The Vocabulary Input of Indonesia's English Textbooks and National Examination Texts for Junior and Senior High Schools

Autor/inn/en	Aziez, Furqanul; Aziez, Feisal
Titel	The Vocabulary Input of Indonesia's English Textbooks and National Examination Texts for Junior and Senior High Schools
Quelle	In: TESOL International Journal, 13 (2018) 3, S.66-67 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2094-3938
Schlagwörter	Vocabulary Development; Linguistic Input; Junior High School Students; Interdisciplinary Approach; Academic Language; Computational Linguistics; Textbooks; Word Frequency; English (Second Language); Second Language Learning; Second Language Instruction; Language Tests; Foreign Countries; National Competency Tests; Indonesia + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Sprachbildung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Linguistics; Computerlinguistik; Textbook; Text book; Schulbuch; Lehrbuch; Word analysis; Frequency; Wortanalyse; Häufigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Ausland; Indonesien
Abstract	This study was designed to firstly develop a corpus of Indonesia's junior high school (JHS) and senior high school (SHS) English textbooks (TB) and national examination (NE) texts. By means of corpus analysis, this study then attempted (1) to find out the vocabulary levels (i.e. distribution among the K1-K20, where K refers to 1000-word band in the BNC word frequency list) of JHS and SHS TBs and JHS and SHS NE texts; (2) to compare the lexical variety of JHS and SHS TBs and NE texts, (3) the number of interdisciplinary academic words, and (4) the number of words beyond the 2,000 high frequency English words the texts contained. Research results reveal that (1) JHS TBs belonged to K-4, K-5, and K-4 levels (i.e. knowing 4,000-5,000 words is necessary for the 95% comprehension of these texts) for Grades 7-9 respectively and SHS TBs belonged to K-4, K6, and K5 levels for Grades 10, 11, and 12 respectively; while the vocabulary levels of JHS NE texts belonged to K4- K5 and SHS NE texts belonged to K3-K5; on average the vocabulary levels of JHS TBs were lower than those of SHS TBs, whereas JHS NE texts levels were slightly higher than those of SHS NE texts; (2) the lexical variety of JHS TBs was the same as that of SHS TBs with the average index of 0,23; while the lexical variety of JHS NE texts was 0,27, which was lower than the SHS NE texts with 0,38; (3) for the words beyond the 2,000 basic words, the JHS and SHS NE texts covered 11.20% and 15.10% of the entire words, or higher than those of JHS and SHS TBs, which covered only 7.89% and 11.87% respectively; and (4) the same profile appeared in the interdisciplinary academic words (Coxhead's AWL), where JHS and SHS TBs contained 1.75% and 3.56% respectively, or lower than JHS and SHS NE texts, which contained only 3.26% and 5.65% respectively of all the tokens in the texts. (As Provided).
Anmerkungen	English Language Education Publishing. Site Skills Training - Clark, Centennial Road, Clark Freeport Zone, Clark, Pampanga 2023, Philippines. e-mail: asianefl@gmail.com; Web site: https://www.elejournals.com/tesol-international-journal/; Web site: https://www.tesol-international-journal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01