Vocabulary Coverage of Official Course book 1

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter presents the results of the data analysis and the interpretation of each analysis to answer the two research questions. This chapter covers two main discussions, that each of it consist of four sub discussions about vocabulary coverage of the course books to answer the first research question and how words in the course books are recycled to answer the second research question.

A. VOCABULARY COVERAGE OF THE COURSE BOOKS

The information about vocabulary knowledge become so important for a teacher and students as it gives their consideration about the suitability of the vocabulary level based on their needs. In order to to identify the vocabulary coverage of a course book, it is necessary to find out the number of its tokens, types, and word family. In this research, a modification program called RANGE Heatley, Nation, and Coxhead, n.d. is used as the data analysis instrument to count the number of tokens, types, and word family based on Bauman and Culligan 1995 top 1,000 frequency wordlist for Junior High School JHS course books. The course books are being coded as Official Course book 1, Official Course book 2, Private Course book 1, and Private Course book 2 or simply called Book 1, Book 2, Book 3, and Book 4.

1. Vocabulary Coverage of Official Course book 1

Since the course book is for 2nd grade of Junior High School, the vocabulary requirement to be mastered for them is around 800 words. The researcher has already used sets of West’s General Service List GSL which covers first 1,000 words GSL_1, second 1,000 words GSL_2 and academic word lists AWL for advanced learners. Each of the words is a headword representing a word family. Bauman and Culligan 1995 had already made a version of first 1,000 words of GSL_1 ranked in frequency order. Bauman and Culligan’s list of frequency order is used to figure out how far the course books will deal with suitable vocabulary for Junior High School learners. The result of data is presented below. Table 4.1 Vocabulary Coverage of Official Course book 1 Official Course book 1 Book 1 Word Lists Tokens Types Word Families GSL500 1800564.70 74721.87 452 GSL800 1707 6.13 298 8.73 202 GSL1000 622 2.23 176 5.15 128 Not in the list 749626.93 219464.25 NA Total 27830 3415 782 The summary data show the vocabulary coverage of the corpus by the words in three word lists, which are the first 1,000 most frequent words of English from A General Service List of English Words GSL_1. Since the course book deals with 2 nd grade of Junior High School, the students are required to learn for about 800 words 500 words + 300 words which being learned for year one and year two in junior high schools. The last list is those who are not in the three lists. The course book covers 27,830 tokens, and consisting of 3,415 types from overall parts of the course book. It is shown that Official Course book 1 put 64.70 of first 500 words used to be mastered for 1st grade of Junior High School, 6.13 for 300 words and 2.23 for last 200 words. Therefore, this course book cover 73.06 from total first 1,000 words GSL_1 vocabulary which should be mastered as Junior High School learners. In other word, this book covers 782 out of 100 word families 78.20 as demanded to be required for Junior High School learners. For the 2 nd grade Junior High School learners, they have to obtain at least first 800 words which the course book only provide 70.83 of total tokens, 30.60 of total types and 654 headwords 81.75 out of 800. The learning opportunity of the new vocabulary is obtained from the words not in the list, which only covering 7,496 26.93 of total tokens and 2,194 64.25 of total types found in the course book. In the corpus, 70.83 of the tokens are covered in the first 800 words of English. This result indicated that Official Course book 1 is appropriately enough for students in the 2 nd year of the beginning level of learning English. In Curriculum 2006, English is not a compulsory subject in elementary school. As the result, English is first introduced formally in junior high schools as a compulsory subject. In the 2 nd year of starting level of learning English, 3,415 types and 1,000 word families are not too demanding since most of them 1,221 types and 782 word families are found in GSL1000 created by Bauman and Culligan. This means that the contents are accessible enough to students whose vocabulary knowledge is within the range. This makes this course book suitable for those who are in hisher 2 nd years of learn English. This course book provides adequate learning opportunity for students to learn new vocabulary outside first 800 words of English. The learning opportunity is obtained from the list of words who are not in the list of the course book which cover 7,496 26.93 tokens and 2,194 64.25 types. However, Official Course PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI book 1 gives number of new words showed by how significant the number of types in the not listed category but not being followed by adequate number of frequency which makes those new words become less remembered by students. Later it will being discussed more in recycling section. This course book only provide 654 81.75 out of 800 word families for 2 nd grade of Junior High School, or 782 78.20 out of 1,000 word families for junior high school level, which considered as a lack number of words families. The level for a very good basis for language use and for productive use in speaking and writing has at least 72 of first 1.000 word families, 80 for 2,000 word families and 84 for 3,000 word families Brown Corpus. Therefore, students need to use several supplementary English books or worksheets in producing speaking and writing active English to improve their vocabulary size and text coverage. The criteria of incidental learning of vocabulary are proposed by Nation and Meara 2002. This course book does not meet the criteria of incidental learning because incidental learning requires students to know 98 tokens in the course book Hu Nation, 2000. It is assumed that students only recognize tokens in first 500 words and first 800 words. Then, this course book does not support incidental learning as it only covers 70.83 tokens. Furthermore, Hu and Nation also explain that students need to receive large number of input, at least one million tokens or more per year. However, the course book only offers 27,830 tokens for a yearlong course. Then, students need to learn the unknown words in the course book deliberately to increase the learning. Unfortunately, the course book does not provide any vocabulary exercise for deliberate learning. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Nevertheless, students can still learn the vocabulary in the course book incidentally if they receive more input from other sources and have opportunities to learn the vocabulary deliberately. It is expected that their tokens coverage increase to 98 in order to enable incidental learning. The data below are the results from after running RANGE of the course book corpus. The detail vocabulary coverage of each chapter is presented in table 4.2. Table 4.2 RANGE’s Result of Each Chapter in Official Course book 1 CH 1 Word Lists Tokens Types Word Families 500 words 299563.93 35936.30 278 300 words 264 5.64 80 8.09 59 200 words 178 3.80 49 4.95 39 Not in the list 124826.64 50150.66 NA Total 4685 989 376 CH 2 Word Lists Tokens Types Word Families 500 words 232963.74 32937.47 262 300 words 334 9.14 9911.28 77 200 words 79 2.16 32 3.64 29 Not in the list 91224.96 41847.61 NA Total 3654 878 368 CH 3 Word Lists Tokens Types Word Families 500 words 332965.65 42239.07 305 300 words 271 5.34 104 9.63 91 200 words 81 1.60 46 4.26 42 Not in the list 139027.41 50847.04 NA Total 5071 1080 438 CH 4 Word Lists Tokens Types Word Families 500 words 371368.84 41438.40 304 300 words 337 6.25 11310.48 92 200 words 105 1.95 55 5.10 51 Not in the list 123922.97 49646.01 NA Total 5394 1078 447 CH 5 Word Lists Tokens Types Word Families 500 words 260768.03 34842.59 257 300 words 217 5.66 70 8.57 64 200 words 61 1.59 31 3.79 27 Not in the list 94724.71 36845.04 NA Total 3832 817 348 CH 6 Word Lists Tokens Types Word Families 500 words 299966.17 40238.25 303 300 words 265 5.85 103 9.80 84 200 words 103 2.27 58 5.52 49 Not in the list 116525.71 48846.43 NA Total 4532 1051 436 GLOSSARY Word Lists Tokens Types Word Families 500 words 34 5.14 28 6.47 28 300 words 19 2.87 18 4.16 18 200 words 15 2.27 14 3.23 14 Not in the list 59489.73 37386.14 NA Total 662 433 60 T O T A L Official Course book 1 Word Lists Tokens Types Word Families 500 words 1800564.70 74721.87 452 300 words 1707 6.13 298 8.73 202 200 words 622 2.23 176 5.15 128 Not in the list 749626.93 219464.25 NA Total 27830 3415 782 The data from each chapter except glossary shows that most of the tokens 69-75, types 44-51 and word families 321-396 are found in first 800 words GSL800. It can be interpreted that the chapter 1-6 provide general vocabulary that students are common with. Moreover, these chapters will be slightly easy to understand. Chapter 1-6 provides big portion to learn more vocabularies outside 1,000 most frequent English. It has 24-30 tokens and 49-56 types. Thus, it is expected that students have bigger opportunity to learn those new tokens, types and word families. Recognizing 70.83 tokens in the course book does not bring enough understanding for unassisted reading. It is far from 95 of total tokens to be familiarized. Glossary is aimed to define any concepts or terms in the course book. The finding from glossary table shows that the dominant token found outside 800 words. But it is not negative result and not surprising because glossary will help students to understand the text. It is natural if the author only provides some word lists from 1000 words because those are commonly used. The more tokens provided in glossary will guide students in following the content of course book. The data analysis result in each chapter shows that all of the chapters have not reached the appropriate level vocabulary coverage of 95. The detailed percentage is shown in table 4.3 as follows. Table 4.3 Vocabulary Coverage and Learning Opportunity of each Chapter The highest vocabulary coverage is found in chapter 4 75.09. It comes from 800 most frequent English words. It means that chapter 4 is the easiest of all chapters for students since 75.09 of tokens found in most 800 frequent English words. However, the appropriate level of 95 is not achieved in chapter 3. Since the Eight grade of Junior High School students are not in the beginning learning English, it is suitable for them to learn more tokens outside 800 words. Chapter 1 has the smallest result of vocabulary coverage which is 69.57. Teachers have to give bigger effort to reach the level of 95 vocabulary coverage. The tokens from word lists outside 800 words must be taught in pre teaching activity. On other words, it can be concluded that all of the chapters need pre teaching of tokens in word list „not in the list‟ in order to achieve the appropriate level of 95. Chapter 1 30.43 has the biggest learning opportunity of all the chapters. It means that this course book provides big learning opportunity outside the most 800 frequent English words. It is good consideration since students is not in the beginning learning and those words will enrich students. Furthermore, those Chapter Word Lists Tokens Types Word Families of 800 Words Learning Opportunity 1 GSL800 325969.57 43944.39 337 42.12 30.43 2 GSL800 266372.88 42848.75 339 42.27 27.18 3 GSL800 360070.99 52648.70 396 49.5 29.01 4 GSL800 405075.09 52748.88 396 49.5 24.91 5 GSL800 282473.69 41851.06 321 40.12 26.31 6 GSL800 326472.02 50548.08 387 48.37 27.98 GLO GSL800 538.01 4610.63 46 5.7 91.99 words can help students in recognizing word in the text. On the other hand, the smallest learning opportunity is found in chapter 4 24.91. Most of tokens used in chapter 4 found in 800 wordlist. Thus, it is not demanding for students and they only get small learning opportunity. Ideally, the percentage of tokens, types and word family in 500 words is bigger than in 800 words and the percentage of 800 words should be bigger than 1,000 words. Thus, students can follow the content easily and learning objective can be achieved. Fortunately, it is in line with the result of the course book. All of the chapters show that the percentage of tokens, types and word families in GSL500 is bigger than GSL800. And the percentage of GSL800 is bigger that GSL1000 GSL500GSL800 GSL1000. To make the picture of each part of the course book clear, a figure is presented below. Figure 4.1 The Percentage of Tokens from Each Word List in Each Part of Official Course book 1 Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Glossary Not in the list 26,64 24,96 27,41 22,97 24,71 25,71 89,73 GSL1000 3,8 2,16 1,6 1,95 1,59 2,27 2,27 GSL800 5,64 9,14 5,34 6,25 5,66 5,85 2,87 GSL500 63,93 63,74 65,65 68,84 68,03 66,17 5,14 10 20 30 40 50 60 70 80 90 100 P e rc e n ta g e o f to ke n s The Percentage of Tokens from Each Word List in Each Part From figure 4.1, it can also be concluded that in every part of the book except glossary, the percentage of token, type, word family in GSL500 is bigger than those in GSL800. And the percentage of token, type, word family in GSL800 is bigger than those in GSL1000.

2. Vocabulary Coverage of Private Course book 1