The Students’ Interest on the Use of Vocabulary Self-Collection Strategy in Learning English Vocabulary

Syayyidina Ali

Abstract


The learning should be supported by an interesting strategy to make students enjoyable and interested in learning, as well as in learning English Vocabulary. The aim of this research is to investigate and describe the students’ perceptions on the use of vocabulary self-collection strategy in Learning English vocabulary. This study was a descriptive model consisting of 37 subject-students. The data were collected with a questionnaire, it was rating scale which distributed after 8 meetings of treatments, and it covered 15 positive and closed statements about the use of vocabulary self-collection strategy in learning vocabulary classroom. The questionnaire was analyzed based on the percentage of each answer. To calculate questionnaire data into percentage, the researcher used the formula where the number of frequency is multiplied to 100% then divided to the number of the total respondents. The result of the students’ perceptions indicated that vocabulary self-collection strategy is interesting strategy used in learning vocabulary classroom. The highest rank of the mean score is 56.6% of agree students, 35.5% of strongly agree students, 6.7% of undecided students, 0.7% of disagree students, and 0.2% of strongly disagree to the statements on the questionnaire.

Keywords


Word Learning Strategy; Vocabulary Improvement; Vocabulary Self-Collection Strategy (VSS)

Full Text:

PDF

References


Allen, V.F. (1983). Techniques in Teaching Vocabulary. Oxford University Press.

Brown, J.D. (1995). The Elements of Language Curriculum. Heinle & Heinle Publishers. An International Thomson Publishing Company, Massachusetts

Brown H.D. (2000). Principle of language learning and teaching; Fourth Edition. Addison Wesley Longman, Inc.

Cambridge Advanced Learner’s Dictionary. (2003). Cambridge University Press.

Cohen L., Manion L., & Morisson K. (2005). Research Methods in Education. Fifth Edition. Routledge Falmer.

Cook, V. (2001). Second Language Learning and Language Teaching. The 3rd edition. London: Edward Arnold.

Gregersen, L. (2007). Vocabulary Self-Collection Strategy for Primary Readers. Texas State University. Available at: citeseerx.ist.psu.edu. Downloaded on 15th February, 2013.

Haggard, M.R. (1980). Vocabulary Acquisition During Elementary and Post-elementary Years: A Preliminary Report. Reading Horizons. Vol. 21, p. 61-69.

Haggard, M.R. (1986). The vocabulary self-collection strategy: Using student interest and world knowledge to enhance vocabulary growth. Journal of Reading, vol. 27, No. 9, p. 634-642. International Reading Association

Hughes, A. (2003). Testing for Language Teachers. Second Edition. Cambridge University Press.

Mertens, D.M., & McLaughlin, J.A. (2004). Research and Evaluation Method in Special Education. A Sage Publications Company 2455 Teller Road Thousand Oaks, California. Corwin Press, Inc.

Nation, I.S.P. (1990). Teaching and Learning Vocabulary. Newbury House Publishers, A Division of Harper & Row, Publishers, Inc.

Ruddell, M.R., & Shearer B.A. (2002). “Extraordinary,” “Tremendous,” “Exhilarating,” “Magnificent”: Middle school at-risk students become avid word learners with the Vocabulary Self-Collection Strategy (VSS). Journal of Adolescent & Adult Literacy, 45(5), p. 352-363. International Reading Association

Ruddell, M.R. (2005). Teaching Content Reading and Writing. The Fourth Edition. U.S.A: Wiley/Jossey-Bass Education.

Saville, T.M. (2006). Second Language Acquisition. Cambridge University Press.

Sudjana. (1989). Penilaian Hasil Belajar Mengajar, Bandung: Rosda Karya.

Tierney R.J., Readence J.E., & Dishner E.K. (1990). Reading Strategies and Practices, A Compendium. Third Edition. Allyn and Bacon.




DOI: http://dx.doi.org/10.30605/ethicallingua.v4i2.630

Refbacks

  • There are currently no refbacks.

Article Metrics

Abstract view : 221 times
PDF - 84 times



Copyright (c) 2017 Syayyidina Ali

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

ISSN 2540-9190 (Online) * ISSN 2355-3448 (Print)