i
THE VOCABULARY PROFILE OF THE ENGLISH
TEXTBOOK USED IN THE 10
THGRADE OF SATYA
WACANA CHRISTIAN SENIOR HIGH SCHOOL SALATIGA
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Anestasia Yuliani
112012055
ENGLISH TEACHING EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
v
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no material
previously published or written by any other person except where due the
reference is made in the text.
Copyright@ 2016. Anestasia Yuliani and Anne Indrayanti Timotius, S.Pd, M.Ed.
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of at least one of the copyright owners or the English
Language Education Program, Faculty of Language and Arts, Universitas Kristen
Satya Wacana, Salatiga.
vii
TABLE OF CONTENT
Cover Page ... i
Pernyataan Tidak Plagiat... ii
Pernyataan Persetujuan Akses... iii
Approval Page ... iv
Copyright Statement ... v
Publication Agreement Declaration ... vi
Table of Content ... vii
Abstract ... 1
Introduction ... 1
Literature Review ... 5
Definition of vocabulary ... 5
Types of vocabulary ... 5
The Important of Vocabulary ... 6
Teaching Vocabulary ... 9
Learning Vocabulary ... 10
Vocabulary Profiler ... 11
Relevant Previous Study ... 14
The Study ... 15
Context of the Study ... 16
Materials ... 16
viii
Data Collection Procedures ... 17
Data Analysis Procedure ... 18
Findings and Discussions ... 18
A. Overall Vocabulary Profile of the Textbook ... 19
B. Negative Vocabulary Profiles of the Textbook ... 20
C. Block Frequency Output of
Off-List
words ... 23
D. Comparison of Vocabulary Profile across Chapters ... 25
E. Text Comparison across Chapters in the Textbook ... 27
Conclusion ... 30
References ... 32
Acknowledgements ... 34
Appendices ... 35
Appendix A: Negative Vocabulary Profile of K-1 ... 35
Appendix B: Negative Vocabulary Profile of K-2 ... 36
Appendix C: Negative Vocabulary of K-3 or AWL words ... 40
Appendix D: Block Frequency Output of Off-List Words ... 43
Appendix E: Comparison of Chapter III vs. Chapter XI ... 216
1
THE VOCABULARY PROFILE OF THE ENGLISH TEXTBOOK USED
IN THE 10
thGRADE OF SATYA WACANA CHRISTIAN SENIOR HIGH
SCHOOL SALATIGA
Anestasia Yuliani
ABSTRACT
Vocabulary is the most important role in learning a target language. The
students who want to learn a language should understand the vocabulary as the
beginning step. However, students often face difficulties in reading material or
textbook because of the limitation of vocabulary knowledge. To minimize the
students‘ difficulties, the teachers need t
o profile the material or textbook which is
used so that they can determine appropriate vocabulary for the students. Since
vocabulary profile is needed, the research was conducted to profile the vocabulary
in the st
udents‘ textbook of the 10
thgrade of Satya Wacana Christian High
School, which shows negative vocabulary in the textbook, and to show the
number of words (token) recycling index of the textbook. This study used a
descriptive method. There was a selected textbook with fifteen chapters on it as a
sample of this study. The analysis used an electronic tool name the
Compleat
Lexical Tutor
which can be accessed at lextutor.ca. The findings showed the
cumulative percentage of the overall vocabulary profile in the textbook from K-1,
K-2, and AWL words (89.17%). The findings also showed the negative
vocabulary profile (words not found) based on the
New General Service
List
(NGSL) as much as 6.02% for K-1, 37.53% for K-2, and 43.23% for K-3.
Keyword:
Vocabulary, Vocabulary Profile, Compleat Lexical Tutor
INTRODUCTION
Vocabulary becomes the most important element that should be learnt in
language learning. This importance of vocabulary is shown in Wilkins (1972, as
c
ited in Thornbury, 2002) that ―w
ithout grammar very little can be conveyed,
without vocab
ulary nothing can be conveyed‖ (p.2). Because o
f that, many people
want to learn vocabulary of their target language to convey the language. In my
2
Universitas Kristen Satya Wacana, I have to have sufficient knowledge of
vocabulary to understand the teaching and learning process in and out of the
classroom because I will understand the meaning that the other says especially
vocabulary of the target language (English). In learning English, the students do
not only learn about how to pronounce a word correctly and how to make a
sentence in a grammatical correct, but also that they have to learn vocabulary and
be able to apply it in a sentence well. That is the reason of vocabulary plays the
most important element for the students in making sentences that includes four
English skills (reading, listening, writing, and speaking). McCarthy (1990, as
cited in Carranza, et al., 2015) pointed out that ―no matter how well the students
learn grammar, no matter how successfully the sounds of L2 are mastered,
without word to express a wider range of meanings, communication in L2 cannot
just happen in any mean
ingful way‖ (p.49).
Therefore, the students are demanded
to increase their vocabulary knowledge.
In using this material, the students often face the difficulty. The most
common difficulty that the students faced is that the students feel confused in
understanding the meaning of the textbook because of their vocabulary limitation.
It is because the textbook has many academic words or unfamiliar words. It shows
that the students with insufficient of vocabulary in their target language will get
difficulty in learning the material or the textbook. According to Thornbury (2002)
the Second Language Learners who have limited word store can be confused to
determine which word is suitable for a sentence. However, to comprehend 95% of
3
families (Nation, 1990). According to Nation (2001) learning occurs if at least
95% of the running words can be identified. The limitation of vocabulary
collections could affect the students‘ performance and their grade in the class. It
shows that vocabulary has an important role in the language learner
‘s successful.
Nation (1990) added that the students found many difficulties in comprehend both
of receptive and productive language use because of their inadequate vocabulary.
In order to minimize the students‘ difficulties, there are some ways to
solve it. One of them is using word list that is provided by vocabulary profile that
can be identified by Vocabulary Profiler. Vocabulary profiler is a computer
program to measure vocabulary production and vocabulary contained in course
materials that is developed by Tom Cobb (Astika, 2015). This program can be
used to determine the suitable vocabulary in teaching and learning process by
word frequency that appears in vocabulary profile.
In the previous study, Moris and Cobb (2004) examined the potential
offered by vocabulary profiles as predictors of academic performance in
undergraduate Teaching English as a Second Language (TESL). Moris and Cobb
showed that vocabulary profiles could make improvement to 122 TESL students
in analyzing the students writing. That study
also proved that the students‘
vocabulary profile correlated to their grade. Therefore, it is necessary to
investigate the use of vocabulary profile in textbook
‗
Pathway to English
‘
used in
Satya Wacana Christian High School Salatiga
.
Based on the background above, the research had the following questions:
4
2.
What is the number of vocabulary that is not used in the textbook?
3.
What is the token (number of word) recycling index of the chapters in
the textbook?
The objectives of the research were:
a.
To profile the vocabulary of the textbook. The vocabulary profiles provide
useful information for teachers and students about the proportions of
vocabulary in each chapter and it‘s cumulative. It could help
teachers and
students in teaching and learning purposes. Teachers could make it as a
reference to select which vocabulary in the textbook have the highest
academic vocabulary for teaching purposes. Students could select the
vocabulary that was necessary for their level and they could increase their
vocabulary especially academic vocabulary.
b.
To show lists of vocabulary that are not used in the textbook. These words
were obtained from the comparison between the vocabulary in the New
General Service List (NGSL) and the vocabulary found in the textbook.
The lists would provide useful information for teachers and students about
the list of words that were not found in the textbook. They could select and
learn from those words in order to enrich their vocabulary.
c.
To produce the token (number of word) recycling index of the textbook. It
gives the information for the teachers and students about text
comprehensibility in the textbook.
This research could be useful for students and teachers because the teacher
5
use the appropriate vocabulary to develop vocabulary learning for the
students. Besides that, the students can understand the meaning of material
used after the teachers use exact vocabulary for students.
LITERATURE REVIEW
Definition of Vocabulary
In order to teach and learn English, vocabulary is one of the most
important basic elements in foreign language or second language. According to
Schmitt, Schmitt, & Clapham, (2001) ―vocabulary as ‗the building block of
language‘ (p.53), is considered by some to be the single most important aspect of
foreign language learning" (Knight, 1994, as cited in Golkar & Yamini, 2007). In
another definition, Hubbard (1983, as cited in Ferreira, 2007) stated that
vocabulary can be defined as a ―powerful carrier on meaning‖ (p.11).
Diamond
and Gutlohn (2006, as cited in Ferreira, 2007) suggest that ―vocabulary is the
knowledge of words and their meanings‖. Therefore, vocabulary
has the important
role in learning a language because vocabulary is the beginning step before the
students understand the language deeply.
Types of Vocabulary
There are 2 types of vocabularies. They are receptive vocabulary and
productive vocabulary. Receptive vocabulary is knowledge of words that can be
learnt by listening and reading (Nation, 1990, pp. 31-33). Whereas, productive
6
and writing after the learners comprehend the vocabulary (Nation 1990, pp.
31-33). Based on the definition of receptive vocabulary and productive vocabulary,
we know that vocabulary can support students in learning English to comprehend
more about the four English skills (listening, reading, speaking and writing).
The Importance of Vocabulary
Vocabulary has an important role in teaching and learning a language.
Vocabulary is a central part of a language (Coxhead, 2006). It means that every
learner who wants to learn the target language should learn vocabulary first.
Because more words, more meaning that students understand well, they can build
up the language or produce the language. Widdowson (1989) and McKeown
(2002) stated that vocabulary is the most important aspect in language learning,
because by the vocabulary knowledge, the students can build up the language.
Additionally, Barra (1995, as cited in Ferreira, 2007) stated that sufficient word
store of the students can help the students to understand the meaning of text.
These statements show that vocabulary can support the students to understand the
language more and the mastery of language can be measured by how many
vocabularies can be produced by the students. However, understanding a word is
not only about recognize it in the written form and the meaning of the words, but
how it can be applied in another four skills which are listening, speaking, reading,
and also writing (Saengpakdeejit, 2014). Similarly, Nation (2001) also stated that
learners cannot effectively learn to listen, speak, read, and write without the
7
Vocabulary is very important in listening skill since it relates to our daily
life such as listen to the people, listen to the news, listen to the music, etc).
Listening is considered as the difficult skills in language learning because it can
cause problem if the listeners do not listen carefully about what is being said
(Coxhead, 2006). It is necessary
to activate learners‘ background knowledge
before starting to listen. In this point, learners may find difficulties in listening
and understanding about what information they heard because the limitation of
vocabulary knowledge (Coxhead, 2006). In order to gain reasonable
comprehension and be successful in guessing meaning of the context, learners
need at least 95 % of the running words in the input (Nation, 2001). It shows that
vocabulary plays
a big contribution in students‘ listening practice.
Besides listening, vocabulary is also important in speaking skill. Nation
(1990) defined that knowing a word also knowing its spelling, pronunciation,
collocations, that is words it co-occurs with, and appropriateness. According to
Coxhead (2006), learning vocabulary through speaking is a cyclical activity
because learners can use words in a creative way when they are speaking.
Coxhead added that take part in conversations, the learners should know many
words well. However, speaking is different from listening, reading, and writing
because learners should be able to use and produce the words to express their
ideas. Nation (2008) stated that 2000 words of English are best in developing
learners‘ spoken English and practice what they
want to say. Nation also added
the reasons why the learners may not be able to say what they want to say. Firstly,
8
vocabulary, but they are unable to put the vocabulary into appropriate sentences.
It is very common to find learners who can read or write English very well but
they are difficult in producing spoken language.
Furthermore, not only listening and speaking that can contribute to
vocabulary development, but reading skill is also needed. Reading is a source of
learning and also a source of enjoyment (Nation, 2008). In addition, Nation noted
that reading can help learners to learn new vocabulary and grammar. According to
Fisher and Frey (2014), learners can add their vocabulary collection through
reading. Similarly, Coxhead (2006) stated that learning through reading is a
common way to acquire vocabulary, as long as the texts are appropriate in the
learners‘ level of understanding. Fisher and Frey also noted that
the learners who
read 1 hour per day and five days in a week, they will read more than 2,250,000
words per year. In order to understand the meaning of the words in the text,
learners need to know at least 95% up to 98% of the running words (Coxhead,
2006). Coxhead also noted that the more learners read, they will be better in
reading, and more vocabulary they will have. It shows that learners with more
vocabulary can read the texts well.
In additional, vocabulary is also needed in writing skill. It is different with
listening, speaking, and reading, writing includes spelling, the use of vocabularies
in sentences, and using words to signal the organization of written text (Nation,
2008). One of the main problems in writing is that the learners have to know the
use of vocabulary to help them in establishing the meaning and using the
9
difficult for learners to have the correct meaning if they use words that they do not
know well. Like as Olmos (2009) stated that vocabulary is
―the basic tool for
shaping and transmitting meaning‖
(p.75), it means that more words learners
know, then more meaning that students recognize well. When writers know a lot
of words, they can compose more sophisticated documents (Fisher and Frey,
2014).
Teaching Vocabulary
Teaching vocabulary is not easy for the teachers. As Li and Zhang (2009)
stated that one of the major tasks of English teachers is to develop the students‘
vocabulary knowledge. However, each learner has different needs and preferences
like as Tomlinson (2000b) stated that
―Students who are the same age differ in
their readiness to learn, their interests, their styles of learning, their experiences,
and their life circumstances‖
(p. 1).
Therefore, it is very important for teachers to
know what vocabulary that learners need to focus on and what way they will teach
the vocabulary. Teachers need to guide and encourage the students to learn the
vocabulary and tell them that more vocabulary will bring the most benefits for
learning the target language (Nation, 2001). For instance, teachers need to know
the types of vocabulary that their learners need whether the vocabulary belongs to
1000 word list (K1), 1001-2000 word list (K2), Academic Word List (Coxhead,
2000), or others. In order to identify the vocabulary in a written text, teachers can
10
for teachers to teach the vocabulary and decide which materials or textbooks are
suitable for the students.
On the other hand, the teachers need to consider what kind of learning is
required. If the students learn English in order to be able to read and understand
teachers‘ instruction, a receptive knowledge of vocabulary is
sufficient (Nation,
1990). A productive vocabulary around 3000 base words and a larger receptive
vocabulary are needed when learners need to cover the whole range of language
skills (Nation, 1990).
Learning Vocabulary
Vocabulary becomes important to be learnt since one of problem of
English learning is difficulties in understanding vocabulary. According to Hunt
and Beglar (2005) and Schmitt (2008), the problem that is often faced by students
in classroom is the students do not have an opportunity to use the vocabulary they
have learnt and produce it in a language because of the limited of time. This
problem can obstruct
the learners‘ developm
ent in producing language. Actually,
the students need to explore and practice the vocabulary that they have learnt so
that they can use a language skill appropriately, as (Eckerth & Tavakoli, 2012, as
cited in Astika, 2015) said that providing the students with extensive exposure to
both writing and listening can develop the students‘ comprehension tow
ard the
knowledge of vocabulary. Furthermore, according to Jusuf (2014), another
problem in learning vocabulary is that the teachers focus on grammar more rather
11
knowledge. However, there are many strategies of learning vocabulary that can be
used by L2 learners in order to improve their vocabulary knowledge. One of them
is by reading a written text because it contains a lot of vocabularies that will help
the students to memorize it. According to Coxhead (2006), learning through
reading is a common way to acquire vocabulary, as long as the texts are
appropriate in the
students‘
level of understanding. In order to know the level of
vocabulary in a written text, learners need to examine the vocabulary by using
Vocabulary Profiler. Knowing Vocabulary Profile of a written text helps learners
to decide the most suitable material based on their own familiar words list.
Besides, Vocabulary Profile is also significant to help students to choose the
vocabulary learning (Ardyny, 2014).
Vocabulary Profiler
Since learners have different level of vocabulary knowledge, they have to
know which vocabularies are appropriate to them, which books are suitable to
them, and which levels they have to focus on. One of the ways to know
vocabulary level of a textbook is by profiling the vocabulary. Knowing
vocabulary profile in teaching and learning process is very useful for teacher and
students. It is because vocabulary profile can determine each level of word based
on the word frequency, such as first 1000 most frequent words (K1), the second
1000 most frequent words (K2), Academic Word List (AWL), and Off-List
Words. According to Da (2006) stated that ―vocabulary profiling is a measure of
12
similar statement, Laufer and Nation (1995, as cited in Da, 2006) stated that
―vocabular
y profiling has also been suggested as a useful instrument in second
language acqu
isition research and pedagogy‖.
It shows that vocabulary profile has
an important role in understanding knowledge of vocabulary. The tool that can be
used to profile the vocabulary is called Vocabulary Profiler, which is a computer
program developed by Tom Cobb (Astika, 2015). According to Cobb (2010, as
cited
in Astika, 2015) ―V
ocabulary Profiler is used to determine word frequency
quickly‖ (p.216
). Similarly, according to Meara (2005), Vocabulary Profile or
Lexical Frequency Profile (LFP) is considered as a tool for assessing a particular
text whether it is appropriate to be used by the students at particular level or
proficiency. As the result, vocabulary profiles can help the teacher to pay attention
to what words should be used in certain level of students.
Most frequency words are the words most commonly found in any texts
(Cooper, 2002). According to Nation (2001), the 2000 most frequent word
families account 80% or more of the running words in any written or spoken text.
These words are needed in formal and informal uses of the language, in
conversation, in writing, in novels, newspapers, and academic texts. It means that
students should know and be familiar with these words so that they can use it in
the real life situation. Therefore, teachers should make sure that their students
have mastered these words before moving to the next level of vocabulary.
Similarly, Coxhead (2006) stated that learners who plan to study at the university
level should understand and be able to use high frequency words before they
13
include function words such as
in, for, the, of, a,
and so on
and content words
such as
government, forests, production, adoption, represent, boundary
.
The next type is academic vocabulary which covers about 9% of the
running words in a particular text (Nation, 2001). According to Coxhead (2006),
these words found in most of academic texts. Coxhead also added that academic
vocabulary is important to be learnt for learners who plan to study at college. As
Nation and Newton (1997) suggested, academic vocabulary is for learners who
―intend to do academic study or wish to read newspapers‖ (p. 239)
. Coxhead
(2000) stated that by focusing on academic vocabulary, learners will get the
chance to make this significant vocabulary part of working knowledge of the
language and make learners‘ academic study more controllable.
The examples of
academic words which usually occurs in academic text or textbook are
analyze,
assess, concept, definition, establish, categories, seek
(Nation, 2001).
On the other hand, the technical words only occurs in frequently in
specialized texts and the coverage of text is about 5% of the running words
(Nation, 2001). Additionally, as Nation (2013, as cited in Read, 2014) stated that
the words are used in a particular discipline, profession, culture, sport, or other
special field. The examples of this type are
indigenous, regeneration, podocarp,
beech, rimu
(a New Zealand tree), and
timber
(Nation, 2001). The last type is
low-frequency words which considered as the most infrequently words. The words
may occur only once or twice in reading during a long period of time (Coxhead &
Nation, 2001) and usually learners can guess the meanings from the context
14
country, social, culture, etc. In order to profile the vocabulary of a particular text,
we can use vocabulary tool developed by Cobb named
The Compleat Lexical
Tutor
which can be accessed at http://www.lextutor.ca.
Relevant Previous Studies
In a previous study, Yoon, Bhat, and Zechner (2012 ) did a research to
quantify the usage of vocabulary in terms of measures of lexical sophistication
based on the word lists. In collecting the data, researchers use qualitative and
quantitative methods. The researchers found that the test takers used a little of
vocabulary in the spoken responses. There are 29 features produced, and the
average word frequency achieved the best correlation with the scores of the test
takers. In general, it showed that vocabulary profile has an influence through the
students‘ score.
Morris and Cobb (2004) examined the potential offered by vocabulary
profiles as predictors of academic performance in undergraduate Teaching English
as a Second Language (TESL) programs. The researchers use quantitative and
qualitative method. The finding showed the correlations between elements of the
TESL studen
ts‘ vocabulary profiles and results in the grammar course of their
program of study. The highest correlation, found was between words on the
Academic Word List (AWL) and grades in the grammar course. Two other
significant correlations were found the 1000 most frequent (K1) and the grammar
15
in academic writing. It also showed that vocabulary profile has a correlation with
academic grades and determining the levels of vocabulary used by the students.
The similarity of those 2 previous studies is that the vocabulary profile has
an effect to increase the score of the students. Whereas, the difference of those 2
previous study is that in the Yoon, Bhat, and Zechner (2012) finding, they
measure the impact of vocabulary profile based on the spoken responses and in
Morris and Cobb (2004) finding is measuring the impact vocabulary profile based
on grammar course. Therefore, it is also important to analyze the vocabulary
profile used in the textbook of Satya Wacana Christian High School since it has
not been analyzed yet.
THE STUDY
This study used descriptive method to identify the vocabulary profile of
English textbook used in Satya Wacana Senior High School. According to Rivera
(2007), descriptive method is used to identify the facts of the research which
involves the description, recording, analysis, and also the interpretation of what it
is about.
The textbook used was ‗Pathway to English‘ that wa
s published by
Erlangga. Descriptive method was used to examine the vocabulary profile of the
textbook whether they were included in first 1000 most frequent words (K1), the
second 1000 most frequent words (K2), Academic Word List (AWL), and
16
Context of the Study
The study took place in Satya Wacana Christian High School Salatiga.
Satya Wacana Christian High School Salatiga is one private school in Salatiga.
The school is located at
Jl. Diponegoro, No. 52-60, Salatiga.
The researcher chose
Satya Wacana Christian High School Salatiga because this school is one of the
favorite senior high schools in Salatiga. Satya Wacana Christian High School
Salatiga has 2 program studies that are General Program and
Peminatan
Program.
In the General Program, all students should take English subject. Whereas, in
Peminatan
Program, only the students who like English and want to take
additional English meeting time should take additional English class.
Materials
The study used
‗Path Way to English‘ textbook for grade 10.
This book
has fifteen chapters with 311 pages. The selection of the textbook was based on
some reasons. First, tenth grade is a transition period from Junior High School to
Senior High School where the students have to enrich and improve the
vocabulary. Second, this book is a senior high school level. Third, this book is a
basic English book in first grade of the senior high school students. Fourth, this
book contains 4 skills of English, i.e. reading, listening, writing, and also
speaking, and the last is because the book provides some exercises to be finished
17
Data Collection Instrument
The objective of this research was to profile
the vocabulary in ‗Pathway to
English‘ textbook used in Satya Wacana Christian High School. To achieve the
objective, the study used a tool called as
The Compleat Lexical Tutor, v. 4
. This
tool was an online vocabulary profiler that was developed by Tom Cobb in 1999
which could be accessed in www.lextutor.ca/vp. This program could calculate the
percentage of the first 1000 most frequent words (K1), the second 1000 most
frequent words (K2), Academic Word List (AWL), and Off-List Words.
Data Collection Procedures
In collecting the data,
the all pages of the textbook ‗Pathway to English‘
grade 10 were retyped in Microsoft Word. After retyping, the data were filed in
folders with different names. Thus, there were fifteen folders with a name of each
chapter and one folder for overall chapters. To identify the vocabulary profile, we
should open the vocabulary profile website in www.lexical.ca/vp. Then, click on
VP Clasic v.4 to access vocabulary profiler tool. After that, copy the text that
would be analyzed and paste it to the box provided in that tool. Then click
―
Submit-Window
‖
under the box. The vocabulary profile of the text appeared
based on the classification and finally it could be saved in Microsoft Word by
18
Data Analysis Procedures
The texts were copied and pasted in Vocabulary Profiler to be analyzed.
The
Compleat Lexical Tutor, v. 4
calculated the result automatically. The data
were grouped into the first 1000 most frequent words (K1), the second 1000 most
frequent words (K2), Academic Word List (AWL), and Off-List Words that is
uncategorized in those three groups.
FINDINGS AND DISCUSSIONS
This section presents the result of the study. The first part of this section
presents the overall vocabulary profile of the textbook. The second part shows the
negative vocabulary profiles of K-1, K-2, K-3 or AWL with the vocabulary lists
that were not found in the textbook. The third part discusses the comparison of
two chapters of textbook which shows significant difference. The comparison
found unique and shared words in the two chapters. The comparison also shows
the token recycling index that provides information that the textbook is
comprehensible.
In the Table 1 below, the first row shows three terms which are
family,
type,
and
token. Word family
is a head word, for example:
write
is the family or
the head word of the word
writing
and
wrote
.
Type
is the different words, for
example:
competency, comparative, committee,
etc. While
wrote, writing,
and
writes
are considered as the same
type
.
Token
is the total number of words in a
text. For example, if the text has word
teacher
[5]
, instruction
[7]
, carefully
[2]
,
19
A.
Overall Vocabulary Profile of The Textbook
Table 1. Overall Vocabulary Profile of the Textbook
FREQUENCY
LEVEL
FAMILIES
(%)
TYPES
(%)
TOKENS
(%)
CUMULATIVE
%
K-1 WORDS
919
(49.33)
2039
(35.08)
38832
(79.12)
79.12
K-2 WORDS
618
(33.17)
957
(16.47)
3250
(6.62)
85.74
AWL WORDS
(ACADEMIC)
326
(17.50)
534
(9.19)
1684
(3.43)
89.17
OFF-LIST
WORDS
??
2291
(39.42)
5315
(10.83)
100.00
TOTAL
1863+?
5812
(100)
49081
(100)
≈100.00
Table 1 shows that over two-third of the vocabulary used in the textbook
falls under K-1 words. The additional K-2 words used was 6.62% and 3.43% of
AWL words. The cumulative percentage of K-1, K-2, and AWL words was
89.17%, which can be deemed to be a difficult reading material because it is still
quiet far of the minimum percentage for good comprehension of the text.
According to Nation (2001), students should know at least 95% of the running
words in a text for comprehension. As shown in the Table 1, the numbers of
academic words were 1684 words. Academic words are those words which are
commonly used in most academic texts, which are necessary for college students.
20
or 10.83%. Off-list words are those words that were not included in three
categories (K-1, K-2, and AWL words). Although off-list words are used
infrequently in a text, those words should not be ignored in teaching and learning
process because it may contain the words that students at this level need to learn.
B.
Negative Vocabulary Profile of the Textbook
The following section shows the description of negative vocabulary
profiles of the sample textbook. Negative vocabulary is word items that are not
found in the textbook. These unavailable words can be found from differences of
words in the New General Service List (NGSL) and words used in the textbook
used in the study. These word lists below are useful for teachers in selecting
vocabulary items that may be necessary to increase the students
‘
vocabulary.
1.
Negative Vocabulary Profile of K-1
This part of analysis shows all the head words or word families from K-1
levels that were not found in the sample textbook. Table 2 below presents the
summary of negative vocabulary profile for K-1 level.
Table 2. Negative Vocabulary Profile of K-1
K-1 Total word families: 964
K-1 families in input: 907 (94.09%)
21
As shown in the summary, as much as 94.09% of words families were
found in the textbook, while 6.02% of word families were missing based on the
words which are listed in New General Service List (NGSL). The words list
below are example of some word families that were not found in the input
textbook (
The Differentiated Classroom
). The complete word list has been
attached in Appendix A.
ACCOUNTABLE
ADVENTURE
AFFAIR
ARISE
BROAD
CAPTAIN
CASTLE
CHIEF
CHURCH
CLAIM
COIN
COLLEGE
COMMITTEE
CORN
DEFEAT
DISTINGUISH
EFFICIENT
ELECT
ELEVEN
ENEMY
FELLOW
FISH
FIX
HILL
2.
Negative Vocabulary Profile of K-2
The second part of this analysis shows the negative vocabulary profile of
K-2 or the word families that were not found in the input textbook. The summary
of vocabulary profile of K-2 can be seen in Table 3 below.
Table 3. Negative Vocabulary Profile of K-2
K-2 Total word families: 986
K-2 families in input: 617 (62.58%)
22
As can be seen from the Table 3, the percentages of word families 62.58%
were found in the input textbook, while the rest 37.53% of word families were not
found based on the words listed in New General Service List (NGSL). Below are
some examples of word families of K-2 that were missing in the textbook. The
complete word list has been attached in Appendix B.
ABSOLUTE
ABSOLUTELY
ACCUSE
ACHE
AEROPLANE
AFFORD
AMBITION
ANGLE
ANXIETY
APOLOGIZE
APPLAUD
APPLAUSE
APPROVE
ARCH
ARREST
ARTIFICIAL
ASHAMED
ASTONISH
AVENUE
AWAKE
AWKWARD
AXE
BAGGAGE
BARBER
BARE
BARREL
BASIN
BASKET
3.
Negative Vocabulary Profile of K-3 or AWL words
This analysis presents the missing word families from the K-3 level in the
textbook. Table 4 below presents the summary of negative vocabulary profile of
K-3 level. The percentages do not refer to tokens or number of words but rather
number of word families. As can be seen in the Table 4, as much as 68.01 % of
word families were found in the input textbook, which means that 32.16 % of
23
Table 4. Negative Vocabulary Profile of K-3
K-2 Total word families: 569
K-2 families in input: 324 (56.94%)
K-2 families not in input: 246 (43.23%)
Below are some examples of word families which cannot be found in the
textbook. The complete words list can be seen in Appendix C.
ABSTRACT
ACADEMY ACCUMULATE ACKNOWLEDGE
ACQUIRE
ADEQUATE ADJUST
ADMINISTRATE
ADVOCATE
AGGREGATE ALBEIT
ALLOCATE
ALTER
AMBIGUOUS AMEND
ANALOGY
ANTICIPATE
APPARENT APPEND
ARBITRARY
ASSESS
ASSURE
ATTAIN
BEHALF
C.
Block Frequency Output of Off-List Words
The next section discusses the off-list words or the words that are not
listed under the three frequency categories. This list of words may be useful for
teachers in facilitating them to teaching the students. In other words, teachers may
select words from the list that are relevant to the students at the university level.
Below is the list of ‗Off
-
list‘ words, with 2739 tokens and 1182 types. As note
24
cumulative, and the last column is the vocabulary item. The complete version of
blocked frequency can be seen in the Appendix D.
Table 5. Block Frequency Output of Off-List Words
RANK FREQ
COVERAGE
individ cumulative
WORD
1.
3167 6.28%
6.28%
THE
2.
1399 2.77%
9.05%
TO
3.
1264 2.51%
11.56%
A
4.
1073 2.13%
13.69%
OF
5.
1029 2.04%
15.73%
AND
6.
927
1.84%
17.57%
IN
7.
883
1.75%
19.32%
YOU
8.
729
1.44%
20.76%
IS
9.
442
0.88%
21.64%
IT
10.
440
0.87%
22.51%
I
11.
367
0.73%
23.24%
FOR
12.
361
0.72%
23.96%
YOUR
13.
353
0.70%
24.66%
THAT
14.
351
0.70%
25.36%
WHAT
15.
348
0.69%
26.05%
WITH
16.
309
0.61%
26.66%
BE
17.
297
0.59%
27.25%
DO
18.
292
0.58%
27.83%
ARE
19.
292
0.58%
28.41%
NOMBRE
25
D.
Comparison of Vocabulary Profile Across Chapters
This part compares the frequency of K-1, K-2, AWL and Off-list across
the chapters in the textbook. Table 6 below shows the percentages of each
frequency level and its descriptions.
Table 6. Comparison of Vocabulary Profile across Chapters
K-1-26
As seen in the Table 6, it shows that the differences of K-1 and K-2 across
the chapters were not very significant. In other words, the compositions of
vocabulary in every frequency level were relatively the same. However, there
27
Chapter II, VI, X, XI, and XIII. Teacher have to consider the AWL words in these
chapters in teaching, since those words are often used in academic texts, the
students may find difficulties in understanding the book.
E.
Text Comparison Across Chapters in the Textbook:
Comparison of Chapter III vs. Chapter XI
The last part of the findings presents the comparison between two
chapters. In the Chapter III and Chapter XI
show significant difference in the
percentage of K-1 words and AWL words. The comparison presents the token
recycling index of the chapters which are compared. Recycling index is the ratio
between words that are shared by two chapters and the newest words found in the
second chapter. This index provides the information that may be useful for the
teachers about what words are similar or shared by both chapters and what new or
unique words in the second chapter. For teaching purposes, it is necessary for
teachers to be aware and pay attention to those words that are unique in the second
chapter. The analysis of comparison shows that the token recycling index was
63.08%. It is indicating that as much as 63.08% of words in Chapter III and
Chapter XI were similar, while as much as 36.92% (100-63.08%) of the words
were new or unique in Chapter XI. Both of shared or unique words are presented
28
Table 7. Token Recycling Index of Chapter III and Chapter XI
TOKEN Recycling Index: (2648 repeated tokens: 4198 tokens in new text)
= 63.08%
FAMILIES Recycling Index: (266 repeated families: 880 families in new text)
= 30.23%
Table 7. Shared and Unique words in Chapter III and Chapter XI.
Unique to first
544 tokens
29
Comparison of Chapter VIII vs. Chapter XIII
The second comparison is between Chapter VIII and Chapter XIII. These
two chapters also show significant difference in the percentage of K-1 words and
AWL words. Based on the finding, the token recycling index was 73.02%. This
percentage shows that as much as 73.02% of words in Chapter VIII
and Chapter
XIII
were similar or shared. Thus, unique or new words in Chapter VIII
and
Chapter XIII
are 26.98% (100-73.02%). Both of shared and unique words are
presented in the Table 8 below. The complete table has been put in Appendix F.
Table 8. Token Recycling Index of Chapter VIII and Chapter XIII
TOKEN Recycling Index: (2052 repeated tokens: 2810 tokens in new text) =
73.02%
FAMILIES Recycling Index: (355 repeated families: 711 families in new text) =
49.93%
Table 8. Shared and Unique words in Chapter VIII and Chapter XIII.
Unique to first
2663 tokens
1062 families
001. story 75
002. day 32
003. garbage 30
004. jody 30
005. hughie 23
006. could 22
Shared
2052 tokens
355 families
001. the 240
002. be 129
003. and 89
004. of 84
005. a 62
006. to 60
Unique to second
758 tokens
356 families
Freq first
(then alpha)
001. merapi 24
002. sumatra 19
003. mount 17
VP novel items
Same list
Alpha first
30
007. every 22
008. mathilde 18
009. before 17
010. girl 17
011. job 16
012. room 16
013. alan 15
014. beauty 15
015. marry 15
016. bisma 14
017. love 14
018. next 13
019. mister 12
020. rise 12
007. in 48
008. it 39
009. text 31
010. you 30
011. what 29
012. about
26
013.
describe 24
014. do 22
015. i 22
016. use 22
017. both 21
018. with 21
019. explain
20
020. how 20
004. subject 14
005. volcano 14
006. erupt 13
007. occur 13
008. + 12
009. earthquake
11
010. brawl 10
011. chip 9
012. noun 9
013. pulp 9
014.
speci#number 9
015. neither 8
016. hospital 7
017. juvenile 7
018. verb 7
019. active 6
020. delinquent 6
004. #number;nd 3
005. #number;nished 1
006. #number;nishing 1
007. #number;ooding 1
008. #number;ora 2
009. + 12
010. above 2
011. according 1
012. active 6
013. adjective 3
014. administrative 1
015. advertise 1
016. affect 1
017. affiliate 1
018. allege 1
019. alternative 1
020. aluminium 1
CONCLUSION
The main purpose of this study was to profile the vocabulary which is used
in the students‘ textbook of Satya
Wacana Senior High School in the 10
thgrade.
The research showed that the overall vocabulary used in the textbook could be
considered as a difficult reading material. The cumulative percentage of K-1, K-2,
and AWL words was 89.17%, which is still quiet far of the require percentage for
a good comprehension of the text in the book. Based on Nation (2001) an
understanding at least 95% of the running words in a text are needed for
comprehension. According to this finding, teachers should consider the textbook
which is suitable for the students‘ level.
Another finding showed the negative
31
General Service List (NGSL), as much as 6.02% of K-1 word families were not
found in the textbook and the percentage of missing words in K-2 was 37.53%
which was lower than the words found in the textbook (62.58%). While K-3 had
43.23% of word families were not found in the textbook. The list of negative
vocabulary should not be ignored because it may be useful for teachers or students
for teaching and learning purposes since it may contains the new words that were
not found in the textbook. The last finding showed the significant difference of the
words frequency level across chapters which has two part comparisons, they are
chapter three and chapter eleven, also chapter eight and chapter eighteen. The
difference was displayed using
Token Recycling Index
which showed the unique
or newest words that found in the second chapter, and shared words of both
chapters.
However, this study still has limitation which is only profile one education
textbook. There are still many textbooks that have not been analyzed. Therefore, a
32
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34
ACKNOWLEDGEMENT
My deepest gratitude would go to Jesus Christ for His guidance and
blessing. I also would say thank you to my thesis supervisor Mrs. Anne Indrayanti
Timotius who was abundantly helpful and offered invaluable assistance and
guidance. My gratitude also would go to my thesis examiner Mr. Gusti Astika
who has kindly revised and given meaningful revisions. My gratitude and love
will also for my beloved family especially for my parents who always support and
give me strength
and also for Johanes Suwandi‘s family who always takes care of
me until I can finish my study. Thanks to my beloved friends especially Natanael,
Aprilia, Lusiana, Agustiana and Widya who always be good listeners and
encourage me to finish my thesis as soon as possible and I am very grateful of
having this friendship. Finally, thank you for all people who I cannot mention one
35
APPENDICES
1.
Appendix A
ACCOUNTABLE ADVENTURE AFFAIR ARISE
BROAD CAPTAIN CASTLE CHIEF
CHURCH CLAIM COIN COLLEGE
COMMITTEE CORN DEFEAT DISTINGUISH
EFFICIENT ELECT ELEVEN ENEMY
FELLOW FISH FIX HILL
HONOUR JOINT LADY LAUGHTER
LORD MERE MINISTER MOREOVER
MOTOR NECESSITY NUMERICAL OTHERWISE
OUGHT PRESS PROFIT PROOF
PROVISION PULL QUANTITY RATE
ROYAL SALT SENSITIVE SETTLE
SHOOT SPOT STEEL STOCK
THIRTEEN TRADE VALLEY VIRTUE
36
2.
Appendix B
ABSOLUTE ABSOLUTELY ACCUSE ACHE
AEROPLANE AFFORD AMBITION ANGLE
ANXIETY APOLOGIZE APPLAUD APPLAUSE
APPROVE ARCH ARREST ARTIFICIAL
ASHAMED ASTONISH AVENUE AWAKE
AWKWARD AXE BAGGAGE BARBER
BARE BARREL BASIN BASKET
BATHE BEAK BEAM BEAN
BEAST BEND BERRY BLADE
BLIND BOAST BONE BOUND
BOW BOWL BRIBE BRICK
BROADCAST BRUSH BUNDLE BURIAL
BUTTER CAGE CALCULATE CAPE
CARRIAGE CAUTION CAVE CENTIMETRE
CHALK CHEESE CIVILISE CLAY
COARSE COMPANION COMPETE CONFIDENCE
CONQUER CONSCIENCE COPPER CORK
COUSIN COWARD CRACK CREAM
CREATURE CREEP CROP CRUEL
CRUSH CULTIVATE CURL CURSE
CURTAIN CURVE CUSHION DAMP
DARE DECAY DECEIVE DEED
DEER DEFEND DESCEND DESERVE
DESPAIR DEVIL DIG DIP
DISCIPLINE DISH DISMISS DITCH
DONKEY DOT DRAWER DRUM
DUCK DULL DUST EASE
ELASTIC ELDER ELECTRIC ELEPHANT
37
FAN FEAST FEMALE FENCE
FINGER FIRM FLAME FLAVOUR
FLOAT FOLD FOOL FORBID
FORGIVE FORK FRAME FRIGHT
FUR GALLON GAP GARAGE
GAY GRACE GRAIN GRAM
GRAVE GREASE GREED GUILTY
GUN HANDKER CHIEF HARM
HINDER HIRE HOLLOW HOLY
HOOK HORIZON HOST HURRAH
IDLE IMMENSE INFORMALLY INN
INSULT INSURE INTERFERE INTERRUPT
INWARD JOKE KICK KITCHEN
KNEE KNEEL KNIFE KNOT
LAMP LEAF LEAN LID
LIMB LIQUID LITRE LOAF
LODGING LOOSE LUMP LUNG
MAP MAT MEANTIME MEND
MERCHANT MERCY MERRY MILD
MILLIGRAM MILLILITRE MILLIMETRE MODERATE
MODEST MUD NAIL NEEDLE
NET NONSENSE NOON NURSE
NUT OAR OFFEND OMIT
OPPOSITE ORGAN PALE PARCEL
PARDON PASSENGER PATRIOTIC PAUSE
PAW PEARL PECULIAR PERMANENT
PIG PIGEON PILE PIN
PINCH PINT PIPE PLASTER
38
POWDER PRAISE PREACH PREJUDICE
PRETEND PRIEST PROCESSION PROGRAMME
PROMPT PUNCTUAL PUNISH PURE
PURPLE QUART RABBIT RAKE
RAT RAW RAZOR REFRESH
REGRET REMEDY REPRODUCE REPUTATION
RESIGN RESIST REVENGE REVIEW
REWARD RIBBON RID RIPE
RIVAL ROAST ROD ROOT
ROPE RUBBER RUDE RUG
RUST SADDLE SAMPLE SAUCE
SAUCER SAWS SCATTER SCENT
SCISSORS SCORN SCRAPE SCREW
SEED SEVERE SEW SHADE
SHAVE SHEET SHELL SHIELD
SHILLING SHUT SKIRT SLAVE
SLIGHT SNAKE SOIL SOLEMN
SORE SOUP SOW SPADE
SPARE SPOON STAIN STAMP
STEADY STEER STIR STOCKING
STOMACH STOVE STRAP STRAW
STRIP STRIPE SUCK SUPPER
SUSPICION SWELL SWING TAILOR
TAP TELEGRAPH TEMPER TEMPT
TENT THIRST THORN THREAD
THROAT THUMB TIDY TIGHT
TOBACCO TOE TONGUE TOUGH
TOY TRACK TRANSLATE TRAP
TRAY TREMBLE TRIBE TRUNK
TUBE TUNE TWIST UNIVERSE
39
VOYAGE WAIST WANDER WAX
WEAK WEAPON WEED WHEAT
WHIP WINE WORM WORSHIP
40
3.
Appendix C
ABSTRACT ACADEMY ACCUMULATE ACKNOWLEDGE
ACQUIRE ADEQUATE ADJUST ADMINISTRATE
ADVOCATE AGGREGATE ALBEIT ALLOCATE
ALTER AMBIGUOUS AMEND ANALOGY
ANTICIPATE APPARENT APPEND ARBITRARY
ASSESS ASSURE ATTAIN BEHALF
BIAS BULK CHAPTER CHEMICAL
CITE CIVIL CLARIFY CLASSIC
COHERENT COLLAPSE COMMENCE COMMISSION
COMMODITY COMPATIBLE COMPILE COMPLEMENT
COMPOUND COMPREHENSIVE CONCURRENT CONFINE
CONFIRM CONFORM CONSENT CONSIDERABLE
CONSTITUTE CONSTRAIN CONTEMPORARY CONTRACT
CONTRADICT CONTRARY CONTROVERSY CONVERSE
CONVERT CORE CRITERIA CRUCIAL
CURRENCY DEBATE DEDUCE DENOTE
DENY DEPRESS DERIVE DESPITE
DETECT DEVIATE DEVOTE DIFFERENTIATE
DISCRETE DISCRIMINATE DISPLAY DISPOSE
DISTORT DOMAIN DOMESTIC DYNAMIC
ELIMINATE EMERGE EMPIRICAL ENCOUNTER
ENHANCE ENSURE ENTITY EQUATE
ERODE ESTATE ETHIC ETHNIC
EVOLVE EXPLICIT EXPLOIT EXPORT
FACTOR FEDERAL FILE FINITE
FLEXIBLE FLUCTUATE FORMULA FORTHCOMING
FRAMEWORK FUNDAMENTAL GENDER GRANT
GUARANTEE GUIDELINE HIERARCHY HIGHLIGHT
41
IMPLICIT IMPOSE INCENTIVE INCLINE
INCOME INCORPORATE INDEX INDUCE
INEVITABLE INHERENT INHIBIT INNOVATE
INSIGHT INSPECT INSTANCE INTEGRAL
INTEGRITY INTERMEDIATE INTERNAL INTERPRET
INTERVENE INTRINSIC ISOLATE JUSTIFY
LAYER LEGISLATE LEVY LIBERAL
LICENCE LIKEWISE MANUAL MARGIN
MATURE MECHANISM MEDIATE MIGRATE
MINIMAL MINIMISE MONITOR NETWORK
NEUTRAL NEVERTHELESS NONETHELESS NORM
NOTION NOTWITHSTANDING ODD OFFSET
ONGOING OUTPUT OVERLAP PANEL
PARADIGM PARAMETER PERCEIVE PERCENT
PERSIST PERSPECTIVE PHASE PHILOSOPHY
PLUS POLICY PORTION POSE
PRACTITIONER PREDOMINANT PRESUME PRIORITY
PROFESSIONAL PROHIBIT PROPORTION PROTOCOL
PUBLICATION PURSUE QUALITATIVE RADICAL
RANDOM RATIO RATIONAL REFINE
REGIME REGULATE REINFORCE RELAX
RELEVANT RELUCTANCE RELY RESTRAIN
RESTRICT RETAIN REVENUE REVERSE
RIGID SCOPE SEX SIMULATE
SO-CALLED SOLE SPECIFY SPHERE
STABLE STATISTIC STRAIGHTFORWARD SUBMIT
SUBORDINATE SUBSIDY SUM SUPPLEMENT
42
THEREBY THESIS TRACE TRANSFORM
TRANSMIT TREND ULTIMATE UNDERLIE
UNDERTAKE UNIFY UNIQUE UTILISE
VALID VIRTUAL VISION WHEREAS
