THE IMPLEMENTATION OF VOCABULARY SELF-COLLECTION STRATEGY (VSS) IN TEACHING READING COMPREHENSION AT THE EIGHTH-GRADE STUDENTS OF SMP PLUS ABDUL AZIZ JEMBER

Kamilah, Siti Nikmatul (2026) THE IMPLEMENTATION OF VOCABULARY SELF-COLLECTION STRATEGY (VSS) IN TEACHING READING COMPREHENSION AT THE EIGHTH-GRADE STUDENTS OF SMP PLUS ABDUL AZIZ JEMBER. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

Students’ reading comprehension in English language learning is an important concern for eighth grade students at SMP Plus Abdul Aziz Jember. Major obstacles include limited vocabulary mastery, difficulty identifying main ideas and details, and low motivation during reading activities. Students often encounter unfamiliar words and are unable to determine the meaning of the text accurately, making them less active in reading lessons. This issue is important in the context of teaching and learning. In order to overcome these challenges, teachers need to apply appropriate teaching strategies that can improve students’ vocabulary mastery and reading comprehension. Therefore, the English teacher of SMP Plus Abdul Aziz Jember utilized the Vocabulary Self-Collection Strategy (VSS) at the eighth grade to solve the students’ problem and to help students’ reading comprehension.
The research focus forms as follows: 1) What is the purpose of applying the Vocabulary Self-Collection Strategy for teaching reading comprehension to eighth grade students at SMP Plus Abdul Aziz Jember? 2) How is the Vocabulary Self-Collection Strategy implemented to teach reading comprehension to eighth grade students at SMP Plus Abdul Aziz Jember? 3) What is the evaluation of applying the Vocabulary Self-Collection Strategy for teaching reading comprehension to eighth grade students at SMP Plus Abdul Aziz Jember?
This research utilized a qualitative approach and used descriptive design as the research design. Conducted at SMP Plus Abdul Aziz Jember, this study used purposive sampling to select the research subjects, who were the English teacher and students of eighth grade. Data were collected through observation, interview, and document review, and were analyzed using the Miles and Huberman approach, which includes data reduction, data display, and conclusion drawing and verification. Data validity was strengthened through source and technique triangulation.
The findings of the research were 1) The Purpose of Teaching Reading Comprehension Through VSS are as follows: a) Transitioning Students into Active Participants, b) Expanding Students’ Lexical Repertoire, c) Boosting Engagement with Authentic Texts, d) Nurturing Intrinsic Motivation Toward Self-Directed Learning. 2) The implementation covered narrative, descriptive, and recount texts, with the steps as follows: a) The teacher introduces the topic and background knowledge. b) Students read the text and identify unfamiliar words. c) Students deduce the meanings using contextual clues before consulting a dictionary. d) The selected words are discussed and refined in class. e) The final vocabulary list is recorded in the students’ vocabulary notebooks for review. 3) Evaluation uses formative and summative assessment, including tests and non-tests. The test uses reading comprehension questions in multiple-choice and short answer forms, while the non-test uses observation of participation and review of vocabulary notebooks

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