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The objective of this research is to find out if the use of Vocabulary Self-Collection Strategy (VSS) can improve students’ vocabulary mastery of the tenth grade students at SMA Islam Hizbul Wathan. This research used quasi-experimental design that consisted of two groups; experimental and control group. The samples of this research were the first grade students of SMA Islam Hizbul Wathan; X IPS with 18 students as the experimental group and X IPS 18 students as the control group that selected by using purposive sampling. The data was collected by administering a vocabulary test consisted of a pre-test and post-test that conducted at first and last meetings. Then the treatment was only given to the experimental group.  The result of experimental group’s pre-test is 44.07, while control group is 51.85. The result of experimental group’s post-test is 78.15, while control group is 67.41. By applying 0.05 level of significance, the researcher found that the value of the t-test (3.37) is higher than the t-table (1.697). In conclusion, the use of Vocabulary Self-Collection Strategy (VSS) in teaching vocabulary is effective to improve students’ vocabulary mastery of SMA Islam Hizbul Wathan.  Based on these results, it implies that Vocabulary Self-Collection Strategy (VSS) can be applied by teachers in teaching and learning process as one of     effective strategy to improve students' vocabulary mastery, especially for the first grade students of senior high school.

Vocabulary, Self-Collection Strategy, Teaching