Abstract
This study aimed to analyze the most common collocation types found in seventh- through ninth-grade English textbooks. This study used a descriptive-analytical research design, specifically a content analysis method, to identify the accented collocations throughout a set of junior high school English textbooks. It was discovered that the three textbooks collectively have only 9% collocations out of the vocabulary found in them. Besides, Band II of the Revised English Curriculum of the Ministry of Education (2013), which includes all possible collocations for intermediate -level learning, has only 1% collocations out of the whole band of vocabulary.
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