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VOCABULARY PROFILE OF ENGLISH TEXTBOOKS USED IN
SENIOR HIGH SCHOOL
Abstract
The main purpose of this study was to investigate the vocabulary profile of English textbooks used in senior high school. The sample was selected from textbooks English for a Better Life
grade 10,11, and 12. To analyze the data, 50% of reading texts were taken from each textbooks. The analysis was automatically produced by the tool; Vocabulary Profiler. The finding showed that K1 Words (1 – 1000 words) in grade 10 was 80,10%, grade 11 was 82,30%, and grade 12 was 79,20%. K2 Words (1001 – 2000) words) in grade 10 was7,10%, grade 11 was 6,10%, and grade 12 was 7,40%. AWL Words (academic words) in grade 10 was 2,50%, grade 11 was 2,20%, and grade 12 was 2,50%.
Keyword: vocabulary profile, vocabulary teaching
Introduction
This study attempted to show the vocabulary profile of English course textbooks used in senior high schools. The English textbooks that were used in this study were English for a Better Life grade 10,11, and 12. The books were published in 2005 by Pakar Raya. The topics of these books were everyday‟s life. Each chapter had conversations for practicing speaking skill, different types of reading texts such as narrative, descriptive, recount, analytical exposition, anecdote, etc., exercises for reading comprehension, grammar explanations for simple present tense, passive voice, noun clause, present participle, etc. Listening transcripts were included in these books.
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other hand there is an increasing awareness of the need for providing ESL / EFL learners with more vocabularies to account for their success in academic studies (Cahyono, 2008:3).
Capel (2012, p. 1) stated that vocabulary profile is a reference source for teachers that provides a fully searchable listing of words and phrases in English at each level of the Common European Framework of Reference (CEFR). It offers extensive information about levels of words, phrases, phrasal verbs and idioms.
The research question for this study was “What is the vocabulary profile of English textbooks used in senior high school?” The main objective of the study was to investigate the vocabulary profile of English text books used in senior high school.
By knowing about vocabulary profile, teachers would be able to teach the necessary vocabulary that was suitable for the students in senior high school. By knowing the vocabulary profile, students could learn vocabulary step by step from high to low frequency words. Learning vocabulary step by step could avoid some difficulties that might occur when they memorize the vocabulary.
Literature Review
English has now become the world‟s international language and is studied by more
than a billion people in various parts of the world (Wallwork, 2011:44). According to Kachru, Kachru, and Nelson (2009, p. 138) English is now the main foreign language being learned in Indonesia.
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Kweldju (2004, 2005) argues that students‟ single source of problem in learning
English is vocabulary. Similar with Priyono (2004:26), stated the main problem of Indonesian EFL students is their limited vocabulary. Teachers are more concerned with grammar teaching rather than vocabulary. According to Seal (1991:26), there was even a period when
“too much vocabulary learning was regarded as a positively dangerous thing”. This means
even though learners have a rich repertoire of English words, they might not be able to produce coherent sentences to convey ideas.
There are many reasons why vocabulary is very important to be taught. The first reason, according to Dimitriev (2006, p. XIII), vocabulary gives learners the ability to say what they mean. It gives the ability to make finer distinctions between things so learners can say exactly what they mean and be explicit instead of vague when sharing their ideas or simply making conversation.
The second reason is vocabulary helps to understand other people. For example
people‟s field of work and interests often come with special terminology that is not as
commonly known. The more of the “special” words you learn, the greater the variety of
people you can connect with. Besides helping in understanding other people, vocabulary also helps to understands reading texts, as stated in Content – Area Vocabulary Strategies for Social Studies by Walch (2002, p. 1), building your vocabulary will help you better understand everything you read. The unfamiliar words become little holes in the text that prevent a complete understanding of the reading text.
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vocabulary, people will make judgment about socioeconomic background, education, and occupation.
According to Baumann and Kameenui (1991), the average EFL students should learn about 3000 words in senior high school level, while a native speaker of the same age was supposed to now between 18,000 and 20,000 word families (Laufer, 1998).
By identifying the vocabulary profile in senior high school English textbooks, it can be seen how far the students have learned vocabulary from the textbooks. Vocabulary profile is an aggregation of word frequencies (Graves, 2005). Word – frequency counts can help teachers develop a feeling about which words are useful and should be given attention and which are infrequent. According to Nation (1990 p. 19), there are four types of word – frequency, there are high – frequency words, academic vocabulary, technical vocabulary, and low – frequency words.
Cooper (2002, p. 5) stated high – frequency words are the words most commonly encountered in any texts. There are 2000 words that belong to high – frequency words (Nation, 1990). High – frequency words are extremely useful for learner so it should be explicitly addressed (Schmitt, 2012). High – frequency words are those words which occur more frequently in material, for example, and, the, as, and it. They are often words that have little meaning on their own but they contribute a great deal to the meaning of a sentence.
These are some of the examples of high frequency words taken from Sitton‟s Spelling
Sourcebook Series by Egger Publishing, Inc.
1. the 11. he 21. be 31. but 41. which 2. of 12. for 22. this 32. what 42. their 3. and 13. was 23. from 33. all 43. said
4. a 14. on 24. I 34. were 44. if
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6. in 16. as 26. or 36. we 46. will
7. is 17. with 27. by 37. there 47. each 8. you 18. his 28. one 38. can 48. about 9. that 19. they 29. had 39. an 49. how 10. it 20. at 30. not 40. your 50. up
In Nation‟s book, Teaching and Learning Vocabulary (1990, p. 19), academic
vocabulary occurs in most kinds of academic texts. There are 800 words in academic vocabulary. Below are some examples of academic vocabulary from the Oxford Advanced
Learner‟s Dictionary.
1. analyse 11. assessable 21. available 31. consist 2. analysis 12. assessment 22. beneficial 32. consistency 3. analyst 13. assume 23. beneficiary 33. consistent 4. analytic 14. assumed 24. benefit 34. consistently 5. analytical 15. assuming 25. blinker 35. constituency 6. analyze 16. assumption 26. concept 36. consistuent 7. approach 17. authoritative 27. conception 37. constitute 8. approachable 18. authoritatively 28. conceptual 38. constitution 9. area 19. authority 29. conceptualize 39. constitutional 10. assess 20. availability 30. conceptually 40. constitutionally
Technical vocabulary occurs, sometimes frequently, in specialized texts. There are about 1000 to 2000 words for each subject. For example technical vocabulary for electrical engineering:
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3. amplifier 13. boost 23. circuit board 33. dithering 4. analog 14. brightness 24. compander 34. diversity 5. balanced 15. broadband 25. companding 35. ethernet 6. bandwidth 16. brownout 26. comparator 36. farad 7. baseband 17. capacitance 27. computer 37. floating 8. baseline 18. capacitor 28. controller 38. framer 9. battery 19. cardbus 29. coulomb 39. frequency 10. blade server 20. centimeter 30. debounce 40. gigabit
Low – frequency words occur so infrequently that it has very limited utility and do not occur frequently in texts. There are 123.000 words that belong to low – frequency words. Most low – frequency words come to English from Latin and Greek, often through French (Nation, 1990: 18). These are some examples of low – frequency words:
7 The Study
Method of Research
The study used a descriptive method. Descriptive method is designed to gather information about present condition (Adanza, 1995: 39). In this study, English textbooks for senior high school was analyzed whether the vocabulary used fell under the category of high frequency words, academic vocabulary, or low – frequency words.
Sample
The samples were selected from three Senior High School English textbooks for grade 10 to 12. The textbooks selected were English for a Better Life for grade 10, English for a Better Life for grade 11, and English for a Better Life for grade 12. 50% texts from each book were taken to analyze the vocabulary profile.
Research Instrument
8 Data Collection
The first step in collecting data was selecting the sample texts from the textbooks. 50% of reading texts were taken from each textbook. The next step was copied the selected sample texts in the word file. Finally feed the files into the Vocabulary Profiler for analysis.
Data Analysis
The analysis of the study was presented in vocabulary profile tables` in the Appendix. The tables showed the number of words in the text in four frequency levels: the list of the most frequent 1000 word families (K1 words), the second 1000 (K2 words), the Academic Word List (AWL words), and words that did not appear on the other lists (off – list words). All of the results were presented in percentage. Besides the vocabulary profile tables, the results of this study were also presented in charts to show the comparison of K1, K2, and AWL words from each chapter in the textbooks.
Findings and Discussion
9 Figure 1: K1 Words (1 – 1000 words) in grade 10
Figure 1 shows the comparison of K1 words (1 – 1000 words) in grade 10. There were seven chapters in English for a Better Life grade 10. The highest K1 words average was 85,45% in chapter 6, chapter 2 was 83,16%, chapter 4 was 82,30%, chapter 1 was 80,47%, chapter 7 was 78,83%, chapter 3 was 77,46%, and the lowest was 72,97% in chapter 5.
Chapter 6 had the highest average, 85,45%. The topic for chapter 6 was “Great
Memories” which involved conversations about giving something to someone, asking for and offering help, and recount texts. Recount text was a text which retold about the experience in the past. Therefore many K1 Words were used, for example I, her, remember, you, always, someone, we, to, how, about, and so on. There were not many Off – List words used in this chapter.
Chapter 5 had the lowest average for K1 Words of all, which is 72,97%. It had the lowest K1 words because the topic of this chapter was about news which involved transactional conversations, conversation for interpersonal purposes or social interaction, and
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news item texts. Therefore the texts were dominated by Off – List Words such as names (Vita, Rio, Ajeng Putri, Linda, Peter), name of places (Indonesia, Malaysia, Aceh, Bung Karno Stadium), and other words that were not included in K1, K2, or Academic Words (journalist, submarine, radioactive, novel).
Figure 2 shows the comparison of K2 Words (1001 – 2000 words) in grade 10. There were seven chapters in English for a Better Life grade 10. The highest average was 9,65% in chapter 1, chapter 2 was 8,07%, chapter 3 was 7,61%, chapter 7 was 6,78%, chapter 4 was 6,75%, chapter 5 was 6,27% and the lowest was 4,15% in chapter 6.
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As seen in Figure 2, the first chapter showed the highest average with 9,65%. The topic of chapter 1 was about “Unforgettable Experiences” which included recount text, a text which retold about the experience in the past and transactional conversations such as greeting, introducing, and parting. The examples of K2 Words in chapter 1 were greeting, afternoon, hello, hi, conversation, parents, journey, nice, lucky, diamond, plane, precious,
parcel, and so on.
Chapter 6 had the lowest average of all with 4,15%. Chapter 6 talked about “Great
Memories” which involved conversation about giving something to someone, asking for and offering help, and recount texts. It was dominated by K1 Words for example I, her, remember, you, always, someone, we, to, how, about, and so on.
Figure 3 shows the comparison of AWL Words (academic words) in grade 10. There were seven chapters in English for a Better Life grade 10. The highest average was 4,85% in chapter 5, chapter 3 was 4,06%, chapter 7 was 2,79%, chapter 6 was 2,29%, chapter 4 was 2,12%, chapter 1 was 0,76%, and the lowest was 0,63% in chapter 2.
Figure 3: AWL Words (academic words) in grade 10
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As seen in Figure 3, chapter 5 had the highest average of all with 4,85%. The topic for chapter 5 was about news which involved transactional conversations, conversation for interpersonal purposes or social interaction, and news item texts. Many academic words were used in the reading texts. Reading 2 in chapter 5 talked about sport news. The example of the AWL Words in this text were channel, final, motivate, strategy, preliminary, mentality, emphasizes. In reading 3, it talked about news of places. The example of the AWL Words in this text were located, institution, area, occupation, evidence, nuclear, investigators, reactor.
Chapter 1 and 2 had the lowest average for AWL Words (Academic). Many of the reading texts in chapter 1 and 2 did not consist of AWL Words. The topic for Chapter 1 was
“Unforgettable Experiences”. After analyzed the reading texts in chapter 1, reading 1 and 2 about greeting people conversations, reading 6 about recount text, and reading 7 about narrative text, have 0% AWL Word. In chapter 2, the topic was “The Valuable Things in My
Life” which discussed about narrative texts, was also not contained many AWL Words. The reading texts in this chapter had average below 1%.
13 Figure 4: K1 Words (1 – 1000 words) in grade 11
There were seven chapters in “English for a Better Life” grade 11. After analyzing the English textbook, the output showed that the highest K1 Words (1 – 1000) average was 86,27% in chapter 4, 84,62% in chapter 6, 83,95% in chapter 2, 83,55% in chapter 5, 82,45% in chapter 7, 79,22% in chapter 3, and the lowest average was 76,50% in chapter 1.
Chapter 4 had the highest average with 86,27%. The topic for this chapter was “Guess
What Happened!” which involved transactional conversation texts such as expressing relief,
pain, pleasure and anecdote texts. Anecdote text was a text which retold funny and unusual incidents in fact or imagination. Therefore K1 Words dominated this chapter, for example I, heard, you, were, long, will, have, finish, filling, form, and so on.
Chapter 1 had the lowest average with 76,50%. The topic of this chapter was “Our
World” which involved transactional conversation texts and descriptive texts about places. Therefore the texts were dominated by Off – List Words like names such as Dani, Yuda, Vita, Zaskia, name of places such as Ujung Kulon, Java, Papua, Puncak Jaya, Singaraja, Florida,
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and so on, and other words that are not included in K1, K2, or Academic Words such as
motorcycle, waterfall, ascending, diameter, golf, and so on.
Figure 5 shows the comparison of K2 Words (1001 – 2000 words) in grade 11. There were seven chapters in English for a Better Life grade 11. The highest average was 7,96% in chapter 3. 7,51% in chapter 4, 7,30% in chapter 7, 6,34% in chapter 2, 5,83% in chapter 5, 5,40% in chapter 1, and the lowest was 3,81% in chapter 6.
Figure 5: K2 Words (1001 – 2000 words) in grade 11
In Figure 5 shows that chapter 3 had the highest average of all with 7,96%. The topic for chapter 3 was “Good Harvest” which included transactional conversation such as expressing satisfaction, dissatisfaction, and analytical exposition texts. Analytical exposition
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text was text that elaborated the writer„s idea about the phenomenon surrounding. Its social function was to persuade the reader that the idea was important matter. The examples of K2 Words in chapter 3 were grandfather, trip, rice, agricultural, nice, meal, disappointing, and so on.
Chapter 6 had the lowest average of all with 3,81%. The topic for chapter 6 was “The
Way I Feel” which included transactional conversation texts such as expressing love, sadness, embarrassment and descriptive texts. Descriptive text wa a text which said what a person or thing was like. Many Off – List Words were used here for example names such as Linda, Vita, Adrian, names of places, such as Jakarta, PT Mulia Jati, and words that were not included in K1, K2, and AWL Words such as outdoor, hometown, neighboring.
Figure 6 shows the comparison of K2 Words (1001 – 2000 words) in grade 11. There were seven chapters in English for a Better Life grade 11. The highest average was 3,34% in chapter 6, 3,13% in chapter 3, 3,08% in chapter 7, 2,49% in chapter 5, 1,93% in chapter 1, 0,70% in chapter 2, and the lowest average was 0,65% in chapter 4.
Figure 6: AWL Words (academic words) in grade 11
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Chapter 6 had the highest average of all with 3,34%. The topic for chapter 6 was “The
Way I Feel” which included transactional conversation such as expressing love, sadness, and
embarrassment and descriptive texts. In this chapter, the descriptive text was about job; therefore many academic words were used. For example occupies, area, located, displays, design, communication, strategy, task, and so on.
Chapter 2 and 4 had the lowest average for average for AWL Words. The topic for chapter 2 was “Please Save My Possession” which included transactional conversation such as asking for and giving opinions, and narrative texts. Narrative text was kind of texts to retell the story. In narrative texts, academic words were not widely used because the purpose of narrative text was to entertain the reader and usually avoided difficult words. The topic for chapter 4 was “Guess What Happened!” which included transactional conversation texts (expressing relief, pain, pleasure) and anecdote texts. In anecdote texts, academic words were not widely used because the purpose of this text was to entertain people and usually avoided difficult words. From 6 readings in chapter 2 and 4, mostly the AWL Words percentage were not more than 1%.
17 Figure 7: K1 Words (1 – 1000 words) in grade 12
There were six chapters in English for a Better Life grade 12. As seen in Figure 7, the output showed that the K1 Words (1 – 1000) average for chapter 1 until 6 had not many differences. The highest K1 Words was 86,34% in chapter 3, 82,37% in chapter 4, 81,88% in chapter 6, 78,43% in chapter 5, 76,98 in chapter 1, and the lowest average was 71,64% in chapter 2.
Chapter 3 had the highest K1 Word average with 86,34%. The topic of chapter 3 was
“People in the World” which included conversations such as giving advices, blaming
someone, warning, expressing curiosity, and wishes, and also explanation texts. Explanation text explained the processes involved in the information or workings of natural or sociocultural phenomena. The explanation texts in this chapter were more talked about people for example about citizenship and why do men have different skin color. The texts used many K1 Words such as people, small, town, sing, return, and so on.
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Chapter 2 had the lowest K1 average with 71,64%. The topic in chapter 2 was “It‟s
High Technology” which included conversations such as giving instruction, saying confession, commanding, and promising, and also review texts. The purpose of review text was to analyze and evaluate some creative work, and to inform people about its strengths and weaknesses. The review texts in this chapter talked about gadgets and movies. Therefore, many Off – List Words used in this chapter such as names of brands (Nokia, Sony Ericsson, Olympus, and so on), names of people (George Lucas, Shakespeare, Matt Ford, and so on), and other words which were not included in K1, K2, or AWL words (afloat, amazing, fascinating, and so on).
Figure 8 shows the comparison of K2 Words (1001 – 2000 words) in grade 12. There were six chapters in English for a Better Life grade 12. The highest average was 11,09% in chapter 5, 8,20% in chapter 4, 7,35% in chapter 2, 7,32% in chapter 6, 5,95% in chapter 1, and the lowest average was 4,87% in chapter 3.
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Chapter 5 had the highest average of all with 11,09%. The topic for chapter 5 was
“Something to Explain” which included transactional conversation such as asking someone not to do something, denying something, expressing regret, expressing a plan and explanation texts. In explanation texts, more complex words (K2 Words) were mostly used to explain how something worked The explanation texts in this chapter talked about science such as bees, how planes fly, and how chocolate works. The example of K2 Words in this text were
insects, males, females, nest, pushing, wings, pushes, forward, plane, quickly, and so on. Chapter 3 had the lowest average of all with 4,87%. The topic for chapter 3 was
“People in the World” which included transactional conversations such as giving advices, blaming someone, warning, expressing curiosity, expressing wishes and explanation texts. K1 and Off – List Words were dominated this chapter. The explanation texts in this chapter were more talked about people for example about citizenship and why do men have different skin color.
20 Figure 9: AWL Words (academic words) in grade 12
As seen in Figure 9, chapter 1 had the highest AWL Word average. The topic for chapter 1 was “What is Your Comment?” which included transactional conversation such as giving suggestion, complaining, showing capacity and commentary texts. Commentary text
consisted of 90% from the writer‟s idea or opinion. The commentary text in this chapter was about economy. Many academic words were used in this chapter, for example annual, residents, occurred, economy, transform, proportion, and so on.
In chapter 2, the topic is “It‟s High Tech” which included transactional conversation such as giving instructions, saving confession, commanding, promising, and also review texts. It talked about technology so academic words were used here. The academic words that used in this chapter were computer, file, alerted, design, display, and so on.
The topic in chapter 4 is “For and Against” which included transactional conversation texts such as persuading someone, encouraging someone, expressing hope, criticizing someone, and also discussion texts. The discussion texts talked about technology such as
debit card. Therefore many academic words were used in this chapter, for example target, colleague, theoretical, maintaining, financial, legal, significant, and so on.
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Chapter 6 had the lowest average of all with 0,85%. The topic for this chapter was
“Once Upon a Time...” which included transactional conversation such as requesting, apologizing, predicting and narrative texts. In narrative texts, academic words were not widely used because narrative text purpose was to entertain the readers and usually avoided difficult words.
AVERAGE FOR ALL GRADES
22 Conclusion
After analyzing the vocabulary profile from English textbooks grade ten, eleven, and twelve, it was found that the total average of K1 (1 – 1000 words) in grade 10 was 80,10%, grade 11 was 82,30%, and grade 12 was 79,20%. K2 (1001 – 2000) words in grade 10 was 7,10%, grade 11 was 6.10%, and grade 12 was 7,40%. AWL (academic) words in grade 10 was 2,50%, grade 11 was 2,20%, and grade 12 was 2,50%.
Figure 10: Vocabulary Profile grade 10 – 12
According to Baumann and Kameenui (1991), senior high school students should learn about 3000 words, but from in Figure 10, it could be seen about 80% of the words used in the textbooks belong to K1 words (1 – 1000 words), while K2 words (1001 – 2000 words) were about 7% and AWL (academic words) were about 2%.
This information on vocabulary profile is necessary and teachers do not need to provide students with extensive lists of vocabulary. More attention should be focused on the
80,10%
7,10%
2,50% 82,30%
6,10% 2,20% 79,20%
7,40%
2,50%
K1
Vocabulary Profile Grade 10 - 12
Grade 10
Grade 11
Grade 12
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Acknowledgement
25 References
Adanza, E. G. (1995). Research Method: Principles and Applications. Manila: Rex Bookstore.
Baumann, J. F., & Kameenui, E. J. (1991). Research on vocabulary instruction: Ode to Voltaire. In J. Flood, J. J. D. Lapp, & J. R. Squire (Eds.), Handbook of research on teaching the English language arts (pp. 604-632). New York: MacMillan.
Cahyono, B. Y. (2008). The Teaching of EFL Vocabulary in the Indonesian Context: The State of the Art. TEFLIN Journal, 19, 3 – 11.
Capel, A. (2012). Completing the English Vocabulary Profile: C1 and C2 vocabulary. English Profile Journal, 3, e1 doi:10.1017/S2041536212000013
Cooper, T. (2002). 100 Write-and-Learn Sight Word Practice Pages: Engaging Reproducible Activity Pages That Help Kids Recognize, Write, and Really LEARN the Top 100
High-Frequency Words That are Key to Reading Success. New York: Scholastic Inc. Graves, D. (2005). A Publication of the Jane Austen Society of North America. Vocabulary
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Kachru, B., Kachru, Y., & Nelson, C. (2009). The Handbook of World Englishes. New Jersey: Wiley – Blackwell.
Kweldju, S. 2005. Lexically-based Language Teaching: Metaphor for Enhancing Learning.
Indonesian Journal of English Language Teaching, 1(2): 164-177.
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Laufer, B. (1998). The Development of Passive and Active Vocabulary in a Second Language: Same or Different?. Applied Linguistics, 19 (2), pp 225- 271.
Mayer, R., & Alexander, P. A. (2010). Handbook of Research on Learning and Instruction. New York: Routledge.
Meara, P. (1984). The Study of Lexis in Interlanguage. In Davies, A., Criper, C., & Howatt, A. P. R. (Eds.), Interlanguage (pp. 225-235). Edinburgh: Edinburgh University Press. Mohan, K. (2000). Effective English Communication. Noida: Tata Mcgraw Hill.
Nation, P. (1990). Teaching and Learning Vocabulary. Boston: Heinle & Heinle Publishers. Nation, P., & Waring, R. 1997. Vocabulary Size, Text Coverage, and Word Lists. In Schmitt,
N. & McCarthy, M. Vocabulary: Description, Acquisition,and Pedagogy (pp. 6-19).
Cambridge: Cambridge University Press.
Priyono. 2004. Logical Problems of Teaching English as a Foreign Language in Indonesia. In Cahyono, B. Y. & Widiati, U. (Eds.), The Tapestry of English Language Teaching and Learning in Indonesia (pp. 17-28). Malang: State University of Malang Press. Richek, M. A. (2010). The World of Words: Vocabulary for College Success. Stamford:
Cengage Learning.
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Size. A reassessment of frequency and vocabulary size in L2 vocabulary teaching, 1 – 20. doi:10.1017/S0261444812000018. Retrieved from http://journals.cambridge.org Wallwork, A. (2011). English for Writing Research Papers. New York: Springer.
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Appendices
AVERAGE FOR GRADE 10
RD. 5 RD. 6 RD. 7 Average
K1 Word 86.77% 88.00% 86.81% 80.47%
K2 Word 10.89% 7.78% 12.15% 9.65%
AWL Word 0.78% 0.44% 0.35% 0.76%
Off – List Word 1.56% 3.78% 0.69% 9.12%
CHAPTER 2
RD. 1 RD. 2 RD. 3 RD. 4
K1 Word 85.71% 81.79% 83.28% 81.01%
K2 Word 6.98% 6.41% 10.63% 8.38%
AWL Word 1.59% 0.00% 0.17% 0.67%
Off – List Word 5.71% 11.79% 5.92% 9.94%
RD. 5 Average
K1 Word 84.01% 83.16%
K2 Word 7.93% 8.07%
CHAPTER 1
RD. 1 RD. 2 RD. 3 RD. 4
K1 Word 76.22% 72.82% 73.93% 78.71%
K2 Word 9.73% 5.64% 6.88% 14.46%
AWL Word 0.00% 0.00% 0.57% 3.21%
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AWL Word 0.70% 0.63%
Off – List Word 7.37% 8.15%
CHAPTER 3
RD. 1 RD. 2 RD. 3 RD. 4
K1 Word 80.27% 69.60% 72.52% 75.10%
K2 Word 6.80% 9.52% 3.60% 11.02%
AWL Word 0.00% 3.66% 12.16% 2.86%
Off – List Word 12.93% 17.22% 11.71% 11.02%
RD. 5 RD. 6 Average
K1 Word 88.36% 78.92% 77.46%
K2 Word 8.22% 6.49% 7.61%
AWL Word 1.37% 4.32% 4.06%
Off – List Word 2.05% 10.27% 10.87%
CHAPTER 4
RD. 1 RD. 2 RD. 3 RD. 4
K1 Word 91.52% 83.57% 74.03% 74.74%
K2 Word 5.45% 8.70% 4.72% 5.15%
AWL Word 0.00% 1.45% 0.21% 1.55%
Off – List Word 3.03% 6.28% 21.03% 18.56%
RD. 5 RD. 6 RD. 7 RD. 8
K1 Word 83.13% 86.21% 82.89% 72.19%
K2 Word 9.04% 6.90% 5.26% 8.61%
AWL Word 3.61% 1.72% 3.95% 6.62%
Off – List Word 4.22% 5.17% 7.89% 12.58%
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K1 Word 92.45% 82.30%
K2 Word 6.92% 6.75%
AWL Word 0.00% 2.12%
Off – List Word 0.63% 8.82%
CHAPTER 5
RD. 1 RD. 2 RD. 3 RD. 4
K1 Word 71.19% 71.98% 67.56% 78.69%
K2 Word 6.21% 7.67% 5.33% 8.08%
AWL Word 1.69% 3.83% 8.00% 1.37%
Off – List Word 20.90% 16.52% 19.11% 11.86%
RD. 5 RD. 6 RD. 7 Average
K1 Word 77.84% 66.08% 77.46% 72.97%
K2 Word 5.68% 6.29% 4.62% 6.27%
AWL Word 5.11% 8.74% 5.20% 4.85%
Off – List Word 11.36% 18.88% 12.72% 15.91%
CHAPTER 6
RD. 1 RD. 2 RD. 3 RD. 4
K1 Word 92.50% 86.32% 75.22% 88.66%
K2 Word 6.50% 5.26% 2.65% 4.99%
AWL Word 1.00% 0.53% 10.62% 0.00%
Off – List Word 0.00% 7.89% 11.50% 6.35%
RD. 5 RD. 6 Average
K1 Word 78.30% 91.72% 85.45%
K2 Word 4.09% 1.38% 4.15%
AWL Word 1.57% 0.00% 2.29%
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CHAPTER 7
RD. 1 RD. 2 RD. 3 Average
K1 Word 79.85% 82.47% 74.16% 78.83%
K2 Word 2.81% 7.14% 10.40% 6.78%
AWL Word 0.77% 3.25% 4.36% 2.79%
Off – List Word 16.58% 7.14% 11.07% 11.60%
AVERAGE FOR GRADE 10
K1 Word Average : 7 chapters = 80.1%
K2 Word Average : 7 chapters = 7.1 %
AWL Word Average : 7 chapters = 2.5%
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AVERAGE FOR GRADE 11
CHAPTER 1
RD. 1 RD. 2 RD. 3 RD. 4 RD. 5
K1 Word 62.50% 73.10% 80.23% 74.88% 83.72%
K2 Word 4.81% 3.45% 4.65% 9.30% 4.07%
AWL Word 3.85% 2.07% 0.00% 2.79% 0.00%
Off – List Word 28.85% 21.38% 15.12% 13.02% 12.21%
RD. 6 RD. 7 Average K1 Word 77.16% 83.94% 76.50%
K2 Word 5.29% 6.22% 5.40%
AWL Word 2.23% 2.59% 1.93%
Off – List Word 15.32% 7.25% 16.16%
CHAPTER 2
RD. 1 RD. 2 RD. 3 RD. 4
K1 Word 88.41% 80.70% 81.43% 88.19%
K2 Word 4.08% 5.26% 5.97% 6.30%
AWL Word 0.86% 0.88% 0.13% 0.00%
Off – List Word 6.65% 13.16% 12.47% 5.51%
RD. 5 RD. 6 Average
K1 Word 84.35% 80.62% 83.95%
K2 Word 4.05% 12.40% 6.34%
AWL Word 0.00% 2.33% 0.70%
Off – List Word 11.60% 4.65% 9.01%
CHAPTER 3
RD. 1 RD. 2 RD. 3 RD. 4
32
K2 Word 6.51% 3.49% 8.23% 8.45%
AWL Word 1.04 % 3.24% 7.59% 3.76%
Off – List Word 15.89% 5.24% 11.39% 10.80%
RD. 5 Average
K1 Word 81.71% 79.22%
K2 Word 13.14% 7.96%
AWL Word 0.00% 3.13%
Off – List Word 5.14% 9.69%
CHAPTER 4
RD. 1 RD. 2 RD. 3 RD. 4
K1 Word 80.86% 81.95% 90.53% 81.56%
K2 Word 7.43% 8.29% 1.78% 13.97%
AWL Word 0.29% 2.93% 0.00% 0.00%
Off – List Word 11.43% 6.83% 7.69% 4.47%
RD. 5 RD. 6 Average
K1 Word 85.43% 97.26% 86.27%
K2 Word 11.56% 2.05% 7.51%
AWL Word 0.00% 0.68% 0.65%
Off – List Word 3.02% 0.00% 5.57%
CHAPTER 5
RD. 1 RD. 2 RD. 3
K1 Word 77.29% 85.14% 76.34%
K2 Word 5.49% 5.86% 8.06%
AWL Word 3.05% 3.15% 3.76%
33
RD. 4 Average
K1 Word 95.42% 83.55%
K2 Word 3.92% 5.83%
AWL Word 0.00% 2.49%
Off – List Word 0.65% 8.13%
CHAPTER 6
RD. 1 RD. 2 RD. 3 RD. 4
K1 Word 83.87% 83.84% 77.89% 89.60%
K2 Word 2.42% 3.54% 5.34% 0.99%
AWL Word 0.00% 6.06% 1.12% 5.45%
Off – List Word 13.71% 6.57% 15.65% 3.96%
RD. 5 RD. 6 RD. 7
K1 Word 83.45% 89.34% 76.62%
K2 Word 3.45% 4.92% 5.97%
AWL Word 9.66% 0.82% 2.99%
Off – List Word 3.45% 4.92% 14.43%
RD. 8 Average
K1 Word 92.36% 84.62%
K2 Word 3.82% 3.81%
AWL Word 0.64% 3.34%
Off – List Word 3.18% 8.23%
CHAPTER 7
RD. 1 RD. 2 RD. 3 RD. 4
K1 Word 82.81% 81.27% 83.33% 78.30%
K2 Word 10.16% 9.52% 7.41% 4.26%
34
Off – List Word 6.25% 8.89% 4.32% 9.36%
RD. 5 Average
K1 Word 86.54% 82.45%
K2 Word 5.13% 7.30%
AWL Word 1.28% 3.08%
Off – List Word 7.05% 7.17%
AVERAGE FOR GRADE 11
K1 Word Average : 7 chapters = 82.3 %
K2 Word Average : 7 chapters = 6.3 %
AWL Word Average : 7 chapters = 2.2 %
35
AVERAGE FOR GRADE 12
CHAPTER 1
RD. 1 RD. 2 RD. 3 RD. 4
K1 Word 79.15% 71.51% 80.43% 72.33%
K2 Word 6.64% 6.55% 3.98% 7.55%
AWL Word 0.00% 4.56% 6.12% 4.40%
Off – List Word 14.22% 17.38% 9.48% 15.72%
RD. 5 Average
K1 Word 81.47% 76.98%
K2 Word 5.02% 5.95%
AWL Word 1.93% 3.40%
Off – List Word 11.58% 13.68%
CHAPTER 2
RD. 1 RD. 2 RD. 3 RD. 4
K1 Word 75.86% 77.50% 49.40% 67.72%
K2 Word 4.14% 10.00% 11.90% 4.76%
AWL Word 1.38% 1.00% 11.90% 2.12%
Off – List Word 18.62% 11.50% 26.79% 25.40%
RD. 5 RD. 6 Average
K1 Word 77.16% 82.19% 71.64%
K2 Word 6.47% 6.85% 7.35%
AWL Word 3.02% 1.37% 3.47%
36
CHAPTER 3
RD. 1 RD. 2 RD. 3
K1 Word 82.35% 90.38% 86.56%
K2 Word 8.28% 1.54% 2.69%
AWL Word 3.05% 3.08% 2.69%
Off – List Word 6.32% 5.00% 8.06%
RD. 4 Average
K1 Word 86.08% 86.34%
K2 Word 6.96% 4.87%
AWL Word 0.63% 2.36%
Off – List Word 6.33% 6.43%
CHAPTER 4
RD. 1 RD. 2 RD. 3 RD. 4
K1 Word 89.94% 81.46% 85.19% 71.58%
K2 Word 5.66% 5.47% 8.33% 11.87%
AWL Word 0.00% 3.34% 3.70% 5.40%
Off – List Word 4.40% 9.73% 2.78% 11.15%
RD. 5 Average
K1 Word 83.70% 82.37%
K2 Word 9.69% 8.20%
AWL Word 5.29% 3.55%
Off – List Word 1.32% 5.88%
CHAPTER 5
RD. 1 RD. 2 RD. 3
37
K2 Word 7.07% 18.13% 12.50%
AWL Word 3.03% 0.00% 0.99%
Off – List Word 14.14% 1.88% 17.06%
RD. 4 Average
K1 Word 88.50% 78.43%
K2 Word 6.64% 11.09%
AWL Word 0.44% 1.12%
Off – List Word 4.42% 9.38%
CHAPTER 6
RD. 1 RD. 2 RD. 3 RD. 4
K1 Word 71.56% 80.00% 80.39% 82.53%
K2 Word 7.56% 7.50% 8.54% 4.84%
AWL Word 0.00% 3.00% 0.84% 0.81%
Off – List Word 20.89% 9.50% 10.23% 11.83%
RD. 5 RD. 6 Average
K1 Word 89.64% 87.16% 81.88%
K2 Word 6.31% 9.17% 7.32%
AWL Word 0.45% 0.00% 0.85%
Off – List Word 3.60% 3.67% 9.95%
AVERAGE FOR GRADE 12
K1 Word Average : 6 chapters = 79.6 %
K2 Word Average : 6 chapters = 7.5 %
AWL Word Average : 6 chapters = 2.5 %
38 GRADE 10
READING 1: TASK 2 (Pg. 2-3)
Greeting other people
Good morning / afternoon / evening. Hello, Rio.
Hello, Vita. How are you?
Not bad, thanks. And you?
Hi, Rosa.
Hi, Ajeng.
How‟s everything with you?
Pretty good, thanks.
Introducing yourself
Mr. Rahadian, I‟m Vita Kusumawardani, a new student.
How do you do?
Hello, I‟m David Copperfield.
How do you do? I‟m Julie Anderson.
Hello. My name is Peter Woworuntu.
I‟m Sue Washington. Pleased to meet you.
Hi, I‟m Mike. What‟s your name?
Hi, I‟m James, but everyone calls me Jim.
Introducing other people
I‟d like to introduce Patricia Murphy.
How do you do?
I‟d like you to meet Vita Kusumawardani. Nice to meet you
Nice to meet you, Vita.
39 Well, I should be going.
Goodbye.
I‟m sorry, but I have to go now. Take care.
Bye – bye. / Bye.
It‟s been nice talking to you. See you later!
See you. / See you tomorrow.
Well, I have to go now. I‟ll talk to you later.
Family Word list from grade 10 (Chapter 1, Reading 1)
1k families: [families 45 : types 53 : tokens 142 ] a_[5] after_[1] be_[8] bed_[1] before_[1] beside_[1] bring_[1] but_[1] call_[1] can_[1] close_[3] do_[8] end_[2] every_[1] friend_[1] go_[3] good_[7] have_[3] home_[3] how_[4] i_[10] it_[1] late_[1] meet_[4] mister_[6] morning_[2] mother_[3] mrs_[6] new_[2] night_[4] now_[2] number_[4] ready_[1] see_[2] sit_[1] student_[1] sure_[1] the_[2] this_[2] to_[9] use_[2] when_[1] wish_[1] yes_[1] you_[17]
1k Fr non-cognate families (content only): [families 16 : tokens 34 ] bed_[1] bring_[1] call_[1] end_[2] every_[1] friend_[1] go_[3] good_[7] home_[3] late_[1] morning_[2] mother_[3] now_[2] ready_[1] see_[2] sit_[1] wish_[1] yes_[1]
2k families: [5:5:11] conversation_[2] hullo_[2] nice_[4] parent_[1] sorry_[2] 2k Fr non-cognate families: [families 2 : tokens 6 ] nice_[4] sorry_[2]
AWL families: [::]
40 GRADE 11
READING 1: TASK 8 (pg. 5)
a. Ujung Kulon is one of the protected forests in Indonesia. It is located on the west coast of Java Island. Ujung Kulon is famous as the habitat of Java rhinos.
b. The Niagara Falls are spectacular waterfalls on the Niagara River in southern Ontario, Canada, on the border with the United States. They are one of the greatest waterfalls in the world, measured by the volume of water.
c. Mount Puncak Jaya is located in Papua. With its 16,023 feet height, it makes Puncak Jaya
the highest mountain in the Pasific Basin. Mount Puncak Jaya rises from Papua‟s steep
and rugged Sudirman Mountain range.
Family Word list from grade 11 (Chapter 1, Reading 1)
1k families: [families 33 : types 35 : tokens 65 ] a_[1] and_[1] as_[1] be_[6] by_[1] coast_[1] fall_[1] famous_[1] forest_[1] from_[1] great_[1] high_[1] in_[5] it_[3] make_[1] measure_[1] mountain_[2] number_[2] of_[5] on_[3] one_[2] protect_[1] rise_[1] river_[1] south_[1] state_[1] the_[12] they_[1] unite_[1] water_[1] west_[1] with_[2] world_[1] 1k Fr non-cognate families (content only): [families 7 : tokens 8 ] fall_[1] high_[1] make_[1] one_[2] rise_[1] water_[1] world_[1]
2k families: [5:5:5] basin_[1] border_[1] foot_[1] island_[1] steep_[1]
2k Fr non-cognate families: [families 3 : tokens 3 ] border_[1] foot_[1] steep_[1]
AWL families: [3:3:4] locate_[2] range_[1] volume_[1]
41 GRADE 12
READING 1: TASK 12
Dialog 1
Salesperson : This plant doesn‟t need a lot of water. You shouldn‟t water it more than once a week.
Vita : All right. And what about sunlight?
Salesperson : Well, it shouldn‟t be put in direct sunlight. That will burn the leaves. It‟s best to keep it in a warm sunny room.
Dialog 2
Tiara : Hi, Vit, a nice ballpoint. Where did you buy it? Vita : In “TokoMurah”.
Tiara : I think I‟ll buy one too.
Vita : Well, you‟d better go there soon. I‟m afraid there are not many left. Tiara : Oh yeah? O.k.
Dialog 3
Satrio : Ugh, I hate to have my watch repaired again and again. Brian : Hey, take it easy. What‟s up?
Satrio : I had my watch repaired two weeks ago. And now...it is broken again. It is an expensive watch, you know.
Brian : Well, I think you should try fixing it in another shop. Who knows it is not your watch, but...the shop.
Satrio : Could you tell me where to go?
Brian : Why don‟t you try KooKoo shop? It has good reputation. Satrio : It sounds like a good suggestion. Where is the shop? Brian : It is on Jl. Sudirman.
Satrio : Would you take me there? Brian : Any time.
Family Word list from grade 12 (Chapter 1, Reading 1)
42
direct_[1] do_[3] easy_[1] expense_[1] fix_[1] go_[2] good_[2] have_[3] i_[10] in_[4] it_[13] keep_[1] know_[2] leave_[1] left_[1] like_[1] many_[1] more_[1] need_[1] not_[6] now_[1] number_[3] of_[1] oh_[1] on_[1] once_[1] one_[1] plant_[1] put_[1] right_[1] room_[1] should_[3] soon_[1] sound_[1] suggest_[1] sun_[3] take_[2] tell_[1] than_[1] the_[3] there_[3] think_[2] this_[2] time_[1] to_[3] too_[1] try_[2] two_[1] up_[1] watch_[4] water_[2] week_[2] well_[3] what_[2] where_[3] who_[1] why_[1] will_[2] would_[2] you_[9]
1k Fr non-cognate families (content only): [families 34 : tokens 53 ] again_[3] all_[1] another_[1] best_[2] break_[1] burn_[1] buy_[2] could_[1] easy_[1] go_[2] good_[2] keep_[1] know_[2] leave_[1] like_[1] more_[1] need_[1] now_[1] once_[1] one_[1] put_[1] right_[1] room_[1] soon_[1] sun_[3] take_[2] tell_[1] think_[2] too_[1] try_[2] watch_[4] water_[2] week_[2] well_[3]
2k families: [9:10:14] afraid_[1] hate_[1] hullo_[2] lot_[1] nice_[1] repair_[2] reputation_[1] shop_[4] warm_[1]
2k Fr non-cognate families: [families 5 : tokens 8 ] afraid_[1] lot_[1] nice_[1] shop_[4] warm_[1]
AWL families: [::]
