The Effectiveness of using vocabulary self collection strategy in academic vocabulary learning

Abstract

This research investigates the effectiveness of the Vocabulary Self-Collection Strategy (VSS) in academic vocabulary learning among eleventh-grade students. Many students struggle with general academic vocabulary, which is essential for text comprehension and academic success. A quantitative approach using a pre-experimental one-group pre-test-post-test design was employed. The sample consisted of 36 students from class XI F at SMAN 74 Jakarta, selected through purposive sampling based on their identified learning needs. Data were collected through pre-test and post-test instruments to measure academic vocabulary acquisition. The analysis showed that the mean score increased from 66.47 on the pre-test to 87.08 on the post-test. The Wilcoxon Signed-Rank Test indicated a statistically significant difference (p < .001), and an effect size of 0.87 indicated a large practical impact. These findings show that VSS can effectively enhance academic vocabulary learning by promoting active engagement and collaborative learning in the language classroom.