This study aims to find out the implementation of vocabulary self-collection strategy to reading comprehension and the students and teacher respons. The researcher used descriptive qualitative research. The subject/participant of this research are the seventh B grade students and English teacher of the SMPN 3 Mandor. Qualitative data were obtained by observing the teaching and learning process, interviewing English teachers and students, and taking pictures. This
research was conducted in two meetings.
The research findings show that the reading comprehension of most students increases after the vocabulary collection strategy is used in the teaching and learning process. This was demonstrated in meeting 1, there were some students
being enthusiastic in collecting the words, but the others were still not. However, they showed their improvement in meeting 2 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. Selain itu, based on the results of the interview English teacher, students easily understand to be more active and happy to participate after the implementation of the VSS strategy and 4 students liked the Vocabulary Self-Collection Strategy acquisition strategy and answered that they enjoyed learning English with VSS.
Based on the results, this strategy makes it easier for students to understand the text, it can be concluded that the implementation of Vocabulary Self�Collection Strategy (VSS) can help teacher train students’ comprehension. The
teacher and most of the students gave positive feedback about the implementation of Vocabulary Self-Collection Strategy (VSS).

Keywords: Vocabulary Self-Collection Strategy, Reading Comprehension, Descriptive Qualitative