Name : Joshua Obedience Zebua

Class :A

The Relationship Between Vocabulary Self-Colection, Vocabulary Mastery And

Identification Of The Problem

Vocabulary is the one of basic important aspect for learning english, in learning
speaking, listening, reading, and writing. There is a question “ how does vocabulary
become as basic important aspect of four skill in learnig language? “. The answere
vocabulary is a list or set of word for particular language at the time when listening,
speaking, reading, and writing that someone or group of language might use, so thats
why vocabulary is important and should be increasing by the learner. According to Lehr
and all on Hanson and Padua (2004:5) vocabulary refers to words we use to
communicate in oral and print langauge. Receptive vocabulary refers to the words we
understand through reading and listening. Productive vocabuary refers to the words we
use to communicate through writing and speaking. It means in order to communicate
effectively using oral and print language, we must be able to flexibly use words that we
recognize and understand.
However, teaching vocabulary is not as easy as what can imagined. Some
problems found are cause by many kinds of factors, the researher identification three
aspects of the problems are, the students’ unable to identify the new vocabulary of the
text, the students’ unable to identify the meaning of each vocabulary in the text and the
students’ mastery of english vocabulary is inadequated. Sometimes, it is confusing for
the teacher to choose the appropriate strategy which can cover the students’ need is
increasing vocabulary.
Based on the problem above, the researcher using VSS strategy to overcome that
problems, VSS strategy is a strategy which enable students’to find word from their
enviorment to learn particularly is when the student read the text. The prosedure of VSS
strategy are : 1. Assign students to cooperative groups. Instruct groups to go through
assigned reading to identify words that require further study. Remind students to choose
words that are central to understanding the text. 2. Have students discuss the words in
their groups and record them on paper. 3. Next develop a class list, by having each
group submit two of the words from their lists. As a class decide on 8-10 words for the
class to further study. 4. With the class list developed, discus the meaning of each word.
Go back into the text to identify how the word was used. Use the book index or a
reference book to further clarify and expand understanding. 5. After the list is complete
instruct students to record the words from the class list in their vocabulary notebooks
for reference during reading and writing assignments.
The problem of the students’ unable to identify the new vocabulary of the text,
can be solved in the first, second and third procedure. In this procedure the researcher
assign students to cooperative groups and researcher instruct groups to go through
assigned reading to identify words that require further study such a text and the
resercher remind students to choose words that are central to understanding the text.
After the students identify words the resercher ask the students discuss the words in
their groups and record them on paper. The researcher develop a class list, by having
each group submit two of the words from their lists, as a class decide on 8-10 words for
the class to further study.
The problem of the students’ unable to identify the meaning of each vocabulary
in the text can be solve in the fourth procedure. In this procedure the researcher ask the
students to discuss the meaning of each word. The researcher instruct to read back into
the text to identify how the word was used. The students can use the book index or a
reference book to further clarify and expand understanding.
The problem of the students’ mastery of english vocabulary is inadequated can
be solved in the fifth procedure. In this procedure the researcher instruct students to
record the words from the class list in their vocabulary notebooks for reference during
reading and writing assignments. This will help students to add vacabulary.
So relationship between Vocabulary Self-Colection Strategy, Vocabulary
Mastery, and Identification of the problem are VSS Strategy will increasing the
students’ vocabulary mastery and there are some significance VSS Strategy are
facilitate the students’ to identify new vocabulary mastery, facilitate the students’ to
collect much of vocabulary of the text, and facilitate the students’ to identify the
meaning of each word in the text.
In this research, the researcher apply Classroom Action Research. Action
Research is a process of systematic inquiry into a self-identified teaching or learning
problem to better understand its complex dynamics and to develop strategies geared
towards the problem’s improvement (Hamilton on Teachers 2000 :3). The action
research process can generally be described as a series of four steps: planning, action,
observing and reflecting on the results of the action.
Planning is activity of reaserch before the researcher do action, observation, and
reflection. So, planning is the researcher prepared lesson plan, materials, observation
sheet and evaluating sheet. And after do planning so reaserch do action. Action is the
realization of the theory and teaching strategy as prosedure of strategy in lesson plan.
Observation is an activity of collecting data and information that can be used. And
Reflection is an activity of analyzing, interpretation and explaining of the all
information got from the cycle.