THE EFFECT OF VOCABULARY SELF COLLECTION STRATEGY (VSS) ON STUDENTS ACHIEVEMENT IN READING DESCRIPTIVE TEXT

This study is aimed in finding out the effect of Vocabulary Self-Collection Strategy (VSS) on students’ achievement in reading descriptive text. This research conducted by using experimental design. The instrument used to collect data was reading comprehension test. The population was the 2014/2015 second year students (grade VIII) of SMP Swasta Methodist Berastagi who were going to enter grade IX in the year of 2015/2016. There were two parallel classes of the ninth grade students. Class IX-1 consisted of 34 students and decided as the experimental group, meanwhile, class IX-2 consisted of 36 students and decided as the control group. Only 60 students were chosen as representation of the whole population, 30 students for each experimental group and control group. The experimental group was taught by applying Vocabulary Self-Collection Strategy (VSS), while the control group was taught by applying Save the Last Word for Me (SLWM) strategy. The data were taken by administering the pre-test and post-test to both experimental and control groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed (5.71) is higher that t-table (2.001) at the significant level of 0.05 and the degree of freedom (df) at level 58. It means that the null hypothesis which is stating there is no significant effect of Vocabulary Self-Collection Strategy (VSS) on students’ achievement in reading descriptive test is rejected and the alternative hypothesis which is stating that there is a significant effect of Vocabulary Self-Collection Strategy (VSS) on students’achievement in reading descriptive test is accepted.