T1__Full text Institutional Repository | Satya Wacana Christian University: Designing A CorpusBased Dictionary of K3 Vocabulary in Textbook Bahasa Inggris Grade VII and IX T1 Full text

DESIGNING A CORPUS-BASED DICTIONARY OF K-3 VOCABULARY IN TEXTBOOK BAHASA INGGRIS GRADE VII AND IX

  THESIS Submitted in Partial Fulfillment of The Requirement for the Degree of Sarjana Pendidikan

  Kartika Dewi Nugroho 112013049

ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA SALATIGA 2017

DESIGNING A CORPUS-BASED DICTIONARY OF K-3 VOCABULARY IN TEXTBOOK BAHASA INGGRIS

  GRADE VII AND IX THESIS

  Submitted in Partial Fulfillment of The Requirement for the Degree of

  Sarjana Pendidikan

  Kartika Dewi Nugroho 112013049

ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA SALATIGA 2017

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 2017. Kartika Dewi Nugroho and Prof. Dr. Gusti Astika, M.A. All rights reserved. No part of this thesis may be reproduced by any means without the permission of a least one of the copyright owners or the English Language Education Program, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga. Kartika Dewi Nugroho

DESIGNING A CORPUS-BASED DICTIONARY OF K-3 VOCABULARY IN TEXTBOOK BAHASA INGGRIS GRADE VII AND IX

Kartika Dewi Nugroho 112013049 ABSTRACT

  Dictionary use is one of vocabulary learning strategy to learn English for students in Indonesia. However, the dictionary they use is a commercial dictionary that somehow is not suitable as the complement for their textbook. This study is about designing corpus-based dictionary of K-3 vocabulary in Bahasa Inggris textbook for grade VII and IX. It is a dictionary which is designed based on students’ textbook. The sample vocabulary items for this study were selected from students’ textbook entitled Bahasa Inggris for grade VII and IX after deleting the propernouns, phonetic transcripts, numbers, Indonesian words and the pictures or illustrations. Documentary research method was used in this study. I selected the data randomly to be the 150 entry words for the dictionary. First, I used Compleat Lexical Tutor: VocabularyProfiler to categorize the words from the book into K3 vocabulary group. Then I used Concordance to provide the sample sentences for the 150-entry word dictionary of K3. The result was a 150-word corpus-based dictionary of K-3 vocabulary. The dictionary provided five sample sentences in each entry word using different grammatical features and provided meaning of different context. This dictionary can

  be a complement for Bahasa Inggris textbook grade VII and IX.

  Keyword: vocabulary, corpus-based dictonary, vocabulary learning strategy,

  vocabulary profiler, grammaical features.

Introduction

  Nowadays, vocabulary is one of the essential aspects to learn English especially in Indonesia where English is learned as foreign language in many schools including in Junior High School level. According to Mukoroli (2011) vocabulary is important Nowadays, vocabulary is one of the essential aspects to learn English especially in Indonesia where English is learned as foreign language in many schools including in Junior High School level. According to Mukoroli (2011) vocabulary is important

  situation where vocabulary is important in all areas of communication, Alqahtani (2015) stated that the importance of vocabulary will be proven in daily life not only inside the classroom but also outside the classroom. Another idea about the importance of vocabulary is also suggested by Nation, as cited in Alqahtani (2015) that said the more the vocabulary students identify, the better the language they use. Based on these ideas, it means that vocabulary could support students’ English capability. By having great knowledge of vocabulary, students are depicted to be fluent in their English use. However, the problem about English vocabulary in Indonesia is the students are lack of vocabulary knowledge. Mostly, they only know a few words in English. This limitation of their vocabulary could be the obstacle that impedes their English communication (Alqatahni, 2015) since vocabulary plays an important role as mentioned above.

  The situation of students’ limitation in vocabulary that happened in Indonesia will affect their learning process. In order to increase students’ vocabulary knowledge, there should be strategies to help them expand their vocabulary knowledge. One example of vocabulary learning strategies is using dictionary which requires students to use bilingual dictionary as a tool in learning English. Unfortunately, the dictionary used by students to equip their English learning process does not match their needs. Sometimes when they look up the dictionary to find a word, the meaning of the word does not match the context of the lesson. It happens The situation of students’ limitation in vocabulary that happened in Indonesia will affect their learning process. In order to increase students’ vocabulary knowledge, there should be strategies to help them expand their vocabulary knowledge. One example of vocabulary learning strategies is using dictionary which requires students to use bilingual dictionary as a tool in learning English. Unfortunately, the dictionary used by students to equip their English learning process does not match their needs. Sometimes when they look up the dictionary to find a word, the meaning of the word does not match the context of the lesson. It happens

  In order to find the particular meaning, there should be an appropriate dictionary that is suitable to equip students’ English learning process. The suitable dictionary to equip their English learning process should be a dictionary which provides contextual vocabulary based on their students’ book. Therefore, this research aims to design a corpus-based dictionary of K-3 vocabulary in Bahasa Inggris textbook grade VII and IX with the research question “how can a corpus- based dictionary of basic vocabulary of K-3 be designed for students?”. Hopefully, the result of this research which in the form of a dictionary can be suitable as a complement for Bahasa Inggris textbook for grade VII and IX and will be beneficial for both students and teachers to find vocabulary according to their needs. It will help teachers in time allotment where it will be more efficient to find particular words according to the textbook and they do not need to speculate in what type of vocabulary is needed for each lesson. Besides, by finding the appropriate vocabulary using the designed dictionary, students can learn vocabulary more effectively and it could lead the students to expand their knowledge of vocabulary and help them to improve their English competencies.

Literature Review

The Importance of Vocabulary

  Vocabulary is considered as essential part in order to learn language. According to Nation (2001) in his book Learning Vocabulary in Another Language by knowing vocabulary it is related to “… examine what could be known about a word, to evaluate the relative importance of the various kinds of knowledge, to see how they are related to each other, and to broadly suggest how learners might gain this knowledge” (p. 23). So, knowing vocabulary or words means that teacher and students learning the words meaning, the relation of words within context and also find the suitable way to learn it.

  Commonly, in order to learn any second language, sufficient vocabulary is needed since it is crucial to help students avoid the difficulties in learning language (Asgari, 2011, p. 86). Besides, sufficient vocabulary is needed because according to Alqahtani (2015) “…a limited vocabulary in a second language impedes successful communication.” (p. 22). Those ideas about the relation between vocabulary and successful communication are supported by Mukoroli (2011) that stated “When students have a great vocabulary, the latter can improve all areas of communication, namely speaking, listening, reading and writing” (p. 7). The importance of vocabulary in four skills of language learning is also supported by Rabadi (2016) saying “Vocabulary knowledge is very important in learners’ reading, listening, speaking, and writing skills and consequently in their academic success” (p. 49). In reading, vocabulary plays the important role since the vocabulary is needed in order to Commonly, in order to learn any second language, sufficient vocabulary is needed since it is crucial to help students avoid the difficulties in learning language (Asgari, 2011, p. 86). Besides, sufficient vocabulary is needed because according to Alqahtani (2015) “…a limited vocabulary in a second language impedes successful communication.” (p. 22). Those ideas about the relation between vocabulary and successful communication are supported by Mukoroli (2011) that stated “When students have a great vocabulary, the latter can improve all areas of communication, namely speaking, listening, reading and writing” (p. 7). The importance of vocabulary in four skills of language learning is also supported by Rabadi (2016) saying “Vocabulary knowledge is very important in learners’ reading, listening, speaking, and writing skills and consequently in their academic success” (p. 49). In reading, vocabulary plays the important role since the vocabulary is needed in order to

  The role of vocabulary is also important for the other language skills. In listening, Nation (2001, 2008) identified vocabulary in listening as meaning-focused input. The vocabulary is one aspect to consider whether the students understand the spoken English or not. Yet, Nation (1990) stated students probably still have difficulties in understanding spoken English even though they may have large vocabulary in reading and could read well.

  In their research, Olinghouse and Wilson (2012) stated that vocabulary plays the role as a tool to express ideas, experiences, and sensory images in order to compose quality text in writing skill. While in speaking, many words are required for conversation. Therefore vocabulary is needed to express and demonstrate a good speaking skill. (Coxhead, 2006).

  Since vocabulary plays important role in learning second language and improving communication and academic achievement, it is necessary to teach the vocabulary with the word that co-occur with it because words should not be taught Since vocabulary plays important role in learning second language and improving communication and academic achievement, it is necessary to teach the vocabulary with the word that co-occur with it because words should not be taught

Vocabulary Learning Strategies

  Based on the ideas that vocabulary has an important part in learning language and could be the supporting point for students’ academic success, there should be vocabulary learning strategies that helps students to improve their vocabulary which later will improve their academic success too. Vocabulary Learning Strategies are “steps taken by the language learners to acquire new English words” (Asgari, 2011, p.85). However, Kalajahi (2012) mentioned that sometimes students know that vocabulary is important in order to learn language but they do not realize that vocabulary learning strategies will help them to learn language effectively. Therefore, as teachers who are responsible to manage the class, they can help students by introducing the learning strategies.

  There are two types of vocabulary that help teacher to identify which Vocabulary Learning Strategies is suitable to apply. The two types of vocabulary are receptive and productive. Nation (2001) proposed his ideas about receptive and productive vocabulary:

  Essentially, receptive vocabulary use involves perceiving the form of a word while listening or reading and retrieving its meaning. Productive vocabulary use involves Essentially, receptive vocabulary use involves perceiving the form of a word while listening or reading and retrieving its meaning. Productive vocabulary use involves

  Alqatahni (2015) also proposed his idea about receptive vocabulary as word that is understood contextually, without any produce while productive vocabulary is understood during speaking and writing (p.25). Both ideas from Nation and Alqatahni about receptive and productive vocabulary are almost the same.

  Even though it has been grouped on those two types, teachers will experience the situation where vocabulary is difficult to teach. Vocabulary is as important as grammar or syntax since it conveys meaning. On the other hand, vocabulary could be the problem for students because “…unlike syntax and phonology, vocabulary does not have rules the learners may follow to acquire and develop their knowledge” (Alqatahni, 2015, p.23). Perhaps, students will be confused because vocabulary knowledge comes without rules like grammar or syntax.

  Another problem is the time allotment of learning second language and the background knowledge of second language students. Rossiter, Abbott, and Kushnir (2016) stated that “…second language (L2) learners often need to learn a large amount of vocabulary in a limited period of time; thus, vocabulary instruction is of fundamental concern to educators”(p.2). In order to deal with those problems, teachers should come up with some vocabulary learning strategies “…teachers may help to decrease students’ learning burdens by providing some organized vocabulary learning strategies for them” (Asgari, 2011, p. 86).

  Coxhead in his book proposed two types of vocabulary learning strategies which are Direct Learning Strategies and Indirect Learning Strategies. Direct Learning Strategies means that “Learners spend their time specifically on learning the word for example using flashcard” (Coxhead, 2006, p. 40) while Indirect Learning Strategies means “learners are engaged in understanding the meaning of words in context. That is, they are focused mostly on the message.” (Coxhead, 2006, p.51).

  Another idea comes from Schmitt (2000) who proposed around 58 strategies of vocabulary learning that teacher could use in order to expand their students’ vocabulary knowledge and overcome those problems. Those strategies then later grouped into five groups which are Determination Strategies (guessing the meaning through context, the equivalent words in L1, and use references), Social Strategies (using interaction among people around to ask the meaning of new words), Memory Strategies (using students’ background knowledge of some words they have learned), Cognitive Strategies (repetition of vocabulary the students have learned and keeping notes of vocabulary), and Metacognitive Strategies (using English-language media).

  Those strategies are almost similar to strategies according to Gu and Johnson (1996) as cited in Rabadi (2016). They divided the strategies more specific into eight types of vocabulary learning strategies which consist of Beliefs about Vocabulary Learning; Metacognitive Regulation; Guessing Strategies; Dictionary Strategies; Note-taking Strategies; Memory Strategies (rehearsal); Memory Strategies (encoding); and Activation Strategies.

  The strategies according to Gu and Johnson could be categorized under Schmitt’s five-group of strategies which Guessing Strategies and Dictionary Strategies are under Determination Strategies, and Note-taking Strategies is under Cognitive Strategies.

  In terms of approach, there are also two types of vocabulary acquisition which are explicit and incidental learning of vocabulary.

  Explicit learning focuses attention directly on the information to be learned, which gives the greatest chance for its acquisition. But it also time-consuming, and for all but the most diligent student, it would be too laborious to learn an adequately sized lexicon. (Schmitt, 2000, p.120)

  Basically explicit learning of vocabulary is related to direct topic for students. It might makes students having large sight of vocabulary but it is difficult to teach since “…students learn the word form and learn the meanings, but confuse which goes with which (crossassociation)” (Schmitt, 2000, p. 147). So, students will find it is challenging if they learn vocabulary without any context. On the other hand, incidental learning approach is related to give maximum exposure for students and put the students to see the use of the words from the country where the L2 is the primary language. Thus, Vocabulary Learning Strategies used by the teacher and students in the classroom could minimalize the difficulties of learning English in classroom and even maximize input for the learning process.

Dictionary Use

  In Indonesia, dictionary use is one of the common strategies used by the teachers. According to Mahbashi, Noor, and Amir (n.d), “In learning vocabulary, the dictionary has always been the main source for offering definitions and examples of words that EFL learners have to meet in their reading of English texts” (p.14). In general, there are three kinds of dictionaries which are monolingual, bilingual, and bilingualised. (Nation, 2001).

  First, monolingual dictionary, which is a dictionary that only contains information and definition in the second language. However, the use of monolingual dictionary as the complement for students’ second language learning is quite difficult if they only have limited vocabulary in English.

  Second is bilingual dictionary that provides the equivalent word in the first language. Sometimes, the bilingual dictionary only provides a one-to-one relationship and it could lead to some misinterpretation by the students since there are lot of interpretation of meaning that comes from a single word.

  The last type is bilingualised dictionary which is the combination of both bilingual and monolingual. It comes with “…the information that is in a monolingual dictionary plus a translation of the head word” (Nation, 2001, p. 290).

  The commercial dictionary sometimes does not facilitate students’ needs. Thus, this research will try to design the suitable bilingual dictionary for students. This dictionary will be designed based on Bahasa Inggris textbook for Grade VII and IX. Hopefully the result of this research will help students to enlarge their vocabulary The commercial dictionary sometimes does not facilitate students’ needs. Thus, this research will try to design the suitable bilingual dictionary for students. This dictionary will be designed based on Bahasa Inggris textbook for Grade VII and IX. Hopefully the result of this research will help students to enlarge their vocabulary

The Study

  The research question of this study is “how can a corpus-based dictionary of basic vocabulary of K-3 be designed for students?”. This research aims to design a corpus-based dictionary of K-3 vocabulary in Bahasa Inggris textbook grade VII and

  IX.

Method

  This research used documentary research method. According to Payne and Payne (2004) documentary methods are the techniques used to categorize, investigate, interpret and identify …written documents, whether in private or public domain such as personal papers, commercial records, or state archives, communications or legislation. In this study, Bahasa Inggris textbook for class VII and IX will be analyzed to determine the words that belong to K-3 or AWL in order to produce list of words for the dictionary entry. According to Astika (2016) “The K-

  1 words are the most common and easiest words found in any text. The K-2 words are those words that are less common and less frequent in a text … The AWL words are those words that are commonly used in academic texts” (p. 206).

Sample

  This research used the textbook Bahasa Inggris for class VII and IX. It is written by Th. Kumalarini, Achmad Munir, Slamet Setiawan, Helena Agustien, Muchlas Yusak for class VII and Gunarso Susilohadi, Suharso, Dwi Anggani, Siti Wachidah, Sri Sumarni for class IX. Both books were published by Pusat Perbukuan Departemen Pendidikan Nasional in 2008. The text-Book Bahasa Inggris for class

  VII and IX have been recommended by the Ministry of Education and Culture and are arranged based on Peraturan Menteri Pendidikan Nasional No. 2 Tahun 2006 Tentang Standar Isi, No. 23 Tahun 2006 tentang Standar Kompetensi Lulusan, and based on the criteria for text-book developed by Badan Standar Nasional Pendidikan.

Data Collection

  In order to collect the data there were several steps that should be done. First, the textbook Bahasa Inggris for class VII and IX was converted from pdf file to MS word. After the whole book was converted to MS word, the second step was the deletion of unnecessary text, for example Indonesian words like “Kata Sambutan”, people’s names like “Priska Wulandari”, towns or places like “England”, and running text of the text-book like “Bahasa Inggris SMP Kelas IX”. Later, the final result of the text-book in MS word was copy-pasted to the vocabulary profiler in order to be classified into K-3.

Research Instrument

  The tool for this research was Compleat Lexical Tutor, version 8 available at www.lextutor.ca. It is a vocabulary profiler to identify vocabulary items in different frequency groups. After the words were classified using the tool, I used Concordance to identify context of a particular word to be put in the dictionary entry.

Data Analysis

  After converting the textbook from pdf to MS word and deleting the unnecessary text, then I organized the data to be more readable because sometimes the format of pdf and MS word is quite different. The next step was identifying the word frequency group by running the vocabulary profiler using Compleat Lexical Tutor and then selecting NAWL to produce the word frequency profile. After that, I copied NGSL3 (K-3) and extracted the word group in order to produce list of words for dictionary entry. I deleted the vocabulary items from the list that were not necessary for the dictionary entry. Those deleted items should be words that too common and students must have known it for instance ‘and’. This new list of words was used as data for making the dictionary. After that, I used Concordance tool in order to select useful context for each word, for example the word ‘combine’. On the Concordance page, I selected no. 1: Corpus Concordance: English to input the entry word. Later, I typed the keyword or entry word e.g., ‘combine’ then I used one type of concordance for example “1k Graded Corpus” from the menu list in order to categorize the context. If the “1k Graded Corpus” did not provide sufficient example After converting the textbook from pdf to MS word and deleting the unnecessary text, then I organized the data to be more readable because sometimes the format of pdf and MS word is quite different. The next step was identifying the word frequency group by running the vocabulary profiler using Compleat Lexical Tutor and then selecting NAWL to produce the word frequency profile. After that, I copied NGSL3 (K-3) and extracted the word group in order to produce list of words for dictionary entry. I deleted the vocabulary items from the list that were not necessary for the dictionary entry. Those deleted items should be words that too common and students must have known it for instance ‘and’. This new list of words was used as data for making the dictionary. After that, I used Concordance tool in order to select useful context for each word, for example the word ‘combine’. On the Concordance page, I selected no. 1: Corpus Concordance: English to input the entry word. Later, I typed the keyword or entry word e.g., ‘combine’ then I used one type of concordance for example “1k Graded Corpus” from the menu list in order to categorize the context. If the “1k Graded Corpus” did not provide sufficient example

FINDINGS AND DISCUSSION

  The data for this research were collected from the Bahasa Inggris textbook for grade VII and IX and more focusing on the vocabulary that belongs to K3 group. In order to categorize the data, 1k Graded Corpus, 2k Graded Corpus, Academic General, Brown 1 million wds and Corpus Learner (student) were selected from the list. Each corpus has its own word families that provides sample of sentences to be classified into several grammatical features. For example, the corpuses which were used in this research, 1k Graded corpus consists of 1000 word families for beginners, while 2k Graded Corpus has 2000 word families collected from the familiar item for beginners. In Academic General Corpus there are 6 million word corpus which is composed from several corpus like bnc_humanities 3,361,000 million, bnc_soc_sci 2,322,000 million, AA_Academic_Abstracts 174,000, and Brown_Academic 162,500. Next is Brown 1 million wds which was developed in late 1970s at Brown University (NJ) America. The last is Corpus Learner (student) which is three mini- corpora of 50.000 words, and is composed of three levels of ESL students. For the The data for this research were collected from the Bahasa Inggris textbook for grade VII and IX and more focusing on the vocabulary that belongs to K3 group. In order to categorize the data, 1k Graded Corpus, 2k Graded Corpus, Academic General, Brown 1 million wds and Corpus Learner (student) were selected from the list. Each corpus has its own word families that provides sample of sentences to be classified into several grammatical features. For example, the corpuses which were used in this research, 1k Graded corpus consists of 1000 word families for beginners, while 2k Graded Corpus has 2000 word families collected from the familiar item for beginners. In Academic General Corpus there are 6 million word corpus which is composed from several corpus like bnc_humanities 3,361,000 million, bnc_soc_sci 2,322,000 million, AA_Academic_Abstracts 174,000, and Brown_Academic 162,500. Next is Brown 1 million wds which was developed in late 1970s at Brown University (NJ) America. The last is Corpus Learner (student) which is three mini- corpora of 50.000 words, and is composed of three levels of ESL students. For the

  The grammatical features which were used as the criteria for selection of sample sentences were infinitive, auxiliary, collocation, preposition, conjunction, article, adverb, possessive, noun, pronoun, proper noun, adjective, and verb. Those grammatical features are the most common features which appear in the concordance. Each grammatical feature will be explained as mention below

A. Infinitive

  Infinitive is a verb which is preceded by to or bare infinitive, for example,

  he likes to work and her boss lets her work from home (Cowan, 2008) In this research, I used ‘infinitive to’ as the grammatical features.

  B. Auxiliary

  Auxiliary always appears before the main verb and has modal verb or modal auxiliary as the subset (Cowan, 2008). The sample sentences in this research were mostly taken from the modal auxiliary. Modal auxiliary usually indicates possibility, probability, etc. The example of modal auxiliary were she can run and I will check this letter for you

  C. Collocation

  Collocation is constructed from words that often appear together as a pair or group of words (Duan and Qin, 2012). For example make a decision and

  take a bath.

D. Preposition

  Preposition usually is indicated with the use of in, on, at to describe the location of place, e.g., I live in Indonesia, from, off to describe source, e.g., we just arrived from London, into, onto to describe the goal of an action, e.g., I fell onto the floor, and with, by to describe the tools that used to carry out an action e.g., she sliced the rope with a knife. With can also indicates the notion of companion, e.g., Lee is at the movies with his wife. (Cowan, 2008).

E. Conjunction

  Conjunction is used for connecting words or sentences for example, using and: I can run and jump, and using or: is it a boy or a girl.

F. Article

  According to Cowan (2008, p. 218-219) “Articles are types of determiner and can be classified as definite or indefinite.” For example The sun (definite), a lamp, an ocean (indefinite)

G. Adverb

  According to Cowan (2008) adverb is “a word that supplies information about how, where, when, why, and to what extent some action occurs” (p.248). adverb mostly formed by adding –ly for example Helen paused briefly to catch her breath and He quickly slipped the key into his pocket.

H. Possessive

  Possessive consist of possessive determiner and possessive pronoun. It indicates the possession in English (Cowan, 2008). The example of possessive determiner are My, her, your,etc and possessive pronouns are mine, hers, yours, etc.

I. Noun, Proper Noun, and Pronoun

  Noun refers to people places and things like table, chair while Proper Noun refer to the specific names of people, things, and place like England, John and Pronoun refers to noun that appears earlier. (Cowan, 2008) For example, she refers to a woman in sentence a woman got out of the car. She was wearing a grey overcoat. Another example is My brother is in library. He reads many books.

J. Adjective

  Adjective is used for describing features of person or things denoted by noun or pronoun (Carter McCharty, 2006) for example she is beautiful and it is a nice room.

K. Verb

  In English, verb gives information about time (tenses), for example I speak (present tense), I spoke (past tense) and information about agents and recipients of verb process whether it is active or passive voice for example She destroyed it (active voice), and It was destroyed (passive voice). (Carter McCharty, 2006)

  Based on those criteria for selecting sample sentences, then I chose 150 words out of 239 words in K3-word entry. 150 words which are used as the dictionary entries represent all words of K3 found in Buku Bahasa Inggris for grade VII and IX. This selection of words used random sampling techniques and then the dictionary entries were organized alphabetically. Each dictionary entry was given 5 sentences to provide meaning in context using different grammatical features.

  Dictionary Entries

  The dictionary is English-Indonesia bilingual dictionary which is used by junior high school students to find the equivalent translation more easily based on their textbook. Each entry of the dictionary is started by the number, the index, the type of the word and the Indonesian translation. I used Google Translate to provide the Indonesian translation of each entry. Below that, there are five types of grammatical features and the sample of sentences with the name of the corpus from where the sentence was taken. By mentioning the corpus, those who use this dictionary will be The dictionary is English-Indonesia bilingual dictionary which is used by junior high school students to find the equivalent translation more easily based on their textbook. Each entry of the dictionary is started by the number, the index, the type of the word and the Indonesian translation. I used Google Translate to provide the Indonesian translation of each entry. Below that, there are five types of grammatical features and the sample of sentences with the name of the corpus from where the sentence was taken. By mentioning the corpus, those who use this dictionary will be

  1. adapt (verb) menyesuaikan

  a. Infinitive: 1k corpus I've had plenty of time to adapt to it. (menyesuaikan)

  b. Auxiliary: academic general corpus People could adapt themselves (menyesuaikan diri)

  c. Conjunction: Learner student It would be easy for me to join him and adapt myself to the English speaking environment. (dan menyesuaikan diri)

  d. Adverb: Academic general corpus Efficiently adapt itself to its broader goals. (menyesuaikan diri secara efisien)

  e. Noun: academic general How did young people adapt to this? (manusia beradaptasi)

  2. adventure (noun) petualangan

  a. Preposition: 1k Graded Corpus He was a very clever boy and he read a lot of adventure stories. (petualangan)

  b. Conjunction: 1k graded corpus Dumas enjoyed travel and adventure. (dan petualangan)

  c. Article: 1k graded corpus 'This isn't an adventure story,' (sebuah petualangan)

  d. Possessive: 2k Graded corpus Then he laughed again at my adventure with Marmaduke Jopley. (petualangan saya) d. Possessive: 2k Graded corpus Then he laughed again at my adventure with Marmaduke Jopley. (petualangan saya)

  A merchant needed to enjoy adventure and risk for its own sake. (menikmati petualangan)

  3. aggressive (adjective) agresif

  a. Preposition: 2k Graded Corpus She spent nearly all of her adulthood pursued by aggressive paparazzi. (oleh paparazzi yang agresif)

  b. Conjunction: Academic general Corpus The British complained of arrogance and aggressive self - seeking. (dan agresif)

  c. Article: Academic General Corpus We can identify an aggressive act. (sebuah tindakan yang agresif)

  d. Adverb: academic general corpus It has taken on a distinctly aggressive element. (agresif yang jelas)

  e. Possessive: 2k graded corpus And if there is a bonafide complaint regarding someone's aggressive dog (anjing agresif milik seseorang)

  4. alarm (noun) alarm

  a. Infinitive: 2k graded corpus

  I don't think you really believe I intend to alarm you (menakuti)

  b. Collocation: 2k graded corpus Then I set my alarm clock for one o'clock in the morning, got into bed fully dressed and switched off the light. (menyetel alarm)

  c. Preposition:2k graded corpus The other engineers had been woken by the scream of alarm bells (dari alarm)

  d. Article: 1k graded corpus The car had an alarm, and it made 29a very loud noise. (sebuah alarm)

  e. Possessive: 2k graded corpus Roy finished his alarm system in silence. (alarmnya)

  5. apologize (verb) meminta maaf

  a. Infinitive: 2k Graded Corpus It's just that I wasn't very nice to you when you came home from America, and I want to apologize. (meminta maaf)

  b. Auxiliary: 2k Graded Corpus

  I should apologize and go - and leave this girl to the peaceful world that she has always known. (sebaiknya meminta maaf)

  c. Conjunction: Academic General Corpus to make them regret having lived so long and apologize for their need to call on more services (dan meminta maaf)

  d. Pronoun: 2k graded And why does he apologize for inheriting Father's property in future? (dia meminta maaf)

  e. Verb: 2k graded the old woman at the door intended to establish contact, apologize for disturbing me (menjalin kontak, meminta maaf)

  6. assistance (noun) bantuan

  a. Collocation: Academic General Corpus men do give assistance which is less visible. (memberikan bantuan)

  b. Preposition: 2k Graded Corpus

  I had to go to the British Embassy to ask for assistance (untuk bantuan)

  c. Conjunction: academic General Corpus It became increasingly difficult to pay insurance and assistance benefits (dan bantuan)

  d. Article: Academic General Corpus The government started an assistance programme (sebuah bantuan)

  e. Possessive: academic General Corpus His assistance would now be misinterpreted. (bantuannya)

  7. aunt (noun) tante. bibi

  a. Collocation: 1k graded But his old aunt, who lived near Barton, heard something terrible about him (tantebibi yang tua)

  b. Preposition: 1k graded Jo said, ''It's from aunt March!” (dari tantebibi)

  c. Conjunction: 1k Graded But aunt March was an angry woman, and Jo didn't always like her. (tapi tantebibi)

  d. Article: academic general He had been sent to stay with an aunt (seorang tante bibi)

  e. Possessive: 1k Graded

  I only see my aunt once a year. (tante sayabibi saya)

  8. autumn (noun) musim gugur

  a. Collocation: academic general The Portrait of Kahnweiler, painted in Paris soon after Picasso's return from Cadaquès in the early autumn of 1910 (awal musim gugur)

  b. Preposition: 1k graded 'Oh, as it always looks in autumn? (di musim gugur)

  c. Conjunction: academic general it was often carried out in the period between spring and autumn (dan musim gugur)

  d. Article: 1k graded In the autumn of my last year at Harvard university, I studied a lot in the Radcliffe library. (musim gugur)

  e. Possessive: 2k graded Donleavy, now the grand old man of Irish literature, lives out his autumn years in grand style in County Westmeath in the Irishmidlands. (musim gugurnya)

  9. awful (adjective) buruk

  a. Collocation:1k graded Now it looks awful and I don't know what to do. (terlihat buruk)

  b. Conjunction: academic general The primitive and metropolitan uniting to hint at something underlying and awful. (dan buruk)

  c. Article: 1k graded People think that's an awful thing to say, but they weren't with her when she First woke up. (sesuatu yang buruk)

  d. Adverb: 2k graded Remember the unspeakably awful Cornelius? (sangat buruk)

  e. Pronoun: academic general "My friend, I have discovered something awful (sesuatu yang buruk)

  10. badly (adverb) sangat, dengan buruk

  a. Collocation: 1k Graded She began to sleep badly, and her mother and I decided to lock the bedroom door at night. (tidak tidur dengan nyenyak)

  b. Preposition: 2k graded You can get to the top if you want to badly enough (dengan sangat bersungguh-sungguh)

  c. Conjunction: academic general According to Cochrane et al. (1985), the land - use practised depends mainly on how well or badly the savannas are drained. (atau dengan buruk)

  d. Article: 1k graded But he was a badly frightened man. (sangat)

  e. Adverb: 2k graded Haken lifted the sword again, ready to hurt Maximus really badly, but Proximo stopped him. (dengan sangat parah)

  11. behave (verb) bertingkah, berperilaku

  a. Infinitive: 2k graded No one can possibly expect a slave to behave like a free man (bertingkahberperilaku)

  b. Auxiliary: 2k graded JS No, not if the parents can't behave in an adult way. (tidak dapat berperilakubertingkah)

  c. Collocation: academic general Animals do behave differently towards different conspecifics (berperilakubertingkah)

  d. Conjunction: academic general They think and behave according to a contrary set of values. (dan berperilakubertingkah)

  e. Adverb: academic general We mostly behave in a rational manner. (kebanyakan berperilakubertingkah)

  12. bell (noun) bel

  a. Noun: 2k graded The doorbell rang again and this time Marina opened the door. (bel pintu)

  b. Preposition: 2k graded

  I wouldn't want to take a case away from bell. (menjauh dari bel)

  c. Article: 1k graded

  A bell rang and a man's voice spoke. (sebuah bel)

  d. Possessive: academic general And that was to tingle his bell. (belnya)

  e. Adjective: 2k graded She suddenly rang a small bell, which brought Judith to her side. (bel kecil)

  13. belt (noun) ikat pinggang, sabuk

  a. Collocation: 2k graded Only his safety belt kept the Pilot in his seat. (sabuk pengaman)

  b. Article: academic general Probably that is why these earliest youths wear a belt. (sebuah ikat pinggang)

  c. Possessive: 2k graded

  I loaded my gun and pushed it in my belt. (ikat pinggang saya)

  d. Adjective: 2k graded Dillon gave Woods his bag, still tied with Tami's old belt. (ikat pinggang lama)

  e. Noun: Brown This fiery swath was actually only a belt of minor planets, almost like the asteroid belt in the original Solar System. (sabuk asteroid)

  14. beside (preposition) disamping, disebelah

  a. Collocation: 2k graded The dog lay beside the bed and Nancy sat near the window. (berbaring di samping)

  b. Conjunction: 1k graded When he arrived, he saw that Akela was not in his special place, on top of the rock, but beside it. (tetapi di samping)

  c. Adverb: 2k graded While he ate dinner, I sat quietly beside him. (duduk diam di samping)

  d. Noun: 2k graded There was a cup in the dirt beside the bed. ( debukotoran di samping)

  e. Verb: 2k graded Anna moved beside him. (pindah ke sebelahnya)

  15. bite (verb) menggigit

  a. Infinitive: 1k graded They began to bite and eat the shark. (menggigit) a. Infinitive: 1k graded They began to bite and eat the shark. (menggigit)

  c. Collocation: 2k graded Mr Sheridan took a bite and the sandwich was gone. (menggigit sedikit)

  d. Article: 1k graded They all looked at Mowgli and saw the bite-marks on his arms and legs. (luka bekas gigitan)

  e. Adverb: academic general The person who fears dogs may convince him herself that dogs always bite people, especially them. (selalu menggigit)

  16. bowl (noun) mangkok

  a. Preposition: Brown Fill small hole in bowl with clay. (di dalam mangkok)

  b. Article: 1k graded Put the flour and salt into a bowl (sebuah mangkok)

  c. Possessive : 2k graded He stood up from the table and went to the master, with his bowl and spoon in his hands (mangkoknya)

  d. Adjective: 1k graded She was washing in the Cuban way, in a large bowl on top of a stove. (mangkok besar)

  e. Noun: 2k graded She had picked up the goldfish bowl and emptied it over the burning shirt. (akuarium ikan emas)

  17. bread (noun) roti

  a. Collocation: 1k graded He ate a little bread and took a drink from his water bottle. (sedikit roti) a. Collocation: 1k graded He ate a little bread and took a drink from his water bottle. (sedikit roti)

  c. Conjunction: 1k graded The woman called Messua took Mowgli to her house and gave him milk and bread (dan roti)

  d. Article: 1k graded She put her hand out of the window, with the bread on it. (roti)

  e. Possessive: 1k graded So Miss Minchin put me in the attic and said I must work for my bread. (roti saya)

  18. burst (verb) meledak

  a. Auxiliary: 2k graded

  I felt I would burst if I didn't tell someone and there was no one to tell. (dapat (seolah-olah) meledak)

  b. Collocation: 2k graded

  I gave a burst of mad laughter. (tidak tertahankan)

  c. Conjunction: 2k graded But deep inside her a little girl threw herself down on her bed and burst into tears. (dan menangis)

  d. Article: 2k graded Paul watched him walk into his classroom, where a burst of clapping greeted his arrival. (suara riuhgemuruh)

  e. Adverb: 2k graded If I'm angry, you can always burst into tears,' he said, with a half smile. (selalu dapat menangis)

  19. cable (noun) kabel

  a. Noun: 2k graded You got someone mad and they cut your steering cable. (kabel kemudi) a. Noun: 2k graded You got someone mad and they cut your steering cable. (kabel kemudi)

  c. Article: academic general The cable system which united the world was already almost complete by 1880. (Kabel)

  d. Verb: 2k graded He enjoys cable TV and room service. (menikmati TV kabel)

  e. Adjective: 2k graded The average cable system currently offers 53 channels. (rata-rata sistem TV kabel)

  20. cake (noun) kue

  a. Collocation: 1k graded At each garden party, the guests drink about 27,000 cups of tea they eat 20,000 sandwiches and 20,000 pieces of cake! ( (se)potong kue )

  b. Article: 1k graded "Can I make a cake?" ((sebuah)kue)

  c. Possessive: 1k graded Everybody in Avonlea will hear about my cake. (kue saya)

  d. Adjective: 1k graded "I wanted to make a nice cake for you." (kue yang enak)

  e. Noun: 1k graded The wedding cake was more than ten metres high! (kue pernikahan)

  21. carpet (noun) karpet

  a. Collocation: 1k graded At last, I arrive at the red carpet. (karpet merah untuk acara-acara penting)

  b. Article: 2k graded It was lying on the carpet near the front door. (karpet) b. Article: 2k graded It was lying on the carpet near the front door. (karpet)

  d. Adjective: 1k graded David Wilson's office was large, with a thick carpet and beautiful pictures on the walls. (karpet tebal)

  e. Noun: academic general Darren, aged 5 years, had been found deliberately passing urine in the corner of his bedroom carpet. (karpet kamar tidur)

  22. castle (noun) kastil

  a. Preposition: 1k graded We were getting near to castle Dracula. (dekat dengan kastil)

  b. Conjunction: academic general Those who sought refuge inside a town or castle could reasonably hope to survive (atau kastil)

  c. Article: 1k graded She said to me," King Arthur is in the castle of Sir Damas. (kastil)

  d. Possessive: 1k graded And they can stay in your castle (kastilmu)

  e. Adjective: 1k graded Camelot had roads and houses and a great castle. (kastil yang hebat)

  23. catalog (noun) katalog

  a. Preposition: academic general We estimate our demand model for catalog (untuk katalog)

  b. Article: academic general Merchandise using a data set from a catalog (katalog) b. Article: academic general Merchandise using a data set from a catalog (katalog)

  d. Noun: Brown The customary initials after his name in the college catalog (katalog perkuliahan)

  e. Conjunction: Academic general Mixed exhibitions tend to have rather perfunctory introductions and catalog entries (dan katalog)

  24. charity (noun) amal

  a. Preposition: 1k graded She loved her two young sons and her work for charity. (untuk amal)

  b. Article : 1k graded 'Help the Children' had a charity shop in the middle of the town, and at nine o'clock Jason was outside the door. (amal)

  c. Collocation: Academic General His stress on the saving grace of social charity (kegiatan amal social)

  d. Conjunction: Academic General Co - operation between state, private, and charity services will be essential. (dan amal)

  e. Possessive: 1k graded

  A lot of her charity work was with children, and she was always happy and natural with them. (kegiatan amalnya)

  25. chase (verb) mengejar

  a. Infinitive: 2k graded He wanted to chase the robbers, and began to give orders about collecting men and boats. (mengejar)

  b. Collocation: 1k graded

  I felt cold and sick, and could not think of one happy thought to chase away my gloom. (menghilangkan) I felt cold and sick, and could not think of one happy thought to chase away my gloom. (menghilangkan)

  d. Conjunction: 1k graded

  I can take the buffaloes round to the top end and chase Shere Khan down the ravine. (dan mengejar)

  e. Article: 2k graded

  I described a chase across the desert, and an attack on the ship from Africa. (sebuah pengejaran)

  26. cheese (noun) keju

  a. Adverb: 2k Graded 'Just like a little, tired child,' said Mr Mybug, who like most daring intellectuals was as soft as cheese underneath (selembut keju)

  b. Conjunction: 2k Graded 'The guard lent it to me last night to cut up my bread and cheese,' she answered. (dan keju)

  c. Noun: 2k Graded Another impressive starter was the sauteed exotic mushrooms sharing a plate with a wedge of fried goat cheese and a clump of salad. (keju dari susu kambing)

  d. Adjective: 2k Graded We then set to work (or play), dipping and wrapping bread and the other ingredients in the hot cheese (keju yang masih panas keju pedas)

  e. Verb: 2k Graded And we can make cheese from her milk. (membuat keju)

  27. chest (noun) dada

  a. Collocation: 1k graded It is a great wooden chest (peti kayu)

  b. Preposition: academic general just as a doctor links smoking at 20 with chest disease at 50 (dengan penyakit dada) b. Preposition: academic general just as a doctor links smoking at 20 with chest disease at 50 (dengan penyakit dada)

  d. Article: 1k graded Then he covered the chest with earth, and put sand over the place. (dada)

  e. Possessive: 1k graded Soon the wall was as high as my chest. (dada saya)

  28. Clothing (noun) pakaian