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DESIGNING A CORPUS-BASED DICTIONARY OF K-2
VOCABULARY IN “BAHASA INGGRIS”
GRADE VII AND IX
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Yohana Anes Sarwoko 112013065
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
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DESIGNING A CORPUS-BASED DICTIONARY OF K-2
VOCABULARY IN “BAHASA INGGRIS” GRADE VII
AND IX
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Yohana Anes Sarwoko 112013065
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
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PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic community, I verify that:
Name : Yohana Anes Sarwoko
Student ID Number : 112013065
Study Program : English Language Education
Faculty : Faculty of Language and Arts
Kind of Work : Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents therein entitled:
DESIGNING A CORPUS-BASED DICTIONARY OF K-2 VOCABULARY IN
“BAHASA INGGRIS” GRADE VII AND IX
With this non-exclusive royalty free right, SWCU maintains the right to copy, reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter or sell my intellectual property, in whole or in part without my express written permission, as long as my name is still included as the writer.
This declaration is made according to the best of my knowledge.
Made in : Salatiga
Date : May 1th, 2017
Verified by signee
Yohana Anes Sarwoko
Approved by
Thesis Supervisor Thesis Examiner
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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. Yohana Anes Sarwoko and Prof. Dr. Gusti Astika, M. A.
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of at least one of the copyright owners or the English.
Language Education Program, Faculty of Language and Arts, Universitas Kristen
Satya Wacana, Salatiga.
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TABLE OF CONTENT
PERNYATAAN TIDAK PLAGIAT ... iii
PERNYATAAN PERSETUJUAN ASKSES ... iv
APPROVAL PAGE ... v
PUBLICATION AGREEMENT DECLARATION ... vi
COPYRIGHT STATEMENT ... vii
ABSTRACT ... 1
INTRODUCTION ... 2
LITERATURE REVIEW ... 4
1. Vocabulary ... 4
1.1 Definition of vocabulary ... 4
1.2 Vocabulary profiler ... 5
1.3 The importance of knowing vocabulary ... 5
1.3 Importance of learning vocabulary in reading, listening, writing and speaking ... 6
2. Vocabulary learning strategies ... 7
2.1 Definition of vocabulary learning strategy ... 7
2.2 Types of vocabulary learning strategies ... 8
3. Use of dictionary as learning strategy ... 9
3.1 Role of dictionary in vocabulary learning ... 9
3.2 Research on dictionary use for vocabulary learning ... 10
THE STUDY ... 11
Method ... 11
Sample ... 12
Data collection ... 12
Research Instrument ... 13
Data analysis ... 14
FINDINGS AND DISCUSSION ... 15
How the sample sentences were collected ... 15
Criteria for selection of sample sentences ... 17
Dictionary entries ... 21
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REFERENCES ... 122
1
DESIGNING A CORPUS-BASED DICTIONARY OF K-2
VOCABULARY IN “BAHASA INGGRIS” GRADE VII
AND IX
Yohana Anes Sarwoko
ABSTRACT
This study explores the vocabulary in textbooks entitled Bahasa Inggris grade VII and IX. Vocabulary becomes one of some important factors in learning English. This study aims to know how a dictionary of basic vocabulary can be designed for the learners. The sample vocabulary taken from the textbooks was selected after deleting the proper nouns, phonetic, numbers, Indonesian words and pictures/illustrations. The vocabulary selected in this study was the vocabulary belonged to K-2 which were amount 150 words, which were selected systematically from 462 words. The vocabularies were analyzed qualitatively using documentary method by operating an online tool: Vocabulary Profiler. Each vocabulary had five sample sentences for the dictionary which were selected from a Corpus Concordances available in the Vocabulary Profiler. The findings showed that the five sample sentences for each vocabulary were selected using 12 grammatical features, e.g. article, possessive, adjective, etc. The sample sentences were taken from five Corpus, which were 1K graded, 2K graded, Student (learner) & (teacher), JPU learner and Academic General. The five sample sentences could help learners in enriching their understanding of meaning of the vocabulary. The meaning of the vocabulary was provided in context of five sample sentences. Finally, the dictionary was designed alphabetically and it can help learners in their learning process of vocabulary.
2
INTRODUCTION
The discussion about vocabulary as the important aspect in learning L2
has already been talked. According to Wei (2007) as cited in Nemati (2009), he
says that vocabulary got much attention from researchers in ESL and now it
becomes the focus in ESL pedagogy and research. Vocabulary helps learners in
understanding the material as stated by Zhang (2011, p. 2) that “Vocabulary is the basic factor necessary for mastering a language”. If learners have sufficient vocabulary, they will easily master the material they are learning about.
Learning a language cannot be separated from learning the vocabulary. It
plays a vital role in the learning process of language. In one hand, Tassana-ngam
(2004, p. 16) says that it was grammar translation method (GTM) which played as
the central role and it is still going on. He believes that vocabulary comes after the
grammar in the learning process. On the other hand, Abdulhay (2015) says that
vocabulary is the foundation in the all-learning process of language. As mentioned
before that vocabulary is the basic thing in learning English, Zhang (2011, p.2)
mentions that, “The lack of vocabulary knowledge affects all the four language
skills”. By saying that, we know that by mastering the grammar only without
mastering the vocabulary, the four skills of language (speaking, listening, writing
and reading) cannot be mastered successfully. Carranza, Manga, Dio, et al (2015,
p.49) say that “One way to assess a person’s communicative competence is
through his ability to express his thoughts and ideas in appropriate words
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communication skill requires vocabulary as the crucial knowledge to express
one’s thoughts.
One way to improve the vocabulary knowledge of the learners is through a
dictionary. Zhang (2011, p.12) mentions that, “Dictionary is always a good
partner of language learners.” Dictionary helps learners in increasing their
knowledge, i.e., receptive knowledge (Poole, 2012). As learners, they will need a
dictionary in helping them figuring out a meaning of a word. Learners cannot rely
on a common dictionary all the time, for it doesn’t give the meaning in context. A
common dictionary is too general in finding the meaning in context of learners’ handbook.
Knowing that common dictionary does not always help the learners in
finding words in context, this research aims to know how a dictionary of basic
vocabulary can be designed for the learners. This research will produce a
dictionary, which can facilitate the learners in learning English and help the
learning process become easier for the teachers. To know deeper about this aim, I
come to the research question, “how can a dictionary of basic vocabulary of K-2
be designed for the students?”.This dictionary will help the learners to find the
meaning in context of their English handbook. Therefore, designing a
4
LITERATURE REVIEW
1. Vocabulary1.1 Definition of vocabulary
Vocabulary can be described as words, which are needed by people in
expressing their thought or ideas when they are communicating with each other
(Alqahtani 2015). Vocabulary is collection of words which are used in
communication. “Words are outward facades of language by dint of labeling
objects, actions and thoughts through which people impart their intended
concepts” (Abdulhay 2015, p.12). According to Salamzadeh (2014), “Vocabulary
is central to language and language learning and vocabulary learning is vital
to the language learners” (P. 12).
Aktekin and Guven (2013) defines vocabulary as the effective
communication skill, which comes along with the foundation element of language
skill. Lehr, Osborn, &Hiebert, 2004 as cited in Hunson and Padua (2011, p.5)
mention that, “Vocabulary refers to words we use to communicate in oral and print language” (p.5). They discussed about receptive vocabulary, which means,
“The words we understand through reading and listening”. Another thing is about
productive vocabulary, which means, “Words we use to communicate through writing and speaking” (p.5). It means that vocabulary plays important role in any
5 1.2 Vocabulary profiler
This research aims to design a corpus-based dictionary, which will use
Vocabulary Profiler that is available at www.lextutor.ca to get the vocabulary
lists. Vocabulary Profiler has been used to divide the words frequency quickly in
the world, mentioned by Cobb (2010) as cited in Astika (2015, p.127). The
discussion about the use of Vocabulary Profiler has been stated in Astika’s research (2015). He added that it has its benefit for teacher, such as providing
useful information and can guide teachers in dividing the level of difficulty of
vocabulary. Vocabulary discussed in this research is the vocabulary belongs to the
books of “BahasaInggris” included K-1 words (the most frequently 1000 words),
K-2 words (the next most frequently 1000 words) and K-3 words. According to
Astika (2016, p. 208), K-1 is “the most common and easiest words found in any
text”, while K-2 is “more difficult than K-1 words”. The last is K-3, which are the
words that are used in the academic texts. From those three kinds of vocabulary
words, this study will point up on the K-2 only.
1.3 The importance of knowing vocabulary
Knowing vocabulary is the basic knowledge for students in mastering
English. Vocabulary has important role in learning English, even though many
researchers say that vocabulary is important, a participant in the Yee-man’s
research (2008, p. 73) gave response that learning vocabulary was “time
-consuming” and he could “naturally pick up vocabulary” in English lessons.
On the other hand, vocabulary is a necessary language aspect to learn, for it can
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Shabdin (2016). Zhang (2011) says that in Asian country, vocabulary becomes the
enormous problem, which is being faced by the learners. The problem is lack of
adequate vocabulary. For that problem, Astika (2015) states that, “With sufficient vocabulary knowledge, learners will be able to access knowledge, express ideas,
communicate, and learn new concepts” (p. 124). To increase learners’ knowledge of vocabulary, Yee-man (2008, p. 79) believes that, “Vocabulary teaching should
have a major influence on content and sequencing of the curriculum”.
1.3 Importance of learning vocabulary in reading, listening, writing and speaking
In mastering a language, we need to be able to communicate in four skills
of that language, such as reading, listening, writing and speaking. According to
Alderson (2005) as cited in Kirmizi and Topcu (2014, p. 219) states that,
“Vocabulary had a strong relationship with reading, writing, listening and
grammar. Zhang (2011) mentions that,
When we learn a language, we need to master four skills, which are
listening, reading, speaking and writing. Meanwhile, vocabulary knowledge is
fundamental to them. One cannot understand a sentence without knowing what
most of the words mean. The lack of vocabulary knowledge affects all the four
language skills (p. 2).
It should be noted that in learning all skills of English, vocabulary is the basic
learning foundation for learners in order to make them succeed in mastering the
language. By having sufficient vocabulary, the four skills can be done easier.
Zhang (2011) states that students will encounter many words by reading a book.
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Besides vocabulary helps learners in reading, it can help them in listening. They
will understand what is talking about because they have adequate vocabulary.
Therefore, it is true that vocabulary cannot be separated from the four skills of
English, reading, listening, writing and speaking because vocabulary is the part of
those skills in the classroom (Zhang, 2005).
2. Vocabulary learning strategies
2.1 Definition of vocabulary learning strategy
Nation (2001) says that “Vocabulary learning strategies are a part of
language learning strategies which in turn are a part of general learning strategies” (p. 217). Kalajahi and Pourshahian (2012, p. 139) mentions that since the late
1970s, the exploration of Vocabulary Learning Strategies are given more
concentration, for in the second language learning process, it can develop the
student’s skills in their understanding. Guand&Johnson (1996) as cited in
Aktekin and Guven (2013) say that vocabulary learning strategies have two major
parts:
Metacognitive Regulation and Cognitive Strategies. They explain that Metacognitive
Regulation comprises of selective attention and self-initiation. Cognitive strategies
include guessing (wider and immediate context), dictionary (comprehension, extended
dictionary and looking-up strategies), note-taking (meaning-oriented and
usage-oriented), rehearsal (using word lists, oral and visual repetition), encoding (association/
elaboration, imagery, using word structure, visual, auditory, semantic and contextual
encoding), and activation strategies (p. 340).
Even though it gets many attentions from researchers, Tassana-ngam
(2004, p. 17) mentions that in EFL countries, in this case Thailand, still focus on
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occupies important role in English class in the past and present. He says that “The learners were normally asked to learn/memorize words on their own”. They do that without being given the vocabulary strategy they can use in learning those
words. It means that vocabulary learning strategy doesn’t play important role in
the learning English there. On the other hand, Cameron as cited in Kalajahiand
Pourshahian (2012, p. 138), explains that VLS (Vocabulary Learning Strategy) is,
“actions that learners take to help themselves understand and remember vocabulary”. Similar as what Hanson and Padua (2011) say that word-learning
strategy is something which can enlarge the student’s vocabulary knowledge and it is the device for them to find out the meaning of unfamiliar words (p. 10). This
is what we as teachers need to be aware of our learner’s needs of vocabulary learning.
2.2 Types of vocabulary learning strategies
Many types of VLS can be used by teachers in the learning process of
English in the classroom, such as what Alkhasawneh (2012) mentions on his
research based on Schmitt’s (1997) taxonomy of vocabulary learning strategies
that there are five categories of VLS: Determination, social, memory, cognitive
and metacognitive. Determination strategy is students’ willingness in learning
vocabulary such as analyzing part of speech, guessing meaning, using both
bilingual and monolingual dictionary, making word list, using flash cards, etc.
Social strategy is students’ interaction in learning vocabulary, such as asking
teacher and classmates about words they do not know, interaction with native
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meaning in-group, etc. Memory strategy is students’ memorization in learning vocabulary, such as connecting a word to its synonym or antonym, studying the
spelling of words, imagining word’s meaning, imagining word’s form, etc.
Cognitive strategy is the process of applying the language material by the teachers
during the lesson, (Schmitt, 1997) in Ahour and Salamzadeh (2014). As Schmitt
mentions above, he adds that metacognitive strategy is the strategies used in
improving performance that uses some techniques in helping students to check
and assess their progression of learning the target language.
3. Use of dictionary as learning strategy
3.1 Role of dictionary in vocabulary learning
Dictionary is included as the cognitive strategies, which has its own role in
learning vocabulary. As mentioned by Nation (2001) that there are three kinds of
dictionary commonly used by students; monolingual, bilingual and bilingualised.
Monolingual dictionary is the one which has one language only and it is written in
all country. Bilingual is the one which has two languages. The last is
bilingualised, which means a dictionary, which has equivalent in meaning
between the second language and the first language (p. 288-290). He adds that
generally, to use the dictionary strategy, we need to know the access of having a
good dictionary (p. 288).
Through dictionary, whether it is bilingual or monolingual dictionary, it
helps the students in getting the information about new words. Schmitt (2000), as
cited in Fatima and Pathan (2015), adds that for discovering the meaning of the
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Oxford and Crookall (1990) believe that by looking up to the dictionary, students
will have a physical action, which is memorizing the meaning of words. This role
of dictionary in learning is very helpful for students in discovering new words and
memorizing the meaning of words.
3.2 Research on dictionary use for vocabulary learning
Dictionary is a common tool used for students in learning vocabulary.
Besides guessing strategy, dictionary strategy is widely used too in learning as
stated by Huang and Eslami (2013). A research conducted by Liu (2014) says that
in various aspects of learning English, dictionary plays positive influences. In the
conclusion, he added that using dictionary strategy can increase students’ interest
in learning English and they will have more confidence. Through dictionary,
learners can find the meaning easily and it gives them a positive effect that it helps
them in the learning process of English.
Nation (2001) states that another important way in increasing student’s
vocabulary knowledge, especially in finding out the meaning of words is using
dictionaries. In one hand, thinking about the individual meaning of words does not
work for good, (Hague 1987), as cited in Oxford and (Crookall 1990, p. 13). On
the other hand, Nation mentions that the purpose of using dictionary can be for
large variety. The degree of using vocabulary is quite high and successful for
students (p. 282). It means that dictionary is used importantly in vocabulary
learning as he adds that, “Dictionary can help learners with understanding and
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will try to find it on dictionary. Another different thing has done by the
participants of Peters, Weinberg, Sarma and Frankoff’s research (2011) that
online dictionary is very helpful and useful for the students in getting information
about new words. Poole (2012) adds that the study found in several year-long that
dictionary and word list show significant improvement in increasing students’
knowledge.
THE STUDY
Vocabulary plays an essential role in English, for without having sufficient
vocabulary knowledge; students cannot understand the meaning and use it to
communicate. For dictionary would be the focus of this research, I come to the
research question, “how can a dictionary of basic vocabulary of K-2 be designed
for the students?” This research aims at designing a basic vocabulary dictionary
for students. Therefore, this section will discuss about the method used in this
research, sample, data collection, research instrument, and data analysis.
Method
This study used documentary method. Documentary methods are the
techniques used to categorize, investigate, interpret and identify written
documents, whether in the private or public domain such as personal papers,
commercial records, or state archives, communications or legislation (Payne and
Payne, 2004). In this research, the vocabulary in textbooks (taken from Bahasa
Inggris grade VII and IX) were categorized and identified for their frequency
12 Sample
This study used English books titled “Bahasa Inggris” for Junior High
School and these books are designed for grade VII and IX. These books are the
fourth edition, written by Gunarso Susilohadi, Suharso, DwiAnggani, Siti
Wachidah and Sri Sumami for grade IX, and for grade VII, the book were written
by Th. Kumalarini, Achmad Munir, Slamet Setiawan, Helena Agustien, and
MuchlasYusak. The books were published in 2008 by Pusat Perbukuan
Departemen Pendidikan Nasional. Badan Standar Nasional Pendidikan (BSNP)
have seen and declared these books properly as the course textbook based on
Peraturan Menteri Pendidikan Nasional 2008 number 41 on 1 August 2008 about
Penetapan Buku Teks Pelajaran, which fulfills the expedience requirement to be
used in the learning process.
Data collection
The books used were in the PDF files which was converted from the PDF
into MS word first. After converting into MS word files, the next step of
collecting the data was by completely removing the unnecessary text such as
Indonesian words, proper names (people, towns, and places in Indonesian) and
numbers. For the words that used were only English, Indonesian words were not
going to be used in the dictionary entry. For example (taken from book “Bahasa Inggris” grade IX); Indonesian words: bantuan (p. 53), sangat buruk (p. 53) and
sobek (p.53), proper names such as Nia (p.50), Ana and Dimas (p.48), town/place:
Kaliurang (p. 82), numbers: 1,2,3,4,5, etc. After the unnecessary parts of the
textbook had been cleared, the words were copied into the Vocabulary Profiler
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dictionary would only need 150 words from all the total words (642 words). I
chose those 150 words systematically by choosing the first word, then next third
word, and so on.
Research Instrument
The research instrument used in this research was Compleat Lexial Tutor
version 8. Compleat Lexial Tutor is a type of online application for vocabulary,
which is available at www.lextutor.ca. Some options are available when the
website is opened in the home page, such as learners, researchers and teachers.
From those three options, the option ‘researchers’ were chosen in doing this research. In the option Researchers, some options, such as Concordance,
Vocabprofile, Range v.3, N-Gram, React Time v.6, Vocab Stats, Research Base,
Text Tools, Familizer, Frequency, Text Lex Compare, RaNdOmICiTy, and
KeyWords will be available. The next option that was used in this research was
Vocabprofiler and Concordance. Vocabprofiler identifies contexts of a particular
word to be put in the dictionary entry. By running Vocabprofiler, the words taken
from the books can be classified into three categories of vocabulary, which are
K-1, K-2, and K-3. Concordance is the tool for getting the examples from different
context of grammar in each word that have been found in Vocabprofiler. The
advantage of using Compleat Lexical Tutor includes free online usage, where we
can open and use it without registration, the automatically classifying words and
many examples sentences in different contexts that can be found easily. This
14 Data analysis
The qualitative data were collected from the vocabulary taken from the
textbooks. Before going to the www.lextutor.ca, the PDF file of the textbooks
were converted into MS word file to make it more readable and could be applied
to the Compleat Lexical Tutor. The vocabulary was arranged well in form of MS
word where the vocabulary from the two books had already been cleared from all
the Indonesian words.
After converting the files, the Vocabprofiler, which is available on
www.lextutor.ca, it would be run in order to identify the word frequency group
using VP-Compleat. The next step was selecting NAWL to produce word
frequency profile at the right side on the top page. It meant that the text would be
copied from the MS word and pasted it to the white space available for texts
copied on this application. After copying the text, it should be submitted to get the
word lists by clicking the button submit window. After getting the result, the
focus on the finding was on the NGSL2 (K-2). To produce list of words for the
dictionary entry, the result or the word group should be copied and extracted.
Those new lists of words were used as the data for the dictionary, for examples;
open, want, have, etc. In this section, the list of words had already been collected
for the dictionary entry. Next step was looking for the sentences as the examples
of each word by going back to the home page. In the home page, there will be an
option of Concordancer, which will help in selecting the useful context
(sentences) where the selected words are used. Concordancer will help us to find
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Concordance: English would be selected to go to the next step. The keyword
should be typed, for example, open, as the keyword. Then, on the right side was
the sources corpus that ready to choose. There were many examples of sentences
that had different grammatical patterns, where the keyword was used in many
contexts. When the keyword was hit, there would be a new page appeared
showing the larger context of the sample sentence. After all the vocabulary and
sample sentences were collected, the dictionary would be arranged alphabetically.
FINDINGS AND DISCUSSION
In learning vocabulary, learners need a help from a dictionary as the
source to learn. Dictionary becomes one source that is used by learners in finding
the meaning of words they do not know. This study comes with the aim of
designing a corpus-based dictionary to help learners in understanding the
vocabulary in their learning process. In this section, the findings of designing the
dictionary were presented.
How the sample sentences were collected
The vocabulary had been taken from textbooks entitled “Bahasa Inggris”
grade VII and IX. These books became the first source in collecting the
vocabulary. The vocabulary taken from the textbooks were the vocabulary
belonged to K-2. Each vocabulary from the K-2 vocabulary list would be followed
by five sample sentences which have been taken from five corpus concordances,
16 1. 1K graded corpus
This corpus has 1000 word families which can be used for beginners and it
is the subset of the 2K graded corpus.
2. 2K graded corpus
This corpus has been formed by hundreds of graded readers, and scanned
and digitized over 10 years. This corpus can help us in finding the needs of
pedagogical concordancing, because it has 2000 word families (not
counting the proper nouns).
3. Learner (student) and Learner (teacher) corpus
This corpus is described in Cobb, T. Analyzing late interlanguage with
learner corpora: Quebec replications of three European studies, which
has 50.000 words in each and a text collection of three levels of ESL
students.
4. JPU learner
This corpus has been designed from 221 Hungarian student essays and
research papers and developed by Joseph Horvaths for his PhD.
5. Academic General
This corpus contains 6+m words which is an amalgam of bnc_humanities
consisted of 3,361,000 millions of words, bnc_soc_sci with 2,322,000
millions of words, AA_Academic_Abstracts with 174,000 words, and
Brown_Academic 162,500.
The corpus were needed to be written in the dictionary entry, for it was the source
17
large context of each sample sentence. In finding the five sample sentences, some
words only used one corpus, for example the word advice used only 2K graded
corpus, but some could use more than one corpus, for example the word bottom, it
used 1K graded and 2K graded corpus. I took five sentences for the sample
sentences, because those five sample sentences would help the learners in
understanding the meaning of a word in five contexts which the five contexts were
enough as the examples of a word and it was adequate for the Junior High School
level. The sample sentences taken from the corpus could be the before/after the
word or before & after the word. For examples, the word advice, dish and dear:
Her advice was short; The dish fell to the floor with a crash; I want to read what
she wrote to her dear husband. The five sample sentences had different
grammatical features.
Criteria for selection of sample sentences
The five sample sentences used 12 grammatical features. It could be before or
after the vocabulary item that was used in the dictionary. These criteria of
selection the sample sentences were useful for the learners in helping them
translating the word in context. These 12 grammatical features are the commonly
grammatical features used in learning English. Beside it helps learners in knowing
the meaning in context, it can also help them in learning some grammatical
features. The 12 grammatical features were:
a. Preposition
Preposition is words that indicate location or time. Preposition includes
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above, below, under, between, among, by, beside, close to, near (to), next
to, and preposition of time; at, in, on, during, for, throughout, by, until.
Examples are taken from a book entitled English Grammar in Use:
- They arrived on Friday.
- I will see you in the morning.
- I opened the door, went into the room and sat down.
b. Adverb
Adverb is words that explicate a verb, an adjective or another adverb.
Some adverbs are ended by letter ‘ly’, such as quickly, hardly. Examples are taken from a book entitled English Grammar in Use:
- She speaks English perfectly.
- Please speak quietly.
- Darren can run very fast.
c. Articles
Articles are usually coupled with nouns to indicate the details of the
nouns. It includes the, a, an.
Examples are taken from a book entitled English Grammar in Use:
- Tim sat down on a chair
- I have to go to the bank
- Can you turn off the light, please?
d. Auxiliaries
Auxiliaries are words that help in expressing meanings. It can be modal
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Examples are taken from a book entitled English Grammar in Use:
- I can’t sleep
- He did, but he does not any more.
- I have lost my key
e. Collocation
Collocation is the combination between some words that are used together
and it makes a natural sound.
Conjunction is words that connect within a sentence.
Examples are taken from a book entitled English Grammar in Use:
- We met Paul as we were leaving the hotel.
- We went out although it was raining.
- Even though I was really tired, but I couldn’t sleep. g. Possessive
There are two kinds of possessive, the first is possessive nouns and second
is possessives. Possessive nouns are usually ended by letter s and
apostrophe, while possessives take the possessive nouns’ place. Examples are taken from a book entitled English Grammar in Use:
20
- Mike’s aunt oldest son is a violinist.
- Somebody left his book on the desk.
h. Adjectives
Adjectives are words that describe nouns.
Examples are taken from a book entitled English Grammar in Use:
- Jane is bored because her job is boring.
- My brother lives in a nice new house.
- I am tired.
i. Verb be
Verb be includes is, am, are, was, were, has, have, and been that help in
expressing meanings.
Examples are taken from a book entitled English Grammar in Use:
- I am driving
- He is working
- It was raining
j. Noun
Noun is usually used as a word in identifying people or place.
Examples are taken from a book entitled English Grammar in Use:
- I like bananas.
- I like rice.
- Can you hear music?
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Pronoun is a word that refers to particular participant in the
speech/dialogue.
Examples are taken from a book entitled English Grammar in Use:
- It’s not our fault. You can’t blame us.
- The film itself was not very good.
- She had a great holiday.
l. Verb
Verbs can be seen as a word that shows an action. Examples are taken
from a book entitled English Grammar in Use:
- She reads a book.
- They go to school together.
- My mom cooks everyday.
Dictionary entries
In teaching and learning vocabulary, teachers must have some obstacles
during the teaching and learning process. Nation (1990, 2001), Laufer (1997),and
others as cited in Prichard (2008) mentioned that if the learners’ understanding toward the reading passage is less than 95% of the running words, it means that
the comprehension text is one of the difficulties facing by the L2 learners in
reading skill. When teachers are teaching an English text, it will be difficult for
the learners especially the learners in Junior High School level to understand the
meaning of the whole text. They will need a help whether from the teachers or
from a dictionary to guide them finding the meaning of the words they do not
22
dictionary to look up the unknown words to get 95% comprehension threshold
from the three reading passages given. It shows that bilingual dictionary has
important role in helping learners in comprehending a reading passage. This
bilingual corpus-based dictionary could help the learners in understanding the
word they do not know when they are learning English not only in reading
passage, but also in writing, speaking and listening. Learners can find the meaning
of words they do not know when they are doing the assignment such as reading.
All the vocabulary taken from the textbooks had been copied into the
vocabulary profiler in order to identify the K-2 words that appeared on the
textbooks. This research looked for the K-2 vocabulary from the textbooks chosen
which contains 462 words. From 462 words collected, the sample would be
needed 150 words, for it could represent the total number of K-2 words.
The 150 words used in the dictionary were chosen using systematic
sampling. From the 462 words, it would be selected in every third number after
the vocabulary item chosen, for example the first word had been chosen at first
and then the next three word (Absolutely accident accompany achievement
acknowledge actor admit). The five sample sentences that followed each word
had the meaning in every context of the sentence, for example: Her advice
was short (Sarannya). The sentences were chosen based on the Junior High
School student’s level or the easy one to understand.
The corpus-based dictionary was a bilingual dictionary in which the meaning
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bilingual dictionary because this dictionary was designed using the vocabulary
taken from English Indonesian textbook for Junior High School and would be
used for Indonesian learners. After choosing the sample sentence, the meaning of
the vocabulary used was translated by Google translate with a little bit
modification. The structure for designing the corpus-based dictionary has been
ordered alphabetically. The 150 words of K-2 were determined from A to Z to
design the corpus-based dictionary.
1. ABSOLUTELY: benar-benar (2k graded, learner (student))
- Conjunction
You were very shy, and absolutely extraordinary. (dan benar-benar)
- Verb be
'I'm -only asking now because it is absolutely necessary.
(benar-benar)
- Adjective
She's absolutely adorable. (benar-benar menarik)
- Auxiliary
'I absolutely would do it again,' she says. (benar-benar akan)
- Infinitives
I have decide to teach french as a second language, but I want
24
2. ACHIEVEMENT: prestasi (2k graded, learner (student))
- Adjective
The clinic was an amazing achievement, anyway, Woods thought.
(prestasi yang menajubkan)
- Preposition
If my English was better, it would be a great achievement
for me in the first place. (prestasi untuk)
- Collocation
Being able to speak properly a second language would be the best
achievement I could ever make. (prestasi terbaik)
- Articles
Not only would knowing the English language help me, but it would
be essential to the achievement of my career goal. (prestasi)
- Adverb
I think that is very important is country to by able to manage the two
official language that also will provide with more achievement in my
future career. (prestasi yang lebih)
3. ADMIT: mengakui (2k graded, learner (student), JPU learner)
- Auxiliary
I've still got a lot to be happy about, and I must admit. (harus
25
- Adverb
But I wish those people would also admit or allow themselves to
admire singers, actors and athletes. (juga mengakui)
- Conjunction
I have to admit that I am impressed with the teachers' knowledge and
work experience. (mengakui bahwa)
- Possessive
That probably explains why many adults will only admit
their admiration for political figures. (mengakui kekaguman mereka)
- Noun
Some participants admit to having not made enough effort. (Peserta
mengakui)
4. ADVICE: nasehat (2k graded)
- Adverb
26
- Preposition
I decided to ask for advice
from someone I trusted more than most men. (untuk nasehat)
- Possessive
Her advicewas short. (sarannya)
- Collocation
The women, especially, were very ready to give him useful advice
on taking care of children. (nasehat yang berguna)
- Adjective
I need some advice. (beberapa nasehat)
5. Alive: hidup (2k graded)
- Verb be
'I am alive,' I said. (hidup)
- Adjective
We're both alive and healthy and working very hard. (berdua masih
hidup)
- Adverb
When he finally arrived, not only alive but able to ride and walk, they
cried with happiness. (hanya hidup)
- Infinitive
27
- Conjunction
He seemed brilliant and original in every way - tall and handsome and
alive with an extraordinary intelligence. (dan hidup)
6. ANGRY: marah (2k graded)
- Adverb
I felt almost angry. (hampir marah)
- Article
'Where's Oliver?' he said with an angry look. (marah)
- Conjunction
I felt both silly and angry. (dan marah)
- Verb be
When I don't want to take them, they are angry. (marah)
- Preposition
In one afternoon, I had twice run away from angry people. (dari
orang yang marah)
7. APPEARANCE: penampilan (2k graded)
- Possessive
Her appearance began to put him in a bad temper. (penampilannya)
- Adjective
Ten men of disgusting appearance were approaching. (penampilan
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- Preposition
They were very different - in appearance and in character. (dalam
peampilan)
- Collocation
He'd never known Anna talk so openly about a man's physical appear
ance. (penampilan fisik)
- Article
Her decision depended on the size of the station and the appearance
of the people standing there. (penampilan)
8. APPRECIATE: menghargai (2k graded)
- Adverb
People also appreciate the reasonable position food occupies in Miss
(Gail) Ahern's universe. (juga menghargai)
- Auxiliary
They did not know that Margot
Beste-Chetwynde did not appreciate Tudor architecture. (tidak menghargai)
- Pronoun
You've been very honest with me, and I appreciate it. (saya
menghargai)
- Article
I appreciate the work I am doing for now. (menghagai)
- Noun
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9. ARRANGE: mengatur (2k graded)
- Adverb
Of course,' said Chuck thoughtfully, we could always arrange for the
computer to break down.' (selalu mengatur)
- Auxiliary
If I can arrange it, will you meet him?" she asked. (bisa mengatur)
- Conjunction
'I will try and arrange it for you,' said Mrs Almond. (dan
mengaturnya)
- Article
I'll make you promise to arrange a meeting for me with Catherine.
(mengatur sebuah)
- Preposition
I must arrange for a room at the "George",' he said. (mengatur untuk)
10.ASSISTANT: asisten (2k graded, learner (student))
- Possessive
Inside jail, King continued to give orders to the marchers through his
assistant, Andrew Young. (asistennya)
- Article
But he relies totally on an assistant, Maureen Laffey, for all his physic
30
- Conjunction
He spent five years as assistant director general of Unesco in Paris.
(sebagai asisten)
- Collocation
I am a research assistant in a scientific laboratory. (asisten penelitian)
- Preposition
The legal assistant from the hall had heard everything, and we
exchanged looks and smiles as I passed his desk. (asisten dari)
11.ATTRACT: menarik (2k graded, learner(student))
- Noun
Individual attention is being paid to your case, which may in time
attract international interest in the field of social sciences. (tepat waktu dalam menarik)
- Pronoun
The University of Edinburgh runs summer schools which attract stud
ents from all over the world. (yang menarik)
- Adverb
It shows an open mind and a curiosity which can only attract people.
(hanya menarik)
- Article
'The three-term courses tend to attract the typical boarding-school girl
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- Conjunction
Jane should use every moment she gets with Bingley to attract and en
courage him. (Menarik dan)
12.BEACH: pantai (1k graded)
- Article
We drove to a beach and went for a long walk. (sebuah pantai)
- Preposition
We arrived at beach House. (di rumah pantai)
- Adjective
You are lying on a beautiful beach, looking at the lovely bluewater.
(pantai yang indah)
- Verb be
To the west, there was beach and the Mediterranean Sea. (ada pantai)
- Adverb
Its 15 minutes of global fame ended long, long ago, but it's still the
closest beach to Mexico City. (pantai terdekat) 13.BELONG: milik (1k graded, 2k graded)
- Auxiliary
The money and the house don't belong to us or you. (bukan milik
kita)
- Pronoun
32
- Conjunction
The huts are situated right on the beach and belong to a group of local
women. (dan milik)
- Noun
The bracelet belongs to the dead man, Bowman, and the Captain
needed it for the record. (gelang itu milik)
- Preposition
Curtis doesn't belong in it, and I can prove it. (termasuk ke dalam)
14.BIRD: burung (1k graded, Academic general, Graded readers )
- Article
It was like a bird. (seekor burung)
- Adjective
'I'm going to catch you, little bird,' I said softly. (burung kecil)
- Collocation
A sea bird flew low across the white tops of the big, grey waves
Daniel watched it, and felt wind and rain on his face. (burung laut)
- Conjunction
There are four men wearing animal and bird masks. (dan burung)
- Possessive
Bligh picked up the bird's head and feet. (kepalanya burung)
15.BLOCK: blok (2k Graded)
- Article
33
- Adjective
He made a big block of ice and we put it into the new pipanto we had
built. (balok es besar)
- Preposition
The two men laughed, and then the newspaper man waved and drove
noisily away to the next apartment block in the Soi, the next street.
(blok apartemen berikutnya di Soi)
- Collocation
8 million federal block grant because of findings that the program has
been mismanaged at a number of levels. (blok federal)
- Noun
On this night the
road-block outside Port Elizabeth had just been put up. (hambatan) 16.BOAT: perahu (1k graded)
- Article
She found a boat on the river and got into it. (sebuah perahu)
- Adjective
I am sure that I can build another boat for him. (perahu lainnya)
- Preposition
Most immigrants arrived by boat. (menggunakan perahu)
- Possessive
Duncan, Larry and Roxanne are all sitting in Duncan's boat.
34
- Collocation
They visited Corsica and Sardinia in the Al Fayeds' private boat.
(perahu pribadi)
17.BORROW: meminjam (1k graded, 2k graded)
- Auxiliary
Look, you can borrow my army car. (bisa meminjam)
- Conjunction
A gentleman can have money or borrow money from his friends.
(atau meminjam)
- Adverb
And we don't keep your blood, we just borrow it for a while. (hanya
meminjam)
- Noun
You had to write a letter threatening to breastfeed the baby in the
university library before you were allowed to borrow books to prepare
courses. (meminjam buku-buku)
- Preposition
There's no one left to borrow from. (meminjam dari)
18.BOTTOM: bawah (1k graded, 2k graded)
- Article
An hour later, I watched the boat crash into the bottom of the pool.
35
- Preposition
She could feel the bottom of her leg right now. (bagian bawah dari)
- Adverb
It was going down and down, toward the bottom where the waters cra
shed together. (di bawah dimana)
- Conjunction
The sides, top, and bottom of the hole were smooth and regular, he dis
covered. (dan bagian bawah)
- Possessive
She had blue eyes, a large mouth, and top teeth that rested on her
bottom lip when she wasn't talking. (bagian bawah bibirnya) 19.BREATH: nafas (1k graded, 2k graded)
- Collocation
He took a deep breath, and blew strongly into Christine's mouth again
. (bernafas dalam-dalam)
- Possessive
Take my breath Away. (nafas saya)
- Article
I could feel hot breath on my face: the breath of an evil ghost. (nafas)
- Adjective
Mark took a long breath and looked at the floor. (nafas yang panjang)
36
Whatever it is, the exercise should leave you out of breath. (kehabisan
nafas)
20.BRIGHT: cemerlang/terang (1k graded)
- Article
Suddenly there was a bright light and a silent wave of heat. (terang)
- Conjunction
The man's eyes were small and bright, and for some strange reason he
had a newspaper in his hand. (dan bersinar)
- Preposition
When he arrived at bright River, it was late. (pada sungai yang
cemerlang)
- Verb be
It will be bright and warm and there will be a lot of sunshine.
(menjadi terang)
- Verb
Ana's future did not seem bright and exciting to her now. (terlihat
cemerlang)
21.BUSY: sibuk (1k graded)
- Article
Robert is a busy New York lawyer. (sibuk)
- Adverb
He was also busy buying a big, comfortable house for his family. (juga
37
- Verb be
Now you must excuse me, I am busy. (sibuk)
- Conjunction
In New York, there are still thieves in subway stations and busy street
s. (jalan yang ramai)
- Verb
But she kept busy with political work, study, exercise, and piano playi
ng. (tetap saja sibuk)
22.CAMP: kemah (1k graded, 2k graded)
- Article
The soldiers built a camp every night. (kemah)
- Adjective
In the morning, they moved to a new place and built a new camp.
(kemah yang baru)
- Possessive
When they got back to their camp, the boys decided to go for their firs
t long walk. (perkemahan mereka)
- Collocation
As soon as they get to their base camp, Eureka, inside the Arctic
Circle, they will have to build huts to protect themselves from
temperatures as low as minus 40 degrees Centigrade. (tempat
38
- Noun
In the autumn of 1921, towards the end of the Civil War, Yury was
with the Brotherhood as they began to build their winter camp.
(perkemahan musim dingin)
23.CAREFULLY: dengan hati-hati (1k graded)
- Conjunction
It was dark and there was a strong wind so I drove slowly and
carefully. (dan dengan hati-hati)
- Verb
So these chemicals had something to do with the new paint, did they?'
the doctor asked carefully. (bertanya dengan hati-hati)
- Noun
Helen carefully took the coloured paper off. (helen dengan hati-hati)
- Adverb
This was a dream, I told myself, and I looked more carefully at the bui
lding in front of me. (dengan lebih berhati-hati)
- Verb be
In fact, the park was carefully planned and built. (dengan hati-hati)
24.CHAIR: kursi (1k graded)
- Article
39
- Adjective
Each knight had his place at the table, but no chair was better than
another chair. (kursi yang lainnya)
- Possessive
Logan sat back in her chair. (kursinya)
- Pronoun
Which chair did he sit on? (kursi yang mana)
- Collocation
The cat jumped into the empty
rocking-chair, and Ethan moved his own chair a little. (kursi goyang)
25.CHARACTERISTIC: sifat/karakter (2k graded, academic general, JPU
learner)
- Possessive
Every period brings its characteristic enthusiasms. (ciri khasnya)
- Adjective
One characteristic of people of the twentieth century is that we are a race on the move. (satu sifat)
- Article
It is always a characteristic of theories which have many other
features. (karakter)
- Verb be
It is characteristic of good writers to try to plan something that makes
40
- Verb
The testee introduced his/her topic sentences by using ' be' forms but it
did not become characteristic of the essay. (menjadi karakter)
26.CHEMICAL: kimia (2k graded, Academic general)
- Article
Well, this is a chemical company, Mr. Duncan. (kimia)
- Conjunction
Cregar's special interest was in biological and chemical weapons. (dan
kimia)
- Collocation
I began to print the negative with the special chemical. (kimia khusus)
- Preposition
Thus it seems likely that examination questions in chemical
engineering at degree level will bear certain similarities of form and
content. (dalam kimia)
- Adverb
The types of cancer were also found to be higher in geographical areas
where chemical plants were situated. (dimana kimia) 27.CLOSELY: secara dekat (1k graded, 2k graded)
- Verb
He looked closely at Dantes. (melihat secara dekat)
- Adverb
41
- Noun
Mark watched the mirror closely to see if anyone was following them.
(cermin secara dekat)
- Verb be
I ought to be delighted, because I was closely involved in his success.
(erat)
- Pronoun
Proximo watched everything closely. (segala sesuatu dengan dekat)
28.CODE: kode (2k graded, JPU learner)
- Article
I was certain that Scudder was using a code. (kode)
- Preposition
The butterfly decided to send a message in code. (dalam bentuk kode)
- Noun
Once, when she was at school, she had almost learnt Morse code.
(kode Morse)
- Collocation
And Diana was 'telling friends' tabloid code for speaking to reporters.
(kode tabloid)
- Possessive
They are held by the same tutor, only their code number. (nomer kode
42
29.COLLECTION: koleksi (2k graded)
- Article
I edited a collection by women writers a few years ago for Virago and
included sections from both Little Women and Good Wives. (koleksi)
- Adjective
The Georg Eckert Institute for International School-Book Research
includes a complete collection of West and East German history-
books from 1945 to the present. (koleksi lengkap)
- Possessive
When I visited him in his large, dark study, he was looking delightedly
at the best butterfly in his collection. (koleksinya)
- Noun
One can browse through a library collection that gives a remarkable
perspective on how views have changed in past decades. (koleksi
perpustakaan)
- Preposition
Among these books was a growing collection of histories of
Alexander’s life. (koleksi dari)
30.COMFORT: kesenangan (2k graded)
- Article
This may be a comfort to him, but only adds to my own
43
- Conjunction
Katya found Liberius's old books and playthings and was happy in the
peace and comfort of the big house. (dan kesenangan)
- Adjective
But your coming just now is a great comfort to me. (kesenangan yg
luar biasa)
- Preposition
So they finished their meal in comfort. (dengan nyaman)
- Auxiliary
If you are upset by my description of your family's faults, it may
comfort you to consider that you and your elder sister have avoided any share of blame, and deserve nothing but honourable praise for your
behaviour. (mungkin menghibur)
31.COMMUNICATE: komunikasi (2k graded, Learner (student))
- Auxiliary
And we can communicate so many things in so many ways. (dapat
menyampaikan)
- Adverb
I could hardly communicate with them. (hampir tidak bisa
44
- Pronoun
'My goal is to be remembered as a man who has tried to help people
communicate with each other,' says Newman. (orang (untuk) berkomunikasi)
- Conjunction
So, with a better English, it will be easier found a job, meet people,
travelling and communicate in other country. (dan berkomunikasi)
- Preposition
If I took the English course, it is for communicate with more people.
(untuk berkomunikasi)
32.COMPLEX: rumit (2k graded, learner (teacher))
- Article
Color as a complex combination of tonal layers is the subject of
Prudencio Irazabal's sandwiches of translucent paints. (rumit)
- Conjunction
Brian Coffey wrote profoundly and tenderly of the love between man
and woman, that difficult and complex relationship which he
believed created a possible alternative to the terrible solipsism of
modern consciousness. (dan hubungan yang rumit)
- Adverb
But there are also less simple, more complex methods of paying, that
45
- Verb be
They are complex and extremely intelligent little beings. (rumit)
- Adjective
The first complex exam at the English department should be
modified. (ujian pertama yang rumit)
33.CONNECT: menyambungkan (2k graded, JPU learner, academic general)
- Auxiliary
They can connect their computers directly with any database. (dapat
menyambungkan)
- Conjunction
He or she will be able to collect and connect his or her ideas and will
write effective. (dan menghubungkan)
- Pronoun
Students write and to what degree they connect these two parts of the
essay. (mereka menghubungkan)
- Preposition
They were careful to connect the two important parts of the essay.
(untuk menghubungkan)
- Adverb
Because they are copied from it directly (with only minor changes),
they make sense as individual sentences but they do not connect
46
34.COOK: memasak (1k graded)
- Adjective
But the British cook vegetables for too long, so they lose their taste.
(orang Inggris memasak)
- Auxiliary
You can cook vegetables in so many interesting ways. (dapat
mengolah)
- Pronoun
At my hotel we cook traditional British puddings. (kami memasak)
- Preposition
I tell him to cook for me! (memasak untuk)
- Adverb
They're very kind, and often cook meals for me. (sering memasak)
35.CORNER: sudut (1k graded, 2k graded)
- Article
Then he sat down in a corner. (di sudut)
- Adjective
Then it appeared again in another corner of the room. (sudut yang
lain)
- Preposition
Each player from the first team tries to hit the ball and run round a big
47
- Collocation
The car should stay as flat on a tight corner as a scary carnival ride.
(keadaan sulit)
- Conjunction
- Then I saw something in the corner that made my blood turn cold. (di
sudut yang)
36.CRASH: tabrakan (1k graded)
- Article
The dish fell to the floor with a crash. (sebuah tabrakan)
- Noun
Everybody thought I was killed in the car crash. (kecelakaan mobil)
- Pronoun
Other drivers do not know that you are going to turn right and they
crash into your big bus with their little cars. (mereka menabrak)
- Adjective
Suddenly there was a great crash of thunder. (dentaman yang hebat)
- Auxiliary
You could crash right into it if you're not careful. (bisa jatuh)
37.CULTURAL: kebudayaan (2k graded, learner (student))
- Article
In a larger city, a cultural life might be taken for granted.
48
- Collocation
The opportunities for travel and cross-cultural
experience soon have people hooked. (lintas budaya)
- Adjective
Until 1939, Budapest was one of the most important cultural
capitals of Europe. (budaya yang paling penting)
- Noun
This has to be studied and has been proposed many times and there is
openness for this understanding of the different cultural situation in
the different continents. (situasi budaya)
- Conjunction
Nowadays, the economic political and cultural
life is a worldwide one. (dan kehidupan kebudayaan) 38.DAD: ayah (1k graded)
- Conjunction
'Can't you ask your Mum and dad again about the camping?' said Joe.
(dan ayahmu)
- Possessive
Her dad, Vincente Minnelli, won a Best Director Oscar in 1958. (ayahnya)
- Preposition
He just watched, and laughed, and played football with dad. (bersama
49
- Verb
dad died four years ago. (ayah meninggal)
- Auxuliary
Does dad know? (apakah ayah) 39.DEAR: kesayangan (1k graded, 2k graded)
- Possessive
I want to read what she wrote to her dear husband. (suami
kesayangannya)
- Noun
Come and visit me soon, dearbrother. (kakak sayang)
- Article
Soon she thought of him as only a dearfriend. (tersayang)
- Conjunction
And dearMiss Matty, will you be that lodger and stay with us? (dan teruntuk)
- Adjective
Poor dearLydia had no one to take care of her. (lydia sayang yang malang)
40.DEFINITION: pengertian (2k graded, Academic general)
- Article
50
- Adjective
The pictures, at the Bruce Museum in Greenwich through Sept. 14,
create an unexpected definition of America the Beautiful It's beautiful
because it's interesting. (pengertian yang tak terduga)
- Possessive
My definition of a great teacher is not only someone who is devoted to children, but also one who is passionate of his job. (pengertianku)
- Preposition
'We have a cast of 25,' says De Silva. 'And none of them, by
definition, is famous. (menurut pengertian)
- Noun
The following options can be displayed for the student definition
Very large and heavy. (pengertian siswa)
41.DELIVER: mengantarkan (2k graded)
- Conjunction
Please be kind again now and deliver a letter for me, without reading i
t. (dan antarkan)
- Pronoun
I deliverthe letters and parcels to people in their offices. (aku mengantarkan)
- Adverb
51
- Auxiliary
This letter might be the last that I should deliver. (harus kuantarkan)
- Noun
The pump could deliver three times as much water as the old wells in
the village. (mengantarkan tiga kali)
42.DESERVE: berhak mendapatkan/pantas (2k graded, JPU leaner)
- Conjunction
Those are only two of the largely unaddressed issues, but deserve
particular attention. (tetapi berhak mendapatkan)
- Auxiliary
He didn't deserve to die. (tidak pantas)
- Pronoun
Did I deserve to die? (aku pantas)
- Possessive
He trusted the people closest to him, but they didn't deserve his trust.
(pantas menerima kepercayaannya)
- Adverb
Those who prefer early rising really deserve the "treasures" they find.
(sangat pantas)
43.DIET: diet (2k graded, JPU learner)
- Article
The farms provide a diet similar to that on Earth, but with less fresh
52
- Adjective
I was sticking to a fairly low animal-fat diet. (diet rendah lemak
hewani)
- Collocation
In the last two years, West Coast audiences could choose from a
steady diet of good new plays, from Diana Son's bright cartoon 'Boy' at the La Jolla Playhouse. (diet stabil)
- Verb
He kept a frugal but carefully planned diet that kept him fit.
(merencakanan diet)
- Possessive
It was an enormous step for man to cease to be reliant on vegetation,
and to add meat to his diet. (dietnya)
44.DINNER: makan malam (1k graded)
- Article
The Academy had a dinner party where they gave the awards to the wi
nners. (sebuah acara makan malam)
- Preposition
After dinner, he went for a walk. (setelah acara makan malam)
- Conjunction
She looked nice, and dinnerwas ready. (dan makan malam)
- Verb
