Investigating The Use Of Vocabulary Self-Collection Strategy To Assist Speaking Skills Among Junior High School Students

Abstract

Abstract: This qualitative study examines the implementation and impact of the Vocabulary Self-Collection Strategy (VSS) on the vocabulary development and speaking confidence of junior high school students. The research aims to evaluate how VSS enhances students' vocabulary mastery and to explore their experiences in developing speaking skills through this strategy. Data were collected through semi-structured interviews with teachers and students, as well as classroom observations, and were analysed using thematic analysis to identify recurring patterns and themes. Findings revealed that VSS is implemented through student-driven vocabulary collection from reading texts and daily conversations, followed by collaborative discussions and sentence creation exercises. Teachers supported the process by providing examples, correcting pronunciation, and encouraging active participation. Both teachers and students reported positive outcomes, including increased student motivation, improved vocabulary acquisition, and greater confidence in speaking English. However, several challenges were also identified, such as limited class time, difficulty understanding or using new words, and inconsistent participation among students. Overall, the study concludes that VSS is an effective strategy for improving both vocabulary mastery and speaking skills, particularly when combined with teacher scaffolding and interactive group discussions. The findings underscore the value of learner autonomy, peer collaboration, and meaningful engagement in vocabulary learning.