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VOCABULARY PROFILE OF ENGLISH TEXTBOOKS USED IN

SENIOR HIGH SCHOOL

Abstract

The main purpose of this study was to investigate the vocabulary profile of English textbooks

used in senior high school. The sample was selected from textbooks English for a Better Life

grade 10,11, and 12. To analyze the data, 50% of reading texts were taken from each

textbooks. The analysis was automatically produced by the tool; Vocabulary Profiler. The

finding showed that K1 Words (1 – 1000 words) in grade 10 was 80,10%, grade 11 was

82,30%, and grade 12 was 79,20%. K2 Words (1001 – 2000) words) in grade 10 was7,10%,

grade 11 was 6,10%, and grade 12 was 7,40%. AWL Words (academic words) in grade 10

was 2,50%, grade 11 was 2,20%, and grade 12 was 2,50%.

Keyword: vocabulary profile, vocabulary teaching

Introduction

This study attempted to show the vocabulary profile of English course textbooks used

in senior high schools. The English textbooks that were used in this study were English for a

Better Life grade 10,11, and 12. The books were published in 2005 by Pakar Raya. The topics

of these books were everyday‟s life. Each chapter had conversations for practicing speaking

skill, different types of reading texts such as narrative, descriptive, recount, analytical

exposition, anecdote, etc., exercises for reading comprehension, grammar explanations for

simple present tense, passive voice, noun clause, present participle, etc. Listening transcripts

were included in these books.

According to Cahyono (2008, p. 11) the main problem of Indonesian students in

learning English is their limited vocabulary because teachers teach grammar more but keep

vocabulary learning minimum. Attention has been greatly focused on grammatical element of

language because this element was believed to be the most important (Maera, 1984). On the

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other hand there is an increasing awareness of the need for providing ESL / EFL learners with

more vocabularies to account for their success in academic studies (Cahyono, 2008:3).

Capel (2012, p. 1) stated that vocabulary profile is a reference source for teachers that

provides a fully searchable listing of words and phrases in English at each level of the

Common European Framework of Reference (CEFR). It offers extensive information about

levels of words, phrases, phrasal verbs and idioms.

The research question for this study was “What is the vocabulary profile of English

textbooks used in senior high school?” The main objective of the study was to investigate the

vocabulary profile of English text books used in senior high school.

By knowing about vocabulary profile, teachers would be able to teach the necessary

vocabulary that was suitable for the students in senior high school. By knowing the

vocabulary profile, students could learn vocabulary step by step from high to low frequency

words. Learning vocabulary step by step could avoid some difficulties that might occur when

they memorize the vocabulary.

Literature Review

English has now become the world‟s international language and is studied by more

than a billion people in various parts of the world (Wallwork, 2011:44). According to

Kachru, Kachru, and Nelson (2009, p. 138) English is now the main foreign language being

learned in Indonesia.

The first step to learn a language according to Mayer and Alexander (2010, p. 127) is

word learning because words are the building blocks of a language, without it people cannot

convey their intended meaning. In other words, vocabulary is the basic tool to learn a

language. It is the central role of language learning (Woolf, 2008:500).

http://en.wikipedia.org/wiki/Common_European_Framework_of_Reference

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Kweldju (2004, 2005) argues that students‟ single source of problem in learning

English is vocabulary. Similar with Priyono (2004:26), stated the main problem of Indonesian

EFL students is their limited vocabulary. Teachers are more concerned with grammar

teaching rather than vocabulary. According to Seal (1991:26), there was even a period when

“too much vocabulary learning was regarded as a positively dangerous thing”. This means

even though learners have a rich repertoire of English words, they might not be able to

produce coherent sentences to convey ideas.

There are many reasons why vocabulary is very important to be taught. The first

reason, according to Dimitriev (2006, p. XIII), vocabulary gives learners the ability to say

what they mean. It gives the ability to make finer distinctions between things so learners can

say exactly what they mean and be explicit instead of vague when sharing their ideas or

simply making conversation.

The second reason is vocabulary helps to understand other people. For example

people‟s field of work and interests often come with special terminology that is not as

commonly known. The more of the “special” words you learn, the greater the variety of

people you can connect with. Besides helping in understanding other people, vocabulary also

helps to understands reading texts, as stated in Content – Area Vocabulary Strategies for

Social Studies by Walch (2002, p. 1), building your vocabulary will help you better

understand everything you read. The unfamiliar words become little holes in the text that

prevent a complete understanding of the reading text.

The third reason is to communicate effectively (Mohan, 2000:28). The repetition of

the same words over and over again quickly bores people. This is why to grab interest of the

others; an expansive of vocabulary is needed. It is hard to get people interested in an idea and

convince them of it, unless describe it to others in an engaging way. The last reason is

vocabulary can make a good impression on others (Richek, 2010:1). Based on the use of

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vocabulary, people will make judgment about socioeconomic background, education, and

occupation.

According to Baumann and Kameenui (1991), the average EFL students should learn

about 3000 words in senior high school level, while a native speaker of the same age was

supposed to now between 18,000 and 20,000 word families (Laufer, 1998).

By identifying the vocabulary profile in senior high school English textbooks, it can

be seen how far the students have learned vocabulary from the textbooks. Vocabulary profile

is an aggregation of word frequencies (Graves, 2005). Word – frequency counts can help

teachers develop a feeling about which words are useful and should be given attention and

which are infrequent. According to Nation (1990 p. 19), there are four types of word –

frequency, there are high – frequency words, academic vocabulary, technical vocabulary, and

low – frequency words.

Cooper (2002, p. 5) stated high – frequency words are the words most commonly

encountered in any texts. There are 2000 words that belong to high – frequency words

(Nation, 1990). High – frequency words are extremely useful for learner so it should be

explicitly addressed (Schmitt, 2012). High – frequency words are those words which occur

more frequently in material, for example, and, the, as, and it. They are often words that have

little meaning on their own but they contribute a great deal to the meaning of a sentence.

These are some of the examples of high frequency words taken from Sitton‟s Spelling

Sourcebook Series by Egger Publishing, Inc.

1. the 11. he 21. be 31. but 41. which

2. of 12. for 22. this 32. what 42. their

3. and 13. was 23. from 33. all 43. said

4. a 14. on 24. I 34. were 44. if

5. to 15. are 25. have 35. when 45. do

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6. in 16. as 26. or 36. we 46. will

7. is 17. with 27. by 37. there 47. each

8. you 18. his 28. one 38. can 48. about

9. that 19. they 29. had 39. an 49. how

10. it 20. at 30. not 40. your 50. up

In Nation‟s book, Teaching and Learning Vocabulary (1990, p. 19), academic

vocabulary occurs in most kinds of academic texts. There are 800 words in academic

vocabulary. Below are some examples of academic vocabulary from the Oxford Advanced

Learner‟s Dictionary.

1. analyse 11. assessable 21. available 31. consist

2. analysis 12. assessment 22. beneficial 32. consistency

3. analyst 13. assume 23. beneficiary 33. consistent

4. analytic 14. assumed 24. benefit 34. consistently

5. analytical 15. assuming 25. blinker 35. constituency

6. analyze 16. assumption 26. concept 36. consistuent

7. approach 17. authoritative 27. conception 37. constitute

8. approachable 18. authoritatively 28. conceptual 38. constitution

9. area 19. authority 29. conceptualize 39. constitutional

10. assess 20. availability 30. conceptually 40. constitutionally

Technical vocabulary occurs, sometimes frequently, in specialized texts. There are

about 1000 to 2000 words for each subject. For example technical vocabulary for electrical

engineering:

1. ampacity 11. blink control 21. chip 31. diode

2. ampere 12. bluetooth 22. chroma 32. distortion

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3. amplifier 13. boost 23. circuit board 33. dithering

4. analog 14. brightness 24. compander 34. diversity

5. balanced 15. broadband 25. companding 35. ethernet

6. bandwidth 16. brownout 26. comparator 36. farad

7. baseband 17. capacitance 27. computer 37. floating

8. baseline 18. capacitor 28. controller 38. framer

9. battery 19. cardbus 29. coulomb 39. frequency

10. blade server 20. centimeter 30. debounce 40. gigabit

Low – frequency words occur so infrequently that it has very limited utility and do

not occur frequently in texts. There are 123.000 words that belong to low – frequency words.

Most low – frequency words come to English from Latin and Greek, often through French

(Nation, 1990: 18). These are some examples of low – frequency words:

1. abduct 11. agitate 21. bankrupt 31. cadence

2. aberration 12. agitation 22. banter 32. cannibal

3. abrasion 13. agony 23. barren 33. caprice

4. abstinence 14. ailment 24. barter 34. carcass

5. abyss 15. amulet 25. bask 35. caress

6. actuate 16. anguish 26. beget 36. carnage

7. admirable 17. annexation 27. bequest 37. caste

8. adorn 18. backlash 28. bespeak 38. categorical

9. adventurous 19. caffle 29. blanat 39. chameleon

10. afflict 20. bane 30. bleak 40. chisel

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The Study

Method of Research

The study used a descriptive method. Descriptive method is designed to gather

information about present condition (Adanza, 1995: 39). In this study, English textbooks for

senior high school was analyzed whether the vocabulary used fell under the category of high

frequency words, academic vocabulary, or low – frequency words.

Sample

The samples were selected from three Senior High School English textbooks for grade

10 to 12. The textbooks selected were English for a Better Life for grade 10, English for a

Better Life for grade 11, and English for a Better Life for grade 12. 50% texts from each book

were taken to analyze the vocabulary profile.

Research Instrument

The aim of the study was to analyze whether the vocabulary used in senior high

school English textbooks fell under the category of high frequency words, academic

vocabulary, or low – frequency words. To gather the information, this study used the

vocabulary profiler. It was a research tool used to categorize all the words in a text by their

frequency and shows them in different colors representing the classifications. It could show

how many words a text contains from the following four frequency levels: (1) the list of the

most frequent 1000 word families, (2) the second 1000, (3) the Academic Word List, and (4)

words that do not appear on the other lists.

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Data Collection

The first step in collecting data was selecting the sample texts from the textbooks.

50% of reading texts were taken from each textbook. The next step was copied the selected

sample texts in the word file. Finally feed the files into the Vocabulary Profiler for analysis.

Data Analysis

The analysis of the study was presented in vocabulary profile tables` in the Appendix.

The tables showed the number of words in the text in four frequency levels: the list of the

most frequent 1000 word families (K1 words), the second 1000 (K2 words), the Academic

Word List (AWL words), and words that did not appear on the other lists (off – list words).

All of the results were presented in percentage. Besides the vocabulary profile tables, the

results of this study were also presented in charts to show the comparison of K1, K2, and

AWL words from each chapter in the textbooks.

Findings and Discussion

As much as 50% of the texts were taken from English textbook, English for a Better

Life grade 10, to analyze the vocabulary profile. The result of the analysis of vocabulary

profile in grade 10 were presented in charts to see the comparison of K1 words, K2 words,

and AWL words from each chapter in the textbook.

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Figure 1: K1 Words (1 – 1000 words) in grade 10

Figure 1 shows the comparison of K1 words (1 – 1000 words) in grade 10. There

were seven chapters in English for a Better Life grade 10. The highest K1 words average was

85,45% in chapter 6, chapter 2 was 83,16%, chapter 4 was 82,30%, chapter 1 was 80,47%,

chapter 7 was 78,83%, chapter 3 was 77,46%, and the lowest was 72,97% in chapter 5.

Chapter 6 had the highest average, 85,45%. The topic for chapter 6 was “Great

Memories” which involved conversations about giving something to someone, asking for and

offering help, and recount texts. Recount text was a text which retold about the experience in

the past. Therefore many K1 Words were used, for example I, her, remember, you, always,

someone, we, to, how, about, and so on. There were not many Off – List words used in this

chapter.

Chapter 5 had the lowest average for K1 Words of all, which is 72,97%. It had the

lowest K1 words because the topic of this chapter was about news which involved

transactional conversations, conversation for interpersonal purposes or social interaction, and

66,00%

68,00%

70,00%

72,00%

74,00%

76,00%

78,00%

80,00%

82,00%

84,00%

86,00%

1 2 3 4 5 6 7

80,47%

83,16%

77,46%

82,30%

72,97%

85,45%

78,83% A

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K1 WORDS (1 - 1000 words)

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news item texts. Therefore the texts were dominated by Off – List Words such as names

(Vita, Rio, Ajeng Putri, Linda, Peter), name of places (Indonesia, Malaysia, Aceh, Bung

Karno Stadium), and other words that were not included in K1, K2, or Academic Words

(journalist, submarine, radioactive, novel).

Figure 2 shows the comparison of K2 Words (1001 – 2000 words) in grade 10. There

were seven chapters in English for a Better Life grade 10. The highest average was 9,65% in

chapter 1, chapter 2 was 8,07%, chapter 3 was 7,61%, chapter 7 was 6,78%, chapter 4 was

6,75%, chapter 5 was 6,27% and the lowest was 4,15% in chapter 6.


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9,65%

8,07%

7,61%

6,75% 6,27%

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K2 WORDS (1001 - 2000) words

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As seen in Figure 2, the first chapter showed the highest average with 9,65%. The

topic of chapter 1 was about “Unforgettable Experiences” which included recount text, a text

which retold about the experience in the past and transactional conversations such as

greeting, introducing, and parting. The examples of K2 Words in chapter 1 were greeting,

afternoon, hello, hi, conversation, parents, journey, nice, lucky, diamond, plane, precious,

parcel, and so on.

Chapter 6 had the lowest average of all with 4,15%. Chapter 6 talked about “Great

Memories” which involved conversation about giving something to someone, asking for and

offering help, and recount texts. It was dominated by K1 Words for example I, her,

remember, you, always, someone, we, to, how, about, and so on.

Figure 3 shows the comparison of AWL Words (academic words) in grade 10. There


chapter 5, chapter 3 was 4,06%, chapter 7 was 2,79%, chapter 6 was 2,29%, chapter 4 was

2,12%, chapter 1 was 0,76%, and the lowest was 0,63% in chapter 2.

Figure 3: AWL Words (academic words) in grade 10

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0,76% 0,63%

4,06%

2,12%

4,85%

2,29%

2,79%

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AWL WORDS (ACADEMIC)

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As seen in Figure 3, chapter 5 had the highest average of all with 4,85%. The topic for

chapter 5 was about news which involved transactional conversations, conversation for

interpersonal purposes or social interaction, and news item texts. Many academic words were

used in the reading texts. Reading 2 in chapter 5 talked about sport news. The example of the

AWL Words in this text were channel, final, motivate, strategy, preliminary, mentality,

emphasizes. In reading 3, it talked about news of places. The example of the AWL Words in

this text were located, institution, area, occupation, evidence, nuclear, investigators, reactor.

Chapter 1 and 2 had the lowest average for AWL Words (Academic). Many of the

reading texts in chapter 1 and 2 did not consist of AWL Words. The topic for Chapter 1 was

“Unforgettable Experiences”. After analyzed the reading texts in chapter 1, reading 1 and 2

about greeting people conversations, reading 6 about recount text, and reading 7 about

narrative text, have 0% AWL Word. In chapter 2, the topic was “The Valuable Things in My

Life” which discussed about narrative texts, was also not contained many AWL Words. The

reading texts in this chapter had average below 1%.





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There were seven chapters in “English for a Better Life” grade 11. After analyzing the

English textbook, the output showed that the highest K1 Words (1 – 1000) average was

86,27% in chapter 4, 84,62% in chapter 6, 83,95% in chapter 2, 83,55% in chapter 5, 82,45%

in chapter 7, 79,22% in chapter 3, and the lowest average was 76,50% in chapter 1.

Chapter 4 had the highest average with 86,27%. The topic for this chapter was “Guess

What Happened!” which involved transactional conversation texts such as expressing relief,

pain, pleasure and anecdote texts. Anecdote text was a text which retold funny and unusual

incidents in fact or imagination. Therefore K1 Words dominated this chapter, for example I,

heard, you, were, long, will, have, finish, filling, form, and so on.

Chapter 1 had the lowest average with 76,50%. The topic of this chapter was “Our

World” which involved transactional conversation texts and descriptive texts about places.

Therefore the texts were dominated by Off – List Words like names such as Dani, Yuda, Vita,

Zaskia, name of places such as Ujung Kulon, Java, Papua, Puncak Jaya, Singaraja, Florida,

70,00%

72,00%

74,00%

76,00%

78,00%

80,00%

82,00%

84,00%

86,00%

88,00%

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76,50%

83,95%

79,22%

86,27%

83,55% 84,62%

82,45% A

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K1 WORDS (1-1000)

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and so on, and other words that are not included in K1, K2, or Academic Words such as

motorcycle, waterfall, ascending, diameter, golf, and so on.



chapter 3. 7,51% in chapter 4, 7,30% in chapter 7, 6,34% in chapter 2, 5,83% in chapter 5,

5,40% in chapter 1, and the lowest was 3,81% in chapter 6.


In Figure 5 shows that chapter 3 had the highest average of all with 7,96%. The topic

for chapter 3 was “Good Harvest” which included transactional conversation such as

expressing satisfaction, dissatisfaction, and analytical exposition texts. Analytical exposition

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6,00%

7,00%

8,00%

1 2 3 4 5 6 7

5,40%

6,34%

7,96%

7,51%

5,83%

3,81%

7,30%

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K2 WORDS (1001 - 2000)

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text was text that elaborated the writer„s idea about the phenomenon surrounding. Its social

function was to persuade the reader that the idea was important matter. The examples of K2

Words in chapter 3 were grandfather, trip, rice, agricultural, nice, meal, disappointing, and

so on.

Chapter 6 had the lowest average of all with 3,81%. The topic for chapter 6 was “The

Way I Feel” which included transactional conversation texts such as expressing love, sadness,

embarrassment and descriptive texts. Descriptive text wa a text which said what a person or

thing was like. Many Off – List Words were used here for example names such as Linda,

Vita, Adrian, names of places, such as Jakarta, PT Mulia Jati, and words that were not

included in K1, K2, and AWL Words such as outdoor, hometown, neighboring.



chapter 6, 3,13% in chapter 3, 3,08% in chapter 7, 2,49% in chapter 5, 1,93% in chapter 1,

0,70% in chapter 2, and the lowest average was 0,65% in chapter 4.


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3,13%

0,65%

2,49%

3,34% 3,08%

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AWL WORDS (ACADEMIC)

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Chapter 6 had the highest average of all with 3,34%. The topic for chapter 6 was “The

Way I Feel” which included transactional conversation such as expressing love, sadness, and

embarrassment and descriptive texts. In this chapter, the descriptive text was about job;

therefore many academic words were used. For example occupies, area, located, displays,

design, communication, strategy, task, and so on.

Chapter 2 and 4 had the lowest average for average for AWL Words. The topic for

chapter 2 was “Please Save My Possession” which included transactional conversation such

as asking for and giving opinions, and narrative texts. Narrative text was kind of texts to retell

the story. In narrative texts, academic words were not widely used because the purpose of

narrative text was to entertain the reader and usually avoided difficult words. The topic for

chapter 4 was “Guess What Happened!” which included transactional conversation texts

(expressing relief, pain, pleasure) and anecdote texts. In anecdote texts, academic words were

not widely used because the purpose of this text was to entertain people and usually avoided

difficult words. From 6 readings in chapter 2 and 4, mostly the AWL Words percentage were

not more than 1%.





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There were six chapters in English for a Better Life grade 12. As seen in Figure 7, the

output showed that the K1 Words (1 – 1000) average for chapter 1 until 6 had not many

differences. The highest K1 Words was 86,34% in chapter 3, 82,37% in chapter 4, 81,88% in

chapter 6, 78,43% in chapter 5, 76,98 in chapter 1, and the lowest average was 71,64% in

chapter 2.

Chapter 3 had the highest K1 Word average with 86,34%. The topic of chapter 3 was

“People in the World” which included conversations such as giving advices, blaming

someone, warning, expressing curiosity, and wishes, and also explanation texts. Explanation

text explained the processes involved in the information or workings of natural or

sociocultural phenomena. The explanation texts in this chapter were more talked about

people for example about citizenship and why do men have different skin color. The texts

used many K1 Words such as people, small, town, sing, return, and so on.

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76,98% 71,64%

86,34% 82,37%

78,43% 81,88%

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K1 WORDS (1 - 1000)

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Chapter 2 had the lowest K1 average with 71,64%. The topic in chapter 2 was “It‟s

High Technology” which included conversations such as giving instruction, saying

confession, commanding, and promising, and also review texts. The purpose of review text

was to analyze and evaluate some creative work, and to inform people about its strengths and

weaknesses. The review texts in this chapter talked about gadgets and movies. Therefore,

many Off – List Words used in this chapter such as names of brands (Nokia, Sony Ericsson,

Olympus, and so on), names of people (George Lucas, Shakespeare, Matt Ford, and so on),

and other words which were not included in K1, K2, or AWL words (afloat, amazing,

fascinating, and so on).


were six chapters in English for a Better Life grade 12. The highest average was 11,09% in


and the lowest average was 4,87% in chapter 3.


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8,00%

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12,00%

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5,95%

7,35%

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8,20%

11,09%

7,32%

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Chapter 5 had the highest average of all with 11,09%. The topic for chapter 5 was

“Something to Explain” which included transactional conversation such as asking someone

not to do something, denying something, expressing regret, expressing a plan and explanation

texts. In explanation texts, more complex words (K2 Words) were mostly used to explain

how something worked The explanation texts in this chapter talked about science such as

bees, how planes fly, and how chocolate works. The example of K2 Words in this text were

insects, males, females, nest, pushing, wings, pushes, forward, plane, quickly, and so on.

Chapter 3 had the lowest average of all with 4,87%. The topic for chapter 3 was

“People in the World” which included transactional conversations such as giving advices,

blaming someone, warning, expressing curiosity, expressing wishes and explanation texts. K1

and Off – List Words were dominated this chapter. The explanation texts in this chapter were

more talked about people for example about citizenship and why do men have different skin

color.

Figure 9 shows the comparison of AWL Words (academic words) in grade 12. There

were six chapters in English for a Better Life grade 12. The highest average was 3,55% in


and the lowest average was 0,85% in chapter 6.

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As seen in Figure 9, chapter 1 had the highest AWL Word average. The topic for

chapter 1 was “What is Your Comment?” which included transactional conversation such as

giving suggestion, complaining, showing capacity and commentary texts. Commentary text

consisted of 90% from the writer‟s idea or opinion. The commentary text in this chapter was

about economy. Many academic words were used in this chapter, for example annual,

residents, occurred, economy, transform, proportion, and so on.

In chapter 2, the topic is “It‟s High Tech” which included transactional conversation

such as giving instructions, saving confession, commanding, promising, and also review

texts. It talked about technology so academic words were used here. The academic words that

used in this chapter were computer, file, alerted, design, display, and so on.

The topic in chapter 4 is “For and Against” which included transactional conversation

texts such as persuading someone, encouraging someone, expressing hope, criticizing

someone, and also discussion texts. The discussion texts talked about technology such as

debit card. Therefore many academic words were used in this chapter, for example target,

colleague, theoretical, maintaining, financial, legal, significant, and so on.

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3,50%

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3,40% 3,47%

2,36%

3,55%

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0,85%

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Chapter 6 had the lowest average of all with 0,85%. The topic for this chapter was

“Once Upon a Time...” which included transactional conversation such as requesting,

apologizing, predicting and narrative texts. In narrative texts, academic words were not

widely used because narrative text purpose was to entertain the readers and usually avoided

difficult words.

AVERAGE FOR ALL GRADES

K1 Word (80.1% + 82.3 % + 79.2 %) : 3 = 80.5 %

K2 Word (7.1 % + 6.1 % + 7.4 %) : 3 = 6.9 %

AWL Word (2.5 % + 2.2 % + 2.5 %) : 3 = 2.4%

Off – List Word (10.3 % + 9.4 % + 10.9 %) : 3 = 10.2 %

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Conclusion

After analyzing the vocabulary profile from English textbooks grade ten, eleven, and

twelve, it was found that the total average of K1 (1 – 1000 words) in grade 10 was 80,10%,

grade 11 was 82,30%, and grade 12 was 79,20%. K2 (1001 – 2000) words in grade 10 was

7,10%, grade 11 was 6.10%, and grade 12 was 7,40%. AWL (academic) words in grade 10

was 2,50%, grade 11 was 2,20%, and grade 12 was 2,50%.

Figure 10: Vocabulary Profile grade 10 – 12

According to Baumann and Kameenui (1991), senior high school students should

learn about 3000 words, but from in Figure 10, it could be seen about 80% of the words used

in the textbooks belong to K1 words (1 – 1000 words), while K2 words (1001 – 2000 words)

were about 7% and AWL (academic words) were about 2%.

This information on vocabulary profile is necessary and teachers do not need to

provide students with extensive lists of vocabulary. More attention should be focused on the

80,10%

7,10% 2,50%

82,30%

6,10% 2,20%

79,20%

7,40% 2,50%

K1

Vocabulary Profile Grade 10 - 12

Grade 10

Grade 11

Grade 12

K2 AWL Word

23

words tgat belong to K2 and AWL categories. As Nation and Waring (1997) suggested,

teachers need to have reference lists whether a particular word deserves attention or not (p.

17). Thus, lists of vocabulary based on this finding may serve as a guide for teachers to

determine what vocabulary to teach and how many words to teach within a particular period

of time.

24

Acknowledgement

This thesis would not have been completed without the help and support from many

people. Therefore, I would like to express my sincere appreciation to the following people

who have assisted me in completing this thesis. First of all, I would like to express my sincere

gratitude to my supervisor Bapak Prof. Dr. Gusti Astika, M. A. By his invaluable patience

and guidance, I can have succeeded to accomplish this thesis. My gratitude also goes to my

examiner, Rindang Widiningrum, M. Hum, who examined my thesis. I would also like to

thank my parents for their support and patience. Finally, I would also like to express my

thankfulness to Yohana Andreani who has supported me in doing my thesis.

25

References

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teaching the English language arts (pp. 604-632). New York: MacMillan.

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State of the Art. TEFLIN Journal, 19, 3 – 11.

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English Profile Journal, 3, e1 doi:10.1017/S2041536212000013

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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.

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Retrieved from http://www.jasna.org/index.html

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You Communicate With Eloquence and Style. Massachusetts: Adams Media.

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Jersey: Wiley – Blackwell.

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http://www.jasna.org/index.html

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Laufer, B. (1998). The Development of Passive and Active Vocabulary in a Second

Language: Same or Different?. Applied Linguistics, 19 (2), pp 225- 271.

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New York: Routledge.

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A. P. R. (Eds.), Interlanguage (pp. 225-235). Edinburgh: Edinburgh University Press.

Mohan, K. (2000). Effective English Communication. Noida: Tata Mcgraw Hill.

Nation, P. (1990). Teaching and Learning Vocabulary. Boston: Heinle & Heinle Publishers.

Nation, P., & Waring, R. 1997. Vocabulary Size, Text Coverage, and Word Lists. In Schmitt,

N. & McCarthy, M. Vocabulary: Description, Acquisition, and Pedagogy (pp. 6-19).

Cambridge: Cambridge University Press.

Priyono. 2004. Logical Problems of Teaching English as a Foreign Language in Indonesia. In

Cahyono, B. Y. & Widiati, U. (Eds.), The Tapestry of English Language Teaching

and Learning in Indonesia (pp. 17-28). Malang: State University of Malang Press.

Richek, M. A. (2010). The World of Words: Vocabulary for College Success. Stamford:

Cengage Learning.

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English as a Second or Foreign Language (pp. 296-311). Boston: Heinle & Heinle.

Schmitt, N., & Schmitt, D. (2012). N. Schmitt & D. Schmitt: Frequency and Vocabulary

Size. A reassessment of frequency and vocabulary size in L2 vocabulary teaching, 1 –

20. doi:10.1017/S0261444812000018. Retrieved from http://journals.cambridge.org

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Portland: J Weston Walch Publisher.

http://www.amazon.com/Handbook-Research-Instruction-Educational-Psychology/dp/0415804612/ref=sr_1_1?s=books&ie=UTF8&qid=1383475681&sr=1-1&keywords=Handbook+of+Research+on+Learning+and+Instructionhttp://www.amazon.com/English-Writing-Research-Papers-Wallwork/dp/1441979212/ref=sr_1_1?s=books&ie=UTF8&qid=1354094317&sr=1-1&keywords=1441979212

27

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York: Springer.

Appendices

AVERAGE FOR GRADE 10

RD. 5 RD. 6 RD. 7 Average

K1 Word 86.77% 88.00% 86.81% 80.47%

K2 Word 10.89% 7.78% 12.15% 9.65%

AWL Word 0.78% 0.44% 0.35% 0.76%

Off – List Word 1.56% 3.78% 0.69% 9.12%

CHAPTER 2

RD. 1 RD. 2 RD. 3 RD. 4

K1 Word 85.71% 81.79% 83.28% 81.01%

K2 Word 6.98% 6.41% 10.63% 8.38%

AWL Word 1.59% 0.00% 0.17% 0.67%

Off – List Word 5.71% 11.79% 5.92% 9.94%

RD. 5 Average

K1 Word 84.01% 83.16%

K2 Word 7.93% 8.07%

CHAPTER 1

RD. 1 RD. 2 RD. 3 RD. 4

K1 Word 76.22% 72.82% 73.93% 78.71%

K2 Word 9.73% 5.64% 6.88% 14.46%

AWL Word 0.00% 0.00% 0.57% 3.21%

Off – List Word 14.05% 21.54% 18.62% 3.61%

28

AWL Word 0.70% 0.63%

Off – List Word 7.37% 8.15%

CHAPTER 3

RD. 1 RD. 2 RD. 3 RD. 4

K1 Word 80.27% 69.60% 72.52% 75.10%

K2 Word 6.80% 9.52% 3.60% 11.02%

AWL Word 0.00% 3.66% 12.16% 2.86%

Off – List Word 12.93% 17.22% 11.71% 11.02%

RD. 5 RD. 6 Average

K1 Word 88.36% 78.92% 77.46%

K2 Word 8.22% 6.49% 7.61%

AWL Word 1.37% 4.32% 4.06%

Off – List Word 2.05% 10.27% 10.87%

CHAPTER 4

RD. 1 RD. 2 RD. 3 RD. 4

K1 Word 91.52% 83.57% 74.03% 74.74%

K2 Word 5.45% 8.70% 4.72% 5.15%

AWL Word 0.00% 1.45% 0.21% 1.55%

Off – List Word 3.03% 6.28% 21.03% 18.56%

RD. 5 RD. 6 RD. 7 RD. 8

K1 Word 83.13% 86.21% 82.89% 72.19%

K2 Word 9.04% 6.90% 5.26% 8.61%

AWL Word 3.61% 1.72% 3.95% 6.62%

Off – List Word 4.22% 5.17% 7.89% 12.58%

RD. 9 Average

29

K1 Word 92.45% 82.30%

K2 Word 6.92% 6.75%

AWL Word 0.00% 2.12%


CHAPTER 5

RD. 1 RD. 2 RD. 3 RD. 4

K1 Word 71.19% 71.98% 67.56% 78.69%

K2 Word 6.21% 7.67% 5.33% 8.08%

AWL Word 1.69% 3.83% 8.00% 1.37%

Off – List Word 20.90% 16.52% 19.11% 11.86%


K1 Word 77.84% 66.08% 77.46% 72.97%

K2 Word 5.68% 6.29% 4.62% 6.27%

AWL Word 5.11% 8.74% 5.20% 4.85%

Off – List Word 11.36% 18.88% 12.72% 15.91%

CHAPTER 6

RD. 1 RD. 2 RD. 3 RD. 4

K1 Word 92.50% 86.32% 75.22% 88.66%

K2 Word 6.50% 5.26% 2.65% 4.99%

AWL Word 1.00% 0.53% 10.62% 0.00%

Off – List Word 0.00% 7.89% 11.50% 6.35%

RD. 5 RD. 6 Average

K1 Word 78.30% 91.72% 85.45%

K2 Word 4.09% 1.38% 4.15%

AWL Word 1.57% 0.00% 2.29%

Off – List Word 16.04% 6.90% 8.11%

30

CHAPTER 7


K1 Word 79.85% 82.47% 74.16% 78.83%

K2 Word 2.81% 7.14% 10.40% 6.78%

AWL Word 0.77% 3.25% 4.36% 2.79%

Off – List Word 16.58% 7.14% 11.07% 11.60%


K1 Word Average : 7 chapters = 80.1%

K2 Word Average : 7 chapters = 7.1 %

AWL Word Average : 7 chapters = 2.5%

Off – List Word Average : 7 chapters = 10.3 %

31


CHAPTER 1

RD. 1 RD. 2 RD. 3 RD. 4 RD. 5

K1 Word 62.50% 73.10% 80.23% 74.88% 83.72%

K2 Word 4.81% 3.45% 4.65% 9.30% 4.07%

AWL Word 3.85% 2.07% 0.00% 2.79% 0.00%

Off – List Word 28.85% 21.38% 15.12% 13.02% 12.21%

RD. 6 RD. 7 Average

K1 Word 77.16% 83.94% 76.50%

K2 Word 5.29% 6.22% 5.40%

AWL Word 2.23% 2.59% 1.93%

Off – List Word 15.32% 7.25% 16.16%

CHAPTER 2

RD. 1 RD. 2 RD. 3 RD. 4

K1 Word 88.41% 80.70% 81.43% 88.19%

K2 Word 4.08% 5.26% 5.97% 6.30%

AWL Word 0.86% 0.88% 0.13% 0.00%

Off – List Word 6.65% 13.16% 12.47% 5.51%

RD. 5 RD. 6 Average

K1 Word 84.35% 80.62% 83.95%

K2 Word 4.05% 12.40% 6.34%

AWL Word 0.00% 2.33% 0.70%

Off – List Word 11.60% 4.65% 9.01%

CHAPTER 3

RD. 1 RD. 2 RD. 3 RD. 4

K1 Word 76.56% 88.03% 72.78% 77.00%

32

K2 Word 6.51% 3.49% 8.23% 8.45%

AWL Word 1.04 % 3.24% 7.59% 3.76%

Off – List Word 15.89% 5.24% 11.39% 10.80%

RD. 5 Average

K1 Word 81.71% 79.22%

K2 Word 13.14% 7.96%

AWL Word 0.00% 3.13%


CHAPTER 4

RD. 1 RD. 2 RD. 3 RD. 4

K1 Word 80.86% 81.95% 90.53% 81.56%

K2 Word 7.43% 8.29% 1.78% 13.97%

AWL Word 0.29% 2.93% 0.00% 0.00%

Off – List Word 11.43% 6.83% 7.69% 4.47%

RD. 5 RD. 6 Average

K1 Word 85.43% 97.26% 86.27%

K2 Word 11.56% 2.05% 7.51%

AWL Word 0.00% 0.68% 0.65%

Off – List Word 3.02% 0.00% 5.57%

CHAPTER 5

RD. 1 RD. 2 RD. 3

K1 Word 77.29% 85.14% 76.34%

K2 Word 5.49% 5.86% 8.06%

AWL Word 3.05% 3.15% 3.76%

Off – List Word 14.18% 5.86% 11.83%

33

RD. 4 Average

K1 Word 95.42% 83.55%

K2 Word 3.92% 5.83%

AWL Word 0.00% 2.49%


CHAPTER 6

RD. 1 RD. 2 RD. 3 RD. 4

K1 Word 83.87% 83.84% 77.89% 89.60%

K2 Word 2.42% 3.54% 5.34% 0.99%

AWL Word 0.00% 6.06% 1.12% 5.45%

Off – List Word 13.71% 6.57% 15.65% 3.96%

RD. 5 RD. 6 RD. 7

K1 Word 83.45% 89.34% 76.62%

K2 Word 3.45% 4.92% 5.97%

AWL Word 9.66% 0.82% 2.99%

Off – List Word 3.45% 4.92% 14.43%

RD. 8 Average

K1 Word 92.36% 84.62%

K2 Word 3.82% 3.81%

AWL Word 0.64% 3.34%


CHAPTER 7

RD. 1 RD. 2 RD. 3 RD. 4

K1 Word 82.81% 81.27% 83.33% 78.30%

K2 Word 10.16% 9.52% 7.41% 4.26%

AWL Word 0.78% 0.32% 4.94% 8.09%

34

Off – List Word 6.25% 8.89% 4.32% 9.36%

RD. 5 Average

K1 Word 86.54% 82.45%

K2 Word 5.13% 7.30%

AWL Word 1.28% 3.08%





AWL Word Average : 7 chapters = 2.2 %


35


CHAPTER 1

RD. 1 RD. 2 RD. 3 RD. 4

K1 Word 79.15% 71.51% 80.43% 72.33%

K2 Word 6.64% 6.55% 3.98% 7.55%

AWL Word 0.00% 4.56% 6.12% 4.40%

Off – List Word 14.22% 17.38% 9.48% 15.72%

RD. 5 Average

K1 Word 81.47% 76.98%

K2 Word 5.02% 5.95%

AWL Word 1.93% 3.40%

Off – List Word 11.58% 13.68%

CHAPTER 2

RD. 1 RD. 2 RD. 3 RD. 4

K1 Word 75.86% 77.50% 49.40% 67.72%

K2 Word 4.14% 10.00% 11.90% 4.76%

AWL Word 1.38% 1.00% 11.90% 2.12%

Off – List Word 18.62% 11.50% 26.79% 25.40%

RD. 5 RD. 6 Average

K1 Word 77.16% 82.19% 71.64%

K2 Word 6.47% 6.85% 7.35%

AWL Word 3.02% 1.37% 3.47%

Off – List Word 13.36% 9.59% 17.54%

36

CHAPTER 3

RD. 1 RD. 2 RD. 3

K1 Word 82.35% 90.38% 86.56%

K2 Word 8.28% 1.54% 2.69%

AWL Word 3.05% 3.08% 2.69%

Off – List Word 6.32% 5.00% 8.06%

RD. 4 Average

K1 Word 86.08% 86.34%

K2 Word 6.96% 4.87%

AWL Word 0.63% 2.36%


CHAPTER 4

RD. 1 RD. 2 RD. 3 RD. 4

K1 Word 89.94% 81.46% 85.19% 71.58%

K2 Word 5.66% 5.47% 8.33% 11.87%

AWL Word 0.00% 3.34% 3.70% 5.40%

Off – List Word 4.40% 9.73% 2.78% 11.15%

RD. 5 Average

K1 Word 83.70% 82.37%

K2 Word 9.69% 8.20%

AWL Word 5.29% 3.55%


CHAPTER 5

RD. 1 RD. 2 RD. 3

K1 Word 75.76% 80.00% 69.44%

37

K2 Word 7.07% 18.13% 12.50%

AWL Word 3.03% 0.00% 0.99%

Off – List Word 14.14% 1.88% 17.06%

RD. 4 Average

K1 Word 88.50% 78.43%

K2 Word 6.64% 11.09%

AWL Word 0.44% 1.12%


CHAPTER 6

RD. 1 RD. 2 RD. 3 RD. 4

K1 Word 71.56% 80.00% 80.39% 82.53%

K2 Word 7.56% 7.50% 8.54% 4.84%

AWL Word 0.00% 3.00% 0.84% 0.81%

Off – List Word 20.89% 9.50% 10.23% 11.83%

RD. 5 RD. 6 Average

K1 Word 89.64% 87.16% 81.88%

K2 Word 6.31% 9.17% 7.32%

AWL Word 0.45% 0.00% 0.85%

Off – List Word 3.60% 3.67% 9.95%




AWL Word Average : 6 chapters = 2.5 %


38

GRADE 10

READING 1: TASK 2 (Pg. 2-3)

Greeting other people

Good morning / afternoon / evening.

Hello, Rio.

Hello, Vita.

How are you?

Not bad, thanks. And you?

Hi, Rosa.

Hi, Ajeng.

How‟s everything with you?

Pretty good, thanks.

Introducing yourself

Mr. Rahadian, I‟m Vita Kusumawardani, a new student.

How do you do?

Hello, I‟m David Copperfield.

How do you do? I‟m Julie Anderson.

Hello. My name is Peter Woworuntu.

I‟m Sue Washington. Pleased to meet you.

Hi, I‟m Mike. What‟s your name?

Hi, I‟m James, but everyone calls me Jim.

Introducing other people

I‟d like to introduce Patricia Murphy.

How do you do?

I‟d like you to meet Vita Kusumawardani.

Nice to meet you

Nice to meet you, Vita.

Closing or ending your conversation

39

Well, I should be going.

Goodbye.

I‟m sorry, but I have to go now. Take care.

Bye – bye. / Bye.

It‟s been nice talking to you. See you later!

See you. / See you tomorrow.

Well, I have to go now. I‟ll talk to you later.

Family Word list from grade 10 (Chapter 1, Reading 1)

1k families: [families 45 : types 53 : tokens 142 ] a_[5] after_[1] be_[8] bed_[1] before_[1]

beside_[1] bring_[1] but_[1] call_[1] can_[1] close_[3] do_[8] end_[2] every_[1] friend_[1]

go_[3] good_[7] have_[3] home_[3] how_[4] i_[10] it_[1] late_[1] meet_[4] mister_[6]

morning_[2] mother_[3] mrs_[6] new_[2] night_[4] now_[2] number_[4] ready_[1] see_[2]

sit_[1] student_[1] sure_[1] the_[2] this_[2] to_[9] use_[2] when_[1] wish_[1] yes_[1]

you_[17]

1k Fr non-cognate families (content only): [families 16 : tokens 34 ] bed_[1] bring_[1]

call_[1] end_[2] every_[1] friend_[1] go_[3] good_[7] home_[3] late_[1] morning_[2]

mother_[3] now_[2] ready_[1] see_[2] sit_[1] wish_[1] yes_[1]

2k families: [5:5:11] conversation_[2] hullo_[2] nice_[4] parent_[1] sorry_[2]

2k Fr non-cognate families: [families 2 : tokens 6 ] nice_[4] sorry_[2]

AWL families: [::]

AWL Fr non-cognate families: [families : tokens ]

40

GRADE 11

READING 1: TASK 8 (pg. 5)

a. Ujung Kulon is one of the protected forests in Indonesia. It is located on the west coast of

Java Island. Ujung Kulon is famous as the habitat of Java rhinos.

b. The Niagara Falls are spectacular waterfalls on the Niagara River in southern Ontario,

Canada, on the border with the United States. They are one of the greatest waterfalls in

the world, measured by the volume of water.

c. Mount Puncak Jaya is located in Papua. With its 16,023 feet height, it makes Puncak Jaya

the highest mountain in the Pasific Basin. Mount Puncak Jaya rises from Papua‟s steep

and rugged Sudirman Mountain range.


1k families: [families 33 : types 35 : tokens 65 ] a_[1] and_[1] as_[1] be_[6] by_[1] coast_[1]

fall_[1] famous_[1] forest_[1] from_[1] great_[1] high_[1] in_[5] it_[3] make_[1]

measure_[1] mountain_[2] number_[2] of_[5] on_[3] one_[2] protect_[1] rise_[1] river_[1]

south_[1] state_[1] the_[12] they_[1] unite_[1] water_[1] west_[1] with_[2] world_[1]

1k Fr non-cognate families (content only): [families 7 : tokens 8 ] fall_[1] high_[1] make_[1]

one_[2] rise_[1] water_[1] world_[1]

2k families: [5:5:5] basin_[1] border_[1] foot_[1] island_[1] steep_[1]

2k Fr non-cognate families: [families 3 : tokens 3 ] border_[1] foot_[1] steep_[1]

AWL families: [3:3:4] locate_[2] range_[1] volume_[1]

AWL Fr non-cognate families: [families 1 : tokens 1 ] range_[1]

41

GRADE 12

READING 1: TASK 12

Dialog 1

Salesperson : This plant doesn‟t need a lot of water. You shouldn‟t water it more than once

a week.

Vita : All right. And what about sunlight?

Salesperson : Well, it shouldn‟t be put in direct sunlight. That will burn the leaves. It‟s best

to keep it in a warm sunny room.

Dialog 2

Tiara : Hi, Vit, a nice ballpoint. Where did you buy it?

Vita : In “TokoMurah”.

Tiara : I think I‟ll buy one too.

Vita : Well, you‟d better go there soon. I‟m afraid there are not many left.

Tiara : Oh yeah? O.k.

Dialog 3

Satrio : Ugh, I hate to have my watch repaired again and again.

Brian : Hey, take it easy. What‟s up?

Satrio : I had my watch repaired two weeks ago. And now...it is broken again. It is an

expensive watch, you know.

Brian : Well, I think you should try fixing it in another shop. Who knows it is not your

watch, but...the shop.

Satrio : Could you tell me where to go?

Brian : Why don‟t you try KooKoo shop? It has good reputation.

Satrio : It sounds like a good suggestion. Where is the shop?

Brian : It is on Jl. Sudirman.

Satrio : Would you take me there?

Brian : Any time.


1k families: [families 75 : types 91 : tokens 167 ] a_[6] about_[1] again_[3] ago_[1] all_[1]

and_[3] another_[1] any_[1] be_[10] best_[2] break_[1] burn_[1] but_[1] buy_[2] could_[1]

42

direct_[1] do_[3] easy_[1] expense_[1] fix_[1] go_[2] good_[2] have_[3] i_[10] in_[4]

it_[13] keep_[1] know_[2] leave_[1] left_[1] like_[1] many_[1] more_[1] need_[1] not_[6]

now_[1] number_[3] of_[1] oh_[1] on_[1] once_[1] one_[1] plant_[1] put_[1] right_[1]

room_[1] should_[3] soon_[1] sound_[1] suggest_[1] sun_[3] take_[2] tell_[1] than_[1]

the_[3] there_[3] think_[2] this_[2] time_[1] to_[3] too_[1] try_[2] two_[1] up_[1] watch_[4]

water_[2] week_[2] well_[3] what_[2] where_[3] who_[1] why_[1] will_[2] would_[2]

you_[9]

1k Fr non-cognate families (content only): [families 34 : tokens 53 ] again_[3] all_[1]

another_[1] best_[2] break_[1] burn_[1] buy_[2] could_[1] easy_[1] go_[2] good_[2]

keep_[1] know_[2] leave_[1] like_[1] more_[1] need_[1] now_[1] once_[1] one_[1] put_[1]

right_[1] room_[1] soon_[1] sun_[3] take_[2] tell_[1] think_[2] too_[1] try_[2] watch_[4]

water_[2] week_[2] well_[3]

2k families: [9:10:14] afraid_[1] hate_[1] hullo_[2] lot_[1] nice_[1] repair_[2] reputation_[1]

shop_[4] warm_[1]

2k Fr non-cognate families: [families 5 : tokens 8 ] afraid_[1] lot_[1] nice_[1] shop_[4]

warm_[1]

AWL families: [::]

AWL Fr non-cognate families: [families : tokens ]

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