13 that, click submit_window on the yellow box under the white box. Then, the result of
analysis provides the percentage of the four kinds of vocabulary groups; 1000 first words, the second 1000 words, academic words, and the off-list words.
FINDINGS AND DISCUSSION
The discussion of this chapter presents the answer of the research questions and shows the analysis of the vocabulary profile of three short story books. The
discussion are divided into three parts. This first part of this section presents the overall vocabulary profile of the three short story books showing the proportions of
the vocabulary frequency classifications. The second part shows the negative vocabulary profile of K-1, K-2, K-3 AWL with lists of the vocabulary items that
were not found in the three textbooks. The last part of this section shows the comparison of the short story books with regard to the vocabulary items that were
shared and unique in each book. The comparison also shows the token recycling index that provides information about an estimate of the short story books
comprehensibility.
A. Overall Vocabulary Profile
Table 1. Overall Vocabulary Profile FAMILIES
TYPES TOKENS
CUMULATIVE K-1 WORDS 686
62.88 1178
56.07 21485
88.87 88.87
K-2 WORD 380
34.83 524
24.94 1654
6.84 95.71
AWL 570 FAMS
TOT : 2.570 25
2.29 27
1.29 47
0,20 95.91
OLW ??
372 17.71
990 4.09
100
Total
1091+? 2101
24176 100
14 100
100
The first row in Table 1 shows three terms; family, type and token. Word family is head word, for example: the family or head word of affection and affecting
is affect. Type is different words, for example: accord and account are different words. While affection and affecting, or affected are considered as the same type.
Token is words in a text or the total number of words in a text. For example, if in a text there are bee [6], easter [4], cutter [2], adoptive [1], champion [1]. The number
of token is 14. Table 1 shows that 88.87 of the vocabulary used in the short story books
fall under the most frequently used 1000 words group K-1. The additional K-2 word coverage was 6.84 and the cumulative percentage of K-1 and K-2 words
coverage was 95.71, which is relatively close estimate for good comperehension of the text in books. According to Schmitt, Jiang, and Grabe 2011 around 95 to 98
vocabulary words that are needed to understand by the learners in the written texts. The cumulative percentage for Academic Words List AWL coverage was 0.19.
The cumulative percentage of the Academic words was less than the cumulative percentage of K-1 and K-2 words, we need to question whether the academic words
that amounted 47 words used in the sample short story books need to be intoduced to the junior and high school students. Another point that is worth considering is the
number of Off-list words that reached 990 words, for example airport, forever, restroom. Although this category is excluded from the K-1; K-2; and AWL, it may
have words that student of junior and senior high school need to learn and know. The teachers have to make a selection of the words that are listed in this category because
15 some of words might be useful in teaching and or learning process if the teachers are
going to use the books.
B. Negative vocabulary profiles of the short story books
