3 3. To generate the token recycling index of the material.
From the result of this vocabulary profile study, the material developers can have the insight whether the vocabulary coverage can be taught and understandable for a particular
students’ level Laufer, 2010. The researcher hopes that this study could give beneficial inputs for the language teaching practitioners in this university. After knowing the degree of
vocabulary occurrence in the new class, the material developers may be able to design their teaching by deciding which vocabulary is worth highlighting and being remedied. In addition,
they could also see whether the vocabulary items were appropriate for the students or not.
B. LITERATURE REVIEW
1. Definition of Vocabulary
The scientific study of language can cover some areas namely syntax, morphology, phonology, and lexicon. The last mentioned area, commonly known as vocabulary, is defined
by Richards and Schmidt as “a set of lexemes the smallest unit in the meaning system of a language that can be distinguished from other similar units, including single words,
compound words and idioms” 2002, as cited in Hassani, Zarei, Sadeghpour, 2013.
2. Importance of Learning Vocabulary
According to Zimmerman 1997, vocabulary proficiency is more substantial for the language learners compared to the knowledge of syntactic rules. This statement is supported
by Koosha and Akbari 2010 claiming that while utterances containing grammatical errors would be somehow understandable, incorrect dictions would be a real obstacle in
conversations. Subsequently, vocabulary becomes an essential component in language learning because it is the building block of the things trying to be conveyed Schmitt,
4 Schmitt, Calpham, 2001; Read, 2000; Mayer Alexander, 2010. In addition, it is
suggested that various types of vocabulary tests could be used to predict on e’s language
proficiency in a second or foreign language Stæhr, 2008; Zavera in Golkar Yamini, 2007.
3. Lexical Coverage for Comprehension
In order to gain comprehension, only one word in every 20 words within the overall text is allowed to be left unknown by the reader. In other words, the vocabulary coverage
should reach 95 to achieve understanding. However, most learners will make an adequate comprehension when only one word in every 50 words is unknown or 98 coverage Nation,
2006. Another theory proposed by Betts as cited in Mikulecky, 2007 was written as follows:
Independent: 99 of words already known for fluent, enjoyable reading. Instructional: 98-95 of words known and some instructional support such as teacher
suggestions, vocabulary explanations, illustrations etc. needed for the benefit. Frustrational: Below 95 of words known can damage fluency and lead to disruptions in
comprehension strategies. p.1
Furthermore, Nation 2006 drew a conclusion based on his research that the variation of the word used in a written text would be less varied than in a spoken text. The percentage
of K1 plus K2, according to his study, would normally cover around 78-81, while in spoken text the coverage would be around 85. In the same study, he also assumed that as
much as 95 of the text coverage also generally included K1, K2, and Off-list because the proper nouns from this category could be easily understood.
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4. Definition of Vocabulary Profile and Vocabulary Profiler
