EXPLORING TEACHER’S PRACTICES IN TEACHING VOCABULARY BY USING VOCABULARY SELF-COLLECTION STRATEGY (VSS) AT MTSN 3 BLITAR

MUHAMMAD HAFIZH KURNIA IMAWAN, 1860203221007 and ARPINDA SYIFA'A AWALIN, 199509142025212062 (2026) EXPLORING TEACHER’S PRACTICES IN TEACHING VOCABULARY BY USING VOCABULARY SELF-COLLECTION STRATEGY (VSS) AT MTSN 3 BLITAR. [ Skripsi ]

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Abstract

The Bachelor’s thesis entitled "Exploring Teacher’s Practices in Teaching Vocabulary by Using Vocabulary Self-Collection Strategy (VSS) at MTsN 3 Blitar" was written by Muhammad Hafizh Kurnia Imawan, Student ID Number 1860203221007, English Education Department, Faculty of Tarbiyah and Teacher Training, State Islamic University of Sayyid Ali Rahmatullah Tulungagung, Advisor: Arpinda Syifa'a Awalin, M. Pd. Keywords: Vocabulary Self-Collection Strategy (VSS), teacher practices, vocabulary learning, private dictionary, EFL classroom. This study explored teacher practices in teaching vocabulary using the Vocabulary Self-Collection Strategy (VSS) at MTsN 3 Blitar. The study focused on how the teacher implemented VSS in vocabulary teaching, how the teacher guided and facilitated students throughout the implementation process, and what challenges emerged during the implementation of VSS activities. The study involved one English teacher as the primary participant and Grade VII students as supporting participants. This study employed a qualitative case study design. Data were collected through classroom observations, semi-structured interviews, Focus Group Discussions (FGDs), and documentation. The collected data were analyzed through the procedures of data condensation, data display, and conclusion drawing and verification. The trustworthiness of the findings was established through methodological and source triangulation. The findings revealed three major results: (1) the teacher implemented VSS as a structured and recurring vocabulary-teaching practice through guided vocabulary selection, vocabulary discussion, vocabulary recording using private dictionaries, systematic vocabulary review, and vocabulary application in meaningful classroom activities; (2) the teacher guided and facilitated students' vocabulary learning by providing continuous guidance, scaffolding through peer learning, collaborative classroom interaction, and the use of private dictionaries to support vocabulary learning and monitor students' learning readiness; and (3) the main challenges in teaching vocabulary using VSS involved managing student diversity and maintaining student engagement, which were addressed through adaptive instructional practices, including differentiated support, peer learning, individual guidance, technology utilization, and flexible classroom management. Overall, this study demonstrated that VSS was implemented as a structured vocabulary-teaching practice that integrated continuous teacher guidance, collaborative learning, and adaptive instruction within regular English lessons. The findings suggest that successful vocabulary teaching using VSS depends not only on the strategy itself but also on the teacher's ability to adapt instructional practices to students' learning needs and classroom conditions.

Item Type:	Skripsi
Subjects:	Bahasa Dan Sastra > Bahasa Inggris
Divisions:	Fakultas Tarbiyah Dan Ilmu Keguruan > Tadris Bahasa Inggris
Depositing User:	1860203221007 MUHAMMAD HAFIZH KURNIA IMAWAN
Date Deposited:	22 Sep 2026 07:40
Last Modified:	22 Sep 2026 07:40
URI:	http://repo.uinsatu.ac.id/id/eprint/69917

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