Vocabulary Coverage of Private Course book 1

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

Since the course book is for 2 nd 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 1000 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 data shown below are the results after running RANGE over the all parts of the course book corpus. This includes chapter 1-8. Based on the data analysis, the vocabulary coverage of the course book is as follows. Table 4.4 Vocabulary Coverage of Private Course book 1 Private Course book 1Book 2 Word Lists Tokens Types Word Families 500 words 2609266.59 77023.60 456 300 words 2105 5.37 302 9.26 208 200 words 769 1.96 149 4.57 109 Not in the list 1022026.08 204262.58 NA Total 39186 3263 773 Based on the result, the corpus covers 39,186 tokens, and consisting of 3,263 types from overall parts of the course book. The second and third row shows that 28,197 tokens 71.96 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, 1,072 types found in the GSL800 list are made up 32.86 of all types in the corpus, and 664 word families are represented. The learning opportunity of the new vocabulary is obtained from the wordlist “not in the list”, only covering 10,220 26.08 tokens and 2,042 62.58 types found in the course book. In the corpus, 71.96 of the tokens are covered in the first 800 words of English GSL800. This result indicated that Private Course book 1 is quite appropriately aimed for students in the 2 nd year of the beginning level of learning English. The result is almost the same with the first course book being researched, Official Course book 1. English is not a compulsory subject in elementary school. English is first introduced formally in junior high schools as a compulsory subject. In the 2 nd year of starting level of learning English, 3,263 types and 1,000 word families are not too demanding since most of them 1,437 types and 773 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 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 10,220 26.08 tokens and 2,042 62.58 types. As same as the previous book being PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI researched, Private Course 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 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. This course book only provide 664 83 out of 800 word families for 2 nd grade of Junior High School, or 773 77.3 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. 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. 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 73.92 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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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 71.96 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 39,186 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 the feature of incidental learning. The data below are the results from after running RANGE of the course book corpus. The detail vocabulary coverage is presented in table 4.5. Table 4.5 RANGE’s Result of Each Chapter in Private Course book 1 CH 1 Word Lists Tokens Types Word Families 500 words 198763.77 30838.26 241 300 words 167 5.36 71 8.82 64 200 words 72 2.31 41 5.09 37 Not in the list 89028.56 38547.83 NA Total 3116 805 342 CH 2 Word Lists Tokens Types Word Families 500 words 219666.73 34542.44 261 300 words 152 4.62 76 9.35 67 200 words 73 2.22 31 3.81 27 Not in the list 87026.44 36144.40 NA Total 3291 813 355 CH 3 Word Lists Tokens Types Word Families 500 words 305669.23 35244.17 262 300 words 263 5.96 78 9.79 64 200 words 94 2.13 37 4.64 32 Not in the list 100122.68 33041.41 NA Total 4414 797 358 CH 4 Word Lists Tokens Types Word Families 500 words 402267.61 40538.50 301 300 words 322 5.41 105 9.98 89 200 words 122 2.05 47 4.47 43 Not in the list 148324.93 49547.05 NA Total 5949 1052 433 CH 5 Word Lists Tokens Types Word Families 500 words 397464.30 42338.52 309 300 words 382 6.18 11510.47 95 200 words 131 2.12 52 4.74 47 Not in the list 169327.39 50846.27 NA Total 6180 1098 451 CH 6 Word Lists Tokens Types Word Families 500 words 328367.44 40242.95 300 300 words 246 5.05 9510.15 82 200 words 52 1.07 33 3.53 32 Not in the list 128726.44 40643.38 NA Total 4868 936 414 CH 7 Word Lists Tokens Types Word Families 500 words 404064.80 42737.00 320 300 words 297 4.76 97 8.41 82 200 words 119 1.91 45 3.90 41 Not in the list 177928.53 58550.69 NA Total 6235 1154 443 CH 8 Word Lists Tokens Types Word Families 500 words 353468.85 39346.34 291 300 words 276 5.38 9010.61 77 200 words 106 2.07 34 4.01 29 Not in the list 121723.71 33139.03 NA Total 5133 848 397 T O T A L Private Course book 1 Book 2 Word Lists Tokens Types Word Families 500 words 2609266.59 77023.60 456 300 words 2105 5.37 302 9.26 208 200 words 769 1.96 149 4.57 109 Not in the list 1022026.08 204262.58 NA Total 39186 3263 773 The data from each chapter shows that most of the tokens 69-75, types 45-56 and word families 305-404 are found in GSL800. It can be interpreted that the chapter 1-8 provide general vocabulary that students are common with. Moreover, these chapters will be a slightly easy to understand by beginner students. Chapter 1-8 provides big portion to learn more vocabularies outside 1.000 most frequent English. It has 24-30 tokens and 43-54 types. Thus, it is expected that students have opportunity to learn those new tokens, types and word families. It is shown that 71.96 of total tokens does not bring enough understanding for unassisted reading in text coverage. It is still far from 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 4.6 as follows. Table 4.6 Vocabulary Coverage and Learning Opportunity of each Chapter The highest vocabulary coverage is found in chapter 3 75.19. It comes from GSL800 the most 800 frequent English words. It means that chapter 3 is the easiest of all chapters for students since 75.19 of tokens found in most 800 Chapter Word Lists Tokens Types Word Families of 800 Words Learning Opportunity 1 GSL800 215469.14 37947.08 305 38.12 30.86 2 GSL800 224871.35 42151.79 328 41.00 28.65 3 GSL800 331975.19 33053.96 326 40.75 24.81 4 GSL800 434473.02 51048.48 390 48.75 26.98 5 GSL800 435670.48 53848.99 404 50.50 29.52 6 GSL800 352972.49 49753.10 382 47.75 27.51 7 GSL800 433769.56 52445.41 402 50.25 30.44 8 GSL800 381074.23 48356.95 368 46.00 25.77 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 GSL800. Then, Chapter 1 has the smallest result of vocabulary coverage which is 69.14. It means this chapter become the most difficult part for students to learn. Teachers have to give bigger effort to reach the level of 95 vocabulary coverage. The tokens from word lists 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 8 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. Chapter 1 3086 is the most difficult part 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 3 24.81. Most of tokens being used in chapter 3 can be 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. Fortunately, all of the chapters show that GSL500GSL800 GSL1000. See the figure below. Figure 4.2 The Percentage of Tokens from Each Word List in Each Part of Private Course book 1 From figure 4.2, 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 Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 GSL500 63,77 66,73 69,23 67,61 64,3 67,44 64,8 68,85 GSL800 5,36 4,62 5,96 5,41 6,18 5,05 4,76 5,38 GSL1000 2,31 2,22 2,13 2,05 2,12 1,07 1,91 2,07 Not in the list 28,56 26,44 22,68 24,93 27,39 26,44 28,53 23,71 10 20 30 40 50 60 70 80 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