Summary of Cycle II

they were showed a video at the beginning of the activity. They enjoyed the activity especially when singing a song together following the lyrics showed in the video. As a result, the activity engaged the students’ interest and attention to do the further activities. Furthermore, the VSS chart was given to each group during reading the text. The chart facilitated the students in collecting the key vocabularies found in the text. They had to collect the important or unfamiliar words and list them to the chart including the reason for selecting the words and the meaning of those words. The meaning of the selected words could be discussed together if they did not know it yet. The action prevented the students in skipping the unfamiliar words during reading a text. In Cycle I, there were some students being enthusiastic in collecting the words, but the others were still not. However, they showed their improvement in Cycle II in which most of them really enthusiastic in joining the activity in particular when they were asked to go forward to write the selected words on the board. Defining the unfamiliar words based on the context of the text became the strategy in helping the students when they found so many difficult words in the text. The action encouraged the students to look at the clues surrounded the words. The clues could be in the form of words or sentences. The students were asked about the Indonesian meaning related to the words they had selected. In this activity, they read the sentence including the selected word and tried to guess the meaning. In Cycle I, there were some students who could relate the words with the context, but the others were still not. However, in Cycle II, the text was explored more and more so that the students were easier in defining the unfamiliar words. Besides, after reading the text thoroughly, the students were asked to answer some comprehension questions related to the text they read. The questions were in the form of true or false statements and short answer questions. In this activity, the students who really comprehended the text answered the questions correctly, but the questions were confusing for them who could not comprehend the text yet. The students’ reading comprehension improved in particular after Cycle II. In addition, the improvement of students’ reading comprehension could be seen from the result of t-test conducting before and after the actions. The result showed that there was a significant improvement of the students’ reading comprehension after implementing the strategy. The standard deviation also showed that there were more students who could answer the questions in post-test rather than in pre-test. In conclusion, the implementation of Vocabulary Self-Collection Strategy VSS could improve the students’ reading comprehension.