order to promote communication skills. For better communication skills, vocabulary teaching at this level has increased from 900 to 1,200. In high school,
English classes are conducted in English, and vocabulary taught in this level increased from 1300 to 1800.
Although in recent curriculum, Indonesia government did not clearly mention the exact size of vocabulary that should be mastered by Junior High
students, the words level for Junior High School is not far from 1000 words. Therefore, it is assumed that Junior High students in the first grade will acquire at
least 500 words, 300 words in the second grade, and 200 words in the third grade.
C. PROBLEM FORMULATION
Based on the background, there are two problems addressed in this research. They are:
1. What is the vocabulary coverage of Junior High School course books?
2. How frequent the words are being used in the course books?
D. RESEARCH OBJECTIVES
This research deals with vocabulary which is used in Junior High School course books. It aims to discover the vocabulary coverage and level of word
frequency distribution in the Junior High School course books, as computed with vocabulary corpora. In particular, this research is intended to reach the subsequent
objectives: 1 to find out the number of types, tokens, and word families in Junior High School course book and its implication and 2 to find out how frequent the
words are being used in the course books and its implication. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Therefore, if we learn to find out the vocabulary coverage used in the course book, we hope that future studies will improve on the analyzing the overall
quality of course books and help to create better English material for students. Also, discovering how far the frequency of certain words may occur in the course
book becomes necessary to identify the factors that make words difficult and for better learning of vocabulary acquisition since frequency is also a predictor of L2
word difficulty in the case of ESL learning. After seeing the vocabulary coverage, range, and frequency of Junior High
School course books, teachers should have enough consideration to the content of certain English course books, especially the vocabulary. Beside, writers of the
course books will get significant input from the discovery of this research in order to create better English course books for learner, especially in Yogyakarta. Last,
future researchers also need to continue the research with greater numbers of course books, curricula, types of p
ublishers, learner’s levels, and many more to produce better discoveries about vocabulary coverage and word frequency in the
course books.
E. RESEARCH BENEFITS
