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The study aims to find out the students' experiences in using the Vocabulary Self-Collection Strategy (VSS) for vocabulary learning at SMA Islam Hizbul Wathan. The VSS method encourages students to actively select, collect, and analyze new vocabulary based on their interests, promoting engagement and personal relevance in the learning process. A qualitative approach was used, with data collected through semi-structured interviews with nine students. The findings show that most students had positive experiences with VSS, reporting that the strategy helped improve their vocabulary retention and increased their motivation. Students found that being able to choose words they found meaningful made it easier to remember and apply these words in both academic and everyday contexts. The collaborative nature of the strategy, which included group discussions, further enhanced their learning by providing opportunities for peer interaction and knowledge sharing. However, some challenges were identified. Students mentioned difficulties with maintaining consistency in applying the strategy, as well as the time-consuming nature of the multiple steps involved in selecting, defining, and using new vocabulary. These challenges led to feelings of frustration and fatigue for some students. Despite these difficulties, VSS was generally viewed as a valuable tool for improving vocabulary learning. The study concludes that while the VSS method has significant benefits, it also requires adequate support and adaptations to address the issues of consistency and time management. Future research should explore ways to streamline the strategy and provide more structured guidance to maximize its effectiveness in classroom settings.

Vocabulary Self-Collection Strategy, vocabulary learning, student experiences, qualitative research, English language learning