T1__Full text Institutional Repository | Satya Wacana Christian University: The Vocabulary Profile of The English Textbook Used in The 10TH Grade of Satya Wacana Christian Senior High School Salatiga T1 Full text

Sarjana Pendidikan

Anestasia Yuliani

  112012055

ENGLISH TEACHING EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA SALATIGA 2016

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 the reference is made in the text.

  Copyright 2016. Anestasia Yuliani and Anne Indrayanti Timotius, S.Pd, M.Ed. All rights reserved. No part of this thesis may be reproduced by any means

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

  Anestasia Yuliani

IN THE 10 th GRADE OF SATYA WACANA CHRISTIAN SENIOR HIGH SCHOOL SALATIGA

Anestasia Yuliani ABSTRACT

  Vocabulary is the most important role in learning a target language. The students who want to learn a language should understand the vocabulary as the beginning step. However, students often face difficulties in reading material or textbook because of the limitation of vocabulary knowledge. To minimize the students‘ difficulties, the teachers need to profile the material or textbook which is used so that they can determine appropriate vocabulary for the students. Since vocabulary profile is needed, the research was conducted to profile the vocabulary

  in the students‘ textbook of the 10 th grade of Satya Wacana Christian High School, which shows negative vocabulary in the textbook, and to show the

  number of words (token) recycling index of the textbook. This study used a descriptive method. There was a selected textbook with fifteen chapters on it as a sample of this study. The analysis used an electronic tool name the Compleat Lexical Tutor which can be accessed at lextutor.ca. The findings showed the cumulative percentage of the overall vocabulary profile in the textbook from K-1, K-2, and AWL words (89.17). The findings also showed the negative vocabulary profile (words not found) based on the New General Service List (NGSL) as much as 6.02 for K-1, 37.53 for K-2, and 43.23 for K-3.

  Keyword: Vocabulary, Vocabulary Profile, Compleat Lexical Tutor

INTRODUCTION

  Vocabulary becomes the most important element that should be learnt in language learning. This importance of vocabulary is shown in Wilkins (1972, as cited in Thornbury, 2002) that ―without grammar very little can be conveyed, without vocabulary nothing can be conveyed‖ (p.2). Because of that, many people want to learn vocabulary of their target language to convey the language. In my experience as a student of Faculty of Language and Literature (FLL) of Vocabulary becomes the most important element that should be learnt in language learning. This importance of vocabulary is shown in Wilkins (1972, as cited in Thornbury, 2002) that ―without grammar very little can be conveyed, without vocabulary nothing can be conveyed‖ (p.2). Because of that, many people want to learn vocabulary of their target language to convey the language. In my experience as a student of Faculty of Language and Literature (FLL) of

  be able to apply it in a sentence well. That is the reason of vocabulary plays the most important element for the students in making sentences that includes four English skills (reading, listening, writing, and speaking). McCarthy (1990, as cited in Carranza, et al., 2015) pointed out that ―no matter how well the students learn grammar, no matter how successfully the sounds of L2 are mastered, without word to express a wider range of meanings, communication in L2 cannot just happen in any meaningful way‖ (p.49). Therefore, the students are demanded to increase their vocabulary knowledge.

  In using this material, the students often face the difficulty. The most common difficulty that the students faced is that the students feel confused in understanding the meaning of the textbook because of their vocabulary limitation. It is because the textbook has many academic words or unfamiliar words. It shows that the students with insufficient of vocabulary in their target language will get difficulty in learning the material or the textbook. According to Thornbury (2002) the Second Language Learners who have limited word store can be confused to determine which word is suitable for a sentence. However, to comprehend 95 of the words in a general text, a reader is required to know a minimum 3000 of word

  95 of the running words can be identified. The limitation of vocabulary collections could affect the students‘ performance and their grade in the class. It shows that vocabulary has an important role in the language learner‘s successful. Nation (1990) added that the students found many difficulties in comprehend both of receptive and productive language use because of their inadequate vocabulary.

  In order to minimize the students‘ difficulties, there are some ways to solve it. One of them is using word list that is provided by vocabulary profile that can be identified by Vocabulary Profiler. Vocabulary profiler is a computer program to measure vocabulary production and vocabulary contained in course materials that is developed by Tom Cobb (Astika, 2015). This program can be used to determine the suitable vocabulary in teaching and learning process by word frequency that appears in vocabulary profile.

  In the previous study, Moris and Cobb (2004) examined the potential offered by vocabulary profiles as predictors of academic performance in undergraduate Teaching English as a Second Language (TESL). Moris and Cobb showed that vocabulary profiles could make improvement to 122 TESL students in analyzing the students writing. That study also proved that the students‘ vocabulary profile correlated to their grade. Therefore, it is necessary to investigate the use of vocabulary profile in textbook ‗Pathway to English‘ used in Satya Wacana Christian High School Salatiga.

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

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

3. What is the token (number of word) recycling index of the chapters in the textbook?

  The objectives of the research were:

  a. To profile the vocabulary of the textbook. The vocabulary profiles provide useful information for teachers and students about the proportions of vocabulary in each chapter and it‘s cumulative. It could help teachers and students in teaching and learning purposes. Teachers could make it as a reference to select which vocabulary in the textbook have the highest academic vocabulary for teaching purposes. Students could select the vocabulary that was necessary for their level and they could increase their vocabulary especially academic vocabulary.

  b. To show lists of vocabulary that are not used in the textbook. These words were obtained from the comparison between the vocabulary in the New General Service List (NGSL) and the vocabulary found in the textbook. The lists would provide useful information for teachers and students about the list of words that were not found in the textbook. They could select and learn from those words in order to enrich their vocabulary.

  c. To produce the token (number of word) recycling index of the textbook. It gives the information for the teachers and students about text comprehensibility in the textbook. This research could be useful for students and teachers because the teacher can pay attention the word frequency based on the word lists even they can c. To produce the token (number of word) recycling index of the textbook. It gives the information for the teachers and students about text comprehensibility in the textbook. This research could be useful for students and teachers because the teacher can pay attention the word frequency based on the word lists even they can

LITERATURE REVIEW Definition of Vocabulary

  In order to teach and learn English, vocabulary is one of the most important basic elements in foreign language or second language. According to Schmitt, Schmitt, Clapham, (2001) ―vocabulary as ‗the building block of language‘ (p.53), is considered by some to be the single most important aspect of foreign language learning" (Knight, 1994, as cited in Golkar Yamini, 2007). In another definition, Hubbard (1983, as cited in Ferreira, 2007) stated that vocabulary can be defined as a ―powerful carrier on meaning‖ (p.11). Diamond and Gutlohn (2006, as cited in Ferreira, 2007) suggest that ―vocabulary is the knowledge of words and their meanings‖. Therefore, vocabulary has the important role in learning a language because vocabulary is the beginning step before the students understand the language deeply.

Types of Vocabulary

  There are 2 types of vocabularies. They are receptive vocabulary and productive vocabulary. Receptive vocabulary is knowledge of words that can be learnt by listening and reading (Nation, 1990, pp. 31-33). Whereas, productive vocabulary is when the learners produce the vocabulary through their speaking

  33). Based on the definition of receptive vocabulary and productive vocabulary, we know that vocabulary can support students in learning English to comprehend more about the four English skills (listening, reading, speaking and writing).

The Importance of Vocabulary

  Vocabulary has an important role in teaching and learning a language. Vocabulary is a central part of a language (Coxhead, 2006). It means that every learner who wants to learn the target language should learn vocabulary first. Because more words, more meaning that students understand well, they can build up the language or produce the language. Widdowson (1989) and McKeown (2002) stated that vocabulary is the most important aspect in language learning, because by the vocabulary knowledge, the students can build up the language. Additionally, Barra (1995, as cited in Ferreira, 2007) stated that sufficient word store of the students can help the students to understand the meaning of text. These statements show that vocabulary can support the students to understand the language more and the mastery of language can be measured by how many vocabularies can be produced by the students. However, understanding a word is not only about recognize it in the written form and the meaning of the words, but how it can be applied in another four skills which are listening, speaking, reading, and also writing (Saengpakdeejit, 2014). Similarly, Nation (2001) also stated that learners cannot effectively learn to listen, speak, read, and write without the knowledge of a certain number of vocabulary store in the target language.

  life such as listen to the people, listen to the news, listen to the music, etc). Listening is considered as the difficult skills in language learning because it can cause problem if the listeners do not listen carefully about what is being said (Coxhead, 2006). It is necessary to activate learners‘ background knowledge before starting to listen. In this point, learners may find difficulties in listening and understanding about what information they heard because the limitation of vocabulary knowledge (Coxhead, 2006). In order to gain reasonable comprehension and be successful in guessing meaning of the context, learners need at least 95 of the running words in the input (Nation, 2001). It shows that vocabulary plays a big contribution in students‘ listening practice.

  Besides listening, vocabulary is also important in speaking skill. Nation (1990) defined that knowing a word also knowing its spelling, pronunciation, collocations, that is words it co-occurs with, and appropriateness. According to Coxhead (2006), learning vocabulary through speaking is a cyclical activity because learners can use words in a creative way when they are speaking. Coxhead added that take part in conversations, the learners should know many words well. However, speaking is different from listening, reading, and writing because learners should be able to use and produce the words to express their ideas. Nation (2008) stated that 2000 words of English are best in developing learners‘ spoken English and practice what they want to say. Nation also added the reasons why the learners may not be able to say what they want to say. Firstly, they are lack of vocabulary knowledge. Secondly, the learners may know enough

  It is very common to find learners who can read or write English very well but they are difficult in producing spoken language.

  Furthermore, not only listening and speaking that can contribute to vocabulary development, but reading skill is also needed. Reading is a source of learning and also a source of enjoyment (Nation, 2008). In addition, Nation noted that reading can help learners to learn new vocabulary and grammar. According to Fisher and Frey (2014), learners can add their vocabulary collection through reading. Similarly, Coxhead (2006) stated that learning through reading is a common way to acquire vocabulary, as long as the texts are appropriate in the learners‘ level of understanding. Fisher and Frey also noted that the learners who read 1 hour per day and five days in a week, they will read more than 2,250,000 words per year. In order to understand the meaning of the words in the text, learners need to know at least 95 up to 98 of the running words (Coxhead, 2006). Coxhead also noted that the more learners read, they will be better in reading, and more vocabulary they will have. It shows that learners with more vocabulary can read the texts well.

  In additional, vocabulary is also needed in writing skill. It is different with listening, speaking, and reading, writing includes spelling, the use of vocabularies in sentences, and using words to signal the organization of written text (Nation, 2008). One of the main problems in writing is that the learners have to know the use of vocabulary to help them in establishing the meaning and using the vocabulary in their memories (Coxhead, 2006). Coxhead also noted that it will be In additional, vocabulary is also needed in writing skill. It is different with listening, speaking, and reading, writing includes spelling, the use of vocabularies in sentences, and using words to signal the organization of written text (Nation, 2008). One of the main problems in writing is that the learners have to know the use of vocabulary to help them in establishing the meaning and using the vocabulary in their memories (Coxhead, 2006). Coxhead also noted that it will be

Teaching Vocabulary

  Teaching vocabulary is not easy for the teachers. As Li and Zhang (2009) stated that one of the major tasks of English teachers is to develop the students‘ vocabulary knowledge. However, each learner has different needs and preferences like as Tomlinson (2000b) stated that ―Students who are the same age differ in their readiness to learn, their interests, their styles of learning, their experiences, and their life circumstances‖ (p. 1). Therefore, it is very important for teachers to know what vocabulary that learners need to focus on and what way they will teach the vocabulary. Teachers need to guide and encourage the students to learn the vocabulary and tell them that more vocabulary will bring the most benefits for learning the target language (Nation, 2001). For instance, teachers need to know the types of vocabulary that their learners need whether the vocabulary belongs to 1000 word list (K1), 1001-2000 word list (K2), Academic Word List (Coxhead, 2000), or others. In order to identify the vocabulary in a written text, teachers can use the tool called Vocabulary Profiler to profile the vocabulary. It will be easier Teaching vocabulary is not easy for the teachers. As Li and Zhang (2009) stated that one of the major tasks of English teachers is to develop the students‘ vocabulary knowledge. However, each learner has different needs and preferences like as Tomlinson (2000b) stated that ―Students who are the same age differ in their readiness to learn, their interests, their styles of learning, their experiences, and their life circumstances‖ (p. 1). Therefore, it is very important for teachers to know what vocabulary that learners need to focus on and what way they will teach the vocabulary. Teachers need to guide and encourage the students to learn the vocabulary and tell them that more vocabulary will bring the most benefits for learning the target language (Nation, 2001). For instance, teachers need to know the types of vocabulary that their learners need whether the vocabulary belongs to 1000 word list (K1), 1001-2000 word list (K2), Academic Word List (Coxhead, 2000), or others. In order to identify the vocabulary in a written text, teachers can use the tool called Vocabulary Profiler to profile the vocabulary. It will be easier

  On the other hand, the teachers need to consider what kind of learning is required. If the students learn English in order to be able to read and understand teachers‘ instruction, a receptive knowledge of vocabulary is sufficient (Nation, 1990). A productive vocabulary around 3000 base words and a larger receptive vocabulary are needed when learners need to cover the whole range of language skills (Nation, 1990).

Learning Vocabulary

  Vocabulary becomes important to be learnt since one of problem of English learning is difficulties in understanding vocabulary. According to Hunt and Beglar (2005) and Schmitt (2008), the problem that is often faced by students in classroom is the students do not have an opportunity to use the vocabulary they have learnt and produce it in a language because of the limited of time. This problem can obstruct the learners‘ development in producing language. Actually, the students need to explore and practice the vocabulary that they have learnt so that they can use a language skill appropriately, as (Eckerth Tavakoli, 2012, as cited in Astika, 2015) said that providing the students with extensive exposure to both writing and listening can develop the students‘ comprehension toward the knowledge of vocabulary. Furthermore, according to Jusuf (2014), another problem in learning vocabulary is that the teachers focus on grammar more rather than the vocabulary itself. As a result, many students have limited vocabulary Vocabulary becomes important to be learnt since one of problem of English learning is difficulties in understanding vocabulary. According to Hunt and Beglar (2005) and Schmitt (2008), the problem that is often faced by students in classroom is the students do not have an opportunity to use the vocabulary they have learnt and produce it in a language because of the limited of time. This problem can obstruct the learners‘ development in producing language. Actually, the students need to explore and practice the vocabulary that they have learnt so that they can use a language skill appropriately, as (Eckerth Tavakoli, 2012, as cited in Astika, 2015) said that providing the students with extensive exposure to both writing and listening can develop the students‘ comprehension toward the knowledge of vocabulary. Furthermore, according to Jusuf (2014), another problem in learning vocabulary is that the teachers focus on grammar more rather than the vocabulary itself. As a result, many students have limited vocabulary

  

Vocabulary Profiler

  Since learners have different level of vocabulary knowledge, they have to know which vocabularies are appropriate to them, which books are suitable to them, and which levels they have to focus on. One of the ways to know vocabulary level of a textbook is by profiling the vocabulary. Knowing vocabulary profile in teaching and learning process is very useful for teacher and students. It is because vocabulary profile can determine each level of word based on the word frequency, such as first 1000 most frequent words (K1), the second 1000 most frequent words (K2), Academic Word List (AWL), and Off-List Words. According to Da (2006) stated that ―vocabulary profiling is a measure of the proportions of low and high frequency vocabulary used in a written text.‖ In a

  ―vocabulary profiling has also been suggested as a useful instrument in second language acquisition research and pedagogy‖. It shows that vocabulary profile has an important role in understanding knowledge of vocabulary. The tool that can be used to profile the vocabulary is called Vocabulary Profiler, which is a computer program developed by Tom Cobb (Astika, 2015). According to Cobb (2010, as cited in Astika, 2015) ―Vocabulary Profiler is used to determine word frequency quickly‖ (p.216). Similarly, according to Meara (2005), Vocabulary Profile or Lexical Frequency Profile (LFP) is considered as a tool for assessing a particular text whether it is appropriate to be used by the students at particular level or proficiency. As the result, vocabulary profiles can help the teacher to pay attention to what words should be used in certain level of students.

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

  The next type is academic vocabulary which covers about 9 of the running words in a particular text (Nation, 2001). According to Coxhead (2006), these words found in most of academic texts. Coxhead also added that academic vocabulary is important to be learnt for learners who plan to study at college. As Nation and Newton (1997) suggested, academic vocabulary is for learners who ―intend to do academic study or wish to read newspapers‖ (p. 239). Coxhead (2000) stated that by focusing on academic vocabulary, learners will get the chance to make this significant vocabulary part of working knowledge of the language and make learners‘ academic study more controllable. The examples of academic words which usually occurs in academic text or textbook are analyze, assess, concept, definition, establish, categories, seek (Nation, 2001).

  On the other hand, the technical words only occurs in frequently in specialized texts and the coverage of text is about 5 of the running words (Nation, 2001). Additionally, as Nation (2013, as cited in Read, 2014) stated that the words are used in a particular discipline, profession, culture, sport, or other special field. The examples of this type are indigenous, regeneration, podocarp, beech, rimu (a New Zealand tree), and timber (Nation, 2001). The last type is low- frequency words which considered as the most infrequently words. The words may occur only once or twice in reading during a long period of time (Coxhead Nation, 2001) and usually learners can guess the meanings from the context (Nation Newton, 1997). The examples of this type can be the name of person, On the other hand, the technical words only occurs in frequently in specialized texts and the coverage of text is about 5 of the running words (Nation, 2001). Additionally, as Nation (2013, as cited in Read, 2014) stated that the words are used in a particular discipline, profession, culture, sport, or other special field. The examples of this type are indigenous, regeneration, podocarp, beech, rimu (a New Zealand tree), and timber (Nation, 2001). The last type is low- frequency words which considered as the most infrequently words. The words may occur only once or twice in reading during a long period of time (Coxhead Nation, 2001) and usually learners can guess the meanings from the context (Nation Newton, 1997). The examples of this type can be the name of person,

Relevant Previous Studies

  In a previous study, Yoon, Bhat, and Zechner (2012 ) did a research to quantify the usage of vocabulary in terms of measures of lexical sophistication based on the word lists. In collecting the data, researchers use qualitative and quantitative methods. The researchers found that the test takers used a little of vocabulary in the spoken responses. There are 29 features produced, and the average word frequency achieved the best correlation with the scores of the test takers. In general, it showed that vocabulary profile has an influence through the students‘ score.

  Morris and Cobb (2004) examined the potential offered by vocabulary profiles as predictors of academic performance in undergraduate Teaching English as a Second Language (TESL) programs. The researchers use quantitative and qualitative method. The finding showed the correlations between elements of the TESL students‘ vocabulary profiles and results in the grammar course of their program of study. The highest correlation, found was between words on the Academic Word List (AWL) and grades in the grammar course. Two other significant correlations were found the 1000 most frequent (K1) and the grammar course. The goal was to show the percentage of NS and NNS vocabulary profiles Morris and Cobb (2004) examined the potential offered by vocabulary profiles as predictors of academic performance in undergraduate Teaching English as a Second Language (TESL) programs. The researchers use quantitative and qualitative method. The finding showed the correlations between elements of the TESL students‘ vocabulary profiles and results in the grammar course of their program of study. The highest correlation, found was between words on the Academic Word List (AWL) and grades in the grammar course. Two other significant correlations were found the 1000 most frequent (K1) and the grammar course. The goal was to show the percentage of NS and NNS vocabulary profiles

  The similarity of those 2 previous studies is that the vocabulary profile has an effect to increase the score of the students. Whereas, the difference of those 2 previous study is that in the Yoon, Bhat, and Zechner (2012) finding, they measure the impact of vocabulary profile based on the spoken responses and in Morris and Cobb (2004) finding is measuring the impact vocabulary profile based on grammar course. Therefore, it is also important to analyze the vocabulary profile used in the textbook of Satya Wacana Christian High School since it has not been analyzed yet.

THE STUDY

  This study used descriptive method to identify the vocabulary profile of English textbook used in Satya Wacana Senior High School. According to Rivera (2007), descriptive method is used to identify the facts of the research which involves the description, recording, analysis, and also the interpretation of what it is about. The textbook used was ‗Pathway to English‘ that was published by Erlangga. Descriptive method was used to examine the vocabulary profile of the textbook whether they were included in first 1000 most frequent words (K1), the second 1000 most frequent words (K2), Academic Word List (AWL), and Off- List Words.

  The study took place in Satya Wacana Christian High School Salatiga. Satya Wacana Christian High School Salatiga is one private school in Salatiga. The school is located at Jl. Diponegoro, No. 52-60, Salatiga. The researcher chose Satya Wacana Christian High School Salatiga because this school is one of the favorite senior high schools in Salatiga. Satya Wacana Christian High School Salatiga has 2 program studies that are General Program and Peminatan Program. In the General Program, all students should take English subject. Whereas, in Peminatan Program, only the students who like English and want to take additional English meeting time should take additional English class.

Materials

  The study used ‗Path Way to English‘ textbook for grade 10. This book has fifteen chapters with 311 pages. The selection of the textbook was based on some reasons. First, tenth grade is a transition period from Junior High School to Senior High School where the students have to enrich and improve the vocabulary. Second, this book is a senior high school level. Third, this book is a basic English book in first grade of the senior high school students. Fourth, this book contains 4 skills of English, i.e. reading, listening, writing, and also speaking, and the last is because the book provides some exercises to be finished by the students.

  The objective of this research was to profile the vocabulary in ‗Pathway to English‘ textbook used in Satya Wacana Christian High School. To achieve the objective, the study used a tool called as The Compleat Lexical Tutor, v. 4. This tool was an online vocabulary profiler that was developed by Tom Cobb in 1999 which could be accessed in www.lextutor.cavp. This program could calculate the percentage of the first 1000 most frequent words (K1), the second 1000 most frequent words (K2), Academic Word List (AWL), and Off-List Words.

Data Collection Procedures

  In collecting the data, the all pages of the textbook ‗Pathway to English‘ grade 10 were retyped in Microsoft Word. After retyping, the data were filed in folders with different names. Thus, there were fifteen folders with a name of each chapter and one folder for overall chapters. To identify the vocabulary profile, we should open the vocabulary profile website in www.lexical.cavp. Then, click on VP Clasic v.4 to access vocabulary profiler tool. After that, copy the text that would be analyzed and paste it to the box provided in that tool. Then click ―Submit-Window‖ under the box. The vocabulary profile of the text appeared based on the classification and finally it could be saved in Microsoft Word by clicking EditPrint-friendly table.

  The texts were copied and pasted in Vocabulary Profiler to be analyzed. The Compleat Lexical Tutor, v. 4 calculated the result automatically. The data were grouped into the first 1000 most frequent words (K1), the second 1000 most frequent words (K2), Academic Word List (AWL), and Off-List Words that is uncategorized in those three groups.

FINDINGS AND DISCUSSIONS

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

  In the Table 1 below, the first row shows three terms which are family, type, and token. Word family is a head word, for example: write is the family or the head word of the word writing and wrote. Type is the different words, for example: competency, comparative, committee, etc. While wrote, writing, and writes are considered as the same type. Token is the total number of words in a text. For example, if the text has word teacher [5], instruction [7], carefully [2], and students [4], the number of token is 18.

  Table 1. Overall Vocabulary Profile of the Textbook

FREQUENCY

  FAMILIES

  TYPES

  TOKENS CUMULATIVE

LEVEL

  K-1 WORDS

  K-2 WORDS

  AWL WORDS

  (ACADEMIC)

  OFF-LIST

  WORDS

  TOTAL

  ≈100.00

  Table 1 shows that over two-third of the vocabulary used in the textbook falls under K-1 words. The additional K-2 words used was 6.62 and 3.43 of AWL words. The cumulative percentage of K-1, K-2, and AWL words was

  89.17, which can be deemed to be a difficult reading material because it is still quiet far of the minimum percentage for good comprehension of the text. According to Nation (2001), students should know at least 95 of the running words in a text for comprehension. As shown in the Table 1, the numbers of academic words were 1684 words. Academic words are those words which are commonly used in most academic texts, which are necessary for college students. Another point in Table 1 is the number of off-list words that reached 5315 words 89.17, which can be deemed to be a difficult reading material because it is still quiet far of the minimum percentage for good comprehension of the text. According to Nation (2001), students should know at least 95 of the running words in a text for comprehension. As shown in the Table 1, the numbers of academic words were 1684 words. Academic words are those words which are commonly used in most academic texts, which are necessary for college students. Another point in Table 1 is the number of off-list words that reached 5315 words

B. Negative Vocabulary Profile of the Textbook

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

1. Negative Vocabulary Profile of K-1

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

  Table 2. Negative Vocabulary Profile of K-1 K-1 Total word families: 964 K-1 families in input: 907 (94.09)

  K-1 families not in input: 58 (6.02) K-1 families not in input: 58 (6.02)

  ACCOUNTABLE

  ADVENTURE

  AFFAIR

  ARISE

  BROAD

  CAPTAIN

  CASTLE

  CHIEF

  CHURCH

  CLAIM

  COIN

  COLLEGE

  COMMITTEE

  CORN

  DEFEAT

  DISTINGUISH

  EFFICIENT

  ELECT

  ELEVEN

  ENEMY

  FELLOW

  FISH

  FIX

  HILL

2. Negative Vocabulary Profile of K-2

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

  Table 3. Negative Vocabulary Profile of K-2 K-2 Total word families: 986 K-2 families in input: 617 (62.58)

  K-2 families not in input: 370 (37.53) K-2 families not in input: 370 (37.53)

  ABSOLUTE

  ABSOLUTELY

  ACCUSE

  ACHE

  AEROPLANE

  AFFORD

  AMBITION

  ANGLE

  ANXIETY

  APOLOGIZE

  APPLAUD

  APPLAUSE

  APPROVE

  ARCH

  ARREST

  ARTIFICIAL

  ASHAMED

  ASTONISH

  AVENUE

  AWAKE

  AWKWARD

  AXE

  BAGGAGE

  BARBER

  BARE

  BARREL

  BASIN

  BASKET

3. Negative Vocabulary Profile of K-3 or AWL words

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

K-2 Total word families: 569 K-2 families in input: 324 (56.94)

K-2 families not in input: 246 (43.23)

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

  ACADEMY ACCUMULATE ACKNOWLEDGE

  ACQUIRE

  ADEQUATE ADJUST

  ADMINISTRATE

  ADVOCATE

  AGGREGATE ALBEIT

  ALLOCATE

  ALTER

  AMBIGUOUS AMEND

  ANALOGY

  ANTICIPATE

  APPARENT APPEND

  ARBITRARY

  ASSESS

  ASSURE

  ATTAIN

  BEHALF

C. Block Frequency Output of Off-List Words

  The next section discusses the off-list words or the words that are not listed under the three frequency categories. This list of words may be useful for teachers in facilitating them to teaching the students. In other words, teachers may select words from the list that are relevant to the students at the university level. Below is the list of ‗Off-list‘ words, with 2739 tokens and 1182 types. As note that RANK here means the ranking of the words, FREQ is frequency of word occurrence, and COVERAGE is the percentage of word occurrences, individual or The next section discusses the off-list words or the words that are not listed under the three frequency categories. This list of words may be useful for teachers in facilitating them to teaching the students. In other words, teachers may select words from the list that are relevant to the students at the university level. Below is the list of ‗Off-list‘ words, with 2739 tokens and 1182 types. As note that RANK here means the ranking of the words, FREQ is frequency of word occurrence, and COVERAGE is the percentage of word occurrences, individual or

  Table 5. Block Frequency Output of Off-List Words

COVERAGE

  RANK FREQ

  WORD

  individ cumulative

  1. 3167 6.28 6.28 THE

  2. 1399 2.77 9.05 TO

  3. 1264 2.51 11.56 A

  4. 1073 2.13 13.69 OF

  5. 1029 2.04 15.73 AND

  1.84 17.57 IN

  1.75 19.32 YOU

  1.44 20.76 IS

  0.88 21.64 IT

  0.87 22.51 I

  0.73 23.24 FOR

  0.72 23.96 YOUR

  0.70 24.66 THAT

  0.70 25.36 WHAT

  0.69 26.05 WITH

  0.61 26.66 BE

  0.59 27.25 DO

  0.58 27.83 ARE

  0.58 28.41 NOMBRE

  0.58 28.99 WAS

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

  CHAPTERS

  K-1-

  K-2-

  AWL

  OFF-LIST

  WORDS

  WORDS

  WORDS

  WORD

  I 84.87 6.48 1.92 6.73

  CUMULATIVE

  II 79.68 6.52 5.16 8.63

  CUMULATIVE

  III

  CUMULATIVE

  IV 84.63 6.34 2.01 7.02

  CUMULATIVE

  V 82.23 7.88 3.19 6.70

  CUMULATIVE

  VI 74.40 9.11 5.89 10.60

  CUMULATIVE

  VII

  CUMULATIVE

  CUMULATIVE

  IX 82.07 5.50 2.48 9.95

  CUMULATIVE

  X 79.18 5.50 4.86 10.47

  CUMULATIVE

  XI 76.85 5.95 5.93 11.27

  CUMULATIVE

  XII

  CUMULATIVE

  XIII

  CUMULATIVE

  XIV

  CUMULATIVE

  XV 85.80 4.23 2.21 7.76

  CUMULATIVE

  As seen in the Table 6, it shows that the differences of K-1 and K-2 across the chapters were not very significant. In other words, the compositions of vocabulary in every frequency level were relatively the same. However, there were significant differences shown in AWL words especially in the percentage of As seen in the Table 6, it shows that the differences of K-1 and K-2 across the chapters were not very significant. In other words, the compositions of vocabulary in every frequency level were relatively the same. However, there were significant differences shown in AWL words especially in the percentage of

  E. Text Comparison Across Chapters in the Textbook: Comparison of Chapter III vs. Chapter XI

  The last part of the findings presents the comparison between two chapters. In the Chapter III and Chapter XI show significant difference in the percentage of K-1 words and AWL words. The comparison presents the token recycling index of the chapters which are compared. Recycling index is the ratio between words that are shared by two chapters and the newest words found in the second chapter. This index provides the information that may be useful for the teachers about what words are similar or shared by both chapters and what new or unique words in the second chapter. For teaching purposes, it is necessary for teachers to be aware and pay attention to those words that are unique in the second chapter. The analysis of comparison shows that the token recycling index was

  63.08. It is indicating that as much as 63.08 of words in Chapter III and Chapter XI were similar, while as much as 36.92 (100-63.08) of the words were new or unique in Chapter XI. Both of shared or unique words are presented in the Table 7. The complete table has been attached in Appendix E.

  TOKEN Recycling Index: (2648 repeated tokens: 4198 tokens in new text) = 63.08

FAMILIES Recycling Index: (266 repeated families: 880 families in new text) = 30.23

  Table 7. Shared and Unique words in Chapter III and Chapter XI.

  Unique to first 544 tokens 250 families

  001. hear 21 002. he 18 003. sympathy 18 004. that‘ 14 005. condole 13 006. she 13 007. bad 9 008. oh 9 009. awful 8 010. god 7 011. loss 7 012. lukman: 7 013. mother 7 014. please 7 015. no 6 016. teacher: 6 017. … 6 018. father 5 019. lose 5 020. ma‘am 5

  Shared 2648 tokens 266 families

  001. the 320 002. a 156 003. be 136 004. of 132 005. to 118 006. and 98 007. in 81 008. you 64 009. it 42 010. this 42 011. people 37 012. they 35 013. do 34 014. by 32 015. what 32 016. can 30 017. number

  29 018. or 29 019. follow 28 020. about 26

  Unique to second 1550 tokens 614 families

  Freq first (then alpha) 001. tsunami 88 002. wave 38 003. water 35 004. cause 32 005. text 20 006. result 19 007. problem 18 008. explain 16 009. japan 14 010. effect 13 011. coast 12 012. solution 12 013. flood 11 014. paragraph 11 015. city 10 016. disaster 10 017. sea 10 018. term 10 019. destroy 9 020. generate 9

  VP novel items

  Same list Alpha first 001. number;ll 1 002. number;lling 1 003. number;nal 1 004. number;nd 3 005. number;ood 3 006. number;ooding 1 007. number;oods 1 008. number;oor 3 009. number;ow 1 010. number;rst 6 011. number;rstly 1 012. number;sh 2 013. number;ve 1 014. aazhi 1 015. abandon 1 016. able 3 017. above 6 018. abrupt 3 019. accompany 1 020. aceh 2

  The second comparison is between Chapter VIII and Chapter XIII. These two chapters also show significant difference in the percentage of K-1 words and AWL words. Based on the finding, the token recycling index was 73.02. This percentage shows that as much as 73.02 of words in Chapter VIII and Chapter

  XIII were similar or shared. Thus, unique or new words in Chapter VIII and

  Chapter XIII are 26.98 (100-73.02). Both of shared and unique words are presented in the Table 8 below. The complete table has been put in Appendix F.

  Table 8. Token Recycling Index of Chapter VIII and Chapter XIII

  TOKEN Recycling Index: (2052 repeated tokens: 2810 tokens in new text) =

FAMILIES Recycling Index: (355 repeated families: 711 families in new text) =

  Table 8. Shared and Unique words in Chapter VIII and Chapter XIII.

  Unique to first

  Shared

  Unique to second

  2663 tokens

  2052 tokens

  758 tokens

  1062 families

  355 families

  356 families

  VP novel items

  001. story 75

  001. the 240

  002. day 32

  002. be 129

  Freq first

  Same list

  003. garbage 30

  003. and 89

  (then alpha)

  Alpha first

  004. jody 30

  004. of 84

  001. merapi 24

  001. number;at 1

  005. hughie 23

  005. a 62

  002. sumatra 19

  002. number;bers 3

  006. could 22

  006. to 60

  003. mount 17

  003. number;nal 1

  007. every 22 008. mathilde 18 009. before 17 010. girl 17 011. job 16 012. room 16 013. alan 15 014. beauty 15 015. marry 15 016. bisma 14 017. love 14 018. next 13 019. mister 12 020. rise 12

  007. in 48 008. it 39 009. text 31 010. you 30 011. what 29 012. about

  26 013. describe 24 014. do 22 015. i 22 016. use 22 017. both 21 018. with 21 019. explain

  20 020. how 20

  004. subject 14 005. volcano 14 006. erupt 13 007. occur 13 008. + 12 009. earthquake

  11 010. brawl 10 011. chip 9 012. noun 9 013. pulp 9 014. specinumber 9 015. neither 8 016. hospital 7 017. juvenile 7 018. verb 7 019. active 6 020. delinquent 6

  004. number;nd 3 005. number;nished 1 006. number;nishing 1 007. number;ooding 1 008. number;ora 2 009. + 12 010. above 2 011. according 1 012. active 6 013. adjective 3 014. administrative 1 015. advertise 1 016. affect 1 017. affiliate 1 018. allege 1 019. alternative 1 020. aluminium 1

CONCLUSION

  The main purpose of this study was to profile the vocabulary which is used in the students‘ textbook of Satya Wacana Senior High School in the 10 th grade. The research showed that the overall vocabulary used in the textbook could be considered as a difficult reading material. The cumulative percentage of K-1, K-2, and AWL words was 89.17, which is still quiet far of the require percentage for

  a good comprehension of the text in the book. Based on Nation (2001) an understanding at least 95 of the running words in a text are needed for comprehension. According to this finding, teachers should consider the textbook which is suitable for the students‘ level. Another finding showed the negative vocabulary or the words that were not found in the textbook. Based on the New a good comprehension of the text in the book. Based on Nation (2001) an understanding at least 95 of the running words in a text are needed for comprehension. According to this finding, teachers should consider the textbook which is suitable for the students‘ level. Another finding showed the negative vocabulary or the words that were not found in the textbook. Based on the New

  43.23 of word families were not found in the textbook. The list of negative vocabulary should not be ignored because it may be useful for teachers or students for teaching and learning purposes since it may contains the new words that were not found in the textbook. The last finding showed the significant difference of the words frequency level across chapters which has two part comparisons, they are chapter three and chapter eleven, also chapter eight and chapter eighteen. The difference was displayed using Token Recycling Index which showed the unique or newest words that found in the second chapter, and shared words of both chapters.

  However, this study still has limitation which is only profile one education textbook. There are still many textbooks that have not been analyzed. Therefore, a similar study should be conducted in order to profile another textbook.