TY  - THES
ID  - eprints85449
UR  - http://digilib.unila.ac.id/85449/
A1  - 	Syofian , Hadi 	
Y1  - 2024/03/21/
N2  - Abstract: This research aimed to find out the difference in students' vocabulary
mastery between those taught using the Vocabulary Self-Collection Strategy (VSS)
integrated with Peer Correction (PC) and those taught using the original VSS, the
part of speech that improves most significantly with the integrated strategy, and the
students' perceptions of the integrated strategy. Conducted with 11th-grade students
at SMA Global Madani in Bandar Lampung, the research used mixed research and
employed random sampling to select two classes with similar English proficiency
levels: one experimental class and one control class. Quantitative data were
gathered using pre- and post-tests to measure vocabulary mastery, while qualitative
data were collected through open-ended questionnaires to capture students'
perceptions. The results showed a significant improvement in vocabulary mastery
for the experimental group, with verbs showing the highest gains. Students
perceived the integrated strategy as easy, relaxing, interesting, motivating,
confidence-boosting, and beneficial to their learning outcomes. These findings
suggest that VSS integrated with PC not only enhances vocabulary mastery but also
creates a positive and supportive learning environment. It highlights the potential
of integrating VSS with PC as an effective strategy for teaching vocabulary that
supports both language improvement and student motivation.
Key words: Vocabulary Mastery, Vocabulary Self-Collection Strategy (VSS),
Peer Correction (PC), Student?s Perception, Part of Speech

PB  - UNIVERSITAS LAMPUNG 
M1  - masters
TI  - THE EFFECT OF VOCABULARY SELF-COLLECTION STRATEGY
INTEGRATED WITH PEER CORRECTION ON STUDENTS?

VOCABULARY MASTERY
AV  - restricted
ER  -