Students’ Perception of Vocabulary Self-Collection Strategy (VSS) in English Vocabulary Mastery Programs

Abstract

The aim of conducting this research was to describe students’ responses toward Vocabulary Self-Collection Strategy (VSS) in learning vocabulary mastery of Vocational High School students. This strategy can be used to enrich the size of the vocabulary.  In VSS, students analyzed the unfamiliar words to understand its meaning, synonyms, and its definition. The method used in this research is qualitative specifically interpretative description as the research design. The data were obtained through an interview guideline and questionnaire list.  The participants of the research were 6 students of Vocational High School and the researcher itself. The findings of this research show that the vocabulary self-collection strategy (VSS) has positive responses in learning vocabulary mastery. It shows that VSS can be used by students to enhance the size of vocabulary, the students were interested in learning vocabulary, and the students were active to take a part in learning vocabulary mastery. Moreover, VSS can be one of the strategies to help students to understand the context of the text after they identify the unfamiliar words. Furthermore, VSS can be one of the strategies to be considered by the teacher to be used in vocabulary mastery teaching and learning process.

Keywords: Student’s Perception, Vocabulary Self-collection Strategy, Vocabulary mastery learning