THE EFFECTIVENESS OF VOCABULARY SELF-COLLECTION STRATEGY ON STUDENTS’ READING AND VOCABULARY ACHIEVEMENT: A QUASI-EXPERIMENTAL RESEARCH

Abstract

This current study aims to investigate the effectiveness of Vocabulary Self-collection Strategy (henceforth VSS) on the students’ reading and vocabulary achievement. The quasi-experimental research was applied and the instruments were pretest-posttest. The independent variable of this study was VSS, while the dependents were reading skill and vocabulary mastery. To collect the data, pretest-posttest was assigned. The test for both reading skill and vocabulary mastery were validated through expert judgment and content validity. Moreover, the reliability of the instruments was measured using inter-rater reliability. The data were analyzed using parametric statistical technique of T-Test and MANOVA test using SPSS 22. Computer program. The findings of this study reveal that VSS had a significant effect toward students’ reading skill and vocabulary mastery. It was indicated by the significant value of T-Test for each reading skill and vocabulary mastery which were lower than 0.05. VSS and Lecturing-practice Strategy had different capability in influencing students’ reading skill and vocabulary mastery scores simultaneously. Also, it was indicated by the significant value of Pillar’s trace, Wilka’s Lambda, Hotellings Trace and Roy’s Largest Root tests are 0.004 which was lower than 0.05. Therefore, all of the hypothesis are accepted.