PENERAPAN VOCABULARY SELF-COLLECTION STRATEGY (VSS) UNTUK MEMPERKAYA KOSAKATA PEMBELAJAR THE IMPLEMENTATION OF VOCABULARY SELF-COLLECTION STRATEGY (VSS) TO ENRICH STUDENTS’ VOCABULARY Syayyidina Ali,Etty Bazergan, Nasmilah Imran Fakultas Ilmu Budaya, Universitas Hasanuddin Makassar Alamat Korespondensi: Syayyidina Ali Jl. Mannuruki 2 Lr2b No.12 Makassar Email: [email protected] No. HP: +6285242654297 Abstrak Strategy pembelajaran kosakata yang baik dibutuhkan oleh pembelajar untuk membantu mereka dalam memperoleh, memperluas, dan mengembangkan pengetahuan kosakata bahasa Inggris mereka. Penelitian ini bertujuan untuk mengetahui efek dari vocabulary self-collection strategy (VSS) dalam memperkaya kosakata pembelajar; dan mengetahui pendapat para pembelajar tentang vocabulary self-collection staregy dalam pembelajaran kosakata bahasa Inggris di kelas. Penelitian ini dilakukan di Universitas Islam Negeri Alauddin Makasar dengan model experiment. Sampel sebanyak 75 pembelajar yang terdiri atas kelompok eksperimen sebanyak 37 pembelajar dan kelompok control sebanyak 38 pembelajar. Data dikumpulkan dengan menggunakan tes awal, perlakuan, tes akhir, and kuesioner. Tes kosakata tertulis telah diberikan kepada kedua kelompok. Data dianalisis dan diinterpretasi dengan menggunakan program software SPSS. 18.0. Hasil penelitian menunjukan bahwa strategy pembelajaran kosakata berdasarkan kosakata pilihan pembelajar sendiri memberikan efek yang signifikandalam meningkatkan kosakata pembelajar.Hasil peningkatan skor pembelajar dari tes awal sampai tes akhir menunjukan perbedaan yang signifikan. Sig (2-tailed) yang di temukan adalah 0.00 lebih kecil dari 0.05. Hasil perbandingan peningkatan kinerja pembelajar antara kelompok eksperiemen dan kontrol adalah 0.000. Hal ini berarti bahwa kosakata pembelajar meningkat secara signifikan. Aplikasi vocabulary self-collection strategy ditanggapi secara positif oleh pembelajar kelompok eksperimen dilihat dari persepsi siswa. Meskipun penelitian ini telah mencapai dua tujuan, instrumen yang digunakan masih membutuhkan pengembangan. Kata Kunci:Strategi Pembelajarankata,Pengembangan Kosakata,Vocabulary Self-CollectionStrategy(VSS). Abstract A good learning strategy is required by the students to help them in acquiring, extending, and developing their English vocabulary knowledge. The aims of this research are to investigate (1) the effects of vocabulary self- collection strategy (VSS) in enriching students’ vocabulary, (2) students’ perceptions on the use of vocabulary self-collection strategy in English vocabulary learning classroom. This study was an experimental model consisting of two groups: experimental and control group. The study was conducted at UIN (State Islamic University) Alauddin Makassar, South-Sulawesi. samples of of the study were 75 students, 37 students were experimental group and 38 studentswere control group. The data were collected with pre-test, treatment, post- test, and questionnaires. Written vocabulary test was administered to both groups of experimental and control. Data were analyzed and interpreted by means of SPSS18.0 program. The results of theresearch indicated that vocabulary self-collection strategy gives significant effect on students’ vocabulary improvement. The result of the students’ vocabulary score improvement from pre-test to post-test demonstrated significant differences. The research found that sig. (2-tailed) is 0.000 lower than 0.05. Comparison of the students’ improvement between the two groups was 0.000 which meant that the improvements were significant. The application of vocabulary self-collection strategy waspositivelycorrelated to the experimental class which was indicated by the students’ perceptions. Although the researcher reached two aims, the instrument used in the research still needs improvements. Keywords:WordLearning Strategy,Vocabulary Development, Vocabulary Self-Collection Strategy(VSS). 1 INTRODUCTION English has a great role in communication. It has a special status in many countries in this world; such as English is used as a second language in Singapore, India, Malaysia, and Nigeria. English is also used as the first foreign language in Indonesia where English is counted as a major subject in the national education curriculum which is taught in junior high school, senior high school, and college or university. Language cannot be separated from speaking, writing, reading, listening, grammar, and vocabulary. The fundamental basic in second or foreign language learning is vocabulary because it concerns with knowledge, not a language skill. This is relevant to Allen’s statement who stated that “vocabulary is very important because without it nothing can be conveyed”(Allen, 1983). Vocabulary is “all the words known and used by a particular person” (Cambridge Advance learner’s Dictionary, 2003). English vocabulary is also one of the primary challenges encountered by students who learn English as a second or foreign language. English vocabulary learning at some universities in Indonesia has been designed in the curriculum for students who major in English department which starts from the undergraduate to the post graduate students. A preliminary research was conducted at State Islamic University of Alauddin Makassar showed that most of English department students in this university find it difficult to memorize new words, they find it difficult to learn difficult words, they quickly forget the words they have learnt or memorized, and they find it difficult to re-remember the words they have memorized and found. Therefore, the lecturers should implement a meaningful learning process and create an interesting learning environment in classroom to help the students in acquiring and memorizing the vocabulary they have learnt and found. It can be overcome by using the appropriate learning strategy such as vocabulary self-collection strategy (VSS) based on some theories in the previous studies. Theoretically, vocabulary self-collection strategy (VSS) can be seen as the type of independent learning which is able to support students-center learning method (SCL), where the students are empowered to choose, select, and collect words that they want and need to learn. According to Tierney et al (1990), VSS is designed to promote growth in either student’s general or content area word knowledge which is based on their prior experience and encourage independent vocabulary development. VSS includes one of examples of active learning because of it does not only engage cognitive-based learning but also social or affective-based learning where the students are cooperatively working with peers to obtain feedback (O’Malleyand Chamot, 1987 cited in Saville, 2006). 2 Vocabulary self-collection strategy (VSS) was developed by Martha Rapp Haggard in 1982. In this learning strategy, “the students are required to choose and select a word in a text or other sources based on their choice to learn” (Ruddell, 2005). According to Haggard (1986), vocabulary self-collection strategy enhanced students’ vocabulary growth. Ruddel and Shearer (2002), stated that the use of vocabulary self-collection strategy (VSS) is better than traditional language arts curriculum words. Because this strategy involves some steps; like selecting the word, defining the word, finalizing the list word, extending word knowledge, andit is supported bysmall group activityand class discussion as well. Actually, learning is not as easy as the people think because it needs a process to reinforce the students’ retention. Cook (2001), stated that the people’s remembrance is really influenced by “how deeply they process it”. Based on Cook’s statement, it can be suggested that teaching and learning are really influenced by their process; whether it is containing a meaningful process or not. According to Ausubel (1968) cited in Brown (2000), “meaningful learning is better than rote learning”. It means that learning process should be meaningful which consisting of some interesting activities to reinforce the students’ retention about what they acquire. As English vocabulary teachers or lecturers, they should pay attention “the methods” which cover their role in teaching as “a model of language proficiency”, they also have to considerate what actually the students require, and how to make them attracted (Haggard, 1980). Based on the students’ problems in learning English vocabulary, the researcher would conduct the study entitled “The Implementation of Vocabulary Self- Collection Strategy (VSS) to Enrich Students’ Vocabulary”. It was a quasi-experimental research at State Islamic University of Alauddin Makassar, South Sulawesi. The aims of the study were to investigate the effects of vocabulary self-collection strategy in enriching students’ vocabulary and to know the students’ perceptions on the use of vocabulary self- collection strategyin English vocabulary learning classroom. MATERIAL AND METHODS Design of the study This study was quasi experimental design in which two groups of students are involved; they are experimental and control group (Gay et al., 2006). The experimental group (EG) received treatment of vocabulary self-collection strategy, and the control group (CG) received conventional learning strategy(Brown,1995). The researcher used theformula: 3 O1 X O2 O1 : Pretest of experimental group O3 O4 O2 : Posttest of experimental group O3 : Pretest of control group O4 : Posttest of control group X : Treatment for experimental group by using VSS (Gayet al., 2006) In this design, Pre-test was administered before the application of the treatment to experimental group while the control group no treatment, and post-test was distributed at the end of the treatment process. This study consisted of two variables namely dependent variable; it was the students’ vocabulary improvement and independent variable which was vocabulary self-collection strategy(Mertens and McLaughlin,2004). Location of the study The study was conducted in teachers training and education faculty at English education department of State Islamic University of Alauddin which was located in Makassar, South Sulawesi. Population and sample The population of this research was the first semester students of English education department. They consisted of 175 Students; there were 75 students taken as sample who took vocabulary I subject at English Education Department of State Islamic University. They were classified into two different and separated groups; one group as experimental group which consisted of 37 students and the other as control group which consisted of 38 students. The sample was chosen based on purposive sampling technique. Data collection To collect data, researcher used two kinds of instruments namely written vocabulary test and questionnaire. The written vocabulary test was given to students namely pretest and posttest that consisted of recognizing the synonyms, recognizing the antonyms, recognizing the definitions, and recognizing the word in context (Hughes, 2003) and (Nation, 1990). The experimental and the control group were given written vocabulary test which consisted of 50 items and designed in multiple-choice form. The objective of giving pretest before treatment was to know the students’ prior knowledge of vocabulary while post test was administered after treatment in order to obtain the students’ vocabulary improvement. After doing the pre test, the experimental group were treated by vocabulary self-collection strategy (VSS) which contained of some steps namely selecting the words, defining the words, finalizing the selected words, and extending the words knowledge. For control group was using conventional strategy. Then, post test was given for both groups. After post test session, the 4 students in experimental group were asked to fill out the questionnaire. It was given to find out the students’ perceptions towards the implementation of vocabulary self-collection strategywhich involved 15closed and positive statements (Cohen et al., 2005). Data analysis In this study, the researcher used the gained scores (Depdiknas, 2006). After calculating the data, the students’ score were classified into seven categories such as excellent, very good, good, fairly good, fair, poor, and very poor. While the percentage of students’ score, the mean difference between control and experimental group, the standard deviation of the data, and the significant difference between students’ vocabulary improvement on both groups (student t-test) were calculated and computed by using SPSS- 18.0 program. The qustionnaire were analyzed by using likert scale format which are from strongly agree, agree, undecided, disagree, and strongly disagree. Then the percentage of students’ perceptions are calculated using percentage formula (Sudjana, 1989). RESULT OF THE RESEARCH The rate percentage ofthestudents’ pre-test score in experimental and control group. The table 1 shows that none of student got excellent and very poor in experimental class, there were 6 students (16.2%) got very good, 15 of them (40.5%) got good, 9 students (24.3%) scored fairly good, 3 students (8.1%) got fair, and 4 of them (10.8%) got poor. Comparing to the students in control group, none of them got excellent and very poor too. There are 3 students (20%) got very good, 12 students (31.5) scored good, 17 of them (44.7%) got fairly good while3students (7.8%) got fair as well as the students’ poor score (7.8%). The rate percentage ofthestudents’ post-test score in experimental and control group. Table 2 shows that none of the students in control group got excellent and very poor, there were 13 students (34.2%) scored very-good, and followed by 14 students (36.8%) got good, 5 students (13.1%) got fairly good, 4 students (10.5%) scored fair, and 2 students (5.2%) got poor. Comparing to the experimental group, there were some students who got excellent score and none of the students got very poor, poor, and fair. There were 4 students (10.8%) student got excellent, 20 students (54.1%) got very good, 12 students (32.4%) got good, and 1 student (2.7%) got fairly good. None of the students in this group got fair, poor, and very poor. The mean score difference of post-test between experimental and controlgroup. The table 3 shows that the mean score of the post-test in control and experimental group was different. The mean score of the experimental group was 87,3514 while the control 5 group scored 77,3684 (see table 3). The independent sample t-test was used to see the significant difference between both of groups. Independent sample t-test of post-test between experimental and control group. Table 4 shows that the outcome of the students’ improvement of experimental and control group displays a significance difference. The researcher found that the t-observed value is higher than t-table value, where t-observed is 4,349 and t-table is 1,993 at 0.05 level of significance at 73degree of freedom (t-0bserved > t-table, α = 0.05). Sig. (2-tailed) is 0,000 which is lower than 0.05. The comparison data between post-test of both of groups indicates that the mean score is significantly different. It can be concluded that the vocabulary self- collection strategycan enrich the students’ vocabulary. (seetable4) Students’ perceptions on the use of vocabulary self-collection strategy (VSS) in English vocabulary learning classroom. The data in table 5 verifies that 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, and0.2%ofstronglydisagreeto thestatements on the questionnaire. The questionnaire was distributed to the experimental group after finalizing the post test, and it required to figure out the students’ perceptions towards the implementation of vocabulary self-collection strategy during the treatment in learning vocabulary. It covered 15 closed and positive statements, and students are required to choose whether they were: Strongly agree, Agree, Undecided, Disagree, or Strongly disagree with the statement. The questionnairewas analyzed based on the percentage of each answer. DISCUSSION The description of the data collected through pre-test and post-test shows that the students’ performance of the experimental group improved significantly. It means that vocabulary self-collection strategy has a significant effect on students' vocabulary learning. It can be proven by the mean score rate result of the students’ pre-test and post-test of both control and experimental group. The finding also reveals that the experimental groups’ achievement is higher than the control group’s achievement in recognizing the synonyms, recognizing the antonyms, recognizing the definitions, and recognizing the words in context. While in comparison of post-test scores of both groups are also significant. The higest score in control group is in very good level with 13 students (34,2%), while in experimental group is in excellent with 4 students (10,8%), and 20 students (54,1%) in very good level. 6 The comparison between mean on pre-test and post-test scores of students in experimental group on vocabulary improvement is higher at 74.1622 for the pre-test and 87.3514 for the post-test. The standard deviation of pre-test for this group is 12,44881 and post-test is 6,53289. But in order to claimed that there is a significant improvement in experimental group, by throughly examine the result of the paired samples statistic. The value of significant is at .000 which is lower than 0.05 (0.000<0.05) at 36 (df). It means that the improvement of the students’ performance in experimental group is significantly different after thetreatment process. In order to answer the question of the research, Independent sample t-test was needed. Independent sample test was computed to find out the significance of the two different unrelated group namely control and experimental groups. If the t-observed is lower than 5% at level of significance, so the improvement is indicated. The result of independent sample t- test reveals that the t-observed is lower than 5% at level of significance (0.000<0.05), it means the improvement of experimental group highly significant than the control group. Futhermore, the t-observed value is higher than the t-table value. The t-observed value is 4,349 and the t-table value is 1,993. This difference is categorized to be significant since thet-observed value is higher than the t-table value at 5% level of significant (4,349>1,993) at 73 (df). The comparison between the mean score of post-test of experimental and control group proves that the score is significantly different. While the improvement of students’ achievement on vocabulary test has an interdependency correlation with the questionnaire which were given to the experimental group. The finding indicated that the highest rank of the mean score is 56.6% of agree students, 35.5% of stronglyagree students, 6.7% of undecided, 0.7% of disagree students, and 0.2%ofstronglydisagreeto thestatements on the questionnaire. The result of this research supports the theory mentioned byTierneyet al (1990), VSS is designed to promote growth in either student’s general or content area word knowledge which is based on their prior experience, to encourage independent vocabulary development, andto support theactive learning. Also, the result of this research agrees with the previous researches carried out by Haggard (1986), which observed that vocabulary self-collection strategy can enhanced the students’ vocabulary growth. Ruddel and Shearer (2002), they stated that VSS is better than traditional language arts curriculum words. And Gregersen (2007), which found that VSS can help the students in learning new words and their meaning. Actually there is a little different between this present research and the previous researches, The sample of this research was the 7 first semester university students while the previous researches were carried out at school. From the result of this research, it can be assumed that vocabulary self-collection strategy is also suitable and relevant to be implemented not only in junior and high school but also in universityor collegelevel. CONCLUSION AND SUGGESTION Vocabulary Self-Collection Strategy (VSS) is one of effective strategies in learning vocabulary because it can enrich students’ vocabulary. The outcome of the students’ improvement comparison between experimental and control group in post-test displayed a significant differencein recognizing the synonyms, recognizing the antonyms, recognizing the definitions, and recognizing the words in context. The improvement of experimental group was higher than the control group from each aspect of vocabulary test. Independent sample test indicated that vocabulary self-collection strategy enriches the students’ vocabulary. The implementation of vocabulary self-collection strategy is positively responded by the experimental group. It is seen from the students’ answers of agree and strongly agree which dominated the questionnaire, while the students’ answer of disagree and strongly disagree are not significantly occurred. The students’ perceptions decribed that VSS helps the students in learning new words,helps them in learning difficult words,and helps them in re-remembering words they have learnt and memorized. VSS is a meaningful Strategy in learning vocabulary which helps the students in learning the words’ changes and contains a freedom to choose any words to be learnt. VSS enriches students’ vocabulary knowledge and makes the learning of vocabulary more interesting. After having this research, the researcher would like to make some suggestions. First, English lecturers should think about the vocabulary self-collection strategy in learning vocabulary class because it has been observed and positively responded by the students. Second, More various updated learning strategy must be compared and VSS is one of reasonable choice based on the students’ perceptions. Third, the lecturer should motivate the students to apply vocabulary self-collection strategy in learning vocabulary not only in classroom but also at homeas well because the students like the VSS activities. 8 BIBLIOGRAPHY Allen Virginia F. (1983). Techniques in Teaching Vocabulary. Oxpord University Press. Brown Dean J. (1995). The Elements of Language Curriculum. Heinle & Heinle Publishers. An International Thomson Publishing Company, Massachusetts 02116 U.S.A. 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. RoutledgeFalmer. Cook Vivian. (2001). Second Language Learning and Language Teaching. The 3rd edition. London: Edward Arnold. Depdiknas. (2006).Kurikulum 2006: Standar Kompetensi SMA/MA, Jakarta: Dharma Bakti Gay L.R., Mills G.E., and Airasian P. (2006). Educational Research: Competencies for Analysis and Applications. The Eighth Edition. New Jersey: Merrill Publisher. 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. 9