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VOCABULARY PROFILE OF ENGLISH TEXTBOOK USED IN GRADE 7 IN SALATIGA STATE JUNIOR HIGH SCHOOL7
Ika Runtiana Setyaningrum
Abstract
Vocabulary is one important element in learning English. Especially in Indonesia, most of students have difficulty in understanding the meaning of
vocabulary, producing vocabulary, and using vocabulary in appropriate context. This study aims to analyze the vocabulary profile of English textbook used in
grade 7 in Salatiga State Junior High School 7, produce list of vocabulary that are not covered in the textbook, and produce the token word recycling index of the
textbook. This study used all contents of the textbook as the sample. The analysis used an electronic tool named
The Compleat Lexical Tutor, v.4
. There are 86.06 of K-1 and 6.49 of K-2 that means the textbook is understandable for students.
The 7.45 of the rest words means that students need effort to study. There are 57.99 of K-1, 83.47 of K-2, and 95.08 of academic words that were not
found in the textbook. The comparison analysis of chapter 2 and chapter 3 showed that there are 56.80 similar words in those chapters. There are 58.29 similar
words in chapter 5 and chapter 6.
Keywords:
Vocabulary, Vocabulary profile, Learning, Students, Words, Understanding, Textbook.
A. Introduction
This study analyzed the vocabulary profile of English textbook used in Junior High School. Thetextbook was the English textbook used in Salatiga State
Junior High School 7 for grade 7. The title of the book was „
When English Rings A Bell
‟.The Indonesian Ministry of Education and Culture published the book in 2014.Figure 1 below is the picture of the cover of the textbook.
2 Figure 1. Cover of The Textbook
The topics in the book in general are about daily life. The content of each chapter containsskills such as writing, listening, speaking, and reading. The
exercises are somefilling the blanksof conversation for writing skills, role play for speaking,reading exercises, grammar and vocabulary exercises.
In learning English, there are many problems faced by students. Students only focus on the literal meaning of words, they do not learn the meaning of
words in a context Kafipour, 2009. Kafipour added that students are difficult to use the words in free writing situation and their proper context. The main problem
of the students that I found when I was doing my teaching practicum was most of the students lacked vocabulary knowledge. That problem can
affect students‟ English comprehension. Kafipour stated that many students have a limited
range of vocabulary and this problem influences their comprehension when producing the language.
3 One tool that can help students to increase vocabulary knowledge is
vocabulary profile. The vocabulary profilecan help teachers and students to choose which vocabulary is appropriate for them in teaching and learning.
According to Schuemann and Benz 2004, in
A web-based vocabulary profiler for Chinese language teaching and research
as cited in Da, 2006, p.1 said that the vocabulary profile is a very valuable resource when teachers and students
prepare materials and make decision how to learn appropriate vocabulary. There were three research questions of the study:
1. What is the profile of the vocabulary in the textbook 2. What is the proportion of vocabulary that is not covered in the
textbook? 3. What is the token word recycling index of the textbook?
There are three objectives of the study. First, it is to profile the vocabulary in textbook used by teachers in grade 7 in Salatiga State Junior High School 7.
Second, it is to produce list of vocabulary that are not covered in the textbook. Third, it is toproduce the token word recycling index of the textbook.The
significances of the study are to provide teachers with useful information about the proportion of vocabulary in each frequency group, to provide information for
teachers about what words are necessary to teach to students, and to help students to choose which vocabulary that they have to learn and understand.
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B. Literature Review
