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VOCABULARY PROFILE IN ENGLISH TEXTBOOKS USED IN
SATYA WACANA JUNIOR HIGH SCHOOL
Yohana Andreani Jusuf
Abstract
In teaching and learning English, vocabulary is one of the important basic elements. Students from many schools especially in Indonesia still have problems in vocabulary. This study described Vocabulary Profile in English Textbooks used in Satya Wacana Junior High School. In Vocabulary Profile, there were 4 types of word frequencies such as high frequency, low frequency, technical vocabulary, and academic vocabulary. In this study based on Vocabulary Profile, the analysis only focused in high frequency known as K1 words (1-1000) and K2 words (1001-2000) and also academic words known as AWL words (academic). The sample was taken from a book English on Sky from grade 7 to grade 9 and analyzed the vocabulary from the reading texts. The finding from analyzing the vocabulary showed the use of K1 words (1-1000) in grade 7 was 79.27%, grade 8 was 6.97% and grade 9 was 1.07%. K2 words (1001-2000) showed from grade 7 was 81.81%, grade 8 was 5.67% and grade 9 was 1.21%. For AWL words (academic) for grade 7 was 78.46%, grade 8 7.84%, and grade 93.68%.
Keywords: Vocabulary,Vocabulary profile, Words list, Junior High School Studentslearning vocabulary.
Introduction
This paper attempted to show the analysis of the vocabulary profile in English course textbooks used in junior high school. The English course textbooks used to analyze the vocabulary profile were English on Sky grade 7, 8, and 9. These books were published in 2002 by ERLANGGA.
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reading exercises there were reading comprehension, missing part, synonym of vocabulary.
In order to understand more about vocabulary, there are some reasons why vocabulary is very important in teaching and learning process. One of the most common problem is students have difficulties in understanding vocabulary. According to Cahyono and Widiati(cited in Priyono ,2004 : 26) the main problem of Indonesian EFL students is their limited vocabulary. Another problem in learning vocabulary is many students in Indonesia are being taught that grammar is more important than vocabulary, thus the result is many students lack vocabulary. This is proved by Cahyono and Widiati stating that attention has been greatly focused on grammatical element of language because this element was believed to be the most important element. (cited in Meara, 1984).
This vocabulary profile is very important especially in teaching and learning vocabulary because students and teachers have to understand which parts of vocabulary those are suitable for beginners, intermediate, even advance learners. Therefore, vocabulary profile is needed because it is a reference source for teachers that provides a fully searchable listing of words and phrases in English at each level of words, phrases, phrasal verbs, and idioms (Capel, 2012).
The research question for this study was “What is the vocabulary profile in English Text Book used in Junior High School?”The objective of the study was to investigate the vocabulary profile of English textbooks used in Junior High School.
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Literature Review
In the teaching and learning English, vocabulary is one of the important basic elements both in second and foreign language teaching. According to Campillo (1969) vocabulary is the total number of words in language (p.35). Therefore, the first thing that the learners have to know is to understand more about vocabulary. The second thing that learners have to know is there are two types in learning vocabulary: receptive and productive learning vocabulary. Vocabulary is more likely to be receptive rather than productive. According to Webb (2010, p.33) the majority of vocabulary is learned receptively through reading and listening.
Besides learning vocabulary, learners have to practice the vocabulary. According to Nation (1990) knowing a word also defined as knowing its spelling, pronunciation, collocations (i.e. words it co-occurs with), and appropriateness. The learners have to master vocabulary because vocabulary is the first thing to begin all things in language.
By knowing the vocabulary profile, students in junior high school could learn vocabulary step by step from high to low frequency words. Vocabulary Profile is an aggregation of word frequencies (Graves, 2005). This vocabulary profile was very important especially in teaching and learning vocabulary because students and teachers have to understand which parts of vocabulary have to be taught for beginners, intermediate, even advance learners.
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words are the words most commonly encountered in any texts. Norbert and Diane (2012) mentioned the examples of high frequency words such as accommodate, prefer which include in 2,000 words.
Below are the examples from Sitton’s Spelling Sourcebook Series by Egger Publishing, Inc.
1. The 11. Be 21. Which
2. Of 12. this 22. Their
3. And 13. from 23. Said
4. A 14. I 24. If
5. To 15. have 25. Do
6. In 16. or 26. Will
7. Is 17. by 27. Each
8. You 18. one 28. About
9. That 19. had 29. How
10.It 20. not 30. Up
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Below are the examples of technical vocabulary for electrical engineering: 1. Ampacity 4. Battery 7. boost 10.Centimeter 13. Circuit 2. Ampere 5. Bluetooth 8. brightness 11. Chip 14. Chrome
3. Computer 6. Controller 9. Floating 12. Framer 15. Frequency Nation (1990) explained that academic vocabulary is academic text and the number of words only 800 occurs frequently in most kinds of academic texts and the coverage of text is about 8 % of the running words in academic texts. Burke (2000) mentioned the examples of academic words such as abbreviate, abstract, according, acronym, address, affect, etc.
Below are the examples of academic vocabulary taken from Oxford Advanced
Learner’s Dictionary.
1. Analyze 2. Analysis 3. Analytical
4. Approach 5. Area 6. Assess
7. Assessment 8. Authority 9. Availability
10.Available 11.Beneficial 12.Concept
13.Conceptual 14.Consists 15.Consistency
16.Consistent 17.Constitution 18.Constitute
Norbert and Diane (2012) mentioned that low- frequency is rare in all discourse, thus low frequency is a words lists that uncommonly used in the vocabulary learning strategies.
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1. Abduct 2. Aberration 3. Abrasion 4. Adventurous
5. Afflict 6. Coffle 7. Bane 8. Bankrupt
9. Barter 10.Bespeak 11.Caste 12.Categorical
13.Chameleon 14.Caprice 15.Carnage 16.Cannibal
The Study Method of Research
This study used descriptive method to analyze the data. According to Rivera (2007), descriptive method is used to discover facts on which professional judgment could be based. It also involves the description, recording, analysis, and interpretation. In this study, English textbooks for Junior High School was analyzed whether the vocabulary included in the category of high frequency words known as K1 words( 1-1000) and K2 words ( 1001-2000) or academic words known as AWL words (academic).
Sample
The samples were selected from three Junior High School English textbooks for grade 7 to 9. The title of reading textbooks that consider as a sample for this research is English on Sky books for grade 7 to 9. To make valid, this analysis took 50% reading texts from each book.
Research Instrument
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Vocabulary profiler is a research tool used to categorize all the words in a text by looking in their frequency and showed in different colors representing the classifications. It could show how many words atext contains from the four frequency levels.
Data Collection Technique
For data collection, to input the data in vocabulary profiler, the first step was selecting the data from the reading textbooks. 50% texts were taken from each textbook. The next step was copied the selected sample text in word file. Finally, feed the files into Vocabulary Profiler to analyze the text.
Data Analysis
The analysis was automatically produced by the tool; Vocabulary Profiler.It contained four frequency levels: the list of the most frequent 1000 word families, the second 1000, the Academic Word List, and words that do not appear on the other lists. The table in the appendix showed how many words the text contained from the following four frequency levels:K1 words (1 – 1000), K2 words (1001–2000), AWL words (academic), and Off – List words.
Finding and Discussion
[8] Figure 1: K1 Words (1 – 1000 words) in grade 7.
Figure 1 shows the comparison of K1 words (1-1000) for grade 7. There were five chapters in the English on Sky grade 7.The percentage showed that in chapter 1 the use of K1 words was 68.91%, chapter 2 was 83.91%, chapter 3 was 79.53%, chapter 4 was 80.21%, and in chapter 5 was 83.81%.
As seen in Figure 1, chapter 2 had the highest percentage of K1 words, 83.91%. The topics in chapter 2 were about describing things and identification places. Those topics used common vocabulary (K1 words) such as teacher, number, school, morning, student, etc.
Chapter 1 had the lowest percentage of K1 words, 68.91%. The topics in chapter 1 were about introducing someone, greetings, and expressing. Because the topic was included in speaking skills, some of the vocabulary categorized in Off – list words, for example name of persons such as Anna, Luke, Nick, etc.
Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5
68,91%
83,91%
79,53% 80,21% 83,81%
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Figure 2 shows the comparison of K2 words (1001-2000) for grade 7. There were five chapters in the English on Sky grade 7.The percentage showed that in chapter 1 the use of K2 words was 7.00%, chapter 2 was 5.59%, chapter 3 was 4.57%, chapter 4 was 12.53%, and in chapter 5 was 5.17%.
Figure 2: K2 Words (1001-2000 words) in grade 7
As seen in figure 2, chapter 4 had the highest percentage, 12.53%. The topic in chapter 4 was The Magic of Stories that the students would be able to talk about biography, past activities, and tell a story. Therefore, the examples of words were meanwhile, slowly, birthday, grandpa, etc.
Chapter 3 had the lowest percentage, 4.57%. The topic in chapter 3 was describing about places. Therefore, this chapter used more K1 words than K2 words. The example of words such as shop, breakfast, clean, sports, dinner.
Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5
7,00%
5,59%
4,57%
12,53%
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Figure 3 shows the comparison of AWL words (academic) for grade 7. There were five chapters in the English on Sky grade 7. The percentage showed in chapter 1 was 0.10 % of academic words, chapter 2 was 0.19%, chapter 3 was 3.55%, chapter 4 was 0.95%, and chapter 5 was 0.56%.
Figure 3: AWL Words (academic words) in grade 7
As seen in figure 3, chapter 3 had the highest percentage, 3.55%. The topic in chapter 3 was Family Life and students would be able to describe their family, job description, give advice and also respond questions with this, these, those. Therefore, the examples words are editor, section, job, files which are more academic.
Chapter 1 had the lowest percentage, 0.10% because in the first chapter, the writer of this book had not started to give academic words for the reading passage and also there were some off- lists words in chapter 1 such as names.
Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5
0,10% 0,19%
3,55%
0,95%
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From English Textbook, English on Sky book for grade 7 to 9, 50% of the texts were taken to analyze the vocabulary profile. The results of the analysis of vocabulary profile in grade 8 were presented in charts to show the comparison of K1 words, K2 words, and AWL words.
Figure 4: K1 Words (1 – 1000 words) in grade 8
Figure 4 shows the comparison of K1 words (1-1000) for grade 8. There were five chapters in the English on Sky grade 8. The percentage shows that chapter 1 was 85.00%, chapter 2 was 80.59%, chapter 3 was 87.42%, chapter 4 was 79.89%, and chapter 5 was 76.13%.
As seen in Figure 4, chapter 3 had the highest percentage, 87.42%. The topic in chapter 3 were about describing someone, talking about relationship, expressing agreement and disagreement. Those kinds of topic related with the common vocabulary which was K1 words vocabulary.
Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5
85,00%
80,59%
87,42%
79,89%
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In the last chapter which was chapter 5 had the lowest percentage, 76.13%. The topic in chapter 5 were about describing symptoms, accidents, and giving suggestion. Listening and speaking were dominate rather than reading. Therefore chapter 5 had the lowest precentage of all.
Figure 5 shows the comparison of K2 words (1001-2000) for grade 8. There were five chapters in the English on Sky grade 8. In the first chapter, the percentage was 7.29%, chapter 2 was 7.59%, chapter 3 was 4.06%, chapter 4 was 5.66%, and chapter 5 was 0.75%.
Figure 5:K2 Words (1001-2000 words) in grade 8
As seen in figure 5, chapter 2 had the highest percentage of using K2 word, 7.59%. The topics in this chapter were about giving suggestion; describe similarities, giving a reason. The examples of words such as became, hi, conversation, parents, and journey.
Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5
7,29% 7,59%
4,06%
5,66%
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Chapter 5 had the lowest percentage of using K2 words, 0.75%. The topic in chapter 5 were about describing symptoms, accidents, giving suggestion. This chapter tends to use more in academic words such as mentality, symptoms, etc.
Figure 6 shows the comparison of AWL words (academic) for grade 8. There were five chapters in the English on Sky grade 8. In the first chapter, the percentage showed 1.10% in using AWL words, chapter 2 was 1.38%, chapter 3 was 1.12%, chapter 4 was 0.00%, and chapter 5 was 2.44%.
Figure 6: AWL Words (academic words) in grade 8
As seen in figure 6, chapter 5 had the highest percentage of using the academic words, 2.44%. The topic in chapter 5 were about how to invite someone, how to talk about permission, and obligation. Those kinds of topics related with academic words because this chapter started to make students think more in producing academic words. The examples of words in this book are potentially, undertook, process which is more academic from the other words.
Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5
1,10%
1,38%
1,12%
0,00%
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The lowest percentage in the chapter 4 which is 0.00 %, because this chapter did not find any other academic word
This chart showed the results of the analysis of vocabulary profile in grade 9. 50% of the reading texts were taken from English Textbook, English on Sky book for grade 7 to 9 to analyze the vocabulary profile. This chart also showed the comparison of K1 words, K2 words, and AWL words from each chapter.
Figure 7: K1 Words (1 – 1000 words) in grade 9
Figure 7 shows the comparison of K1 words (1-1000) for grade 9. There were six chapters in the English on Sky grade 9. In the first chapter, there was 75.16% in using K1 words, chapter 2 was 68.00%, chapter 3 was 73.84%, chapter 4 was 85.47%, chapter 5 was 81.34%, and chapter 6 was 86.96%.
As seen in Figure 7, chapter 6 had the highest percentage of using K1 words, 86.96%.The example of words were everybody, village, they, fell, etc. with the topics were reporting news and describing places.
Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6
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Chapter 2 had the lowest percentage of using K1 words, 68.00%. In chapter 2, the topic was about giving opinion. This topic is simpler in the vocabulary because chapter 2 was reviewing for the previous material.
Figure 8 shows the comparison of AWL words (academic) for grade 9. There were six chapters in the English on Sky grade 9. In chapter 1 the percentage was10.13% of using K2 words, chapter 2 was 9.63%, chapter 3 was 10.55%, chapter 4 was 4.44%, chapter 5 was 4.69%, and chapter 6 was 7.61%.
Figure 8: K2 Words (1001-2000 words) in grade 9
As seen in figure 8, chapter 3 had the highest percentage of using K2, 10.55%. The topic in chapter 3 wasArt. Therefore, the examples of words such as paint,dra w, etc.
Chapter 4 had the lowest percentage, 4.44% in using K2 words. The topic in chapter 4 was expressing opinion. Therefore this chapter tends to use more in K1 words than K2 words.
Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6
10,13%
9,63%
10,55%
4,44% 4,69%
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Figure 9 shows the comparison of AWL words (academic) for grade 9. There were six chapters in the English on Sky grade 9. The percentage in chapter 1 was 7.84%, chapter 2 was 1, 97%, chapter 3 was 3.20%, chapter 4 was 3.86%, chapter 5 was 5.19% and in chapter 6 was 0.00%.
Figure 9: AWL Words (academic words) in grade 9
As seen in figure 9, chapter 1 had the highest percentage, 7.84% of AWLwords. The topics in chapter 1 were about giving reason, giving opinions, and describe process. Those kinds of topics especially in describe process; needed to use academic words such as processing, strategy, community, etc.
Chapter 6 had the lowest percentage, 0.00% because the topic in chapter 6 was Talking to your Friendwhich is deeper in speaking skills. Therefore, this chapter did not give any kinds of academic words.
Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6
7,84%
1,97%
3,20%
3,86%
5,19%
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This chart showed the analysis of vocabulary profile in grade 7 to 9. As much as 50% of the texts were taken from English Textbook, English on Sky book for grade 7 to 9 This chart also represent the comparison of K1 words, K2 words, and AWL words. Figure 10: K1 words, K2 words, and AWL Words (academic words) in all grades
This percentage was the total of all chapters from the book of grade 7, 8, and 9 in Satya Wacana Junior High School. This percentage showed the comparison from grade 7 to 9 based on the words level such as K1 words (1-1000) which was common vocabulary, K2 words ( 1001-2000) and the AWL words ( academic words). From grade 7, the percentage showed in the K1 words about 79.27%, for grade 8 was 81,81%, and in grade 9 was 78.46%. For K2 words (1001-2000) the percentage showed for grade 7, the percentage was 6.97%, in grade 8 was 5.67% and in grade 9 was 7.84 %.
K1 Words (1-1000): K2 Words (1001-2000): AWL Words(academic): 79,27% The Comparison of The Word List For Each Grade
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Conclusion
The total average from this book from grade 7 until 9, in using K1 words(0-1000) words for grade 7, there was 79.27%, grade 8 was 81.81%, and for grade 9 was 78.46%. For K2 words ( 1001-2000) words, grade 7 showed 6.97%, grade 8 showed 5.67%, and for grade 9 was 7.84%. For academic words, grade 7 was 1.07%, grade 8 was 1.21%, and for grade 9 was 3.68%..
For the conclusion of this study about vocabulary profile, since vocabulary still become a big problem to many students, vocabulary profile is really helpful to solve that problems. From the textbooks that already analyzed from English on Sky, the results showed that this book for each grade, still quite easy to learn for junior high school.
For the recommendation, I suggest that teachers need to have reference lists to know whether a particular word deserves attention or not, and whether a text is suitable for a class (p. 17). Thus, lists of vocabulary serve as a guide for teachers to determine what
vocabulary to teach and how many words to teach depends on the student’s grade. Another
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Acknowledgement
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REFERENCES
Cahyono and Widiati. (2008). The Teaching of EFL Vocabulary in The Indonesian Context : The State of The Art. UniversitasNegeriMalang : TEFLIN JOURNAL
Capel, A. (2012). Completing the English Vocabulary Profile: C1 and C2 vocabulary English Profile Journal, 3(1),1 – 14
Cooper, T. (2002). 100 Write-and-Learn Sight Word Practice Pages: Engaging Reproducible Activity Pages That Help Kids Recognize, Write, and Really LEARN the Top 100
High-Frequency Words That are Key to Reading Success. New York: Scholastic Inc.
Graves, D. (2005). A Publication of the Jane Austen Society of North America. Vocabulary Profiles of Letters and Novels of Jane Austen and her Contempora ries, 26 (1). Retrieved from http://www.jasna.org/index.html
Huang, Jet.al . (2000)On the vocabulary size for Chinese English Learners.4(1)
I.S.P. Nation. (1990) .Teaching and Learning Vocabulary.Victoria :Victoria University Wellington.
James, M and Jeanine, T. 2013. Vocabulary size revisited: the link between vocabulary size and academic achievement. Linguistics Review Journal, 4(1): 151 – 172
Jeanne, Mc. (2007). Teaching Vocabulary Lessons from the Corpus,Lessons for. Classroom. Lori, M &, Tom, C. (2003).Vocabulary profiles as predictors of the academic Performance Of
Teaching English as a Second Language trainees.De´partementdelinguistique et de didactique des langues :Universite´ du Que´bec a` Montre´al,
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Norbert & Diane, S. (2012). Plenary Speech A rea ssessment of frequency and vocabulary size in L2 vocabularyteaching, 1 – 20, Cambridge : Cambridge University Press
Rivera, M. & Rivera, R.(2007). Practical Guide To Thesis And Dissertation Writing, Quezon City : KATHA Publishing, Inc.
Rosa, C. 1969.: An Introduction for English Students. Teaching and Learning Vocabulary Journal, 3 (1)
Seyed Ali, R. (2012). Vocabulary Learning Strategies and Vocabulary Size of ELTStudents at EMU in Northern Cyprus.Vocabulary Learning Journal5(4).
Sitton, R ( 1992). Rebecca Sitton’sSpelling Sourcebook Series.Scottdale : Egger Publishing, Inc. Stuart, W. (2010).Receptive and Productive in vocabulary Learning.Cambridge : Cambridge
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Appendices
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AWL Words(academic): 7.84% 7.84%
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CHAPTER 2
CHAPTER 3
CHAPTER 4
Reading 11 Reading 12 Average
K1 Words (1-1000): 83.33% 87.61% 85.47%
K2 Words (1001-2000): 3.57% 5.31% 4.44%
AWL Words(academic): 5.95% 1.77% 3.86%
Off-List Words: 7.14% 5.31% 6.23%
CHAPTER 5
Reading 13 Reading 14 Average
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England. We live at 61 Sutton Road. I am 12 years old and my sister is 8 years old. My birthday is in January and her birthday is in March. We both have straight blonde hair. I
am tall but Grace isn’t. Grace is not all but she is beautiful. She has blue eyes. Her eyes
are different from our family’s eyes. We have brown eyes. I go to a secondary school and
my sister goes to a primary school. Here is my photograph. Please say hello to friends all over the world.
AWL Words(academic): 0.00% 0.00%
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a_[3] all_[2] and_[5] at_[1] be_[13] beauty_[1] blue_[1] both_[1] but_[2] dear_[1] difference_[1] eye_[4] family_[1] friend_[1] from_[2] go_[2] have_[3] here_[1] i_[9] in_[2] january_[1] letter_[1] listen_[1] live_[1] march_[1] name_[2] not_[2] number_[3] old_[2] over_[1] please_[1] regard_[1] road_[1] say_[1] school_[2] second_[1] she_[4] sister_[3] the_[1] to_[4] we_[5] world_[1] year_[2]
1k Fr non-cognate families (content only): [families 15 : tokens 24 ] all_[2] blue_[1] dear_[1] eye_[4] friend_[1] go_[2] here_[1] listen_[1] live_[1] old_[2] road_[1] say_[1] sister_[3] world_[1] year_[2]
2k families: [8:8:12] Bottom of Form
birth_[2] brown_[1] grace_[3] hair_[1] hullo_[2] photograph_[1] straight_[1] tall_[1]2k Fr non-cognate families: [families 4 : tokens 5 ] birth_[2] hair_[1] straight_[1] tall_[1] AWL families: [1:1:1]
primary_[1]
AWL Fr non-cognate families: [families : token] GRADE VIII- READING 1
Do you know the differences? Read the text and check your ideas
Wild animals are free. They live in the jungles, mountains, rivers, lakes and seas around the world. They find their own food. Some of them are in danger. It is difficult for
us to find them. Some of them couldn’t survive and became extinct. We cannot find them
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Domestic animals and pets live with people. They are not wild. They are tame. People feed or give them food and a place to live. Domestic animals are useful for us.
They work for us or they give us food. Although pets are tame, they don’t work for us.
They live with us as our friends. [Page 6] Family LIst
family_[number of tokens][↑]
1k families: [families 51 : types 57 : tokens 110 ]
a_[1] although_[1] and_[5] animal_[3] any_[1] around_[1] as_[1] be_[7] become_[1] can_[1] could_[1] danger_[1] difference_[1] difficult_[1] do_[2] feed_[1] find_[3] food_[3] for_[4] free_[1] friend_[1] give_[2] idea_[1] in_[2] it_[1] know_[1] lake_[1] live_[4] mountain_[1] not_[3] number_[1] of_[2] or_[2] own_[1] page_[1] people_[2] place_[1] read_[1] river_[1] sea_[1] some_[2] the_[4] they_[14] to_[2] use_[1] we_[8] wild_[2] with_[2] work_[2] world_[1] you_[2]
1k Fr non-cognate families (content only): [families 15 : tokens 23 ] around_[1]
become_[1] could_[1] feed_[1] find_[3] free_[1] friend_[1] give_[2] know_[1] live_[4] own_[1] sea_[1] wild_[2] work_[2] world_[1]
2k families: [3:3:5]
check_[1] pet_[2] tame_[2]
2k Fr non-cognate families: [families 3 : tokens 5 ] check_[1] pet_[2] tame_[2]
[31] domestic_[2] survive_[1] text_[1]
AWL Fr non-cognate families: [families : tokens GRADE IX- READING 8
Read the text [Page 57] Life and Career
Thomas Alva Edison was born in Milan, Ohio, in 1847. He grew up in Port Huron, Michigan.
He attended school for only three months. His mother taught him reading, writing, and arithmetic
In 1862, Edison saved a boy from being run over by a train. The boy’s father operated a
telegraph machine, which sent coded messages over wire. As thanks, the father taught Edison how to operate the telegraph. He earned money from his inventions.
family_[number of tokens] [↑]
1k families: [families 37 : types 42 : tokens 61 ]
a_[3] and_[2] as_[1] be_[2] bear_[1] boy_[2] by_[1] father_[2] for_[1] from_[2]
grow_[1] he_[6] how_[1] in_[4] life_[1] machine_[1] money_[1] month_[1] mother_[1] number_[3] only_[1] operate_[2] over_[2] page_[1] read_[2] run_[1] save_[1] school_[1] send_[1] teach_[2] the_[4] three_[1] to_[1] train_[1] up_[1] which_[1] write_[1]
[32] 2k families: [7:7:8]
attend_[1] earn_[1] invent_[1] message_[1] telegraph_[2] thank_[1] wire_[1] 2k Fr non-cognate families: [families 3 : tokens 3 ] earn_[1] thank_[1] wire_[1]
AWL families: [2:2:2] code_[1] text_[1]
AWL Fr non-cognate families: [families : tokens ]
