11 and the colour represent them respectively are blue, green, yellow, and red. This result will be
discussed to answer the first research question. For the second research question, displaying the negative vocabulary profile was done by clicking
VP negative
under the family list of each category. For the third research question, go back to the home page, click
Text Lex Compare
.
D. FINDINGS AND DISCUSSIONS
This part would attempt to present the vocabulary profile of the Academic Listening course material used. The discussion is divided into three parts. The first one is the overall
result to show the vocabulary profile of the Academic Listening course material. The second part shows the negative vocabulary and the list of vocabulary items that were not found in the
course material. The third part is the comparison of vocabulary profile between two materials used in two meetings. This last part shows the repeated and unrepeated words in the material
being compared. The result of the analysis is presented in forms of tables to show the percentage and number of words.
1. Overall Result
This section shows the finding of vocabulary profile of the Academic Listening material for the whole meeting. The data analysis using
The Compleat Lexical Tutor v.4
yielded the result shown in Table 5. As can be seen in the table, the Academic Listening material comprised 59,377 words. It also shows the information of families and types found
in the material. According to Bauer and Nation 1993, a word family is the bare stem form of a wor
d and all its derived and inflected varieties. A word type is defined as “any word form which occurs once, regardless of how many more times it might occur” Goodfellow,
12 Lamy, Jones, 2002. For example, the words
does, did, doing
, and
done
may all be part of the same word family, but they are considered four different word types. The token is the
total number of words found in the text. If for example, there are words
could_
[2], insects_[2], of_[5], and
previously
_[1] in a text, the number of tokens is 10. Table 5 shows that there were 1,8585 word families and 5,084 word types out of the total words.
Table 5 indicates that K1 got the highest proportion of the whole material used in the Academic Listening course. Of the vocabulary in all the material, 86.37 of the words were
the K1. K2 calculated in the material was as much as 5.29. The sum of K1 and K2 would be 91.66. This percentage was below the suggested amount of known words for
uninterrupted comprehension which should be at least 95. Thus, according to Nation 2006, this material could probably be described as linguistically complex for advanced
language users, such as students in university level Schmitt Schmitt, 2012. The lowest category is from the AWL. It only represented 3.96 from the material. It needs to
investigate whether the 389 families of AWL in the Academic Listening material was adequate or not for university levels. The cumulative of K1, K2, and AWL would reach
95.62. From this percentage, the students would be assumed to have an uninterrupted understanding if they knew all the words from K1 until AWL. The remaining 4.38 2,600
tokens of the vocabulary items were from the Off-list words. Despite the fact that the Off-list words are not in the frequency list, they could probably determine the main idea of
discussions and be the keywords for the topic. Therefore, this list should not be neglected when teachers are making the selection for vocabulary list to teach.
Table 5. Overall vocabulary profile
Frequency Level
Families Types
Tokens Cum. Tokens
13
K1 Words
901 48.49
2,058 40.48
51,285 86.37
86.37
K2 Words
568 30.57
961 18.90
3,142 5.29
91.66
AWL [570 Fams.]
Tot. 2,570
389 20.94
704 13.85
2,350 3.96
95.62
Off-list ??
1,361 26.77
2,600 4.38
100.00
Total Unrounded
1858+? 5,084
100 59,377
100 ≈100.00
2. Negative Vocabulary Profiles of the Academic Listening Course Material
