Vocabulary Self-Collection Strategy (VSS) are often used as a technique to strengthen
students' ability to read the contents of the text where students are asked to grasp and understand
the meaning according to the context of the text assisted by various tools. Students ought to
understand the meaning of a text based on the existing context, and they are asked to work as a
team which will share the meanings and words they get from the text. The teacher is needed to
guide students by giving examples to students on how to do the assignments.
This research is aimed to investigate the effect implementation of Vocabulary Self�Collection Strategy to student’s reading comprehension and the responses of the students and
teacher to the implementation of Vocabulary Self-Collection Strategy. The participant/ subject of
the research is the teacher and student at seventh grade of MTs Muhammadiyah Banjarmasin. The
data of the research explored using descriptive qualitative research. The data was collected and
obtained through observation of the teaching and learning process, interviewing the teacher and
students, and analyzing the result of the student reading exercise using document analysis.
Based on the results of observations and interviews conducted by researcher and the
findings and discussion in the previous chapter, it can be concluded that the implementation of the
Vocabulary Self-collection Strategy (VSS) can help the teacher to train the students' understanding
abilities. The teacher and the majority of students gave positive responses to the implementation
of Vocabulary Self-Collection Strategy.