THE VOCABULARY PROFILE OF ENGLISH SHORT
STORY BOOKS AT THE LIBRARY OF SATYA WACANA
LABORATORY SCHOOLS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
La Valerie Novianne Lie
112012008
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
v
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@ 2016. La Valerie Novianne Lie and Prof. Dr. Gusti Astika, M. A.
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga.
vi
TABLE OF CONTENTS
Cover Page ... i
Pernyataan Tidak Plagiat ... ii
Pernyataan Persetujuan Akses ... iii
Approval Page ...iv
Copyright Statement ... v
Table of Content...vi
ABSTRACT ... 1
INTRODUCTION ... 1
LITERATURE REVIEW ... 4
The Importance of Teaching Vocabulary ... 4
The Importance of Vocabulary for Reading ... 5
The Importance of Vocabulary for Speaking ... 6
The Importance of Vocabulary for Listening ... 6
The Importance of Vocabulary for Writing ... 6
Why Vocabulary should be required. ... 7
Vocabulary Profile ... 8
Study of Vocabulary Profile ... 9
THE STUDY ... 10
Method of Research ... 10
Context of the study ...11
Samples ... 11
Research Instrument ... 12
Data collection Procedure ... 12
Data Analysis Procedure ... 12
FINDING AND DISCUSSION ... 13
Overall Vocabulary Profile of the short story books...13
Negative vocabulary profiles of the short story books ... 15
Negative VP of K-1 ... 15
Negative VP of K-2 ... 16
Negative VP of K-3 or AWL ... 17
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Comparison of Vocabulary frequency levels of the short story books ... 19
Text comparison of the short story books:...20
1. Comparison of Book 1 and Book 2 ... 20
2. Comparison of Book 2 and Book 3 ... 21
3. Comparison of Book 1 and Book 3 ... 22
CONCLUSION ... 23
REFERENCES ... 25
ACKNOWLEDGMENT ... 27
Appendices ... 28
Appendix A ... 28
Appendix B ... 30
Appendix C ... 33
Appendix D ... 36
Appendix E ... 48
Appendix F ... 60
1
VOCABULARY PROFILE OF ENGLISH SHORT STORY BOOKS AT THE LIBRARY OF SATYA WACANA LABORATORY SCHOOLS
La Valerie Novianne Lie
ABSTRACT
Vocabulary is one of the important thing if the students want to learn English as their second language or foreign language. One way to learn and develop vocabulary is read a written text. However, students will find difficulties while reading, therefore the aim of this study is to profile the vocabulary in short story books of Satya Wacana Laboratory school. This study was a descriptive reasearch and three short story books were taken as the sample of this study. The vocabulary profiler can be accessed on www.lextutor.ca. This study devided into three parts. The first, showed the cumulative percentage of vocabulary; (1) K-1 words; the first most frequently 1000 words, (2) K-2 words; the next most frequently 1000 words, (3) AWL; the Academic Words List, and (4) off-list words. Second, showed the lists of vocabulary that were not covered in the short story books; and the last was comparison among three short story books to find out the token (word) recycling index of the short story books. The findings showed the cummulative percentage of K-1 and K-2 words was 95.71%. Then, the proportion of missing words that could be found in the negative words that may be useful for the teachers and the students. The last, the comparison among three short story books that showed the cummulative percentage was not significantly different and also showed the percentage of some new words.
Keywords: Vocabulary, Vocabulary profiler, Word list, Short story books.
INTRODUCTION
Library is a place that provides a lot of books to enrich students‟ knowledge.
Satya Wacana Laboratory schools have a library that has a lot of books. One of the
book collections are English books. There are various kinds of English books, such
as English books, novels, science books and short stories. The books are provided by
the school or sometimes from the teachers. The purpose of providing the books is to
provide the students with reading materials in English. The readers of the books are
the students of senior and junior high school. They read those books may be to
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understand new vocabulary from the book and to make their writing and reading in
English more fluent. Mostly, the short story books in the school have some moral
values.
Books are beneficial to practice reading comprehension. Therefore, by reading
more books, student‟s comprehension toward stories or text books would get better ,
those English books could be used as a media for practicing reading. Not only to
make their comprehension better, but those English books would help the students to
enrich and develop their vocabulary. Vocabulary is one important thing to learn. Lu
(2013) also stated that vocabulary is basic in learning a foreign language.When the
students have much vocabulary, it would be easier for the students to understand a
text. According to Fisher and Frey (2014), when students knew a lot of words, they
could read more complex texts.
While reading a texts, some students may have difficulties. The difficulties that
the learners might have while reading books is: they difficult to acquire vocabulary
from a foreign language; they can not understand the story clearly because some
vocabulary is too difficult for them.
This present study focused only on English short story books in Satya Wacana
Laboratory school. The books did not provide information about the level of the
vocabulary or grade of the books. Therefore, the aim of doing this research is to
profile the vocabulary in the short story books in the school library. The profiles
could provide information about the vocabulary in short story books. The vocabulary
may belong to K-1 words; the first most frequently 1000 words and the most
common words that are easily found in any texts, K-2 words; the next most
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Words List that are commonly used in academic texts, and off-list words, the words
that do not belong to the three lists. The off-list words are usually names of places or
people or specialized terms used in a specific discipline that students of junior and
senior high school may not need to learn The students should understand these K-1
words and K-2 words at junior and senior high school level because in these groups,
there are many words that might be useful for the students. Each of the
classifications can also be used to provide information about the proportion
(percentage) of the words used in the short story books in comparison to the
well-establised word lists; the K-1, K-2, and AWL. This classifications are useful for the
teachers and the students in selecting vocabulary that is needed for learning and for
understanding the stories. The questions for this research were :
1. What is the vocabulary profile of English short story books in Satya Wacana School‟s library?
2. What is the proportions of vocabulary that is not covered in the short sory
books?
3. What is the token (word) recycling index of the short story books?
The objectives of the research were :
a. To profile the vocabulary of the short story books in Satya Wacana school‟s
library. The vocabulary profiles could provide teachers with useful
information about recommendation explaining the appropriate level of the
vocabulary in books. Then, the information could inform the librarian to
acquire books that are appropriate to the students for outside learning. There
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b. To produce lists of vocabulary that were not covered in the short story books.
These words were indentified from the comparison between the vocabulary
in the General Service List and the vocabulary found in the short story books.
The lists would provide the teachers with information about words that are
necessary for the students to learn.
c. To produce the token (word) recycling index of the short story books. The
index indicates text comperensibility of the short story books, determined
from the comparison of two books and calculate the ratio between the shared
vocabulary in the two books and the number of unique vocabulary in the
second book. So, it would give information about the new words in each
books that might be useful for the students to learn.
LITERATURE REVIEW
The Importance of Teaching Vocabulary
Vocabulary is one of the elements that students or learners have to learn if they
want to master English as a second language or foreign language. According to
Kordjazi (2011), vocabulary is central to language. Huyen and Nga (2003) also said
that vocabulary is the collection words that individual knows. Vocabulary that
students know should be appropriate to their level. The teacher could not simply
teach the words that students need to learn. The teacher needs to select the words that
they are going to teach to the students carefully. Moreover, Lehr, Osborn, and
Hiebert (2004) also said that “vocabulary is knowledge of words and word
meanings” (p.1). The teacher could teach vocabulary from many form of words.
According to Lehr et al. (2004). there are two forms of words: oral and print. Oral
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vocabulary is for words that we know in reading and writing. Based on what Lehr et
al. (2004) said, teaching vocabulary for the students would help the student in
developing some skills; reading, speaking, listening, and writing. Nation and Waring
(1997) stated that knowledge of vocabulary is the one component of language skills
such as reading and speaking. Sweeny and Mason (2011) give suggestion steps that
could help determine which words to teach: first, read text selections in advance to
determine instructional purpose; second, identify words or concepts that students
need to know; third, identify connections and relationships between words or
concepts that chosen for instruction; forth, select words that students must know
prior to reading; fifth, decide which words that students need to know incidentally
and do not require direct teaching; and the last, determine what you want the
children to learn.
After the teacher teaches the vocabulary to the students, the students would
know and understand the meaning of text when they read a written text. Then,
vocabulary profile could be useful for the steps number 2, 4, 5, and 6, because the
function of vocabulary profiler is to identify the vocabulary in written text to know 4
types of vocabulary.
The Importance of Vocabulary for Reading
Reading is one of the skills that is important for the students that will be
useful for the students to learn foreign language. Mikulecky (2008) said “reading is a
conscious and unconscious thinking process” (p.1). Reading will enrich and give the
vocabulary of the students. Pikulski and Templeton (2004) said “ a large vocabulary
is more specifically predictive and reflective of high levels of reading
achievement”(p.1). The more vocabulary knowledge student, the more easily
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have said “knowledge of the vocabulary in a text is one of the many factors that
affect reading” (p. 689).
The Importance of Vocabulary for Speaking
Speaking is one the important skills to master language. Idrissova, Samgulova, and Tussupbekova (2015) said that “in fact, speaking and listening are
closely integrated skills in learning any foreign language” (p. 277). Idrissova et al.
(2015) further added that speaking and listening are important for daily life
communication. From speaking and listening, the students also can enrich their
vocabulary and it will give a benefit for the students. According to Pikulski and
Templeton (2004), children in their lives are in process of acquiring a meaning in
oral vocabulary, so they could understand what they hear and they could use many
vocabulary when they talk. In other words, the students are acquiring words, it would
help students to speak fluently because they have many vocabulary.
The Importance of Vocabulary for Listening
Another skill that is also important for the students is listening. Sura (2013)
said that listening is an ability to know what other people say, including know the
accent or pronunciation of the speaker. In addition, if the students are good at this
skill, they are able to understand people‟s speech or conversation. Saricoban (1999)
mention that in listening to English as a foreign language, it can help the students
understanding colloquial vocabulary and get the important infromation from some
recording or from what they are listen.
The Importance of Vocabulary for Writing
The last skills that is also important for the students is writing. Coulmas
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our planet” (p.1). Being good in writing gives students some benefit. Pikulski and
Templeton (2004) stated that “In order to make the transition to communicating
through reading and writing, they need a large meaning vocabulary and effective
decoding skills” (p.2). After understand a large meaning of vocabulary, the students
will create and make a good writing. Hanson and Padua stated that giving
opportunities for students to apply what they learned about vocabulary from reading to writing will increase their understanding about the word‟s meaning. In other
words, when the students use their new vocabulary in their writing, they gain a
deeper understanding of the target words.
Why Vocabulary should be required
As we know that vocabulary is one of the important thing if the learners want to
learn a foreign language, therefore vocabulary is required to be learnt. Some experts
gave suggestion for the students about how many words that the students should be
required. Fisher and Frey (2014) also said that if the students read 1 hour per day,
five days in a week, then they would read more than 2,250,000 words per year.
Schmitt, Jiang, and Grabe (2011) also said that around 95% to 98% vocabulary
words that are needed to understand by the learners in written texts. Matsuoka and
Hirsh (2010) also added that it required to get 95% of recognizable words to make
the learning process to occur. Fisher and Frey (2014) have noted that students need
to learn words per year depending on their level That is why vocabulary should be
required and it is an important thing.
Vocabulary itself also has an important role in second language learning
because it is the essence of a language. Yusheng Lie/ Marko (n.d.) stated that
without vocabulary, there are no sentence, no text and no language. Therefore, to
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someone wants to understand the text or speak well, they have to know a lot of
vocabulary. The reason why learners need to learn vocabulary is because nowadays
vocabulary is one of the foundations in Second language learning (Alcaraz, 2009).
Vocabulary Profile
There are a lot of tools that could be used to analyze vocabulary and one of
them is Vocabulary Profiler. According to Meara (2005), vocabulary profilee or
Lexical Frequency Profile (LFP) is introduced as a tool of assessment for particular
text whether it is suitable for the learners to use at particular level or proficiency.
Graves (2005) also added that vocabulary profile is an aggregation of word
frequencies. The function of vocabulary profile is to identify the vocabulary in books
and it can be divided into 4 levels; high frequency, academic word, technical word,
and low frequency word.
Nation (2001) divides vocabulary into four levels; they are high frequency
words, academic vocabulary, technical vocabulary, and low frequency words. The
high frequency words contain around 2000 word families. This level include many
content words such as government, forests, production, adoption, represent, boundary. Academic words form that from an academic textbook that consists of many words that are common in different kinds of academic texts such as policy, phase, adjusted, sustained. Technical words that are very closely related to the topic and it consists of some words that are very closely related to the topic and subject
are of the text, including indigenous, regeneration, podocarp, beech, rimu (a New Zealand tree) and timber. The last, low frequency words that are not in high frequency words, academic words, and technical words. This level may include
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that are not high frequency words, academic words and technical words for a
particular subject.
Study of Vocabulary Profile
There are many researchers who have done researches realted to vocabulary
profile. The first one is the study of Yoon, Bhat and Zechner (2012) on “Vocabulary Profile as a Measure of Vocabulary Sophistication”. This study shows the method
that assesses second language learners in using vocabulary in spontaneous speech.
They expected that the difficulties in each word of vocabulary are based on the
frequency of the vocabulary. The study has found three different classes of features
in spoken response. The first one is coverage-related, average word rank and the
average word frequency, and the extent extent to which words influence
human-assigned language proficiency scores was studied. Among those three types, the
average of word frequency showed the most predictive strength.
Another study comes from Morris and Cobb (2004), with a title “Vocabulary
profiles as predictors of academic performance of Teaching English as Second
Language trainees”. The aim of this study was to examine the potential that are
offered by the vocabulary profile as a predictor of academic performance in
undergraduate teaching English as a Second Language (TESL) program. The
vocabulary profile was for 122 TESL students by analyzing their 300 words writing.
The result of this study showed that the vocabulary profiles of the students were
significantly correlated with the grades. The vocabulary profile proved to be useful
in doing the assessment in language skills of high proficiency non native speakers
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There were some students who had done the research related to vocabulary
profiler in Satya Wacana Christian University. There were two research that have
been done related to it. The first one was “Vocabulary Profile in English textbooks
used in Satya wacana Junior High School” by Jusuf (2014). The result of this
research shows that the use of K1 words (1-1000) in grade 7 was 79.27%, grade 8
was 6.97% and grade 9 was 1.07%. K2 words (1001-2000) from grade 7 was
81.81%, grade 8 was 5.67% and grade 9 was 1.21%. for AWL words (academic) for
grade 7 was 78.46%, grade 8 was7.84%, and grade 9 was 3.68%.
The second was “Vocabulary Profile of Introduction to Language Education
textbook by Ardyny (2014). The study shows three results; (1) 80,81% of the course
book was understandable for university level while the rest of 19,19% need much
effort to comprehend; (2) unit 1 of the course book could be relatively easy to
comprehend because it had the highest proportion of 1000 word list (K1) and the
lowest proportion of Academic Word List (AWL), while unit 5 could be hard to
comprehend because of its lowest proportion of K1 and its highest proportion of
AWL; (3) unit 7 did not show constrasting result of K1 and AWL however it still
concluded as unit which was hard to comprehend.
However, the research on vocabulary profile of short story books has never
been conducted. Therefore, this study aim to analyze the vocabulary on the short
story books in library of Satya Wacana Laboratory school.
THE STUDY
Method of Research
This study was a descriptive research. According to Lans and Van Der
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Sandelowski (2000) stated that qualitative descriptive study is a method of choice
when straight descriptions of phenomena are desired. The researcher describes an
experience or event that will describe. This research describes vocabulary profile in
English short stories in Satya Wacana Laboratory school and it would show four
kinds of vocabulary.
Context of the study
Satya Wacana Junior and Senior High School is the object of this study. The
school has many English short story books but most of them are old. These books are
provided by the teacher and sometimes the teachers asked the students to read some
English short story books to enrich their knowldge. Then, some students also borrow
that books because they want to read that books. Therefore, the reason why the
reseacher choose those books was: those books are old, sometimes was used by the
teachers and the students also read that books. So, it would give the students
advantages to enrich their vocabulary and learn about narrative text from the short
story books.
Samples
The samples of this study were three short story books from Satya Wacana
Laboratory school. The title of the first book was „Lost in the USA‟ written by Rolf
W. Roth. The book had 8 chapters and 38 pages, published by PT Gramedia Pustaka
Utama, Jakarta in 2003. The title of the second book was „More Favourite Stories
from Vietnam‟ and it had 8 chapters and 50 pages. The writer of this book is
Marguerite Siek and was published in 1978. This book was printed by PT. Rosda
Jayaputra Offset, Jakarta. The book was reprinted in 1980, 1982, 1983 and reprinted
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Nagel. The book had 8 chapters and 51 pages. This book was publised in 1978 by
Bowmar/Noble Publisher, Inc., and printed and bound in Singapore by FEP
International Pte. Ltd. All pages would be analyzed, so the researcher would have
139 pages. The researcher chose those books because the books did not have the
specific level.
Research Instrument
The aim of this study was to profile the vocabulary in short story books for
all chapters. To know the result of the vocabulary profile, the researcher need a tool
that is used to identify the vocabulary. The research instrument for this study was
Vocabulary Profiler that can be accessed on www.lextutor.ca. This tool can show the
four frequency levels of the vocabulary; the first 1000 most frequency used, the
second 1000 frequent used, academic word list, and the last off-list words from a
text.
Data collection Procedure
Data were collected from the library of Satya Wacana laboratory school. The
data had chosen three short story books and type the stories in Ms. Word. Thus, there
will be 3 files for 24 chapters from 3 short story books. The first file was the first
book, the second file was second book and so on. In this research, names of person,
places, books‟ indentification, and numbers omitted. This aims to decrease the off
list words in the result.
Data Analysis Procedure
The first steps in the analysis was to open the website of Vocabulary Profiler
in www.lextutor.ca, then select vocabulary profile and then click VP Classic v.4.
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that, click submit_window on the yellow box under the white box. Then, the result of
analysis provides the percentage of the four kinds of vocabulary groups; 1000 first
words, the second 1000 words, academic words, and the off-list words.
FINDINGS AND DISCUSSION
The discussion of this chapter presents the answer of the research questions
and shows the analysis of the vocabulary profile of three short story books. The
discussion are divided into three parts. This first part of this section presents the
overall vocabulary profile of the three short story books showing the proportions of
the vocabulary frequency classifications. The second part shows the negative
vocabulary profile of K-1, K-2, K-3 (AWL) with lists of the vocabulary items that
were not found in the three textbooks. The last part of this section shows the
comparison of the short story books with regard to the vocabulary items that were
shared and unique in each book. The comparison also shows the token recycling
index that provides information about an estimate of the short story books
comprehensibility.
A. Overall Vocabulary Profile
Table 1. Overall Vocabulary Profile
FAMILIES TYPES TOKENS CUMULATIVE K-1 WORDS 686
62.88%
1178 56.07%
21485 88.87%
88.87%
K-2 WORD 380 34.83%
524 24.94%
1654 6.84 %
95.71 %
AWL
(570 FAMS TOT : 2.570)
25 2.29%
27 1.29%
47 0,20%
95.91%
OLW ?? 372
17.71%
990 4.09%
100%
14
100% 100%
The first row in Table 1 shows three terms; family, type and token. Word family is head word, for example: the family or head word of affection and affecting
is affect. Type is different words, for example: accord and account are different words. While affection and affecting, or affected are considered as the same type. Token is words in a text or the total number of words in a text. For example, if in a text there are bee [6], easter [4], cutter [2], adoptive [1], champion [1]. The number of token is 14.
Table 1 shows that 88.87% of the vocabulary used in the short story books
fall under the most frequently used 1000 words group (K-1). The additional K-2
word coverage was 6.84% and the cumulative percentage of K-1 and K-2 words
coverage was 95.71%, which is relatively close estimate for good comperehension of
the text in books. According to Schmitt, Jiang, and Grabe (2011) around 95% to 98%
vocabulary words that are needed to understand by the learners in the written texts.
The cumulative percentage for Academic Words List (AWL) coverage was 0.19%.
The cumulative percentage of the Academic words was less than the cumulative
percentage of K-1 and K-2 words, we need to question whether the academic words
that amounted 47 words used in the sample short story books need to be intoduced to
the junior and high school students. Another point that is worth considering is the
number of Off-list words that reached 990 words, for example airport, forever,
restroom. Although this category is excluded from the K-1; K-2; and AWL, it may
have words that student of junior and senior high school need to learn and know. The
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some of words might be useful in teaching and or learning process if the teachers are
going to use the books.
B. Negative vocabulary profiles of the short story books
This section presents the description of negative vocabulary profiles of the
short story books. Negative vocabulary is vocabulary items that are not found in the
short story books. These missing vcabulary items are derived from differences of
words in the New General Word List and words in the short story books used in this
study. The list of negative K-1 words below might be useful for the students to
develop their vocabulary knowledge by looking the meaning of vocabulary in
dictioanry or asking the meaning of vocabulary to the teachers.
1. Negative VP of K-1
This following analysis shows all the word families (=head words) from the
K-1 level that were not found or missing in the three short story books. The summary
of negative vocabulary profile for K-1 level is presented below. These percentages
refer to number of word families. Based on the summary, 70.64% of word families
were found in the short story books, which means 29.46% of words families were
„missing‟ or not found based on the words listed in New General Service List
(NGSL).
K-1 Total word families: 964
K-1 families in input: 681 (70.64%) K-1 families not in input: 284 (29.46%)
The followings are some of the word families that are not found in the input
16 ACCORD
ACCOUNT
ACCOUNTABLE ACTIVE
ACTOR ACTRESS ACTUAL
ADDRESS ADMIT ADOPT ADVANCE ADVANTAGE ADVENTURE AFFAIR
AGENT AMOUNT ANCIENT APPLY ARISE ARTICLE ASSOCIATE
ATTEMPT AVERAGE BALL BASE BATTLE BENEATH BEYOND
2. Negative VP of K-2
This analysis shows all the word families (=head words) from the K-2 level
that were not found in the input short story books. The percentage refers to number
of word families. Based on the summary, as much as 38.54% of words families were
found in the short strory books, which means 61.56% of words families were „missing‟ or not found based on the words listed in NGSL.
The followings are some of the word families (K-2) that were not found in the
input of short story books (book 1, 2, and 3). The complete word list has been put in
Appendix B.
ABROAD ABSENCE ABSENT ABSOLUTE ABSOLUTELY ACCIDENT ACCUSTOM
ADVERTISE AEROPLANE AFFORD
AGRICULTURE AIM
AIRPLANE ALIKE
ALTOGETHER AMBITION ANGLE ANNOY ANXIETY APART APOLOGIZE
APOLOGY APPLAUD APPLAUSE APPROVE ARCH ARGUE ARREST K-2 Total word families: 986
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3. Negative VP of K-3 or AWL
This analysis shows all the word families (=head words) from the K-3 level
that were not found in the input short story books. The percentage refers to number of
word families. Based on the summary, 4.39% of words families were found in the
short strory books, which means 95.78% of words families were „missing‟ or not
found based on the words listed in NGSL.
K-3 Total word families: 569
K-3 families in input: 25 (4.39%) K-3 families not in input: 545 (95.78%)
The followings are some of the word families (K-3) that were not found in the
input of short story books (book 1, 2, and 3). The complete word list has been put in
Appendix C.
C. Block frequency output of off-list words.
This section presents words which belongs to the category of „Off-list‟; words
that are not listed in any three frequency categories. Using the tool in Vocabulary
Profiler, these words have been frequency-blocked per ten words and have been
arranged from high to low frequency. These words that are listed may useful for the
students to learn in junior and senior high school. Below is the list „Off-list‟ words, ABANDON
ABSTRACT ACADEMY ACCESS
ACCOMMODATE ACCOMPANY ACCUMULATE
ACCURATE ACHIEVE
ACKNOWLEDGE ACQUIRE
ADAPT ADEQUATE ADJACENT
ADJUST
ADMINISTRATE ADULT
ADVOCATE AFFECT AGGREGATE ALBEIT
ALLOCATE ALTER
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with 990 tokens and 372 types. To understand the table below, note that RANK is ranking of word, FREQ is frequency of word occurrence, COVERAGE is the percentage of word occcurrences, individual or cumulative, and the last column is
the vocabulary item.
The example of the Rank, Freq, Coverage, and Word is in the complete list of blocked
frequency in the table below. Rank is 1, Freq is 62, Coverage is 6.26% and 6.26%;
then the word is monster. The complete list of blocked frequency has been put in
Appendix D.
RANK FREQ COVERAGE
19
4. Comparison of Vocabulary frequency levels of the short story books
Table 2 below compares the frequency of K-1, K-2, AWL, and Off-list among
three short story books. The table below provides a general picture of the extent to
which the three books differed with regards to their frequency groups.
Table 2. Comparison of words frequency levels
K- 1 WORDS %
K- 2 WORDS %
AWL %
OFF-LIST %
BOOK 1
CUMULATIVE %
90.69 90.69
5.94 96.63
0.19 96.82
3.19 100
BOOK 2
CUMULATIVE %
86.91 86.91
7.23 94.14
0.24 94.38
5.62 100
BOOK 3
CUMULATIVE %
90.99 90.99
6.50 97.49
0.11 97.60
2.40 100
Table 2 above presents the differences of K-1, K-2, AWL, and Off-list words
among the three short story books were not very significant which means that the
cumulative percentage among three short story books was almost same. The
cumulative percentage of K-1 and K-2 words provide information about difficulty in
understanding the short story books. Since the percentages of K-1 and K-2 words
20
5. Text comparison of the short story books
The last section of these findings presents the comparison between two short
story books. This comparison shows the token recycling index of the books being
compared. Recycling index is the ratio between words that are shared by two books and
total number of words in the second books.
1. Comparison of Book 1 and Book 2
The first comparison is between book 1 and book 2. The analysis of the
comparison shows that token recycling index was 78.48%, indicating that 78.48% of
words in book 1 and book 2 were similar (shared). New or unique words in book 2 was
21.6% (100-78.48). The shared as well as unique words are displayed in the Table 3
below. The figure next to a word is the occurrences or frequency of that word in the book.
Table 3.Shared and Unique words in Book 1 and Book 2. The complete table has been put
in Appendix E.
Unique to first 873 tokens 266 families
001. english 27 002. police 27 003. plane 22 004. yes 21 005. truck 19 006. didn‟ 18
Shared 8126 tokens 422 families
001. the 851 002. he 573 003. and 418 004. be 339
Unique to second 2228 tokens 673 families
Freq first (then alpha) 001. king 117 002. monster 58 003. wife 48 004. princess 46 005. kill 26 006. beauty 25
21
Based on the result above in the table that showed as much as 673 word families
were unique to the second book, it may be possible for the teacher to take some words
that may be the teacher can teach to the students in classroom.
2. Comparison of Book 2 and Book 3
The next comparison is between book 2 and book 3. The analysis of this
comparison shows that the token recycling index was 92.66%, indicating that 92.66%
words in book 2 and book 3 was similar (shared). New or unique words in book 3 was
7.34% (100-92.66%). The shared or unique words are displayed in table 4 below. The
figure next to a word is the frequency of that word in the book.
Table 4.Comparison of Book 2 and Book 3. The complete table has been put in
Appendix F.
Unique to first 1880 tokens 636 families
001. monster 58 002. princess 46 003. kill 26 004. beauty 25 005. cat 25 006. pumpkin 23
Shared 6500 tokens 459 families
001. the 398 002. she 377 003. be 329 004. to 256
Unique to second 515 tokens 174 families
Freq first (then alpha)
001. lord 46 002. tower 32 003. yes 16 004. bolt 14 005. didn‟ 13 006. oh 13
VP novel items Same list Alpha first 001. ,sir 1 002. across 2 003. act 1 004. aked 1 005. alarm 1 006. almost 9 007. alright 1
The table above showed that as much as 174 of word families were unique to
22
as much as in the fist comparison which have many unique words. But then, the teacher
should not easily ignored because may be some of them were important to the students.
3. Comparison of Book 1 and Book 3
The last comparison is between book 1 and book 3. The analysis of comparison
shows that the token recycling index was 89.42%, indicating that 89.42% words in book 1
and book 3 was similar (shared). New or unique words in book 3 was 61.93%
(100-89.42%) .The shared as well as unique words are displayes in the Table 5 below. The
figure next is to a word is the occurrences or frequency of that word in the book.
Table 5. Comparison of Books 1 and Book 3. The complete table has been put in
Appendix G.
The last comparison, between book 1 and book 3 showed that the unique word
families in the second book was also not as much as the first comparison. But, the words
in this group should not be ignored because the words may be useful for the student in
their learning process.
Unique to first 996 tokens 296 families
001. english 27 002. police 27 003. car 22 004. plane 22 005. shout 19 006. truck 19 007. big 18
Shared 6273 tokens 392 families
001. the 398 002. she 377 003. be 329 004. to 256 005. he 254 006. and 137 007. a 136
Unique to second 742 tokens
241 families
Freq first (then alpha) 001. lord 46 002. jail 43 003. cell 18 004. bolt 14 005. brave 14 006. king 13 007. cry 12
VP novel items
23
CONCLUSION
The purpose of this study was to profile the vocabulary in English short story
books of Satya Wacana school‟s library, the proportions of vocabulary that is not covered
in the short sory books, and the token (word) recycling index of the short story books. In
this study, the cumulative percentage of K-1 and K-2 words among three short story
books coverage was 95.71% which means that these books are understand by the learners.
According to Schmitt, Jiang, and Grabe (2011), around 95% to 98% vocabulary words
that are needed to understand by the learners in the written texts.
Then, next section was found out the proportion of vocabulary that were missing
in the short story books. The vocabulary words that were missing in the books could be
found in the negative words. These vocabulary words in negative words might be useful
for the student to develop their knowledge of vocabulary. Another thing that could help
the student is the list of blocked-frequency of Off-list words. Those two list words,
negative words and block-frequency of Off-list words should not be ignored by the
teachers and teachers have to make a selection if the the teacher use the books in class.
The last section is the comparison of those 3 short story books that showed the
differences of cumulative percentage. The first comparison was between book 1 and book
2; the second was book 2 and book 3; and the last comparison was book 1 and book 3.
The first comparison showed that 21.6% words in book 2 were new. Then, the second
comparison showed the total of the new words in book 3 was 7.34%. The last
comparison showed that as much as 61.93% words in book 3 were new. Based on the
result of the cumulative percentage of those comparisons showed that the differences of
list of new words were not significant or it was relatively same. It means that those three
24
This study still has a limitation, it only profiles 3 short story books. There are
many books in the Satya Wacana school‟s library which have not been analyzed. It would
be better if there is a similar study of vocabulary profile for the rest of the books.
Recommendation for the teacher is: they have to make a selection for some
vocabulary in negative VP and off-list words. Some of the words that are listed in that
group might be useful for the students to develop their knowledge of vocabulary and also
25
References
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26
Mikulecky, B. S. (2008). Teaching Reading in a Second Language. Pearson Education, Inc.
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27
ACKNOWLEDGMENT
I could not finish my thesis if there is no support from people around me. First of all, I would like to say thank to Jesus for His blessing and guidance during my thesis. Then, I would like to express my gratitude to my supervisor, Prof. Gusti Astika, M. A. for his guidance and help during my thesis and also my examiner, Anne Indrayanti Timotius, M. Ed, for the suggestion, guidance, and help for my thesis. I would like to express my big gratitude to my beloved parents, Yulianto and Yuliana Halim, for the endless support. Big graditute is also given to my brother, Kevin Septiano, and my sister, La Vanessa Novianne Lie, who always give their support for me.
29
RELATION RELATIVE RELIGION REMAIN REMARK REPRESENT REPUBLIC RESERVE ROUGH SALE SALT SATURDAY SCARCE SCENE SCIENCE SEASON SECRETARY SENSE SENSITIVE SERVICE SEVEN SIMPLE SITUATION SIZE
SOCIAL SOCIETY SORT SPACE SPECIAL SPITE SPREAD STAGE STANDARD STEEL STOCK STORE SUBSTANCE SUGGEST SUMMER SUNDAY
SUPPLY SUPPORT SURROUND SYSTEM TAX TEN TERM THIRTEEN THIRTY THOUSAND THURSDAY TON
30 ARTIFICIAL ASH
33 Appendix C
36 Appendix D
RANK FREQ COVERAGE
37 31. 5 0.50% 46.26% BANYAN 32. 5 0.50% 46.76% CHINESE 33. 5 0.50% 47.26% COACH 34. 5 0.50% 47.76% EAGLE 35. 5 0.50% 48.26% EMPEROR 36. 5 0.50% 48.76% HUGE 37. 5 0.50% 49.26% SLAMMED 38. 5 0.50% 49.76% TRAFFIC 39. 5 0.50% 50.26% TV
40. 5 0.50% 50.76% VEGETABLES 41. 4 0.40% 51.16% AIRLINE 42. 4 0.40% 51.56% AMERICA 43. 4 0.40% 51.96% BASEBALL 44. 4 0.40% 52.36% CHASED 45. 4 0.40% 52.76% CIVILIZATION 46. 4 0.40% 53.16% EASTER
47. 4 0.40% 53.56% FAIRY 48. 4 0.40% 53.96% GHOST 49. 4 0.40% 54.36% IDIOT 50. 4 0.40% 54.76% PRAIRIE 51. 4 0.40% 55.16% SLIT
52. 4 0.40% 55.56% TOOTHACHE 53. 4 0.40% 55.96% UNFAITHFUL 54. 4 0.40% 56.36% VICTIM 55. 4 0.40% 56.76% VINE
38 64. 3 0.30% 59.46% EYED 65. 3 0.30% 59.76% FOG 66. 3 0.30% 60.06% HENS 67. 3 0.30% 60.36% HOPPED 68. 3 0.30% 60.66% JAIL 69. 3 0.30% 60.96% MANSION 70. 3 0.30% 61.26% MONSTERS 71. 3 0.30% 61.56% MOSQUITO 72. 3 0.30% 61.86% ORPHANS 73. 3 0.30% 62.16% OVERJOYED 74. 3 0.30% 62.46% POUNDING 75. 3 0.30% 62.76% REED 76. 3 0.30% 63.06% SEASHORE 77. 3 0.30% 63.36% SHRANK 78. 3 0.30% 63.66% SLAPPING 79. 3 0.30% 63.96% TORTOISE 80. 3 0.30% 64.26% TRESS 81. 3 0.30% 64.56% WOW
39 97. 2 0.20% 67.76% DOVER 98. 2 0.20% 67.96% DRIPPING 99. 2 0.20% 68.16% DUSTY 100. 2 0.20% 68.36% FOGS 101. 2 0.20% 68.56% FUEL 102. 2 0.20% 68.76% GIANT 103. 2 0.20% 68.96% GUYS
104. 2 0.20% 69.16% HANDSOME 105. 2 0.20% 69.36% HERO
40 130. 2 0.20% 74.36% SHRINK
131. 2 0.20% 74.56% SKYSCRAPERS 132. 2 0.20% 74.76% STARING 133. 2 0.20% 74.96% SWORDSMAN 134. 2 0.20% 75.16% THIRSTY 135. 2 0.20% 75.36% TINY
136. 2 0.20% 75.56% TRAPDOOR 137. 2 0.20% 75.76% VICTIMS 138. 2 0.20% 75.96% WEDDING 139. 2 0.20% 76.16% WIG
140. 2 0.20% 76.36% WILDERNESS 141. 1 0.10% 76.46% ABOARD 142. 1 0.10% 76.56% ACCENT 143. 1 0.10% 76.66% ACK 144. 1 0.10% 76.76% AD
41 163. 1 0.10% 78.66% BILLIARD 164. 1 0.10% 78.76% BLANKET 165. 1 0.10% 78.86% BLAST 166. 1 0.10% 78.96% BLOODS 167. 1 0.10% 79.06% BORED 168. 1 0.10% 79.16% BOTHERED 169. 1 0.10% 79.26% BUBBLES 170. 1 0.10% 79.36% BUZZING 171. 1 0.10% 79.46% BYE 172. 1 0.10% 79.56% CAFE 173. 1 0.10% 79.66% CANDLE 174. 1 0.10% 79.76% CAPTURE 175. 1 0.10% 79.86% CAPTURED 176. 1 0.10% 79.96% CARVING 177. 1 0.10% 80.06% CELEBRATED 178. 1 0.10% 80.16% CELLS
179. 1 0.10% 80.26% CHAMPION 180. 1 0.10% 80.36% CHARITABLE 181. 1 0.10% 80.46% CHASE
182. 1 0.10% 80.56% CHEEK 183. 1 0.10% 80.66% CHEEKS 184. 1 0.10% 80.76% CHICH 185. 1 0.10% 80.86% CHILL 186. 1 0.10% 80.96% CHOP 187. 1 0.10% 81.06% CLAPPED 188. 1 0.10% 81.16% COACHMAN 189. 1 0.10% 81.26% COCKPIT 190. 1 0.10% 81.36% COILED 191. 1 0.10% 81.46% COMIC 192. 1 0.10% 81.56% CONVEY 193. 1 0.10% 81.66% CORAL 194. 1 0.10% 81.76% CORPSE
42 196. 1 0.10% 81.96% COUNTYSIDE 197. 1 0.10% 82.06% CRAWL
198. 1 0.10% 82.16% CRAWLING 199. 1 0.10% 82.26% CRAZY
200. 1 0.10% 82.36% CROSSROADS 201. 1 0.10% 82.46% CROWED 202. 1 0.10% 82.56% CRUMBLING 203. 1 0.10% 82.66% CUNNING 204. 1 0.10% 82.76% DEARLY 205. 1 0.10% 82.86% DEL 206. 1 0.10% 82.96% DESSERT 207. 1 0.10% 83.06% DILIGENT 208. 1 0.10% 83.16% DILIGENTLY 209. 1 0.10% 83.26% DISASTER 210. 1 0.10% 83.36% DISGRACE 211. 1 0.10% 83.46% DISGUISED 212. 1 0.10% 83.56% DIVORCED 213. 1 0.10% 83.66% DREESED 214. 1 0.10% 83.76% DUMB 215. 1 0.10% 83.86% ECHOED 216. 1 0.10% 83.96% ELIXIR 217. 1 0.10% 84.06% ENVIOUSLY 218. 1 0.10% 84.16% ER
219. 1 0.10% 84.26% ESCORT 220. 1 0.10% 84.36% ET
221. 1 0.10% 84.46% EXCLAIMED 222. 1 0.10% 84.56% EXECUTED 223. 1 0.10% 84.66% EXOTIC
224. 1 0.10% 84.76% EXPECTANTLY 225. 1 0.10% 84.86% FESTIVITIES 226. 1 0.10% 84.96% FETCH 227. 1 0.10% 85.06% FID
43 229. 1 0.10% 85.26% FLAPPING 230. 1 0.10% 85.36% FOGGY 231. 1 0.10% 85.46% FOREHEAD 232. 1 0.10% 85.56% FOREVER 233. 1 0.10% 85.66% FREIGHT 234. 1 0.10% 85.76% FROG 235. 1 0.10% 85.86% FROWNED 236. 1 0.10% 85.96% GALLOP 237. 1 0.10% 86.06% GALLOPING 238. 1 0.10% 86.16% GAMBLE 239. 1 0.10% 86.26% GAMBLED 240. 1 0.10% 86.36% GAMBLING 241. 1 0.10% 86.46% GASPED 242. 1 0.10% 86.56% GHOSTS 243. 1 0.10% 86.66% GILDED 244. 1 0.10% 86.76% GLEAMED 245. 1 0.10% 86.86% GLEAMING 246. 1 0.10% 86.96% GLOSSY 247. 1 0.10% 87.06% GOODS 248. 1 0.10% 87.16% GRAB
249. 1 0.10% 87.26% GRUMBLING 250. 1 0.10% 87.36% GUST
251. 1 0.10% 87.46% GUSTS 252. 1 0.10% 87.56% GUY 253. 1 0.10% 87.66% HAIRPIN 254. 1 0.10% 87.76% HANDCUFFED 255. 1 0.10% 87.86% HAUNT
44 262. 1 0.10% 88.56% HOBS 263. 1 0.10% 88.66% HOOVES 264. 1 0.10% 88.76% HORE 265. 1 0.10% 88.86% HORRIBLE 266. 1 0.10% 88.96% HOWLING 267. 1 0.10% 89.06% HUGGING 268. 1 0.10% 89.16% HUSH 269. 1 0.10% 89.26% I;LL 270. 1 0.10% 89.36% IDIOTS 271. 1 0.10% 89.46% INCENSE 272. 1 0.10% 89.56% INHERITED 273. 1 0.10% 89.66% JOSS
274. 1 0.10% 89.76% KETTLE 275. 1 0.10% 89.86% KIDS 276. 1 0.10% 89.96% KNELT 277. 1 0.10% 90.06% LAD 278. 1 0.10% 90.16% LADI 279. 1 0.10% 90.26% LASS 280. 1 0.10% 90.36% LEAKING 281. 1 0.10% 90.46% MAGICAL 282. 1 0.10% 90.56% MAGNIFICENT 283. 1 0.10% 90.66% MANGIFICENT 284. 1 0.10% 90.76% MATE
285. 1 0.10% 90.86% MIDDAY 286. 1 0.10% 90.96% MIRROR 287. 1 0.10% 91.06% MOBILE 288. 1 0.10% 91.16% MOTHS 289. 1 0.10% 91.26% OPENINGS 290. 1 0.10% 91.36% OREDERED 291. 1 0.10% 91.46% OUTSTRETCHED 292. 1 0.10% 91.56% OVERHANGING 293. 1 0.10% 91.66% OW
45 295. 1 0.10% 91.86% PASSAGEWAY 296. 1 0.10% 91.96% PECKED
297. 1 0.10% 92.06% PEEP 298. 1 0.10% 92.16% PIE 299. 1 0.10% 92.26% PLACER 300. 1 0.10% 92.36% PLEADED 301. 1 0.10% 92.46% POCKED 302. 1 0.10% 92.56% PORCH 303. 1 0.10% 92.66% PRICK
304. 1 0.10% 92.76% PROSPERITY 305. 1 0.10% 92.86% PROVINCE 306. 1 0.10% 92.96% PUSSED 307. 1 0.10% 93.06% RADIANT 308. 1 0.10% 93.16% RAGS 309. 1 0.10% 93.26% RAILING 310. 1 0.10% 93.36% REMOTE 311. 1 0.10% 93.46% RESTROOM 312. 1 0.10% 93.56% REUNION 313. 1 0.10% 93.66% REVIVE 314. 1 0.10% 93.76% SCREAM 315. 1 0.10% 93.86% SCREAMED 316. 1 0.10% 93.96% SETA
317. 1 0.10% 94.06% SHRIEK 318. 1 0.10% 94.16% SHRIEKED 319. 1 0.10% 94.26% SIDEWALK 320. 1 0.10% 94.36% SIDEWALKS 321. 1 0.10% 94.46% SIGHED 322. 1 0.10% 94.56% SILL
46 328. 1 0.10% 95.16% SOBBED 329. 1 0.10% 95.26% SOL
47 361. 1 0.10% 98.46% VER
362. 1 0.10% 98.56% VIETNAMESE 363. 1 0.10% 98.66% WANDERER 364. 1 0.10% 98.76% WATERHOLE 365. 1 0.10% 98.86% WEEP
48 Appendix E
Unique to first 873 tokens 266 families
001. english 27
021. telephone 10
022. town 10 023. airport 9 024. kid 9 025. problem 8 026. understand 8 046. television 5
047. there’ 5
Shared 8126 tokens 422 families
001. the 851
Unique to second 2228 tokens 673 families
50 127. skyscraper 2 133. wilderness 2
134. wouldn’ 2
135. accent 1 136. act 1 137. add 1 138. advertise 1
51
161. control 1 162. countyside 1
191. headlight 1
192. headphone 1
53 303. afternoon 2
54
363. difficult 1 360. magnificent 1
55 401. recognize 1 410. charitable 1 423. confidence 1
424. convey’ 1
425. cook 1 426. coral 1 427. corpse 1 428. countryside 1
429. crack 1 430. crossroads 1
outstretched 1 404. overcome 1 448. procession 3
57 529. magnificent 1
530. mangificent 1
59
629. surface 1 630. sweet 1 631. swim 1 632. swordsmen 1 633. table: 1 634. talent 1 635. talisman 1 636. task 1 637. tatter 1 638. terrify 1 639. test 1 640. therefore 1 641. thick 1 642. thief 1 643. throne 1 644. thus 1 645. title 1 646. today 1 647. toe 1 648. tone 1 649. trace 1 650. trample 1 651. tremble 1 652. trough 1 653. tug 1 654. upset 1 655. usual 1 656. vain 1 657. value 1 658. vanish 1 659. ver 1 660. victory 1 661. vietnam 1 662. warm 1 663. widow 1 664. wild 1 665. wine 1 666. wit 1 667. wound 1 668. wrap 1 669. wrong 1 670. ws 1 671. yard 1 672. yellow 1 673. yet 1
628. trough 1 629. true 2 630. tug 1 631. upon 4 632. upset 1 633. usual 1 634. vain 1 635. value 1 636. vanish 1 637. vegetable 5 638. ver 1
639. victim 6 640. victory 1 641. vietnam 1 642. vine 4 643. wander 3 644. warm 1 645. warn 3 646. waste 2 647. weak 4 648. weapon 3 649. wed 2 650. week 3 651. weep 2 652. welcome 5 653. whisper 2 654. white 6 655. wicked 4 656. widow 1 657. wife 48
658. wife’ 4
60 Appendix F
Unique to first 1880 tokens 636 families
001. monster 58 6500 tokens 459 families
001. the 398
Unique to second 515 tokens 174 families
64 189. prick 3
190. procession 3 191. protect 3 192. reed 3 193. revive 3 194. rise 3 195. sacrifice 3 196. safe 3 197. seashore 3 198. serious 3 199. sign 3 200. sow 3 201. strike 3 202. tent 3 203. tortoise 3 204. wander 3 205. warn 3 206. weapon 3 207. afternoon 2 208. allow 2 209. alongside 2 210. amaze 2 211. anchor 2 212. appoint 2 213. ashore 2 214. asleep 2 215. axe 2 216. beak 2 217. beard 2 218. block 2 219. brick 2 220. bride 2 221. buddha 2 222. buy 2 223. camp 2 224. capture 2 225. castle 2 226. cheek 2 227. choose 2 228. claim 2 229. claw 2 230. collect 2 231. command 2 232. companion 2 233. couple 2 234. court 2 235. creature 2 236. creep 2 237. curse 2
65 238. dazzle 2
239. defeat 2 240. despair 2 241. diamond 2 242. diligent 2 243. disappoint 2 244. dive 2 245. draw 2 246. drink 2 247. eager 2 248. expense 2 249. famous 2 250. feast 2 251. feather 2 252. former 2 253. fortune 2 254. furniture 2 255. further 2 256. general 2 257. gentle 2 258. giant 2 259. gleam 2 260. goodbye 2 261. greed 2 262. group 2 263. gust 2 264. hair 2 265. handsome 2 266. horbour 2 267. idea 2 268. imperial 2 269. instant 2 270. jewel 2 271. lamp 2 272. large 2 273. lot 2 274. luxury 2 275. man‟ 2 276. mighty 2 277. miserable 2 278. moan 2 279. modest 2 280. moored 2 281. moss 2 282. nation 2 283. neither 2 284. often 2 285. pain 2 286. parents‟ 2
66 287. pearl 2
288. pity 2 289. possess 2 290. precious 2 291. prince 2 292. proud 2 293. purpose 2 294. ragged 2 295. receive 2 296. regret 2 297. rejoice 2 298. repay 2 299. report 2 300. respect 2 301. reward 2 302. road 2 303. roar 2 304. roof 2 305. rule 2 306. shriek 2 307. silence 2 308. silk 2 309. sister 2 310. slip 2 311. spirit 2 312. sprout 2 313. state 2 314. stroke 2 315. succeed 2 316. suffer 2 317. sweep 2 318. swordsman 2 319. target 2 320. waste 2 321. wed 2 322. weep 2 323. win 2 324. wing 2 325. wise 2 326. wither 2 327. aboard 1 328. above 1 329. accept 1 330. accuse 1 331. ache 1 332. ack 1 333. admire 1 334. adopt 1 335. adore 1
67 336. ago 1
337. aloud 1 338. among 1 339. amuse 1 340. announce 1 341. area 1 342. armour 1 343. art 1 344. attach 1 345. attack 1 346. attract 1 347. await 1 348. award 1 349. bake 1 350. bank 1 351. bark 1 352. bath 1 353. beach 1 354. behave 1 355. belong 1 356. birth 1 357. black 1 358. blade 1 359. blame 1 360. blanket 1 361. bless 1 362. blind 1 363. bloods 1 364. boil 1 365. boring 1 366. branch 1 367. bubble 1 368. burn 1 369. bury 1 370. buzz 1 371. cabin 1 372. car 1 373. carve 1 374. celebrate 1 375. ceremony 1 376. charitable 1 377. charm 1 378. chest 1 379. children‟ 1 380. chill 1 381. chop 1 382. clap 1 383. clear 1 384. cloud 1
68 385. coast 1
386. coil 1 387. colour 1 388. comb 1 389. comfort 1 390. complete 1 391. confidence 1 392. convey‟ 1 393. cook 1 394. coral 1 395. corpse 1 396. countryside 1 397. crack 1 398. crossroads 1 399. crow 1 400. cunning 1 401. cup 1 402. curtain 1 403. dance 1 404. debt 1 405. delight 1 406. deliver 1 407. describe 1 408. dessert 1 409. destroy 1 410. difficult 1 411. disaster 1 412. discover 1 413. disgrace 1 414. disguise 1 415. dish 1 416. disturb 1 417. divide 1 418. dreesed 1 419. due 1 420. dumb 1 421. earn 1 422. echo 1 423. elixir 1 424. enemy 1 425. entertain 1 426. envious 1 427. escort 1 428. evening 1 429. event 1 430. evil 1 431. except 1 432. exclaim 1 433. expect 1
69 434. fade 1
435. faint 1 436. fair 1 437. fat 1 438. festive 1 439. fetch 1 440. firewood 1 441. firm 1 442. flour 1 443. fool 1 444. forehead 1 445. forever 1 446. form 1 447. friends‟ 1 448. frog 1 449. fruit 1 450. full 1 451. gay 1 452. generous 1 453. gift 1 454. gild 1 455. glossy 1 456. goods 1 457. gradual 1 458. grant 1 459. guest 1 460. guide 1 461. guilty 1 462. guy 1 463. habit 1 464. hairpin 1 465. harbor 1 466. harm 1 467. hate 1 468. haunt 1 469. haven 1 470. heap 1 471. honey 1 472. hore 1 473. horrible 1 474. however 1 475. howl 1 476. husband‟ 1 477. ignorant 1 478. improve 1 479. incense 1 480. inherit 1 481. inspect 1 482. instruct 1
70 483. jewellery 1
484. joss 1 485. kneel 1 486. lad 1 487. lay 1 488. leak 1 489. learn 1 490. less 1 491. load 1
71 532. proceed 1
72 581. storm 1
73 630. wit 1
74 Appendix G
Unique to first 996 tokens 296 families
001. english 27 025. telephone 10 6273 tokens 392 families
001. the 398
Unique to second 742 tokens
241 families
75
79
281. that: 1
282. there’ll 1
283. they’ll 1
284. they’ve 1
285. trade 1 286. vacation 1 287. village 1 288. war 1 289. was: 1 290. waterhole 1
291. weren’ 1
292. where’ 1
293. whistle 1
294. who’ 1
295. worse 1
296. ’clock 1
288. bad 2 289. become 2 290. beside 2 291. between 2 292. bit 2 293. boy 2 294. chance 2 295. climb 2 296. cut 2 297. difference 2
298. dirty 2 299. empty 2 300. fill 2 301. fun 2 302. happy 2 303. hunger 2 304. job 2 305. leg 2 306. listen 2 307. luck 2 308. matter 2 309. miss 2 310. mouth 2 311. name 2 312. new 2 313. news 2 314. notice 2 315. own 2 316. raise 2 317. ready 2 318. really 2 319. rest 2 320. same 2 321. scare 2 322. since 2 323. sky 2 324. story 2 325. tear 2 326. tie 2 327. tire 2 328. tomorrow 2 329. touch 2 330. until 2 331. use 2
332. what’ 2
80
346. doesn’ 1
347. dry 1 348. early 1 349. else 1 350. end 1 351. especial 1 352. finish 1 353. great 1 354. hold 1 355. hullo 1 356. important 1
357. jump 1 358. knock 1 359. land 1 360. low 1 361. many 1 362. mark 1 363. meaning 1 364. meat 1 365. mind 1 366. money 1 367. nose 1 368. past 1 369. perhaps 1 370. person 1 371. play 1 372. poor 1 373. problem 1 374. race 1 375. real 1 376. red 1 377. ring 1 378. shut 1 379. silver 1 380. sleep 1 381. tiny 1 382. under 1 383. understand 1
384. wasn’ 1
385. wave 1 386. wear 1 387. which 1 388. wide 1
389. woman’ 1
