T1 112012071 Full text

VOCABULARY PROFILE IN THE TENTH GRADE ENGLISH
TEXTBOOK USED IN SMK N 1 SALATIGA
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan

Raissa Junita Iwan
112012071

ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2016

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COPYRIGHT STATEMENT
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 reference is
made in the text.
Copyright@ 2016. Raissa Junita Iwan and Anne Indrayanti Timotius, M.Ed.
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of a least one of the copyright owners or the English
Language Education Program, Faculty of Language and Literature, Satya Wacana
Christian University, Salatiga.
Raissa Junita Iwan

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TABLE OF CONTENT

COVER PAGE..................................................................................................................... i
PERNYATAAN TIDAK

PLAGIAT............................................................................................................................ii
PERNYATAAN PERSETUJUAN
AKSES................................................................................................................................iii
APPROVAL PAGE ........................................................................................................... iv
COPYRIGHT STATEMENT ............................................................................................. v
TABLE OF CONTENT ..................................................................................................... vi
ABSTRACT........................................................................................................................ 1
A.INTRODUCTION ...................................................................................................... 1
B.LITERATURE REVIEW ............................................................................................ 4
The Definition of Vocabulary ..................................................................................... 4
The Importance of Vocabulary Learning .................................................................... 4
Problems That Appear in Vocabulary Learning ......................................................... 5
Vocabulary Profile ...................................................................................................... 6
Four Types of Words .................................................................................................. 6
Relevant Previous Studies........................................................................................... 8
C.THE STUDY ............................................................................................................. 10
Context of the Study ................................................................................................. 10
Material ..................................................................................................................... 11
Data Collection Instruments...................................................................................... 12
Data Collection Procedures ....................................................................................... 12

Data Analysis Procedure ........................................................................................... 13
D. FINDINGS AND DISCUSSIONS ........................................................................... 14
1.

Overall Result of Vocabulary Profile................................................................ 15

2.

Negative Vocabulary Profiles of the Textbooks ............................................... 16

Negative VP of K-1 .................................................................................................. 17
Negative VP of K-2 .................................................................................................. 18
Negative VP of AWL................................................................................................ 19
3.

Block Frequency Output of Off-List Words. .................................................... 20

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4.

Comparison of Vocabulary Frequency Levels of the Textbooks ...................... 22

5.

Text Comparison of the Textbooks ................................................................... 23

Comparison of Chapter 1 vs. Chapter 5 .................................................................... 23
Comparison of Chapter 6 vs Chapter 5 ..................................................................... 25
CONCLUSION ............................................................................................................. 26
REFERENCES ............................................................................................................. 28
APPENDIXES .............................................................................................................. 31
Appendix A ............................................................................................................... 31
Appendix B ............................................................................................................... 36
Appendix C ............................................................................................................... 47
Appendix D ............................................................................................................... 54
Appendix E ............................................................................................................... 69
Appendix F................................................................................................................ 76
ACKNOWLEDGMENTS ............................................................................................ 84

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VOCABULARY PROFILE IN THE TENTH GRADE ENGLISH
TEXTBOOK USED IN SMK N 1 SALATIGA
Raissa Junita Iwan
112012071
ABSTRACT
Vocabulary is the most important element for the language learning since
it is one of the basic components of communication. However, the problem may
appear when the material was given is not suitable for the learner’s vocabulary
level. The study aimed to identify the vocabulary profile of ‘Bahasa Inggris’ book
for Vocational School (SMKN 1 Salatiga) grade X. The study attempted to
answer the three objectives. The first objective is finding the vocabulary profile of
the English textbook grade 10. The second objective is analyzing the vocabularies
that are not appear on the textbook. Then the third objective is producing the
token recycling index of the textbook. Descriptive method was used for the study.
All chapter of the book was used as the samples and an electronic tool named The
Compleat Lexical Tutor was used to identify the vocabulary profile of the ‘Bahasa
Inggris’ book. The study resulted in three conclusions. First, the overall findings
showed that there were 80.25% of K1, 7.77% of K2, 4.20% of AWL, and 7.78%

of Off-List Words. Second, the calculation of vocabulary items that were not
appeared in the textbook was 32.05% of K1, 72.11% of K2, and 75.92% of AWL.
Last, the two comparisons had two results. Between Chapter 1 and Chapter 5 had
the similar 83.28% words. Then, Chapter 6 and Chapter 5 shared the 80.63%
came vocabularies.
Key Words : Vocabulary, Vocabulary Profile, English textbook

A.

INTRODUCTION

Vocabulary becomes the main point of language learning’s development
since it is one of the basic components of communication. It is used as the media
to communicate the meaning of certain ideas. Vocabulary also becomes the
important part of reading activity. According to Astika (2014), vocabulary
learning is an essential point of reading comprehension. The learners may face the
difficulties when they do the reading activity and find some unfamiliar words.
Meanwhile, reading comprehension can be said as a success if most of the words
in understandable by the reader. Matsuoka and Hirsh (2010) said that it is required

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getting 95% of recognizable words to make the learning process occur. Therefore,
foreign language learners should have a rich knowledge of vocabulary through the
adequate language learning.
Since vocabulary is an essential part in reading text comprehension, it is
important for the teacher to know which level of vocabulary that is appropriate for
the learners. Different level of learners will determine the vocabulary level that
they got too. Milton (2009) said that the vocabulary level that learners need to
learn is determined by the different degree of word-internal factors like form,
cognateness, abstractness, and word length. That is why it is important for the
learners to receive the appropriate level of vocabulary learning, especially in
comprehending the reading text.
Vocabulary becomes an essential part of any foreign language learning
activities, both in formal or informal education. In the formal education,
vocabulary is being taught in every school trough the English subject, including
vocational school. Budiantri, Nitiasih, and Budasih (2013) said that English
subject in vocational high school is aiming to train students to communicate using
the intermediate English level.
Because of the importance in language learning, vocabulary needs to be

learnt. By using the vocabulary profiler, students and teachers can learn the
vocabulary that needs to be taught. “Vocabulary profile is a tool to measure the
vocabulary production that is contained in materials” (Astika, 2014). It describes
and calculates the frequency of word used and which groups that the words are
belong to. The use of vocabulary profile is important to identify the vocabulary

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contained in the students’ textbook. By identifying the vocabulary profile of the
textbook teachers will clarify the relation between vocabulary used in the textbook
and the students’ capability in English easier. A different school must have a
different level of students. To create the effectiveness of learning process, the
teacher must know whether the textbook that is used as the learning tools is
appropriate or not for the students’ level. Some schools that have students with
limited vocabulary knowledge may feel the difficulty in adjusting with the
vocabulary words of the textbook if the textbook has a bit complex vocabulary
words.
This study aims to investigate the vocabulary profile of Vocational High
School English textbook grade X by using vocabulary profiler. Furthermore, this
study aims to analyze the kinds of vocabulary that mostly appears in the textbook.

The book entitles ‘Bahasa Inggris’ was published by KEMENDIKBUD in 2014.
This book has been used as the English learning guide in SMKN 1 Salatiga. There
are three research questions that appear for the study :
1.

What is the vocabulary profile in the English textbook of the tenth
grade used in SMKN 1 Salatiga?

2. What is the percentage of vocabulary that is not included in the
textbook>
3. What is the token recycling index of the textbook?
From the research questions, the objectives then appear:
a. To find the vocabulary profile of the English textbook of the tenth
grade used in SMKN 1 Salatiga.

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b. To mention the vocabulary words that not mentioned in the textbook.
c. To produce the token recycling index of the textbook.
This study could be beneficial for English teachers because by knowing

the vocabulary profile of the tenth-grade book, teachers can pay attention the
vocabulary frequency that appears from the book (K1, K2, AWL, and Off-List
Word). The study may also be beneficial for the teachers to prepare the words that
are needed to be taught to the students. It may also be beneficial for the book’s
publisher to revise the vocabulary level that appears from the book if there are
some words that do not fit with students’ level.
B.

LITERATURE REVIEW

The Definition of Vocabulary
The use of vocabulary is very important for the success of language
learning. According to Huyen and Nga (2003), vocabulary is the collection words
that are known to every individual. Olmos (2009) added that vocabulary is the
basic tool for creating and communicating meaning to someone. In other words,
vocabulary is a bundle of words that is very important as a communication tool.
The Importance of Vocabulary Learning
The need and importance of learning vocabulary for Foreign Language
Learners (FLL) have been analyzed by some experts. Matsuoka and Hirsh (2010)
said that it is required to get 95% of recognizable words to make the learning

process occur. Schmitt, Jiang, and Grabe (2011) added that vocabulary words that
are needed to understand by the FLL in written texts are around 95% to 98%.
Vocabulary also becomes the first basic thing that needs to be learnt by FLL in

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any fields. According to Richard and Renandya (2002), vocabulary becomes the
basic component of language proficiency. It also becomes the basic learning for
the learners in speaking, listening, reading, and interacting with others. Then with
learning vocabulary, FLL will be able to achieve the other skills in English
learning. The more complex vocabulary that is mastered, the higher level of
English that FLL has. White, Graves and Slated (1990, as cited in Wessels, 2011)
said that the learners’ level in learning language can be measured best by using
their vocabulary knowledge.
Problems That Appear in Vocabulary Learning
In the language learning process, there must be some barriers that the
learners face. In the vocabulary learning itself, the problem sometimes happens
during the process of the vocabulary’s absorption. Milton (2009), said, “The
vocabulary that learners are required to learn may expose the different degree of
learning burden depending on word-internal factors such as forms, cognateness,
abstractness, and word length”. The students’ level of language learning is being
determined by the number of vocabularies that students’ need to master. Schmitt
(2000) said that students at early stages should learn about 1,000-2,000 highfrequency words and increase their skills about 3,000-3,000 words families to be
able to read authentic text that may include academic words for reading the
material at the university level. The problems appear when the FLL do not get the
correct standard and makes them confused with the vocabulary that appears.
Problems also appear for some learners who get the vocabulary that is too hard for
them.

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Vocabulary Profile
To solve the problems, some strategies in vocabulary learning then appear
to be developed. One strategy that is used is by examining the vocabulary profile
of the English learning material such as textbook and handout. According to
Astika (2014), vocabulary profile is used to determine which group of the
vocabulary that produced in the materials is belonged to. Graves (2005) added
that vocabulary profile is a bundle of vocabulary words that is used frequently.
Vocabulary profile helps the FLL to analyze the material that is suitable for their
capability based on the words list. Morris and Cobb (2004) said that vocabulary
profile provides breakdowns that include percentage from the type of word list.
According to Meara (2005), vocabulary profile or Lexical Frequency Profile
(LFP) is used as a tool of assessment if a particular text is suitable for use with
learners at particular level or proficiency.
Four Types of Words
There are four types of words that are being analyzed use the vocabulary
profile. Nation (1990) said that there are four types of word frequency. The first
one is High Frequency words. It is usually called as K1 and K2 in Vocabulary
Profiler. According to Cooper (2002), High frequency words are the words that
are mostly found in all kinds of text. K1 have a range from 1-1,000 words, and K2
has a range from 1,001-2,000 words. In K1, the words are divided into two parts,
function and content words. According to Saville and Troike (2006), function
words were the words that gave grammatical meaning in a sentence such as a
determiner, pronouns, prepositions, conjunction, auxiliary verbs, and particles

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whereas content word is the word that has literal meaning. The third type is
academic words or AWL (Academic Words List). Nation (1990) added that AWL
is the words that occur around 800 times or 8% in most kinds of academic texts.
The last type of words is Off-List words. Nobert and Diane (2012) said that OffList words are the kinds of words that do not belong to any other kind of words
(K1, K2, and AWL). The words that are included in this kind are the proper name,
other languages, or misspelled words. The tables below are the example or four
kinds of words.
Table 1. High Frequency Words (K1) (www.vocabulary.com)
Function

Content

A

And

Many

New

Other

Had

By

Or

Live

Now

Have

I

Had

Take

Boy

Is

Of

Will

Thing

Paper

Table 2 . High Frequency Words (K2) (www.vocabulary.com)
Approve

Diligent

Moody

Presence

Distinguish

Favor

Appointed

Excellent

Useless

Administration

Pregnant

Confidence

Appropriate

Servant

Appointed

Enormous

Better

Supply

Justify

Charming

Process

Role

Table 3. Academic Words (www.vocabulary.com)
Analysis

Assume

Concept

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Approach

Legal

Occur

Create

Environment

Indicate

Available

Policy

Data

Established

Assessment

Benefit

Context

Definition

Significant

Table 4. Off-List Words (www.vocabulary.com)
Fauntleroy

Asthma

Conspiracy

Dicalced

Excursus

Rubicon

Ballyhoo

Cormorant

Drivel

Freesia

Affiance

Blucher

Corollary

Divergence

Gambrel

Affidafit

Bulgur

Courier

Endogenus

Hebetude

Relevant Previous Studies
The studies about vocabulary profiler have been done by many
researchers. Morris and Cobb (2001), in their journal with title ‘The use of
vocabulary profiles in predicting the academic and pedagogic performance of
TESL trainees’ were aiming to examine the potential of vocabulary profiles as the
predictors of academic performance in undergraduate Teaching English as a
Second Language (TESL) programs. They used the vocabulary profile to analyze
the 122 TESL students’ writing and scored them for each whether the result was
correlated with the grades they had in their program of study. The study found that
vocabulary profile was resulted the correlated significantly with the grades. The
words contained in the students’ writing were coherent with the words level that
TESL students have learned before. The study also found that vocabulary profile
was proved to be useful in carrying out a standard to create an appropriate
assessment of the language skills.
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The other study comes from Graves (2005), with his ‘Vocabulary Profiles
of Letters and Novels of Austen and her Contemporaries’. This study was aiming
to analyze and compares the vocabulary words of three authors that are Jane
Austen, Fanny Burney, and Maria Edgeworth. He analyzed were they similar in
the words choice or not. Graves used the vocabulary profile to compare the word
frequencies that were used by the same author in two or more texts. The text
should have at least twenty-five thousand words to create the vocabulary profile
that would accurately represent the writers’ style. The study was analyzed the
three novels in the control group to produce a profile word set that was most
suitable to differentiate the three authors. The first analyzed resulted in 12
different words that exist in every novel that is ‘on, upon, again, already, till,
enough, however, thus, that, then, where, and why’. Those words then were being
analyzed to find out the correlation between novels and letters that each author
writes. The result revealed that the correlation in the words choice for both novels
and letters in Austen and Burney’s were stronger than Edgeworth’s. It showed that
the authors basically had the similar sense in writing either novels or letters.
Both studies analyzed the vocabulary profile from the source text, can be
the book or writing texts. From the analysis, both studies then identify whether the
words from the book are relevant to the subject of the text or not. Both studies
also used the vocabulary profiler as the tools to analyze the vocabulary profile
from the text. However, the contexts of both studies were different. Morris and
Cobb (2001) on their journal talked about the vocabulary profile that was used to
examine the academic performance of TESL students. On the other side, Graves

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(2005) on his journal was comparing the literature text from three different
authors and analyzes their writing style in write the novel, poetry, or other
literature texts. The two studies from Morris and Cobb (2001) and Graves (2005)
actually have the similar purpose of this study. Same with both journals, this study
also analyzes the vocabulary profile of the textbook and identify it whether the
words are appropriate for the text level or not. However, this study analyzed the
textbook for Senior High School students and its different with both journals that
analyze the text for pretty higher level of academic and the literature text.

C.

THE STUDY

The study examined the vocabulary profile of the textbook titled ‘Bahasa
Inggris’ (2014) that is published by Kementrian Pendidikan dan Kebudayaan
Republik Indonesia. The methodology that is used in this study is a descriptive
method. According to Rivera and Rivera (2007), descriptive method is a method
that is used to explore the facts that appear based on the professional judgment or
theories. This method is used to identify the vocabulary profile of the textbook
whether they are included in 1000 word list (K1), 1001-2000 word list (K2),
academic word list (AWL) , or off-list word.
Context of the Study
The study takes place in SMK Negeri 1 Salatiga. SMK Negeri 1 Salatiga is
one of the vocational school in Salatiga. The school is located in Jl. Nakulo
Sadewo 1/3 Salatiga. There are several kinds of the program in this school:
Akuntansi, Administrasi Perkantoran, Penjualan/Pemasaran, Tata Kecantikan,

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Tata Busana, and Tata Boga. The study used a vocational school as the sample
because the vocational school is preparing their students to able to compete in the
occupational world. So it is important for them to get the good basic of English to
support them to compete in the work world later. SMK N 1 Salatiga is being
chosen since this school is considered as one of the best vocational schools in
Salatiga. The writer’s personal experiences in doing the Teaching Practicum in the
SMK N 1 Salatiga also become another reason why SMK N 1 is chosen as the
context of the study. The researcher would get an easy access to get / borrow the
textbook that is used by SMK N 1 Salatiga because of the good relation that was
maintained since the writer was doing the Teaching Practicum there.
Material
This study used all chapters (9 chapters) of the ‘Bahasa Inggris’ textbook
for the tenth grade. Tenth grade was chosen because of several reasons. The first
reason was tenth grade is the transition period from the junior high school and
senior high school which have a different level of English. The second reason was
tenth grade is where the students need to strengthen their basic knowledge of
intermediate English.

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Figure 1. The Cover Side of English Textbook ‘Bahasa Inggris’ Grade 10

Data Collection Instruments
The study analyzed the vocabulary profile on the English textbook with
using an electronic tool named The Compleat Lexical Tutor. This tool could be
accessed at www.lextutor.ca/vp. This program was one of the vocabulary profiler
that was used to examine the vocabulary profile that is used in the textbook.
Data Collection Procedures
The data was collected by copying or re-type all words from all chapters of
the textbook in Microsoft Words. Each chapter will be copied in one Microsoft
Words file. In total, there would be 9 files of Microsoft Words that would be
analyzed in the vocabulary profiler. Only the lexical items that selected and
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analyzed by the vocabulary profiler. The name of persons, name of town, and
number were deleted from all of the texts.
Data Analysis Procedure
There were several steps in analyzing the data that has been copied in
Microsoft Words file. First, open the vocabulary profiler website on
http://www.lextutor.ca/vp, and choose the program that are needed (Vocabulary
Profile, Frequency, Lex...., and .....)Next, paste the text from the Microsoft
Words’ file to the box given, and click submit under the box. The result of the
vocabulary profile would appear after the program analyzes the texts copied in the
box. Save the analyzed result from the program. The vocabulary profiler’s result
can also be saved in Microsoft Word by clicking the editor print-friendly table.
The analysis result of vocabulary profile from overall chapter of the textbook
would be calculated automatically by the vocabulary profiler site. The analysis of
vocabulary that are not appeared in the textbook will also be shown. Then, the
token recycling of the textbook will also appear. The data would be grouped into
the K1, K2, Academic word list (AWL) and Off-list words. The result would be
interpreted using paragraph and table form.

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D. FINDINGS AND DISCUSSIONS
The study discussed the Vocabulary Profile of ‘Bahasa Inggris’ grade X
(2014) . Nine chapters had been analyzed using The Compleat Lexical Tutor V.4.
The result of vocabulary profile was divided into five major parts. The first part
showed the overall result of vocabulary profile of the textbook. The proportion of
vocabulary frequency was being classified in the first part. The second part
presented the negative vocabulary profiles of K1, K2, and AWL along with the
list of words that were not used in all chapters. The next part showed the block
frequency output of Off-List Words. The fourth part discussed the comparison of
vocabulary frequency levels of the textbook across chapter. The last part then
presented the comparison of the textbooks that the vocabulary items seemed
unique in several chapter. The las part also showed the token recycling index that
provides information about an estimate of textbook comprehensibility.

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1. Overall Result of Vocabulary Profile
Table 5. Overall Vocabulary Profile

FAMILIES
%

TYPES
%

TOKENS
%

CUMULATIVE
%

K-1 WORDS

661
61.43%

1,116
52.05%

1,0774
80.25%

80.25%%

K-2 WORD

277
25.74%

375
17.49%

1,043
7.77%

88.02%

AWL
(570 FAMS
TOT: 2.570

138
12.83%

181
8.44%

564
4.20%

92.22%

OFF-LIST

?

472
22.01%

1,044
7.78%

100%

TOTAL

1,076+?

2144
100%

13,425
100%

Table 5 showed the overall finding of ‘Bahasa Inggris’ textbook (2014).
There are three terms in the first row of table; families, types, and token. Families
or Word Family was the head of a word. For example, ‘friend’ was a head word of
‘friendly’. Meanwhile, types or Word Types was the word that had no relation.
For example ‘friend’ and ‘friendly’ were considered as same types where ‘mother’
and ‘moved’ were considered as different types. Token was the number of words
in a text. For example in the Vocabulary Profile showed another [1] answer[2]
back[1] become[2], then the token was 6.

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The findings in table two showed that more than half textbook of the
vocabulary profile on the textbook was dominated by K1. Hirsch (2003) said that
it is needed to have at least 95% of the understandable words for the
comprehension of the text. With the accumulation of K2 percentage that was
7.77%, the total percentage of K1 and K2 was 88.02%. Therefore, it could be said
that the textbook was pretty hard to be comprehended. With the AWL percentage,
the cumulative percentage from K1, K2, and AWL was only 92.22%. Therefore, it
may be needed for the students to be able to understand the Off-List Words even
though those words were occur infrequently (low frequency words). The teachers
also should pay attention to the Off-List Word to create important words that
appropriate with students’ level in the category.
2. Negative Vocabulary Profiles of the Textbooks
The result of negative vocabulary profiles was presented in this section.
Negative vocabulary was the words that were not included in the textbook. These
un-included words consisted from the kind of words in the New General Word
List (web) and words in the textbook that was used in this study. Below would be
presented the negative Vocabulary Profile of K1, K2, and AWL words. The list of
negative K1 could be used for teachers to choose the words that students could
use in developing their vocabulary knowledge even the words were not included
in the textbook .

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Negative VP of K-1
The result showed all the word families or head words of K1 that were not
found in the three textbooks. The summary of negative vocabulary profile for K-1
level is presented below.
K-1 Total word families: 964
K-1 families in input:

656 (68.05%)

K-1 families not in input: 309 (32.05%)
The percentage only referred to the number of word families. It means that
tokens were not counted in the percentage. As can be seen the summary, as much
as 68.05% of word families were found in the textbooks. It means that as much as
32.05% of word families were not included in the book based on the on the words
listed in New General Service List (NGSL).
Some words below are some of the word families that were not found in
the textbook. The complete word list has been put in Appendix A.

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ACCOUNTABLE

ALONG

BATTLE

ACROSS

ALREADY

BEAR

ACTRESS

ARISE

BANK

ADDRESS

ARM

BED

ADMIT

ARMY

BENEATH

ADOPT

ARTICLE

BEYOND

ADVANCE

ATTACK

BILL

ADVANTAGE

ATTEMPT

BREAD

ALLOW

AVERAGE

BREAK

ALMOST

BANK

BROAD

ALONE

BAR

CASE

Negative VP of K-2
The data showed the word families from K2 that were not included in the
textbook’s words.
K-2 Total word families: 986
K-2 families in input:

276 (27.99%)

K-2 families not in input: 711 (72.11%)

The result did not count the tokens of K2 in the textbook, but just the word
families of the K2. As much as 27.99% of word families of K2 were found in the
textbook. It means that 72.11% word families of K2 were not found based on the
New General Service List (NGSL). Below are some of the ‘missing’ K2 words
from the textbook. The complete word list can be found in Appendix B.

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ABROAD

AGRICULTURE

APOLOGY

ABSENCE

AHEAD

APPLAUD

ABSOLUTE

AIRPLANE

APPLAUSE

ABSOLUTELY

ALIVE

APPLE

ACCUSE

ALOUD

ARCH

ACCUSTOM

ALTOGETHER

ARREST

ACHE

AMBITION

ARTIFICIAL

ADVERTISE

ANGER

ASH

ADVICE

ANGLE

ASHAMED

AEROPLANE

APART

ASIDE

AFFORD

APOLOGIZE

ASLEEP

Negative VP of AWL
The data showed the analysis of all word families of AWL that were not
found in the textbook. The percentages did not belong to the tokens of the AWL
in the book.
K-3 Total word families: 569
K-3 families in input:

138 (24.25%)

K-3 families not in input: 432 (75.92%)
From the data above, as much as 23.20% of word families were found in
the textbook. It means that 76.98% of word families were no appearing on the
textbook based on the words in the New General Service List (NGSL).
The followings are some word families that were not appeared in the
textbook.. The complete word list could be seen in Appendix C.
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ABSTRACT

AFFECT

APPARENT

ACADEMY

AGGREGATE

APPEND

ACCUMULATE

AID

APPROACH

ACCURATE

ALBEIT

APPROPRIATE

ACQUIRE

ALLOCATE

APPROXIMATE

ADAPT

ALTER

ARBITRARY

ADEQUATE

ALTERNATIVE

ASPECT

ADJACENT

AMBIGUOUS

ASSEMBLE

ADJUST

AMEND

ASSESS

ADMINISTRATE

ANALOGY

ASSIST

ADULT

ANALYSE

ASSUME

ADVOCATE

ANTICIPATE

ASSURE

3. Block Frequency Output of Off-List Words.
The words listed below were belong to ‘Off-list’ category, the words that
were not belong to other three categories. With the feature in Vocabulary Profiler,
the Off-list words had been frequency-blocked per ten words and had been
arranged from high to low frequency. With the list of words, it was hoped that
teachers could get the useful information like what words that were important to
teach from the Off-List Words. Teachers also could choose what words that
appropriate for the ten grade of Senior High School students. Below is the list of
‘Off-list’ words, with 1,044 tokens and 472 types. There are four kinds that were
shown in the table. RANK in the table is ranking of word, FREQ is frequency of
word occurrence, COVERAGE is the percentage of word occurrences, individual

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or cumulative, and the vocabulary item or word. The complete list of blocked
frequency has been put in Appendix D.
Table 6. Block Frequency Output of Off-List Words.

RANK

FREQ

COVERAGE
individ cumulative

WORD

1.

39

3.74%

3.74%

ANNOUNCEMENT

2.

22

2.11%

5.85%

NIAGARA

3.

20

1.92%

7.77%

STONEHENGE

4.

18

1.72%

9.49%

ADJECTIVES

5.

18

1.72%

11.21%

EMAIL

6.

18

1.72%

12.93%

VOCABULARY

7.

16

1.53%

14.46%

COMPLIMENT

8.

15

1.44%

15.90%

DURRINGTON

9.

12

1.15%

17.05%

COOKIES

10.

12

1.15%

18.20%

JUNGLE

11.

12

1.15%

19.35%

PHRASES

12.

11

1.05%

20.40%

ADJECTIVE

13.

10

0.96%

21.36%

COMPLIMENTS

14.

10

0.96%

22.32%

CONCERT

15.

8

0.77%

23.09%

AMAZING

16.

8

0.77%

23.86%

CLASSMATES

17.

8

0.77%

24.63%

COMPREHENSION

18.

8

0.77%

25.40%

PRONUNCIATION

19.

8

0.77%

26.17%

WATERFALL

20.

7

0.67%

26.84%

HOBBIES

21

4. Comparison of Vocabulary Frequency Levels of the Textbooks
Below is the comparison frequency of K1, Kw, AWL, and Off-list across
chapters in the textbook. Table 7 gives a broad explanation of the difference
frequency among each chapter.
Table 7. Comparison of word frequency levels
K- 1 WORDS
%

K- 2 WORDS
%

AWL
%

OFF-LIST
%

CHAPTER 1
CUMULATIVE
%

1,727
84.12%

133
90.60%

68
93.91%

125
100%

CHAPTER 2
CUMULATIVE
%

1,267
83.36%

129
91.85%

40
94.48%

84
100%

CHAPTER 3
CUMULATIVE
%

1,105
87.98%

77
94.11%

27
96.26%

47
100%

CHAPTER 4
CUMULATIVE
%

1,217
80.44%

157
90.82%

46
93.86%

93
100%

CHAPTER 5
CUMULATIVE
%

802
82.60%

67
89.50%

42
98.83%

60
100%

CHAPTER 6
CUMULATIVE
%

1,656
76.00%

197
85.04%

92
89.26%

234
100%

CHAPTER 7
CUMULATIVE
%

1,092
77.17%

111
85.01%

69
89.89%

143
100%

CHAPTER 8
CUMULATIVE
%

933
75.98%

71
81.76%

88
88.93%

136
100%

CHAPTER 9
CUMULATIVE
%

893
74.85%

95
82.81%

89
90.27%

116
100%

22

The table above showed the result of word frequency for each chapter. It
seemed that each chapter did not have significant differences of the percentage of
K1, K2, ALW, and Off-list words. Therefore, it may be concluded that the
difficulty level of each chapter of the textbook was similar. The AWL proportion
was calculated not as high as the other kind of words. However, the proportion of
AWL might still be the challenge for the students since AWL is the kind of words
that usually appears in the academic text, so the students might face the difficulty
in understands the textbook. The cumulative percentage of K1 and K2 may show
that all chapters still hard to be comprehend because all the cumulative percentage
of K1 and K2 was below 95% an important percentage for an understandable text.
5. Text Comparison of the Textbooks
Comparison of Chapter 1 vs. Chapter 5
The comparison between two chapters of the textbook is the last section
that was discussed. Comparison between two chapters will show the token
recycling index between two chapters. Recycling index is the proportion of the
words on the two chapters compared and the total number words in the second
compared chapter. This index has a functional information about the words are
similar from the two chapter, also the unique words found in the second chapter.
With the result, it may help teachers to focus on the words that found unique from
the second chapter. The first result compared Chapter 1 and Chapter 5. The two
chapters were chosen because they had the contrast result of K1. Chapter 1 was
calculated as the highest proportion of K1 where Chapter 5 was calculated as the
lowest proportion of K1. The analysis showed that the token recycling index was
23

83.28%, indicating that as much as 83.28% words in Chapter 1 and Chapter 5
were similar. Those percentage shows that the textbook could be said difficult to
be comprehend because the result was below the 95% of recognizable words
theory. From the result, the calculation of the new or unique words in Chapter 5
was 16.72%. The result of the shared and unique words could be shown through
the table 4 below. Next to the word, there is a number/figure that was used to
count how many times the words appeared in the book.

Table 8. Comparison of Chapter 1 and Chapter 5.

The complete table could be seen in Appendix E.

Unique to first
595
tokens
317 families

Shared
817
tokens
177 families

Unique to
164
112 families

001.
002.
003.
004.
005.
006.

001.
the 66
002.
be
38
003.
she 38
004.
you 32
005.
to
29
006. friend 24

Freq first

student 10
sister
9
attend 7
mother 7
music 7
pal
7

second
tokens

(then alpha)
001.
002.
003.
004.
005.
006.

24

point
6
hair
4
photograph 4
tall
4
company 3
face
3

Same list
Alpha first
001. #number
002. adventure
003.
alike
004.
appear
005.
bad
006. base 1

1
1
1
2
1

Comparison of Chapter 6 vs Chapter 5
The second part was compared the Chapter 6 and Chapter 5. These two
chapters were chosen to be compared because both chapters had the contrast result
of K2. Chapter 6 had the highest proportion of K2 while Chapter 5 had the lowest
proportion of K2. The data showed that the token of recycling index was 80.63%,
which means the 80.63% words of the two chapters were similar. Still, those two
chapters were pretty hard to be comprehend because they percentage were below
95%. Therefore, the unique words of the second chapter were 19.37%.

The same

and unique words are described through the table below.
Table 9. Comparison of Chapter 6 and Chapter 5.
The complete table has been put in Appendix F.

Unique
to
first
873
tokens
397 families

Shared
791
177 families

001.
002.
003.
004.
005.
006.

001.
002.
003.
004.
005.
006.

tokens

Unique to
190
112 families

second
tokens
VP novel items

noun
park
beauty
phrase
jungle
nation

28
17
13
13
12
12

the
be
she
you
to
friend

66
38
38
32
29
24

Freq first
(then alpha)
001.
002.
003.
004.
005.
006.

25

picture
11
point
6
best
5
discuss
4
hair
4
photograph 4

Same list
Alpha first
001.
adventure
002.
alike
003.
appear
004.
bad
005.
best
006.
bit

1
1
2
1
5
1

CONCLUSION
This study aims to answer the research questions ‘What is the vocabulary
profile in the English textbook of the tenth grade used in SMKN 1 Salatiga?’,
‘What is the percentage of vocabulary that is not included in the textbook?’ and
‘What is the token recycling index of the textbook?’by investigating the
vocabulary profile of Vocational High School English textbook grade X by using
vocabulary profiler. The findings showed the vocabulary profile identification of
the ‘ Bahasa Inggris’ book. 32.05%) 72.11 75.92
The findings of the textbook revealed three major conclusions. First, the
overall findings showed that K1 was 80.25%, K2 was 7.77%, AWL was 4.20%,
and Off-list words were 7.78%. Therefore, it could be concluded that more than
half part of the book was belong to K1. Second, there are 32.05% of K1, 72.11%
of K2, and 75.92% of AWL that were not included in the textbook. By knowing
the vocabularies that are not appears in the textbook, teachers could select the
appropriate words for students’ development in learning language. Last, there
were two comparison, Chapter 1 vs Chapter 5 and Chapter 6 vs Chapter 5. The
first comparison between Chapter 1 and Chapter 5 showed that 83.28% words
were sharing the same vocabularies. The second comparison, Chapter 6 and
Chapter 5 showed that 80.63% words were same.
This study still has limitation. The limitation is the study just used one
textbook and one level as the source of analysis. It will be better if the study uses
more than one kind of textbook to be compared. It also will be better if the study

26

can analyze more than one level of the class. The study can analyze the
vocabulary profile of 11th and 12th grade of the students to get the richer results.
By knowing the vocabulary profile of ‘Bahasa Inggris’ book, teachers are
hoped to be more pay attention to the vocabulary content for each chapter that
help students’ knowledge. Teachers also can decide their choice of words in
teaching the material, written or orally based on the vocabulary profile result of
the book. More research of other textbook and other levels may be beneficial for
the teachers to prepare their teaching material that is suitable for the students.

27

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Bauer, Laurie. & Nation, P. (1993). Word Families. International Journal of
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Budiantri, P. Y., Nitisih, P. Y, & Budiasi, I. G. (2013). Developing authentic
reading material for the tenth year students of state vocational high
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Graves, D. (2005). Vocabulary profiles of letters and novels of jane austen and her
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Huyen, N.T. & Nga, K. T. (2003). Learning vocabulary through games. Asian
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Meara, P. (2005). Lexical frequency profiles : a monte carlo analysis. Applied
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Morris, L & Cobb, T. (2004). Vocabulary profile as predictors of the academic
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Nation. (1990). Teaching and learning vocabulary. Victoria: Victoria University
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29

Vocabulary

list

(n.d.)

Retrieved

November

13,

2015,

from

http://www.vocabulary.com/lists/

Wessels, S. (2011). Promoting vocabulary learning for English learner. Teaching
Tip.

30

APPENDIXES
Appendix A
The Negative Vocabulay Profile of K1
ACROSS

BAR

COAST

ACTRESS

BATTLE

COIN

ADDRESS

BEAR

COLONY

ADMIT

BED

COMMAND

ADOPT

BENEATH

COMMON

ADVANCE

BEYOND

CONTROL

ADVANTAGE

BILL

COST

ALLOW

BREAD

COTTON

ALMOST

BREAK

COUNCIL

ALONE

BROAD

COUNT

ALONG

CASE

COURT

ALREADY

CASTLE

CROWD

ARISE

CAUSE

CROWN

ARM

CHANCE

CURRENT

ARMY

CHARGE

DANGER

ARTICLE

CHIEF

DEAL

ATTACK

CHURCH

DECLARE

ATTEMPT

CLAIM

DEGREE

AVERAGE

CLOUD

DEMAND

BANK

COAL

DEPARTMENT

31

DESERT

EXCEPT

GIFT

DESIRE

EXCHANGE

GLASS

DESTROY

EXPECT

GROUND

DISTINGUISH

EXPENSE

HANG

DISTRICT

EXPERIMENT

HAPPEN

DOLLAR

EYE

HARDLY

DOOR

FACTORY

HEAT

DOUBT

FAMILIAR

HEAVEN

DRY

FARM

HEAVY

DUTY

FEAR

HILL

EAR

FELLOW

HONOUR

EARLY

FIELD

HORSE

EAST

FIGHT

HUNDRED

EFFICIENT

FINE

HUSBAND

EFFORT

FIRE

ILL

EIGHT

FIT

INCH

ELEVEN

FLOWER

INCREASE

EMPIRE

FORCE

INDEED

EMPLOY

FURNISH

INFLUENCE

ENEMY

GAS

IRON

EQUAL

GATE

JOINT

ESCAPE

GATHER

JOINTED

EVENING

GENTLE

JUDGE

32

JUSTICE

MAYBE

NOR

KILL

MEASURE

NUMERICAL

KING

MERE

NUMEROUS

LACK

METAL

OIL

LADY

MILK

ORDINARY

LAND

MINER

OTHERWISE

LATTER

MINISTER

OUGHT

LAUGH

MISS

OWE

LAUGHTER

MISTER

PAGE

LAY

MONDAY

PER

LENGTH

MOON

PLAIN

LEVEL

MORAL

POLITICAL

LIFT

MOREOVER

POOR

LIMIT

MOTOR

POPULATION

LIP

MOUTH

POSSESS

LITERATURE

MRS

POUND

LORD

NATIVE

POVERTY

LOW

NECESSITY

PRESS

MACHINE

NEITHER

PRESSURE

MANUFACTURE

NEWS

PREVENT

MARK

NINE

PRODUCT

MASS

NOBLE

PROFIT

MATTER

NONE

PROGRESS

33

PROMISE

ROUGH

SOFT

PROOF

ROYAL

SOLDIER

PROPERTY

SAIL

SORT

PROVE

SALT

SOUL

PROVISION

SATURDAY

SPEED

PULL

SCARCE

SPITE

QUANTITY

SEA

SPREAD

QUARTER

SEASON

STAGE

QUEEN

SECRETARY

STANDARD

RACE

SENSITIVE

STEEL

RAISE

SERIOUS

STOCK

RANK

SEVEN

STRANGE

REALISE

SHADOW

STRIKE

RECEIPT

SHALL

STRONG

RECOGNIZE

SHAPE

SUBSTANCE

RECORD

SHOOT

SUFFER

REDUCE

SHORE

SUNDAY

REFUSE

SHOULDER

SUPPLY

REMARK

SIGHT

SURFACE

REPUBLIC

SIGN

SURPRISE

RING

SILENCE

SWORD

RISE

SILVER

SYSTEM

ROLL

SNOW

TAX

34

TEAR

VIEW

TEN

VIRTUE

THIRTEEN

VOTE

THIRTY

WAGE

THURSDAY

WAR

THUS

WEDNESDAY

TILL

WESTERN

TON

WHOLE

TOTAL

WIFE

TOUCH

WILD

TOWARD

WINDOW

TRADE

WISE

TRUST

WITHIN

TUESDAY

WORTH

TWELVE

WOUND

TWENTY

WRONG

UNDER

YIELD

UNION

YOUTH

UNLESS
UPON
VARIETY
VESSEL
VICTORY

35

Appendix B
The Negative Vocabulary Profile of K2
ABROAD
ABSENCE
ABSOLUTE
ABSOLUTELY
ACCUSE
ACCUSTOM
ACHE
ADVERTISE
ADVICE
AEROPLANE
AFFORD
AGRICULTURE
AHEAD
AIRPLANE
ALIVE
ALOUD
ALTOGETHER
AMBITION
ANGER
ANGLE
APART

APOLOGIZE

BARELY

APOLOGY

BARGAIN

APPLAUD

BARREL

APPLAUSE

BASIN

APPLE

BATH

ARCH

BATHE

ARREST

BAY

ARTIFICIAL

BEAK

ASH

BEAM

ASHAMED

BEAN

ASIDE

BEARD

ASLEEP

BEAST

ASTONISH

BEAT

AUTUMN

BEG

AVENUE

BEHAVE

AWAKE

BELL

AWKWARD

BELT

AXE

BERRY

BAGGAGE

BICYCLE

BAND

BILLION

BARE

BIND

36

BITE

BUNCH

CHEAT

BITTER

BUNDLE

CHEESE

BLADE

BURIAL

CHEQUE

BLAME

BURST

CHEST

BLESS

BUSH

CHIMNEY

BLIND

BUSY

CHRISTMAS

BLOCK

BUTTER

CIVILISE

BOAST

BUTTON

CLAY

BORROW

CAGE

CLERK

BOTTLE

CAKE

CLEVER

BOUND

CALCULATE

CLIMB

BOUNDARY

CANAL

CLOCK

BRAIN

CAP

COARSE

BRASS

CAPE

COAT

BREAKFAST

CARRIAGE

COLLAR

BREATH

CART

COMB

BREATHE

CATTLE

COMPANION

BRIBE

CAUTION

COMPLAIN

BRICK

CENT

COMPOSE

BROADCAST

CENTIMETRE

CONFESS

BROWN

CHAIN

CONQUER

BRUSH

CHALK

CONSCIENCE

BUCKET

CHEAP

CONSCIOUS

37

CONVENIENCE

CUPBOARDS

DESCEND

COPPER

CURE

DESK

COPY

CURIOUS

DESPAIR

CORK

CURL

DEVIL

CORNER

CURSE

DIAMOND

COTTAGE

CURTAIN

DIG

COUGH

CURVE

DINNER

COURAGE

CUSHION

DIP

COW

CUSTOM

DISCIPLINE

COWARD

CUSTOMER

DISEASE

CRACK

DAMAGE

DISGUST

CRASH

DAMP

DISMISS

CREAM

DEAF

DISTURB

CREATURE

DECAY

DITCH

CREEP

DECEIVE

DONKEY

CRIME

DECREASE

DOT

CRIMINAL

DEED

DOUBLE

CRITIC

DEER

DOZEN

CROP

DEFEND

DRAG

CRUEL

DELAY

DRAWER

CRUSH

DELICATE

DROWN

CULTIVATE

DELIGHT

DRUM

CUP

DELIVER

DUCK

38

DULL

FAN

FOOL

DUST

FANCY

FORBID

EAGER

FASTEN

FORGIVE

EARN

FAT

FORK

EARNEST

FATE

FORWARD

EDGE

FAULT

FRAME

ELASTIC

FEAST

FREEZE

ELDER

FEATHER

FREQUENT

ELEPHANT

FENCE

FRIGHT

EMPTY

FEVER

FUNERAL

ENCLOSE

FIERCE

FUR

ENTIRE

FINGER

GALLON

ENVELOPE

FIRM

GAP

ESSENCE

FLAG

GARAGE

EVIL

FLAME

GAY

EXACT

FLAT

GENEROUS

EXCESS

FLAVOUR

GLORY

EXCITE

FLESH

GOAT

EXPLODE

FLOAT

GRACE

EXTRAORDINARY

FLOOD

GRADUAL

EXTREME

FLOUR

GRAIN

FADE

FOLD

GRAM

FAINT

FOND

GRAVE

39

GREASE

HOST

JEALOUS

GREED

HUMBLE

JEWEL

GREET

HUNGER

JOKE

GRIND

HUNT

JUICE

GUARD

HURRAH

JUMP

GUILTY

HURRY

KEY

GUN

HURT

KICK

HALL

HUT

KILOGRAM

HAMMER

IDEAL

KILOMETRE

HANDKERCHIEF

IDLE

KISS

HARBOR

IMITATE

KITCHEN

HARM

IMMENSE

KNEE

HARVEST

INFORMALLY

KNEEL

HASTE

INN

KNOCK

HATE

INQUIRE

KNOT

HAY

INSECT

LADDER

HEAP

INSTANT

LAMP

HINDER

INSULT

LEAN

HOLE

INSURE

LEATHER

HOLLOW

INTERFERE

LEG

HONEST

INTERRUPT

LEND

HOOK

INVENT

LESSON

HORIZON

JAW

LIBERTY

40

LID

MECHANIC

NAIL

LIMB

MELT

NARROW

LIQUID

MEND

NEAT

LITRE

MERCHANT

NECK

LOAF

MERCY

NEEDLE

LOAN

MERRY

NEGLECT

LOCK

MESSENGER

NEPHEW

LODGING

METRE

NEST

LOG

MILD

NET

LONE

MILL

NOON

LOOSE

MILLIGRAM

NUISANCE

LOUD

MILLILITRE

NURSE

LOYAL

MILLIMETRE

NUT

LUMP

MINERAL

OAR

LUNCH

MISERABLE

OBEY

LUNG

MIX

OCEAN

MAD

MODERATE

OFFEND

MAIL

MODEST

OMIT

MAP

MOTION

ONWARDS

MAT

MOUSE

OPPOSE

MEANTIME

MUD

OPPOSITE

MEANWHILE

MULTIPLY

ORGAN

MEAT

MURDER

41

ORNAMENT

PIN

PRETEND

OVERCOME

PINCH

PRIDE

PACK

PINT

PRIEST

PAD

PIPE

PRISON

PAN

PLANE

PROCESSION

PARCEL

PLASTER

PROGRAMME

PARDON

PLATE

PRONOUNCE

PASSAGE

PLENTY

PUMP

PASTE

PLOUGH

PUNCTUAL

PATIENT

POCKET

PUNISH

PATRIOTIC

POEM

PUPIL

PAUSE

POISON

PURE

PAW

POLISH

PUSH

PEARL

POLITE

QUALIFY

PECULIAR

POOL

QUARREL

PENCIL

POSTPONE

QUART

PENNY

POT

RADIO

PERFECT

POUR

RAIL

PERMANENT

POWDER

RAKE

PERSUADE

PRACTICAL

RAPID

PIG

PREACH

RAT

PIGEON

PRECIOUS

RAW

PILE

PREJUDICE

RAY

42

RAZOR

RIVAL

SAUCE

REFRESH

ROAR

SAUCER

REGRET

ROB

SAWS

REJOICE

ROD

SCALE

RELIEVE

ROOF

SCATTER

REMEDY

ROOT

SCENT

RENT

ROPE

SCORN

REPAIR

ROT

SCRAPE

REPLACE

RUB

SCRATCH

REPRODUCE

RUBBER

SCREW

REPUTATION

RUBBISH

SEARCH

REQUEST

RUDE

SEED

RESCUE

RUG

SEIZE

RESIGN

RUIN

SELDOM

RESIST

RUSH

SEVERE

RESPONSIBLE

RUST

SEW

RETIRE

SACRED

SHAD