T1 112010014 Full text
Literature Review
Learning language can‟t be separated from vocabulary, because vocabulary is the
very first thing to be learnt that enable learners use the language well. According to
Olmos (2009), “Vocabulary is the basic tool for shaping and transmitting meaning”. If
the learners know something like third person “you” without knowing the denotation of
this function word, they cannot use it. Nation (1990) states one thing that cannot be
avoided is giving attention to vocabulary because communication in language teaching
should deal with vocabulary in one way or another.
Learning vocabulary is important as the basis in language learning. Students have
to enrich their vocabulary so that they become proficient in English. However, there
always problems in learning vocabulary and learners do not understand the words. In
learning IC (Integrated Course), vocabulary becomes one of the problems which are
met by the learner. The words may be too difficult or unfamiliar which are not
frequently used.
Therefore, it is necessary that the vocabulary profile of the words contained in IC
books should be identified. This is requires teacher to teach the vocabulary because they
may give more emphasis on the high-frequency words of academic vocabulary. This is
important for teachers to help students in giving suitable vocabulary exercises,
assignments or any other activities to enrich or help students use the vocabulary. By
identifying vocabulary profile of IC book, the academic words can be sorted out.
2
Vocabulary profile is aggregation of word frequencies (Graves, 2005). It
describes frequency of word usage and where it belongs in the word groups.
Frequency level as Yoon and Zechner (2001) said is a class of words (or appropriately
chosen word unit) that is grouped based on their frequencies of actual usage in
corpora. There are four types of vocabulary profile, high – frequency word, low –
frequency word, academic word and technical word.
High-frequency word consists of 1000 and 1001 – 2000 family words (Schmitt
2012). The words mostly used in the printed language. Schmitt argue that high
frequency vocabulary should be explicitly addressed, because it is very useful for the
learners and around 2000 words are considered as sufficient use and engage in daily
conversation. So, the learners should have known and be familiar with the words.
Moreover, studying the most frequent words allows students to have more
possibilities to use the vocabulary they have learnt in real life situations. The
examples of this type is of, and, he, is, from, which, had, not, your, their, to, be, now,
etc.
Low-frequency word is considered as difficult and sophisticated word according
to Yoon and Zechner (2001). According to Nation (1990), low frequency words have
three characteristic. First, there are several hundred thousand words. Second, students
will not often meet the words because these only appear once or twice. The last is
because these words infrequently appear in the text. It can also be frequent in a very
specialized area and another particular text. Low-frequency words are generally
consisting of 2000 words. In his book, Nation also describes low-frequency words as
a very large group of words with the words occur very infrequently. The example of
this type is categorical, caste, admirable, adventurous, bankrupt, afflict, etc.
3
Another type of group is academic word that is different from the words that
usually used in daily conversation. Academic vocabulary/words depend on the area of
content. It usually caused difficulties for students outside the university level in
learning vocabulary because this type is used for textbooks of university level.
Academic vocabulary is included to specialized vocabulary and can also include in
low or high frequency words of word groups. The example of this type are „analyze‟,
„assess‟, „availability‟, „concept‟, „consist‟, „beneficiary‟,‟ assumption‟, „approach‟,
etc.
Technical words occur in very limited area. Some technical words could not
be avoided during reading because it is closely connected to the topic given. So, it
will be difficult for the learners if they have not had a background in that technical
area. For example, a Chinese student will have a difficulty in reading a literary text on
religious poetry and found the words liturgy and Eucharist because her lack of
knowledge in Christian worship (Nation, 1990). Similar to academic vocabulary, this
type can also include to low or high frequency words and specialized vocabulary of
word groups. The examples of technical words is in electrical engineering field are
chip, chroma, brightness, balanced, ampere, ampacity, floating, controller, capacitor,
etc.
4
The Study
Context of the Study
English Teacher Education Program of Satya Wacana Christian University has
prerequisite courses and one of them is IC (Integrated Course). The students should
take this course in their first semester as a requisite for they can continue the next
course in the next semester. There are two books that are used in Integrated Course
learning; Integrated Course Book 1 and Integrated Course Book 2. These books
contain kinds of materials and exercises like reading, writing, etc. The lecture use
English during teaching learning process.
Materials
The sample was two IC (Integrated Course) books used by the students of
English Department angkatan 2013 of Satya Wacana Christian University. The books
selected were Integrated Course Book 1 and Integrated Course Book 2. The books
contained reading, writing, and many exercises. To get enough sample, 25% of the
pages from each book were selected systematically (every other four pages; start from
page 2 and then jump to page 6, page 10, and so on) to analyze the vocabulary profile.
5
Data Collection Instrument
The aim of this study was to analyze the vocabulary profile of IC (Integrated
Course) books used by student of English Department of Satya Wacana Christian
University. To get the result, this study used vocabulary profiler. Vocabulary profiler
is an electronic tool to categorize the words in the text into their frequencies in form
of percentage (%) and showed them in different colors representing the classification.
It could show how many words belong to four frequency level: K1 (1000 word list),
K2 (1000 - 2000 word list), AWL list (Academic Word List), and Off-list (the words
do not appear beyond the three others).
Data Collection Procedure
In collecting the data, first step was selecting the sample from the books.
Twenty five percent (25%) of the pages of each book were chosen systematically.
Second, copying the text that has been written in the word file and feed it to the
Vocabulary Profiler to be analyzed.
Data Analysis Procedure
The result of data analysis was presented in vocabulary profile tables in the
appendix. The tables showed the number of the words in four frequencies: K1 (1000
word list), K2 (1000 - 2000 word list), AWL list (Academic Word List), and Off-list
(the words do not appear beyond the three others). The numbers were presented in the
form of percentage (%). Then, the numbers of frequency on the tables were averaged
and presented in the chart form to compare K1, K2, AWL word, and Off-list word in
each book.
6
Findings and Discussions
As much as 25% of the pages were taken from IC (Integrated Course) book 1
for analysis and 31 pages were selected systematically. The result of vocabulary
profile of book 1 was presented in the following figure. The Figure shows the
comparison of frequency words: K1, K2, ALW word, and Off-list of this book.
Figure 1: Vocabulary Profile of Book 1
90
81.46%
80
70
60
50
Average
40
30
20
8.94%
7.54%
10
2.1%
0
K1
K2
AWL word Off-list
Word
Vocabulary Type
Figure 1 shows the vocabulary profile of IC book 1. There were 127 pages in
English textbook Integrated Course 1 and there were 31 pages chosen systematically
for analysis. The result showed that the average of K1Word (1 – 1000) was 81.46%,
K2 Word (1001 – 2000) was 7.54%, AWL (Academic Word List) was 2.1%, and Off –
7
List Word was 8.94 for this book. K1 word got the highest percentage, the examples of
words were used like he, put, just, can, always, with, etc. The lowest was AWL word
that were used, for example document, identify, journal, obvious, etc. The one that also
dominated was Off-list words such as names (Kassapian, Sumanto, Sa’id, etc) and
name of places (Colina, Timberville, London, etc). Surprisingly, the result of book 1
was far from the expectation that this book would have highest percentage of AWL,
bur the result was opposite.
Figure 2 shows the vocabulary profile of IC book 2. This second book
consisted of 176 pages and there were 42 pages chosen systematically for analysis.
The output showed the result that the average of K1Word (1 – 1000) was 83.93%, K2
Word (1001 – 2000) was 7.12%, AWL (Academic Word List) was 1.72%, and for Off
– List Word was 7.11% for this book.
Figure 2: Vocabulary Profile of Book 2
Average
90 83.93%
80
70
60
50
40
30
20
10
0
K1
7.11%
7.12%
1.72%
K2
AWL word Off - list
word
Vocabulary Type
8
As seen in Figure 2, the highest percentage was K1 word. This was same as
the first book, Integrated Course 1. The AWL word got the lowest percentage. The
Figure showed that between K2 word and Off-list word almost has the same result
that was 7.12% and 7.11%. Combining to the first book was somewhat surprising that
there were no difference from both books where the AWL word here had the lowest
percentage.
AVERAGE OF TWO BOOKS
K1 Word
(81.46%
+
K2 Word
(7.54%
AWL Word
Off – List
Word
83.93%)
:
2
=
82.69%
+ 7.12%)
:
2
=
7.33%
(2.1%
+
1.72%)
: 2
=
1.91%
(8.94%
+
7.11%)
: 2
=
8.02%
9
Conclusion
The aim of this study is to show the analysis of vocabulary profile of IC
(Integrated Course) books used by students of English Teacher Education Program of
Satya Wacana Christian University. After analyzing the vocabulary profile of IC
(Integrated Course) Book 1 and 2, the result showed that the average of K1(1000
words) in book 1 was 81.46% and book 2 was 83.93%. K2 (1001 – 2000 words) in
book 1 was 7.54% and book 2 was 7.12%. AWL (Academic Word) in book 1 was
2.1% and book 2 was 1.72%. Off – List Word book 1 was 8.94% and book 2 was
7.11%.
Figure 3: Vocabulary Profile of IC (Integrated Course) Book 1 and 2
90
80
70
60
50
40
30
20
10
0
81.46%
83.93%
7.12%
7.54%
8.94%
2.1%
K1
K2
IC 1
7.11%
1.72%
AWL Word Off - List
Word
IC 2
As seen in Figure 3, the words used in the two – IC books were dominated by
high – frequency word (K1 Word). According to Vadasy (2012), academic words
10
make up 10% of academic text. The IC books in this study did not reach the
percentage that was mentioned. The result was far below the 10%; only 1.91%.
Compared to Vadasy‟s result, this study was different that the average of academic
word in two – IC books was only 1.91%. According to Nation (1990), academic word
is usually used for university level, but, seen from the result the academic word
(AWL) was lower than K1, K2, and even Off - List word. The result of this study
indicated that these books should be easy for students of Satya Wacana Christian
University since the proportion of Academic Word in the books was very small.
This information on vocabulary profile was important and could help teachers
in checking the material that would be given to the students. This was good to help
teachers in giving suitable vocabulary exercises, assignments, and any other activities
by knowing the difficulty level of the vocabulary.
11
Acknowledgement
I would like to express my happiness and gratitude to all of people that had
helped and supported me in finishing my thesis. First of all, I‟d like to thank to Jesus
Christ for His guidance and blessings to me. I also express my sincere gratitude to
Bapak Prof. Dr. Gusti Astika, M. A. because of his patience I could finish my thesis.
My gratitude also goes to my examiner Ibu Victoria Usadya Palupi, M.A. who has
examined my thesis. I also want to thank to my mum and sister for always there in
supporting and praying for me. To my best friends Noel, Monica, and Chrisna, thank
you for good moments and times we had spent together. I also thank Della, Sho, and
Rea as my „research- mate‟ for sharing ideas and helping me.
12
References
Adanza, E. G. (1995). Research Method: Principles and Applications. Manila: Rex
Bookstore.
Brown, H. D. (Ed.). (2008). Tips for Teaching with CALL: Practical Approaches to
Computer-Assisted Language Learning. New York: Longman.
Ghazal, L. (2007). Learning Vocabulary in EFL Contexts Through Vocabulary Learning
Strategies. Novitas Royal: Research on youth and language, 1(2), pp. 84-91.
Graves, D. (2005). A Publication of the Jane Austen Society of North America. Vocabulary
Profiles of Letters and Novels of Jane Austen and her Contemporaries, 26 (1).
Retrieved from http://www.jasna.org/index.html
Nation, I. S. P. (1990). Teaching and Learning Vocabulary. Boston: Heinle & Heinle
Publisher
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 Publsihing, Inc.
Schmitt, N., & Schmitt, D. (2012). Frequency and Vocabulary Size. A reassessment of
frequency
and
vocabulary
size
in
L2
vocabulary
teaching,
1
–
20.
doi:10.1017/S0261444812000018. Retrieved from http://journals.cambridge.org
Thornbury, S. (2002). How to Teach Vocabulary. In Harmer, J. (Ed.), How words are learned
(pp. 13-31). Essex: Longman.
13
Vadasy, P. F. (2012). Vocabulary Instruction for Struggling Students. New York: A Division
of Guilford Publications, Inc.
Woolf, B. (2008). Intelligent Tutoring Systems: 9th International Conference on Intelligent
Tutoring Systems, ITS 2008, Montreal, Canada, Proceedings. New York: Springer.
Yoon, S.Y., & Zechner, K. (2001). Vocabulary Profile as a Measure of Vocabulary
Sophistication. The 7th Workshop on the Innovative Use of NLP for Building
Educational Applications, Special Issue, 180-18
14
Appendix 1
Vocabulary Profile of Book 1 and Book 2
Book 1
Vocabulary Types
Page
K1 Word (%)
K2 Word (%)
AWL Word
(%)
Off - list Word
(%)
Page 2
85.22
7.19
0.41
7.19
Page 6
53.98
23.01
4.42
18.58
Page 10
82.95
4.21
3.64
9.20
Page 14
85.33
5.67
2.33
6.67
Page 18
92.53
2.30
1.15
4.02
Page 22
81.44
8.38
1.20
8.98
Page 26
82.95
9.39
0.77
6.90
Page 30
84.15
7.55
0.75
7.55
Page 34
80.46
7.66
2.30
9.58
Page 38
76.06
8.45
4.93
10.56
Page 42
84.14
8.06
1.08
6.72
Page 46
86.39
6.28
0.52
6.81
Page 50
76.23
3.69
9.84
10.25
Page 54
80.13
9.12
0.98
9.77
Page 58
82.24
10.86
2.63
4.28
Page 62
83.72
6.31
2.66
7.31
Page 66
84.92
7.54
1.51
6.03
Page 70
82.20
5.30
3.03
9.47
Page 74
82.44
11.71
2.44
3.41
Page 78
87.20
5.60
0.40
6.80
Page 82
85.82
4.26
0.24
9.69
Page 86
75.51
14.87
1.83
7.78
15
Page 90
88.75
0.96
0.96
9.32
Page 94
84.79
5.99
1.00
8.23
Vocabulary Types
Page
K1 Word
(%)
K2 Word
(%)
AWL Word
(%)
Off - list Word
(%)
Page 98
87.63
2.44
0.31
9.62
Page 104
79.31
11.60
0.94
8.15
Page 108
85.85
5.37
0.49
8.29
Page 112
82.20
3.30
4.18
10.33
Page 116
67.88
14.60
3.65
13.87
Page 120
73.27
6.45
0.46
19.82
Page 124
79.51
7.41
1.23
11.85
Average IC
book 1
81.46
7.54
2.1
8.94
Book 2
Vocabulary Types
K1 Word
(%)
K2 Word
(%)
AWL Word
(%)
Off - list Word
(%)
Page 2
82.11
6.67
0.70
10.53
Page 6
85.58
11.54
0.64
2.24
Page 10
83.69
9.97
1.51
4.83
Page 16
82.82
7.22
2.75
7.22
Page 20
89.74
2.99
0.85
6.41
Page 24
78.24
9.97
2.49
9.30
Page 28
76.72
11.90
3.17
8.20
Page 32
76.39
7.87
2.31
13.43
Page 36
86.30
2.74
1.37
9.59
Page 40
88.89
4.37
0.40
6.35
Page
16
Page 44
84.07
10.62
0.00
5.31
Page 48
84.50
9.30
1.55
4.65
Page 52
83.40
11.34
1.21
4.05
Page 56
86.39
4.71
2.62
6.28
Page 60
67.64
17.44
0.39
14.53
Page 64
86.89
4.10
2.46
6.56
Page 68
89.41
5.08
1.27
4.24
Page 72
85.71
7.79
3.90
2.60
Page 76
79.03
9.03
2.26
9.68
Page 80
81.56
7.09
5.67
5.67
Page 84
90.84
3.82
0.76
4.58
Page 88
81.65
2.75
2.75
12.84
Page 92
82.93
7.66
1.09
8.32
Page 96
89.25
3.27
2.34
5.14
17
Vocabulary Types
Page
K1 Word
(%)
K2 Word
(%)
AWL Word
(%)
Off - list Word
(%)
Page 100
71.70
5.66
1.89
20.75
Page 104
90.35
4.39
2.81
2.46
Page 108
83.22
6.91
3.29
6.58
Page 112
90.44
4.10
1.37
4.10
Page 116
90.40
5.63
0.33
3.64
Page 120
94.25
3.45
0.57
1.72
Page 124
84.90
4.71
0.97
9.42
Page 130
87.62
4.64
1.86
5.88
Page 134
91.12
4.67
0.93
3.27
Page 138
90.00
4.17
2.50
3.33
Page 142
82.51
12.02
1.09
4.37
Page 146
75.33
12.50
2.30
9.87
Page 150
83.04
10.53
3.51
2.92
Page 154
81.05
7.06
1.21
10.69
Page 158
79.18
11.83
1.29
7.71
Page 166
84.32
11.41
0.54
4.62
Page 170
78.80
5.78
0.96
14.46
Page 174
83.47
5.60
0.56
10.36
Average IC
book 2
83.93
7.12
1.72
7.11
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Appendix 2
Sample Text
1.
ROOMS AND FURNITURE
Below is a telephone conversation between a landlady and a student who is looking
for a room to rent. (page 2)
Landlady:
Yes, this is 4474716.
Student:
Hello. May I please speak to Mrs. Davies?
Landlady:
Speaking
Student:
Good afternoon. My name‟s Swinny Guinea. I was given your address by the
students residential center. I understand you have a room to rent.
Landlady:
Yes, that‟s right. I‟ve just one room still vacant. It‟s an attic room, on the
second floor. It‟s rather small, but I‟m sure you‟ll find it‟s very comfortable.
Student:
I see. And how much do you charge for it?
Landlady:
The rent‟s S500 a month. That includes electricity, but not gas
Student:
Has then room got central heating?
Landlady:
No, it‟s got a gas fire which keeps the room very warm.
Student:
I see….. and what about furniture? It is furnished, isn‟t it?
Landlady:
Oh yes… Er… There‟s a divan bed in the corner with a new mattress on it…
Er… let me see… There‟s a small dresser, an armchair, a coffee table, a
bookshelf…
Student:
Is there a desk?
Landlady:
Yes, there‟s one under the window. It‟s got plenty of drawers and there‟s a
lamp on it.
Student:
Oh good… Is there a sink in the room?
Landlady:
No, I‟m afraid there isn‟t a sink. But, there‟s a bathroom just across the
hallway, and that‟s got a sink and a shower as well as a bath. You share the
bathroom with the people in the other rooms the toilet is separate, but
unfortunately it‟s on the floor below.
Student:
Oh, that‟s all right… What about cooking? Can I cook my own meal?
19
Landlady:
well, there‟s a little kitchenette next to your room. It has not got a proper stove
in it, but there‟s a gas ring and an electric kettle by the sink. I find my student
prefer to eat at the university.
Student:
I see. And is the room fairly quiet?
Landlady:
Oh yes. It‟s at the back of the house. It looks onto the garden and it faces
south, so it‟s bright and sunny, too. It‟s very attractive, really. And it‟s just
under the roof, so it‟s got a low, sloping ceiling. Would you lie to come and
see it? I‟ll be in for the rest of the day.
Student:
Yes, I‟m very interested. It sounds like the kind of room I‟m looking for. Can
you tell me how to get there?
Landlady:
Oh, it‟s very easy. The house is only a ten-minute walk from Pasar Senen
Train Station. Turn right outside the station, and then it‟s the third street on the
left. You can‟t miss it. It‟s got the number on the gate. It‟s exactly opposite the
cemetery.
20
Appendix 3
Output of Vocabulary Profiler
Families
Types
Tokens
Percent
129
146
418
85.22%
Function
……..
……..
(258)
(52.98%)
Content
……..
……..
(157)
(32.24%)
Anglo-Sax
=Not Greco-Lat/Fr
Cog
……..
……..
(93)
(19.10%)
K2 Words (10012000)
28
30
35
7.19%
……..
……..
(23)
(4.72%)
……..
…….
(92.41%)
2
2
2
0.41%
…….
…….
()
(0.00%)
?
22
35
7.19%
159+?
200
487
100%
K1 Words (1-1000)
Anglo-Sax
1k+2K
AWL Words
(academic)
Anglo-Sax
Off-List Words
FAMILY LIST
1k families: [families 131 : types 148 : tokens 418 ] a_[28] about_[2] across_[1] address_[1]
all_[1] and_[14] as_[2] at_[2] back_[1] be_[35] bed_[1] below_[2] between_[1] bright_[1]
but_[5] by_[2] can_[3] centre_[2] charge_[1] come_[1] day_[1] do_[1] easy_[1] eat_[1]
face_[1] fair_[1] find_[2] fire_[1] floor_[2] for_[4] fortune_[1] from_[1] furnish_[3]
garden_[1] gas_[3] gate_[1] get_[8] give_[1] good_[2] have_[4] heat_[1] house_[2] how_[2]
i_[19] in_[5] include_[1] interest_[1] it_[27] just_[3] keep_[1] kind_[1] left_[1] let_[1]
lie_[1] like_[1] little_[1] look_[3] low_[1] may_[1] minute_[1] miss_[1] month_[1] mrs_[1]
much_[1] name_[1] new_[1] next_[1] no_[2] not_[5] number_[4] of_[4] oh_[5] on_[7]
one_[2] only_[1] other_[1] out_[1] own_[1] people_[1] place_[1] please_[1] proper_[1]
rather_[1] real_[1] rest_[1] right_[3] ring_[1] room_[12] second_[1] see_[5] separate_[1]
share_[1] small_[2] so_[2] sound_[1] south_[1] speak_[2] station_[2] still_[1] street_[1]
student_[13] sun_[1] sure_[1] table_[1] tell_[1] ten_[1] the_[30] then_[2] there_[11] this_[5]
three_[1] to_[7] too_[1] train_[1] turn_[1] under_[2] understand_[1] unite_[1] university_[1]
very_[5] walk_[1] well_[2] what_[2] which_[1] who_[1] will_[2] window_[1] with_[2]
would_[1] yes_[6] you_[9]
21
1k Fr non-cognate families (content only): [families 48 : tokens 93 ] all_[1] back_[1] bed_[1]
come_[1] day_[1] easy_[1] eat_[1] fair_[1] find_[2] fire_[1] floor_[2] gate_[1] get_[8]
give_[1] good_[2] heat_[1] house_[2] keep_[1] kind_[1] let_[1] lie_[1] like_[1] little_[1]
look_[3] low_[1] miss_[1] month_[1] one_[2] only_[1] own_[1] rather_[1] rest_[1] right_[3]
ring_[1] room_[12] see_[5] share_[1] small_[2] speak_[2] still_[1] street_[1] sun_[1] tell_[1]
too_[1] understand_[1] very_[5] walk_[1] well_[2] window_[1] yes_[6]
2k families: [28:30:35] afraid_[1] afternoon_[1] attract_[1] bath_[1] coffee_[1] comfort_[1]
conversation_[1] cook_[2] corner_[1] desk_[1] drawer_[1] electric_[2] exact_[1] hullo_[1]
lamp_[1] meal_[1] opposite_[1] plenty_[1] prefer_[1] quiet_[1] rent_[3] roof_[1] shower_[1]
sink_[4] slope_[1] stove_[1] telephone_[1] warm_[1]
2k Fr non-cognate families: [families 17 : tokens 23 ] afraid_[1] afternoon_[1] bath_[1]
cook_[2] corner_[1] desk_[1] drawer_[1] meal_[1] plenty_[1] quiet_[1] rent_[3] roof_[1]
shower_[1] sink_[4] slope_[1] stove_[1] warm_[1]
AWL families: [2:2:2] reside_[1] structure_[1]
AWL Fr non-cognate families: [families : tokens ]
22
Learning language can‟t be separated from vocabulary, because vocabulary is the
very first thing to be learnt that enable learners use the language well. According to
Olmos (2009), “Vocabulary is the basic tool for shaping and transmitting meaning”. If
the learners know something like third person “you” without knowing the denotation of
this function word, they cannot use it. Nation (1990) states one thing that cannot be
avoided is giving attention to vocabulary because communication in language teaching
should deal with vocabulary in one way or another.
Learning vocabulary is important as the basis in language learning. Students have
to enrich their vocabulary so that they become proficient in English. However, there
always problems in learning vocabulary and learners do not understand the words. In
learning IC (Integrated Course), vocabulary becomes one of the problems which are
met by the learner. The words may be too difficult or unfamiliar which are not
frequently used.
Therefore, it is necessary that the vocabulary profile of the words contained in IC
books should be identified. This is requires teacher to teach the vocabulary because they
may give more emphasis on the high-frequency words of academic vocabulary. This is
important for teachers to help students in giving suitable vocabulary exercises,
assignments or any other activities to enrich or help students use the vocabulary. By
identifying vocabulary profile of IC book, the academic words can be sorted out.
2
Vocabulary profile is aggregation of word frequencies (Graves, 2005). It
describes frequency of word usage and where it belongs in the word groups.
Frequency level as Yoon and Zechner (2001) said is a class of words (or appropriately
chosen word unit) that is grouped based on their frequencies of actual usage in
corpora. There are four types of vocabulary profile, high – frequency word, low –
frequency word, academic word and technical word.
High-frequency word consists of 1000 and 1001 – 2000 family words (Schmitt
2012). The words mostly used in the printed language. Schmitt argue that high
frequency vocabulary should be explicitly addressed, because it is very useful for the
learners and around 2000 words are considered as sufficient use and engage in daily
conversation. So, the learners should have known and be familiar with the words.
Moreover, studying the most frequent words allows students to have more
possibilities to use the vocabulary they have learnt in real life situations. The
examples of this type is of, and, he, is, from, which, had, not, your, their, to, be, now,
etc.
Low-frequency word is considered as difficult and sophisticated word according
to Yoon and Zechner (2001). According to Nation (1990), low frequency words have
three characteristic. First, there are several hundred thousand words. Second, students
will not often meet the words because these only appear once or twice. The last is
because these words infrequently appear in the text. It can also be frequent in a very
specialized area and another particular text. Low-frequency words are generally
consisting of 2000 words. In his book, Nation also describes low-frequency words as
a very large group of words with the words occur very infrequently. The example of
this type is categorical, caste, admirable, adventurous, bankrupt, afflict, etc.
3
Another type of group is academic word that is different from the words that
usually used in daily conversation. Academic vocabulary/words depend on the area of
content. It usually caused difficulties for students outside the university level in
learning vocabulary because this type is used for textbooks of university level.
Academic vocabulary is included to specialized vocabulary and can also include in
low or high frequency words of word groups. The example of this type are „analyze‟,
„assess‟, „availability‟, „concept‟, „consist‟, „beneficiary‟,‟ assumption‟, „approach‟,
etc.
Technical words occur in very limited area. Some technical words could not
be avoided during reading because it is closely connected to the topic given. So, it
will be difficult for the learners if they have not had a background in that technical
area. For example, a Chinese student will have a difficulty in reading a literary text on
religious poetry and found the words liturgy and Eucharist because her lack of
knowledge in Christian worship (Nation, 1990). Similar to academic vocabulary, this
type can also include to low or high frequency words and specialized vocabulary of
word groups. The examples of technical words is in electrical engineering field are
chip, chroma, brightness, balanced, ampere, ampacity, floating, controller, capacitor,
etc.
4
The Study
Context of the Study
English Teacher Education Program of Satya Wacana Christian University has
prerequisite courses and one of them is IC (Integrated Course). The students should
take this course in their first semester as a requisite for they can continue the next
course in the next semester. There are two books that are used in Integrated Course
learning; Integrated Course Book 1 and Integrated Course Book 2. These books
contain kinds of materials and exercises like reading, writing, etc. The lecture use
English during teaching learning process.
Materials
The sample was two IC (Integrated Course) books used by the students of
English Department angkatan 2013 of Satya Wacana Christian University. The books
selected were Integrated Course Book 1 and Integrated Course Book 2. The books
contained reading, writing, and many exercises. To get enough sample, 25% of the
pages from each book were selected systematically (every other four pages; start from
page 2 and then jump to page 6, page 10, and so on) to analyze the vocabulary profile.
5
Data Collection Instrument
The aim of this study was to analyze the vocabulary profile of IC (Integrated
Course) books used by student of English Department of Satya Wacana Christian
University. To get the result, this study used vocabulary profiler. Vocabulary profiler
is an electronic tool to categorize the words in the text into their frequencies in form
of percentage (%) and showed them in different colors representing the classification.
It could show how many words belong to four frequency level: K1 (1000 word list),
K2 (1000 - 2000 word list), AWL list (Academic Word List), and Off-list (the words
do not appear beyond the three others).
Data Collection Procedure
In collecting the data, first step was selecting the sample from the books.
Twenty five percent (25%) of the pages of each book were chosen systematically.
Second, copying the text that has been written in the word file and feed it to the
Vocabulary Profiler to be analyzed.
Data Analysis Procedure
The result of data analysis was presented in vocabulary profile tables in the
appendix. The tables showed the number of the words in four frequencies: K1 (1000
word list), K2 (1000 - 2000 word list), AWL list (Academic Word List), and Off-list
(the words do not appear beyond the three others). The numbers were presented in the
form of percentage (%). Then, the numbers of frequency on the tables were averaged
and presented in the chart form to compare K1, K2, AWL word, and Off-list word in
each book.
6
Findings and Discussions
As much as 25% of the pages were taken from IC (Integrated Course) book 1
for analysis and 31 pages were selected systematically. The result of vocabulary
profile of book 1 was presented in the following figure. The Figure shows the
comparison of frequency words: K1, K2, ALW word, and Off-list of this book.
Figure 1: Vocabulary Profile of Book 1
90
81.46%
80
70
60
50
Average
40
30
20
8.94%
7.54%
10
2.1%
0
K1
K2
AWL word Off-list
Word
Vocabulary Type
Figure 1 shows the vocabulary profile of IC book 1. There were 127 pages in
English textbook Integrated Course 1 and there were 31 pages chosen systematically
for analysis. The result showed that the average of K1Word (1 – 1000) was 81.46%,
K2 Word (1001 – 2000) was 7.54%, AWL (Academic Word List) was 2.1%, and Off –
7
List Word was 8.94 for this book. K1 word got the highest percentage, the examples of
words were used like he, put, just, can, always, with, etc. The lowest was AWL word
that were used, for example document, identify, journal, obvious, etc. The one that also
dominated was Off-list words such as names (Kassapian, Sumanto, Sa’id, etc) and
name of places (Colina, Timberville, London, etc). Surprisingly, the result of book 1
was far from the expectation that this book would have highest percentage of AWL,
bur the result was opposite.
Figure 2 shows the vocabulary profile of IC book 2. This second book
consisted of 176 pages and there were 42 pages chosen systematically for analysis.
The output showed the result that the average of K1Word (1 – 1000) was 83.93%, K2
Word (1001 – 2000) was 7.12%, AWL (Academic Word List) was 1.72%, and for Off
– List Word was 7.11% for this book.
Figure 2: Vocabulary Profile of Book 2
Average
90 83.93%
80
70
60
50
40
30
20
10
0
K1
7.11%
7.12%
1.72%
K2
AWL word Off - list
word
Vocabulary Type
8
As seen in Figure 2, the highest percentage was K1 word. This was same as
the first book, Integrated Course 1. The AWL word got the lowest percentage. The
Figure showed that between K2 word and Off-list word almost has the same result
that was 7.12% and 7.11%. Combining to the first book was somewhat surprising that
there were no difference from both books where the AWL word here had the lowest
percentage.
AVERAGE OF TWO BOOKS
K1 Word
(81.46%
+
K2 Word
(7.54%
AWL Word
Off – List
Word
83.93%)
:
2
=
82.69%
+ 7.12%)
:
2
=
7.33%
(2.1%
+
1.72%)
: 2
=
1.91%
(8.94%
+
7.11%)
: 2
=
8.02%
9
Conclusion
The aim of this study is to show the analysis of vocabulary profile of IC
(Integrated Course) books used by students of English Teacher Education Program of
Satya Wacana Christian University. After analyzing the vocabulary profile of IC
(Integrated Course) Book 1 and 2, the result showed that the average of K1(1000
words) in book 1 was 81.46% and book 2 was 83.93%. K2 (1001 – 2000 words) in
book 1 was 7.54% and book 2 was 7.12%. AWL (Academic Word) in book 1 was
2.1% and book 2 was 1.72%. Off – List Word book 1 was 8.94% and book 2 was
7.11%.
Figure 3: Vocabulary Profile of IC (Integrated Course) Book 1 and 2
90
80
70
60
50
40
30
20
10
0
81.46%
83.93%
7.12%
7.54%
8.94%
2.1%
K1
K2
IC 1
7.11%
1.72%
AWL Word Off - List
Word
IC 2
As seen in Figure 3, the words used in the two – IC books were dominated by
high – frequency word (K1 Word). According to Vadasy (2012), academic words
10
make up 10% of academic text. The IC books in this study did not reach the
percentage that was mentioned. The result was far below the 10%; only 1.91%.
Compared to Vadasy‟s result, this study was different that the average of academic
word in two – IC books was only 1.91%. According to Nation (1990), academic word
is usually used for university level, but, seen from the result the academic word
(AWL) was lower than K1, K2, and even Off - List word. The result of this study
indicated that these books should be easy for students of Satya Wacana Christian
University since the proportion of Academic Word in the books was very small.
This information on vocabulary profile was important and could help teachers
in checking the material that would be given to the students. This was good to help
teachers in giving suitable vocabulary exercises, assignments, and any other activities
by knowing the difficulty level of the vocabulary.
11
Acknowledgement
I would like to express my happiness and gratitude to all of people that had
helped and supported me in finishing my thesis. First of all, I‟d like to thank to Jesus
Christ for His guidance and blessings to me. I also express my sincere gratitude to
Bapak Prof. Dr. Gusti Astika, M. A. because of his patience I could finish my thesis.
My gratitude also goes to my examiner Ibu Victoria Usadya Palupi, M.A. who has
examined my thesis. I also want to thank to my mum and sister for always there in
supporting and praying for me. To my best friends Noel, Monica, and Chrisna, thank
you for good moments and times we had spent together. I also thank Della, Sho, and
Rea as my „research- mate‟ for sharing ideas and helping me.
12
References
Adanza, E. G. (1995). Research Method: Principles and Applications. Manila: Rex
Bookstore.
Brown, H. D. (Ed.). (2008). Tips for Teaching with CALL: Practical Approaches to
Computer-Assisted Language Learning. New York: Longman.
Ghazal, L. (2007). Learning Vocabulary in EFL Contexts Through Vocabulary Learning
Strategies. Novitas Royal: Research on youth and language, 1(2), pp. 84-91.
Graves, D. (2005). A Publication of the Jane Austen Society of North America. Vocabulary
Profiles of Letters and Novels of Jane Austen and her Contemporaries, 26 (1).
Retrieved from http://www.jasna.org/index.html
Nation, I. S. P. (1990). Teaching and Learning Vocabulary. Boston: Heinle & Heinle
Publisher
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 Publsihing, Inc.
Schmitt, N., & Schmitt, D. (2012). Frequency and Vocabulary Size. A reassessment of
frequency
and
vocabulary
size
in
L2
vocabulary
teaching,
1
–
20.
doi:10.1017/S0261444812000018. Retrieved from http://journals.cambridge.org
Thornbury, S. (2002). How to Teach Vocabulary. In Harmer, J. (Ed.), How words are learned
(pp. 13-31). Essex: Longman.
13
Vadasy, P. F. (2012). Vocabulary Instruction for Struggling Students. New York: A Division
of Guilford Publications, Inc.
Woolf, B. (2008). Intelligent Tutoring Systems: 9th International Conference on Intelligent
Tutoring Systems, ITS 2008, Montreal, Canada, Proceedings. New York: Springer.
Yoon, S.Y., & Zechner, K. (2001). Vocabulary Profile as a Measure of Vocabulary
Sophistication. The 7th Workshop on the Innovative Use of NLP for Building
Educational Applications, Special Issue, 180-18
14
Appendix 1
Vocabulary Profile of Book 1 and Book 2
Book 1
Vocabulary Types
Page
K1 Word (%)
K2 Word (%)
AWL Word
(%)
Off - list Word
(%)
Page 2
85.22
7.19
0.41
7.19
Page 6
53.98
23.01
4.42
18.58
Page 10
82.95
4.21
3.64
9.20
Page 14
85.33
5.67
2.33
6.67
Page 18
92.53
2.30
1.15
4.02
Page 22
81.44
8.38
1.20
8.98
Page 26
82.95
9.39
0.77
6.90
Page 30
84.15
7.55
0.75
7.55
Page 34
80.46
7.66
2.30
9.58
Page 38
76.06
8.45
4.93
10.56
Page 42
84.14
8.06
1.08
6.72
Page 46
86.39
6.28
0.52
6.81
Page 50
76.23
3.69
9.84
10.25
Page 54
80.13
9.12
0.98
9.77
Page 58
82.24
10.86
2.63
4.28
Page 62
83.72
6.31
2.66
7.31
Page 66
84.92
7.54
1.51
6.03
Page 70
82.20
5.30
3.03
9.47
Page 74
82.44
11.71
2.44
3.41
Page 78
87.20
5.60
0.40
6.80
Page 82
85.82
4.26
0.24
9.69
Page 86
75.51
14.87
1.83
7.78
15
Page 90
88.75
0.96
0.96
9.32
Page 94
84.79
5.99
1.00
8.23
Vocabulary Types
Page
K1 Word
(%)
K2 Word
(%)
AWL Word
(%)
Off - list Word
(%)
Page 98
87.63
2.44
0.31
9.62
Page 104
79.31
11.60
0.94
8.15
Page 108
85.85
5.37
0.49
8.29
Page 112
82.20
3.30
4.18
10.33
Page 116
67.88
14.60
3.65
13.87
Page 120
73.27
6.45
0.46
19.82
Page 124
79.51
7.41
1.23
11.85
Average IC
book 1
81.46
7.54
2.1
8.94
Book 2
Vocabulary Types
K1 Word
(%)
K2 Word
(%)
AWL Word
(%)
Off - list Word
(%)
Page 2
82.11
6.67
0.70
10.53
Page 6
85.58
11.54
0.64
2.24
Page 10
83.69
9.97
1.51
4.83
Page 16
82.82
7.22
2.75
7.22
Page 20
89.74
2.99
0.85
6.41
Page 24
78.24
9.97
2.49
9.30
Page 28
76.72
11.90
3.17
8.20
Page 32
76.39
7.87
2.31
13.43
Page 36
86.30
2.74
1.37
9.59
Page 40
88.89
4.37
0.40
6.35
Page
16
Page 44
84.07
10.62
0.00
5.31
Page 48
84.50
9.30
1.55
4.65
Page 52
83.40
11.34
1.21
4.05
Page 56
86.39
4.71
2.62
6.28
Page 60
67.64
17.44
0.39
14.53
Page 64
86.89
4.10
2.46
6.56
Page 68
89.41
5.08
1.27
4.24
Page 72
85.71
7.79
3.90
2.60
Page 76
79.03
9.03
2.26
9.68
Page 80
81.56
7.09
5.67
5.67
Page 84
90.84
3.82
0.76
4.58
Page 88
81.65
2.75
2.75
12.84
Page 92
82.93
7.66
1.09
8.32
Page 96
89.25
3.27
2.34
5.14
17
Vocabulary Types
Page
K1 Word
(%)
K2 Word
(%)
AWL Word
(%)
Off - list Word
(%)
Page 100
71.70
5.66
1.89
20.75
Page 104
90.35
4.39
2.81
2.46
Page 108
83.22
6.91
3.29
6.58
Page 112
90.44
4.10
1.37
4.10
Page 116
90.40
5.63
0.33
3.64
Page 120
94.25
3.45
0.57
1.72
Page 124
84.90
4.71
0.97
9.42
Page 130
87.62
4.64
1.86
5.88
Page 134
91.12
4.67
0.93
3.27
Page 138
90.00
4.17
2.50
3.33
Page 142
82.51
12.02
1.09
4.37
Page 146
75.33
12.50
2.30
9.87
Page 150
83.04
10.53
3.51
2.92
Page 154
81.05
7.06
1.21
10.69
Page 158
79.18
11.83
1.29
7.71
Page 166
84.32
11.41
0.54
4.62
Page 170
78.80
5.78
0.96
14.46
Page 174
83.47
5.60
0.56
10.36
Average IC
book 2
83.93
7.12
1.72
7.11
18
Appendix 2
Sample Text
1.
ROOMS AND FURNITURE
Below is a telephone conversation between a landlady and a student who is looking
for a room to rent. (page 2)
Landlady:
Yes, this is 4474716.
Student:
Hello. May I please speak to Mrs. Davies?
Landlady:
Speaking
Student:
Good afternoon. My name‟s Swinny Guinea. I was given your address by the
students residential center. I understand you have a room to rent.
Landlady:
Yes, that‟s right. I‟ve just one room still vacant. It‟s an attic room, on the
second floor. It‟s rather small, but I‟m sure you‟ll find it‟s very comfortable.
Student:
I see. And how much do you charge for it?
Landlady:
The rent‟s S500 a month. That includes electricity, but not gas
Student:
Has then room got central heating?
Landlady:
No, it‟s got a gas fire which keeps the room very warm.
Student:
I see….. and what about furniture? It is furnished, isn‟t it?
Landlady:
Oh yes… Er… There‟s a divan bed in the corner with a new mattress on it…
Er… let me see… There‟s a small dresser, an armchair, a coffee table, a
bookshelf…
Student:
Is there a desk?
Landlady:
Yes, there‟s one under the window. It‟s got plenty of drawers and there‟s a
lamp on it.
Student:
Oh good… Is there a sink in the room?
Landlady:
No, I‟m afraid there isn‟t a sink. But, there‟s a bathroom just across the
hallway, and that‟s got a sink and a shower as well as a bath. You share the
bathroom with the people in the other rooms the toilet is separate, but
unfortunately it‟s on the floor below.
Student:
Oh, that‟s all right… What about cooking? Can I cook my own meal?
19
Landlady:
well, there‟s a little kitchenette next to your room. It has not got a proper stove
in it, but there‟s a gas ring and an electric kettle by the sink. I find my student
prefer to eat at the university.
Student:
I see. And is the room fairly quiet?
Landlady:
Oh yes. It‟s at the back of the house. It looks onto the garden and it faces
south, so it‟s bright and sunny, too. It‟s very attractive, really. And it‟s just
under the roof, so it‟s got a low, sloping ceiling. Would you lie to come and
see it? I‟ll be in for the rest of the day.
Student:
Yes, I‟m very interested. It sounds like the kind of room I‟m looking for. Can
you tell me how to get there?
Landlady:
Oh, it‟s very easy. The house is only a ten-minute walk from Pasar Senen
Train Station. Turn right outside the station, and then it‟s the third street on the
left. You can‟t miss it. It‟s got the number on the gate. It‟s exactly opposite the
cemetery.
20
Appendix 3
Output of Vocabulary Profiler
Families
Types
Tokens
Percent
129
146
418
85.22%
Function
……..
……..
(258)
(52.98%)
Content
……..
……..
(157)
(32.24%)
Anglo-Sax
=Not Greco-Lat/Fr
Cog
……..
……..
(93)
(19.10%)
K2 Words (10012000)
28
30
35
7.19%
……..
……..
(23)
(4.72%)
……..
…….
(92.41%)
2
2
2
0.41%
…….
…….
()
(0.00%)
?
22
35
7.19%
159+?
200
487
100%
K1 Words (1-1000)
Anglo-Sax
1k+2K
AWL Words
(academic)
Anglo-Sax
Off-List Words
FAMILY LIST
1k families: [families 131 : types 148 : tokens 418 ] a_[28] about_[2] across_[1] address_[1]
all_[1] and_[14] as_[2] at_[2] back_[1] be_[35] bed_[1] below_[2] between_[1] bright_[1]
but_[5] by_[2] can_[3] centre_[2] charge_[1] come_[1] day_[1] do_[1] easy_[1] eat_[1]
face_[1] fair_[1] find_[2] fire_[1] floor_[2] for_[4] fortune_[1] from_[1] furnish_[3]
garden_[1] gas_[3] gate_[1] get_[8] give_[1] good_[2] have_[4] heat_[1] house_[2] how_[2]
i_[19] in_[5] include_[1] interest_[1] it_[27] just_[3] keep_[1] kind_[1] left_[1] let_[1]
lie_[1] like_[1] little_[1] look_[3] low_[1] may_[1] minute_[1] miss_[1] month_[1] mrs_[1]
much_[1] name_[1] new_[1] next_[1] no_[2] not_[5] number_[4] of_[4] oh_[5] on_[7]
one_[2] only_[1] other_[1] out_[1] own_[1] people_[1] place_[1] please_[1] proper_[1]
rather_[1] real_[1] rest_[1] right_[3] ring_[1] room_[12] second_[1] see_[5] separate_[1]
share_[1] small_[2] so_[2] sound_[1] south_[1] speak_[2] station_[2] still_[1] street_[1]
student_[13] sun_[1] sure_[1] table_[1] tell_[1] ten_[1] the_[30] then_[2] there_[11] this_[5]
three_[1] to_[7] too_[1] train_[1] turn_[1] under_[2] understand_[1] unite_[1] university_[1]
very_[5] walk_[1] well_[2] what_[2] which_[1] who_[1] will_[2] window_[1] with_[2]
would_[1] yes_[6] you_[9]
21
1k Fr non-cognate families (content only): [families 48 : tokens 93 ] all_[1] back_[1] bed_[1]
come_[1] day_[1] easy_[1] eat_[1] fair_[1] find_[2] fire_[1] floor_[2] gate_[1] get_[8]
give_[1] good_[2] heat_[1] house_[2] keep_[1] kind_[1] let_[1] lie_[1] like_[1] little_[1]
look_[3] low_[1] miss_[1] month_[1] one_[2] only_[1] own_[1] rather_[1] rest_[1] right_[3]
ring_[1] room_[12] see_[5] share_[1] small_[2] speak_[2] still_[1] street_[1] sun_[1] tell_[1]
too_[1] understand_[1] very_[5] walk_[1] well_[2] window_[1] yes_[6]
2k families: [28:30:35] afraid_[1] afternoon_[1] attract_[1] bath_[1] coffee_[1] comfort_[1]
conversation_[1] cook_[2] corner_[1] desk_[1] drawer_[1] electric_[2] exact_[1] hullo_[1]
lamp_[1] meal_[1] opposite_[1] plenty_[1] prefer_[1] quiet_[1] rent_[3] roof_[1] shower_[1]
sink_[4] slope_[1] stove_[1] telephone_[1] warm_[1]
2k Fr non-cognate families: [families 17 : tokens 23 ] afraid_[1] afternoon_[1] bath_[1]
cook_[2] corner_[1] desk_[1] drawer_[1] meal_[1] plenty_[1] quiet_[1] rent_[3] roof_[1]
shower_[1] sink_[4] slope_[1] stove_[1] warm_[1]
AWL families: [2:2:2] reside_[1] structure_[1]
AWL Fr non-cognate families: [families : tokens ]
22