DESIGNING A CORPUS BASED DICTIONARY OF K

DESIGNING A CORPUS-BASED DICTIONARY OF K-1 VOCABULARY IN ‘BAHASA INGGRIS’ – GRADE VII IX IN INDONESIA

THESIS Submitted in Partial Fulfillment of the Requirements for the degree of

  Sarjana Pendidikan

Darmawansyah Buyung 112013086 ENGLISH DEPARTMENT FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA SALATIGA 2017

DESIGNING A CORPUS-BASED DICTIONARY OF K-1 VOCABULARY IN ‘BAHASA INGGRIS’ – GRADE VII IX IN INDONESIA

THESIS Submitted in Partial Fulfillment of the Requirement for the degree of Sarjana Pendidikan

Darmawansyah Buyung ENGLISH DEPARTMENT FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA SALATIGA 2017

DESIGNING A CORPUS-BASED DICTIONARY OF K-1 VOCABULARY IN ‘BAHASA INGGRIS’ – GRADE VII IX IN INDONESIA

THESIS Submitted in Partial Fulfillment of the Requirement for the degree of Sarjana Pendidikan

Darmawansyah Buyung 112013086

Approved by:

  Prof. DR. Gusti Astika, M.A.

  Yustina Priska Kisnanto, M.Hum.

  Supervisor

  Examiner

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 knowlwdge 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. Darmawansyah Buyung and Prof. DR. Gusti Astika, M.A. Allright reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.

  Darmawansyah Buyung: (…….……………)

DESIGNING A CORPUS-BASED DICTIONARY OF K-1 VOCABULARY IN ‘BAHASA INGGRIS’ – GRADE VII IX IN INDONESIA Darmawansyah Buyung

Abstract

  As vocabulary in language learning plays a significant role and helps language learners to develop their ideas and comprehend the language effortlessly. This study explores the vocabulary in textbooks that are currently used for grade 7 and 9 in Indonesian Junior High School with the title “Bahasa Inggris”. Meanwhile, the aim of this study is to design a corpus-based dictionary to assist learners to learn vocabulary in an effective way through the use of a corpus-based dictionary as well as considered as a vocabulary learning strategy to a best acquisition of a second language. First, the sample vocabulary items were selected from “Bahasa Inggris” textbooks. Before the use of vocabulary profiler to determine K1, K2, and K3, uneccesarry parts such as proper noun, phonetic transcripts, numbers, Indonesian words, and pictures or illustration had to be deleted. Second, using the online tool vocabulary profiler, the sample were all selected from a corpus concordances available in the vocabulary profiler. The findings presented a 150-word corpus- based dictionary and could be used as a complement of students’ textbooks as well as to assit them in acquiring vocabulary since without having sufficient vocabulary they might have barrier to learn the second language.

  Keywords: vocabulary, corpus-based dictionary, vocabulary learning strategy, vocabulary profiler, grammatical features.

INTRODUCTION

  Vocabulary learning plays an essential part in foreign language learning, both in the first and second language (Ahmadi, 2012; Alqahtani, 2015). It also supports the mastery of language skills such as reading, writing, speaking and listening. Schmitt (2000) stated that reading is a crucial part of all but the most basic of vocabulary programs (p.150). Moreover, listening and vocabulary should be all around upheld by instructors and the learning environment. (Byrd et all, 2006).

  Besides, according to Byrd (2006), “using new words in writing is very important for helping establish the meaning and use of words in learners’ memories” (p.118). In addition, Byrd et all (2006) believed that learners need to know many words well in order to take part in conversations. (p.105). Thus, vocabulary is basic and has a focal part in understanding (Asgari, 2011; Astika, 2014).

  However, insufficient vocabulary knowledge might be a problem since teaching vocabulary might not that easy to be taught to the students. It has been supported by the previous studies that vocabulary is difficult to teach. Astika (2016), “my experience in supervising teaching practicum shows that the school students were frustrated when they were confronted with a large amount of new vocabulary in reading a piece of text in the textbook” (p.203). Besides, Ahmadi (2012) argued that vocabulary learning is a difficult process, because students need to be motivated in vocabulary learning, engage in vocabulary instruction, and meet vocabulary learning standards to pursue the required accomplishment (as cited in Stahl Nagy, 2006, p187). Ahmadi (2012) believed that although vocabulary learning is important in foreign language learning, they found that EFL students have insufficient skills and learning strategy in vocabulary. (as cited in Sarani Kafipour, 2008, p187). Besides, there is also a problem about the teacher that sometimes lack confident of how to teach vocabulary in an appropriate way. Alqahtani (2015) stated that “…vocabulary may be problematic because many teachers are not confident about the best practice in vocabulary teaching…” (as cited in Berne Blochowicz, 2008, p24). Thherefore, having adequate vocabulary knowledge to learn a language is inavetible. Furthermore, to deal with the However, insufficient vocabulary knowledge might be a problem since teaching vocabulary might not that easy to be taught to the students. It has been supported by the previous studies that vocabulary is difficult to teach. Astika (2016), “my experience in supervising teaching practicum shows that the school students were frustrated when they were confronted with a large amount of new vocabulary in reading a piece of text in the textbook” (p.203). Besides, Ahmadi (2012) argued that vocabulary learning is a difficult process, because students need to be motivated in vocabulary learning, engage in vocabulary instruction, and meet vocabulary learning standards to pursue the required accomplishment (as cited in Stahl Nagy, 2006, p187). Ahmadi (2012) believed that although vocabulary learning is important in foreign language learning, they found that EFL students have insufficient skills and learning strategy in vocabulary. (as cited in Sarani Kafipour, 2008, p187). Besides, there is also a problem about the teacher that sometimes lack confident of how to teach vocabulary in an appropriate way. Alqahtani (2015) stated that “…vocabulary may be problematic because many teachers are not confident about the best practice in vocabulary teaching…” (as cited in Berne Blochowicz, 2008, p24). Thherefore, having adequate vocabulary knowledge to learn a language is inavetible. Furthermore, to deal with the

  The aim of the study is to design a corpus-based dictionary of K-1 vocabulary in “Bahasa Inggris” grade VII and XI as a complement of students’ textbook to facilitate the students’ vocabulary learning. Along with that, to achieve the aim of the study, this research is guided by a research question how can a dictionary of basic K-1 vocabulary be designed for students?

  This study offers convenience way to explore the students’ textbooks and the result of this study is a corpus-based dictionary that is intended to help the students in enriching their vocabulary knowledge and to assist teachers to teach vocabulary to their students effectively.

REVIEW OF LITERATURE

  Vocabulary

  Vocabulary is the words that make up a language. It is a component to make

  a language has a meaning. Without vocabulary, there is no such meaning to be understood in certain context in a reading passage. It also helps certain language exist. In other words, vocabulary plays an important role to produce a meaning that later will be understood by human. Hence, learning vocabulary is one of the components in language teaching that is essential to reading comprehension. Besides, vocabulary is a focal part of a language. The more words students know a language has a meaning. Without vocabulary, there is no such meaning to be understood in certain context in a reading passage. It also helps certain language exist. In other words, vocabulary plays an important role to produce a meaning that later will be understood by human. Hence, learning vocabulary is one of the components in language teaching that is essential to reading comprehension. Besides, vocabulary is a focal part of a language. The more words students know

  Nevertheless, in earlier periods of ELT, vocabulary teaching was dominated by an emphasis on sentence structure since it was shown that vocabulary could just be left to deal with itself (Bastanfar Hashemi, 2010). Furthermore, in some cases vocabulary is given very little attention because the educators are mostly focus on other aspects. Hereafter, vocabulary is given very little attention (Kalajahi and Pourshahian, 2015). Therefore, vocabulary teaching and learning is a consistent test for educators and additionally students in light of the fact that verifiably there has been negligible concentrate on vocabulary guideline in the ESL classroom (Mukoroli, 2011).

Importance of vocabulary in language learning

  Vocabulary has been very crucial for second language learners in dealing with language learning acquisition. According to Kalajahi and Pourshahian (2015), “vocabulary knowledge is essential in learning a foreign language” (p.139). Furthermore, in some schools in Indonesia that foreign language has not yet been popular, vocabulary need to be paid attention more for without it the students will have difficulty to understand a word and a sentence in a certain context. Astika (2015) argued, “Researchers claim that vocabulary is essential and has a central role in comprehension” (p.123). In other words, with adequate vocabulary information, learners will have the capacity to get to information, express thoughts, discuss, and learn new ideas (Astika, 2015).

  Besides, when learners have obtained the center importance, they then gain from extra introduction to the objective word in setting how far the significance can

  be developed and where the semantic limits (Schmitt, 2000). It is obvious then that the study of vocabulary is one of the crucial element to make learners to be able to comprehend the meaning from a certain reading in English, indeed. And the use of

  a proper strategy to learn vocabulary is also being the main attention since it is closely related. Moreover, it is pivotal that vocabulary direction ought to give learners various exposures of vocabulary. At the point when learners’ vocabulary enhances, it in turns enhances their capacity to read (Astika, 2015). Furthermore, vocabulary is broadly recognized to be essential in English learning since without it significant correspondence is incomprehensible (Al-qaysi Shabdin, 2016; Astika, 2015).

  In addition, vocabulary is tended to be more concentrated on reading, however vocabulary is clearly vital for the other three aptitudes too such as reading, speaking, writing, and listening and all need sufficient vocabulary. (Schmitt, 2000). When learners have an extremely restricted vocabulary, then it will be difficult for them to listen to second language and understand it (Nation, 1990).

  However, to learn a second language, teachers need to pay attention to another most crucial thing that can be used for acquiring it which is strategy on how to learn the second language in order to ease the EFL students. Apart from that, the absence of good vocabulary learning abilities is a barrier for every language learner to learn a second language. In addition, deficient vocabulary information drives the learners to experience problem in language learning. Learners can altogether However, to learn a second language, teachers need to pay attention to another most crucial thing that can be used for acquiring it which is strategy on how to learn the second language in order to ease the EFL students. Apart from that, the absence of good vocabulary learning abilities is a barrier for every language learner to learn a second language. In addition, deficient vocabulary information drives the learners to experience problem in language learning. Learners can altogether

  Hence, it is worth knowing that as teachers we should be able to pay attention to what our students needed the most. Thus, the most up to date vocabulary learning system to facilitate the students to learn vocabulary ought to be produced (Schmitt, 2000).

  Vocabulary learning strategy

1. What is vocabulary learning strategy?

  Vocabulary learning strategy is a system that is utilized to facilitate the L2 learners to enrich vocabulary knowledge. Strategies are techniques or methods utilized for learning vocabulary (Byrd et all, 2006). Moreover, it helps the L2 learners to gain their vocabulary repertoire in order to be able to comprehend the readings in L2. According to Nation (2001), “vocabulary learning strategies are a

  part of language learning strategies which in turn are a part of general learning strategies” (p.217). Nation (2008) argued that;

  There has been a lot of research on strategies and there are now very useful principles to guide their application. Strategies can be applied well or badly and one of the aims of training is to show learners to apply them well. Strategy training has the eventual aim of getting the learners to become independent in their vocabulary learning. (p.4)

  Thus, no big surprise that the experts have been continually attempting to find the best way in which new vocabulary can be procured effectively. (Nosidlak, 2013). Furthermore, vocabulary learning systems (VLSs) are steps taken by the language learners to get new English words (Asgari and Mustapha, 2011). Besides, Nation

  (2001) argued that most vocabulary learning strategies can be applied to a wide range of vocabulary and are useful at all stages of vocabulary learning (p.222).

2. Types of vocabulary learning strategy

  There are many types of strategies to use to acquire L2, yet in this research, only dictionary use that will be explained further. Gu and Johnson (1996) developed

  a substantial list of vocabulary learning strategies and they were divided into: beliefs about vocabulary learning, metacognitive regulation, guessing strategies, dictionary strategies, note taking strategies, memory strategies (rehearsal), memory strategies (encoding), and activation strategies. (as cited in Nation, 2001, p.217).

  Thus, in order to be able to acquire vocabulary, the strategy that will be taught should be first introduced. Moreover, leaners should be prepared in lexicon utilize so they can promptly discover words that they require in their written work. (Al-qaysi,2016; Nation, 2001; Byrd et all,2006).

  Use of dictionary as learning strategy

1. Role of dictionary in vocabulary learning

  Good dictionary will provide the learners with sufficient amount of words. Moreover, dictionary has been considered as vocabulary learning strategy to equipped L2 learners to learn and acquire new vocabulary. In other words, dictionary has played an important role to help the L2 learners to provide their needs of vocabulary knowledge. Furthermore, vocabulary is essential in order to organize arrangements of words that incorporate definitions, equivalent words, uses, Good dictionary will provide the learners with sufficient amount of words. Moreover, dictionary has been considered as vocabulary learning strategy to equipped L2 learners to learn and acquire new vocabulary. In other words, dictionary has played an important role to help the L2 learners to provide their needs of vocabulary knowledge. Furthermore, vocabulary is essential in order to organize arrangements of words that incorporate definitions, equivalent words, uses,

  Good dictionaries provide a wealth of information about words, and good dictionary use involves using them to find the common underlying meaning of the word, to relate it to already known words to help fix its form in memory, and to gain some wider knowledge of its use. (p.64) Moreover, dictionary use is useful to help finding the unknown words and

  to get further and detail explanation in different contexts. According to Nation (1990), “studies of the use of dictionaries by both native speakers and second language learners show that dictionaries are used primarily to check meaning.” (p.135). Besides, utilizing a lexicon well is an aptitude all learners need to create. (Byrd et all, 2006). However, they may observe that this importance in the given sentence has neither rhyme nor reason. (Huang Eslami, 2013). In addition, if a dictionary does not give clear and detail explanation, it will make it difficult for the learners themselves to understand certain words. Moreover, if the problem comes from the learners like for instance learners have very limited vocabulary, it can be dealt with by giving a good dictionary that suits the learners’ needs for instance a corpus-based dictionary. Otherwise, in the event that learners have less vocabulary, they will have difficulty in comprehension the definitions. (Nation, 2008).

2. Previous research on dictionary use for vocabulary learning

  There have been many discussions about dictionary use in vocabulary learning by most of the linguists around the world. One of which is that the use of dictionary itself has a relation with vocabulary in which it is a tool as well as a There have been many discussions about dictionary use in vocabulary learning by most of the linguists around the world. One of which is that the use of dictionary itself has a relation with vocabulary in which it is a tool as well as a

  Eventually, the aim of this paper is to design a corpus-based dictionary as a complement of students’ textbook to equip the students’ vocabulary learning. Moreover, questioning by what method can a word reference of fundamental vocabulary be intended for students is essential to know and it will be discussed in this paper. Besides, this study is also expected to find and create an alternative way of learning vocabulary that later will ease the students to acquire the vocabulary knowledge. Through this research, the students are expected to find convenience way in learning new words from L2 and the corpus-based dictionary of K1 will hopefully be effective and friendly to use.

THE STUDY

Method of research

  This study used a documentary method. Documentary methods are techniques used to categorize, investigate, and identify…written documents, This study used a documentary method. Documentary methods are techniques used to categorize, investigate, and identify…written documents,

Materials

  In this research, I used two books under the same title “Bahasa Inggris”. Each book was written by five authors. For the grade 7 book, the authors were Th

  Kumalarini, Achmad Munir, Slamet Setiawan, Helena Agustien, and Muchlas Yusak. Followed by the book for grade 9, authors were Gunarso Susilohadi, Suharso, Dwi Anggani, Siti Wachidah, and Sri Sumarni. These two books had the same publisher and these two had been published or issued by Pusat Perbukuan Departemen Pendidikan Nasional in 2008. Besides, these two books had been recommended by the Ministry of Education and Culture and they had been issued under the rules of the national education minister number 22, year 2006 about the standard of contents and number 23, year 2006 about the standard of competencies (Kumalarini et al, 2006; Susilohadi et al, 2008). Moreover, this book had also been tested and used for educational purpose among the schools “Junior High Schools” in Indonesia.

Data collection

  For the data collection, the first step that I did was to convert the textbooks from pdf to MS word. It was to ease my work while selecting the unnecessary or unwanted words to be included into the dictionary entry later on. The next step was the deletion of unnecessary text. For the textbooks used were issued by the Ministry of Education and the context was in Indonesia, so some part in the textbooks used

  Bahasa Indonesia. For examples, as in the following: at the 1 nd and 2 page of the book entitled “Kata Pengantar”, 3 rd page of the book entitled “Pendahuluan”, and

  st

  4 th page of the book entitled “Daftar Isi.” Besides, proper noun, phonetic transcripts, numbers, and pictures or illustration had to be deleted as well.

Research instrument

  The tool used in this study was Compleat Lexical Tutor, version 8 available at www.lexicaltutor.com in which this tool was used to identify and categorize the words based on its level of difficulty. And then, select the “Vocabulary profile” to identify vocabulary items in different frequency groups. It was extremely helpful for the scientists as they could utilize the instrument to classify lexical words in a content into various difficulty levels: high, low, and academic word list. (Astika, 2014). Hereafter, using concordancer had been very helful to identify contexts of a particular word to be put in the dictionary entry. It was also very necessary for the researchers because a word may have many and even different contexts and each word that had been selected needed to be put into context.

Data analysis

  There were several steps to analyze the data, the first step that I did was to clear the textbooks with title “Bahasa Inggris” by deleting proper noun, Indonesian words, numbers, phonetic transcripts, pictures or illustrations.

  The next step was, I used vocabulary profiler to identify word frequency group using VP-compleat and select NAWL to produce word frequency profile. In vocabulary profiler, I copied NGSL1 (K-1), NGSL2 (K-2), or NGSL3 (K-3) and extracted the group to produce lists of words for the dictionary entry to Microsoft word. As the extracted data were all alphabetically ordered, I arranged them in line and selected 150 words entry by using systematically sampling technique.

  To select useful context (sentences) in which the selected words were used, the use of concordancer was a good choice. Here were several steps I did to select the sample sentences. First thing to do was, on the concordance page, I selected no

  1: corpus concordance: English. After that, I typed any word from 150-selected word entry, as an example: able. Then, I selected 1K Graded corpus, 2K graded corpus or Brown 1 million wds. From the available list of contexts, I selected the examples that had different grammatical features where the key word was used. When the key word was hit, a new page appeared showing the larger context. The amount of data (context) selected had to provide sufficient clue for the meaning of the key word. After that, I copied the sample sentences from at least 5 grmmatical features and pasted them into 150-selected dictionary context.

FINDINGS

  This section discusses about how data were collected from two sources. The first one is from the combination of the two students’ textbook “Bahasa Inggris” grade 7 and grade 9 which is 150-word entry and the second one is from the concordance which is available at www.lexicaltutor.com to get the sample sentences or context to be put together with list of vocabularies from students’ textbook. After that, this section introduces the grammatical features as bases for selection. And the last but not least is about the dictionary entries.

  How to obtain the list of vocabularies and the sample santences?

  List of vocabularies were collected from the two selected textbooks (grade

  7 and 9 of Junior High School) entitled “Bahasa Inggris” through the processes and or the steps of selecting words entry. At the first step, both textbooks were inserted into Vocabulary Profiler to differentiate three different word frequency groups known as K1, K2 and K3. They were categorized based on the commonly used words by students or the words that mostly appeared. For instance, starting from K1 which had the biggest number of words because it appeared the most, followed by K2 and K3 that had the smallest number of words than the K1. In this occasion,

  I dealt with only the K1 for it had a lot of amount of words to be selected as the dictionary entries and i was believed to handle it. After knowing my field of work,

  I extracted the K1 which contained dictionary entries and copied all the extracted words to a new blank document of Microsoft words and they were all alphabetically ordered.

  Furthermore, the sample sentences (context) were collected from concordance corpus in the Vocabulary Profiler. It aimed to assist the researcher to collect the data that required sentences with many contexts and grammatical features. In this research, I used concordance corpus as in the following: 1K graded corpus (530.000), 2K graded corpus (920.000), and Brown (1 Million wds). 1K graded corpus (530.000) is a part of the group of the 2k graded corpus, with a profile of 1000 word families = 90 of running items. This is most likely the nearest thing we have at present to a corpus for close novices (Cobb, 2017). Meanwhile, 2K evaluated corpus (920.000) is framed of several reviewed per users, filtered or scanned and digitized more than 10 years. They have a general Vocabulary Profile of 2000 word families = 95 of the running words by and large (not including proper nouns such as formal people, places or things). This corpus answers a noteworthy need in instructive concordancing, that all together for learners' top perceive lexical or different examples in a corpus, the corpus must be generally made out of things they know about (Cobb, 2017). Besides, the Brown is the great and classic early corpus that numerous others depend on. American, late 1970s, created by Kucera and Francis at Brown University (NJ), this corpus included 500 composed writings of 2,000 words each in three primary divisions (press, news coverage, and scholarly) and a few subdivisions. (Cobb, 2017). I used Brown 1 Million wds because I didn’t find a proper context and even didn’t find them at all at the other two previous corpuses.

  Eventually, the selections from each corpus above were based on the grammatical features that were used before or after a particular lexical item (word).

  In other words, I could say that both words before and after could be termed as “being preceded and being followed” by the lexical item (s). Meaning that, “before” was a term which was used to show the lexical item in which it was in the right side of the item, meanwhile “after” was in the left side of the item. For instance, the word “beautiful” was preceded by an adverb “very” before the lexical item in which it formed a meaningfully-structured adverbial phrase “very beautiful” and for another illustration, the word “beautiful” was followed by an adjective “little dress” in which if it was combined with the first well-combined adverbial phrase “very beautiful” it resulted as in the following example: “very beautiful little dress”.

Grammatical features as bases for selecting the sample sentences

  There are 12 grammatical features that are used based on the consideration of the most common or frequenly used and widely found in the concordance context. The benefit of the criteria is to ease in selecting the sample sentences from the concordance and to enrich students’ vocabulary knowledge.

  a. Collocation Collocation is a word that is mostly used together with another word (Beare, 2017). For instance, take a bath, have lunch, make bed, do homework and so on.

  b. Preposition Preposition is a class of words found in numerous languages that are utilized before nouns, pronouns, or different substantives to shape phrases working as modifiers of verbs, nouns, or adjectives, and that normally express a b. Preposition Preposition is a class of words found in numerous languages that are utilized before nouns, pronouns, or different substantives to shape phrases working as modifiers of verbs, nouns, or adjectives, and that normally express a

  c. Conjunction Conjunction is a little class of words recognized in numerous languages by their capacity as connectors between words, phrases, clauses, or sentences such as and, because, but, however, or and so on (Nordquist, 2017). For example: I love her, but she does not love me. The word “but” here is conjunction.

  d. Adjective Adjective is a word used to describe the noun or pronoun that can be a person (person), where (place), animals (animal), objects or abstract concepts. English adjective is one of the eight parts of speech. Cowan (2008) stated that adjectives describe the properties of an entity that a noun represents. An adjective may describe inherent properties of the entity (p.238). Besides, adjectives are the third real open word class in English. They portray the elements of people or things indicated by things or pronouns. (Carter McCarty, 2006). Example of adjective: color (red, green), size (big, small), weight (light, heavy), age (young, old), and quality (good, awful).

  e. Adverbs Adverb is a word used to describe the verb, adjective or another adverb. English adverb is one of the eight parts of speech. Cowan (2008) argued that adverbs can modify adjectives, adverbs, verbs, and clauses (p.248). Besides, most adverbs are gotten from adjectives by including the addition – ly (Carter McCarthy, 2006). For example, “nice” (adjective) becomes “nicely” (adverb), “beautiful” becomes “beautifully” and so on.

  f. Possessives Possessive is a grammatical term used to show possession or ownership. As an illustration: she has a cat that cat is hers. Here, “has” has a meaning of ownershippossessives of being owned by “she”. Same as “hers”.

  g. Infinitives An infinitive is a verbal consisting of particles and simple form of the verb (bare infinitive) where can be functioning as a noun, adjective, or adverb (Nordquist, 2017). The example of infinitives: with “to infinitive”: the children learn to write  “to write” here is functioned as a noun (direct object) and with “bare infinitiveinfinitive without to”: I let him go  the word “go” here is bare infinitive or without “to” and it is functioned as a noun (direct object).

  h. Auxiliary verb An auxiliary verb is a verb that adds practical or syntactic intending to the clause in which it shows up, for example, to express tense, aspect, modality, voice, accentuation, and so forth. Helper verbs as a rule go with a primary h. Auxiliary verb An auxiliary verb is a verb that adds practical or syntactic intending to the clause in which it shows up, for example, to express tense, aspect, modality, voice, accentuation, and so forth. Helper verbs as a rule go with a primary

  

  1. Indicating progressive aspect and passive voice

  2. Creating interrogative, negative and empathic structures

  3. Indicating perfect aspect Besides, in auxiliary verb there is one verb that appears before other auxiliary verbs and main verbs in the bare infinitive form which is called as modal verbs. Here are the examples of modal verbs;

  1. They might come

  2. They may have left already

  3. She could be working right now. In those examples above, we can know that the words might, may and could are called modal verbs and for the example number 2 and 3 the words after modal verbs are called auxiliary (have and be).

  i. Article An article is a word used to modify a noun, which is a person, place, object, or idea. Technically, an article is an adjective, which is any word that modifies a noun. Usually adjectives modify nouns through description, but articles are used instead to point out or refer to nouns (Nordquist, 2017). There are two kinds of article, definite article and indefinite article. Definite article is an article that is used to describe a specific things or noun that has been known. For instance, the book on the table is mine, the small house nearby the river bank is my uncle’s house. Meanwhile for indefinite article is an article that is not specific or things that unknown. For instance, there is an old lady across the road (don’t exactly know who that lady is), a cat had been hit by a car yesterday (don’t exactly who the owner of that cat).

  j. Subject Pronounsobject pronouns

  Pronouns are grammatical forms that substitute in some way for an NP (noun phrase) or for an entire clause. English has two sets of personal pronouns; one is used in subject position in sentences, the other as object of verbs or prepositions. Here are the examples of subject and object pronouns (Nordquist, 2017). Example for subject pronouns;

  1 st person (I = singular, We = plural)

  2 nd person (You = singular, You = plural)

  3 rd person (HeSheIt = singular, They = plural) Example for object pronouns;

  1 st person (Me = singular, Us = plural)

  2 nd person (You = singular, You = plural)

  3 rd person (HimHerIt = singular, Them = plural) k. Verb phrase

  A verb phrase (regularly contracted as VP) is a word gathering that incorporates a main verb and its auxiliaries “helping verbs.” (Nordquist, 2017)

  1. I thank him for he has helped me

  2. I have thanked him for he has helped me l. Passive sentences passive voice

  The passive voice is a kind of a sentence or a clause in which the subject be given the action of the verb. (Nordquist, 2015). For example; “a birthday cake had been made by my mother, yesterday” and “a child is hit by a car.”

Dictionary entries

  The dictionary entries were collected from group K1 and the context from 1K graded corpus, 2K graded corpus and Brown 1 Million wds. From the identified 1000 words or K1, I only pick 150 dictionary entries. To make the distribution of the data evenly, I used systematic sampling technique. In each corpus, I chose 5 different contexts from 5 different grammatical.

  The arrangement of the index for each word in the dictionary is as in the following format: word (part of speech): definition. The English word is in uppercase. Then, it is followed by the part of speech (lowercase) to specify the function of the word. After that, I put the definition in lowercase and bold which is The arrangement of the index for each word in the dictionary is as in the following format: word (part of speech): definition. The English word is in uppercase. Then, it is followed by the part of speech (lowercase) to specify the function of the word. After that, I put the definition in lowercase and bold which is

  a difference with Bahasa Indonesia.

  The Indonesian definitions were taken from Google Translate since each word was followed by grammatical features and not in a single word. Besides, another consideration was to get the exact relevant and correct meaning from the use of the context or sample sentences.

  The reason why this corpus-based dictionary be designed was to support the lexical needs for the junior high school students in Indonesia in providing essential information from their textbook “Bahasa Inggris” to assist them in leaning second language. As in the previous study about dictionary entries, Lew et all (2013) believed that Sense guidance in L2→L1 bilingual dictionaries is largely achieved by virtue of the fact that entries feature equivalents in the users' native language (p.232).

  Below is a 150-word corpus- based dictionary entry of K1 together with its grammatical features and sample sentences.

  1. ABILITY (noun): kemampuan Criteria for selecting the sentences that use ‘ABILITY’

  a. Article In Alexander's world, death by poison was not uncommon and the ability to know friend from enemy was very useful. (kemampuan)

  b. Possessive

  He can be heard on the 1993 recording, displaying his ability as an improviser on the organ and the full capabilities of the historic Hampton Court organ, whose sensitive restoration he oversaw in 1993. (kemampuannya)

  c. Adjective The class would be split into three groups of similar ability, children on tables with three adults rotating round them addressing individual needs. (kemampuan yang sama)

  d. Preposition I'm not a great fan of the ability of American moviemakers to recreate the vanished settings of the past. (kemampuan dari pembuat film asal Amerika)

  e. Conjunction His confidence in his own charm and ability to please annoyed Elizabeth very much, so that when she met him for the last time before the regiment's departure, she spoke quite coldly to him. (dan kemampuan)

  2. ABLE (adjective): mampu Criteria for selecting the sentences that use ‘ABLE’

  a. Infinitive

  I was able to walk around inside the stockade. (mampu berjalan) I was able to walk around inside the stockade. (mampu berjalan)

  c. Verb be The Queen of the Ocean the Titanic was able to carry more than 3,000 people, but there were only 2,207 people on the ship for its first trip. (mampu)

  d. Adverb He was hardly able to crawl along on the ground. (hampir tidak mampu)

  e. Adjective Also important, especially when classes are on the large side (over 30), is what provision the school makes for less able and for highly gifted children? (kurang mampu)

  3. ABOUT (adverbpreposition): tentangsekitar Criteria for selecting the sentences that use ‘ABILITY’

  a. Article He was pleased about the church. (tentang gereja)

  b. Adverb The cowboys almost disappeared after about thirty years because the government gave the land to farmers and their families. (setelah selama) b. Adverb The cowboys almost disappeared after about thirty years because the government gave the land to farmers and their families. (setelah selama)

  d. Possessive When the Count came back in the evening, he wanted to know all

  about his new house in England. (tentang rumah barunya di

  Inggris)

  e. Preposition At midday, he found a quiet field and lay down under some small trees. He slept at once. At about three o'clock Alex opened his eyes, and saw an old woman in front of him. (sekitarkira-kira)

  4. ABOVE (adverb): di atasatas Criteria for selecting the sentences that use ‘ABOVE’

  a. Article The boat's engine was above the water. (diatas air)

  b. Passive She saw another line with 'Venus' written above it. (tertulis diatasnya)

  c. Possessive Then he weakened the roof above her bedroom, but it did not fall on her. (diatas kamar tidurnya) c. Possessive Then he weakened the roof above her bedroom, but it did not fall on her. (diatas kamar tidurnya)

  e. Adjective One aqueduct continued underground all the way to Rome, but the builders usually wanted to bring the water into the city high above the ground. (ketinggian diatas permukaan tanah)

  5. ACCEPT(verb): menerima Criteria for selecting the sentences that use ‘ACCEPT’

  a. Possessive

  I hope you will be very happy and very rich, but I cannot accept your proposal. (menerima lamaranmu)

  b. Conjunction Her mother must never know the awful truth about her and Komarovsky, and her friends at school would not understand or accept her double life. (atau menerima)

  c. Adverb Unlike Mr Oliveira, who called City Hall from Portugal for help in getting a refund, most victims of electronics store simply accept their losses in angry silence, experts say. (ikhlas) c. Adverb Unlike Mr Oliveira, who called City Hall from Portugal for help in getting a refund, most victims of electronics store simply accept their losses in angry silence, experts say. (ikhlas)

  e. Infinitive He had to choose to continue fighting life or to accept it. (untuk menerima)

  6. ACCORDING (verb): menurutsesuaiselarasberdasarkan Criteria for selecting the sentences that use ‘ACCORDING’

  a. Passive Part 2, contains determinative tables for the identification of crystalline substances. These are arranged according to crystal system. (disusun

  menurut)

  b. Conjunction Laws on boating vary according to the state in which the craft is to be used and according to its horsepower. (dan berdasarkan)

  c. Collocation There were other shifts and pay cuts according to the way individuals had conducted themselves. (pemotongan gajih berdasarkan)

  d. Adverb The chromatography was done at 6` C using gradient elution,

  essentially according to Sober and Peterson. (pada dasarnya

  menurut) menurut)

  7. ACCOUNT (noun): akunrekeningcatatanceritaperhitungan Criteria for selecting the sentences that use ‘ACCOUNT’

  a. Adjective ANGLO-SAXON and Greek epic each provide on two occasions a seemingly authentic account of the narration of verse in the heroic age. (cerita asli)

  b. Article Mr. Watson did not have much humor in his make-up, but he managed

  a mirthless smile. Just then a reporter telephoned in from the Bronx to give the rewrite desk an account of a murder. (sebuah catatan)

  c. Infinitive Its folklore and legend, usually disguised as history, are allowed to account for group actions, to provide a focal point for group loyalty, and to become a cohesive force for national identification. (memperhitungkan)

  d. Possessive Any shareholder of any of these funds who finds a mistake in his account certainly should get in touch with the bank. (rekeningnya) d. Possessive Any shareholder of any of these funds who finds a mistake in his account certainly should get in touch with the bank. (rekeningnya)

  8. ACT (verb): aksiberaksibertindakberbuattingkah Criteria for selecting the sentences that use ‘ACT’

  a. Article Only afterwards did an act like that become meaningless, so that he would puzzle over it for days, whereas at the time it had seemed quite real. (aksi)

  b. Conjunction General Power would participate in the decision making. Wisman, below, would listen in and act. (dan bertindak)

  c. Possessive She thought about the hurt inside her that made her act like that. (tingkahnya)

  d. Infinitive Now, she can do what she wants with him. "The Minister does not know that he does not have the letter now. But he will continue to act in the same way with her. (beraksi)

  e. Auxiliary verb They can act like people, but they are also very wild. (bisa bertingkah)

  9. ACTION (noun): tindakanaksiperbuatanlangkahkegiatan Criteria for selecting the sentences that use ‘ACTION’

  a. Article The action of Bridget should be examined, since she was there and opportunity did exist, if only to establish her innocence. (tindakan)

  b. Conjunction My words and action showed that I was a friend. (dan aksi)

  c. Adjective Not only should this provision be enforced but other economic and political action might be taken. (aksi politik)

  d. Possessive

  I believe that what I do has some effect on his action. (tindakannya)

  e. Preposition There was no evidence, either of a positive or negative type, of the action of a Divine Being in this world. (tindakan dari)

  10. ACTIVITY (noun). Aktivitaskegiatan Criteria for selecting the sentences that use ‘ACTIVITY’

  a. Article The activity of the Planning Division is defined in considerable detail in the enabling act of the Development Council. (kegiatan) a. Article The activity of the Planning Division is defined in considerable detail in the enabling act of the Development Council. (kegiatan)

  c. Verb He needed their help because he was making speeches all over the country. While he traveled, they organized activity. (mengatur kegiatan)

  d. Possessive Roman names Romans had a first name and a family name, and often another name was given to them later in their lives. Sometimes this came from their activity. (kegiatan mereka)

  e. Conjunction The continuation and expansion of the shooting development program will assure to some degree that national and community leaders will be made aware of the ever-growing need for shooting facilities and

  activity for hunting and shooting in answer to public demand. (dan

  kegiatan)

  11. ACTUALLY (adverb): sebenarnyasesungguhnyasungguh Criteria for selecting the sentences that use ‘ACTUALLY’

  a. Verb be It was on the top floor of an old house and was actually very expensive. (sebenarnya) a. Verb be It was on the top floor of an old house and was actually very expensive. (sebenarnya)

  c. Auxiliary verb This difficulty arises even though we can give examples of men who have actually followed this course. (telah benar-benar)

  d. Infinitive

  A turnout may have two levers, one to actually move the switch points, the other to lock the points. (untuk benar-benar)

  e. Preposition There must not only be greater good than evil objectively in view, but also greater probability of actually doing better than harm. (dari benar-benar)

  12. ADD (verb): menambahkantambah Criteria for selecting the sentences that use ‘ADD’

  a. Modal auxiliary It escaped through the window before the police broke through the door. There is not much more that I can add to this story. (bisa menambahkan) a. Modal auxiliary It escaped through the window before the police broke through the door. There is not much more that I can add to this story. (bisa menambahkan)

  c. Collocation 'My dear Miss Elizabeth,' said Mr Collins seriously, 'this little unwillingness to hear me, this modesty of yours, can only add to your other charms. (hanya bisa menambahkan)

  d. Adjective Then roll it up again. 10 Spread butter cream over the log and add

  small pieces of holly as decorations. (menambahkan potongan-

  potongan kecil)

  e. Article Add the milk quickly and mix with a knife. (menambahkantambahkan susu)

  f. Infinitive Cliord tried to add something to the note and then shot himself.' (untuk menambahkan)

  13. ADDRESS (noun): alamatmenjawab Criteria for selecting the sentences that use ‘ADDRESS’

  a. Article Somebody wanted us to go to an address in London. (sebuah alamat)

  b. Conjunction It was a letter, with no date, name or address. (atau alamat) b. Conjunction It was a letter, with no date, name or address. (atau alamat)

  d. Preposition The address on the outside was new. (alamat yang berada diluar)

  e. Infinitive Moreover, a survey of 11 of our economic competitors, conducted by the Research and Information on State Education Trust and published earlier this month, shows that all but Australia have tried to address the question of class size. (menjawab)

  14. AFTER (adverb): setelahdidepan Criteria for selecting the sentences that use ‘AFTER’

  a. Article The needles were moving violently, but after a conversation like that the movements were meaningless. (setelah sebuah percakapan)

  b. Adjective 'Good morning,' I said sharply, and walked away, leaving him staring angrily after me. (menatap dengan amarah dihadapan saya)

  c. Verb When he failed to appear after dark everyone - family, friends and police - set out to look for him, but without success. (muncul setelah)

  d. Conjunction

  I think she knew the other driver was Michael, but after all it was an accident - she didn't blame him for it. (tapi setelah) I think she knew the other driver was Michael, but after all it was an accident - she didn't blame him for it. (tapi setelah)

  15. AFTERNOON. (noun): petangsore Criteria for selecting the sentences that use ‘AFTERNOON’

  a. Adjective It was a cold afternoon and there was a strong wind. (sore yang dingin)

  b. Article Grace Darling the Times London, 19th September 1838 On the afternoon of 6th September, the steamship Forfarshire began its journey from Hull to Dundee, in Scotland. (sore)

  c. Verb be It was afternoon, but the 20 sky was dark with rain. (petang)

  d. Possessive Quite possibly this will be the most amusing part of your afternoon or evening. (sore harimu)

  e. Preposition It was a cold Monday afternoon in April and it was her first day in her new job. (sore di bulan april)

  16. AGAIN (adverb): lagisekali lagikembali Criteria for selecting the sentences that use ‘AGAIN’ 16. AGAIN (adverb): lagisekali lagikembali Criteria for selecting the sentences that use ‘AGAIN’

  b. Verb

  A bit later he tried to ask again about the camping holiday, but the answer was the same. (bertanya lagi)

  c. Conjunction He followed me everywhere. Again, and again I used to ask myself these questions. (dan lagi)

  d. Passive 'Christ will be born again in California? said a Mr Pryor in the USA. (dilahirkan kembali)

  e. Collocation The street lights were very strong so he looked down again quickly. (menoleh kebawah lagi)

  17. AGAINST (preposition): terhadapmelawanmenentangberjuang Criteria for selecting the sentences that use ‘AGAINST’

  a. Adjective They got him into the trailer with great difficulty, but he kicked

  angrily against the sides all the way back to the farm. (dengan marah

  terhadap) terhadap)