VSS

1. INTRODUCTION
The core component of language proficiency
and provides much of the basis for how well
learners speak, listen, read, and write
(Richards & Renandya, 2002)
• an interactive-learning instructional that promotes word
consciousness, as students are actively engaged in
identifying important words from their reading to share with
members of their class (Haggard, 1982)
• Students lack of vocabulary

2. OBJECTIVE OF THE RESEARCH
Whether or not the use of VSS affects the vocabulary size of
the First Grade Students of SMAN 1 Bontomarannu.

3. REVIEW OF RELATED LITERATURE
Brown (2006) “Vocabulary is defined as
meaningful words which heard, seen, and produced
in all kinds of communication”.
Hornby (2005) “Vocabulary is collection or list
of words with brief explanations of their
meanings.
Thornburry (2002) classifies two kinds of
vocabulary, receptive and productive
vocabulary”.

4. VSS
Haggard (1982) “VSS is an interactive-learning
instructional that promotes word consciousness, as students
are actively engaged in identifying important words from
their reading to share with members of their class”.
Richardson, Raymond, & Fleener (2012) “VSS as
a cooperative vocabulary activity that allows both
teachers and students to share words they wish to
learn and remember”.

5. THE PURPOSES OF VSS
Antonacci & O’Callaghan (2012):
• supports comprehension (Haggard, 1982).
• requires elaboration and discussion (Beck and Mc.Keown,
1991; Stahl & Fairbanks, 1986).
• promotes student choice in learning, (Haggard, 1986; Ruddel &
Shearer, 2002).
• develop independent word-learning strategies (Fisher,
Blachowiz, & Smith, 1991; Haggard, 1986).

6. 1
VSS improves the
students’ English
vocabulary of SMAN 1
Bontomarannu. It
proves by the T-Test
value of post-test was
smaller than α
(0.009<0.05)
2
The activities in the
experimental
classroom made the
students active as long
as the teaching-
learning process.
CONCLUSION