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School in United States. In his research, this model
increased the skill of natural process, developed
creativity; encourage being autonomous learner,
tolerance of ambiguity, and word consciousness.
Based on the experts’ opinion and the result of
the research hypotheses test, it could be concluded
that Vocabulary Self-Collection Strategy has
significance influences on students’ vocabulary
mastery. It is a strategy as fundamental way of
opening students’ minds about word in printed. It
was used to teach students how to decide the
important ideas, and how to use context clues to
determine word meaning.
4 CONCLUSIONS
Based on the result of hypothesis, it could be seen
the mean score of experiment class which was
taught through Vocabulary Self-Collection Strategy
was bigger than control class which was taught
through memory strategy. It can be concluded that
the Vocabulary Self-Collection Strategy gave
significant effect toward students’ vocabulary
mastery. In conclusion, this strategy was an effective
approach to help students understand the meaning of
new words. This hypothesis has supported by
Ruddel and Shearer theories (2002), they stated that
Vocabulary Self-Collection Strategy enhances
students’ achievement in learning new words.
Students’ rationale for selecting certain words adds
to their understanding of the learning process. In this
strategy, students worked in groups and be able to
determine the meaning of many words in the
context. In addition, the students are able to decide
what words more important than others.
Based on the discussion and the conclusion, the
researcher offered several suggestions that may be
useful for the lecturers especially the English
lecturers in teaching English vocabulary. First,
vocabulary Self-Collection Strategy can be applied
in teaching learning process. Especially, if it
purposes to improve students’ achievement and
motivation for lecturer, in teaching vocabulary, it is
better for English lecturer, applying Vocabulary
Self-Collection Strategy. Second, for students, it can
motivate students to enrich and to learn English
vocabulary. They can build their vocabulary
knowledge through active participation in word
discussion and can select certain words to their
understanding of the learning process. Third, for
further researchers, it is suggested to develop this
research on larger population and sample in order to
get the knowledge and the empirical data. Besides
that, they also suggested to conduct the same
research for other skill.
REFERENCES
Anhar, A., 2010. Teaching Vocabulary through
Vocabulary Self-Collection Strategy to the Second
Year Students of SMPN 2 Kuta in Academic Year
2010/2011. Unpublished Thesis, Universitas Bali.
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Ruddell, M. R., Shearer, B. A., 2002. "Extraordinary,"
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