The Students’ Interest on the Use of Vocabulary Self-Collection Strategy in Learning English Vocabulary
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.
Downloads
References
Allen Virginia F. (1983). Techniques in Teaching Vocabulary. Oxford University Press.
Brown Dean J. (1995). The Elements of Language Curriculum. Heinle & Heinle Publishers. An International Thomson Publishing Company, Massachusetts
Brown H. Douglas. (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., and Morisson K. (2005). Research Methods in Education. Fifth Edition. Routledge Falmer.
Cook Vivian. (2001). Second Language Learning and Language Teaching. The 3rd edition. London: Edward Arnold.
Gregersen Linda. (2007). Vocabulary Self-Collection Strategy for Primary Readers. Texas State University. Available at: citeseerx.ist.psu.edu. Downloaded on 15th February, 2013.
Haggard Martha R. (1980). Vocabulary Acquisition During Elementary and Post-elementary Years: A Preliminary Report. Reading Horizons. Vol. 21, p. 61-69.
Haggard Martha 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 Arthur. (2003). Testing for Language Teachers. Second Edition. Cambridge University Press.
Mertens Donna M., and McLaughlin John 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., and 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, vol. 45, No. 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 Muriel. (2006). Second Language Acquisition. Cambridge University Press.
Sudjana. (1989). Penilaian Hasil Belajar Mengajar, Bandung: Rosda Karya.
Tierney R.J., Readence J.E., and Dishner E.K. (1990). Reading Strategies and Practices, A Compendium. Third Edition. Allyn and Bacon.
Copyright (c) 2017 Syayyidina Ali
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
By submitting the manuscript of the article, the authors agree with this policy with no specific document sign-off required.
The authors certify that:
- if the manuscript is co-authored, they are authorized by their co-authors to enter into these arrangements.
- the work described has not been formally published before in a registered ISSN or ISBN media, except in the form of an abstract or as part of a published lecture, review, or thesis.
- it is not under consideration for publication elsewhere,
- its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- they secure the right to reproduce any material that has already been published or copyrighted elsewhere (it does not infringe the rights of others).
- they agree to Ethical Lingua license and copyright agreement.
All articles published by Ethical Lingua are licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License and Copyright Agreement
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in own future works, including lectures and books.
- Authors grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in Ethical Lingua.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Ethical Lingua.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
