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FINDINGS AND DISCUSSION
This study showed the identification of vocabulary profile of Think Globally Act Locally book for
grade IX. Vocabulary profiler was used to calculate and analyze every word in chapter 1 until 14 which total 40.621 words. Furthermore, the finding was separated in three big parts. The first part of this
section presented the overall vocabulary profile of the textbook showing the proportions of the vocabulary frequency classifications. The second part showed the negative vocabulary profiles of K-1, K-
2, and AWL with lists of the vocabulary items that were not found in the textbook, also block frequency output of off-list words. The last part of this section showed the comparison of the chapter in the
textbook with regard to the vocabulary items that were contrast. The comparison also showed the token recycling index that provided information about an estimate of chapter comprehensibility.
Here, before the words being analyzed some words were eliminated to reduce the result of off list words such as number, name, to be am, is, are, was, and were, Indonesian words, name of city, and
name of country. Therefore, the spelling mistakes were also corrected.
D. Overall Vocabulary Profile of the Textbook
The analysis began by combining 14 chapters into one then analyzed using vocabulary profiler. The result was presented in Table 5.
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Table 5. Overall Vocabulary Profile
FREQ. LEVEL FAMILIES
TYPES TOKENS
CUMULATIVE TOKEN
K-1 WORDS
689 58.24
1192 47.76
22770 81.22
81.22
K-2 WORDS
368 31.11
498 19.95
2492 8.89
90.11
AWL [570 FAMS]
TOT 2,570 126
10.65 157
6.29 563
2.01 92.12
OFF-LIST: ??
655 26.24
2210 7.88
100.00 TOTAL
UNROUNDED 1183+?
2496 100
28035 100
100.00
The first row in Table 5 showed three terms; family, type, and token. Word family is head word, for example: the family or head word of maker and making is make. Type is different words, for
example: committee and comparison are different words. While discussion and discussing, or discussed are considered as the same type. Token is words in a text; the total number of words in a text. For
example, if in a text there are submit [3], coming [1], really [3], and father [2], the number of token is 9. Table 5 shows that the vocabulary used in the textbook was in most frequently used 1000 words
group K-1. With the additional K-2 word coverage 8.89 the cumulative percentage of the word coverage was 90.11, which is relatively close estimate for good comprehension of the texts in the
bookassumes that students are familiar with all these words. According to Hirsch 2003, an understanding of 90-95 of the words is necessary for comprehension. Based on the data in Table 5,
this word knowledge band should include knowledge of academic words 2.01. Academic words are those words which are commonly used in academic texts. We need to question whether the academic
words that amounted to 563 words used in the textbook need to be introduced to the students in Junior High Schools. Another point that is worth considering is the number of off-list words that reached 2210
words. Although this off-list category is excluded from the frequency list and may occur infrequently
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low frequency words, it may have words that students at this level need to know. This low frequency list should not be ignored in teaching and teachers have to make a selection for useful words in this
category.
E. Negative vocabulary profiles of the textbook
