An Analysis on Vocabulary Presentation in “Bright an English Course for Junior High School Students for Grade VII” Published by Erlangga Publisher

ABSTRAK Vocabulary holds a significance role in language learning. Without adequate vocabulary, students cannot communicate effectively. For teaching and learning process which usually utilizes English textbook, the teacher should be selective in choosing the textbook and creative to modify the material. The vocabulary presentation in textbook can help students to have various experiences with vocabulary exercises that can develop their vocabulary. Thus, this study aimed to analyze vocabulary presentation in “Bright an English Course for Junior High School Students for Grade VII” published by Erlangga. This study used descriptive research to find out the way vocabulary is presented in the textbook. The data in this study were all of the vocabulary materials, in 6 units presented in the textbook. The primary instrument was the researcher and the secondary instrument was evaluation checklist which consists of 11 items adapted from Hussin, Nimehchisalem, and Kalajahi (2015) and Cunningsworth (1995). The researcher analyzed the data using content analysis and descriptive percentage analysis. The findings show that the load number of new words in each chapter, the distribution of vocabulary load across the whole book, and the availability of index \were categorized poor. The repetition of new words across the book has fair category. Then, the meaningfulness of topical nature of vocabulary exercises and specific strategy to teach vocabulary had good category. The contextuality of the new words, the effectiveness of the visual use, the familiarity of sentences to define new vocabulary, the sensitization to the structure of lexicon, and the ability of the material to expand students’ vocabulary independently reached very good category. The suggestions were addressed to (1) English teachers, to be able to choose materials in the textbook to support students’ understanding of the new words presented, (2) textbook writers, to consider carefully the load of new words to be introduced, and (3) future researchers to evaluate different language components such as grammar presentation or still vocabulary presentation but for different grades