than those in GSL800. And the percentage of token, type, word family in GSL800 is bigger than those in GSL1000.
3. Vocabulary Coverage of Official Course book 2
Since the course book is for 2nd grade of Junior High School, the vocabulary requirement to be mastered for them are 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 1000 words GSL_2 and academic
word lists AWL for advanced learners. Each of the words is a headword representing a word family. However, 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. It covers first 500 words GSL500, second 300 words GSL800, and last 200 words
GSL1000. The data shown below are the results after running RANGE over the all parts of the course book corpus. This includes chapter 1-12 and additional
Chapter 13 included Classroom Language for Students. The data shown below are the results after running RANGE over the all parts of the course book corpus.
Based on the data analysis, the vocabulary coverage of the course book is as follows.
Table 4.7 Vocabulary Coverage of Official Course book 2
Official Course book 2 Book 3
Word Lists Tokens
Types Word
Families
500 words 1548670.44
61429.72 384
300 words 957 4.35
188 9.10 133
200 words 566 2.57
120 5.81 84
Not in the list 497622.63
114455.37 NA
Total 21985
2066 601
Based on the result, the corpus covers 21,985 tokens, and consisting of 2,066 types from overall parts of the course book. The second and third row
shows that 16,443 tokens 74.79 from overall tokens in the course book are found in the list of the first 800 words from A General Service List of English
Words. Then, 802 types found in the GSL800 list are made up 38.82 of all types in the corpus, and 517 word families are represented. The learning opportunity of
the new vocabulary is obtained from the wordlist “not in the list”, only covering
4,976 22.63 tokens and 1,144 55.37 types found in the course book. In the corpus, 74.79 of the tokens are covered in the first 800 words of
English GSL800. This result indicated that Official Course book 2 is appropriately aimed for students in the 2
nd
year of the beginning level of learning English. Result in table above showed that this course book has the lowest number
of tokens, types and even word families compared to other books In the 2
nd
year of starting level of learning English, 2,066 types and 1,000 word families are not too demanding since most of them 922 types and 601 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. However, this book considered as lack of vocabulary size. Therefore, this book is not suitable for those who really want to be advance
in learning various vocabularies. This course book also provides adequate learning opportunity for students to
learn new vocabulary outside first 800 words of English. The learning opportunity is obtained from the
“not in the list” list of the course book which cover 4,976 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22.63 tokens and 1,144 55.37 types. This Official Course book 2 gives number of new words showed by few the number of types in the not listed
category but not being followed by adequate number of frequency number of tokens was so small which makes those useful new words become less
remembered by students. However, huge number of types found in “not in the
list” list indicated that this book provide various new vocabularies for above 2
nd
grade Junior High School level to be learned. This course book only provide 517 64.62 out of 800 word families for
2
nd
grade of Junior High School, or 601 60.1 out of 1,000 word families for junior high school level, which considered as a lack number of words families.
This result showed that this course book has lowest tokens, types and word families compare to otther books. 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. This book does not meet the requirement. Therefore, students must to use several supplementary English books or worksheets in producing
speaking and writing active English to improve their vocabulary size and text coverage.
According to Hwang and Nation 1995, if the students have vocabulary knowledge of 2,000 most frequent word families, they will recognize easily 84
of the words in various texts. Moreover, to understand in reading, the students should recognize 95 of words in the text. It means that they require vocabulary
size of 3,000 word families. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Based on the number of word families from the course book, it will be impossible for students to recognize at least 84 of the words in authentic texts.
Even if the students are able to acquire all token of GSL1000 from this course book, it only covered 77.36 of all tokens in the book. It does not surpass the
percentage of 95. To achieve 95 of text coverage, the course book needs to be supplemented by other books which help students acquire a higher level of
vocabulary size. Some treatments should be done to the students such as giving some activities to introduce the vocabulary from
“not in the list‟ list. The requirement of incidental learning of vocabulary is 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 GSL500 and GSL800. Then, this course book does not support
incidental learning as it only covers 74.79 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 offers 21,985 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 only provide small portion of any
vocabulary exercise for deliberate learning. However, 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
4.8.
Table 4.8 RANGE’s Result of Each Chapter in Official Course book 2
CH 1 Word Lists
Tokens Types
Word Families
500 words 79167.78
11952.65 99
300 words 82 7.03
13 5.75 12
200 words 21 1.80
8 3.54 8
Not in the list 27323.39
8638.05 NA
Total 1167
226 119
CH2 Word Lists
Tokens Types
Word Families
500 words 85973.42
17853.45 152
300 words 29 2.48
26 7.81 23
200 words 21 1.79
11 3.30 11
Not in the list 26122.31
11835.44 NA
Total 1170
333 186
CH3 Word Lists
Tokens Types
Word Families
500 words 88065.87
18052.94 152
300 words 42 3.14
26 7.65 25
200 words 50 3.74
15 4.41 15
Not in the list 36427.25
11935.00 NA
Total 1336
340 192
CH4 Word Lists
Tokens Types
Word Families
500 words 23754.99
9342.08 83
300 words 21 4.87
16 7.24 14
200 words 10 2.32
6 2.71 6
Not in the list 16337.82
10647.96 NA
Total 431
221 103
CH5 Word Lists
Tokens Types
Word Families
500 words 58567.71
15350.83 134
300 words 39 4.51
23 7.64 21
200 words 57 6.60
22 7.31 20
Not in the list 18321.18
10334.22 NA
Total 864
301 175
CH6 Word Lists
Tokens Types
Word Families
500 words 81873.83
19859.82 156
300 words 37 3.34
22 6.65 21
200 words 19 1.71
11 3.32 10
Not in the list 23421.12
10030.21 NA
Total 1108
331 187
CH7 Word Lists
Tokens Types
Word Families
500 words 216870.28
23343.23 186
300 words 135 4.38
41 7.61 37
200 words 55 1.78
17 3.15 17
Not in the list 72723.57
24846.01 NA
Total 3085
539 240
CH8 Word Lists
Tokens Types
Word Families
500 words 280668.31
30739.16 241
300 words 174 4.24
64 8.16 58
200 words 97 2.36
40 5.10 38
Not in the list 103125.10
37347.58 NA
Total 4108
784 337
CH9 Word Lists
Tokens Types
Word Families
500 words 251173.83
30644.09 216
300 words 156 4.59
63 9.08 47
200 words 80 2.35
40 5.76 29
Not in the list 65419.23
28541.07 NA
Total 3401
694 292
CH10 Word Lists
Tokens Types
Word Families
500 words 157670.48
23651.19 192
300 words 84 3.76
42 9.11 38
200 words 68 3.04
32 6.94 26
Not in the list 50822.72
15132.75 NA
Total 2236
461 256
CH11 Word Lists
Tokens Types
Word Families
500 words 106471.79
21849.21 187
300 words 94 6.34
42 9.48 39
200 words 47 3.17
22 4.97 22
Not in the list 27718.69
16136.34 NA
Total 1482
443 248
CH12 Word Lists
Tokens Types
Word Families
500 words 77374.26
16858.95 137
300 words 46 4.42
20 7.02 19
200 words 16 1.54
9 3.16 8
Not in the list 20619.79
8830.88 NA
Total 1041
285 164
CH13 Word Lists
Tokens Types
Word Families
500 words 41875.18
13261.40 111
300 words 18 3.24
13 6.05 11
200 words 25 4.50
10 4.65 10
Not in the list 9517.09
6027.91 NA
Total 556
215 132
T O T A L Official Course book 2
Book 3 Word Lists
Tokens Types
Word Families
500 words 1548670.44
61429.72 384
300 words 957 4.35
188 9.10 133
200 words 566 2.57
120 5.81 84
Not in the list 497622.63
114455.37 NA
Total 21985
2066 601
The data from each chapter shows that most of the tokens 59-78, types 49-67 and word families 97-299 are found in GSL800. It can be interpreted
that the chapter 1- 13 provide general vocabulary that students are common with. Moreover, these chapters will be too easy to understand by beginner students.
Chapter 1-13 also provides big portion to learn more vocabularies outside 1,000 most frequent English. It has 21-40 tokens and 43-51 types. Thus, it is
expected that students have opportunity to learn those tokens, types and word families.
Recognizing all tokens in GSL500 and GSL800 does not bring enough understanding for unassisted reading. It only covers 74.79 text coverage, still
close but not pass 95. 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 4.9 as follows.
Table 4.9 Vocabulary Coverage and Learning Opportunity of each Chapter
Laufer 1992 suggests that 95 of tokens in a text should be recognized to be able to read independently. By assuming that all tokens in GSL800 the lists
with the most 800 frequent words are recognized, some parts are considered easy and some parts are considered more difficult. Chapter 9, 11, 12 and 13 are
Chapter Word
Lists Tokens
Types Word
Families of 800
Words Learning
Opportunity
1
GSL800 87374.81
13258.40 111
13.87 25.19
2 GSL800
88875.90 20461.26
175 21.87
24.10
3 GSL800
92269.01 20660.59
177 22.12
30.99
4 GSL800
25859.86 10949.32
97 12.12
40.14
5 GSL800
62472.22 17658.47
155 19.37
27.78
6 GSL800
95577.17 22066.47
177 22.12
22.83
7
GSL800 230374.66
27450.84 223
27.87 25.34
8
GSL800 298072.55
37147.32 299
37.37 27.45
9 GSL800
266778.42 36953.17
263 32.87
21.58
10 GSL800
166074.24 27860.30
230 28.75
25.76
11 GSL800
115878.13 26058.69
226 28.25
21.87
12 GSL800
81978.68 18865.97
156 19.50
21.32
13 GSL800
43678.42 14567.45
122 15.25
21.58
considered as easy parts as recognizing all tokens in GSL800 will bring more than 78 of total tokens.
The highest vocabulary coverage is found in chapters 9, 11, 12 and 13 around 78. It comes from GSL800, the most 800 frequent English words.
However, the appropriate level of 95 is not achieved in those chapters. 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 GSL800. In the other hand, chapter 4 is the most difficult part in the book. Chapter 4 learns about
personal invitation and making invitation card, therefore there are few number of token from texts, exercises reading sentences resulted. However, it gives almost
40 new tokens that will let students to learn new vocabularies excluded from GSL800.
Teachers have to give bigger effort to reach the level of 95 vocabulary coverage. The tokens from word list outside GSL1000 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.
The result shows that the difficulty level from chapter 1 until chapter 13 becomes fully distributed. Therefore, this course book considered as balance in
maintaining the level of difficulties. There is no trend of increasing difficulties or decreasing easiness from several chapters in a row. This indicated that students
must be ready to learn more vocabularies to be more engaged to the materials from this course book.
Despite of its balancing level of difficulties, this book showed that it has low number of tokens, types and word families. It may indicate that the author
want to make sure that students must fully understand any provided vocabularies without any intention in giving vocabulary size excessively. Large number of
vocabulary size is become unimportant if students have low input learning. Therefore, this book seems a bit simple and moderately easy.
Chapter 4 40.14 are the most difficult parts among all chapters. However, it has the biggest learning opportunity of all the chapters. It means that
this section 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 words can help students in recognizing word in the text. On the other hand, the smallest learning
opportunity is found in chapter 9, 11, 12, and 13 21. Most of tokens used in those chapters found in GSL800. Thus, it is not highly demanding for students
and they only get small learning opportunity. Ideally, the percentage of tokens, types and word family in GSL500 is
bigger than in GSL800 and the percentage of GSL800 should be bigger than GSL1000. Thus, students can follow the content easily and learning objective can
be achieved. Unfortunately, only 2 chapter that is not in line with the ideal portion of vocabulary level. All of the chapters, except chapter 5 and 13 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 4.3 is presented below.
Figure 4.3 The Percentage of Tokens from Each Word List in Each Part of Official Course book 2s VIII
From figure 4.3, it can also be concluded that in every part of the book, except chapter 5 and 13, 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.
4. Vocabulary Coverage of Private Course book 2