Vocabulary Load on Two Mainstream Indonesian Textbooks for Foreign Learners: A Comparative Study

Authors

  • Destiani Destiani Sebelas Maret University, Surakarta, Indonesia
  • Andayani Andayani Sebelas Maret University, Surakarta, Indonesia
  • Muhammad Rohmadi Sebelas Maret University, Surakarta, Indonesia

DOI:

https://doi.org/10.23918/ijsses.v5i2p137

Keywords:

Corpora, BIPA, Textbook, Vocabulary Load, Word Types

Abstract

A textbook as foreign language teaching material is widely used by formal institutions. Sebelas Maret University, Surakarta uses the textbook of Bahasa Indonesia bagi Penutur Asing (BIPA) or Teaching Indonesian to Speaker of other Language (TISOL) as one of the teaching materials to learn Indonesian for foreign students. This study examines the frequency containing nouns, verbs and adjectives in two BIPA textbooks, Sahabatku Indonesia (SI) and Keren! Indonesian Course Book (KICB). This study used AntConc analysis tool to determine the number of frequencies of each classification of word. The results of this study indicate the high percentage of nouns, verbs, and adjectives, i.e. 63.16% for SI textbook and 67.06% for KICB textbook. However, the specific percentage of verbs is 19.06%, and adjective is 3% in textbook SI; the percentage of verbs is 13.46%, and that of adjectives is 6.95% in textbook KICB. This generated unbalanced acquisition of new vocabulary mastered by foreign students. Hopefully, the author of the book can give nearly equal percentages of the nouns, verbs, and adjectives in order for vocabulary mastery of foreign students evenly for all types of words so that they can be well used in spoken and written languages.

References

Abello-Contesse, C., & López-Jiménez, M. D. (2010). The treatment of lexical collocations in EFL textbooks. Exploring new paths in language pedagogy: Lexis and corpus-based language teaching, 95-109.

Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, III(3), 21-34.

Andayani., & Gilang, L. (2015). The effectiveness of integrative learning based textbook toward the local culture comprehension and Indonesian language skill of foreign students. International Journal of Humanities and Social Science, 5(10), 197–207.

Anthony, L. (2014). AntConc (Version 3.4.3) [Computer software]. Japan: Waseda University.

Barbieri, F., & Eckhardt, S. E. (2007). Applying corpus-based findings to form-focused instruction: The case of reported speech. Language Teaching Research, 11(3), 319-346.

Borjars, K., & Burridge, K. (2013). Introducing English Grammar. London: Routledge.

Cameron, L. (2001). Teaching Language to Young Learners. Cambridge: Cambridge University Press.

Carter, R. & McCarthy, M. (1988). Vocabulary and Language Teaching. Harlow: Longman.

Chaer, A. (2007). Leksikologi & Leksikografi Indonesia. Jakarta: Rineka Cipta.

Chien, C. Y., & Young, K. (2007). The centrality of textbooks in teachers’ work: perceptions and use of textbooks in a Hong Kong primary school. The Asia-Pacific Education Researcher, 16(2), 155-163.

Coady, J. (1997). L2 vocabulary acquisition through extensive reading. Second Language Vocabulary Acquisition, 225-237.

Coady, J., & Huckin, T. (Eds.). (1997). Second Language Vocabulary Acquisition. Cambridge: Cambridge University Press.

Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Heinemann.

Değirmenci, U. N., & Aydin, S. (2017). Foreign language teachers’ perceptions of error correction in speaking classes: A qualitative study. The Qualitative Report, 22(1), 123-135.

Ellis, N. C. (2002). Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24(2), 143-188.

Ellis, N. C. (2013). Frequency effects. In Peter Robinson (ed.), The Routledge Encyclopedia of Second Language Acquisition. London: Routledge, 260-265.

Fitriyani, N. H., Andayani., & Sumarlam. (2018). Penggunaan afiksasi pada karangan persuasi mahasiswa program Bahasa Indonesia bagi penutur asing. Metalingua: Jurnal Penelitian Bahasa, 15(2), 191-203.

Frazier, S. (2003). A corpus analysis of would clauses without adjacent if clauses. TESOL Quarterly, 37(3), 443-466.

Ghosn, I. K. (2003). Talking like texts and talking about texts: how some primary school coursebook tasks are realized in the classroom. Developing Materials for Language Teaching. London: Continuum, 291-305.

Gouverneur, C. (2008). The phraseological patterns of high-frequency verbs in advanced English for general purposes: a corpus-driven approach to EFL textbook analysis. In Fanny Meunier and Sylviane Granger (eds.), Phraseology in Foreign Language Learning and Teaching. Amsterdam: John Benjamins, 223-243.

Gu, P. Y. (2003). Vocabulary learning in a second language: Person, task, context and strategies. TESL-EJ, 7(2), 1-25.

Harmer, J. (2001). The practice of english language teaching. New York: Longman.

Harmon, J. M., Wood, K. D., & Kiser, K. (2009). Promoting vocabulary learning with the interactive word wall. Middle School Journal, 40(3), 58-63.

Harwood, N. (2005). What do we want EAP teaching materials for? Journal of English for Academic Purposes, 4(2), 149-161.

Hunt, A., & Beglar, D. (2002). Current research and practice in teaching vocabulary. Methodology in language teaching: An anthology of current practice, 258-266.

Koprowski, M. (2005). Investigating the usefulness of lexical phrases in contemporary coursebooks. ELT journal, 59(4), 322-332.

Kusmiatun, A. (2016). Mengenal BIPA (Bahasa Indonesia Penutur Asing) dan Pembelajarannya. Yogyakarta: K-Media.

Linse, C. T., & Nunan, D. (Ed). (2005). Practical English language teaching: Young learners. New York: McGraw-Hill.

Loren, F. T. A. (2017). Problem and solution the use of learning media on listening skill in teaching Indonesian to speakers of other language (TISOL). Proceeding of Conference on Language and Language Teaching, 556-560. Magelang: FKIP Universitas Tidar.

Language Development and Development Agency of the Ministry of Education and Culture. (2016). Bahasa Indonesia bagi Penutur Asing (BIPA). Jakarta: Badan Pengembangan dan Pembinaan Bahasa Kementerian Pendidikan dan Kebudayaan. (Retrieved from https://badanbahasa.kemdikbud.go.id/lamanbahasa/info_bipa)

Matsuoka, W. (2012). Searching for the right words: creating word lists to inform EFL learning. Current perspectives in second language vocabulary research. Bern: Peter Lang, 151-177.

Matsuoka, W., & Hirsh, D. (2010). Vocabulary learning through reading: Does an ELT course book provide good opportunities?. Reading in a Foreign Language, 22(1), 56-70.

McCarten, J. (2007). Teaching vocabulary lesson from the corpus lesson for the classroom. New York: Cambridge University Press.

Nation, I.S.P. (1993). Sixteen principles of language teaching. In Laurie Bauer and Christine Franzen (eds.), Of pavlova, poetry and paradigms: essays in honor of Harry Orsman. Wellington: Victoria University Press, 209-224.

Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.

Nation, I.S.P. (2008). Teaching vocabulary: strategies and techniques. Boston: Heinle Cengage Learning.

Neuman, S. B., & Dwyer, J. (2009). Missing in action: Vocabulary instruction in pre K. The Reading Teacher, 62(5), 384-392.

Nordlund, M. (2016). EFL textbooks for young learners : A comparative analysis of vocabulary. Education Inquiry, 7(1), 47–68.

O’Keeffe, A., McCarthy, M., & Carter, R. (2007). From corpus to classroom: language use and language teaching. UK: Cambridge University Press.

Rodriguez, M., & Sadowki, M. (2000). Effects of rote, context, keyword, and context/keyword methods on retention of vocabulary in EFL classrooms. Language Learning, 50(2), 385-412.

Romer, U. (2010). Using general and specialized corpora in English language teaching: Past, present and future. Corpus-based approaches to English language teaching, 18-35.

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.

Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363.

Tercanlioglu, L., & Demiröz, H. (2015). Goal orientation and reading strategy use of Turkish students of an English language teaching department. The Qualitative Report, 20(3), 286-311.

Thornburry, S. (2002). How to teach vocabulary. England: Pearson Education Limited.

Walters, J. (2004). Teaching the use of context to infer meaning: A longitudinal survey of L1 and L2 vocabulary research. Language Teaching, 37(4), 243-252.

Waring, R. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language, 15(2), 130-163.

Webb, S. (2007). The effects of repetition on vocabulary knowledge. Applied Linguistics, 28(1), 46-65.

White, I. J. (2002). Keren! Indonesian Course Book 1. Sydney: Longman.

Wicaksono, B. D. (2018). 8 Negara Ini Merasa Belajar Bahasa Indonesia Itu Penting. Retrieved from https://idntimes.com/life/education/bayu/negara-yang-merasa-penting-belajar-bahasa-indonesia/full

Wilkins, D. A. (1972). Linguistics in language teaching. Australia: Edward Arnold.

Zahar, R., Cobb, T., & Spada, N. (2001). Acquiring vocabulary through reading: Effects of frequency and contextual richness. Canadian Modern Language Review, 57(4), 541-572.

Downloads

Published

01.12.2018

Issue

Section

Articles

How to Cite

Destiani , . D. ., Andayani, A., & Rohmadi, M. (2018). Vocabulary Load on Two Mainstream Indonesian Textbooks for Foreign Learners: A Comparative Study. International Journal of Social Sciences & Educational Studies, 5(2), 137-151. https://doi.org/10.23918/ijsses.v5i2p137

Similar Articles

11-20 of 72

You may also start an advanced similarity search for this article.