T1__Full text Institutional Repository | Satya Wacana Christian University: Designing A CorpusBased Dictionary of K3 Vocabulary in Textbook Bahasa Inggris Grade VII and IX T1 Full text

(1)

DESIGNING A CORPUS-BASED DICTIONARY OF K-3

VOCABULARY IN TEXTBOOK

BAHASA INGGRIS

GRADE VII AND IX

THESIS

Submitted in Partial Fulfillment of The Requirement for the Degree of

Sarjana Pendidikan

Kartika Dewi Nugroho 112013049

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

(2)

DESIGNING A CORPUS-BASED DICTIONARY OF K-3

VOCABULARY IN TEXTBOOK

BAHASA INGGRIS

GRADE VII AND IX

THESIS

Submitted in Partial Fulfillment of The Requirement for the Degree of

Sarjana Pendidikan

Kartika Dewi Nugroho 112013049

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

(3)

(4)

(5)

(6)

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@ 2017. Kartika Dewi Nugroho and Prof. Dr. Gusti Astika, M.A.

Language Education Program, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.

(7)

TABLE OF CONTENT

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 Vocabulary ... 4

Vocabulary Learning Strategies ... 6

Dictionary Use ... 9

THE STUDY ... 11

Method ... 11

Sample ... 12

Data Collection ... 12

Research Instrument ... 13

Data Analysis ... 13

FINDINGS AND DISCUSSION ... 14

(8)

(9)

DESIGNING A CORPUS-BASED DICTIONARY OF K-3

VOCABULARY IN TEXTBOOK

BAHASA INGGRIS

GRADE VII AND IX

Kartika Dewi Nugroho

112013049

ABSTRACT

Dictionary use is one of vocabulary learning strategy to learn English for students in Indonesia. However, the dictionary they use is a commercial dictionary that somehow is not suitable as the complement for their textbook. This study is about designing corpus-based dictionary of K-3 vocabulary in Bahasa Inggris textbook for grade VII and IX. It is a dictionary which is designed based on students’ textbook. The sample vocabulary items for this study were selected from students’ textbook entitled Bahasa Inggris for grade VII and IX after deleting the propernouns, phonetic transcripts, numbers, Indonesian words and the pictures or illustrations. Documentary research method was used in this study. I selected the data randomly to be the 150 entry words for the dictionary. First, I used Compleat Lexical Tutor: VocabularyProfiler to categorize the words from the book into K3 vocabulary group. Then I used Concordance to provide the sample sentences for the 150-entry word dictionary of K3. The result was a 150-word corpus-based dictionary of K-3 vocabulary. The dictionary provided five sample sentences in each entry word using different grammatical features and provided meaning of different context. This dictionary can be a complement for Bahasa Inggris textbook grade VII and IX.

Keyword: vocabulary, corpus-based dictonary, vocabulary learning strategy, vocabulary profiler, grammaical features.

Introduction

(10)

because “When students have a great vocabulary, the latter can improve all areas of

communication, namely speaking, listening, reading and writing” (p. 7). Refer to the situation where vocabulary is important in all areas of communication, Alqahtani (2015) stated that the importance of vocabulary will be proven in daily life not only inside the classroom but also outside the classroom. Another idea about the importance of vocabulary is also suggested by Nation, as cited in Alqahtani (2015) that said the more the vocabulary students identify, the better the language they use. Based on these ideas, it means that vocabulary could support students’ English capability. By having great knowledge of vocabulary, students are depicted to be fluent in their English use. However, the problem about English vocabulary in Indonesia is the students are lack of vocabulary knowledge. Mostly, they only know a few words in English. This limitation of their vocabulary could be the obstacle that impedes their English communication (Alqatahni, 2015) since vocabulary plays an important role as mentioned above.

The situation of students’ limitation in vocabulary that happened in Indonesia will affect their learning process. In order to increase students’ vocabulary

(11)

because according to Huang and Eslami (2013, p.1) “A single word may have several possible meanings…” Regarding to this, it is the responsibility of the teacher “…to encourage learners to use a dictionary to find the particular meaning…” (Huang and Eslami, 2013, p.1). So, teacher’s role is to guide the students in finding suitable word’s meaning using the dictionary.

(12)

Literature Review

The Importance of Vocabulary

Vocabulary is considered as essential part in order to learn language. According to Nation (2001) in his book Learning Vocabulary in Another Language by knowing vocabulary it is related to “… examine what could be known about a word, to

evaluate the relative importance of the various kinds of knowledge, to see how they are related to each other, and to broadly suggest how learners might gain this knowledge” (p. 23). So, knowing vocabulary or words means that teacher and

students learning the words meaning, the relation of words within context and also find the suitable way to learn it.

Commonly, in order to learn any second language, sufficient vocabulary is needed since it is crucial to help students avoid the difficulties in learning language (Asgari, 2011, p. 86). Besides, sufficient vocabulary is needed because according to Alqahtani (2015) “…a limited vocabulary in a second language impedes successful communication.” (p. 22). Those ideas about the relation between vocabulary and

successful communication are supported by Mukoroli (2011) that stated “When students have a great vocabulary, the latter can improve all areas of communication, namely speaking, listening, reading and writing” (p. 7). The importance of vocabulary

in four skills of language learning is also supported by Rabadi (2016) saying “Vocabulary knowledge is very important in learners’ reading, listening, speaking, and writing skills and consequently in their academic success” (p. 49). In reading,

(13)

understand a text. Coxhead (2006) agree that the more vocabulary the students understand, the more the students can read. On the way around, “When learners are faced with unsimplified texts, the vocabulary load can be very heavy” (Nation, 1990, p.115). Therefore, Coxhead suggest in order to deal with the gap of vocabulary in reading, students need to read more so they will find more contexts within words. Later those words will be memorized and students could find the relation of words with one to another context (p.75).

The role of vocabulary is also important for the other language skills. In listening, Nation (2001, 2008) identified vocabulary in listening as meaning-focused input. The vocabulary is one aspect to consider whether the students understand the spoken English or not. Yet, Nation (1990) stated students probably still have difficulties in understanding spoken English even though they may have large vocabulary in reading and could read well.

In their research, Olinghouse and Wilson (2012) stated that vocabulary plays the role as a tool to express ideas, experiences, and sensory images in order to compose quality text in writing skill. While in speaking, many words are required for conversation. Therefore vocabulary is needed to express and demonstrate a good speaking skill. (Coxhead, 2006).

(14)

separately from its collocations (Mukoroli, 2011, p. 23). This probably happens because there are so many meanings a word could convey. Therefore, teaching students about the words collocation or giving the words’ context will help them expand their vocabulary knowledge.

Vocabulary Learning Strategies

Based on the ideas that vocabulary has an important part in learning language and could be the supporting point for students’ academic success, there should be

vocabulary learning strategies that helps students to improve their vocabulary which later will improve their academic success too. Vocabulary Learning Strategies are “steps taken by the language learners to acquire new English words” (Asgari, 2011,

p.85). However, Kalajahi (2012) mentioned that sometimes students know that vocabulary is important in order to learn language but they do not realize that vocabulary learning strategies will help them to learn language effectively. Therefore, as teachers who are responsible to manage the class, they can help students by introducing the learning strategies.

There are two types of vocabulary that help teacher to identify which Vocabulary Learning Strategies is suitable to apply. The two types of vocabulary are receptive and productive. Nation (2001) proposed his ideas about receptive and productive vocabulary:

Essentially, receptive vocabulary use involves perceiving the form of a word while

(15)

wanting to express a meaning through speaking or writing and retrieving and producing the

appropriate spoken or written word.(p.24-25)

Alqatahni (2015) also proposed his idea about receptive vocabulary as word that is understood contextually, without any produce while productive vocabulary is understood during speaking and writing (p.25). Both ideas from Nation and Alqatahni about receptive and productive vocabulary are almost the same.

Even though it has been grouped on those two types, teachers will experience the situation where vocabulary is difficult to teach. Vocabulary is as important as grammar or syntax since it conveys meaning. On the other hand, vocabulary could be the problem for students because “…unlike syntax and phonology, vocabulary does not have rules the learners may follow to acquire and develop their knowledge”

(Alqatahni, 2015, p.23). Perhaps, students will be confused because vocabulary knowledge comes without rules like grammar or syntax.

Another problem is the time allotment of learning second language and the background knowledge of second language students. Rossiter, Abbott, and Kushnir (2016) stated that “…second language (L2) learners often need to learn a large

amount of vocabulary in a limited period of time; thus, vocabulary instruction is of fundamental concern to educators”(p.2). In order to deal with those problems,

(16)

Coxhead in his book proposed two types of vocabulary learning strategies which are Direct Learning Strategies and Indirect Learning Strategies. Direct Learning Strategies means that “Learners spend their time specifically on learning the word for example using flashcard” (Coxhead, 2006, p. 40) while Indirect Learning Strategies means “learners are engaged in understanding the meaning of words in

context.That is, they are focused mostly on the message.” (Coxhead, 2006, p.51). Another idea comes from Schmitt (2000) who proposed around 58 strategies of vocabulary learning that teacher could use in order to expand their students’

vocabulary knowledge and overcome those problems. Those strategies then later grouped into five groups which are Determination Strategies (guessing the meaning through context, the equivalent words in L1, and use references), Social Strategies (using interaction among people around to ask the meaning of new words), Memory Strategies (using students’ background knowledge of some words they have learned),

Cognitive Strategies (repetition of vocabulary the students have learned and keeping notes of vocabulary), and Metacognitive Strategies (using English-language media).

(17)

The strategies according to Gu and Johnson could be categorized under Schmitt’s five-group of strategies which Guessing Strategies and Dictionary

Strategies are under Determination Strategies, and Note-taking Strategies is under Cognitive Strategies.

In terms of approach, there are also two types of vocabulary acquisition which are explicit and incidental learning of vocabulary.

Explicit learning focuses attention directly on the information to be learned, which gives

the greatest chance for its acquisition. But it also time-consuming, and for all but the

most diligent student, it would be too laborious to learn an adequately sized lexicon.

(Schmitt, 2000, p.120)

Basically explicit learning of vocabulary is related to direct topic for students. It might makes students having large sight of vocabulary but it is difficult to teach since “…students learn the word form and learn the meanings, but confuse which goes with

(18)

Dictionary Use

In Indonesia, dictionary use is one of the common strategies used by the teachers. According to Mahbashi, Noor, and Amir (n.d), “In learning vocabulary, the

dictionary has always been the main source for offering definitions and examples of words that EFL learners have to meet in their reading of English texts” (p.14). In general, there are three kinds of dictionaries which are monolingual, bilingual, and bilingualised. (Nation, 2001).

First, monolingual dictionary, which is a dictionary that only contains information and definition in the second language. However, the use of monolingual dictionary as the complement for students’ second language learning is quite difficult

if they only have limited vocabulary in English.

Second is bilingual dictionary that provides the equivalent word in the first language. Sometimes, the bilingual dictionary only provides a one-to-one relationship and it could lead to some misinterpretation by the students since there are lot of interpretation of meaning that comes from a single word.

The last type is bilingualised dictionary which is the combination of both bilingual and monolingual. It comes with “…the information that is in a monolingual dictionary plus a translation of the head word” (Nation, 2001, p. 290).

(19)

according to their textbook and also help teacher in order to teach English vocabulary for students.

The Study

The research question of this study is “how can a corpus-based dictionary of basic vocabulary of K-3 be designed for students?”. This research aims to design a corpus-based dictionary of K-3 vocabulary in Bahasa Inggris textbook grade VII and IX.

Method

This research used documentary research method. According to Payne and Payne (2004) documentary methods are the techniques used to categorize, investigate, interpret and identify …written documents, whether in private or public

domain such as personal papers, commercial records, or state archives, communications or legislation. In this study, Bahasa Inggris textbook for class VII and IX will be analyzed to determine the words that belong to K-3 or AWL in order to produce list of words for the dictionary entry. According to Astika (2016) “The K

(20)

Sample

This research used the textbook Bahasa Inggris for class VII and IX. It is written by Th. Kumalarini, Achmad Munir, Slamet Setiawan, Helena Agustien, Muchlas Yusak for class VII and Gunarso Susilohadi, Suharso, Dwi Anggani, Siti Wachidah, Sri Sumarni for class IX. Both books were published by Pusat Perbukuan Departemen Pendidikan Nasional in 2008. The text-Book Bahasa Inggris for class VII and IX have been recommended by the Ministry of Education and Culture and are arranged based on Peraturan Menteri Pendidikan Nasional No. 2 Tahun 2006

Tentang Standar Isi, No. 23 Tahun 2006 tentang Standar Kompetensi Lulusan, and based on the criteria for text-book developed by Badan Standar Nasional Pendidikan.

Data Collection

In order to collect the data there were several steps that should be done. First, the textbook Bahasa Inggris for class VII and IX was converted from pdf file to MS word. After the whole book was converted to MS word, the second step was the deletion of unnecessary text, for example Indonesian words like “Kata Sambutan”, people’s names like “Priska Wulandari”, towns or places like “England”, and

running text of the text-book like “Bahasa Inggris SMP Kelas IX”. Later, the final

(21)

Research Instrument

The tool for this research was Compleat Lexical Tutor, version 8 available at www.lextutor.ca. It is a vocabulary profiler to identify vocabulary items in different frequency groups. After the words were classified using the tool, I used Concordance to identify context of a particular word to be put in the dictionary entry.

Data Analysis

(22)

for the entry word then I used the other corpus like “2k Graded Corpus” or “Academic General Corpus” to provide examples. The Concordance that I chose

provides several list of context and I selected examples that contain different grammatical feature. The examples of context that had been selected should provide sufficient clue for the meaning of the key word.

FINDINGS AND DISCUSSION

(23)

selection of sample sentences from specific corpus, it was based on grammatical features that were used before, and before and after a particular lexical item.

The grammatical features which were used as the criteria for selection of sample sentences were infinitive, auxiliary, collocation, preposition, conjunction, article, adverb, possessive, noun, pronoun, proper noun, adjective, and verb. Those grammatical features are the most common features which appear in the concordance. Each grammatical feature will be explained as mention below

A. Infinitive

Infinitive is a verb which is preceded by to or bare infinitive, for example,

he likes to work and her boss lets her work from home (Cowan, 2008) In this research, I used ‘infinitive to’ as the grammatical features.

B. Auxiliary

(24)

C. Collocation

Collocation is constructed from words that often appear together as a pair or group of words (Duan and Qin, 2012). For example make a decision and take a bath.

D. Preposition

Preposition usually is indicated with the use of in, on, at to describe the location of place, e.g., I live in Indonesia,from, offto describe source, e.g.,

we just arrived from London, into, onto to describe the goal of an action, e.g., I fell onto the floor, and with, by to describe the tools that used to carry out an action e.g., she sliced the rope with a knife. With can also indicates the notion of companion, e.g., Lee is at the movies with his wife. (Cowan, 2008).

E. Conjunction

Conjunction is used for connecting words or sentences for example, using and:I can run and jump, and using or:is it a boy or a girl.

F. Article

According to Cowan (2008, p. 218-219) “Articles are types of determiner and can be classified as definite or indefinite.” For example The sun

(25)

G. Adverb

According to Cowan (2008) adverb is “a word that supplies information

about how, where, when, why, and to what extent some action occurs” (p.248). adverb mostly formed by adding –ly for example Helen paused

briefly to catch her breath and He quickly slipped the key into his pocket. H. Possessive

Possessive consist of possessive determiner and possessive pronoun. It indicates the possession in English (Cowan, 2008). The example of possessive determiner are My, her, your,etc and possessive pronouns are mine, hers, yours, etc.

I. Noun, Proper Noun, and Pronoun

Noun refers to people places and things like table, chair while Proper Noun refer to the specific names of people, things, and place like England, John and Pronoun refers to noun that appears earlier. (Cowan, 2008) For example, she refers to a woman in sentence a woman got out of the car. She wa s wearing a grey overcoat. Another example is My brother is in libra ry.

He reads many books.

J. Adjective

Adjective is used for describing features of person or things denoted by noun or pronoun (Carter & McCharty, 2006) for example she is beautiful

(26)

K. Verb

In English, verb gives information about time (tenses), for example I speak

(present tense), I spoke (past tense) and information about agents and recipients of verb process whether it is active or passive voice for example

She destroyed it (active voice), and It was destroyed (passive voice). (Carter & McCharty, 2006)

Based on those criteria for selecting sample sentences, then I chose 150 words out of 239 words in K3-word entry. 150 words which are used as the dictionary entries represent all words of K3 found in Buku Bahasa Inggris for grade VII and IX. This selection of words used random sampling techniques and then the dictionary entries were organized alphabetically. Each dictionary entry was given 5 sentences to provide meaning in context using different grammatical features.

Dictionary Entries

(27)

more easily to check where the sample sentences are taken. Each sample of sentence is followed by the Indonesian translation which was also taken from Google Translate.

1. adapt (verb) menyesuaikan

a. Infinitive: 1k corpus

I've had plenty of time to adapt to it. (menyesuaikan) b. Auxiliary: academic general corpus

People could adapt themselves (menyesuaikan diri) c. Conjunction: Learner student

It would be easy for me to join him and adapt myself to the English speaking environment. (dan menyesuaikan diri)

d. Adverb: Academic general corpus

Efficiently adapt itself to its broader goals. (menyesuaikan diri secara efisien)

e. Noun: academic general

How did young people adapt to this? (manusia beradapta si)

2. adventure (noun) petualangan

a. Preposition: 1k Graded Corpus

He was a very clever boy and he read a lot of adventure stories. (petualangan)

b. Conjunction: 1k graded corpus

Dumas enjoyed travel and adventure. (dan petualangan) c. Article: 1k graded corpus

'This isn't an adventure story,' (sebuah petualangan) d. Possessive: 2k Graded corpus

(28)

e. Collocation: academic general

A merchant needed to enjoy adventure and risk for its own sake. (menikmati petualangan)

3. aggressive (adjective) agresif

a. Preposition: 2k Graded Corpus

She spent nearly all of her adulthood pursued by aggressive paparazzi. (oleh paparazzi yang agresif)

b. Conjunction: Academic general Corpus

The British complained of arrogance and aggressive self - seeking.

(dan agresif)

c. Article: Academic General Corpus

We can identify an aggressive act. (sebuah tindakan yang agresif) d. Adverb: academic general corpus

It has taken on a distinctly aggressive element. (agresifyang jelas) e. Possessive: 2k graded corpus

And if there is a bonafide complaint regarding someone's aggressive dog (anjing agresif milik seseorang)

4. alarm (noun) alarm

a. Infinitive: 2k graded corpus

I don't think you really believe I intend to alarm you (menakuti) b. Collocation: 2k graded corpus

Then I set my alarm clock for one o'clock in the morning, got into bed fully dressed and switched off the light. (menyetel alarm)

c. Preposition:2k graded corpus

The other engineers had been woken by the scream of alarm bells (dari alarm)

d. Article: 1k graded corpus

The car had an alarm, and it made 29a very loud noise. (sebuah alarm) e. Possessive: 2k graded corpus

(29)

5. apologize (verb) meminta maaf

a. Infinitive: 2k Graded Corpus

It's just that I wasn't very nice to you when you came home from America, and I want to apologize. (meminta maaf)

b. Auxiliary: 2k Graded Corpus

I should apologize and go - and leave this girl to the peaceful world that she has always known. (sebaiknya meminta maaf)

c. Conjunction: Academic General Corpus

to make them regret having lived so long and apologizefor their need to call on more services (dan meminta maaf)

d. Pronoun: 2k graded

And why does he apologize for inheriting Father's property in future? (dia meminta maaf)

e. Verb: 2k graded

the old woman at the door intended to establish contact, apologize for disturbing me (menjalin kontak, meminta maaf)

6. assistance (noun) bantuan

a. Collocation: Academic General Corpus

men do give assistance which is less visible. (memberikan bantuan) b. Preposition: 2k Graded Corpus

I had to go to the British Embassy to ask for assistance(untuk bantuan) c. Conjunction: academic General Corpus

It became increasingly difficult to pay insurance and assistance benefits (dan bantuan)

d. Article: Academic General Corpus

The government started an assistance programme (sebuah bantuan) e. Possessive: academic General Corpus

(30)

7. aunt (noun) tante. bibi

a. Collocation: 1k graded

But his old aunt, who lived near Barton, heard something terrible about him (tante/bibi yang tua)

b. Preposition: 1k graded

Jo said, ''It's from aunt March!” (dari tante/bibi) c. Conjunction: 1k Graded

But aunt March was an angry woman, and Jo didn't always like her. (tapi tante/bibi)

d. Article: academic general

He had been sent to stay with an aunt(seorang tante/ bibi) e. Possessive: 1k Graded

I only see my aunt once a year. (tante saya/bibi saya)

8. autumn (noun) musim gugur

a. Collocation: academic general

The Portrait of Kahnweiler, painted in Paris soon after Picasso's return from Cadaquès in the early autumn of 1910 (a wal musim gugur)

'Oh, as it always looks in autumn? (di musim gugur) c. Conjunction: academic general

it was often carried out in the period between spring and autumn (dan musim gugur)

d. Article: 1k graded

In the autumn of my last year at Harvard university, I studied a lot in the Radcliffe library. (musim gugur)

e. Possessive: 2k graded

(31)

9. awful (adjective) buruk

a. Collocation:1k graded

Now it looks awful and I don't know what to do. (terlihat buruk) b. Conjunction: academic general

The primitive and metropolitan uniting to hint at something underlying and awful.(dan buruk)

c. Article: 1k graded

People think that's an awful thing to say, but they weren't with her when she First woke up. (sesuatu yang buruk)

d. Adverb: 2k graded

Remember the unspeakably awful Cornelius? (sa ngat buruk) e. Pronoun: academic general

"My friend, I have discovered something awful (sesuatu yang buruk)

10. badly (adverb) sangat, dengan buruk

a. Collocation: 1k Graded

She began to sleep badly, and her mother and I decided to lock the bedroom door at night. (tidak tidur dengan nyenyak)

You can get to the top if you want to badly enough (dengan sangat/ bersungguh-sungguh)

c. Conjunction: academic general

According to Cochrane et al. (1985), the land - use practised depends mainly on how well or badly the savannas are drained. (atau dengan buruk)

But he was a badly frightened man. (sangat) e. Adverb: 2k graded

(32)

11.behave (verb) bertingkah, berperilaku a. Infinitive: 2k graded

No one can possibly expect a slave to behave like a free man (bertingkah/berperilaku)

b. Auxiliary: 2k graded

JS No, not if the parents can't behave in an adult way. (tidak dapat berperilaku/bertingkah)

c. Collocation: academic general

Animals do behave differently towards different conspecifics (berperilaku/bertingkah)

d. Conjunction: academic general

They think and behave according to a contrary set of values. (dan berperilaku/bertingkah)

e. Adverb: academic general

We mostly behave in a rational manner. (kebanyakan berperilaku/bertingkah)

12. bell (noun) bel

a. Noun: 2k graded

The doorbell rang again and this time Marina opened the door. (bel pintu)

I wouldn't want to take a case away from bell.(menjauh dari bel) c. Article: 1k graded

A bell rang and a man's voice spoke. (sebuah bel) d. Possessive: academic general

And that was to tingle his bell. (belnya) e. Adjective: 2k graded

(33)

13. belt (noun) ikat pinggang, sabuk

Only his safety belt kept the Pilot in his seat. (sabuk pengaman) b. Article: academic general

Probably that is why these earliest youths wear a belt. (sebuah ikat pinggang)

c. Possessive: 2k graded

I loaded my gun and pushed it in my belt. (ikat pinggang saya) d. Adjective: 2k graded

Dillon gave Woods his bag, still tied with Tami's old belt. (ikat pinggang lama)

e. Noun: Brown

This fiery swath was actually only a belt of minor planets, almost like the asteroid belt in the original Solar System. (sabuk asteroid)

14. beside (preposition) disamping, disebelah

The dog lay beside the bed and Nancy sat near the window. (berbaring di samping)

b. Conjunction: 1k graded

When he arrived, he saw that Akela was not in his special place, on top of the rock, but beside it. (tetapi di samping)

c. Adverb: 2k graded

While he ate dinner, I sat quietly beside him. (duduk diam di samping) d. Noun: 2k graded

There was a cup in the dirt beside the bed. ( debu/kotoran di samping) e. Verb: 2k graded

Anna moved beside him. (pindah ke sebelahnya)

15. bite (verb) menggigit

(34)

b. Auxiliary: 1k graded

They cannot see, but they can bite? The facts An alligator was found in New York? In East Harlem, in 1935. (dapat menggigit)

c. Collocation: 2k graded

Mr Sheridan took a bite and the sandwich was gone. (menggigit sedikit) d. Article: 1k graded

They all looked at Mowgli and saw the bite-marks on his arms and legs. (luka bekas gigitan)

e. Adverb: academic general

The person who fears dogs may convince him herself that dogs always bite people, especially them. (selalu menggigit)

16. bowl (noun) mangkok

a. Preposition: Brown

Fill small hole in bowl with clay. (di dalam mangkok)

b. Article: 1k graded

Put the flour and salt into a bowl (sebuah mangkok) c. Possessive : 2k graded

He stood up from the table and went to the master, with his bowl and spoon in his hands (mangkoknya)

d. Adjective: 1k graded

She was washing in the Cuban way, in a large bowl on top of a stove. (mangkok besar)

e. Noun: 2k graded

She had picked up the goldfish bowl and emptied it over the burning shirt. (akuarium ikan emas)

17. bread (noun) roti

(35)

Can you imagine a pudding made mostly with bread and butter? (dengan roti)

c. Conjunction: 1k graded

The woman called Messua took Mowgli to her house and gave him milk and bread(dan roti)

She put her hand out of the window, with the bread on it. (roti) e. Possessive: 1k graded

So Miss Minchin put me in the attic and said I must work for my bread. (roti saya)

18. burst (verb) meledak

a. Auxiliary: 2k graded

I felt I would burst if I didn't tell someone and there was no one to tell. (dapat (seolah-olah) meledak)

b. Collocation: 2k graded

I gave a burst of mad laughter. (tidak tertahankan) c. Conjunction: 2k graded

But deep inside her a little girl threw herself down on her bed and burst into tears. (dan menangis)

Paul watched him walk into his classroom, where a burst of clapping greeted his arrival. (suara riuh/gemuruh)

e. Adverb: 2k graded

If I'm angry, you can always burst into tears,' he said, with a half smile. (selalu dapat menangis)

19. cable (noun) kabel

a. Noun: 2k graded

(36)

You see there have been such enormous advances in the communications industry, with mini and micro-computers, and, of course, now with cable TV on its way. (dengan kabel)

c. Article: academic general

The cable system which united the world was already almost complete by 1880. (Kabel)

d. Verb: 2k graded

He enjoys cable TV and room service. (menikmati TV kabel) e. Adjective: 2k graded

The average cable system currently offers 53 channels. (rata-rata sistem TV kabel)

20. cake (noun) kue

At each garden party, the guests drink about 27,000 cups of tea they eat 20,000 sandwiches and 20,000 pieces of cake! ( (se)potong kue )

"Can I make a cake?" ((sebuah)kue) c. Possessive: 1k graded

Everybody in Avonlea will hear about my cake. (kue saya) d. Adjective: 1k graded

"I wanted to make a nice cake for you." (kue yang enak) e. Noun: 1k graded

The wedding cake was more than ten metres high! (kue pernikahan)

21. carpet (noun) karpet

At last, I arrive at the red carpet. (karpet merah untuk acara-acara penting)

(37)

c. Possessive: 2k graded

The supporters say Tamagotchis give a child the chance for a personal relationship with a pet without the continuing expense of actual pets, without the risks of bites, communicable diseases and real-life messes on your carpet. (karpet anda/karpetmu)

David Wilson's office was large, with a thick carpet and beautiful pictures on the walls. (karpet tebal)

Darren, aged 5 years, had been found deliberately passing urine in the corner of his bedroom carpet. (karpet kamar tidur)

22. castle (noun) kastil

a. Preposition: 1k graded

We were getting near to castle Dracula. (dekat dengan kastil) b. Conjunction: academic general

Those who sought refuge inside a town or castle could reasonably hope to survive (atau kastil)

She said to me," King Arthur is in the castle of Sir Damas. (kastil) d. Possessive: 1k graded

And they can stay in your castle(kastilmu) e. Adjective: 1k graded

Camelot had roads and houses and a great castle. (kastil yang hebat)

23. catalog (noun) katalog

a. Preposition: academic general

We estimate our demand model for catalog(untuk katalog) b. Article: academic general

(38)

c. Adjective: 2k graded

The new catalog, designed by Los Angeles-based Hershey Group (katalog baru)

d. Noun: Brown

The customary initials after his name in the college catalog (katalog perkuliahan)

e. Conjunction: Academic general

Mixed exhibitions tend to have rather perfunctory introductions and catalog entries (dan katalog)

24.charity (noun) amal

She loved her two young sons and her work for charity. (untuk amal) b. Article : 1k graded

'Help the Children' had a charity shop in the middle of the town, and at nine o'clock Jason was outside the door. (amal)

c. Collocation: Academic General

His stress on the saving grace of social charity(kegiatan amal social) d. Conjunction: Academic General

Co - operation between state, private, and charity services will be essential. (dan amal)

A lot of her charity work was with children, and she was always happy and natural with them. (kegiatan amalnya)

25.chase (verb) mengejar

a. Infinitive: 2k graded

He wanted to chase the robbers, and began to give orders about collecting men and boats. (mengejar)

b. Collocation: 1k graded

(39)

c. Preposition: 2k graded

will become the nation's third- largest banking company, with $290 billion in assets, after chase Manhattan and Citicorp. (setelah mengejar)

d. Conjunction: 1k graded

I can take the buffaloes round to the top end and chase Shere Khan down the ravine. (dan mengejar)

e. Article: 2k graded

I described a chase across the desert, and an attack on the ship from Africa. (sebuah pengejaran)

26.cheese (noun) keju

a. Adverb: 2k Graded

'Just like a little, tired child,' said Mr Mybug, who like most daring intellectuals was as soft as cheese underneath (selembut keju)

b. Conjunction: 2k Graded

'The guard lent it to me last night to cut up my bread and cheese,' she answered. (dan keju)

c. Noun: 2k Graded

Another impressive starter was the sauteed exotic mushrooms sharing a plate with a wedge of fried goat cheese and a clump of salad. (keju dari susu kambing)

d. Adjective: 2k Graded

We then set to work (or play), dipping and wrapping bread and the other ingredients in the hot cheese (keju yang masih panas/ keju pedas)

e. Verb: 2k Graded

And we can make cheese from her milk. (membuat keju)

27.chest (noun) dada

It is a great wooden chest(peti kayu) b. Preposition: academic general

(40)

The cuts on his face and chest were bad enough (dan dada) d. Article: 1k graded

Then he covered the chest with earth, and put sand over the place. (dada)

Soon the wall was as high as my chest. (dada saya)

28.Clothing (noun) pakaian a. Collocation: 2k graded

You should keep them warm, loosen any tight clothing, and try to reassure them. (pakaian ketat)

P1 is the ordinary, basic genetics laboratory P4 is for highly dangerous experiments where everything has to be totally safe in all possible conditions - airlocks, showers, changes of clothing , that sort of thing.' (perubahan pakaian)

Living meant constant activity to obtain food, shelter and clothing(dan pakaian)

It looked as if there'd been an explosion in a clothing factory. Ran was laughing. (sebuah pabrik pakaian)

He took gold and some coins and hid them safely in his clothing. (pakaiannya)

29. cloud (noun) awan

a. Infinitive: academic general

(41)

b. Adjective: 1k graded

The sun had disappeared behind thick grey cloud, and a cool wind was beginning to blow. (a wan kelabu)

c. Preposition: 2k graded

He disappears under a cloud, mysterious, forgotten, and much too romantic. (di bawah a wan)

d. Conjunction: academic general

It plainly resembles dynamic states such as weather and cloud formations more closely than it resembles static objects. (dan awan) e. Article: 1k graded

A cloud moved across the moon, and when the moon came from behind it, Count Dracula was not there. (a wan)

30. compose (verb) menyusun

he began to open up he enjoyed this post enormously, relishing the chance to compose music for a wide variety of productions (menciptakan)

b. Auxiliary: academic general

Citizens then act as witnesses in the courts and finally may compose the jury - the real judge of guilt and innocence. (dapat menyusun)

As a simulation language, OPN uses a function-algebraic model to subsume and compose discrete (dan menyusun)

d. Pronoun: academic general

This chapter looks at how you compose the sentences and paragraphs which make up your essay or dissertation. (kamu menyusun)

e. Adverb: Brown

(42)

31. comprise (verb) meliputi

Class - A antelopes are small and good at selecting plant parts to comprise a good diet. (menjadi bagian dari)

The "referral chain' can comprise both individuals acting as private citizens and professionals operating on behalf of agencies. (dapat meliputi)

c. Adverb: academic general

The principles of effective choral writing are fairly straightforward, and mostly comprise exploitation of the choir's colouristic resources (sebagian besar terdiri dari)

d. Pronoun: academic general

They comprise central components of the motivational context of Semai social relations (mereka menyusun)

Speaker skills comprise such things as the ability to provide critical information, and the number of trials or messages to identify the target. (kemampuan pembicara meliputi)

32. confident (adjective) percaya diri

He used to be so self-confident. (percaya diri) b. Preposition: academic general

the seventeenth century give the impression of confidentinvulnerability. (percaya diri)

Emma was happy to see Harriet looking pretty and confident (dan percaya diri)

He wore a confident, intelligent expression on his face (percaya diri) e. Adverb: 2k graded

(43)

33. consult (verb) berkonsulta si

The insistence on the need to consult others (berunding) b. Auxiliary: academic general

in "craft" retailing, the store manager and staff can consult central databases of information (dapat mengkonsultasika n)

Finally, consult essays already successfully submitted. (akhirnya, konsultasi)

d. Pronoun: academic General

Think about what you are looking for when you consult a textbook. (kamu mengonsultasikan)

e. Conjunction: Brown

He had Anthony and William to confide in and consult. (dan berkonsulta si)

34. consume (verb) mengkonsumsi

The purchaser does not actually have to consume the product (mengkonsumsi)

b. Conjunction: academic general

A community of subjects who produce and consume in order to produce (mengkonsumsi)

There are some scavengers that do not hunt and rarely consume meat. (jarang mengkonsumsi)

d. Pronoun

They consume, destroy, and devour whole fields, houses and cities (mereka mengkonsumsi)

e. Auxiliary: Brown

(44)

35. contest ( noun) kontes, lomba

Ricardou sought to contest the referentiality of the nouveau roman (mengambil bagian)

b. Collocation: academic general

it should not be identified with action securing a fair contest. (perlombaan yang adil)

There's a contest soon (sebuah kontes/perlombaan) d. Adverb: academic general

This is quite unlike the Young Socialists, who keenly contest the chairpersonships (kontes yang ketat)

The gladiators waited for their contest in an area that was at the same level (kontes mereka)

36. counter (noun) penghitung, (verb) mela wan

a. Preposition: academic general

Who have been sentenced for counter - revolutionary activity. (ka rena perla wanan)

One can understand the arguments and counter arguments among Nero and his advisers (dan bantahan)

Nicholas's government mounted a counter(penghitung) d. Adverb: academic general

Too much salt (or sugar) to the mixture could be dangerously counter - productive. (kontra produktif)

e. Possessive: academic general

(45)

37. cousin (noun) sepupu

I promised to give Miss Matty the latest report on cousin Thomas. (mengenai sepupu)

Yanomami may assault, perhaps fatally, a wife, brother, or cousin (atau sepupu)

Mattie was the daughter of Orin Silver, a cousin of Zeena Frome's. (sepupu)

d. Adverb: 2k graded

Then a dark man came up to Leila, then cousin Laurie and a friend. (kemudian sepupu)

e. Possessive:1k graded

But you can't send her away she's your cousin. (sepupumu)

38.crazy (adjective) gila

I can't believe that a man can go crazy for love of a girl. (menjadi gila) b. Preposition: academic general

He barely glimpsed possibility of Christian hope plunges to crazy childishness. (untuk kegilaan)

And the men rushing after him, a strange and crazy delight came to her, drowning all other feelings. (dan gila)

But it is also a crazy game (permainan yang gila) e. Possessive: academic general

(46)

39. creature (noun) makhluk

a. Collocation: 2k graded corpus

What kind of creature was this Simon Ashby (jenis makhluk)

The gap between the Creator and creature, enabling man to recognise his own true nature (dan makhluk)

A creature sat on a chair behind a table. (sesosok makhluk) d. Adjective: 2k graded

'You think I'm afraid of that weak little creature?' he growled. (makhluk kecil)

e. Noun: Brown

A strange wood creature came floating up from a patch of berry bushes. (makhluk dari kayu)

40.cream (noun) krim

a. Preposition: 2k Graded

Cream teas' are popular - you have scones (a kind of cake) with cream and jam (dengan krim)

We ordered two of the large bowls of fruit, ice-cream and cream which the Swiss like so much. (dan krim)

c. Noun: 2k Graded

'You've got your own ice-cream.' (es krim) d. Adjective: 2k Graded

Begin with the inn's luscious quesadilla filled with smoky chicken and Gruyere and festooned with sour cream and black olives - plenty for two to share. (krim yang asam)

e. Verb: 2k Graded

(47)

41. custom (noun) adat (adjective) yang dibuat sesuai pesanan

a. Collocation: academic general

There was partible inheritance by the local custom called gavelkind (adat setempat)

b. Preposition: academic general

Some tenants held land by custom alone (oleh adat) c. Conjunction: academic general

Law and custom thus defend the family as the prime agent of socialist (dan adat)

It became the custom to give presents on his special day (kebia saan) e. Adjective: Brown

the President inaugurated a new custom - that of conducting business at the breakfast table. (kebiasaan baru)

42. desert (noun) padang pasir, (verb) meninggalkan

It is when we make an attempt to clarify it that the confidence begins to desert us in the face of difficulties. (meninggalkan)

Tanya Brinkley, a 14-year veteran who served in desert Storm and now commands an MP company (di padang pasir)

It is possible that on some distant steppe or desert there are people who never saw a picture of the world's most photographed woman. (atau padang pasir)

Some months later, Massie returned Snow Upon the desert to her. (padang pasir)

e. Proper Noun: 1k graded

(48)

43. dialogue (noun) percakapan, dialog

'The smaller the group, the more opportunity there is for dialogue between the pupils and the teacher. (untuk berdialog)

It is the language and the imagery you remember, not character or dialogue. (atau dialog)

If this is a dialogue , each remark is uttered after long reflection. (sebuah percakapan)

d. Noun: academic general

One of the most typical structures in classroom dialogue is the teacher asking a question, a pupil responding, and the teacher evaluating the pupil's response. (dialog di dalam kelas)

e. Possessive: academic general

I was trying to grasp, in terms of this distinction, the significance of Philonous's insistence, in Berkeley's dialogue. (dialog Berkeley)

44. dig (verb) menggali

We'll move down lower and find a place to dig in. (untuk menggali) b. Conjunction: 2k graded

'Someone who can look good in evening clothes, but ride a horse and dig a field as well. in gotta find somebody.' (dan menggali)

c. Pronoun: 2k graded

'Where do we dig?' Mark's heart was in his mouth. (kita menggali) d. Noun: academic general

(49)

e. Adjective: academic general

As an illustration of this point, consider the text in (3) as a dusty fragment, recovered during an archaeological dig in the ruins of Minneapolis in the year 2500 A.D. (hasil galian arkeologis)

45.dirty (adjective) kotor

a. Collocation:1k graded

Sometimes people fall down and get dirty or sometimes they break their leg. (menjadi kotor)

He was very tired, hungry, and dirty. (dan kotor) c. Article: 1k graded

But it is a dirty piece of work. (sesuatu yang kotor) d. Adverb: 1k graded

'No, I'm too dirty and wet from the rain,' he answered. (terlalu kotor) e. Possessive: 1k graded

Oh, here's Princess Sara,' she said, 'in her old dress and her dirty shoes!' (sepatu kotor miliknya)

46.disagree (verb) tidak setuju

a. Auxiliary: 2k graded

According to Al Carter, who manages the club, the Patapedia Pool is "the best holding pool in North America, " and few would disagree. (tidak akan setuju)

I said nothing to agree or disagree with this, but I didn't know if he really believed what he was saying. (atau tidak setuju)

(50)

d. Pronoun: 2k graded

I disagree with the attitudes of most students and really dislike some aspects of college life. (saya tidak setuju)

e. Noun: 1k graded

Millions of fans around the world disagree with this. (dunia tidak setuju)

47.disaster (noun) bencana

That was a terrible disaster which carried away a large part of the hillside. (bencana buruk)

She had only to speak to Komarovsky and he would save her brother from disaster. (dari bencana)

1f peop1e worry about the two young lovers, they will understand the disaster more. (bencana)

A thin line always divides Utopianism from crankiness, and Bronson Alcott's experiments with communal life at 'Fruitlands' was an economic disaster for his family. (bencana ekonomi)

e. Proper noun: academic general

Cyrenaean individual helped Athenian survivors of the Sicilian disaster of 413 (Bencana di Sicilian)

48.disturb (verb) mengganggu

The room, and the view, and the two people, seemed so calm that I did not want to disturb them. (mengganggu)

(51)

Neither brother was to molest nor disturb the other by making windows from which the other could be observed. (atau (tidak) terganggu)

d. Adverb: academic general

Ambiguities of this kind constantly disturb our attempts to describe the social organization of Europe at this time. (selalu mengganggu)

e. Pronoun: 2k graded

Then the white man moves his fences outwards and says, Look, when you go by you disturb my cattle. (kamu mengganggu)

49. edit (verb) menyunting, mengedit

a. Auxiliary: Academic General

You can edit replies so that the original message can be returned to the sender. (dapat menyunting)

b. Conjunction: Academic General

Keep your synopsis handy all the time you are writing, and edit it periodically (dan suntinglah)

c. Adverb: Academic General

The teacher with a prepared lesson and a captive audience which may not interrupt has a much greater opportunity to actively edit the signing she is producing. (memperbaiki dengan aktif)

d. Prefix: Academic General

Each of the projects outlined above would have to download the data and comprehensively re - edit them (menyunting kembali)

e. Pronoun: Academic General

And if so would he edit it as he re - read the text and his thoughts on the subject became more succinct? (dia menyunting)

50.electric (adjective) berhubungan dengan listrik

(52)

It seemed that a large electricity company, Pacific Gas and electric Company (PG&E), wanted to buy hundreds of houses in the small town of Hinkley. (dan prusahaan listrik)

c. Article: 1k Graded

'Well, perhaps an electric chair on wheels,' said one. (sebuah kursi listrik)

Beside the freezer was a big electric switch. (saklar listrik besar) e. Verb: 1k graded

Musicians like Muddy Waters, Willie Dixon, John Lee Hooker, and Howlin' Wolf were the first to use electric guitars. (menggunakan gitar listrik)

51. entertain (verb) menghibur

a. Infinitive: 2k Graded

Emma was happy to entertain their friends (untuk menghibur) b. Auxiliary: Academic General

I can entertain a thought that p without thinking of p as true. (dapat menghibur)

c. Conjunction: Academic General

The new MLK Library will educate and entertain District residents (dan menghibur)

d. Adverb: Academic General

You will consider my hope a baseless one I still entertain it (masih menghibur)

e. Pronoun” Academic General

(53)

52. envelope (noun) amplop

a. Article: 1k graded

He put the letter in an envelope and wrote a name on it (sebuah amplop) b. Possessive: 1k Graded

Those letters were on Uncle Elias's envelope too! (amplop milik paman Elia)

c. Noun: 2k Graded

It was a paper envelope, looking old and dirty as if many people had touched it. (amplop kertas)

She put the negatives in a brown envelope and put the envelope in a secret hole in the wall 21 of her house. (amplop coklat)

e. Verb: academic General

Each letter contained a postage-prepaid return envelope by regular mail (amplop yang dikembalikan)

53.equivalent (adjective) setara, sejajar

a. Conjunction: 2k Graded

The course offered there costs pounds 867 for four weeks' full-time study and requires an A- level or equivalent standard of education (atau standarisa si yang setara)

b. Article: 2k Graded

The important thing is to know whether you are sending your child to the equivalent type of school. (sederajat/ setara)

c. Adverb: Academic General

This amount was approximately equivalent to half of their annual salary (rata-rata setara dengan)

d. Noun: 2k Graded

(54)

e. Adjective: 2k Graded

The tune is a happy, bouncy one - the musical equivalent, one would like to think, of a little boy's outlook on life. (music yang seirama)

54.essay (noun) esai

a. Conjunction: 2k Graded

TEFL training varies from 'there's the classroom' through correspondence courses to formal courses involving assessed teaching and essay writing. (dan esai)

Bernard was writing an essay and there were books and papers all over the floor. (sebuah esai)

c. Possessive: 2k Graded

And there was another moral she found in Sade, which she expressed most clearly in her essay(esainya)

d. Noun: 2k Graded

Festivalgoers may wander among art pieces like Dimitri Rotov's photo essay on his offbeat fellow Trentonians, (esai tentang foto)

When we met, I had already printed her first classic essay (esai klasik)

55. evaluation (noun) evaluasi, penilaian a. Collocation: Academic General

Empirical evaluation differs from assessment, as the term is generally understood (evaluasi secara empiris)

Steve Strand, head of research and evaluation in Wandsworth (dan evaluasi)

(55)

d. Prefix: Academic General

The result is a re - evaluation of one's personal life, a re-evaluation which is often surprising and usually difficult. (eva luasi kembali)

e. Adjective: academic General

We hope that improved methodology will allow a better evaluation (evaluasi yang lebih baik)

56.exam (noun) ujian

a. Conjunction: Academic General

Because exam questions and essay titles often ask you to judge texts (karena ujian)

'Yes, Mr Soames,' Holmes said. 'There will be an exam today.' (sebuah

ujian)

I got an A in my exam the next day. (ujian saya) d. Pronoun: 1k Graded

Were they exam papers? (mereka menguji) e. Adjective: 2k Graded

When the test day comes, Pratham sits down at a desk for a formal exam (ujian resmi)

57.extract (noun) kutipan, sari

a. Auxiliary: academic General

We can extract some (by no means all) features which characterise spoken language (dapat mengutip)

b. Preposition:Academic General

(56)

c. Article: Academic General

Here is an extract from a letter written by an indignant rentier to his bailiff (sebuah kutipan)

d. Possessive: Academic General

Our extract shows the interweaving of philosophy and narrative characteristic of the poem (kutipan kami)

e. Noun: Academic General

A record like "My Generation" or "Satisfaction" states a position its meanings are collective Cream extract from this musical language (ekstrak dari krim)

58.false (adjective) palsu, salah, suara sumbang

a. Collocation: 2k Graded

He had put on false eyebrows and false hair, and he had done something to his eyes. (memakai alis mata palsu)

You're thin, and with a dark curly wig and a false mustache (palsu) c. Adverb: 2k Graded

His voice now sounded completely false. (benar-benar sumbang(suara))

d. Possessive: 1k Graded

Her weight moved to her false leg, which could not hold it. (kaki palsunya)

e. Verb: 2k Graded

America Online, a user posted false information about Kenneth Zeran, who was not an AOL subscriber. (mengirimkan informasi yang keliru)

59.fiction (noun) fiksi

In 1985 Evans turned from fact to fiction. (sampai fiksi) b. Conjunction: 1k Graded

(57)

c. Possessive:2k Graded

Her fiction is now often seen as pure fantasy. (fiksi buatannya) d. Proper noun: Academic General

English fiction loves such people. It never tires of the lurch, of such areas of darkness. (fiksi dari Inggris)

Unless there's a lot of profit to be had, the big publishers can't be bothered to exhume old fiction. (fiksi kuno)

60. firmly (adverb) dengan sungguh-sungguh

a. Auxiliary: Academic General

He could firmly take the political reins and strengthen the embattled reformist position. (dapat dengan sungguh-sungguh)

This is the position of Christopher Norris, who modestly but firmly maintains that all anglophone readers (tapi dengan sungguh-sungguh) c. Adverb: 2k Grade

He held out his hand and took hers very firmly. (dengan sangat sungguh-sungguh)

d. Pronoun: 2k Graded

All I do is to try to produce the education here that I firmly believe in and which hopefully benefits the children. (saya dengan sungguh-sungguh)

e. Verb: 2k Graded

I'm sure our souls go there when we die,' she answered firmly. (menja wab dengan sungguh-sungguh)

61.float (verb) mengapung, mengambang, melayang

(58)

b. Auxiliary: 1k Graded

The ship could float with water in the four compartments at the front (dapat mengapung)

c. Conjunction: Academic General

the last half - hidden by the rim, and around the other sides (fig. 115) others, some with transparent drapery, have taken off into the air and float(dan mengapung).

d. Noun: Academic general

Balloons float, a high - wire circus act teeters. (balon melayang) e. Adjective: Academic general

An income tax inspector (anonymous) on a rather flippant float, looking grimly into the crowd and singling out strangers (gerobak yang sembrono)

62.format (noun) format

a. Conjunction: Academic General

In situations of this kind provisions governing access and format may exert powerful constraints (dan format)

A political firestorm has erupted over the format of the Informer (format)

c. Possessive: Academic General

Its format was unconventional (formatnya) d. Noun: Academic General

Such material can be delivered on an individual basis or in a group format. (dalam bentuk grup)

e. Adjective:2k Graded

(59)

63. friendship (noun) persahabatan

When isolation and anger have changed to friendship, let us sing together the Song of Africa (menjadi persahabata n)

There was something tragic in a friendship so corrupted by passion. (sebuah persahabatan)

'If you deserved my friendship, as I'm sure you do, I wouldn't care about other people's disapproval.' (persahabatan saya)

Fayed and Diana's close friendship had become frequent international tabloid fodder in past weeks (persahabatan yang erat)

e. Verb: 2k Graded

Where shall I find friendship, and hope? (menemukan persahabatan)

64.frighten (verb) menakuti

He sent the pips to frighten those three men. (untuk menakuti) b. Auxiliary: 1k Graded

And now I'm going to send them a surprise! This will frighten them!' (akan menakuti)

Besides, we've troubles enough at Cold Comfort without bringing' in a newspaper to upset and frighten us.' (dan menakuti)

d. Pronoun: 1k Graded

They frighten and excite us. (mereka menakuti) e. Noun: 1k Graded

(60)

65. functional (adjective) fungsional

a. Preposition: Academic General

The British attitude to Europe remained as functional (sebagai fungsional)

Promoting collective planning and decision making to devise an overall protection plan for the child, which integrates the work of the agencies concerned and divides up tasks in an economic and functional manner (dan fungsional)

c. Article: Academic General

Morgan made what we would now call a "functional "interpretation of social phenomena. (sebuah fungsional)

d. Adverb: Academic General

There is a sense in which a dog ought to have four legs - if it does not, it is imperfect, ill - formed, not fully functional. (tidak berfungsi sepenuhnya)

e. Noun: Academic General

An example based on Skyrme energy functional shows that single-particle Kohn-Sham spectra can be improve (fungsional suatu energy)

66. furniture (noun) perabotan

And Mr Godfrey has always helped Master Marner, with furniture and clothes (dengan perabotan)

b. Possessive: 2k graded

How will people get their furniture and other large objects into their apartments? (perabotan mereka)

c. Noun: Academic General