T1__Full text Institutional Repository | Satya Wacana Christian University: The Vocabulary Profile of English Used in The Jakarta Post T1 Full text

JAKARTA POST THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan

Luky Rias Pambudi

  112012146

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

  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. Luky Rias Pambudi and Prof. Dr. Gusti Astika, M. A. All rights reserved. No part of this thesis may be reproduced by any means without the

  permission of at least one of the copyright owners or the English Language Education Program, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga.

  Luky Rias Pambudi

Luky Rias Pambudi ABSTRACT

  The aim of the present study was to profile the vocabulary of the genres on The Jakarta Post, to show lists of vocabulary that were not covered in the genres, and to show the token (number of word) recycling index of the genres. A descriptive method and purposeful sampling were used in this study. There were five genres selected from that newspaper and those five genres were Business, Sport, Opinion, Feature and Entertainment. The analysis of this study used a tool name Compleat Lexical Tutor which can be accessed at lextutor.ca. The result of this study showed that the cumulative percentage of K-1, K-2 and AWL words from the overall profile of the genres was 89.51. The negative vocabulary profile of K-1 showed that the word families not found in the genres were 13.38. The word families not found in K-2 were 51.62. While in K-3 the word families which were not found was 34.09.

  Keyword: Vocabulary, Vocabulary Profile, Compleat Lexical Tutor

INTRODUCTION

  Vocabulary is an important component in learning the language, with a few knowledge of vocabulary the learner might not understand the context of the reading text or spoken language and that will lead them into confusion as Crystal (2003) (cited in Kordjazi, 2011: 1425) stated that, "vocabulary is the Everest of a language. There is no larger task than to look for order among the hundreds of thousands of words which comprise the lexicon". According to Nation (2006), there are some ways of deciding how many words a learner of English as a second or foreign language needs to recognize to read without external support, one of the ways of deciding vocabulary learning aims is to find how much vocabulary you need to be familiar with like read a newspaper, a novel, watch a movie, or become involved a conversation.

  This study focuses on the vocabulary used in the newspaper, The Jakarta Post. The Jakarta Post is a daily English language newspaper in Indonesia; it has two editions which are printed and online edition. For online edition, it can be accessed at www.thejakartapost.com. There are three categories in The Jakarta Post online edition which

  National, Archipelago, Jakarta, and World. Opinion and Reader‟s Forum are under categories Views. Meanwhile under category Life there are Digital Life, Sci-Tech, Environment, Body Soul, Art Design, Culture, Lifestyle, Entertainment and Features.

  In the Faculty of Language and Literature (FLL) of Satya Wacana Christian University, newspaper articles are used in one of its courses which is Reading Across Genres. In Reading Across Genres the students study the technique and forms of various types of newspaper article. They practice reading different types of newspaper articles and learn to read newspaper (or on-line media) and the vocabulary, jargon, and article structures. The majority of the students who have taken Reading Across Genres read The Jakarta Post online edition for their reading requirement. There are several genres that were studied. In the category News the genres selected were Business and Sport. The next category was Views and the genre selected was opinion. The last category was Life; Entertainment and Feature were the genres that will be profiled. Besides newspaper articles are used in one of courses in FLL, reading newspaper also gives benefit for the readers especially for university students because, reading a newspaper can improve the readers‟ vocabulary especially academic vocabulary. As stated by Nation (2006), studies with the Academic Word List have revealed that reading newspapers can be a good technique of knowing the vocabulary that is significant for academic study, because newspaper writing is mostly formal and serious and mostly found in a range of academic texts. Thus, from the statement, it can be concluded that reading newspaper articles is good for university students to improve their academic vocabulary.

  The purpose of this study was to profile the vocabulary used in The Jakarta Post newspaper whether the vocabulary belongs to 1000 most common words (K1), the next one

  (Coxhead, 2000). Based on background above, the research had the following questions:

1. What is the profile of the vocabulary used in some genres in The Jakarta Post?

2. What is the number of vocabulary that is not used in the genres?

3. What is the token (number of word) recycling index of the genres?

  The objectives of the research were:

  a. To profile the vocabulary of the genres in The Jakarta Post. The vocabulary profiles provide teachers and students with useful information about the proportions of vocabulary in each genre and its cumulative percentage. The cumulative percentage itself could help the teachers and students in teaching and learning purposes. Teachers could make it as a reference to choose which genre(s) in this newspaper have the highest academic words for teaching purposes. Students could choose the genre(s) that enrich their vocabulary especially academic vocabulary and they can apply it into their writing in academic writing.

  b. To show lists of vocabulary that were not used in the genres. These words were obtained from the comparison between the vocabulary in the General Service List and the vocabulary found in the genres. The lists would provide information to teachers and students for teaching and learning purposes and choose useful words to teach and learn from the list of words were not found in the five genres. Thus, it will enrich their vocabulary.

  c. To produce the token (number of word) recycling index of the genres. It gives the information for the teachers and students about text comprehensibility in those five genres.

The Importance of Vocabulary

  In teaching or learning a language, vocabulary has an important role. As Coxhead (2006) stated, vocabulary is an essential element of a language. If the amount of the words that the learners know or understand is large, the more meaning they can communicate in a wide variety of circumstances. With little knowledge of vocabulary learners might not understand the context of the reading text or spoken language and that will lead into confusion. If the learners do not know how to use them, they will have poor understanding (Palmer, 1989). In learning process, vocabulary also becomes the essential element that cannot be separated. In the study by Combee (n.d.), she argued that “vocabulary is central to the language learning process”. Crystal (2003) (cited in Kordjazi, 2011: 1425) stated that, "vocabulary is the Everest of a language. There is no larger task than to look for order among the hundreds of thousands of words which comprise the lexicon". According to Nation (2006), there are some ways of deciding how many words a learner of English as a second or foreign language needs to recognize in order to read without external support. He mentioned that one of the ways of deciding vocabulary learning is to find how much vocabulary you need to be familiar with like read a newspaper, a novel, watch a movie, or become involved a conversation.

  There are many types of vocabulary that might be important for learners. One of types of vocabulary that important for the learners is academic vocabulary. Coxhead (2006) points out five reasons why academic words are important for the learners. First, make the learners to be part of the group of academic people if it is used in the proper way. Second, make the learners to be successful in their college life and enable them to prove that they can read, writing and speaking in academic language. Third, vocabulary is very significant part of There are many types of vocabulary that might be important for learners. One of types of vocabulary that important for the learners is academic vocabulary. Coxhead (2006) points out five reasons why academic words are important for the learners. First, make the learners to be part of the group of academic people if it is used in the proper way. Second, make the learners to be successful in their college life and enable them to prove that they can read, writing and speaking in academic language. Third, vocabulary is very significant part of

The Importance of Vocabulary for Reading

  In reading, vocabulary also plays a very significant role. Learning throughout reading is a normal way to acquire vocabulary if the reading texts are under learners‟ level of understanding (Coxhead, 2006). In addition, Coxhead (2006) stated that the more learners read, the better their reading and the larger their vocabulary. When their vocabulary is larger, they can read better. In reading, there are some strategies that can be applied by the students in order to make them understand the text that they read. First, the learners should know the text coverage or how many words that they should know to make them understand the texts. Scholars found that in order to read without help, learners should know at least 95 of the running words in a text, in other words, only one word in 20 will be unknown to the learners (Read, 2000). Similar to Read (2000), Hwang and Nation (1989) reported that the learners need to acquire 95 of the running words in a text. While different research suggests that understanding of texts might be accomplished with a vocabulary size of 3,000 word families.

  A vocabulary size of 5,000 word families is required to reach 98 lexical coverage of texts, to make more enjoyable reading (Coady et al., 1993; Hirsh and Nation, 1992; Laufer, 1997) (cited in Matsuoka and Hirsh, 2010; 57).

  Moreover, to improve learners‟ vocabulary, the words that are recognizable should be more than unrecognizable words. Hirsh and Nation (1992) stated that if the learners face so many unknown words in the text that they are reading, there will be no enjoyment in reading. In that study, Hirsh and Nation (1992) also showed the correlation between the text coverage and the number of unfamiliar tokens per 100 tokens.

  Text

  Number of Unfamiliar Tokens per 100

  Coverage

  Tokens

  In the table above, Hirsh and Nation (1992) explained that if the number of unfamiliar token per 100 tokens is 1 then the text coverage or the understanding from the readers is 99 and so on. Thus, from that table, the learners can predict their understanding in the text that they are reading by counting the unknown words that they face.

The Importance of Vocabulary for Listening

  Listening is one of four skills that is important for the learners, because in their daily life, they will listen to their peers or their lecturers. Coxhead (2006) stated that listening is one of the more difficult skills and vocabulary is one of the causes of its problem, because the listener only gets one chance to listen what is being said. Although listening is one of the more difficult skills, the learners can learn vocabulary through listening with some Listening is one of four skills that is important for the learners, because in their daily life, they will listen to their peers or their lecturers. Coxhead (2006) stated that listening is one of the more difficult skills and vocabulary is one of the causes of its problem, because the listener only gets one chance to listen what is being said. Although listening is one of the more difficult skills, the learners can learn vocabulary through listening with some

  Furthermore, to be able to understand what they are listening to, learners should know some strategies which help them to understand what they are listening to. Nation (2007) stated that one of learning vocabulary through listening is Meaning-focused input, that engages learning through listening and reading. Learners should be focused on their understanding and pleasure in what they listen to and read. Teachers also hold a role in these conditions. First, the teachers should make sure that the learners familiar to most of what they are listening and reading and only the small amount of the unfamiliar words or 95-98 running words should be in the learners‟ previous knowledge. As for learners, they can get the new knowledge from their previous knowledge and should get large number of input. If those conditions are not presented, there will be no meaning-focus input in the course.

The Importance of Vocabulary for Speaking

  Learning vocabulary through speaking will be different with learning vocabulary through listening. When learners are speaking, they are using words in a creative way (Coxhead, 2006). In addition, Coxhead stated that learners should know many words to take part in a conversation. From that statement, it can be concluded that vocabulary will take an important part in speaking, because when learners speak, they need to know what they are saying. The receptive and productive of learners‟ vocabulary should be equal, because if the learners‟ receptive vocabulary is small then their productive vocabulary will small (Nation, 2001). West (1960) (cited in Nation, 2008) conveyed that 1200 head words will be enough for learners of English to say what they need to say. Pawley and Syder (1983) as cited in Learning vocabulary through speaking will be different with learning vocabulary through listening. When learners are speaking, they are using words in a creative way (Coxhead, 2006). In addition, Coxhead stated that learners should know many words to take part in a conversation. From that statement, it can be concluded that vocabulary will take an important part in speaking, because when learners speak, they need to know what they are saying. The receptive and productive of learners‟ vocabulary should be equal, because if the learners‟ receptive vocabulary is small then their productive vocabulary will small (Nation, 2001). West (1960) (cited in Nation, 2008) conveyed that 1200 head words will be enough for learners of English to say what they need to say. Pawley and Syder (1983) as cited in

  

The Importance of Vocabulary for Writing

  There are many problems that are faced when dealing with writing and one of the main problems is vocabulary use. Nation (2008) conveyed that around 2000-3000 words can

  be used effectively to express a large number of ideas. As stated by Laufer and Nation (1995) vocabulary in writing has an important aim which is to bring learners' vocabulary knowledge into communicative use. Nation (2008) also added that in writing, it involves learning that is not required in listening, or reading, or speaking, includes spelling, the use of words in sentences, and use of vocabulary. Thus, vocabulary will hold an important role in writing. Nation (2001) also stated that choice of words is an important indication in writing, Engber (1993) as cited in (Laufer and Nation, 1995) added that a well-used rich vocabulary in writing is to be expected to have a positive effect on the reader. Furthermore, Nation (2008) pointed out that in order to help the learners to write, they need to read a text that have the same genres as what the learners need to write in.

  Besides some statements of the importance of vocabulary in writing there is also a point that the learners need to pay attention to. As Nation (2007) stated, in one of the four strands, which is Meaning-focused output engages learning through speaking and writing. There are some conditions that should be paid attention to in applying meaning-focused output. First, the learners should write and speak about the things that familiar to them and only small number of the language will be unfamiliar to them. Next, the learners can use their previous knowledge for their productive knowledge, and there are large number to practice speaking and writing.

  There are a lot of tools to find out how many vocabularies we need to know. One of those tools is Vocabulary Profiler created by Tom Cobb in 1999 and which can be accessed at (www.lextutor.ca). This tool helps the teachers to create a vocabulary profile of texts used in class (Combee, n.d.). According to Laufer and Nation (1995) Vocabulary Profiler or Lexical Frequency Profile (LFP) gives the percentage of the words that the learners use at different frequency levels in their writing. Those four frequency levels are the first 1000 most common (K1), the second 1000 (K2), the Academic Word List (AWL), and off-list words (OL) (Morris Cobb, 2004). As mentioned by Hulstijn (2002), the frequency itself is important for the learning process. Meanwhile, Nation (2001) distinguishes four types of vocabulary; high frequency words, academic words, technical words and low frequency words. High frequency words contain around 2000 word families or around 80 of the running words in the text. Meanwhile, according to Schmitt and Schmitt (2012) the high frequency words contain 3000 word families because 2000 word families are too low. Coxhead (2006) positions that students need to know the basic vocabulary called high frequency vocabulary. Nation (2001) states that high frequency words include function words: in, for, the, of, a, etc.

  The next type is academic words which exists only 9 of the running words in the text (Nation, 2001). Almost the same with Nation‟s statement, Coxhead (2006) argued that academic words in written text appear about 10. Even though the number of the academic words is lower compared to high frequency words, academic words are important for the learners. As we know as a university student, especially FLL students, they are faced with many academic words for example in Academic Writing, Academic Reading, Academic Listening etc. The example of academic words are abandon, abstract, available, The next type is academic words which exists only 9 of the running words in the text (Nation, 2001). Almost the same with Nation‟s statement, Coxhead (2006) argued that academic words in written text appear about 10. Even though the number of the academic words is lower compared to high frequency words, academic words are important for the learners. As we know as a university student, especially FLL students, they are faced with many academic words for example in Academic Writing, Academic Reading, Academic Listening etc. The example of academic words are abandon, abstract, available,

  Technical words, on other hand, only cover 5 of the running words in the text (Nation, 2001), because technical words basically “some words that are very closely related to the topic and subject area of the text” (Coxhead, 2006: 12). Thus, technical words will be different in every subject areas. There are some examples of technical words: the words cardiovascular, ligament, costal, cartilage, and jugular for example are words under topic Anatomy and ROM, while mouse, pixel, and cursor are the words under the topic Computing (Nation, 2008). The last type is low frequency which is rarely found in the text appears about

  4 in the text, for example zoned, pioneering, perpetuity, aired and pastoral (Nation 2001).

Previous Study

  The topic of this study was The Vocabulary Profile of English Used in The Jakarta Post. There was a study related to this topic conducted by Hwang (1989) (cited in Hwang and Nation, 1989) concerning the analysis of 80 newspaper articles (26,722 running words). About 80 of the words in the newspaper texts are the most frequent 2000 words and about

  10 are proper nouns. Thus, if learners are familiar with the most 2000 frequent words and proper nouns, they will accomplish 90 text coverage of newspaper text or there will be 10 unfamiliar token per 100 tokens (Hirsh and Nation, 1992). Hwang and Nation (1989) also found that when learners with vocabulary knowledge of 2000 words (and all proper nouns) read a newspaper article with no particular preparation, the learners will face about 10 unfamiliar words per 100 words or about 30-35 unfamiliar words in the text. Meanwhile, in this research, it can be significant for the students in this department because there is no study which profiles the genres in The Jakarta Post online edition.

Method of Research

  This study used a descriptive method. As Sandelowski (2000) stated that descriptive method is “the method of choice when straight descriptions of phenomena are desired” (p. 339). This study described the vocabulary used in the newspaper, The Jakarta Post which can

  be accessed at www.thejakartapost.com.

Context of the Study

  The object of this study is the students of Faculty of Language and Literature (FLL) of Satya Wacana Christian University, newspaper articles are used in one of its courses which is Reading Across Genres. In Reading Across Genres the students study the technique and forms of various types of newspaper article. They practice reading different types of newspaper articles and learn to read newspaper (or on-line media) and the vocabulary, jargon, and article structures. The majority of the students who have taken Reading Across Genres read The Jakarta Post online edition for their reading requirement. Besides newspaper articles are used in one of courses in FLL, reading newspaper also gives benefit for the readers especially for university students because, reading a newspaper can improve the readers‟ vocabulary especially academic vocabulary. Thus, from those reasons, the researcher wanted to do this research.

Samples

  The samples from this study were online newspaper, The Jakarta Post. The sampling technique was using purposeful sampling. Maxwell (1997) (cited in Teddlie and Yu, 2007) believes that purposeful sampling is „„particular settings, persons, or events are deliberately selected for the important information they can provide that cannot be gotten as well from other choices‟‟ (p.77). There were three main categories selected in that newspaper, News, The samples from this study were online newspaper, The Jakarta Post. The sampling technique was using purposeful sampling. Maxwell (1997) (cited in Teddlie and Yu, 2007) believes that purposeful sampling is „„particular settings, persons, or events are deliberately selected for the important information they can provide that cannot be gotten as well from other choices‟‟ (p.77). There were three main categories selected in that newspaper, News,

Research Instrument

  The aim of this study was to analyze the vocabulary used in The Jakarta Post newspaper. To get the result, a tool was used to identify the vocabulary used in that newspaper. The tool that was used is Vocabulary Profiler which can be accessed on http:www.lextutor.ca.

Data Collection Procedure

  The data selected from different genres: sport, business, opinion, entertainment and feature. The data were copied and pasted into word file. After copying, the data were grouped in folders with different names. Thus, there were five folders with the name according to the genres and there were ten articles or news in each folder. There were some elements omitted in each article or news in every genre, such as name of people, name of country or city, numbers, Indonesian or another language except English. This aimed to decrease the off list words in the result.

Data Analysis Procedure

  There were several steps to analyze the data using this tool. First, open the website of Vocabulary Profiler on http:www.lextutor.ca, click VP Classic v.4, then copy the selected text or article that were analyzed and paste in the available space, and then click “submit window”. After doing those steps, there is information of vocabulary used in that text and the

  Academic Word List, and Off List.

FINDINGS AND DISCUSSION

  This section presents the result of the study. The first part discusses about the overall vocabulary profile of the genres of The Jakarta Post. The second part discusses about negative vocabulary profiles of K-1, K-2, K-3 or AWL with the lists of vocabulary which were not found in the five genres. The third part shows the comparison of two genres which shows significant difference. The comparison found shared and unique in the two genres. The comparison also shows the token recycling index which presents information of the comprehensibility of the genre.

A. Overall Vocabulary Profile of the Genres

  Table 2. Overall Vocabulary Profile of the Genres

  FAMILIES

  TYPES

  TOKENS

  CUMULATIVE

  K1 WORDS

  K2 WORDS

  AWL WORDS 378

  (ACADEMIC)

  OFF-LIST

  WORDS

  TOTAL

  Word family is head word, for example: the family or head word of known and knowing is know. Type is different words, for example: comment and commission are two different words. Whereas known, knowing, and knows belong in the same type. Token is the total number of words in a text. For example, if in a text there are comment [6], top [5], really [2], and country [1], the number of token is 14.

  Table 2 shows that close to two-third of the vocabulary used in the five genres fall under the most common used 1000 words group (K-1). K-2 word or the second 1000 word group used was 6.81 of the word coverage and AWL words used was 8.00 of the coverage. The total K-1, K-2 and AWL word was 89.51, which quite far to be considered as an easy reading material. According to Read (2000), in order to read without help, learners should know at least 95 of the running words in a text. Still in Table 2, the numbers of academic words were 2117 words or 8.00. Academic word itself is important for the learners especially college learners. According to Coxhead (2006), to be doing well at university, learners should be capable to show that they can read, understand and respond clearly in writing and speaking in an academic language and its concepts. The last point in Table 2 is the number of off-list words which reached 2778 words or 10.49. The off-list words are those words that were not covered under K-1, K-2, or AWL. These words should not be ignored in teaching and learning process. The example of off-list words are the name of country, city, people, number etc.

B. Negative Vocabulary Profiles of Genres

  The next part shows the description of negative vocabulary profiles of the five genres. Negative vocabulary is vocabulary items that are not found in the genres. These absent words can be found from differences of words in the New General Service List (NGSL) and words The next part shows the description of negative vocabulary profiles of the five genres. Negative vocabulary is vocabulary items that are not found in the genres. These absent words can be found from differences of words in the New General Service List (NGSL) and words

  1. Negative Vocabulary Profile of K-1

  This analysis presents all the word families or head words from the K-1 level that were not found in the five genres. The summary of negative vocabulary profile for K-1 level is presented in Table 3 below. As show in the table, the percentage of tokens are not included and as much as 86.72 or 836 of word families were found in the genres, while 13.38 of word families or 129 words were not found based on the words listed in NGSL.

  Table 3. Negative Vocabulary Profile of K-1 K-1 Total word families: 964 K-1 families in input: 836 (86.72)

K-1 families not in input: 129 (13.38)

  The followings are some of the word families that were not found in the input genres (Business, Sport, Opinion, Feature and Entertainment). The complete word list has been attached in Appendix A.

  ARTICLE

  ACTIVE

  ADVENTURE

  ALREADY

  ANOTHER

  ACTOR

  AFFAIR

  ALSO

  ANSWER

  ETC.

  The next analysis shows the negative vocabulary profile of K-2 or in other words the word families or head words from K-2 level which were not found in the five genres. The summary of negative vocabulary profile for K-2 level is presented in Table 4 below. As show in the table, the percentage of tokens were not included and as much as 48.48 of word families were found in the genres, while as much as 51.62 of word families or 509 words were not found based on the words listed in (NGSL).

  Table 4. Negative Vocabulary Profile of K-2 K-2 Total word families: 986 K-2 families in input: 478 (48.48)

K-2 families not in input: 509 (51.62)

  The followings are some of the word families (K-2) that were not found in the genres (Business, Sport, Opinion, Feature and Entertainment). The complete word list has been attached in Appendix B.

ETC.

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

  This analysis shows all the word families or head words from the K-3 level that were not found in the input genres. The summary of negative vocabulary profile for K-3 level is presented in Table 5 below. As show in the table, the percentage of tokens was not included This analysis shows all the word families or head words from the K-3 level that were not found in the input genres. The summary of negative vocabulary profile for K-3 level is presented in Table 5 below. As show in the table, the percentage of tokens was not included

  Table 5. Negative Vocabulary Profile of K-3 K-3 Total word families: 569

K-3 families in input: 376 (66.08) K-3 families not in input: 194 (34.09)

  The followings are some of the word families that were not found in the input text (Business, Sport, Opinion, Feature and Entertainment). The complete word list has been attached in Appendix C.

  BULK CEASE

C. Block Frequency Output of Off-List Words.

  The next part of discussion is the block frequency output of Off-List words from the five genres. The words listed are not under any three frequency categories (K-1. K-2, and AWL words). This list of words may provide benefit for the teachers and the students. For the teachers, it may be useful to know what words are necessary for teaching, and for students, it may be useful to know which genres they need to learn in order to improve their vocabulary. In other words, teachers and students may select words from the list that are significant to teaching and learning. The list below is „Off-list‟ words, with 1671 tokens and 1671 types. As for the word RANK here is ranking, FREQ is frequency of word occurrence, COVERAGE is The next part of discussion is the block frequency output of Off-List words from the five genres. The words listed are not under any three frequency categories (K-1. K-2, and AWL words). This list of words may provide benefit for the teachers and the students. For the teachers, it may be useful to know what words are necessary for teaching, and for students, it may be useful to know which genres they need to learn in order to improve their vocabulary. In other words, teachers and students may select words from the list that are significant to teaching and learning. The list below is „Off-list‟ words, with 1671 tokens and 1671 types. As for the word RANK here is ranking, FREQ is frequency of word occurrence, COVERAGE is

  Table 6. Block Frequency Output of Off-List Words

  RANK FREQ

  COVERAGE

  WORD

  Individ cumulative

1. 0.06 ABOUND

  2. 1 0.06 0.12 ABSORB

  3. 1 0.06 0.18 ABUNDANCE

4. 1 0.06 0.24 ACCELERATED

  5. 1 0.06 0.30 ACCELERATE

  6. 1 0.06 0.36 ACCENTS

  7. 1 0.06 0.42 ACCENT

8. 1 0.06 0.48 ACCESSORIES

9. 1 0.06 0.54 ACCOMPLISHING

  10. 1 0.06 0.60 ACCOMPLISH

  11. 1 0.06 0.66 ACNE

  12. 1 0.06 0.72 ACQUAINTED

  13. 1 0.06 0.78 ADAPTION

  14. 1 0.06 0.84 ADORN

  15. 1 0.06 0.90 ADRIFT

  16. 1 0.06 0.96 ADS

  17. 1 0.06 1.02 ADVISOR

  18. 1 0.06 1.08 AD

  19. 1 0.06 1.14 AESTHETIC

  20. 1 0.06 1.20 AFFILIATED

  In this Table 3 below compares the frequency of K-1, K-2, AWL, and Off-list among the five genres. The table presents the description of each genre and its frequency levels.

  Table 7. Comparison of word frequency levels

  GENRES

  K1-WORDS

  K2- WORDS AWL WORDS

  OFF -LIST WORDS

  BUSINESS

CUMULATIVE

  SPORT

CUMULATIVE

  OPINION

CUMULATIVE

  FEATURE

CUMULATIVE

  ENTERTAINMENT

CUMULATIVE

  As seen in the Table 7, the differences of K-1 and K-2 words among the genres were not very significant, but it can be seen that the differences of AWL words especially on genre Business and Sport and the table showed that the AWL words of genre Business and Sport give significant difference in the percentage even though those genres are under the same category which is News. As seen in the table the cumulative percentages of K-1, K-2 and As seen in the Table 7, the differences of K-1 and K-2 words among the genres were not very significant, but it can be seen that the differences of AWL words especially on genre Business and Sport and the table showed that the AWL words of genre Business and Sport give significant difference in the percentage even though those genres are under the same category which is News. As seen in the table the cumulative percentages of K-1, K-2 and

E. Text Comparison of the Genres: Comparison of Genre Business and Sport

  The last part of the findings presents the comparison between two genres. The comparison shows the token recycling index of the genres being compared. Recycling index is the proportion between words that are shared by two genres and the unique words in the second genre. This comparison may useful because it provides the information about what words are similar or shared by two genres and what words are new or unique in the second genre. For teaching or learning purposes, teachers or students need to pay attention to those words that are unique in the genre. The comparison is between Business and Sport, because as the table showed that the AWL words of genre Business and Sport give significant difference in the percentage even though those genres are under the same category which is News. The analysis of comparison shows that the token recycling index was 71.31. It shows that as much as 71.31 of words were similar or shared in Genre Business and Sport. Thus,

  28.69 (100-71.31) of words were new or unique in Genre Sport. The shared and unique words are presented in the Table 9. The complete table has been attached in Appendix E.

  Table 8. Token Recycling Index of genre Business and Sport

  TOKEN Recycling Index: (3293 repeated tokens: 4618 tokens in new text) = 71.31 FAMILIES Recycling Index: (364 repeated families: 920 families in new text) = 39.57

  Unique to first

  Shared

  Unique to second

  Freq first

  VP novel items

  002. business 30

  002. in 158

  (then alpha)

  Same list

  002. game 30

  Alpha first

  003. league 28

  001. accept 1 002. acquire 2

  003. admit 1

CONCLUSION

  The aim of the present study was to profile the vocabulary of some genres in The Jakarta Post, to show lists of vocabulary that were not covered in the genres, and to show the token recycling index of the genres. The study found that vocabulary used in five genres can

  be considered as difficult reading texts. The cumulative percentage of K-1, K-2 and AWL words was 89.51, which can consider as quite difficult reading materials. Based on Read (2000) the percentage of the word coverage should be 95 to make the learners read without help. Based on the words listed in NGSL, most of the percentage of the K-1, K-2, and K-3 or AWL words from all genres showed that the word families found in the genres was higher than the word families which were not found in the genres. The negative vocabulary profile of K-1 showed that the word families not found in the genres were 13.38. The word families not found in K-2 were 51.62 which was higher than the word families were found in the genres. While in K-3 the word families which were not found was 34.09 which was lower than the word families were found in the genres. The list of negative vocabulary itself be considered as difficult reading texts. The cumulative percentage of K-1, K-2 and AWL words was 89.51, which can consider as quite difficult reading materials. Based on Read (2000) the percentage of the word coverage should be 95 to make the learners read without help. Based on the words listed in NGSL, most of the percentage of the K-1, K-2, and K-3 or AWL words from all genres showed that the word families found in the genres was higher than the word families which were not found in the genres. The negative vocabulary profile of K-1 showed that the word families not found in the genres were 13.38. The word families not found in K-2 were 51.62 which was higher than the word families were found in the genres. While in K-3 the word families which were not found was 34.09 which was lower than the word families were found in the genres. The list of negative vocabulary itself

  

  This study still has limitation that is it only profiles five genres in The Jakarta Post. Since there are many genres which have not been analyzed, it would be better if a similar study is done to profile the rest of the genres.

  This newspaper is quite challenging for the students of Faculty of Language and Literature of Satya Wacana Christian University. Since the cumulative percentages of K-1, K-2 and AWL words are lower than the requirement for easy reading materials, it could challenge the students‟ reading skills. This study could be useful information for teachers as a reference for teaching purpose. As for students, it could help them to enrich their academic vocabulary for academic purpose such as academic writing and academic reading since this newspaper provides academic words especially in genre Business (12.80) and Opinion (11.03) which have the higher AWL words than the other genres.

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  This thesis would not be accomplished without a lot of support and assistance from many people. First of all I would like to give my sincere gratitude to my supervisor, Prof. Dr. Gusti Astika, M. A. for his valuable guidance, suggestion and constructive criticisms so that I could finish my thesis. My gratitude also goes to my examiner, Anne Indrayanti Timotius, M. Ed, who examined this thesis.

  Not to mention my gratitude to my family, especially my parents for their endless supports so that I could finish this thesis. I also would like to thank my friends, Retri, Ovie, Novi, Yiska, Avinda, and Pricilia for the happiness we shared together and thank you for encouraging me to finish this thesis.

  And finally I would like to thank my Vocabulary Profile mates Putri, Valerie, Nova, Ratih, Lusi and Ika for helping each other to finish our thesis.

  1. Appendix A

  A ABLE ABOUT ABOVE ACCEPT ACCORD ACCOUNT ACCOUNTABLE ACROSS ACT ACTIVE ACTOR ACTRESS ACTUAL ADD ADDRESS ADMIT ADOPT ADVANCE ADVANTAGE ADVENTURE AFFAIR AFTER AGAIN AGAINST AGE AGENT AGO AGREE

  AIR ALL ALLOW ALMOST ALONE ALONG ALREADY ALSO ALTHOUGH ALWAYS AMONG AMOUNT ANCIENT AND ANIMAL ANOTHER ANSWER ANY APPEAR APPLY APPOINT ARISE ARM ARMY AROUND ARRIVE

  ART ARTICLE

  AS ASK ASSOCIATE AT ATTACK ATTEMPT AVERAGE AWAY BACK

  BAD BALL BANK

BAR BASE BATTLE BE BEAR BEAUTY BECAUSE BECOME BED BEFORE BEGIN BEHIND BELIEVE BELONG BELOW BENEATH BESIDE BEST BETWEEN BEYOND BIG BILL BIRD BLACK BLOOD BLOW BLUE BOARD BOAT BODY BOOK BOTH

  BOX BOY BRANCH BREAD BREAK BRIDGE BRIGHT BRING BROAD BROTHER

  BUILD BURN BUSINESS

BUT BUY

  BY CALL CAN CAPITAL CAPTAIN

  CAR CARE CARRY CASE CASTLE CATCH CAUSE CENTRE CERTAIN CHANCE CHANGE CHARACTER CHARGE CHIEF CHILD CHOOSE CHURCH CIRCLE CITY CLAIM CLASS CLEAR CLOSE CLOUD COAL COAST COIN COLD COLLEGE COLONY COLOUR COME COMMAND COMMITTEE COMMON COMPANY COMPLETE CONCERN CONDITION CONSIDER CONTAIN CONTENT CONTINUE CONTROL

  CORN COST COTTON COULD COUNCIL COUNT COUNTRY COURSE COURT COVER CROSS CROWD CROWN CRY CURRENT CUT DANGER DARK DATE DAUGHTER DAY DEAD DEAL DEAR DECIDE DECLARE DEEP DEFEAT DEGREE DEMAND DEPARTMENT DEPEND DESCRIBE DESERT DESIRE DESTROY DETAIL DETERMINE DEVELOP DIE DIFFERENCE DIFFICULT DIRECT DISCOVER DISTANCE DISTINGUISH DISTRICT DIVIDE DO DOCTOR DOG DOLLAR DOOR DOUBT DOWN

  DRAW DREAM DRESS DRINK DRIVE DROP DRY DUE DUTY EACH EAR EARLY EARTH EAST EASY EAT EFFECT EFFICIENT EFFORT EGG EIGHT EITHER ELECT ELEVEN ELSE EMPIRE EMPLOY END ENEMY ENGLISH ENJOY ENOUGH ENTER EQUAL ESCAPE EVEN EVENING EVENT EVER EVERY EXAMPLE EXCEPT EXCHANGE EXERCISE EXIST EXPECT EXPENSE EXPERIENCE EXPERIMENT EXPLAIN EXPRESS EXTEND EYE FACE

  FACTORY

FAIL FAIR FAITH FALL FAMILIAR FAMILY FAMOUS FAR FARM FAST FATHER FAVOUR FEAR FEEL FELLOW FEW FIELD FIGHT FIGURE FILL FIND FINE FINISH FIRE FIRST

  FIX FLOOR FLOW FLOWER FLY FOLLOW FOOD FOR FORCE FOREIGN FOREST FORGET FORM FORMER FORTH FORTUNE FOUR FREE FRESH FRIDAY FRIEND FROM FRONT FULL FURNISH FUTURE GAIN GAME

  GAS GATE GATHER GENERAL GENTLE

GET

  GIFT GIRL GIVE GLAD GLASS

  GO GOD GOLD GOOD GREAT GREEN GROUND GROUP GROW HALF HAND HANG HAPPEN HAPPY HARD HARDLY HAVE

  HE HEAD HEAR HEART HEAT HEAVEN HEAVY HELP HERE HIGH HILL HISTORY HOLD HOME HONOUR HOPE HORSE HOT HOUR HOUSE HOW HOWEVER HUMAN HUNDRED HUSBAND

IDEA

  IF ILL IMPORTANT

  INCH INCLUDE INCREASE INDEED INDEPENDENT INDUSTRY INFLUENCE INSTEAD INTEREST INTO INTRODUCE

  IRON

IT JOIN JOINT JOINTED JOY JUDGE JUST JUSTICE KEEP KILL KIND KING KNOW LACK LADY LAKE LAND LANGUAGE LARGE LAST LATE LATTER LAUGH LAUGHTER LAW LAY LEAD LEARN LEAVE LEFT LENGTH LESS LET LETTER LEVEL LIBRARY LIE LIFE LIFT LIGHT LIKE LIKELY LIMIT LINE

  LIP

  LITERATURE LITTLE LIVE LOCAL LONG LOOK LORD LOSE LOSS LOVE LOW MACHINE MAIN MAKE MAN MANNER MANUFACTURE MANY MARK MARKET MARRY MASS MASTER MATERIAL MATTER MAYBE MEAN MEASURE MEET MEMBER MEMORY MENTION MERE METAL MIDDLE MIGHT MILE MILK MILLION MIND MINER MINISTER MINUTE MISS MISTER MODERN MOMENT MONDAY MONEY MONTH MOON MORAL MORE MOREOVER MORNING MOST MOTHER

MOUNTAIN MOUTH MOVE MRS MUCH MUSIC MUST NAME NATION NATIVE NATURE NEAR NECESSARY NECESSITY NEED NEIGHBOUR NEITHER NEVER NEW NEWS NEWSPAPER NEXT NIGHT NINE NO NOBLE NONE NOR NORTH NOT NOTE NOTICE NOW NUMBER NUMERICAL NUMEROUS OBJECT OBSERVE OCCASION OF OFF OFFER OFFICE OFFICIAL OFTEN ON ONCE ONE ONLY OPEN OPERATE OPINION OPPORTUNITY OR

  ORDINARY ORGANIZE OTHER OTHERWISE OUGHT

OUT OVER

  OWE OWN PAGE PAINT PAPER PART PARTICULAR PARTY PASS PAST PAY PEACE PEOPLE PER PERHAPS PERMIT PERSON PICTURE PIECE PLACE PLAIN PLAN PLANT PLAY PLEASE POINT POLITICAL POOR POPULAR POPULATION POSITION POSSESS POSSIBLE POST POUND POVERTY POWER PREPARE PRESENT PRESIDENT PRESS PRESSURE PRETTY PREVENT PRICE PRIVATE PROBLEM PRODUCE PRODUCT PROFIT

  PROMISE PROOF PROPER PROPERTY PROPOSE PROTECT PROVE PROVIDE PROVISION PUBLIC PULL PURPOSE PUT QUALITY QUANTITY QUARTER QUEEN QUESTION QUITE RACE RAISE RANK RATE RATHER REACH READ READY REAL REALISE REASON RECEIPT RECEIVE RECENT RECOGNIZE RECORD RED REDUCE REFUSE REGARD RELATION RELATIVE RELIGION REMAIN REMARK REMEMBER REPLY REPORT REPRESENT REPUBLIC RESERVE RESPECT REST RESULT RETURN RICH RIDE RIGHT

  RISE RIVER ROAD ROCK ROLL ROOM ROUGH ROUND ROYAL RULE

RUN SAFE SAIL SALE SALT SAME SATURDAY SAVE SAY SCARCE SCENE SCHOOL SCIENCE SEA SEASON SEAT SECOND SECRET SECRETARY SEE SEEM SELL SEND SENSE SENSITIVE SEPARATE SERIOUS SERVE SERVICE SET SETTLE SEVEN SEVERAL SHADOW SHAKE SHALL SHAPE SHARE

  SHE SHINE SHIP SHOOT SHORE SHORT SHOULD SHOULDER SHOW

SIGHT SIGN SILENCE SILVER SIMPLE SINCE SING SINGLE SIR SISTER SIT SITUATION SIX SIZE SKY SLEEP SMALL SMILE SNOW SO SOCIAL SOCIETY SOFT SOLDIER SOME

  SON SOON SORT SOUL SOUND SOUTH SPACE SPEAK SPECIAL SPEED SPEND SPIRIT SPITE SPOT SPREAD SPRING SQUARE STAGE STAND STANDARD STAR START STATE STATION STAY STEEL STEP STILL STOCK STONE STOP STORE

  STRANGE STREAM STREET STRENGTH STRIKE STRONG STRUGGLE STUDENT STUDY SUBJECT SUBSTANCE SUCCEED SUCH SUFFER SUGGEST SUMMER SUN SUNDAY SUPPLY SUPPORT SUPPOSE SURE SURFACE SURPRISE SURROUND SWEET SWORD SYSTEM TABLE TAKE TALK TAX TEACH TEAR TELL TEMPLE TEN TERM TEST THAN THE THEN THERE THEREFORE THEY THING THINK THIRTEEN THIRTY THIS THOUGH THOUSAND THREE THROUGH THROW THURSDAY THUS

  TIME

TO TODAY TOGETHER TON

  TOO TOP TOTAL TOUCH TOWARD TOWN TRADE TRAIN TRAVEL TREE TROUBLE TRUE TRUST TRY TUESDAY TURN TWELVE

  TWO TYPE UNDER UNDERSTAND UNION UNITE UNIVERSITY UNLESS UNTIL

  UP UPON USE USUAL VALLEY VALUE VARIETY VARIOUS VERY VESSEL VICTORY VIEW VILLAGE

  VISIT VOICE VOTE WAGE WAIT WALK WALL WANT WAR WATCH WATER WAVE

  WAY WE WEALTH WEAR WEDNESDAY WEEK WELCOME WELL WEST WESTERN