T1__Full text Institutional Repository | Satya Wacana Christian University: The Vocabulary Profile of Students’ Textbook Used in Bachelor of International Primary Education (BIPE), Faculty of Education T1 Full text

Lusiana Setya Ningrum

  112012099

ENGLISH TEACHING EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA SALATIGA

  2016

  This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due the reference is made in the text.

  Copyright 2016. Lusiana Setya Ningrum and Prof. Dr. Gusti Astika, M. A. All rights reserved. No part of this thesis may be reproduced by any means

  without the permission of at least one of the copyright owners or the English Language Education Program, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.

  Lusiana Setya Ningrum

  English as an international language in the world has become the main foreign language being learned in Indonesia. Many people are obliged to learn English from primary to university education. In the Faculty of Education at Universitas Kristen Satya Wacana, Salatiga, there is a study program called Bachelor of International Primary Education (BIPE) or PGSD-BI. BIPE is one of the study programs in the Faculty of Education that have purpose to prepare prospective teachers to teach in International Schools. The courses are similar to the courses offered by Regular Bachelor of Primary Education (PGSD) such as Mathematics, English, Science, and so on. The difference is BIPE uses English rather than Indonesian as the medium of instruction in the courses. BIPE also offers a course called Differentiated Classroom. This course is only for third year students and it uses full English as the medium of instruction in learning. In this course, the students should do one micro teaching activity in class and write a journal for each chapter of the textbook which consists of three paragraphs in English. The textbook used is The Differentiated Classroom: Responding to the Needs of All Learners published by Association for Supervision and Curriculum Development in 1999. The book was written by Carol Ann Tomlinson. The book has ten chapters which discussed the theories about classroom management and activities that can be used when students become teachers.

  In this course, some BIPE students found difficulties in understanding the materials given by the teacher and also from the textbook because the lack of vocabulary knowledge. According to Delfin and Noorma (2012), as BIPE students In this course, some BIPE students found difficulties in understanding the materials given by the teacher and also from the textbook because the lack of vocabulary knowledge. According to Delfin and Noorma (2012), as BIPE students

  

  This study focuses on the vocabulary used in the textbook, The Differentiated Classroom, Responding to the Needs of All Learners. This textbook is used in the Bachelor of International Primary Education in Faculty of Education (BIPE) at Universitas Kristen Satya Wacana. It has ten chapters with many Academic Words (AWL) and other words that belong to other frequency groups.

  The purpose of this study was to profile the vocabulary used in the textbook, The Differentiated Classroom: Responding to the Needs of All Learners whether the vocabulary belongs to 1000 most common words (K1), the next one thousand (1001-2000) most common words (K2), the Academic Word List (AWL), or others (Coxhead, 2000).

  Based on the background above, the research had the following questions:

  1. What is the profile of the vocabulary used in the textbook?

  2. What is the proportion of negative vocabulary used in the textbook?

  The objectives of the research were to profile the vocabulary of the textbook, The Differentiated Classroom: Responding to the Needs of All Learners. The vocabulary profiles provide useful information for teachers and students about the proportions of vocabulary in each chapter and its cumulative percentage. It could help teachers and students in teaching and learning purposes. Teachers could make it as a reference to select which vocabulary in the textbook have to be prioritized for teaching purposes. Students could select the vocabulary that was necessary for their level and they could increase their vocabulary, especially academic vocabulary. The second objective was to show the lists of vocabulary that were not used in the textbook that is the negative vocabulary. These words were obtained from the comparison between the vocabulary in the New General Service List (NGSL) and the vocabulary found in the textbook. The lists would provide useful information for teachers and students about the list of words that were not found in the textbook. They could select and learn from those words in order to enrich their vocabulary. The last objective was to produce the token (number of word) recycling index of the textbook. It gives the information for the teachers and students about text comprehensibility in the textbook, especially between chapters.

The Importance of Vocabulary

  Vocabulary has an important role in teaching or learning a language. Vocabulary is a central part of a language (Coxhead, 2006). It means that every learner who wants to reach the target language should learn vocabulary. Because more words, more meaning that students recognize well, they can use it well to communicate. By knowing the words properly, the learners can easily express their own ideas and will be able to use it in the real life. As Sedita (2005, as cited in Astika, 2015) stated, knowledge of words can be used to access background knowledge, express the ideas, and communicate with people. However, knowing a word is not only recognizing the written form and the meaning of the words, but how it can be applied in another four skills which are listening, speaking, reading, and writing (Saengpakdeejit, 2014). Similarly, Nation (2001) also stated that learners cannot effectively learn to listen, speak, read, and write without the knowledge of a certain amount of vocabulary in the target language.

  Vocabulary is very important in listening since it deals with many aspects related to daily life (listen to the people, listen to the teachers, listen to the music, etc). Listening is considered as a more difficult skill in language learning because it could cause problem if the listeners did not listen carefully about what is being said (Coxhead, 2006). It is very important to activate learners‟ background knowledge before listening. In this point, learners may find difficulties in understanding what is being said because the limitation of vocabulary knowledge (Coxhead, 2006). In order to gain reasonable comprehension and be successful in Vocabulary is very important in listening since it deals with many aspects related to daily life (listen to the people, listen to the teachers, listen to the music, etc). Listening is considered as a more difficult skill in language learning because it could cause problem if the listeners did not listen carefully about what is being said (Coxhead, 2006). It is very important to activate learners‟ background knowledge before listening. In this point, learners may find difficulties in understanding what is being said because the limitation of vocabulary knowledge (Coxhead, 2006). In order to gain reasonable comprehension and be successful in

  Besides listening, vocabulary is also important in speaking. Nation (1990) defined that knowing a word also involves knowing its spelling, pronunciation, collocations, that is words it co-occurs with, and appropriateness. According to Coxhead (2006), learning vocabulary through speaking is a cyclical activity because learners can use words in a creative way when they are speaking. Coxhead (2006) added that to take part in conversations, the learners should know many words. However, speaking is different from listening, reading, and writing because learners should be able to use and produce the words to demonstrate that they know the words. Nation (2008) stated that 2,000 words of English is best in developing learners‟ spoken English and practice what they are able to say. Nation (2008) also added the reasons why learners may not be able to say what they want to say. Firstly, lack of vocabulary knowledge. Secondly, the learners may know enough vocabulary, but they are unable to put this vocabulary to productive use. It is very common to meet learners who can read or write English very well but they have difficulty in producing spoken language.

  However, not only listening and speaking that can contribute to vocabulary growth, skill in reading is also needed. Reading is a source of learning and also a source of enjoyment (Nation, 2008). In addition, Nation (2008) noted that reading can help learners learn new vocabulary and grammar. According to Fisher and Frey (2014), learners can build their vocabularies through reading.

  to acquire vocabulary, as long as the texts are appropriate in the learners‟ level of understanding. Fisher and Frey (2014) also noted that learners, who read 1 hour per day and five days in a week, will read more than 2,250,000 words per year. In order to understand the meaning of the words in the text, learners need to know at least 95 percent to 98 percent of the running words (Coxhead, 2006). Coxhead (2006) also noted that the more learners read, they will be better in reading, and bigger vocabulary they will have. It shows that learners with a larger vocabulary can read the texts well.

  Furthermore, vocabulary is also important in writing. Different with listening, speaking, and reading, writing includes spelling, the use of vocabularies in sentences, and use words to signal the organization of written text (Nation, 2008). One of the major problems in writing is learners should know the use of vocabulary to help them in establishing the meaning and uses the vocabularies in their memories (Coxhead, 2006). Coxhead (2006) also noted that it will be difficult for learners to have the correct meaning if they use words that they do not know well. Like as Olmos (2009) stated, vocabulary is “the basic tool for shaping and transmitting meaning” (p.75), it means that more words learners know, then more meaning that students recognize well. When writers know a lot of words, they can compose more sophisticated documents (Fisher Frey, 2014).

Teaching Vocabulary

  Teaching vocabulary is not easy for the teachers. As Li and Zhang (2009) stated, one of the major tasks of English teachers is to develop the students‟

  preferences. As Tomlinson (2000b) stated, “Students who are the same age differ in their readiness to learn, their interests, their styles of learning, their experiences, and their life circumstances” (p. 1). Therefore, it is very important for teachers to know what vocabulary that learners need to focus on and how they will learn the vocabulary. Teachers need to guide their learners to learn the vocabulary that will bring the most benefits for learning (Nation, 2001). For instance, teachers need to know the types of vocabulary that their learners need whether the vocabulary belongs to 1000 word list (K1), 1001-2000 word list (K2), Academic Word List (Coxhead, 2000), or others. In order to identify the vocabulary on a written text, teachers may use the tool called Vocabulary Profiler to profile the vocabulary. It will be easier for teachers to teach the vocabulary and decide which textbooks are suitable for the learners.

  On the other hand, teachers need to consider the kind of learning which is required. If learners study English in order to be able to read and understand teachers‟ instruction, a receptive knowledge of vocabulary is sufficient (Nation, 1990). A productive vocabulary around 3,000 base words and a larger receptive vocabulary are needed when learners need to cover the whole range of language skills (Nation, 1990).

Learning Vocabulary

  Learning vocabulary is important since one of the problems of English students is difficulties in understanding vocabulary. According to Jusuf (2014), another problem in learning English is that the teachers only focus on grammar

  knowledge. There are many strategies of learning vocabulary that can be used by L2 learners in order to improve their vocabulary knowledge. One of the ways to acquire the vocabulary is by reading a written text because it contains a lot of vocabularies. According to Coxhead (2006), learning through reading is a common way to acquire vocabulary, as long as the texts are appropriate in the learners‟ level of understanding. In order to know the level of vocabulary in a written text, learners need to examine the vocabulary by using Vocabulary Profiler. Knowing the Vocabulary Profile of a written text helps learners to decide the most suitable material based on familiar words. Besides, Vocabulary Profile is also significant to help learners choose the vocabulary for learning (Ardyny, 2014).

Vocabulary Profiler

  Since learners have different levels of vocabulary knowledge, they have to know which vocabularies are appropriate to them, which books are suitable to them, and which levels they have to focus on. One of the ways to know vocabulary level is by profiling the vocabulary. The tool that can be used to profile the vocabulary is called Vocabulary Profiler. According to Meara (2005), Vocabulary Profiler or Lexical Frequency Profiler (LFP) is considered as a tool for assessing a particular text whether it is appropriate for use with the students at particular level or proficiency. Vocabulary profile or Lexical Frequency Profile (LFP) provides breakdowns that include percentages from the type of word lists (Morris Cobb, 2004). According to Nation (2001), there are four major types of Since learners have different levels of vocabulary knowledge, they have to know which vocabularies are appropriate to them, which books are suitable to them, and which levels they have to focus on. One of the ways to know vocabulary level is by profiling the vocabulary. The tool that can be used to profile the vocabulary is called Vocabulary Profiler. According to Meara (2005), Vocabulary Profiler or Lexical Frequency Profiler (LFP) is considered as a tool for assessing a particular text whether it is appropriate for use with the students at particular level or proficiency. Vocabulary profile or Lexical Frequency Profile (LFP) provides breakdowns that include percentages from the type of word lists (Morris Cobb, 2004). According to Nation (2001), there are four major types of

  High-frequency words are the words most commonly occurred in any texts (Cooper, 2002). According to Nation (2001), the 2000 most frequent word families account for 80 or more of the running words in any written or spoken text. These words are needed in formal and informal uses of the language, in conversation, in writing, in novels, newspapers, and academic texts. It means that learners should know and be familiar with these words so that they can use it in the real life situation. Therefore, teachers should make sure that their students have mastered these words before moving to the next level of vocabulary. Similarly, Coxhead (2006) stated that learners who plan to study at the university level should understand and be able to use high frequency words before they move on to learning academic words. Nation (2001) noted high frequency words include function words such as in, for, the, of, a, and so on and content words such as government, forests, production, adoption, represent, boundary.

  The next type is academic vocabulary which covers about 9 of the running words in a particular text (Nation, 2001). According to Coxhead (2006), these words occur in most of academic texts. Coxhead (2006) also added that academic vocabulary is important to be learnt for learners who plan to study at college. As Nation and Newton (1997) suggested, academic vocabulary is for learners who “intend to do academic study or wish to read newspapers” (p. 239). Coxhead (2000) stated that by focusing on academic vocabulary, learners will get The next type is academic vocabulary which covers about 9 of the running words in a particular text (Nation, 2001). According to Coxhead (2006), these words occur in most of academic texts. Coxhead (2006) also added that academic vocabulary is important to be learnt for learners who plan to study at college. As Nation and Newton (1997) suggested, academic vocabulary is for learners who “intend to do academic study or wish to read newspapers” (p. 239). Coxhead (2000) stated that by focusing on academic vocabulary, learners will get

  On the other hand, the technical words only occur frequently in specialized texts and the coverage of text is about 5 of the running words (Nation, 2001). Additionally, as Nation (2013, as cited in Read, 2014) stated that the words are used in a particular discipline, profession, culture, sport, or other special field. The examples of this type are indigenous, regeneration, podocarp, beech, rimu (a New Zealand tree), and timber (Nation, 2001). The last type is low-frequency words which considered as the most infrequently used words. The words may occur only once or twice in reading during a long period of time (Coxhead Nation, 2001) and usually learners can guess the meanings from the context (Nation Newton, 1997). The examples of this type can be the name of person, country, social, culture, etc. In order to profile the vocabulary of a particular text, we can use vocabulary tool developed by Cobb named The Compleat Lexical Tutor which can be accessed at http:www.lextutor.ca .

Previous Study

  There were many studies that have explored vocabulary profile. The first study was done by Xinlu and Liqin (2014) at National University of Defense Technology. The study explored the learning opportunity of academic words provided by New Standard College English (Integrated Course). The finding proved that the English textbook is not EAP oriented because the AWL coverage There were many studies that have explored vocabulary profile. The first study was done by Xinlu and Liqin (2014) at National University of Defense Technology. The study explored the learning opportunity of academic words provided by New Standard College English (Integrated Course). The finding proved that the English textbook is not EAP oriented because the AWL coverage

  Another study was done by Ardyny (2014), Faculty of Language and Literature at Universitas Kristen Satya Wacana, Salatiga. She examined the vocabulary profile of Introduction to Language Education course book used in English Teachers Education Program. The finding revealed three major results. First, 80.81 of the course book was understandable for university level while the rest, 19.19, need much effort to comprehend. Second, Unit 1 of the course book was relatively easy to comprehend because it had the highest proportion of 1000 word list (K1) and the lowest proportion of Academic Word List (AWL). Unit 5 could be difficult to comprehend because of its lowest proportion of K1 and its highest proportion of AWL. Third, Unit 7 was still considered as a unit which was difficult to comprehend because it has the third highest proportion of Academic Word List (AWL).

  Those two previous studies showed that vocabulary profile of students‟ textbook is important to be examined because teachers and students will know whether the textbook are easy enough or not for them. In Universitas Kristen Satya Wacana of Bachelor of International Primary Education the textbook has not been analyzed yet. Therefore, it is necessary to examine the vocabulary profile of the textbook.

Method of Research

  The study used a descriptive method to analyze the data. According to Rivera (2007), descriptive method is used to identify the facts of the research which involves the description, recording, analysis, and also the interpretation of what it is about. This study described the vocabulary used in the textbook, The Differentiated Classroom: Responding to the Needs of All Learners.

Context of the Study

  The study took place in the Bachelor of International Primary Education (BIPE) of Faculty of Education at Universitas Kristen Satya Wacana. BIPE is one of study programs in the Faculty of Education which has the purpose to prepare prospective teachers to teach in International Schools. In this program, there is a course called Differentiated Classroom where all of students are required to use English in every subject in the learning process. This course uses a textbook as the source of vocabulary. Using the textbook could give benefit to the students in the university because it contains many academic vocabularies.

Sample

  The study used the textbook for third year students from BIPE program, The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson. This book has ten chapters with 140 pages. The selection of the textbook was based on some reasons. First, this book is one of the handbooks The study used the textbook for third year students from BIPE program, The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson. This book has ten chapters with 140 pages. The selection of the textbook was based on some reasons. First, this book is one of the handbooks

Research Instrument

  The study used an electronic tool named The Compleat Lexical Tutor, v.4. This tool is an online vocabulary profiler developed by Tom Cobb in 1999 which can be accessed at http:www.lextutor.ca. This tool can categorize the words in a text into their frequencies. It can be in a form of percentage () and shows the different classifications of the words with different colors. The blue color shows the percentage of the first thousand most frequent words (K1), green color indicates the second thousand most frequent words (K2), yellow color is for Academic Word List (AWL), and red color shows the percentage of Off-List Words.

Data Collection Procedure

  The data used all pages of the textbook, The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson. From the electronic version, the data were copied into a word file. After copying, the data were filed in folders with different names. Thus, there were ten folders with a name of each chapter and one folder for overall chapters. There were some elements omitted in each chapter or in the text since it cannot be detected by

  Indonesian words, and also numbers.

Data Analysis Procedure

  There were several steps to identify the data using this tool. First, is to open the website of Vocabulary Profiler on http:www.lextutor.ca, click VP Classic v.4, then copy the selected text or chapter and paste it in the available space, and then click Submit-Window under the box. The data is automatically calculated by this tool. The data output was grouped into the first 1000 most frequent words (K1), the second 2000 most frequent words (K2), Academic Word List (AWL), and off-list words.

  FINDINGS AND DISCUSSION

  This section presents the result of the study. The first part of this section presents the overall vocabulary profile of the textbook. The second part shows the negative vocabulary profiles of K-1, K-2, K-3 or AWL with lists of the vocabulary that were not found in the textbook. The third part discusses the comparison of two chapters in the textbook which shows significant difference. The comparison found unique and shared words in the two chapters. The comparison also shows the token recycling index that provides information about the comprehensibility of the textbook.

  In the Table 1 below, the first row shows three terms; family, type, and token. Word family is head word, for example: stand is the family or head word of In the Table 1 below, the first row shows three terms; family, type, and token. Word family is head word, for example: stand is the family or head word of

A. Overall Vocabulary Profile of the Textbook

  Table 1. Overall Vocabulary Profile of the Textbook

  FAMILIES

  TYPES

  TOKENS CUMULATIVE

  KI WORDS

  K2 WORDS

  (ACADEMIC) OFF-LIST

  WORDS

  TOTAL

  1, K-2, and AWL words was 93.73, which could be considered as a quite easy reading material and almost close estimate for good comprehension of the text in the book. According to Nation (2001), students should know at least 95 of the running words in a text for comprehension. As shown in the Table 1, the numbers of academic words were 4653 words. Academic words are those words which commonly occurr in most academic texts words that are necessary for college students. Another point in Table 1 is the number of off-list words that reached 3113 words or 6.27. Off-list words are those words that were not included in three categories (K-1, K-2, and AWL words). Although off-list words occur infrequently in a text, those words in this study should not be ignored in teaching and learning process, because it may contain the words that students need to know at this level.

B. Negative Vocabulary Profiles of the Textbook

  The following section shows the description of negative vocabulary profiles of the sample textbook. Negative vocabulary is word or items that are not found in the textbook. These unavailable words can be identified from differences of words in the New General Service List (NGSL) and words used in the textbook. The word lists below are useful for teachers in selecting vocabulary items that may be needed to increase the students‟ vocabulary knowledge.

  This part of analysis shows all the head words or word families from K-1 levels that were not found in the sample textbook. Table 2 below presents the summary of negative vocabulary profile for K-1 level.

  Table 2. Negative Vocabulary Profile of K-1 K-1 Total word families: 964 K-1 families in input: 769 (79.77)

  K-1 families not in input: 196 (20.33)

  As shown in the summary, as much as 79.77 of words families were found in the textbook, while 20.33 of word families were not found based on the words listed in New General Service List (NGSL). The word list below is an example of some word families that were not found in the input textbook (The Differentiated Classroom). The complete word list has been attached in Appendix

  A. ACTRESS

  BOAT

  CAPTAIN

  COTTON

  DESERT

  AFFAIR

  BRANCH

  CASTLE

  COUNCIL

  DOCTOR

  AGENT

  BREAD

  COAL

  CROWD

  DOLLAR

  AIR

  BROTHER

  COIN

  CROWN

  DRESS

  ATTACK

  BURN

  COLONY

  CRY

  DRINK

  BED

  BUSINESS

  CONCERN

  DAUGHTER

  DROP

  BLOW

  CAPITAL

  CORN

  DEAR

  DRY

  The second part of this analysis shows the negative vocabulary profile of K-2 or the word families that were not found in the input textbook. The summary of vocabulary profile of K-2 can be seen in Table 3 below.

  Table 3. Negative Vocabulary Profile of K-2 K-2 Total word families: 986 K-2 families in input: 376 (38.13)

  K-2 families not in input: 611 (61.97)

  As can be seen from the Table 3, the percentages of word families 38.13 were found in the input textbook, while the rest 61.97 of word families were not found based on the words listed in New General Service List (NGSL). Below are some of the word families of K-2 that were missing in the textbook. The complete word list has been attached in Appendix B. ABROAD

  ADVERTISE E APOLOGIZE

  ARTIFICIAL

  AXE

  BASKET

  AFRAID

  APOLOGY

  ASH

  BAG

  BATH

  AIRPLANE

  APPLAUD

  ASHAMED

  BAKE

  BATHE

  AMBITION

  APPLAUSE

  ASLEEP

  BAND

  BAY

  AMUSE

  APPLE

  ASTONISH

  BARBER

  BEAM

  This analysis presents the missing word families from the K-3 level in the textbook. Table 4 below presents the summary of negative vocabulary profile of K-3 level. The percentages do not refer to tokens or number of words but rather number of word families. As can be seen in the Table 4, as much as 68.01 of word families were found in the input textbook, which means that 32.16 of word families were missing based on the words listed in NGSL.

  Table 4. Negative Vocabulary Profile of K-3 K-2 Total word families: 596 K-2 families in input: 387 (68.01)

  K-2 families not in input: 183 (32.16)

  Below are some examples of word families which cannot be found in the textbook. The complete word list can be seen in Appendix C.

  ABANDON

  ATTRIBUTE CLAUSE

  AUTOMATE COINCIDE

  CONTACT

  DEPRESS

  AGGREGATE BEHALF

  COMMENCE CORPORATE DISPLACE

  CURRENCY DISTORT

  ARBITRARY CHEMICAL

  CONFINE

  DEDUCE

  DOMESTIC

  ASSURE

  CIVIL

  CONFIRM

  DEFINITE

  EMPIRICAL

  The next section discusses the off-list words or the words that are not listed under the three frequency categories. This list of words may be useful for teachers in facilitating them to teaching the students. In other words, teachers may select and use words from the list that are relevant to the students at the university level. Below is the list of „Off-list‟ words, with 2739 tokens and 1182 types. Note that RANK here means the ranking of the words, FREQ is frequency of word occurrence, and COVERAGE is the percentage of word occurrences, individual or cumulative, and the last column is the vocabulary item. The complete version of blocked frequency can be seen in the Appendix D.

  Table 5. Block Frequency Output of Off-List Words

COVERAGE

  RANK FREQ

  WORD

  individ cumulative

  5.26 CLASSROOM

  2. 99 3.61 8.87 CLASSROOMS

  3. 86 3.14 12.01 READINESS

  4. 42 1.53 13.54 CURRICULUM

  5. 38 1.39 14.93 PROFILE

6. 37 1.35 16.28 UNDERSTANDINGS

7. 35 1.28 17.56 INSTRUCTIONAL

  8. 32 1.17 18.73 MATH

  9. 22 0.80 19.53 KIDS

  10. 22 0.80 20.33 TIERED

  This part compares the frequency of K-1, K-2, AWL and Off-list across the chapters in the textbook. Table 6 below shows the percentages of each frequency level and its descriptions. Table 6. Comparison of Vocabulary Profile across Chapters

  CHAPTERS

  K-1-WORDS

  K-2-WORDS AWL WORDS

  OFF-LIST WORD

  I 80.34 3.95 9.45 6.26

  CUMULATIVE

  84.29 93.74 100.00

  II 77.28 5.13 11.39 6.20

  CUMULATIVE

  82.41 93.80 100.00

  III

  80.41 5.28 8.32 5.99

  CUMULATIVE

  85.69 94.01 100.00

  IV 84.01 3.95 5.18 6.86

  CUMULATIVE

  87.96 93.14 100.00

  V 79.16 5.37 9.11 6.36

  CUMULATIVE

  84.53 93.64 100.00

  VI 78.87 5.57 10.36 5.21

  CUMULATIVE

  84.44 94.80 100.00

  VII

  80.04 4.07 9.11 6.78

  CUMULATIVE

  84.11 93.22 100.00

  As seen in the Table 6, it shows that the differences of K-1 and K-2 across the chapters were not very significant. In other words, the compositions of vocabulary in every frequency level were relatively the same. However, there were significant differences shown in AWL words especially in the percentage of Chapter IV and Chapter X. We have to consider the AWL words in teaching, since those words are often used in academic texts. The students may find difficulties in understanding the chapters.

  E. Text Comparison Across Chapters in the Textbook:

1. Comparison of Chapter IV vs. Chapter X

  The last part of the findings presents the comparison between two chapters. Chapter IV and Chapter X shows significant difference in the percentage of K-1 words and AWL words. The comparison presents the token recycling index of the chapters being compared. Recycling index is the ratio between words that are shared by two chapters and the newest words found in the second chapter.

  words are similar or shared in both chapters and what new or unique words in the second chapter. For teaching purposes, it is necessary for teachers to give more attention to those words that are unique in the second chapter. The analysis of comparison shows that the token recycling index was 85.66. It indicates that as much as 85.66 of words in Chapter IV and Chapter X were similar, while as much as 14.34 (100-85.66) of the words were new or unique in Chapter X. Both shared words and unique words are presented in the Table 7. The complete table has been attached in Appendix E.

  Table 7. Token Recycling Index of Chapter IV and Chapter X

  TOKEN Recycling Index: (3328 repeated tokens: 3885 tokens in new text) = 85.66

  FAMILIES Recycling Index: (426 repeated families: 745 families in new text) = 57.18

  Table 7. Shared and Unique words in Chapter IV and Chapter X.

  Unique to first

  Shared

  Unique to second

  VP novel items

  001. he 52

  001. to 161

  Freq first

  Same list

  002. health 19

  002. and 136

  (then alpha)

  Alpha first

  003. kid 15

  003. the 127

  001. district 13

  001. able 1

  004. life 10

  004. of 125

  002. staff 10

  002. above 1

  005. question 10

  005. be 123

  003. initiate 9

  003. academy 3

  006. could 9

  006. teach 107

  004. strategy 8

  004. account 1

  007. secure 9

  007. a 99

  005. implement 7

  005. accountable 1

  008. still 9

  008. they 87

  006. model 7

  006. achieve 4

  009. dream 8

  009. this 71

  007. practise 7

  007. actual 1

  The second comparison is between Chapter II and Chapter IX. These two chapters also show significant difference in the percentage of K-1 words and AWL words. The finding shows that the token recycling index was 84.82. This percentage shows that as much as 84.82 of words in Chapter II and Chapter IX were similar or shared. Thus, unique or new words in Chapter II and Chapter IX was 15.18 (100-84.82). Both of shared and unique words are presented in the Table 8 below. The complete table has been put in Appendix F.

  Table 8. Token Recycling Index of Chapter II and Chapter IX

  TOKEN Recycling Index: (5469 repeated tokens: 6448 tokens in new text) = 84.82 FAMILIES Recycling Index: (427 repeated families: 928 families in new text) = 46.01

  Table 8. Shared and Unique words in Chapter II and Chapter IX.

  Unique to first

  Shared

  Unique to second

  VP novel items

  001. profile 13

  001. to 258

  Freq first

  Same list

  002. modify 8

  002. the 230

  (then alpha)

  Alpha first

  007. element 4 007. they 179

  005. reflect 12 005. across 1 006. administrator 4

  The main purpose of this present study was to profile the vocabulary used in the students‟ textbook of Bachelor of International Primary Education (BIPE) program, Faculty of Education at Universitas Kristen Satya Wacana.

  The study found out that overall vocabulary used in the textbook could be considered as a quite easy reading material. The cumulative percentage of K-1, K-

  2, and AWL words was 93.73, which is almost close estimate for good comprehension of the text in the book. Based on Nation (2001), students need to know and understand at least 95 of the running words in a text for their comprehension.

  Another finding of this study showed the negative vocabulary or the words that were not found in the textbook. Based on the New General Service List (NGSL), as much as 20.33 of K-1 word families were not found in the textbook. In K-2, the percentage of missing words (61.97) was higher than the words found in the textbook (38.13). While in K-3, as much as 32.16 of word families were not found in the textbook. The list of negative vocabulary should not be ignored because it may be useful for teachers or students for teaching and learning purposes since it may contain the new words that the students need to know.

  The last finding showed the significant difference of the words frequency level across chapters especially chapter four and chapter ten, chapter two and chapter nine. The difference was displayed using Token Recycling Index which showed the unique or new words that found in the second chapter, and shared The last finding showed the significant difference of the words frequency level across chapters especially chapter four and chapter ten, chapter two and chapter nine. The difference was displayed using Token Recycling Index which showed the unique or new words that found in the second chapter, and shared

  

  However, this study is based only on one textbook. There are still many textbooks that have not been analyzed. Therefore, a similar study should be conducted in order to profile the rest of the textbooks used in the Bachelor of International Primary Education (BIPE), Faculty of Education at Universitas Kristen Satya Wacana.

  Astika, G. (2015). Profiling the vocabulary of news text as capacity building for

  language teachers. Indonesian Journal of Applied Linguistics, 4 (2), 257- 266.

  Cooper, T. (2002). 100 Write and Learn Sight Word Practice Pages: Engaging

  Reproducible Activity Pages that Help Kids Recognize, Write, and Really LEARN the Top 100 High-Frequency Words that are Key to Reading Success. New York: Scholastic Inc.

  Coxhead, A. (2000). A New Academic Word List. TESOL Quarterly. 34 (2), pp. 213-238.

  Coxhead, A. Nation, P. (2001). The specialised vocabulary of English for

  academic purposes. In J. Flowerdew M. Peacock, Research perspectives in English for academic purposes (315-329). Cambridge: Cambridge University Press.

  Coxhead, A. (2006). Essentials of teaching academic vocabulary English for

  academic success. Massey University: New Zealand.

  Fisher, D. Frey, N. (2914). Content area vocabulary learning. The Reading

  Teacher, 67 (8), 594-599.

  Li, L. Zhang, X. (2009). Teaching vocabulary in Chinese universities: What

  and how? Asian Social Science, 5 (7), 126-128.

  Meara, P. (2005). Lexical frequency profiles: A Monte Carlo analysis. Applied

  Linguistics, 26 (1), 32-47.

  Morris, L., Cobb, T. (2004). Vocabulary profiles as predictors of the academic

  performance of teaching English as a second language trainees. System 32, 75-87. doi:10.1016j.system.2003.05.001

  Nation, I. S. P. (1990). Teaching and Learning Vocabulary. Boston,

  Massachusetts: Heinle and Heinle.

  (Eds.), Second language vocabulary acquisition. New York: Cambridge University Press. pp. 238-254.

  Nation, I. S. (2001). Learning Vocabulary in Another Language. Cambridge:

  Cambridge University Press.

  Nation, I. S. P. (2008). Teaching vocabulary: Strategies and techniques. Heinlei:

  Cengage Learning.

  Olmos, C. (2009). An Assessment of the Vocabulary Knowledge of Students in

  the Final Year of Secondary Education. Is Their Vocabulary Extensive Enough? International Journal of English Studies, Special Issue, 73-90.

  Rivera, M. Rivera, R. (2007). Practical guide to thesis and dissertation writing.

  Quezon City: KATHA Publishing, Inc.

  Saengpakdeejit, R. (2014). Strategies for Dealing with Vocabulary Learning

  Problems by Thai University Students. Silpakorn University Journal of Social Sciences, Humanities, and Arts, 14 (1), 147-167.

  Tomlinson, C. A. (2000b). Reconcilable differences? Standards-based teaching

  and differentiation. Educational Leadership, 58 (1), 1-7.

  Xinlu, G Liqin, Y (2014). Word saliency and frequency of academic words in

  textbook: A case study in the new standard college English. International Education Series, 7(4), 14-26.

  This study would not have been completed without help and support from many people. First of all, I would like to thank Allah SWT for His guidance and blessing in finishing this study. I would like to express my sincere gratitude to my supervisor, Prof. Dr. Gusti Astika, M.A. for his guidance, suggestion, support, and help during the accomplishment of my thesis. I also would like to express my gratitude to my examiner, Anne Indrayanti Timotius, M. Ed for the guidance and help to examine my thesis.

  Moreover, I would like to express my big gratitude to my beloved parents for their patience and a lot of support so that I could finish this study. Big thank to my friends, Ana, Anes, Ratih, Luky, Widya, Yuani, Atika, Sulis, Setyo, and Ridwan for the help, togetherness, and happiness we shared together, and thank you for inspiring me to finish this thesis. Finally, I would like to say thank to my Vocabulary Profile mates Nova, Ika, Putri, Iwan, Valerie for helping each other to finish our thesis.

1. Appendix A: Negative Vocabulary Profile of K-1

  ACTRESS AFFAIR AGENT AIR ATTACK BED BLOOD BLOW BOAT BRANCH BREAD BROTHER BURN BUSINESS CAPITAL CAPTAIN CASTLE COAL COIN COLONY COMMITTEE CONCERN CORN COTTON COUNCIL CROWD CROWN CRY DAUGHTER DEAR DESERT DOCTOR DOLLAR DRESS DRINK DROP

  DRY DUE DUTY EAR EARTH EAST EGG ELEVEN EMPIRE ENEMY EVENING EXPENSE EXPERIMENT FAITH FELLOW FISH FLOWER FOREST FORTH FRESH GARDEN GAS GATE GENTLE GLAD GLASS GOD GOLD HARDLY HEAVEN HILL HORSE HOUR HUNDRED HUSBAND INCH

  IRON JUSTICE KILL LAKE LAND LIE LIP LORD LOSS MACHINE MANUFACTURE MAYBE MERE MILE MILK MILLION MINER MINISTER MISTER MONDAY MOON MORAL MOREOVER MOUNTAIN MOUTH MRS NEIGHBOUR NOBLE NONE NORTH NUMERICAL OFFICIAL OIL OWE PLAIN POPULAR

  POSSESS POUND POVERTY PRESIDENT PRESS PRETTY PREVENT PRICE PRIVATE PROFIT PROPERTY QUANTITY QUEEN RANK RECEIPT REFUSE REPUBLIC RESERVE RIVER ROCK ROLL ROUGH ROYAL SAIL SALE SALT SATURDAY SEA SECRET SECRETARY SEPARATE SHADOW SHORE SHOULDER SIGHT SILVER

  SIR SISTER SKY SLEEP SNOW SOLDIER SOON SOUTH SPITE SPREAD STEEL STREAM STREET SUN SUNDAY SURROUND SWEET SWORD TAX TEAR TEMPLE TEN THIRTEEN THIRTY THURSDAY TILL TON TOWN TRAVEL TRUST TUESDAY TWELVE TWENTY UNDER UNION VALLEY

  ABROAD ABSOLUTELY ACCIDENT ACCUSE ACHE ADVERTISE AEROPLANE AFRAID AFTERNOON AGRICULTURE AIRPLANE AMBITION AMUSE ANGER ANNOY ANXIETY APART APOLOGIZE APOLOGY APPLAUD APPLAUSE APPLE ARCH ARGUE ARREST ARROW ARTIFICIAL ASH ASHAMED ASLEEP ASTONISH AUNT AUTUMN AWAKE AWKWARD AXE BAG BAGGAGE BAKE

  BAND BARBER BARE BARELY BARGAIN BARREL BASIN BASKET BATH BATHE BAY BEAM BEAN BEARD BEAST BEAT BEG BEHAVE BELT BEND BERRY BICYCLE BILLION BIRTH BITE BITTER BLADE BLAME BLESS BLIND BOAST BOLD BORDER BORROW BOTTLE BOUNDARY BOW BOWL

  BRAVE BREAKFAST BREATH BREATHE BRIBE BRICK BROADCAST BUNDLE BURIAL BURY BUS BUTTON CAGE CAKE CAMP CANAL CAPE CARRIAGE CART CAT CATTLE CAUTION CAVE CENT CENTIMETRE CEREMONY CHALK CHARM CHEAP CHEAT CHEER CHEESE CHEQUE CHEST CHIMNEY CHRISTMAS CIVILISE CLERK CLEVER CLIFF

  COARSE COAT COFFEE COLLAR COMB COMMERCE COMPANION COMPLAIN CONFESS CONGRAT CONSCIENCE CONVENIENC

  E COOL COPPER COPY CORK COTTAGE COUGH COUSIN COW COWARD CRACK CRASH CREAM CREEP CRIME CRIMINAL CRITIC CRUEL CRUSH CUPBOARDS CURL CURSE CURTAIN CURVE CUSHION CUSTOM CUSTOMER DAMAGE

  DAMP DARE DEAF DEBT DECAY DECEIVE DECREASE DEER DELAY DELICATE DESCEND DESERVE DEVIL DIG DINNER DIP DIRT DISEASE DISGUST DISH DISMISS DISTURB DITCH DONKEY DOT DOUBLE DRAWER DRUM DUCK DUST EDGE ELASTIC ELDER ELEPHANT ENCLOSE ENVELOPE ENVY EVIL EXACT

  EXPLODE FADE FAINT FALSE FANCY FASTEN FAT FATE FAULT FEAST FEATHER FENCE FEVER FIERCE FILM FINGER FLAG FLAME FLAT FLAVOUR FLESH FLOAT FLOOD FLOUR FOLD FOND FOOL FOOT FORBID FORGIVE FORK FREEZE FRUIT FRY FUNERAL FUR GALLON GAY GLORY GOAT

  GRAIN GRAM GRASS GRATEFUL GRAVE GREASE GREED GREET GRIND GUARD GUEST GUILTY GUN HAIR HAMMER HANDKERCHEF HARBOR HARM HAT HATE HAY HEAP HESITATE HIDE HIRE HOLIDAY HOLY HONEST HOOK HORIZON HOSPITAL HOST HOTEL HUMBLE HURRAH HURRY HUT ICE IDLE INN

  INSTANT INSULT INSURE INTERFERE INTERRUPT INWARD ISLAND JAW JEALOUS JEWEL JOKE JUICE KILOGRAM KILOMETRE KISS KITCHEN KNEE KNEEL KNIFE KNOCK KNOT LAMP LAZY LEAF LEAN LEATHER LID LIMB LIQUID LITRE LOAD LOAF LOAN LODGING LONE LOOSE LOUD LOYAL LUCK LUMP

  MAD MAIL MAT MEAL MEAN WHILE MEAT MELT MEND MERCHANT MERCY MERRY MESSENGE R METRE MILD MILL MILLIGRAM MILLILITRE MILLIMETR MINERAL MISERABLE MONKEY MOUSE MUD MURDER NEEDLE NEGLECT NEPHEW NICE NIECE NONSENSE NOON NOSE NUISANCE NURSE NUT OAR OBEY OCEAN OFFEND

  ONWARDS ORANGE ORGAN ORNAMENT PACK PAD PALE PAN PARCEL PARDON PASSENGER PASTE PATRIOTIC PAW PEARL PEN PENNY PERFECT PERSUADE PET PIG PIGEON PIN PINT PIPE PITY PLANE PLASTER PLATE PLOUGH PLURAL POISON POLICE POLITE POSTPONE POT POUR POWDER PRAISE PRAY

  PRECIOUS PREJUDICE PRESERVE PRETEND PRIEST PRISON PROCESSION PROGRAMME PUMP PUNCTUAL PUPIL PURE QUALIFY QUART RABBIT RAIN RAKE RAT RAY RAZOR RECOMMEND REFRESH REGRET REJOICE RELIEVE REMEDY RENT REPAIR REPRODUCE REPUTATION RESCUE RESIGN RETIRE REVENGE REWARD RID RIPE RIVAL ROAR ROAST

  ROOF ROPE ROT RUB RUBBER RUBBISH RUDE RUG RUIN RUSH RUST SACRED SACRIFICE SADDLE SAKE SALARY SAND SAUCE SAUCER SAWS SCATTER SCENT SCOLD SCORN SCRAPE SCREW SEW SHADE SHAME SHARP SHAVE SHEEP SHELF SHELL SHIELD SHILLING SHIRT SHOCK SHOE

  SHOWER SHUT SILK SINCERE SKIRT SLAVE SLIDE SLOPE SMELL SMOKE SNAKE SOAP SOCK SOIL SOLEMN SORE SORRY SOUP SOUR SOW SPADE SPARE SPILL SPIN SPIT SPLENDID SPLIT SPOIL SPOON STAIN STAIRS STAMP STEAL STEAM STEEP STIFF STING STIR STOCKING

  STORM STOVE STRAP STRICT STRIPE STUPID SUCK SUDDEN SUGAR SUPPER SUSPECT SWEAR SWEAT SWEEP SWELL SWING SYMPATHY TASTE TAXI TELEGRAPH TELEPHONE TEMPT TEND TENDER TENT TERRIBLE THEATRE THICK THIEF THORN THREAD THROAT THUMB THUNDER TICKET TIDE TIDY TIN TIP

  TOBACCO TONGUE TONIGHT TOUR TOWEL TOWER TOY TRAP TREMBLE TRIBE TRUNK TUBE TUNE TWIST UGLY UMBRELLA UNCLE UPRIGHT UPSET VAIN VEIL VERSE VIOLENT VOYAGE WAIST WARM WASH WAX WEAPON WEAVE WEED WEIGH WET WHEAT WHIP WHISTLE WICKED WIDOW WINE WING

  ABANDON ACCOMMODATE ADJACENT ADMINISTRATE AGGREGATE ALLOCATE ANNUAL APPARENT ARBITRARY ASSURE ATTRIBUTE AUTOMATE BEHALF BOND BULK CEASE CHEMICAL CIRCUMSTANCE CIVIL CLAUSE COINCIDE COLLAPSE COMMENCE COMMISSION COMPATIBLE COMPENSATE COMPILE COMPLEMENT COMPREHENSI VE COMPRISE CONCURRENT CONFINE CONFIRM CONSUME CONTACT CONTROVERSY CONVERSE CORPORATE CREDIT CURRENCY

  DEDUCE DEFINITE DENOTE DEPRESS DEVIATE DISCRIMINATE DISPLACE DISPOSE DISTORT DOMESTIC EMPIRICAL ENFORCE ENORMOUS ENTITY EQUIP EQUIVALENT ERODE ESTATE EXCEED EXPLOIT EXPORT EXTERNAL EXTRACT FACTOR FEDERAL FEE FINANCE FINITE FLUCTUATE FORTHCOMING FOUNDED FUND FURTHERMORE GLOBE GUARANTEE HENCE HIERARCHY IDEOLOGY

  IMPLY INCENTIVE INCOME INDEX INDUCE INFER INFRASTRUCT UR INHIBIT INJURE INSPECT INTEGRITY INTERMEDIATE INTERVAL INVOKE LEGAL LEGISLATE LEVY LIBERAL LICENCE LIKEWISE MARGIN MEDIATE MEDICAL MEDIUM MIGRATE MINIMUM MINISTRY MINOR MOTIVE NEUTRAL NEVERTHELESS NORMAL NOTWITHSTAN DING NUCLEAR OBJECTIVE OBTAIN OBVIOUS

  ODD OFFSET OVERLAP OVERSEAS PANEL PARADIGM PERCENT PRECEDE PRELIMINARY PRESUME PRIORITY PROHIBIT PROPORTION PROSPECT PROTOCOL PUBLICATION QUALITATIVE QUOTE RADICAL RATIO RATIONAL REACT RECOVER REGIME REGION REGISTER REGULATE RELEASE RELUCTANCE RESTORE RESTRAIN RESTRICT REVENUE REVERSE RIGID SCHEME SECTOR SEX

  SIMULATE SO-CALLED SOLE STABLE SUBORDINATE SUBSEQUENT SUBSIDY SUBSTITUTE SUCCESSOR SUFFICIENT SUM SURVIVE SUSPEND TECHNIQUE TEMPORARY TERMINATE THEREBY THESIS TRACE TRANSMIT TREND TRIGGER UNDERGO UNDERLIE UNIFY VIA VIOLATE WHEREAS WHEREBY WIDESPREAD

  : 662016 1:19 Tokens : 2739 Types

  RANK FREQ

  WORD

  individ cumulative

  5.26 CLASSROOM

  2. 99 3.61 8.87 CLASSROOMS

  3. 86 3.14 12.01 READINESS

  4. 42 1.53 13.54 CURRICULUM

  5. 38 1.39 14.93 PROFILE

6. 37 1.35 16.28 UNDERSTANDINGS

7. 35 1.28 17.56 INSTRUCTIONAL

  8. 32 1.17 18.73 MATH

  9. 22 0.80 19.53 KIDS

  10. 22 0.80 20.33 TIERED

  11. 20 0.73 21.06 PEER

  12. 18 0.66 21.72 DINOSAUR

  13. 18 0.66 22.38 DINOSAURS

  14. 17 0.62 23.00 GRADERS

  15. 17 0.62 23.62 GUIDANCE

  16. 0.58 24.20 TRIANGLE

  17. 15 0.55 24.75 STRENGTHS

  18. 14 0.51 25.26 HOMEWORK

  19. 13 0.47 25.73 OZONE

  20. 12 0.44 26.17 GENUINE

  21. 12 0.44 26.61 MYTHS

  22. 11 0.40 27.01 EQUITY

  23. 11 0.40 27.41 NOVELS

  24. 11 0.40 27.81 PROFILES

  26. 10 0.37 28.55 CATHEDRALS

  27. 10 0.37 28.92 NOVEL

  28. 10 0.37 29.29 PACE

  29. 9 0.33 29.62 ENGAGEMENT

  30. 9 0.33 29.95 ENGAGING

  31. 9 0.33 30.28 GRASP

32. 9 0.33 30.61 INTELLIGENCES

  33. 9 0.33 30.94 INTERNET

  34. 9 0.33 31.27 PROFICIENCY

  35. 9 0.33 31.60 QUIZ

  36. 9 0.33 31.93 VOCABULARY

  37. 8 0.29 32.22 ANCHOR

  38. 8 0.29 32.51 CONTINUALLY

  39. 8 0.29 32.80 FOLDERS

  40. 8 0.29 33.09 GRID

  41. 8 0.29 33.38 NOVICE

  42. 8 0.29 33.67 VIDEOS

  43. 7 0.26 33.93 CONCRETE

  44. 7 0.26 34.19 ENGAGE

  45. 7 0.26 34.45 FEEDBACK

  46. 7 0.26 34.71 HERO

  47. 7 0.26 34.97 HUMOR

  48. 7 0.26 35.23 ORGANIZERS