Abstract
This content analysis study focused on three main purposes, including to analyse the High Frequency Words (HFWs) of Dolch’s list in reading texts from three English textbooks of Indonesian senior high schools, to analyse the language features of HFWs in reading texts of the English textbooks, and to propose strategies that can be used in teaching HFWs. The reading texts were grouped into three types including recount text, narrative text, and descriptive text. The reading texts were further analysed using an online word-counter to find out the HFWs of Dolch’s list in the texts. The findings show that there were 124 words found as the HFWs. The HFWs found were mostly articles, prepositions, pronouns, nouns, verbs, adverbs, adjectives, and conjunctions. Those were the most frequent words that should be known by students. Moreover, the language features of HFWs in each text were varied according to its context and the types of the texts. Hence, some strategies could be applied to facilitate English teachers in teaching HFWs, such as the word card strategy and direct teaching strategy, so that their students master the HFWs. The implication of this study also suggested textbook writers to provide additional content in textbooks such as the word list of HFWs.
Highlights
In language acquisition, the level of word-recognition correlates with the reading ability of students (Ali, 2010; Faliyanti, 2015; Grabe, 2014)
This study aims to analyse high frequency words (HFWs) of Dolch’s list in reading texts of three English textbooks (Bahasa Inggris, Interlanguage: English for Senior High School Students, and Developing English Competencies), to find out the language features of HFWs which exist in the reading texts and to describe several strategies that can be used in teaching HFWs
The analysis of HFWs is divided according to the types of texts in the English textbooks
Summary
The level of word-recognition correlates with the reading ability of students (Ali, 2010; Faliyanti, 2015; Grabe, 2014). Most formal tests use written language and require the reading ability for assessing the success of the test takers (Brown, 2003). In Indonesia, teaching reading takes more portion in English language instruction than other skills. The reason is that in the national examination of English subjects which examined some skills of the English language, the reading test contributed about 70% in the test (Mustafa, 2019). Most English teachers emphasize English teaching and learning activities for reading comprehension.
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