?” In this study, researchers used a quantitative method with a quasi- experimental design. The population of this study was all students at MTs Darussalam Rejotangan. The research sample was selected using a purposive sampling technique and consisted of two groups, namely the experimental group (class VIII-C), who received learning with Vocabulary self-collection Strategy, and the control group (class VIII-B) who were taught using traditional methods. The instrument in this study was a vocabulary test consisting of 25 multiple- choice questions. Data was collected through a post-test and analyzed using SPSS 27 with an independent sample t-test to compare vocabulary mastery scores between the two groups. The results of the data analysis showed that the experimental group experienced a significant increase, with an average score of 63.62. Of the experimental group, which was 63.62 and increased to 88.57 in the post-test. Meanwhile, the average score of the control group increased from 62.29 to only 70.67. The t-test results at the 0.05 significance level showed a p-value of 0.000, which is smaller than 0.05 (0.000 < 0.05). This result shows that there is a significant difference in vocabulary mastery between students who were taught using the Vocabulary Self-collection Strategy and those who were taught using the conventional method. Thus, VSS proved to be effective in teaching vocabulary, especially at the junior high school level. It is recommended that educators implement VSS to foster a more engaging and student-centered learning environment. Future researchers can examine the long-term impact of the VSS strategy on vocabulary mastery as well as its application in various linguistic contexts.

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