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1 AN ANALYSIS OF VOCABULARY USE OF A JUNIOR HIGH SCHOOL TEXTBOOK A THESIS Presented as Partial Fulfillment of the Requir...

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AN ANALYSIS OF VOCABULARY USE OF A JUNIOR HIGH SCHOOL TEXTBOOK

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum.) Degree in English Language Studies

by Maria Asumpta Deny Kusumaningrum Student Number: 126332046

The Graduate Program in English Language Studies Sanata Dharma University Yogyakarta-Indonesia 2014

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A THESIS

AN ANALYSIS OF VOCABULARY USE OF A JUNIOR HIGH SCHOOL TEXTBOOK

by Maria Asumpta Deny Kusumaningrum Student Number: 126332046

Approved by

F.X. Mukarto, Ph.D.

____________________

Thesis Advisor

Yogyakarta, 27th January 2014

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A THESIS AN ANALYSIS OF VOCABULARY USE OF A JUNIOR HIGH SCHOOL TEXTBOOK

by Maria Asumpta Deny Kusumaningrum Student Number: 126332046 Defended before the Thesis Committee and Declared Acceptable

THESIS COMMITTEE

Chairperson

: Dr. B.B. Dwijatmoko, M.A.

_________

Secretary

: F.X. Mukarto, Ph.D.

_________

Members

: 1. Drs. Barli Bram, M.Ed., Ph.D.

_________

2. Dr. J. Bismoko

_________

Yogyakarta, 7th February 2014 The Graduate School Director Sanata Dharma University

Prof. Dr. Agustinus Supratiknya

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STATEMENT OF ORIGINALITY

This is to certify that all the ideas, phrases, and sentences, unless otherwise stated, are ideas, phrases, and sentences by the writer. The writer understands the full consequences including degree cancellation if she took somebody’s ideas, phrases or sentences without a proper reference.

Yogyakarta, 7th February 2014

Maria Asumpta Deny K.

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama

: Maria Asumpta Deny Kusumaningrum

Nomor Mahasiswa

: 126332046

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

AN ANALYSIS OF VOCABULARY USE OF A JUNIOR HIGH SCHOOL TEXTBOOK beserta perangkat yang diperlukan. Dengan demikian saya memberikan hak kepada Perpustakaan Universitas Sanata Dharma untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya atau memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 7 Februari 2014 Yang menyatakan

(Maria Asumpta Deny K.) v

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“BELAJARLAH UNTUK MENJADI rendah hati, DAN

SEMOGA

ENGKAU

AKAN

LEBIH

MENGERTI”

I dedicated this thesis to: Jesus Christ, My beloved parents, My fiancé mas Dony, …….and everyone who stays in my heart.

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ACKNOWLEDGEMENTS My biggest gratefulness and never ending gratitude go to my faithful companions, Lord Jesus Christ and Mother Mary, for endowing me with splendid blessings and love. My deepest gratitude goes to my only one advisor Mr. F.X. Mukarto, Ph.D. for his guidance and assistance during the process, his willingness to spend his time reading and correcting my thesis patiently, and his advice as well as his encouragement from the beginning of the research until the final form of this thesis. I am also greatly indebted to the lecturers in English Language Studies, Dr. Novita Dewi, M.S, M.A. (Hons.), Dr. B.B. Dwijatmoko, M.A., Dr. Fr. B. Alip, M.Pd., M.A., Dr. Retno Muljani, M.Pd., Dr. J. Bismoko and Mr. Widya Kiswara for their comments, suggestions and support during my study. My deepest appreciation goes to Mbak Lely for helping and guiding me in the academic process. Thanks to all KBI 2012, especially Boti, mbak Sophie, mbak Mayang, mbak Ririn, Mbak Delfin, Karman for making my days in campus colorful. My special gratitude goes to Calvin for always remembering me to do this thesis as soon as possible. I also thank Leonie Irina Mutiara, my co-researcher in doing the research, who always patiently argues her ideas and also listens to my ideas for

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me to make improvements in my thesis. My deepest thanks go to everybody who has directly or indirectly supported me in writing this thesis. Profound thankfulness is addressed to my beloved parents, Bapak Antonius Sugeng Widodo and Ibu Agnes Indarti, for always supporting me with magnificient love and care; to my sister Silviana Danty Kusumaningtyas, whose hard work always seems admirable to me; to Simbah Putri for the spirit in life that encourages me to do the best in this life. Appreciation is also addressed to Stefanus Dony Kurniawan for always painting my days with laughter, joy, love, support and prayers.

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ABSTRACT

Kusumaningrum, Maria Asumpta Deny. (2014). An Analysis of Vocabulary Use of a Junior High School Textbook. Yogyakarta: Sanata Dharma University. In learning English, vocabulary plays an important role in the second language learning. In second language learning and teaching, vocabulary knowledge is central to communicative competence and to the acquisition of a second language. Students learn vocabulary through textbooks. Furthermore, the size of their vocabulary determines their language performance. Vocabulary is the most important element to build their English knowledge and has strong effect on their future language learning progress. Therefore, vocabulary provided in the textbook is necessary. Concerning this issue, this study was designed to look throughout at the vocabulary coverage and word recycling in a Junior High School textbook of English in Focus grade seven. The textbook was published by the government. There are two problems to be solved in this research: (1) What is the vocabulary coverage of Junior High School textbook? (2) How the words are recycled? In this research, the researcher applied corpus based analysis. The researcher collected the data from the textbook obtained the electronic book from http://bse.kemdikbud.go.id. The researcher used RANGE and the FREQUENCY program in order to analyze the data. The program, created by Nation, is available at http://www.vuw.ac.nz/lals/staff/Paul_Nation. The RANGE program was used to answer first research problem, while the FREQUENCY program was used to answer the second research problem. The findings showed that all of the chapters have not reached the appropriate level vocabulary coverage of 95%. Chapter I has the highest level of vocabulary coverage which covers 94.85%. It means that chapter I is the easiest of all chapters for students because 94.85% of tokens found in most 2,000 frequent English words. On the other hand, glossarium has the smallest result of vocabulary coverage which covers 46.81%. The result of word recycling showed that only chapter VIII has the highest occurrence numbers in more than ten times. Overall result of the whole textbook, it needs to be suplemented with other materials containing more word families and sufficient number of recycling of each word family, based on students’ needs, characteristics, background knowledge, and wants. However, the textbook provides a lot of activities which are familiar to the students.

Keywords: vocabulary coverage, word recycled, Junior High School textbook.8

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ABSTRAK

Kusumaningrum, Maria Asumpta Deny. (2014). An Analysis of Vocabulary Use of a Junior High School Textbook. Yogyakarta: Sanata Dharma University. Dalam Bahasa Inggris, kosa kata merupakan bagian yang penting dalam pembelajaran bahasa asing. Dalam pembelajaran dan pengajaran bahasa asing, pengetahuan kosa kata menajdi inti dalam kompetensi berkomunikasi dan dalam perolehan pembelajaran. Siswa belajar kosa kata melalui buku. Lagipula, besarnya kosa kata mempengaruhi kompetensi bahasa mereka. Kosa kata merupakan elemen yang penting untuk membangun kompetensi Bahasa Inggris dan mempunyai peranan yang besar dalam perkembangan pembelajaran bahasa mereka di kemudian hari. Oleh karena itu, kosa kata yang tersedia dibuku sangat penting. Menyangkut persoalan di atas, penelitian ini dibuat untuk melihat keseluruhan besarnya kosa kata dan pengulangan kata di buku SMP kelas tujuh yang berjudul English in Focus. Buku tersebut diterbitkan oleh pemerintah. Ada dua permasalahan yang dipecahkan dipenelitian ini: (1) Bagaimana besarnya kosa kata dibuku SMP? (2) Bagaimana pengulangan kosa katanya? Dalam penelitian ini, peneliti mengaplikasikan analisis berbasis corpus. Tidak ada instrumen dalam penelitian ini karena peneliti telah mendapatkan data dari buku yang diakses dari buku elektronik di http://bse.kemdikbud.go.id. Peneliti menggunakan program RANGE dan FREQUENCY untuk menganalisis data. Program tersebut diciptakan oleh Nation. Program-program itu diciptakan oleh Nation yang bisa didapat diwebsite http://www.vuw.ac.nz/lals/staff/Paul_Nation. Program RANGE digunakan untuk manjawab permasalahan yang pertama, sedangkan program FREQUENCY digunakan untuk menjawab permasalahan yang kedua. Untuk membuat valid dalam proses analisis, peneliti menerapkan teori dari Nation dan Waring (1997); Hwang dan Nation (1995); Coady dan Nation (1988). Data menunjukkan bahwa semua bab belum mencapai tingkat kosa kata yang sesuai yaitu 95%. Bab I mempunyai tingkat cakupan kosa kata yang paling tinggi, yaitu 94.85%. Itu berarti bahwa bab I adalah bab yang paling mudah diantara bab-bab yang lainnya karena 94.85% dari semua kata ditemukan di 2,000 kata Bahasa Inggris yang paling sering muncul. Sebaliknya, glosarium mempunyai tingkat cakupan kosa kata yang paling rendah, yaitu 46.81%. Hasil dari pengulangan kata menunjukkan bahwa glosarium yang mempunyai tingkat pengulangan kata lebih dari sepuluh kali yang paling tinggi. Dari semua hasil keseluruhan, buku ini menyediakan tingkat kesempatan belajar untuk mendalami kosa kata yang kurang. Akan tetapi, buku ini menyediakan banyak sekali latihan yang berhubungan dengan lingkungan siswa. Kata kunci: cakupan kosa kata, pengulangan kata, buku Sekolah Menengah Pertama xiii

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TABLE OF CONTENTS TITLE PAGE.......... ......................................................................................... i APPROVAL PAGE ......................................................................................... ii STATEMENT OF ORIGINALITY ................................................................. iv LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS.......................... v DEDICATION PAGE ...................................................................................... vi ACKNOWLEDGEMENTS ............................................................................. vii TABLE OF CONTENTS ................................................................................ ix LIST OF TABLES........................................................................................... . xi ABSTRACT...................................................................................................... xii ABSTRAK............. .......................................................................................... xiii CHAPTER I INTRODUCTION................................................................... A. Research Background .................................................................................. B. Problem Identification ................................................................................. C. Problem Limitation...................................................................................... D. Problem Formulation ..................................................................................... E. Research Objectives ...................................................................................... F. Research Benefits ..........................................................................................

1 1 5 6 7 8 8

CHAPTER II LITERATURE REVIEW ..................................................... A. Theoretical Review...................................................................................... 1. The Nature of Vocabulary Knowledge ................................................... a. Definition of a Word .......................................................................... b. Knowing a Word ................................................................................ c. Categories of Word Knowledge......................................................... d. Breadth and Depth of Vocabulary Knowledge .................................. e. Receptive and Productive of Vocabulary Knowledge ....................... 2. Vocabulary Coverage ............................................................................. a. Types and Tokens .............................................................................. b. Word Family ...................................................................................... 3. Texbooks................................................................................................. a. Definition of Textbooks ..................................................................... b. Textbooks in School Based Curriculum ............................................ c. Curriculum of Junior High School ..................................................... d. Advantages and Disadvantages of Textbooks ................................... 4. Word Recycling ...................................................................................... a. High Frequency Words ...................................................................... b. Academic Words ................................................................................ c. Technical Words ................................................................................ d. Low Frequency Words ....................................................................... 5. Corpus ..................................................................................................... B. Theoretical Framework ...............................................................................

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CHAPTER III METHODOLOGY .............................................................. A. Research Method ........................................................................................ B. Nature of Data ............................................................................................ C. Data Analysis .............................................................................................

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION .................. A. Vocabulary Coverage of English in Focus.................................................. 1. Vocabulary Coverage of the Whole Textbook ....................................... 2. Vocabulary Coverage of Chapter I ......................................................... 3. Vocabulary Coverage of Chapter II ........................................................ 4. Vocabulary Coverage of Chapter III ...................................................... 5. Vocabulary Coverage of Chapter IV ...................................................... 6. Vocabulary Coverage of Chapter V ....................................................... 7. Vocabulary Coverage of Chapter VI ...................................................... 8. Vocabulary Coverage of Chapter VII ..................................................... 9. Vocabulary Coverage of Chapter VIII ................................................... 10. Vocabulary Coverage of Glossarium ..................................................... B. Word Recycling in English in Focus .......................................................... 1. Vocabulary Recycling in the Textbook .................................................. 2. Vocabulary Recycling in Chapter I ........................................................ 3. Vocabulary Recycling in Chapter II ....................................................... 4. Vocabulary Recycling in Chapter III ...................................................... 5. Vocabulary Recycling in Chapter IV ..................................................... 6. Vocabulary Recycling in Chapter V ....................................................... 7. Vocabulary Recycling in Chapter VI ..................................................... 8. Vocabulary Recycling in Chapter VII .................................................... 9. Vocabulary Recycling in Chapter VIII ................................................... 10.Vocabulary Recycling in Glossarium.....................................................

58 58 59 64 65 66 68 69 70 71 72 73 77 78 85 86 86 87 88 88 89 90 90

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS .............. A. Conclusions ................................................................................................ B. Recommendations ......................................................................................

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REFERENCES …………. .............................................................................

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LIST OF TABLES 2.1 VKS Elication Scale – Self Report Categories ........................................ 2.2 Knowing a Word ...................................................................................... 2.3 The Group of Lessons for JHS Students .................................................. 4.1 Vocabulary Coverage of Whole Parts ...................................................... 4.2 Vocabulary Coverage of Chapter I ........................................................... 4.3 Vocabulary Coverage of Chapter II .......................................................... 4.4 Vocabulary Coverage of Chapter III ........................................................ 4.5 Vocabulary Coverage of Chapter IV ........................................................ 4.6 Vocabulary Coverage of Chapter V ......................................................... 4.7 Vocabulary Coverage of Chapter VI ........................................................ 4.8 Vocabulary Coverage of Chapter VII ....................................................... 4.9 Vocabulary Coverage of Chapter VIII ..................................................... 4.10 Vocabulary Coverage of Glossarium .................................................... 4.11 Vocabulary Coverage of each Chapter ................................................... 4.12 Learning Opportunity each Chapter ....................................................... 4.13 The 20 Most Frequent Word Types ........................................................ 4.14 Recycling of Word Families ................................................................... 4.15 Recycling of Word Families in Chapter I ............................................... 4.16 Recycling of Word Families in Chapter II .............................................. 4.17 Recycling of Word Families in Chapter III .............................................. 4.18 Recycling of Word Families in Chapter IV .............................................. 4.19 Recycling of Word Families in Chapter V .............................................. 4.20 Recycling of Word Families in Chapter VI ............................................. 4.21 Recycling of Word Families in Chapter VII ........................................... 4.22 Recycling of Word Families in Chapter VIII .......................................... 4.23 Recycling of Word Families in Glossarium ............................................

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CHAPTER I INTRODUCTION

The first chapter contains the background of the study. It explains my reasons for doing this study, problem identification clarifies the problem that occured in field which covers the areas being discussed. The problem limitation will limit the problem in order to explain well and problem formulation is used to guide in answering the questions. Moreover, research objectives will explain the purpose of this study and benefits of the research will explicate how this will support the development of education of English teaching and learning in Indonesia. A. Research Background The English language is one of the most important communication tools in the world. As a second or foreign language, English is a necessary subject for all contexts because of its popularity and importance all over the world. Moreover, most of English teachers will experience that the biggest component of English learning activity is vocabulary. It means that when learning English, students must know the vocabulary. Thus, vocabulary is an essential to English learning and the foundation of all English skills. Vocabulary becomes an important aspect to the second language learning. There are some reasons why it is important. The first reason is vocabulary knowledge is crucial to successful communication because vocabulary plays an important role in delivering meaning (Wilkins, 1972). The second reason is

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students understand the importance of vocabulary and they are eager to learn new vocabulary items (Leki and Carson, 1994). The last one, vocabulary acquisition affects language skill’s development. According to Schonell, Meddleton, and Shaw (1956), a vocabulary of around 2,000 word families needs to be mastered to provide 95% coverage of informal conversations. In other words, vocabulary is the key element in second language (English) skills. Knowing vocabulary is consired necessary for language learners (Schmit and McCarthy, 1997). Vocabulary expansion is essential for learners to gain proficiency in English. In second language learning and teaching, vocabulary knowledge is central to communicative competence and to the acquisition of a second language. Students learn vocabulary through textbooks; and the size of their vocabulary determines their language performance. Vocabulary is the most important element to build their English knowledge and has strong effect on their future language learning progress. As Ruply, Logan and Nichols (1999) state, vocabulary is the glue that hold stories, ideas, and content together and it makes comprehension accessible. Furthermore, students are required to use English textbook to support their learning activity. Using English textbook, students will be helped to learn more vocabulary. In other words, learning vocabulary can be from textbook. Indirectly, English textbook will influence students’ vocabulary level. Students might be helped by their teachers in selecting many texts to read in language learning tasks. Those texts can be news articles, short stories, blog entries, and materials specifically written for students. However, the text selection is not random. The

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appropriate level in selecting texts is essential for reading tasks to be effective. Then, it is difficult for teachers in deciding whether the texts are at a suitable level for their students or not. Some texts may be understood while others are not. Thus, the coverage of a text may indicate whether or not students are able to understand written input. Some researchers have paid attention to vocabulary. According to Read (2004), studies on second language vocabulary reached a peak in the 1990s and 2000s. Different issues on vocabulary have been the focus of the studies such as vocabulary size, learning vocabulary and word repetition. A set of research reports was given by different researchers. A research on vocabulary coverage and vocabulary recycled also conducted by Mutiara (2014). The difference between this research and Mutiara’s research is that Mutiara analyzed the vocabulary coverage and word recycling in a Junior High School textbook curriculum 2013; while this research analyzed a Junior High School textbook curriculum 2006. The title of her research is Vocabulary Coverage of Junior High School Textbook. The result showed that the textbook is appropriate for students in the beginning level of learning English. However, the total number of word family in the textbook is still far from 2,000 word families. In addition, sufficient number of the recyling is only found in a low percentage of word families. Thus, the textbook needs to be suplemented with other materials. An overview of the research findings covering a set of research reports on vocabulary coverage was also given by Davies and Face (2006). They conducted a study on the Spanish textbooks in terms of including realistics, frequency-based

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vocabulary. They consider two different points of view. First, quantitative terms, they considered what percentage of the vocabulary in the textbooks appears in standard frequency listings of Spanish vocabulary (vice versa). Second, in qualitative terms, they considered what type of vocabulary is over-represented and under-represented in Spanish textbooks. Corpus was used in their research to know the percentage of the vocabulary in the textbooks. They chose the textbooks to be analyzed based on the textbooks that were fairly widespread use. Alberding (2006) also did research on vocabulary level of a textbook in Japanese universities. The result shows that the textbook covers appropriate vocabulary level for students. However, the textbook is not enough vocabulary items and repetition for a year-long course. Thus, it needs supplementary materials in order to improve students’ vocabulary level. Another research conducted by Matsuoka and Hirsh (2010) on analysis of an ELT textbook. The result shows that the textbook provides minimal opportunities for students to develop vocabulary knowledge beyond frequency and academic words. Thus, supplement with an extensive reading program and other programs with rich input to promote vocabulary development are needed. Considering some previous research in the field of vocabulary coverage, this research also discusses vocabulary coverage. In this research, the researcher will discuss vocabulary coverage in Junior High School textbook entitled English in Focus. From the explanation above, it is clearly seen that vocabulary takes an important role in studying English especially for students. It is because they cannot avoid English although they have graduated from Junior High School or

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even from university. Facing English all the time, students are familiar with vocabulary. It means that they should always improve their size of vocabulary in order to follow their English need. If they could not improve their vocabulary size, they would not be able to follow their English lesson well. Considering the problem above, the researcher is going to look at the vocabulary of English Junior High School textbook. This research is based on a corpus study. This study does not attempt to judge of textbook quality, but to find the vocabulary used in the textbook, with the hope that future studies will improve on the methodology used. This research can also be used as a way to help in analyzing the overall quality of textbook and help to create better English material for students. B. Problem Identification As stated in the background, vocabulary mastery is seen as the main element for students to the success of second language learning. It is because vocabulary mastery covers the ability to understand the vocabulary (receptive knowledge) and to use the vocabulary in the proper term (productive knowledge). It means that if students do not master vocabulary well, they will find difficulty in following their learning activity. In other words, students’ inadequate vocabulary makes the receptive and productive English difficult to improve. In order that the condition does not hinder students’ success in learning English, there must be an effort to enlarge students’ vocabulary. The effort must be done seriously so that the students have an adequate vocabulary. The students will be encouraged in using English both receptively and productively if they have enough vocabulary.

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To know how many vocabulary items (word families) that the students used, the researcher will analyze using textbook. The texbook will represent the vocabulary that the students learn. From the textbook, it can be seen the vocabulary appears and used by the students. C. Problem Limitation The researcher will limit the problem in order to be able to explain well. It is impossible for the researcher to study all parts of vocabulary because of the limited time, finances and ability of the researcher. Vocabulary learning can be viewed in two dimensions, breadth and depth (Qian, 2002; Read, 1988; Wesche & Paribakht, 1996). Breadth of vocabulary knowledge refers to the number of words one has at least superficial knowledge of (one’s vocabulary coverage) and can be calculated in terms of recognition, recall or production of vocabulary items. Depth of vocabulary knowledge, on the other hand, refers to how well one knows a word. Although increasing both breadth and depth of vocabulary knowledge is regarded as important to improving reading comprehension (Qian, 1999, 2002; Read, 1993), breadth has attracted more attention than depth in L2 empirical studies to date. Accordingly, the aim of this research is to focus on analyzing textbook provides for promoting breadth of vocabulary knowledge. To answer the second research question, namely, “How are the words recycled?” the researcher will limit the problem about word recycled. The word recycled is a favorable condition in vocabulary learning (Nation, 2001). Research on the effect of word recycling on vocabulary learning has focused on three variables: (1) the number of repetitions, (2) spacing of repetitions, and (3) types of

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repetitions. However, this research only focuses on the number of repetition (word recycling) to make a deep discussion. In order to analyze how representative the vocabulary presented in English textbooks, the researcher only focuses on one Junior High School textbook. It is the English textbook of curriculum 2006 published by the government. Since the limitation of time, the researcher only analyzes one level of Junior High School English textbook in the first grade. To get the data, the researcher analyzed the textbook. Masuhara (1998) states that teachers who conduct the process of textbook selection consider students, teachers and administrators’ needs and wants. In Indonesia, there are a lot of textbooks published and some of them have been recommended to be used at school by the government based on the Ministry of National Decree. Considering most of schools will use English in Focus textbook published by the government, this research will analyze it. This research only focuses on one textbook in order to get sharper investigation and discussion. Although this textbook is for curriculum 2006, some of schools still use this textbook. This research tries to elaborate the vocabulary items used in the textbook to help teachers make decisions in using the textbook to support students’ learning activity. D. Problem Formulation Based on the background, there are two problems addressed in this research. They are: 1. What is the vocabulary coverage of a Junior High School textbook?

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2. How are the words recycled? E. Research Objectives It is a qualitative research which was intended to know the students’ mastery in vocabulary represented by textbook. The purpose of the study is to assign how are the percentage of vocabulary coverage and word recycled in English Junior High School textbook. It aims to find out the number of types, tokens, and word families in JHS textbook. Moreover, it also explains the words recycled and in what context. Eventually, it can interpret whether the vocabulary meets JHS students’ need or not. Therefore, considering the formulation of the problem, the researcher determines two objectives in the study. They are to find out: 1.

The vocabulary coverage of a Junior High School textbook.

How the words are recycled. After seeing the vocabulary coverage and words recycling in JHS

textbooks, teachers should have enough consideration to the content of certain English textbooks, especially the vocabulary. F. Research Benefits This research would delve into the vocabulary coverage and its recycling in the English Junior High School textbook. Scientifically, the result of the study may show how vocabulary coverage and word recycling represented in the textbook become an important and decisive factor in second language learning, particularly in learning vocabulary.

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Practically, this research is beneficial for both students and teachers. Moreover, this research is also beneficial for the next researchers and government. For students, the research helps the students to know their vocabulary size. For teachers, this research, hopefully, will be useful for the teachers so that by knowing the vocabulary coverage and its recycling, teachers can use the best method in their learning activity. By finding the appropriate strategy in the learning process, the teachers can help their students in improving their vocabulary they have. For the next researchers, this research also helps the next researchers or anyone who feels interested in the same study. By reading this research, they can be supported and guided to do their research. And for the government, this research can also be used for government to evaluate the textbook. By reading this research, the government can evaluate whether the English textbook is well designed for improving English skills’ Junior High School students or not.

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CHAPTER II LITERATURE REVIEW

This chapter consists of two major parts, namely theoretical review and theoretical framework. In the first part, the researcher would like to present and clarify the review of related theories which include the nature of vocabulary knowledge, vocabulary coverage, textbooks, word recycling and corpus. By the end of this chapter, the researcher presents the framework of the theories which gives theoretical answer for the research problems. A. Theoretical Review This section covers the discussion about the nature of vocabulary, vocabulary coverage, textbooks, word recycling and corpus. 1.

The Nature of Vocabulary Knowledge This section will begin with the existing definitions of a word. Then it is

continued to the discussion of knowing a word, word knowledge, breadth and depth of vocabulary knowledge, and receptive and productive vocabulary knowledge. a.

Definitions of a Word It is important to know what a word is when we are discussing vocabulary.

There are three definitions of a word according to Carter. The first definition is an arthographic definition (Carter, 1998: 4). The definition is based on its system of spelling. A word is defined as any sequence of letters including a limited number of other characteristics such as hypen and apostrophe, bounded on other side by a 10

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space or punctuation mark. Carter gives further explanation that arthographic definition has some problems related to word inflections including the use of affixes and the same form of word which carries more than one meaning. This definition only focuses on the form of the word excluding the meaning which is an important aspect of word. The second definition of a word which is stated by Carter is the minimum unit of language. According to Carter (1998: 5),

a word is the minimum

meaningful unit of language. Although this definition is more precise, it assumes an overt relation between individual words and the concept of meaning. The problem in this definition is on particular meanings which are carried by more than one word. It is not easy to determine whether they should be regarded as one word or more than one word. The third definition according to Carter is related to its pronunciation. The definition is that a word will not have more than one stressed syllable (Carter, 1998: 6). The problem in this definition is on the words, for example, prepositions and conjunctions are not usually stressed. The most well-known definition of a word is given by Poole (1999: 10) who defines a word as a minimum free form. It implies that a word is a smallest unit of language which has its own meaning or which can stand by itself. It is the most famous description. However, Aitchison (1999: 56) gives a definition related to spoken language. According to Aitchison, it is a quite unsatisfactory description because words cannot easily defined. There is still not any clear cut definition of a word. Describing the concept of a word is not simple, either in

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theoretical terms or for different applied linguistics (Read, 2000: 17). Carter (1998: 5-6) states that defining a word is difficult. Carter lists some problems encountered in defining a word, namely; (1) orthographic, free-form or stressed based definition is meaningful, but there are many words which do not match the categories, (2) defining a word as unit of meaning produces various exception and seems unclear and asymmetrical, (3) different forms of words are not necessarily regarded as different words, (4) the same form of words can have distinct and discrete meanings, and (5) the existing idioms disturb the effort of defining words. Apart from these phenomena, it seems that one thing must get more attention in the context of vocabulary learning, therefore, identifying what is involved in knowing a word rather than knowing what a word means. b.

Knowing a Word In order to get clearer insight of a word, it is necessary to know the aspects

of word knowledge. Generally, the discussions of what is meant by knowing a word emphasize the knowledge of word forms, their meanings, and their linguistics features, and the ability to use words in different modalities and varied linguistic settings (Paribakht & Wesche, 1997: 310). Furthermore, word knowledge has also been described as consisting of some components. Richards (1976: 83) suggests some features of assumptions of word knowledge. He states that knowing a word entails: (1) knowing the degree of probability of encountering that word in speech or print and the sort of words most likely to be found associated with the word. This assumption suggests that word knowledge covers the knowledge of the frequency of the word and its collocation, (2)

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knowing the limitations imposed on the use of the word according to variations of function and situation, (3) knowing a word means knowing the syntactic behaviour associated with the word. This shows that knowledge of word comprises the understanding of relationships between specific grammatical features and the word, (4) knowing a word entails knowledge of the underlying form of a word and the derivations that can be made from it. This feature implies that knowledge of words involves the knowledge of word inflections and the use of affixes, (5) knowing a word entails knowledge of the network of associations between that word and other words in the language. This indicates that lexical knowledge includes the understanding of the association between the word and other words, (6) knowing a word means knowing the semantic value of a word, and (7) knowing a word means knowing many of the different meanings associated with a word. This covers the understanding of various meaning based on the context in which the word is used. The seven aspects provide clear points that must be considered in learning vocabulary. It is reasonable that vocabulary is related to all language learning and learners usually want to increase their store of vocabulary, regarding it as a measure of their language improvement (Jordan, 1997: 149). The learners tend to view vocabulary mastery as meaningful development in their learning. It indicates that vocabulary knowledge is very important for them to evaluate their progress in learning second language. Thus, it is necessary for them to know what skills involved in knowing a word. Wallace (1982) as cited by Jordan (1997: 150) primary source describes word knowledge as the ability to: (a) recognize it in its

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spoken or written form, (b) recall it at will, (c) relate it to an appropriate object or concept, (d) use it in the appropriate grammatical form, (e) pronounce it in a recognizable way, (f) spell it correctly, (g) use it with the words it correctly goes with (collocation), (h) use it at the appropriate level of formality and (i) be aware of its connotations and associations. The description also covers the knowledge of form, meaning and use of words. Paribakht and Wesche (1997: 180) describe five stages of vocabulary knowledge as reflected in their Vocabulary Knowledge Scale (VKS). The VKS is originally used to elicit self-perceived and demonstrated knowledge of specific word in written text (Paribakht & Wesche, 1997: 179). The five stages in the VKS illustrate the steps of learners‟ vocabulary development. The first two stages rely on honest reporting by the learners of test takers (Read, 2000: 132). Stage I of vocabulary development indicates that the word is totally unknown. At this stage the learners recognize neither the word nor the meaning. At Stage II of vocabulary development, however, the word is identified but the meaning is not recognized. This stage is a little higher than Stage I although the learners still do not know the meaning of the word. The next two stages, Stage III and Stage IV, indicate that the learners know both the word and its meaning. The difference between the two stages is on the degree of learners‟ conviction about the meaning of the word. Learners‟ confidence of the word meaning at Stage IV is higher than that of at Stage III, in that stage the learners confidently mention the meaning of the word. Stage V is different from the previous four stages. The difference can be seen in that previous four categories fall into receptive knowledge, while Stage V has

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moved to productive knowledge of vocabulary. At this stage the learners are able to use the word in a sentence. The five stages or categories are shown in Table 2.1 below: Table 2.1 VKS elicitation scale – self report categories Source: Paribakht and Wesche (1997: 180) Self-report categories I

I don‟t remember having seen this word before.

I have seen this word before, but I don‟t know what it means.

III

I have seen this word before, and I think it means -------------------(synonym or translation)

I know this word. It means --------------------. (synonym or translation)

I can use this word in a sentence: --------------------------. (Write a sentence) (If you do this section, please also do Section IV)

c. Categories of Word Knowledge Nation (1990) points out the different categories of word knowledge. He identifies four categories of word knowledge as shown in Table 2.1. According to Nation, knowing a word means; (1) knowing its form, (2) knowing its position, (3) knowing its function, and (4) knowing its meaning. Firstly, knowledge of word includes the knowledge of word form. This category covers both the spoken and written form of the word. It comprises three aspects, namely, knowledge of the spoken form, knowledge of the written form and knowledge of word parts. Knowing the spoken form of the word includes being able to recognize the word when it is heard and being able to produce the spoken form in order to express a meaning (Nation, 2001: 40). When the learners know the spoken form of a word,

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it means that they are able not only to catch the spoken word but also to pronounce the word, including the particularly-stressed syllables in the word. Knowing the written form of the word is mainly related to the spelling of the word. One aspect of gaining familiarity with the written form of words is spelling (Nation, 2001: 44). It means that knowledge of word spelling is the centre of knowing the written form of the word. Furthermore, Nation argues that the ability to spell is most strongly influenced by the way learners represent the phonological structure of the language. It implies that the knowledge of sound system of the language underlies learners‟ capability to represent the spoken form of words into the written form. He also insists that the spoken form of words can be represented in learners‟ memory in different ways: as whole words, as onsets (the initial letter or letters) and rhymes (the final part of syllable), as letter names, and as phonemes. The last aspect of knowing word form is the knowledge of word parts. It is closely related to morphology, the internal structure of words and the rules by which words are formed. Knowledge of a language implies knowledge of its morphology (Fromkin, David Blair & Peter Collins, 2000: 66). It involves the understanding of affixes and stems in making up the words. This may help the learners learn both the meaning and the form of the words because of the fact that; the affixes often have their own meaning. For example, the prefixes il-, im-, ir-, dis-, and un- carry negative meaning of the word. The specific meaning they carry may facilitate language learners to store the meaning in mind. And, some other affixes change the parts of speech. The prefixes em- / en-, for instance, and the

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suffixes –en, -ize, -ate, and –ify change an adjective into a verb. In addition, there are also some affixes forming noun, such as; -ion, -ment, -ness, -dom, -ity, -er/-or, -ant, -ance and –ence, some others forming adjectives and also adverbs. This process is covered in morphology or the study of word formation (Gass & Selinker, 2001: 9). In brief, identifying various affixes forming different parts of speech may help learners remember the words. Secondly, knowledge of word involves knowing its position. This category comprises the understanding of grammatical patterns and collocations. Knowing grammatical patterns of a word is related to the use of the word in a sentence. Hence, it has close relationship with grammatical behavior of the word. For instance, in what sentence patterns the word may occur and can be used whether as subject, verb, object, adverb, complement, or other functions the word may have. Thus, the knowledge of parts of speech of a word and its grammatical patterns is needed. Grammatical learning burden of a word depends on the parallel in grammatical behavior between words of related meaning (Nation, 2001: 56). This implies that the grammatical similarity of the words having related meanings will reduce the learning burden of the words. Therefore, knowing a word involves knowing its grammatical behavior. Furthermore, knowing a word also implies knowing the words which commonly collocates with. Knowing its collocations means knowing what words it typically occurs with. This feature includes the knowledge of the words or types of words most likely appear before or after the word, and the words or types of words must be used with the word. Besides, the knowledge of collocation is important in vocabulary knowledge because it covers

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the stored sequences of words which serve as the bases of learning, knowledge and use (Nation, 2001: 321). This indicates the apparent position of collocation in vocabulary knowledge. Thirdly, knowing a word includes the knowledge of its functions. This category comprises the knowledge of its frequency and appropriateness. Knowing its frequency means recognizing whether the word frequently or rarely occurs. For example, the word student is more frequently used than the word pupil or disciple. And, knowing its appropriateness signifies the understanding whether the word is suitable for the context or in which it occurs or not. For instance, the word reserve or book is more appropriate than the word order when it is used in the context of hotel room reservation. It is clear that this lexical knowledge category is strongly related to the context in which a word is used. Constraints or limitations of word use derive from the way of translating L2 into L1 or from the context in which the word is used (Nation, 2001: 57). This comprises the usage labels shown in dictionaries and the distinctive frequency of a word. Moreover, it is said to be different across cultures. It is understandable, therefore, that it is most likely influenced by the context in which the word is used. Undoubtedly, different countries may provide different contexts of using the word because of their different cultural settings. It can be said that certain words or terms commonly used in a country, especially the terms referring to certain cultures, may not be frequently used in different countries. The term bull-fighting, for example, will be familiar and frequently used in Spain but it will not in other countries which do not have the similar culture. This happens because bull-fighting is one of the

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cultural backgrounds in Spain. The use of the term is limited to particular cultural settings. In brief, knowledge of word use entails the understanding of usage of the word. Table 2.2 Knowing a word Source: Nation (1990: 31) Form Spoken form Written form Position Grammatical patterns Collocations

Function Frequency Appropriateness Meaning Concept Associations

R What does the word sound like? P How is the word pronounced? R What does the word look like? P How is the word written and spelled? R In what patterns does the word occur? P In what pattern must we use the word? R What words or types of words can be expected before or after the word? P What words or types of words must we use with this word? R How common is the word? P How often the word should be used? R Where would we expect to meet this word? P Where can this word be used? R What does the word mean? P What word should be used to express this meaning? R What other words does this word make us think of? P What other words could we use instead of this one?

The last, knowing a word involves knowing its meaning. Learners usually think that knowing a word means knowing the spoken or written form of the word and its meaning (Nation, 2001: 47). It sounds reasonable because learners normally deal with the form and meaning when they learn new words. But there is still one aspect that may help learners reduce the learning burden of words. They need also to be able to connect the two aspects; knowing the form and meaning. Since they establish the learners‟ readiness in retrieving the meaning when seeing or hearing the word form or getting back the word form when wishing to express

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the meaning (Nation, 2001: 48). It seems that knowing the meaning of the word cannot be separated from the knowledge of its form. Therefore, the relationship between meaning and form constitutes a significant concept of knowing a word. Knowing a language means knowing how to relate sounds and meaning (Fromkin, Blair & Collins, 2004: 4). It can be concluded, then, that form-meaning connection finally may lead the learners to be able to understand and produce the word. As a matter of fact, many words which have a lot of different meanings exist in a dictionary. Some of the meanings are related to each other, but some others are not. In order to learn such words, there must be a clear guidance to determine whether the word having different meanings must be considered as the same or as distinct words. In this case, Nation‟s idea can be used to overcome the problem. He states that the words having the same form, including identical written forms and spoken forms, but carrying different meanings should be regarded as different words (Nation, 2001: 49). Treating such words as different words helps the learners differentiate their meanings particularly when they are in use. The appropriate meaning of the word can be identified by looking at the context in which it occurs. It is called contextual variation in meaning or contextual variability (Nagy, 1997: 65). Hence, knowing a word also involves knowing the different meanings carried by a word. According to Nagy, there are two kinds of contextual variation in meaning: (1) sense selection. It is a process in which a word is regarded as having two or more senses, and they must be selected contextually. In this case, language

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users hold a permanent internal representation of each related meaning, and when the word form is found they have to choose the suitable sense from those stored in their brain (Nation, 2001: 50), and (2) reference specification. In this variation the interpretation of a word in particular context is more specific than the meaning stored in human memory. In this case, language users have a fundamental concept of a word which is suitable with a set of meanings of the word in use, and language learners have to determine what real items the word refers to (Nation, 2001: 50). It is in line with what Carter (1998: 15) says that lexical words have a referent and it is almost impossible to communicate in a language without reference. Seeing the importance of reference in communication, it is necessary to identify what is meant by referent. A referent is the object, entity, state of affairs, etc. in the external world to which a lexical item refers (Carter, 1998: 15). For this reason, it is acceptable that knowing the meaning of a word also entails the knowledge of concept – what the word means, and referents – what the word refers to. However, the researcher also has her own definition aimed in this research. In this research, a word is defined as the smallest unit of language, it has own meaning and it can stand by itself. Dealing with students who learn vocabulary, Bogaards (2000) argues that L2 learners may be assumed to learn not only word but also lexical units. In this case, he identifies six aspects of lexical knowledge, namely; form, meaning, morphology, syntax, collocation, and discourse. The first five elements are the similar aspects mentioned by other experts. The sixth aspect – discourse, however, is a deeper knowledge of vocabulary. It deals with knowledge of styles, register,

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and appropriateness of particular senses of a same word which is not easy for L2 learners to acquire (Bogaards, 2000: 493). In other words, the last aspect– discourse- is strongly related to the context of language use. It means that there is certain role played by vocabulary in a discourse. In this case, Nation (2001: 205) identifies two aspects related to vocabulary use in a text, namely: vocabulary use signals and contributes to the uniqueness of the text. What makes the text different from other texts, and vocabulary use carries general discourse messages shared with other similar texts. This shows the importance of vocabulary use in carrying the communicative purposes of a text. Knowledge of vocabulary can be viewed from different perspectives. Among the various views, the notion of „breadth and depth of knowledge‟ and „receptive and productive knowledge‟ is a comprehensive discussion of vocabulary knowledge. In order to get clearer description of vocabulary knowledge, the following subsections present the discussion of various ideas given by different experts. d. Breadth and Depth of Vocabulary Knowledge The term „breadth of vocabulary knowledge‟ usually refers to vocabulary size of the learners. Vocabulary size refers to the number of words that a person knows (Read, 2000: 31). Learners‟ vocabulary size is most likely related to their ability in understanding both written and spoken texts. This implies that the greater vocabulary size the learners have, the more easily they understand the texts they read or listen. This also means that vocabulary knowledge mainly deals with the range of different words and proper understanding of the words.

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Nonetheless, it should not be supposed that if a learner has adequate vocabulary then all aspects in language learning become easy and it should not also be thought that significant vocabulary knowledge is always a prerequisite to language skill performance (Nation & Waring, 1997 in Schmitt & McCarthy, 1997: 6). To this extent, knowledge of words is operationalized as the ability to translate L2 vocabulary into L1, to define the word correctly, or to say the word differently and therefore, vocabulary knowledge is defined as precise comprehension (Henriksen, 1999: 305). This stage of vocabulary knowledge falls into the „partial-precise knowledge‟ of vocabulary. Various studies on vocabulary size, lexical growth, and the number of words gained overtime have been conducted by different researchers. The focus of such studies is mainly on measuring the number of vocabulary, such as; counting the number of words recognized by native speakers (D‟Anna, Zechmeister & Hall, 1991; Goulden, Nation & Read, 1999), the amount of words required by native speakers (Hazenberg & Hulsjin, 1996; Laufer, 1992), the number of words gained from incidental exposure while reading (Huckin, Haynes & Coady, 1993; Nagy, Herman & Anderson, 1985), and the amount of words learned by applying different exercises, techniques and strategies (Avila & Sadoski, 1996; Cohen & Aphek, 1980). Such research, however, does not lead to sufficient understanding of vocabulary acquisition and does not explain how individual words are acquired (Schmitt, 1998: 282). This condition underlies the emerge depth of knowledge perspective which likely clarifies the issue.

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The result of a study conducted by Goulden, Nation, and Read (1990) show that educated English native speakers know around 2,000 word families. The native speakers add 1,000 word families to their vocabulary per year. However, it is possible for learners of English as a second language (non-native speakers). According to Schmitt (2000), the first 2,000 most frequent types of English is referred as the level for the basic initial goal of second language learners. However, only the first 1,000 most frequent types needs to be recognized by elementary level students and 2,000 most frequent types needs to be recognized by intermediate level students (Sánchez & Criado, 2009). Depth of knowledge, on the other hand, emphasizes more on the quality of the learners‟ vocabulary knowledge covering the full understanding or rich meaning representation of a word (Henriksen, 1999: 305). The full understanding or rich meaning of a word can be gained by looking at its relations or associations with other words and its contexts. A depth knowledge continuum includes knowledge of the word‟s syntagmatic and paradigmatic relations with other words (Laufer & Paribakht, 1998: 367). The focus of studies on depth of knowledge is different from that of breadth knowledge. It focuses on individual words rather than on the overall growth of vocabulary (Schmitt, 1998: 282). It means that the aspect of depth of knowledge stresses more on the learners‟ knowledge of individual words including its referential meanings and its relations to other words. In other words, it most likely deals with the range of meanings carried by individual words. It also describes how well the learners understand the appropriate meaning of a word when it is used in different contexts.

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Understanding the context in which a word occurs in particularly needed by advanced learners. It is important for advance learners to acquire more senses of polysemous words and learn more about possible collocates, special uses, and so on (Bogaards, 2000: 495). This indicates that they most likely deal with depth of knowledge vocabulary. By taking into account the context in which a word occurs, the proper meaning can eventually be found and understood. For that reason, context constitutes an aspect that is apparently inseparable from depth of knowledge of vocabulary. The proponents of depth of vocabulary knowledge (Paribakht & Wesche, 1993, 1997; Read, 1993; Schmitt, 1998; Viberg, 1993; Wesche & Paribakht, 1996) state that most of the existing vocabulary tests or the traditional vocabulary tests only measure partial knowledge, particularly recognition. Therefore, they develop tests to measure wider and deeper aspects of lexical knowledge. Using such tests, they assess the aspects such as; basic understanding, full understanding, correct use, sensitivity to collocation and word association. Nevertheless, different test models should be accommodated in order to cover various features of knowledge being tested. Henriksen (1999: 306) argues the researchers must use the combination of tests formats tapping distinct aspects of knowledge to describe the learner‟s lexical competence related to the aspects of quality or depth of vocabulary knowledge. In their research, Laufer and Paribakht (1998) classify word knowledge into three types, namely, passive, controlled active and free active knowledge. Passive vocabulary knowledge is defined as understanding its most frequent meaning. Controlled active knowledge is

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described as a cue recall of the word. And free active knowledge is referred to spontaneous use of a word in context. The three aspects show that what they investigate is fairly deeper than merely word recognition which is the concern of breadth of vocabulary knowledge. In his research which tracks the acquisition of 11 words over a year course for three adult learners having advance English proficiency, Schmitt (1998) measures four elements of lexical knowledge: spelling, associations, grammatical information, and meaning. The study aims at explaining the acquisition of individual words. According to Schmitt, an acquisition study focusing on individual words or depth of vocabulary knowledge needs to include some aspects; firstly, the study must map the vocabulary development within individual person. Secondly, it should be longitudinal in nature. Thirdly, measurement procedures which are appropriate to measure the degree of lexical knowledge are needed. And, complete lexical mastery needs more than knowledge of word form and meaning. Furthermore, he argues that the ability to measure the degree of depth of knowledge for each word is needed in investigating the incremental acquisition of individual words. Involving the four aspects in the study will likely lead to a better explanation of words are acquired. e. Receptive and Productive of Vocabulary Knowledge Knowledge of a language makes it possible to understand and produce new sentences (Fromkin, Blair & Collins, 2000: 7). This implies the notion of receptive and productive use of language. Hence, the knowledge of vocabulary is essentially needed to support the language use. This signifies the emergence of the

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term receptive and productive knowledge of vocabulary. This term is widely used although in terms of lexicon it is almost impossible to find a clear and adequate definition of what is meant by reception and production (Melka, 1997: 84). What is clear about receptive-productive continuum is that it mainly deals with how well the learner can access and use a word (Laufer & Paribakht, 1998: 367). Melka argues that knowing a word is closely related to the concept of word familiarity or degrees of knowledge. The concept labels productive knowledge as higher degrees of knowledge. It includes the knowing of various meanings of a polysemous word and the knowing of collocations or idioms. The knowledge of phonology, morphology, syntax, lexis and appropriateness is regarded as very high degrees of familiarity and therefore the production process needs a more complete set of information (Melka, 1997: 86-87). Nevertheless, Melka does not describe to what extent the degrees of familiarity is called receptive knowledge. There are various stages of recognition and the boundary of word recognition is at the stage when the word is stored incompletely or when word production is still impossible (Melka, 1997: 88). This shows that there is still not any clear definition of what is meant by reception and production. Nevertheless, vocabulary knowledge can be best represented as a continuum with the initial stage being recognition and the final being production (Gass & Selinker, 2001: 375). It means that reception or recognition cannot be separated from production but it must be viewed as an interrelated process. The dichotomy between reception and production looks convenient for vocabulary teaching especially for some practical and pedagogical purposes but

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the two notions should be avoided and even abandoned because of their fuzziness (Melka, 1997: 99). This is overtly contradictory to the fact that empirically the term is commonly used to refer to the passive and active use of language. As a matter of fact, vocabulary, as the centre of the language, always plays its role in both passive and active use of language. Besides, most models of lexical knowledge

distinguish

between

passive/receptive

and

active/productive

vocabulary (Laufer & Paribakht, 1998: 368). The passive use of language is mostly related to two skills, namely, listening and reading. This can be seen in that the aim of listening activity is to understand the spoken language and that of reading is to comprehend the written text. The process of understanding occurs in mind. The language users most likely use their knowledge of vocabulary to comprehend the meaning of the spoken/written texts. Researchers agree that word comprehension does not automatically determine the accuracy of word use and that passive/receptive knowledge generally precedes active/productive knowledge (Laufer & Paribakht, 1998: 369). At passive/receptive level, therefore, the language users mostly do not produce any spoken/written language. That is why it is called the passive use of language. On the other hand, active use of language is inseparable from the other two language skills – speaking and writing. In speaking, the speaker actively conveys messages to the listeners. In this case, spoken language is produced. In addition, writing activity aims at communicating the researcher‟s ideas to the reader. Therefore, written language is produced as a mean of conveying the ideas. It

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seems clearer now that in listening/reading the listener/reader uses the language passively, whereas in speaking and writing the language is used actively. The receptive and productive knowledge of vocabulary is discussed comprehensively by Nation (1990: 31-33). He argues that the receptive dimension of vocabulary knowledge entails (1) being able to recognize it when it is heard or when it is seen, (2) having an expectation of what grammatical pattern the word will occur in, (3) having some expectation of the words which will collocate with it, (4) knowing its frequency and appropriateness, (5) being able to recall its meaning, (6) being able to make different associations with other related words. Likewise, productive knowledge also covers some aspects of vocabulary knowledge which expand the receptive knowledge. Productive knowledge of vocabulary involves; (a) knowing how to pronounce the word, (b) how to write and spell it, (c) how to use it in correct grammatical patterns along with the words usually collocate with, (d) how to avoid using low frequency word too often and use it in suitable situations, (e) how to use the word to stand for the meaning it represents, and (f) how to be able to think of suitable replacement of the word (if there are any). Those aspects including the scope of receptive and productive knowledge are classified into five categories of knowing a word; knowing its form, knowing its position, knowing its function, and knowing its meaning (see Table 2.1). 2. Vocabulary Coverage Since this research is trying to find the vocabulary coverage in textbook. It takes the important role to explain more about types, tokens and word families.

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a. Types and Tokens According to Nation and Meara (2002), a token or running word is main term if we are going to count how long a textbook is. Nation and Meara (2002) also define token as all of the words that occur in the textbook. For example, the word school should be counted every time it occurs. It is different with types. If we are going to count types, we do not need to count all of the words. The same words are only counted once even it occurs more than one. Nation (1983: 10) puts the example of tokens and types in the sentence: The red house belongs to the girl with red shirt. This sentence contains ten tokens and eight types. b. Word Family The term of word family is a main point in deciding the vocabulary load of texts (Bauer & Nation, 1993). Discussing word family, we also have to know about lemmas. Nation and Meara (2002) define a lemma as a set of related words which have the stem form and inflected forms. They also come from the same part of speech. For example, write, wrote, written are in the same lemma. Since they have the same stem and they are verb. Furthermore, affixes and suffixes whose the same stems are also included in word family. Words under the same word family do not have to be in the same part of speech. Nation and Meara (2002) clarify that in some cases, there are some groups of words that are usually used together, such as have a nice day and nice to meet you. Those words are called multi word units (MWU). When we meet those kinds of words, they are used and analyzed in units. The criterion of MWU is that there is no word which can be replaced by other words. In this research, however,

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the researcher will ignore MWU and consider MWU as separate words. Since in this research, MWU is counted as separate words. 3. Textbooks In this section, the researcher would like to talk about the definition of textbooks, which covers some definitions of textbooks from different experts. After that the researcher would like to talk about textbooks in school based curriculum. Next, the researcher will talk about curriculum of Junior High School, English textbook for Junior High School, advantages and disadvantages of textbooks, and the last is about the criteria of good textbooks. a. Definition of Textbooks In education, textbooks have taken very important role in education. It is because textbooks and education cannot be separated. According to Brewster et al.; 2001, Brown, 2001; Byrd, 2001; and Graves, 2000, textbooks still contribute a lot to the educational system. Textbooks are ubiquitous of every educational system. Brewster et al (2001) state that textbooks are learning aids. Graves (2000: 174) is in line with Brewster et al. Graves mentions that textbooks are teaching tools. As aids or tools, textbooks help teachers and learners do the process of study. National Educational Department of Indonesia (2005: 5) states that a textbook is a learning media which has important role in the classroom. As a teaching media, textbooks present the curriculum material in an instructional system. Richards (2001: 251) says that textbooks serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. They provide goals, process and the most obvious and common

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material of an instruction and educational planning. Byrd (2001: 415) says that the most obvious and the most common form of material support for language instruction comes through textbooks. It is unlikely that textbooks shape much of what happens in the classroom. Textbook is like a motorcycle. A motorcycle cannot operate by itself without a rider. As well as a textbook, a textbook needs a teacher who can use it maximally to give maximum benefits. A teacher, as a rider, needs to know what kinds of conditions he has to go. Thus, he needs to know the administrators‟ needs especially on curriculum which leads to the process to a certain goal. Masuhara (1998: 247-249) explains that good textbooks meet teachers, learners and administrators‟ needs and wants. From all above definitions of textbooks, the researcher tends to say that a textbook is not only a learning aid or a teaching tool. However, a textbook is the basic thing of an educational system which provides goals, process and the most obvious and common material of an instruction. With various activities and tasks, textbooks will help teachers and students achieve the goals of the instruction. The researcher has told about the definition textbooks from some experts. All of them mix the understanding of textbook and course book. However, Tomlinson (1998) differentiates textbook and course book. He says that a course book is a textbook which provides core material for course. It aims to provide as much as possible in one book and it is designed so that it could serve as the only book which the learners necessarily use during a course, such as a book usually includes work on grammar, vocabulary, pronunciation, function and the skill of

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listening, speaking, reading and writing. He categorizes course books as part of textbooks. The researcher tends to consider that both textbook and course book are the same. b. Textbooks in School Based Curriculum Altbach and Kelly (1988) write that textbooks constitute the base of school knowledge in the third world countries where there is a chronic shortage of qualified teachers. They say that in many instances in the third world countries, teachers adhere closely to texts, using them as the sole source of school knowledge, assigning students lessons contained in the textbook and testing students lessons contained in the textbook and testing the students only on the knowledge contained in the book. Therefore, textbooks do not only play important roles in the level of instructional system. They also play important roles in the higher system, or supra system or in the educational level system (Richards, 2001: 251). Furthermore, Farrell and Heyneman (1988: 19) say that textbooks are needed as national inspirations for political, social, and economic developments. Because of these important roles, a lot of governments especially from the developing countries try to take control of the textbook content, production and distribution. Byrd (2005: 415) writes that in Egypt unified series of textbooks is created for use throughout the country. In Indonesia, the government keeps controlling the textbooks. Throughout The Ministry of National Education Decree No. 26 year 2005, Indonesia declared textbooks which are appropriate and can be used in the process of teaching leaning in Indonesia.

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Farrell and Heyneman (1988) say that economic influences pedagogical choice, including textbook choice. They made a study on the correlations between annual cost student in classroom material and school qualities. They found out those who spend less money get lower quality of education. Therefore, every country spends a lot of money on it to improve the quality of education. Indonesia has various financial sources for textbooks such as BOS (School Operational Grant), State Budget (APBN) and Local Government Budget (APBD) budgets. With these different kinds of budgets for textbooks purchasing, the government of Indonesia tries to give enough textbooks for each student. The National Department of Education also provides electronic books, called BSE (Buku Sekolah Elektronik). Teachers can access for free through internet. They can download the ready printed material and make copies for the students. The government hopes that they can provide cheaper textbooks for Indonesian students. c. Curriculum of Junior High School Based on PERMENDIKNAS No. 23 year 2006, junior high school students in each grade; VII, VIII, IX will spend four hours in a week, which each our consist of forty-five minutes to study formally in their school. The researcher will use Table 2.3 to show the group of lessons. Table 2.3 The Group of Lessons for Junior High School Students (Kementrian Pendidikan dan Kebudayaan, 2006) CLASS AND TIME ALLOCATION A. LESSONS

VII

VIII

Pendidikan Agama

Pendidikan Kewarganegaraan

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Bahasa Indonesia

Bahasa Inggris

Matematika

Ilmu Pengetahuan Alam

Ilmu Pengetahuan Sosial

Seni Budaya

Pendidikan Jasmani, Olah Raga, dan Kesehatan Teknik Informatika

B. LOCAL CONTENT (MUATAN LOKAL)

Muatan Lokal

C. SELF DEVELOPMENT

TOTAL

Considering Table 2.3 shown in previous section, it can be seen that English language learning becomes a compulsory lesson that every student must learn in their school. More specifically, they will spend two hours in a week to learn English in their school. Since they are in the intermediate level of learning English, 2,000 types of English needs to be recognized by students (Sánchez & Criado, 2009). d. Advantages and Disadvantages of Textbooks

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Textbook are important and contribute a lot in the process of operating educational system. On the other hand, Crawford (2002), Richards (2001), and Halliwell (2006) point out some disadvantages of textbooks. The following are the advantages and disadvantages of textbooks. 1) Advantages Textbooks provide material, review and visual record of progress for students (Riddell, 2003). Textbooks can also give secure feelings because learners can predict what they are going to study and they have a certain pattern which will guide them what to do next (Halliwell, 2006). Ellis (1994) explains that books with good design and layout motivate learners to study. English textbooks provide various activities which will support individual different learning. Besides, learners can always reread the materials that have been discussed before. Textbooks provide a clearly thought program which is appropriately sequenced and structured to include progressive revisions for teachers. They also provide wide range of materials and activities that teachers can select based on their learners‟ need (Halliwell, 2006). Crawford (2002: 81) states that textbooks make teaching learning process becomes more accountable. Everybody can see whether the activities and exercises help the learners to achieve the goal. For teachers who are very busy teaching, books provide source of practical teaching ideas. Teachers can grasp the book and find activities without need to think further that it will harm their students. Textbooks mean providing cheap materials for stakeholders. They do not need to spend money on designing material program, publishing or copying them.

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Some schools even get some extra financial support by having cooperation with a publisher. 2) Disadvantages Crawford (2002) and Richards (2001) point out some weaknesses of using textbooks. Firstly, textbooks deskill teachers and rob them of their capacity to think professionally and respond to their students. Secondly, it is possible that textbooks provide different cultures from the users. This situation might give backwash to the students. Crawford and Richards also remark that some books fail to present appropriate and realistic language model. The result, learners will miss to achieve the local goal. Richards mentions some more weaknesses and he says that textbooks may contain inauthentic language, they may not reflect students‟ needs and they are usually expensive. e. Criteria of Good Textbooks It is better to make some evaluations before selecting a textbook. Masuhara and Byrd explain the criteria of a good textbook. In this research, the researcher will combine Masuhara‟s (1998: 240-241) and Byrd‟s (2001: 416) criteria. Masuhara says that a good book is a book which meets teacher, student and administrators‟ needs and wants. Masuhara stresses on the relationship between a book and people who use it, she puts the importance of meeting the curriculum as the criteria under the administrators‟ needs. 1) Textbooks Meet the Learners‟ Needs Masuhara says that learners‟ personal needs appear because of different ages, sexes, cultural backgrounds, interests, and educational backgrounds.

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Learners‟ learning needs are characterized by their learning styles, previous language learning experiences, gap between the target level in terms of knowledge, gap between the target level and the present level of proficiency in various competence areas and learning goals and expectations for a course. Their future professional needs are characterized by requirements for the future undertakings in terms of the knowledge of language, the knowledge of language use and the second language competence. Byrd (2001) says that learners consider the content, examples, exercises and format as important considerations. They question whether the content is really interesting and useful for them or not. The examples should be appropriate to their lives and interests. They also need various activities which are well graded and readable. 2) Textbooks Meet Teachers‟ Needs Teachers‟ needs can be classified into two, namely personal needs and professional needs. Teachers‟ personal needs are characterized by their age, cultural background, interest, educational background and teachers‟ language proficiency. Teachers‟ professional needs are characterized by their preferred teaching styles, their teacher training experience and their teaching experience. Byrd

says

that

teachers

seek

three

things

from

textbooks

namely

content/explanations, examples and exercises or tasks. When a textbook provides content that a teacher will find useful to carry out the goals of the program then it is good. Teachers need usable examples and various activities in teaching. 3) Textbooks Meet Administrators‟ Needs

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Administrators‟ needs refer to institutional needs which will cover sociopolitical needs, market forces, educational policy and constraints such as time budget and resources. Byrd (2001: 416) gives an example of an educational policy by pointing out that in Egypt the Ministry of Education arrange the publication of its own textbooks. Ministry of Education in Indonesia conducts textbook evaluations. Textbooks which pass the evaluation are recommended to be used in the classrooms. One example of the constraint was provided by Albatch (1988) who indicates that a lot of schools in the developing countries do not have enough money to buy books. They always wait from government‟s support. One of important policies is curriculum. Byrd says that generally the first area included in textbook analysis is whether the materials are compatible with the curriculum. For formal education, researchers and publishers use the published curriculum as the basis of their textbooks. Since a curriculum is also characterized by theories of language, theories of language learning and cultural-educational backgrounds, textbooks are also characterized by those three. Therefore, textbooks are considered good when they are in line with the theory of language, theory of language learning adopted in the curriculum and also in line with the cultural educational background. For instance, when a curriculum adopts the theory language as a means of communication a good textbook, it will provide activities which give chance to learners to build their knowledge and skill to communicate. 4. Word Recycling

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Nation (2002: 6) identifies four criteria of word frequency and range, namely, high frequency words, academic words, technical words, and low frequency words.

a. High Frequency Words The words in this stage are about 2,000 word families and include most of the 176 function words and content words. In this stage, the words can account for 80% to 95% of the running words in a text. However, it depends on what kind of text is being counted. We are possible to speak and write what we need in this stage. According to Nation (2006), teaching and learning vocabulary with high frequency can be divided into four strands, namely meaning focused input, meaning focus output, language focused learning, and fluency development. a)

Meaning-focused Input Nation and Meara (2002) suggest that meaning focused input is included

in incidental vocabulary learning through reading and listening. In order for this strategy to occur, non-native speakers should meet three conditions. First, only a small amount of unknown vocabulary is allowed in a text, around two per cent, or one unknown word in 50 (Hu & Nation, 2000). Second, the non-native speakers should receive large amount of input, at least one million tokens or more per year. Third, there should be more deliberate attention to the unknown word to increase the learning.

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In terms of the familiarity of a text, Nation (2006) suggests that teachers can make use of specially written or simplified material with appropriate language level, containing around 95% familiar words. Those texts can be used in reading and listening activities. In class, teachers‟ instruction and interaction with learners are also a good source of listening input. If teachers use high vocabulary words, then learners have enough opportunities for vocabulary learning. If an extensive reading program is well-managed, well-designed, it can also provide opportunities to learn and develop vocabulary knowledge. A good extensive reading program, based on what Nation and Wang (1999) state, a) provides interesting materials in which learners know 98% of the running words, b) inspires learners to read at least one book every two weeks, c) encourages learners to read at least three books at the same level before reading those at higher level, d) encourages learners to learn the unknown words in the texts deliberately, and e) facilitates learners to talk and write about what they read with enough amount of time, not much. b)

Meaning-focused Output Learning from meaning-focused output refers to learning through speaking

and writing, from receptive skill to productive skill. According to Nation and Meara (2002), the use of vocabulary in productive skill can be increased by designing activities which encourage learners to use new vocabulary, providing opportunities for learners, such as speaking activities in groups, to negotiate the meanings of unknown words, and encouraging learners to use partly known words in speaking and writing to increase their knowledge of the words.

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Negotiation of meaning is a powerful aspect in learning vocabulary through speaking (Nation, 2006). However, the proportion of negotiation of words learned through spoken communication activities is still small. Nation adds that to design speaking tasks which facilitate vocabulary learning, some considerations should be put into account. Those are: i) the target vocabulary should be included in the written input, ii) the vocabulary should be used when performing the tasks, iii) it is necessary to provide various opportunities in the task for learners to use the vocabulary, iv) learners are required to use the vocabulary in different way from the one in the written input. Learning from meaning-focused output can also happen in writing activities. (Nation, 2006) proposes that useful writing activities require written or spoken output as a source of information to write about. For example, the Internet is a good media for learning vocabulary since it provides learners opportunities to communicate and discuss through writing which includes negotiation of vocabulary. Besides, synthesizing information from some texts can also be a useful written input as a source of vocabulary learning. c)

Language-focused Learning (Nation, 2006) explains that vocabulary learning though language focused

learning occurs in many opportunities, such as giving deliberate attention through activities like intensive reading, making use of word cards, pre-teaching of vocabulary, and deliberate learning. The most obvious place for direct vocabulary learning is in intensive reading activities. Intensive reading requires teachers and learners to work together in a text, looking at the language features and content.

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From vocabulary perspective, teaching unknown words can be solved by pre-teaching them, giving the meanings directly, giving training in using strategies of guessing from context, analyzing word parts, and using dictionary. The selection of which one to use depends on whether it is high frequency or low frequency word, whether it is important in the text, the nature of the word, and the context in the text. d)

Fluency Development For sure, for fluency development, unknown words are not included.

Learners do not learn new vocabulary, but learn how to make the best use of vocabulary that they already know or learn before. According to Nation and Meara (2002), developing vocabulary fluency needs several conditions. It requires familiar materials in a large number, focuses on the message, and enough pressure to learn at higher level. Vocabulary fluency development does not focus specifically on vocabulary or grammar anymore. Above that, it aims to develop fluency in listening, speaking, reading, or writing. Nation and Meara add that there are two approaches in developing vocabulary fluency. The first approach is repetition. It involves repeated practice on the same material so that learners can perform it fluently. The activities can be repeated reading, 4/3/2 technique (learners speak for four minutes, three minutes, and two minutes about the same topic, but to different learners), the best recording (learners make repeated attempts to record their best-spoken text), and rehearsed talks. The second approach is making many connections and associations with a known word. It invloves using a known word in various contexts and situations.

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The activities can be speed-reading practice, extensive reading, continuous writing, and retelling activities. It aims at developing vocabulary system with good order. Fluency is gained by controlling the language system and using the known word in various contexts and situations well and efficiently. According to Nation (2006), the characteristics of fluency development are: i) involving no unknown vocabulary, grammatical features, or discourse features; ii) existence of pressure or encouragement to perform at faster speed; iii) message-focused aiming at message production or comprehension; iv) involving language use in a large number. In level of words or phrases, like numbers, time sequences, greetings, etc, the activities can be teacher saying words or phrases quickly while learners pointing to what is being said, or done productively by doing vice versa. e.

What Vocabulary Should be Learned There are two considerations before determining what vocabulary should

focus on in vocabulary learning. They are the needs of learners and the usefulness of the vocabulary (Nation and Meara, 2002). How useful is useful? Nation and Meara add to measure the usefulness of vocabulary items, it is necessary to count the frequency and range, which is “the occurrence of a word across several subsections of a corpus” (Nation & Waring, 1997: 13), in a relevant corpus. By counting the frequency of vocabulary items in a relevant corpus, it enables teachers to find a list of words which is useful for learners in early stages of language learning. The high frequency words deserve more teaching time and need to be the main learners‟ vocabulary goal since they are frequent and

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widespread. According to Read (2004) there are several things learners should be able to do with high frequency words. Learners need to have more than just a superficial understanding of the meaning; they should develop a rich and specific meaning representation as well as knowledge of the word’s formal features, syntactic functioning, collocational possibilities, register characteristics, and so on. (p. 155) On the other hand, Nation and Waring continue, the low frequency words are not so frequent and thus do not deserve teaching time. However, these words should still be learned independently by learners after they have learned the high frequency words. Teachers should train them strategies how to learn those words. Besides the frequency counts, the decision also depends on learners‟ need. It is necessary for teachers to look at learners‟ need and make a special purposes vocabulary list. b. Academic Words Academic words are words that are used in academic from most of all disciples. In this academic word, the words are not in the most frequent 2000 words of English. The academic word covers around 8.5% to 10% running words in academic text. Commonly, people who are in this stage already know the most frequent 2000 words. c. Technical Words Each discipline has its own term or technical words. Some of technical words consist of high frequency and academic words. Although they are common, they are narrowed in special area. Such as the word cost and price, they have

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different usage in economics field. The technical word covers less than 1000 words. d. Low Frequency Words Low frequency words in each person are different. Some of the low frequency words are technical words for some people. Still according to Nation, the low frequency words include words such as phrase and condemn which might have been in the 2000 most frequent words of the language. Word recycling or word frequency deals with how many times a word occurs in a textbook. Nation (1983) states that most frequent word is counted based on a text with at least one million words. Nation and Waring (1997: 17) explain the purpose of word frequency in textbook. Its purpose is frequency provides rational basis for learners‟ vocabulary learning. It occurs many times in order to ensure the word will be studied and remembered often. So that, it is better for teachers to know the frequent words in a textbook before they use it. Furthermore, it is also important for teachers to know the vocabulary in order to meet the goal of the study. As stated by Coady and Nation (1988), learning words from context has great effect for learners. It is because it gives key word to guess the meaning of unfamiliar words. The purpose is to learn more words by presenting some words frequently. Thomas, Pfister and Peterson (2004) classify some levels of frequent words. According to them, high frequency usually includes functional/structural words like in, to, of, and for. In the high frequency, the words do not contain conceptual validity for an individual word or for the text where the words occur.

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In medium frequency, the words are frequently repeated but they are lesser generality. Furthermore, content words are commonly found in medium frequency. The last is low frequency. It contains higher informational value rather than higher frequency. Nation proposes four strategies in dealing with low frequency words, namely guessing words from context, deliberate learning using word cards, using word part analysis to help memory, and dictionary use. a)

Guessing Words from Context According to Nation and Meara (2002), the most useful strategies of all is

guessing from context. However, in order to be successful in guessing, learners should know 95-98% of the tokens in a text. In other words, the unknown word to guess should be surrounded by supporting context which learners can comprehend. The success of this strategy also depends on learners‟ listening and reading skill. Besides, based on guessing procedures proposed by Clarke and Nation (1980), guessing strategy will be successful if learners are able to follow the idea presented in the text and they have background knowledge of the text (Coady & Nation, 1988). In second language learning area, guessing meaning form context is included in meaning-focused input strand. After successfully guessing the meaning of a word, direct learning of the same word should be followed to support the learning. b)

Deliberate Learning Using Word Cards Using word cards in vocabulary learning is included in deliberate one.

Deliberate vocabulary learning is more effective than incidental vocabulary

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learning since it is more focused and goal oriented (Nation & Meara, 2002). In order to be successful in this strategy, Nation (2001) suggests a set of learning guidelines through the use of word cards, which are: i) retrieval rather than recognition; ii) the use of appropriately sized groups of cards; iii) repetition spacing; iv) word aloud repetition; v) word processing; vi) interference avoidance; vii) serial learning effect avoidance; and viii) the use of context when needed. c)

Helping Memory Using Word Parts This strategy helps learners memorize unfamiliar words by analyzing its

parts. According to Coady and Nation (1988: 107), an unknown word can be analyzed by checking its “prefixes and stem, as a clue to its meaning”, for example, the word apposition, which comes from the words ap- (a form of ad-), pos, and -ition. The meaning of apposition can be obtained by relating “the meaning of the parts to the meaning of the whole word” (Nation & Meara, 2002: 45). This strategy requires practice and learning. However, according to Nation and Meara (2002: 45), “word part analysis is not a reliable means of guessing, but it is a very useful way of checking on the accuracy of a guess based on context clues”. d)

Dictionary Use Nation and Meara propose that there are some types of vocabulary;

monolingual, bilingual, or bilingualized. They can be used receptively (to support listening and reading) or productively (to support speaking and writing). There are some subskills in using dictionaries, as suggested by Nation and Meara. Dictionary use involves numerous subskills such as reading a phonemic transcription, interpreting grammatical information,

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generalizing from example sentences and guessing from context to help choose from alternative meanings. (p.46) 5. Corpus Yule (2010) explains corpus as a large collection of texts, spoken or written, typically stored as a database in a computer. Corpora are useful for linguist of all persuasion since they are useful resources for pursuing various researches. For example, Meyer (2004) did research in lexicography. He shows that lexicographers can effectively make dictionaries by studying word usage in very large linguistic corpora. It means that corpora help to provide the examples of usage of a word or phrase from many millions words of a text. Furthermore, McEnery and Wilson (2001: 107) say corpora that they can help to know how frequently the textbook co-occurs and how many words provided in the textbook. They also state that corpus being a source of „natural‟ data; it is useful in defining evidently which forms are most frequently used in what aspect. Corpora provides rich textual information of a lexical item. With the use of corpus, it is easy to understand variability of word usage based on textual information. To summarize, Biber, Conrad and Reppen (2002) point out four basic characteristics of corpus based approach in the study of language aspects. First, corpus based analysis is empirical. The study analyses the actual patterns of use in natural texts. The focus here is on studying the use of language characteristics by considering appropriate association patterns. Second, it utilizes a large and principled collection of natural texts known as „corpus‟ as the basis for analysis. Third, it makes extensive use of computer for analysis, using both automatic and interactive techniques. Lastly, corpus based approach depends on both qualitative

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and quantitative analytical techniques. Quantitative involves the counts of linguistics features whereas qualitative is concerned with functional interpretation of the identified quantitative patterns. The qualitative explanation helps to explore the importance of such findings for learning about patterns of language use. Thus, the definition of corpus in this research is a collection text in written form and stored in electronic form. Then, it provides frequency data which later can be analyzed. B. Theoretical Framework Nowadays, the textbook plays an important role for teachers and students in school. It seems to be a must to have a textbook as a handbook both for teachers and students. Teachers prefer to use textbook because it provides various tasks and activities. Textbook will save the teachers‟ time and energy. Teachers do not need to prepare the material and make their own exercises. However, textbook provides it. Having a textbook, students will be secure because they can study the material at home. Since the textbook is used as a handbook, it also provides some guidance related to teaching and learning process. Although the textbook has provided the guidance how to teach and how to learn, it does not mean that the teaching and learning will be success. Essentially, the success of teaching learning process does not depend on the textbook used. Teacher and students also take the role. How the teachers use the textbook, how the teachers deliver the task and activity from the textbook, how the students use the textbook are the key. In other word, how complete a textbook will not lead to the successful teaching learning without

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teachers who can use it. However, a good textbook is also needed for teachers and students. A good textbook here means that it is beneficial for users and it meets the users‟ needs. The textbook, especially English textbook has close relation with vocabulary. As we know, English is not a mother tongue in Indonesia. So that students will be difficult in learning vocabulary in English. Thus, vocabulary coverage provided in a textbook plays an important role in selecting the textbook. Richards (2001: 251) says that textbooks serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. Vocabulary takes an essential part in language learning since the meaning of language lies in the meaning of the vocabulary items as the key elements. If the contain of vocabulary is essential for users, how to assess whether a textbook provides enough vocabulary or not. We can count the number of words provided in a textbook. We have to count the words which consist of type, token and word family. Those words are used and recycled in different context. We can measure the students‟ comprehension from the number of token and type. If the number of token and type are almost the same, it means that the vocabulary items are various. However, if the number of token is far from the number of type, it means that the vocabulary items are repeated frequently. Word family is also needed in order to introduce new words and enrich the students‟ vocabulary. It helps the students to learn words in different contexts. Nevertheless, the number

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of recycling should not disrupt the students‟ comprehension because they cannot catch the meaning.

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CHAPTER III METHODOLOGY This chapter describes the methodology and procedures applied on this research. This chapter starts with the research method. Next, it describes about nature of data. After that, it directly discusses data analysis. Since this research analyzes a textbook, it does not need to provide research setting and respondents. Moreover, data source and data collection are also not needed because the data has been provided in the textbook. The last, it talks about the validation of findings. A. Research Method This research aims to look the number of words and the recycled words in the textbook using corpus based research. There are three important characteristics of corpus based research according to Conrad (1999: 3-4). First, corpus based research uses a principled collection of naturally occurring texts. Second characteristic is that corpus based research use computer to analyze. In this kind of research, it will not be feasible to analyze the corpora or many complex features without computer. However, in some cases, it needs human judgments when the features are ambiguous. Third characteristic is that corpus based research include both quantitative analyses and functional interpretation of language use (qualitative). O’Keeffe, McCharty and Carter (2007: 1) define a corpus. According to them, corpus is a text collection. It can be in a written or spoken form which is 53

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stored on a computer. Furthermore, still in line with Conrad, O’Keeffe, McCarthy and Carter (2007: 2-3) explain the different between quantitative and qualitative analyses. In quantitative analysis, they take an example in using a corpus of newspaper. It can examine how many times the words fire and blaze occur. The result will give quantitative result because it shows the numbers of occurrences. The further action can be seen from the frequency of words. This kind of research will lead to conclude that the word blaze is more frequently used in newspaper articles. On the other hand, in qualitative analysis, the researcher pays more attention at how a word or phrase is used across a corpus. Seeing the difference between quantitative and qualitative analysis, this research will use corpus based research using qualitative analysis. It is because this research will examine how words are used across a corpus in the textbook. Before knowing how many words and how many words recycling in the textbook, the researcher has to do some steps using software. The data in this research is corpus of written language, so that the text may be entered into a computer by scanning, typing, downloading from internet or using the files that already exists in electronic form. However, there is also a corpus of spoken language. It is more time consuming to be done. Since we have to record the participants’ voice and transcribe them. After that, we can enter the texts which are in the .txt format into the concordance software. Kennedy (1998) divides some types of corpora which can be used for different kinds of analysis in the research. First type is general/reference corpora. It aims to present a language or variety as a whole. It can be spoken and written

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language. Second is historical corpus. It aims to present an earlier stage of a language. Third is a regional corpus. It aims to present one regional variety of a language. Fourth is a learner corpus. It aims to present the language as produced by learners of this language. Fifth is a multilingual corpus. It aims to present several, at least two, different languages, often with the same text types. Sixth is a spoken corpus. It aims to present spoken language. This research is a corpus based research because it is used a corpus based approach in the analysis. It uses the electronic database in analyzing the data. One of the characteristics of corpus based research is the use of large and representative electronic database of spoken and written texts (Biber & Conrad, 2001). Moreover, all the methodology used in this research fulfills the characteristics of corpus based analysis as identified by Biber, Conrad and Reppen (2002). The characteristics are analyzing natural texts, utilizing large and principled collection of natural texts, use of computer for analysis technique. Moreover, Bennet (2010: 4) explains that a corpus provides answers to question “What are the most frequent words and phrases in English?” It is in line with the research question in this research. Moreover, Bennet (2010: 4) explains that a corpus provides answers to question “What are the most frequent words and phrases in English?” It is in line with the research question in this research. B. Nature of Data The data used in this research drawn from RANGE and the FREQUENCY program. RANGE is used to analyze the vocabulary coverage; while word recycling uses the FREQUENCY program. Those programs are created by Paul

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Nation. They are chosen because they are the most suitable program to support this research. Moreover, they provide a

program to identify word size and

word recycled. The data got from Junior High School textbook grade seven entitled English in Focus. In this research, the researcher does not use instrument because the data has been provided from Junior High School textbook. The textbook used in this research is curriculum 2006 or KTSP. This book was published by department national education of Indonesia. Moreover, all of public schools in Indonesia use this book for their handbook. C. Data Analysis The data were analyzed qualitatively. The qualitative analysis was mainly used in this research to answer both first and second research question which were used in counting for word size and word recycled (the frequency of occurrence). As McEnery and Wilson (2001) explain, the use of qualitative analysis is to assist the understanding of the rarity or frequency of words in current usage in English. In the analysis of word size and word recycled, a number of steps were involved. The first step was found the soft copy of Junior High School textbook. The second step was to convert the textbook from .pdf format into .txt format. Thirdly, the researcher analyzed the .txt format of textbook using concordance program. The RANGE and FREQUENCE program are downloadable from internet were used in analyzing and identifying word size and word repetition. Concerning the word size in Junior High School textbook, the researcher used the RANGE program. This was done for identifying how many words used in the textbooks. Concerning the recycled of usage in Junior High School

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textbook, the researcher indentified how many words were recycled in the textbook. To arrive at the number, the word size and recycled count were employed. Firstly, the researcher looked at the numbers of words used in the textbook. It is used to know how many words learnt by the students. Secondly, the researcher looked at the frequency of occurrences of each word in the textbook. Later, the researcher counted a total of occurrences in all words to find out what word has higher frequency use. For the purpose of easy understanding, the occurrences were computed in percentage as McEnery and Wilson (2001: 83) point out that “most people find it easier to understand and compare figures such as percentage than fraction of unusual numbers”.

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter discusses the answers to the two research questions. The result and discussion are presented as a whole. Therefore, based on the research questions, this chapter is divided into two sections: (A) vocabulary coverage of “English in Focus” and (B) word recycled in English in Focus. A. Vocabulary Coverage of English in Focus The importance of textbook is going to be the primary source for vocabulary in a teaching learning. In order to make decision in choosing the best textbook, teachers need to know the vocabulary content of their textbooks. One of the considerations is to know the vocabulary coverage. It is used to meet the students‟ vocabulary level. Thus, knowing vocabulary coverage, teachers should find the tokens, types and word family of textbook in order to identify the word in the textbook. This research also identifies the vocabulary coverage of textbook, so a program RANGE (Heatley, Nation, & Coxhead, n.d.) is used as an instrument to analyze the data. Since this research analyzes Junior High School textbook entitled English in Focus, the result is the number of tokens, types and word families of English in Focus textbook. Alberding (2006: 714) states that the simplest way for teachers to determine if a textbook‟s vocabulary level is suitable for a specific group of learners is to look at the distribution of tokens and types across the lists and words not in the lists. This research also looks at the distribution of tokens and types. In 58

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the corpus, 91.29% of the tokens are covered in the first 2,000 words (types) of English. The percentage shows that the textbook provides good opportunities for students to learn and deepen knowledge. 2,345 types and 1,153 word families are not too difficult for Junior High School students. Moreover, 1,643 types and 1,048 word families (most of them) are found in GSL_1 and GSL_2. As stated by Sánchez and Criado (2009), 2,000 most frequent types needs to be recognized by intermediate level students. Thus, this textbook is appropriate for students in Junior High School. 1. Vocabulary Coverage of the Whole Textbook The relevant research about vocabulary coverage was also done by Alberding (2006). He did research on vocabulary level of a textbook in Japanese universities. The result shows that the textbook covers appropriate vocabulary level for students. However, the textbook does not provide sufficient vocabulary items and repetition for a year-long course. Thus, it needs supplementary materials in order to improve students‟ vocabulary level. The summary data show that 82% of the corpus was covered by the first 1000 words of English and about 91% was covered by the first 2000 words. This was an appropriate result since the focus of the textbook is on developing speaking and listening skills. The analysis of the vocabulary in the textbook showed that the overall contents of the textbook reflected a difficulty level appropriate for the group of learners. The coverage by the first 2000 words of English is at 798 types within 500 word families in the first 1000 words of English. However, the textbook does not contain adequate vocabulary items for a year-long course, and does not provide enough spaced

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repetition of the word items. Thus, it needs supplementary materials in order to improve students‟ vocabulary level. Seeing the result of the relevant research above, it confirms that this research has the same field and discussion. This research also has the same goal with the previous research which is to find the vocabulary coverage of textbook. The summary results of running RANGE over the textbook corpus are shown below (Table 4.1). It was analyzed from the whole of textbook, from chapter I until chapter VIII and glossary. In this research, the corpus consisted of 23,183 tokens, or running words comprises of 2,345 types. The summary data show coverage of the corpus by the words in the three words lists and those words not in the lists. For example, the first line shows that 18,912 running words were found in the list of the first 1.000 words of English, and that these made up 81.58% of all running words in the corpus, the 1,149 types found in the list made up 49 % of all types in the corpus, and 683 word families were represented. The second line shows that the corpus covers 2,251 tokens are found in the second 1,000 words from A General Service List of English Words (GSL_2) and made up 9.71 % of all tokens in the corpus. The 493 types are found in the list and made up 21.02 % of all types in the corpus. And the representation of word families was 365. Furthermore, the third line which is academic word list shows that the corpus covers 719 tokens and made up 3.10% of all tokens in the corpus. The 137 types found in the list are made up 5.84% of all types in the corpus and 105 word families are represented.

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Table 4.1 Vocabulary Coverage of whole parts English in Focus Word Lists Tokens/% Types/% Word Family st 1 1,000 18,912/81.58 1,149/49.00 683 (GSL_1) 2nd 1,000 2,251/ 9.71 493/21.02 365 (GSL_2) Whole Parts Academic 719/ 3.10 137/ 5.84 105 (AWL) Not in the list 1,301/ 5.61 566/24.14 N/A Total 23,183 2,345 1,153 According to Alberding (2006: 714), “the simplest way for teachers to determine if a textbook‟s vocabulary level is suitable for a specific group of learners is to look at the distribution of tokens and types across the lists and words not in the lists”. In the corpus, 91.29% of the tokens are covered in the first 2,000 words of English, which is the most frequently referred as the level for the basic initial goal of second language learners (Schmitt, 2000). Thus, it can be inferred that the textbook is appropriately aimed for students in the beginning level of learning English. Furthermore, Richards (2001: 251) supports Schmitt‟s theory that textbooks serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. The finding is in line with what the government has set in Curriculum 2006. The achievement literacy level for junior high school students is functional level. It means that students are expected to be able to communicate both orally and in written form in their daily life. Moreover, English is not a compulsory subject in elementary school. As the result, English is first introduced formally in junior high schools as a compulsory subject. In the starting level of learning English, 1,642 types and 1,048 word families are not too demanding, moreover

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most of them (1,149 types and 683 word families) are found in GSL_1. It means that the contents are accessible enough to students whose vocabulary knowledge is within that range. This makes this textbook suitable for low-level students who have not had any experience of learning English. The textbook provides small learning opportunity for students to learn new vocabulary outside those in the first and second 1,000 frequent words. The learning opportunity is obtained from the Academic Word List and those words not in the list of the textbook which cover 2,020 (8.71%) tokens, 703 (29.98%) types, and 105 word families. However, this textbook can be used for improving students‟ learning opportunity as long as their teacher guides them with some exercises or activities. The textbook only provides 1,153 word families. As stated by Nation and Waring (1997: 17), a textbook with only 1,153 word families does not support the students to acquire a vocabulary size. Since the level for a very good basis for language use and for productive use in speaking and writing has at least 2,000 word families. According to Hwang and Nation (1995), if the students have vocabulary knowledge of 2,000 most frequent word families, they will recognize easily 84% of the words in various texts. Moreover, to understand in reading, the students should recognize 95% of words in the text. It means that they require vocabulary size of 3,000 word families. This textbook only covers 1,048 word families listed in the 2,000 most frequent word families. If only depending on this textbook, it will be impossible for students to recognize at least 84% of the words in authentic texts. To help

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students have good understanding of the textbook, which requires recognition of 95% of tokens in it, teachers need to pre-teach the tokens listed in the Academic Word List. It is not very demanding, considering that the tokens are comprised of 137 types and 105 word families spread throughout the parts of the textbook. The total tokens from GSL_1, GSL_2 and AWL are 94.39%. It means that the students‟ text coverage is 94.39% and it is close to the percentage of 95%. To achieve 95% of text coverage, the teacher should teach the tokens from „not in the list‟ list. However, this is not a big matter considering that the textbook is targeted for junior high school students, English learners in beginning level. In order to reach the appropriate level, the textbook needs to be supplemented by other books which help students acquire a higher level of vocabulary size. Some treatments should be done to the students such as giving some activities to introduce the vocabulary from „not in the list‟ list. The criteria of incidental learning of vocabulary is proposed by Nation and Meara (2002). This textbook does not meet the criteria of incidental learning because incidental learning requires students to know 98% tokens in the textbook (Hu & Nation, 2000). It is assumed that students only recognize tokens in GSL_1 and GSL_2. Then, this textbook does not support incidental learning as it only covers 91.29% tokens. Furthermore, Hu and Nation also explain that students need to receive large amount of input, at least one million tokens or more per year. However, the textbook only offers 23,183 tokens for a year long course. Then, students need to learn the unknown words in the textbook deliberately to increase the learning. Unfortunately, the textbook does not provide any

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vocabulary exercise for deliberate learning. Nevertheless, students can still learn the vocabulary in the textbook incidentally if they receive more input from other sources and have opportunities to learn the vocabulary deliberately. It is expected that their tokens coverage increase to 98% in order to enable incidental learning. 2. Vocabulary Coverage of Chapter I The data in table 4.2 are the results from chapter I after running RANGE of the textbook corpus. The detail vocabulary coverage of chapter I is presented in table 4.2 below.

Chapter I

Table 4.2 Vocabulary Coverage of Chapter 1 Word Lists Tokens/% Types/% 1st 1,000 1,991/84.72 295/71.60 (GSL_1) 2nd 1,000 238/10.13 57/13.83 (GSL_2) Academic 48/ 2.04 24/ 5.83 (AWL) Not in the list 73/ 3.11 36/ 8.74 Total 2,350 412

Word Family 223 47 22 N/A 292

The data from chapter I shows that most of the tokens (84.72%), types (71.60%) and word families (223) are found in GSL_1. It can be interpreted that the chapter I provide general vocabulary that students are common with. Moreover, this chapter will be easy to understand. Chapter I provides big portion to learn more vocabularies outside 1,000 most frequent English. It has 15.28% tokens, 28.4% types and 69 word families. Thus, it is expected that students have opportunity to learn those tokens, types and word families. Chapter I has good learning proficiency because the students can learn easily and common word lists and they can learn more vocabularies outside the list outside GSL_1.

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As the beginning chapter, it is a good consideration to use a lot of words from GSL_1 and GSL_2 since it covers English words for general use. It also helps students to recognize words listed in the 2,000 most frequent English words as the basis for their vocabulary knowledge. This chapter tends to be not too difficult to understand since 94.85% of the tokens are listed in GSL_1 and GSL_2. This means that it might require less effort from students to read this chapter independently (assuming that students already recognize all tokens in GSL_1 and GSL_2). It is also a good decision to include words outside those 2,000 most frequent English words. Although words from the AWL and not in the list only show a small number, it gives students opportunity to reach higher level of their current vocabulary size. 3. Vocabulary Coverage of Chapter II The data in table 4.3 are the results from chapter I after running RANGE of the textbook corpus. The detail vocabulary coverage of chapter II is presented in table 4.3 below.

Chapter II

Table 4.3 Vocabulary Coverage of Chapter II Word Lists Tokens/% Types/% Word Family st 1 1,000 1,924/82.47 350/64.81 272 (GSL_1) 2nd 1,000 245/10.50 98/18.15 88 (GSL_2) Academic 56/ 2.40 23/ 4.26 20 (AWL) Not in the list 108/ 4.63 69/12.78 N/A Total 2,333 540 380

The data analysis result of chapter II is in line with the data analysis result of chapter I and overall parts of the textbook. They show the same difficulty

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level of the tokens, types and word families. Most of the tokens, types and word families are found in GSL_1. The result of chapter II shows that there are 1,924 (82.47%) tokens, 350 (64.81%) types and 272 word families found in GSL_1. This result will help students understand the material in chapter II because the words are general use. Furthermore, some word lists in GSL_2 are also used in this chapter improve the students‟ vocabulary in order to achieve the level of 2,000 vocabulary size. However, some pre teaching activities are needed to stimulate students‟ vocabulary coverage. The activities can be done in order to learn the tokens from AWL so that their vocabulary coverage can achieve at least 95.37% (GSL_1 + GSL_2 + AWL). Thus, the students not only learn word lists from GSL_1 and GSL_2, but also they learn from GSL_1, GSL_2 and AWL. It is assumed that students already recognized all tokens in GSL_1 and GSL_2. This chapter also provides word lists to enrich students‟ vocabulary acquisition outside the 2,000 most frequent English words. They are found in AWL and word list „not in the list‟. This chapter provides 164 (7.07%) tokens, 92 (17.04%) types and 20 word families. Although the number of tokens is not really high, the students still can improve their vocabulary acquisition. 4. Vocabulary Coverage of Chapter III The data in table 4.4 are the results from chapter I after running RANGE of the textbook corpus. The detail vocabulary coverage of chapter III is presented in table 4.4 below.

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Table 4.4 Vocabulary Coverage of Chapter III Word Lists Tokens/% Types/% Word Family 1st 1,000 (GSL_1) 2,099/83.99 428/70.05 333 2nd 1,000 (GSL_2) 191/ 7.64 82/13.42 75 Chapter III Academic (AWL) 81/ 3.24 28/ 4.58 21 Not in the list 128/ 5.12 73/11.95 N/A Total 2,499 611 429

Most of tokens, types and word families are still found in GSL_1. They are 2,099 (83.99%) tokens, 428 (70.05%) types and 333 word families. It gives benefit for students because they can learn and understand the content easily. Furthermore, word list in GSL_2 also helps students enrich their vocabulary acquisition. They are 191 (7.64%) tokens, 82 (13.42%) types and 75 word families, even though GSL_2 only provides small portion of word list. Vocabulary proficiency not only found in GSL_1 and GSL_2, the students also get vocabulary proficiency in AWL and word list „not in the list‟. The number of tokens is 209 (8.36%) with 101 (16.53%) types and 21 word families. Seeing the total number of text coverage from GSL_1 and GSL_2 (91.63%), it is not difficult for students and teacher to achieve the level of 95% text coverage. To reach the level, some efforts should be done not only by students but also supported by teacher. The tokens in AWL and word list „not in the list‟ should be taught in pre teaching activity. Thus, the students‟ text coverage will increase. This chapter is still the same with the previous chapters. The gap level to achieve 95% percentage of level vocabulary proficiency is consistent. As long as teacher and students have enough effort to learn vocabulary outside most

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2,000 frequent English words, students can achieve 95% level of vocabulary coverage. 5. Vocabulary Coverage of Chapter IV The data in table 4.5 are the results from chapter I after running RANGE of the textbook corpus. The detail vocabulary coverage of chapter IV is presented in table 4.5 below. Table 4.5 Vocabulary Coverage of Chapter IV Word Lists Tokens/% Types/% Word Family st 1 1,000 2,869/79.23 531/60.27 384 (GSL_1) 2nd 1,000 435/12.01 176/19.98 150 (GSL_2) Chapter IV Academic 87/ 2.40 31/ 3.52 26 (AWL) Not in the list 230/ 6.35 143/16.23 N/A Total 3,621 881 560

Still in line with the previous chapters, most of the tokens, types and word families are found in GSL_1. The result shows consistency with the findings in the data analysis of the whole textbook corpus. It can be concluded that this chapter is accessible for students because most of the words are common for students. This is in line with Schmitt (2006) says that the first 2,000 English words is considered as the level for the basic initial goal of second language learners. The data analysis result shows that the tokens in GSL_1 and GSL_2 are 91.24% with 80.25% types and 384 word families. This chapter also allows students to learn more vocabularies outside the 2,000 most frequent English words. It provides 8.75% tokens, 19.75 % types and 26 word families found in

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AWL and word list „not in the list‟. Those words will enrich students‟ vocabulary, enlarge students‟ vocabulary size and help students to recognize other words. With the percentage of 91.24% tokens found in GSL_1 and GSL_2, it is not demanding for students to achieve the appropriate level of 95%. However, it is assumed that students have recognized all tokens in GSL_1 and GSL_2. To improve their level of vocabulary coverage, students can learn word list from small number of AWL and „not in the list‟. 6. Vocabulary Coverage of Chapter V The data in table 4.6 are the results from chapter I after running RANGE of the textbook corpus. The detail vocabulary coverage of chapter V is presented in table 4.6 below.

Chapter V

Table 4.6 Vocabulary Coverage of Chapter V Word Lists Tokens/% Types/% st 1 1,000 2,081/84.97 357/67.49 (GSL_1) 2nd 1,000 208/ 8.49 87/16.45 (GSL_2) Academic 68/ 2.78 23/ 4.35 (AWL) Not in the list 92/ 3.76 62/11.72 Total 2,449 529

Word Family 269 79 19 N/A 367

Most of the tokens (84.97%), types (67.49%) and word families 269 in chapter V are listed in 1,000 most frequent English words. This result has consistency with the previous chapters. With most of tokens, types and word families found in GSL_1, it means that this chapter is accessible for students. The second most tokens (8.49%), types (16.45%) and word families (79) are found in GSL_2. It can be said that this chapter focuses on general use of word lists

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(GSL_1 and GSL_2). Furthermore, the tokens of GSL_1 and GSL_2 are 93.46% and it is close to the appropriate level of 95% vocabulary coverage. It is not bad result because the gap is only 1.54% to achieve the level of 95%. It does not need hard effort to achieve it, only small number of AWL is learned to improve the vocabulary knowledge (assuming that students already recognize all tokens in GSL_1 and GSL_2). However, the whole AWL and word list „not in the list‟ can also be learned to enrich students‟ vocabulary knowledge. The coverage is 160 tokens, 85 types and 19 word families. To recognize those words may be not too difficult if the teacher introduces them gradually in pre teaching activity. 7. Vocabulary Coverage of Chapter VI The data in table 4.7 are the results from chapter I after running RANGE of the textbook corpus. The detail vocabulary coverage of chapter VI is presented in table 4.7 below. Table 4.7 Vocabulary Coverage of Chapter VI Word Lists Tokens/% Types/% st 1 1,000 2,230/81.18 442/63.60 (GSL_1) nd 2 1,000 264/ 9.61 121/17.41 Chapter VI (GSL_2) Academic 104/ 3.79 34/ 4.89 (AWL) Not in the list 149/ 5.42 98/14.10 Total 2,747 695

Word Family 324 107 29 N/A 460

The summary data analysis of chapter VI shows consistency that most of the tokens (81.18%), types (63.60%) and word families (324) are found in GSL_1. It means that chapter VI tends to be easy to understand. Furthermore, the second

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most frequent words are found in GSL_2 with coverage of 9.61% tokens, 17.41% types and 107 word families. From the finding and the comparison between GSL_1 (2,230 tokens) and GSL_2 (264 tokens), it means that the author focuses on general use of 1,000 most frequent English words. This level allows low students to learn and understand this chapter easily. This chapter provides learning opportunity for students to learn more vocabulary outside 2,000 most frequent English words. Those words found in AWL and word list „not in the list‟. They are 253 (9.21%) tokens, 132 (18.99%) types and 29 word families. To reach the percentage of 95% for unassisted reading, students need big effort. All tokens in AWL and small number word list in „not in the list‟ must be taught in pre teaching activity. It is assumed that students already recognize all tokens in GSL_1 and GSL_2. 8. Vocabulary Coverage of Chapter VII The data in table 4.8 are the results from chapter I after running RANGE of the textbook corpus. The detail vocabulary coverage of chapter VII is presented in table 4.8 below. Table 4.8 Vocabulary Coverage of Chapter VII Word Lists Tokens/% Types/% st 1 1,000 1,981/77.38 454/62.02 (GSL_1) 2nd 1,000 275/10.74 122/16.67 (GSL_2) Chapter VII Academic 134/ 5.23 53/ 7.24 (AWL) Not in the list 170/ 6.64 103/14.07 Total 2,560 732

Word Family 345 108 40 N/A 493

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The data analysis result of chapter VII shown in the table indicates that the difficulty level of the tokens, types, and word families is consistent with those in the overall parts of the textbook. Most of the tokens (77.38%), types (62.02%), and word families (345) are found in GSL_1. It is added with some tokens, types, and word families from GSL_2 to enrich their vocabulary. To read this chapter unassistedly, pre-teaching some tokens in AWL and word list „not in the list‟ are required to increase students‟ text coverage from 88.12% to 95% (assuming that students already recognize all tokens in GSL_1 and GSL_2). There are 304 tokens, 156 types, and 40 word families from the Academic Word List and not in the list (outside the three lists). It is a big opportunity for students to enrich their vocabulary coverage from outside 2,000 most frequent English words. It is in line with Krashen (1985), in order for acquisition to occur, students need input which is one level higher above their existing knowledge. 9. Vocabulary Coverage of Chapter VIII The data in table 4.9 are the results from chapter I after running RANGE of the textbook corpus. Table 4.9 Vocabulary Coverage of Chapter VIII Word Lists Tokens/% Types/% 1st 1,000 3,729/81.47 574/57.98 (GSL_1) 2nd 1,000 381/8.33 208/18.29 (GSL_2) Chapter VIII Academic 136/ 2.97 52/ 5.25 (AWL) Not in the list 331/ 7.23 183/18.48 Total 4,577 990

Word Family 422 157 44 N/A 623

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The vocabulary coverage found in chapter VIII is the highest than the previous chapters. However, it is consistent with the vocabulary coverage of the whole part of the textbooks. GSL_1 dominates with 3,729 (81.47%) tokens, 574 (57.98%) types and 422 word families. The second domination found in GSL_2 with vocabulary coverage 383 (7.45%) tokens, 183 (17.31%) types and 158 word families. Those words in GSL_2 still give a lot of benefits for students in developing their vocabulary coverage. This chapter also provides high learning opportunity outside GSL_1 and GSL_2 word lists. The learning opportunity is obtained from words in the Academic Word List and not included in the three lists. It has 10.2% of the total tokens, 23.73% of the total types, and 44 word families. To reach the level of 95% vocabulary coverage, the students must be taught words list in AWL and word list „not in the list‟. Since all tokens in GSL_1 and GSL_2 are not enough, it is only 89.8%. 10. Vocabulary Coverage of Glossarium The data in table 4.10 are the results from glossary after running RANGE of the textbook corpus. Table 4.10 Vocabulary Coverage of Glossarium Word Lists Tokens/% Types/% 1st 1,000 8/17.02 8/17.02 (GSL_1) 2nd 1,000 14/29.79 14/29.79 (GSL_2) Glossarium Academic 5/10.64 5/10.64 (AWL) Not in the list 20/42.55 20/42.55 Total 47 47

Word Family 7 14 5 N/A 26

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The finding shows that the dominant token found outside GSL_1, GSL_2 and AWL. But it is not negative result and not surprising because glossary will help students to understand the text. It is natural if the author only provides some word lists from GSL_1 and GSL_2 because those are commonly used. The more tokens provided in glossary will guide students in following the content of textbook. The data analysis result in each chapter shows that all of the chapters have not reached the appropriate level vocabulary coverage of 95%. The detailed percentage is shown in table 4.11 as follows. Table 4.11 Vocabulary Coverage each Chapter Level of voc. Part Tokens/% coverage Chapter I

2,229/94.85

Chapter II

2,165/92.97

Chapter III

2,290/91.65

Chapter IV

3,304/91.24

Chapter V

2,289/93.46

Chapter VI

2,494/90.79

Chapter VII

2,256/88.12

Chapter VIII

4,110/89.8

8 7

The highest vocabulary coverage is found in chapter I (92.65%). The appropriate level of 95% is not achieved in chapter I. Since the Junior High School students are not in the beginning learning English, it is suitable for them to learn more tokens outside GSL_1 and GSL_2. Chapter VII has the smallest result of

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vocabulary coverage which is 86.98%. Big effort is needed to reach the level of 95% vocabulary coverage. The tokens from AWL and word lists outside GSL_1, GSL_2 and AWL must be taught in pre teaching activity. On other words, it can be concluded that all of the chapters need pre teaching of tokens in AWL and word list „not in the list‟ in order to achieve the appropriate level of 95%. The second domination of vocabulary coverage is found in chapter V (93.22%). It comes from GSL_1 and GSL_2, the most 2,000 frequent English words. It means that chapter V is the easiest of all chapters for students since 93.22% of tokens found in most 2,000 frequent English words. It does not require big effort in order to achieve the appropriate level of 95%. The result shows that the percentage of tokens from chapter I until chapter VIII goes down, except in chapter V. Chapter V has the highest percentage of all chapters. Nonetheless, the overall result shows that the level of difficulty is improved from one chapter to another. This textbook also provides learning opportunity outside GSL_1 and GSL_2 which is found in AWL and word list „not in the list‟. However, the level of learning opportunity in each chapter is different. The detailed information is shown in table 4.12 as follows. Table 4.12 Learning Opportunity each Chapter Tokens in Level of AWL and learning Part ‘not in the opportunity list’/% 7 Chapter I 121/5.15 Chapter II

164/7.03

Chapter III

209/8.36

Chapter IV

317/8.75

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Chapter V

160/6.54

Chapter VI

253/9.21

Chapter VII

304/11.87

Chapter VIII

467/10.2

1 2

Chapter VII (13.01%) has the biggest learning opportunity of all the chapters. It means that this textbook provides big learning opportunity outside the most 2,000 frequent English words. It is good consideration since students is not in the beginning learning and those words will enrich students. Furthermore, those words can help students in recognizing word in the text. On the other hand, the smallest learning opportunity is found in chapter V (6.54%). Most of tokens used in chapter V found in GSL_1 and GSL_2. Thus, it is not demanding for students and they only get small learning opportunity. The level of learning opportunity each chapter is not improved from chapter I into chapter VIII, but it is also not decreased from chapter I into chapter VIII. The detail number of learning opportunity each chapter is explained in table 4.12. Ideally, the percentage of tokens, types and word family in GSL_1 is bigger than in GSL_2 and the percentage of GSL_2 should be bigger than AWL. Thus, students can follow the content easily and learning objective can be achieved. Fortunately, it is in line with the result of this textbook. All of the chapters show that the percentage of tokens, types and word families in GSL 1 is bigger than GSL_2. And the percentage of GSL_2 is bigger that AWL (GSL_1>GSL_2> AWL). The detailed percentage is explained in table 4.2 until 4.9 in the previous pages.

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B. word Recycling in English in Focus This research discusses how many times a word occurs in a textbook. Moreover, it also explains about the context which is repeated. They are called frequency or frequency count. Frequency is used to measure vocabulary learning. It is to make sure that the learners are familiar with those words if the words are frequently used in textbook. However, Nation and Wang (1999) explain that there is no exact number of frequencies that give big impact in achieving vocabulary learning. The relevant research is conducted by Matsuoka and Hirsh (2010) on analysis of an ELT textbook. The result shows that the textbook provides minimal opportunities for students to develop vocabulary knowledge beyond frequency and academic words. Thus, supplement with an extensive reading program and other programs with rich input to promote vocabulary development are needed. In Matsuoka and Hirsh‟s research, the vocabulary learning opportunities provided in the text were investigated in two ways: (1) examining how often words were repeated in the text, and (2) conducting a case study of six randomly selected second 1,000 words that occurred at least 5 times in the text. The lower frequency unlisted words list that occurred at least 5, 7, and 10 times in the text were counted to see if there were any opportunities in the text for deepening the knowledge for learning academic words for learning other words appearing in the text. There are 603 word families found in second 1,000 word families which appeared in the text. They obtained 187 (or 31%) occurred at least 5 times, 128 (21.2%) at least 7 times, and 73 (12.1%) at least 10 times. In contrast, 201

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(33.3%) words from the second 1,000 word list occurred only once. One-third (33.3%) of the second 1,000 words in the text occur only once and thus offer poor opportunities for deepening word knowledge. However, significant numbers of words occur at least 5 times (e.g., excuse, informal, argue). They appear to good opportunities in this text for a deepening of knowledge of words from the second 1,000 word list based on frequency of occurrence. There are 271 academic word families from the AWL occur in the text. 42.8% of these occurred only once (e.g., flexible, reluctance, accumulate) while 16.2% occurred 5 times or more (e.g., partner, similar, comment). It reflects the incremental nature of vocabulary acquisition, the amount of exposure to many of the academic words in the text may be too small for incidental learning to occur due to the abstract nature of many academic words. In order these words to be acquired, direct pre-teaching is suggested. 1. Vocabulary Recycling in the Textbook The data shown below are the result after analyzing using RANGE over the all parts of the textbook corpus. It includes chapter I until chapter VIII and Glossary. Based on the data analysis, the frequency (1st until 20th rank) of the textbook is as follows. Table 4.13 The 20 Most Frequent Word Types in English in Focus Rank Frequency Percentage (%) Word Type All Parts THE 1 1,212 5.23 YOU TO A

2 3 4

733 677 672

3.16 2.92 2.90

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IS IN I AND DO ARE YOUR OF PRACTICE IT WHAT NOT THIS AM SHE FOR

5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

666 484 429 344 326 312 310 307 264 248 247 204 163 162 148 144

2.87 2.09 1.85 1.48 1.41 1.35 1.34 1.32 1.14 1.07 1.07 0.88 0.70 0.70 0.64 0.62

The finding of this research shows that most of them are functional words. As stated by Thomas, Pfister, and Peterson (2004), high frequency words include functional/structural words. Functional words determine the meaning of a phrase or a chunk. Although functional words do not carry information, they contribute to meaning in some ways. Moreover, they are important for understanding because they define the relationship between two words. It might lead to the misconception if someone does not really know the different meaning and use. Mastering functional words, students can understand the word use in a sentence. From the data analysis result above, the most frequent type occurred in the textbook is the. It covers 5.23% of the total types. According to Nation and Waring (1997: 8-9), the word the has important value in English since it is useful and commonly used. At daily used, the word the occurs so frequent about 7

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percent of the words on a page in written English and the same proportion of the words in a conversation are repetitions of the word the. It can be concluded that the word the in this textbook is important and useful because the occurs frequently in the text. Although the result of this data analysis is not exactly the same with 7%, the word the covers the highest proportion of the types in „English in Focus‟. Coady and Nation (1988) say that ten times repeated in minimum would be enough to have an effect on students‟ vocabulary acquisition. Seeing the word the has the highest frequency in this textbook, do the students understand the usage of „the’ in a sentence? Do the students will not find difficulty using „the’? 1,212 times of occurrences should bring positive effect for students although there is no exact number of frequencies which contributes vocabulary acquisition. The result is in line with what Thomas, Pfister and Peterson (2004) say that high frequency words include functional/structural words. High frequency words commonly do not contain conceptual validity for an individual word or for the text where the word occurs. This phenomenon also finds in this research, most of the 20 frequent word types are functional words. The 16 word types are functional words and the rests are content words (what, do, practice, not). The functional words do not have any validity concept. They are only indicative of English language structures. There are four content words in the 20 most frequent word types; they are what, do, practice and not. In this textbook, what is used for two purposes. First, it is used as a question word and the second is used in noun clause. The question patterns using what are recycled 247 times from throughout the textbook. The

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result should contribute more in students‟ vocabulary acquisition. The example of question patterns using what are: a. What + auxiliary + …? For example: What is your name? (chapter I), What do you say to apologize? (chapter II), What will you do with all those documents? (chapter III) b. What about this attitude to his parents and teacher? (chapter III) c. What kind of restaurant you think it is? (chapter III) d. What items do you usually buy? (chapter IV) e. What color are you looking for? (chapter IV) f. What time is it? (chapter IV) The second purpose of what is used in noun clause. The pattern is: main clause + what + S + … For example: I asked you what time it is. (chapter IV), I do not know what to wear this day. (chapter V), I know what you mean. (chapter V) The dos found in the textbook are 326. 57 of them are content words and all of them are verbs. Fifteen of them are lexical chunks. The lexical chunks are common and frequently found when someone talks about physical condition. Most of the lexical chunks are found in chapter I, it is not surprising because the topic is greeting and expressing one‟s condition. For example is how do you do? It gives benefit for students if there are some lexical chunks in the textbook. It gives opportunity for students to enrich vocabulary not as word by word, but as chunk. Some function to ask about job or occupation, like What does she/he do? and What do they do? and the rest function to ask or give opinion, like For that, you should do... and What should we do...?

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This textbook provides big opportunity for students to learn lexical chunk. According to Schmitt (2000: 400) if once someone knows chunk, it can be analyzed and segmented into its constituent words. It can occur when variability is noticed in a lexical chunk. It impacts students‟ vocabulary and grammar acquisition. Since lexical chunk can be analyzed into separate words, it is usually remember in a unity because of its utility. The segmentation which involves syntax can contribute students‟ grammar acquisition. This textbook provides numbers of lexical chunks which help students to understand and speak in appropriate chunks in order to have daily communication and to be understood in speech. The word practice in this textbook is recycled 264 times. The word practice occurs in this textbook as a noun and verb. The word practice is used to give the title in each exercise. For example: Practice! Compose your own procedural text. The last one is the word not. It includes content word because words that negate include content word. It is recycled 204 times in this textbook. It is used to prohibit and answer a question. For example: Do not bring pets! (chapter 8), No, I would not. (chapter 4) The total word types in the textbook, which reach 2,345 numbers, 922 of them are in hapax legomena (size of types only occurring once). The number is almost a half of the total word types, or approximately 39.31%. Regardless of how it affects students language acquisition, the high percentage of hapax legomena

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makes the textbook rich in vocabulary and it offers opportunitties for word learning (Thomas, Pfister, and Peterson, 2004). From the list of word types which are listed neither in GSL_1, GSL_2, and AWL, it can be seen that most of the word types are content words, which have greater informational value than functional words do. Most of them are repeated in a very limited frequency, mostly once. Some of the word types are classroom, yellowish, vowel, and term. However, the „hapax legomena‟ of word types outside GSL_1, GSL_2, and AWL indicates that it contributes to vocabulary richness of the textbook. In contrast, being seen from the point of view of word family, the textbook uses 1,153 word families, a small range which is still far from 2,000, the level for a very good basis for language use and for productive use in speaking and writing (Nation & Waring, 1997) and helping learners recognize 84% of the words (tokens) in various authentic texts (Hwang & Nation, 1995). Moreover, it needs a minimum vocabulary size of 3,000 word families to recognize 95% of words (tokens) in the textbook Laufer (1992). Unfortunately, the textbook does not provide learning opportunities of minimum 2,000 word families. Although this textbook only has limited word family, it is normal for junior high students since 2,000 word families is for reading general text. And English textbook is only one of reading texts for them. Moreover, as they are in the first grade of Junior High School (beginning level leaning English), they will face learning burden in English.

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Related to word family, the following table presents the distribution of word family whole textbook. It is used to investigate students‟ opportunity in deepening knowledge of words which occur less than five times and in learning new words which occur five or more than five times and for learning new word occurring ten or more than ten times (Coady & Nation, 1988). The categories are only once, 2-4 times, 5-9 times, and 10 times or more. Table 4.14 Recycling of Word Families in English in Focus Occurences Word Family Percentage (%) Only Once 468 40.59 2-4 times 320 27.76 5-9 times 115 9.97 10 times or more 250 21.68 Total 1,153 100.00

The table above shows the repetition of word family of the whole textbook English in Focus. It shows that 68.35% of the total number of word family in the textbook occurs four times or less. The examples of words occur four times or less are trip, spade, solid, silk. Since the occurrences of words are only four times or less than four times, it provides small opportunities to students for deepening those word knowledge. According to Bauer and Nation (1993) the word family takes an important aspect in learning vocabulary because once the stem is known, it will make less effort to recognize other words as long as in the same word family. Unfortunately, the number of word families which occur more than five times is only 31.65% (e.g. tell, teach, talk). Although the number is not big, it is expected that it offers good opportunities to students for deepening word knowledge of words occurring more than five times.

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2. Vocabulary Recycling in Chapter I Over the textbook corpus in chapter I, the detailed recycled of word families are presented in table 4.15 as follows. Table 4.15 Recycling of Word Families in Chapter I Occurences Word Family Percentage (%) Only Once 161 55.14 2-4 times 52 17.81 5-9 times 55 18.84 10 times or more 24 8.21 Total 292 100.00

The result in chapter I is in line with the result of the whole textbook. The occurrence number of less than four times is bigger than the occurrence number of more than five times. In chapter I, the result shows that 72.95% (e.g. accompany, consult, site) of word family in chapter I occurs once or less than four times. However, the occurrence number of word family more than five times is only 27.05% (e.g. answer, complete, follow). The most frequent word family is I. It covers the types I, my, me, and myself since this chapter deals with self introduction. They are used in various sentences, such as I am good, My name is, and Let me introduce myself. The various types under the word family I gives students more opportunities to learn the different forms of I, my, me and myself. It is very unfortunate that the word families in this chapter are recycled in a very few occurrences. Thus, it provides limited opportunities for deepening knowledge of those word families.

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3. Vocabulary Recycling in Chapter II Over the chapter II of textbook corpus, the recycled of word family is shown in table 4.16. Surprisingly, the result gets consistency with the previous results. Table 4.16 Recycling of Word Families in Chapter II Occurences Word Family Percentage (%) Only Once 215 56.58 2-4 times 87 22.89 5-9 times 50 13.16 10 times or more 28 7.37 Total 380 100.00

The result in chapter II shows that the occurrence number of only once or less than four times is bigger than the occurrence number of more than five times. It means that the learning opportunity for knowing the words is bigger than for deepening the words in the textbook. 79.47% (e.g. challenge, function, accompany) of all word families in chapter II repetition only once or less than four. Whereas, more than five repetitions has 20.53% of all word families in chapter II (e.g. read, pay, mention, listen). 4. Vocabulary Recycling in Chapter III The following table is the detailed result of word families‟ recycled in chapter III. Table 4.17 Recycling of Word Families in Chapter III Occurences Word Family Percentage (%) Only Once 185 43.13 2-4 times 115 26.81 5-9 times 83 19.34 10 times or more 46 10.72 Total 429 100.00

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The result shows that only one recycled is the highest number of all. It is rather disappointing because the highest number of word families is only recycled once. It means that the level of students‟ opportunity in deepening word knowledge is limit. In order for students to acquire those word families, additional activities or materials should be given to recycle them. Some of the word families are affirmative and advantage. Word families which are recycled at least ten times throughout the chapter only cover 10.72% of the total word families. Thus, it offers good opportunities for deepening knowledge of those word families, which later contributes to the vocabulary acquisition in terms of the quality. The most frequent word family occurring in chapter III is be. The word types under be which are found in chapter III are be, am, are, was, and is. It is mostly used in learning Present Continuous. For example I am reading newspaper. Are you watching video? 5. Vocabulary Recycling in Chapter IV The recycling of word family in chapter IV is shown in table 4.18 as follows. Table 4.18 Recycling of Word Families in Chapter IV Occurences Word Family Percentage (%) Only Once 150 26.79 2-4 times 201 35.89 5-9 times 114 20.36 10 times or more 95 16.96 Total 560 100.00

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The result shows that 201 (35.14%) word families occur two until four times and it is the highest number of all. It means that this textbook not only asks students to know words but also to have the higher level than knowing words. The highest frequency covers 16.96% of all word families in chapter IV. It indicates that students only have limit deepening their word knowledge. It is not ideal for Junior High School students who have learned a lot of words. 6. Vocabulary Recycling in Chapter V Table 4.19 explains the result in recycling of word families in chapter V. The result is still in line with the previous results. Table 4.19 Recycling of Word Families in Chapter V Occurences Word Family Percentage (%) Only Once 95 25.89 2-4 times 124 33.79 5-9 times 92 25.07 10 times or more 56 15.25 Total 367 100.00

The result shows that 40.32% of all word families in chapter V occur more than five times. It is not far from half of word families in chapter V. Although the number is not significant, it is expected to give positive impact for students in deepening their word knowledge. Nevertheless, the highest occurrence number is still only once and less than four times. The result covers 59.68% of all word families in chapter V. 7. Vocabulary Recycling in Chapter VI The detailed result in recycled of word families in chapter VI is shown in table 4.20 as follows.

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Table 4.20 Recycling of Word Families in Chapter VI Occurences Word Family Percentage (%) Only Once 190 41.31 2-4 times 95 20.66 5-9 times 120 26.08 10 times or more 55 11.95 Total 460 100.00

The result still has consistency with others. The highest frequency covers 41.31% of all word families in chapter VI. Then, the occurrence number more than five times covers 38.03%. Chapter VI gives limited learning opportunity in deepening word knowledge. However, it gives more opportunities to know words. Although the occurrence number of more than five times is not high, if the students use this textbook effectively, they can deepen their word families. 8. Vocabulary Recycling in Chapter VII The table 4.21 covers the result of word families‟ recycled in chapter VII. Table 4.21 Recycling of Word Families in Chapter VII Occurences Word Family Percentage (%) Only Once 114 23.13 2-4 times 185 37.53 5-9 times 64 12.98 10 times or more 130 26.36 Total 493 100.00

The result shows that 60.66% of word families in chapter VII occur only once and less than four times. It means that it gives big learning opportunity for students to know words. On the other hand, it gives limit opportunity to deepen students‟ word knowledge. It is only 39.34% of word families in chapter VII which give learning opportunity to deepen students‟ word knowledge. Although it is not a big

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result, students should be aware of those words so students will get value for their vocabulary acquisition. 9. Vocabulary Recycling in Chapter VIII The following table shows the result of word families‟ recycled in chapter VIII. The detailed information will be discussed as follows. Table 4.22 Recycling of Word Families in Chapter VIII Occurences Word Family Percentage (%) Only Once 135 21.67 2-4 times 114 18.30 5-9 times 180 28.90 10 times or more 194 31.13 Total 623 100.00

The result shows that 39.97% of word families in chapter VIII occurs only once or less than four. While 60.03% of word families in chapter VIII occurs more than five times. This is a big percentage to be a limited opportunity for students to deepen knowledge of those word families. Some of them include announcer, appetizer, both, and envy. To enable students to have a bigger opportunity to learn and acquire those word families, additional materials and activity might be needed to cover the word families. 10. Vocabulary Recycling in Glosarium The following table is the result on repetition of word family in Glossary. It can be seen that the result is different from the others. It is only found only once occurrence in the glossary and the other are zero. It covers 100% only once occurrences.

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Table 4.23 Recycling of Word Families in Glosarium Occurences Word Family Percentage (%) Only Once 26 100.00 2-4 times 0 0 5-9 times 0 0 10 times or more 0 0 Total 26 100.00

However, it is not a negative result. It is because in the glossary, it only provides some words which help students to know the meaning. Thus, it is proper to provide only once occurrence. Nevertheless, those words already occur in chapter I until chapter VIII. In the textbook, glosarium provides explanation or clarification of some concepts which are used in the textbook to help students understand them. Noun and verb are the other frequently used word families in glosarium. Both word families are frequently used in glosarium to explain that the concept being explained or clarified belongs to noun or verb word class. In other words, most of the concepts clarified in glosarium are nouns and verbs. In contrast, a lot of word families with high percentage in glosarium are only repeated once. The number of recycling provides limited opportunities for students to deepen knowledge of those word families. However, this glosarium part does not contain new material presentation. It presents clarification, description, or explanation of some concepts used in previous chapters and sometimes the concepts do not relate each other. Thus, there is no need to recycle the word families. So it is acceptable that most word families in this part are not recycled accordingly.

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The result of second problem formulation shows that only chapter VIII has the highest occurrence numbers in more than five times. The author may have a consideration that students should learn words as much as possible from chapter IVII. Then, in chapter VIII students should deepen their word knowledge. However, from overall result of the whole textbook, this textbook provides less learning opportunity to deepen word knowledge. The result shows that this textbook provides many words to be known and recognized. However, according to (Lightbown & Spada, 1999; Spada & Lightbown, 1993), acquisition and high frequency do not relate each other. Their study has shown that regardless of the input, higher level question forms are acquired when learners are developmentally ready, when they reach the correct level and have “processing space” for the forms. However, the existence of developmental sequences does not necessarily rule out a role for frequency. It means that although the textbook offers a lot of frequency in each word, it does not mean that the students‟ acquisition will be high. It depends on students‟ level of development. Most of the parts contain word family with less than ten-time occurrences. The part containing the most word family with less than ten-time occurrences is glosarium. To help students acquire the word family more easily, additional materials and activities should be prepared to provide chances for the word families to be recycled. However, teachers should be selective in choosing which word families need to be recycled by considering learners‟ need and background knowledge.

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Although this research has some referring research and some theories in guiding to discuss, this research has some limitations. One of them are it only can be applied in one English textbook. Moreover, not all of junior high schools in Indonesia use this textbook since government publishes three kinds of junior high school English textbook. As a conclusion, the vocabulary coverage of English in Focus is appropriate for Junior High School students because it has accessible vocabulary choice. Moreover, the word family is repeated at least ten times and the tokens are spreaded throughout the textbook. The number of type (2,345) is also appropriate for intermediate students who are in Junior High School. A lot of chunks are also provided to learn words in context.

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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and suggestions. In the first part, the researcher concludes the summary of the study. The summary of the study is drawn based on the previous chapters. Meanwhile, in the second part discusses the suggestions for the learning model users and for the further researchers. A. Conclusions This study was conducted to answer the two research questions: (a) the vocabulary coverage of Junior High School textbook and (b) the words recycling in Junior High School textbook. To answer the first and second research question, the researcher conducted corpus based analysis. It used Junior High School textbook grade VII curriculum 2006 written by Artono Wardiman, Masduki B. Jahur and M. Sukirman Djusma. The researcher gathered the data used RANGE and FREQUENCY programs. Those programs created by Paul Nation. The RANGE program was used to answer first research question and the FREQUENCY program was used to answer second research question. Based on the gathered data, the researcher found that all of the chapters have not reached the appropriate level vocabulary coverage of 95%. Chapter I has the highest level of vocabulary coverage which covers 94.85%. It means that chapter I is the easiest of all chapters for students because 94.85% of tokens found 94

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in most 2,000 frequent English words. On the other hand, glossarium has the smallest result of vocabulary coverage which covers 46.81%. It needs big efforts to reach the level of 95% vocabulary coverage. Overall, it can be concluded that all of the chapters need pre-teaching of tokens in AWL and word lists outside GSL_1 and GSL_2. It is done in order to achieve the appropriate level of 95% word coverage. To make the analysis valid, the researcher also referred to the theory of vocabulary coverage proposed by Nation and Waring (1997) and Hwang and Nation (1995). To answer the second research question, the researcher used FREQUENCY programs to analyze corpus in the textbook. The result shows that only chapter VIII has the highest occurrence numbers in more than ten times. Other chapters show that they have bigger occurrence numbers in less than nine times rather more than ten times. From overall result of the whole textbook, the textbook provides less learning opportunity to deepen word knowledge. The researcher referred to Coady and Nation (1988) to make the analysis valid. Although the finding shows that all of the chapters have not achieved the appropriate level of vocabulary coverage 95%, this textbook is still suitable for JHS students. Since this textbook provides 2,345 word types which are appropriate for intermediate level students in learning English (Sanchez, 2009). Moreover, as stated in JHS curriculum in 2006, the goal of teaching English for JHS students is to achieve functional literacy level. It means that students are expected to be able to use English in their daily life such as reading news paper, direction, etc.

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B. Recommendations In line with the findings presented and discussed in chapter four, the researcher in this section provides some recommendations to authors and teachers. Also the researcher provides recommendations to future researchers who are interested in doing the same study or improve the current study. First, the author should know the learners’ need before making textbook. Related with English textbook, it is better to do research to know in what level students are. Since textbook must meet the students’ needs and must be appropriate with their level. The second recommendation is for teachers. Although the government has provided English textbook for schools, an English teacher should have some considerations whether the textbook is good for his/her students or not. Good textbook here means that the textbook’s content is suitable for students, not difficult for them but also not too easy. The teacher still can use the textbook from government, however it is better to have complementary textbook which is suitable for students. Moreover, teachers should give more activities to students in order to improve their vocabulary. Then, the activities should be packaged interestingly so that students can remember the words easily. The last recommendation is for future researchers. This research concentrated on analyzing vocabulary coverage and word repetition. However, the limitation of time and scope as well as energy led the researcher to have this research only in one Junior High School textbook. Besides, the researcher

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acknowledges that there must be some weak parts in the research which give rise to less than perfect results. In addressing this, future research can be intended to make generalization to the population that involves greater numbers of textbooks.

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REFERENCES

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Gass, S.M. & M. Selinker. 2001. Second Language Acquisition: An Introductory Course. Mahwah: Lawrence Erlbaum Associates, Inc. Goulden, R., Nation, P. & Read, R. 1990. How Large Can a Receptive Vocabulary be? Applied Linguistics, 11: 341-363. Graves, K. 2000. Designing Language Course: A Guide for Teachers. Boston: Heinle & Heinle Publisher. Halliwell, S. 2006. Teaching English in the Primary Classroom. Harlow: Pearson Education Limited. Hazenberg, S., & Hulstijn, J.H. 1996. Defining a Minimal Receptive Second Language Vocabulary for Non-native University Students: An Empirical investigation. Applied Linguistics, 17: 145-163. Heatley, A., Nation, P., and Coxhead, A. (n.d.). FREQUENCY (Version 1.40) [Computer Software]. Wellington, N.Z.: School of Linguistics and Applied Language Studies, Victoria University. Heatley, A., Nation, P., and Coxhead, A. (n.d.). RANGE (Version 1.32) [Computer Software]. Wellington, N.Z.: School of Linguistics and Applied Language Studies, Victoria University. Henriksen, B. 1999. Three Dimension of Vocabulary Development. Studies in Second Language Acquisition, 21: 303-317. Hu, M. & Nation, I.S.P. 2000. Vocabulary Density and Reading Comprehension. Reading in a Foreign Language, 13 (1), 403-430. Huckin, T. & J. Coady. 1999. Incidental Vocabulary Acquisition in a Second Language. Studies in Second Language Acquisition 21: 181-193. Hulstijn, J.H. 1997. Mnemonic Methods in Foreign Language Vocabulary Learning: Theoretical Considerations and Pedagogical Implications. Jordan, R.R. 1997. English for Academic Purposes: A Guide and Resource Book for Teachers. Cambridge: Cambridge University Press. Kennedy, G. 1998. An Introduction to Corpus Linguistics, London and New York: Longman. Laufer, B. 1992. Reading in a foreign language: How does L2 lexical knowledge interact with the reader's general academic ability? Journal of Research in Reading, 15, 95–103.

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Laufer, B. 1997. What‟s in a Word that Makes it Hard or Easy: Some Intralexical Factors that Affect the Learning of Words. In N. Schmitt and McCarthy (Eds.), Vocabulary, Description, Acquisition, and Pedagogy. Cambridge: Cambridge University Press. Laufer, B. & J. Hulstijn. 2001. Incidental Vocabulary Acquisition in a Second Language: The Construct of a Task-Induced Involvement. Applied Linguistics 22: 1-26. Laufer, B. & T.S. Paribakht. 1998. The Relationship between Passive and Active Vocabularies: Effects on Language Learning Context. Language Learning 48: 365-391. Leki, I., & Carson, J. G. 1994. Students‟ perceptions of EAP writing instruction research. International Review of Applied Linguistics, 24: 69-75. Masuhara, Hitomi. 1998. „What the Teachers Really Want from Course books?‟ Material development in language teaching. Cambridge: CPU. McEnery, T. & Wilson, A. 2001. Corpus Linguistic: An Introduction. Edinburgh: Edinburgh University Press. Melka, F. 1997. Receptive vs. productive aspects of vocabulary. In N. Schmitt & M. McCarthy (Eds.), Vocabulary, Description, Acquisition and Pedagogy. Cambridge: Cambridge University Press. Meyer, F. C. 2004. English Corpus Linguistics: An Introduction. Cambridge: Cambridge University Press. Nagy, W. 1997. On the role of context in first- and second- language vocabulary learning. In N. Schmitt & M. McCharty (Eds.), Vocabulary, Description, Acquisition and Pedagogy. Cambridge: Cambridge University Press. Nagy, W.E., Patricia A.H., & Richard, C.A. 1985. Learning Words from Context. International Reading Association, 20: 233-253. Nation, I.S.P. 1983. Learning Vocabulary. New Zealand Language Teacher, 9: 10-11. Nation, I.S.P. 1990. Teaching and Learning Vocabulary. Boston: Heinle & Heinle Publisher. Nation, I.S.P & R. Waring, 1997. Vocabulary size, text coverage and word lists. In N. Schmitt & M. McCarthy (Eds.), Vocabulary, Description, Acquisition, and Pedagogy. Cambridge: Cambridge University Press.

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Read, J. 2004. Research in Teaching Vocabulary. Annual Review of Applied Linguistic, 24: 146-161. Richards, J.C. 1976. The Role of Vocabulary Teaching. TESOL Quarterly, 10: 7790. Richards, J.C. & Charles L. 1996. Reflective Teaching in Second Language Classroom. New York: CUP. Riddell, D. 2003. Teaching English as a Foreign Language. Chicago: McGraw. Schmitt, N. & Michael M. (Eds.). 1997. Vocabulary: Description, Acquisition and Pedagogy. Cambridge: Cambridge University Press. Schmitt, N. 1998. Tracking the Incremental Acquisition of Second Language Vocabulary: A longitudinal study. Language Learning 48: 281-317. Schmitt, N. 2000. Vocabulary in Language Teaching. Cambridge: Cambridge University Press. Schonell, F. J., Meddleton, I.G., & Shaw, B.A. l956. A Study of the Oral Vocabulary of Adults. Brisbane: University of Queensland Press. Tomlinson, B. 1998. Materials Development in Language Teaching. Cambridge: Cambridge University Press. Thomas, L., Pfister, H. P., & Peterson, P. 2004. Issues Related to the Construction of a Purpose-Built Domain-Specific Word Corpus. Australian Journal of Educational & Developmental Psychology, 4: 13-28. Vermer, A. 2001. Breadth and Depth of Vocabulary in Relation to L1/L2 Acquisition and Frequency of Input. Applied Psycholinguistics 22: 217234. Vocabulary Acquisition. Cambridge: Cambridge University Press. Jordan, R.R. 1997. English for Academic Purposes: A Guide and Resource Book for Teachers. Cambridge: Cambridge University Press. Wesche, M., & Paribakt, T.S. 1996. Assessing Second Language Vocabulary Knowledge: Depth versus Breadth. Canadian Modern Language Review, 53: 13-40. Wesche, M. & T.S Paribakht. 1999. Introduction. Studies in Second Language Acquisiton, 21: 175-180. Wilkins, D. 1972. Linguistics in Language Teaching. London: Arnold Press.

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Yule, G. 2010. The Study of Language. New York: Cambridge University Press.

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APPENDIX A The Result of Word List from RANGE Program

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WORD LIST one two three not in the lists Total

TOKENS/%

TYPES/%

18912/81.58 2251/ 9.71 719/ 3.10 1301/ 5.61 23183

FAMILIES

1149/49.00 493/21.02 137/ 5.84 566/24.14 2345

683 365 105 ????? 1153

Types Found In Base List One TYPE A ABLE ABOUT ABOVE ACCEPT ACCEPTING ACCORDING ACROSS ACT ACTION ACTIONS ACTIVITIES ACTIVITY ACTUALLY ADD ADDING ADDITIONAL ADDRESS ADDRESSES ADDS ADVANTAGE

RANGE 8 8 8 2

8 3

672 40 91 2 1 1 1 1 17 4 2 4 8 1 11 1 1 5 2 2 1

FREQ F1 0 145 0 5 0 12 0 1 2 0 1 0 1 0 1 0 0 1 0 2 4 0 8 0 12 0 2 0 0 7 1 0 1 0 7 0 3 0 0 1 1 0

F2 74 4 20 0 0 0 0 0 1 1 2 1 2 2 3 0 0 2 1 1 0

F3 107 4 8 1 0 0 0 1 1 0 2 1 3 0 1 0 0 0 0 0 0

F4 75 5 18 0 0 0 0 0 6 0 0 0 2 0 0 0 0 1 2 0 0 105

F5 98 4 9 0 0 0 0 0 1 0 0 5 1 0 0 1 0 0 0 0 0

F6 54 5 4 0 0 1 0 0 1 1 0 0 1 0 0 0 1 0 0 0 0

F7 80 6 10 0 0 0 0 0 1 0 0 0 1 0 0 0 0 1 0 0 1

F8 39 7 10 0 2 0 1 0 5 0 0 0 1 0 0 0 0 1 0 0 0

0 0 0 0

0 1 1 0 0 0 2 0 0

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AFTER AGAIN AGAINST AGE AGENCY AGES ALL ALLOWS ALMOST ALONG ALREADY ALSO ALWAYS AM AMONG AMOUNT AN ANCIENT AND ANIMALS ANOTHER ANSWER ANSWERING ANSWERS ANY ANYMORE ANYONE ANYTHING ANYWAY APPLY APPOINTMENT APRIL ARE ARM AROUND

8 4 2 1 8

1 5 7

8 8

1 1 8 1

66 5 1 2 1 1 49 1 1 1 1 17 5 162 1 1 63 1 344 1 4 8 8 1 11 1 1 1 2 1 2 1 312 1 6

0 0 1 0 1 0 0 1 1 0 1 0 9 0 1 1 0 2 0 2 5 64 8 3 0 1 1 2 4 0 2 0 0 0 10

12 0 0 1 0 1 14 0 0 0 0 3 0 46 0 0 13 0 70 0 0 0 0 0 1 0 0 0 0 0 0 0 51 0 0

10 1 0 0 0 0 12 0 0 1 0 0 0 0 0 0 10 0 40 0 0 16 1 0 0 0 0 0 0 0 1 0 19 0 0

6 0 1 0 0 0 2 0 0 0 0 4 3 3 0 0 10 0 45 0 0 10 1 0 0 0 0 0 0 0 0 0 20 0 1

8 0 0 0 1 0 2 1 0 0 0 0 2 9 1 1 3 0 38 0 2 9 1 3 1 0 0 0 3 0 0 0 24 0 1 106

5 1 0 1 0 0 8 0 1 0 0 5 2 17 0 0 15 0 37 0 1 4 1 0 4 0 0 0 1 0 0 0 63 1 1

10 0 0 0 0 0 4 0 0 0 0 2 1 17 0 0 3 0 44 0 1 8 1 0 2 0 0 2 0 1 1 1 25 0 0

8 1 0 0 0 0 5 0 0 0 1 3 1 12 0 0 5 2 36 2 0 9 1 0 2 1 0 0 0 0 0 0 45 0 1

7 2 0 0 0 0 2 0 0 0 0 0 0 58 0 0 4 0 34 0 0 6 1 0 1 0 1 0 0 0 0 0 65 0 5

0 0

0 0 0 0 0 0 0 0 1 2 1 0 0 0 0 0 0

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ART ARTICLE ARTICLES ARTIST AS ASK ASKED ASKING ASKS AT AUGUST AWAY B BACK BAD BADLY BALL BANK BAR BASE BASED BASIC BASIS BE BEAR BEAUTIFUL BEAUTIFULLY BEAUTY BECAUSE BECOME BED BEDROOM BEDROOMS BEDS BEEN

1 8 7 3 6 3 8 1 7 3 2 1 3 1 1 2 8 1 1 8 2

1 3

2 1 3 1 25 23 4 33 8 112 1 1 15 5 2 2 7 1 1 2 20 1 1 80 3 4 1 1 4 2 6 4 2 2 6

0 1 3 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 9 1 2 14 2 0 14 6 0 0

1 0 0 0 3 2 1 7 0 23 0 0 2 2 0 2 4 0 0 1 1 1 0 9 0 0 0 0 0 0 0 0 0 0 0

0 0 1 0 6 2 0 6 0 5 0 1 1 0 0 0 0 0 0 0 1 0 0 9 0 1 0 0 0 0 1 4 1 0 0

0 0 0 1 2 3 1 7 0 17 0 0 1 1 0 0 0 0 0 1 2 0 0 6 0 2 0 0 1 1 0 0 0 0 1

0 0 0 0 3 2 0 6 0 10 0 0 8 0 0 0 2 0 0 0 4 0 0 7 2 2 0 2 1 1 3 1 0 2 2 107

1 1 1 0 8 2 2 3 0 22 0 0 1 0 0 0 0 0 1 0 7 0 1 5 0 0 0 0 0 0 0 0 0 0 0

0 0 1 0 1 5 0 0 1 19 0 0 1 2 1 0 0 0 0 0 1 0 0 22 0 4 1 0 6 0 0 0 0 0 0

0 0 0 0 1 7 0 4 6 1 2 0 1 0 0 0 0 1 0 0 2 0 0 9 0 0 0 0 6 0 0 1 0 0 0

0 0 0 0 1 0 0 0 1 15 0 0 0 0 1 0 1 0 0 0 2 0 0 13 1 0 0 0 0 0 2 8 5 0 3

0 0

0 0 0 0 0 0 0

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BEFORE BEGIN BEGINNING BEGINS BEHIND BEING BELIEVE BELOW BESIDE BEST BETWEEN BIG BIGGER BIRD BIRDS BLACK BLOOD BLUE BOARD BOARDS BODY BOOK BOOKS BORN BOTH BOUGHT BOX BOY BOYS BREAD BREAK BREAKS BRIGHT BRING BROAD

2 1 3 2 5 2 4 5 1 1 1 1 1 2 1 4 7 5 3 3 6 4 3 2 6 1 5 1

6 2 1 1 5 2 2 12 4 8 1 12 1 2 1 5 2 12 1 1 7 54 14 3 4 3 17 9 4 7 7 1 1 9 1

11 0 2 0 0 0 2 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 8 0 0 0 0 0 1 0 0 0

0 1 0 0 2 0 0 3 0 2 0 0 0 0 1 0 0 4 0 0 3 5 5 0 1 0 1 5 0 0 2 0 0 1 0

1 0 0 0 0 1 0 4 0 0 0 0 0 0 0 0 0 0 0 1 2 0 0 0 2 0 1 1 0 0 1 1 0 1 0

3 0 0 0 0 0 1 1 0 0 0 2 0 0 0 5 0 0 0 0 0 6 0 0 0 0 6 0 0 1 1 0 0 2 0

1 0 2 0 2 0 0 0 3 1 0 1 0 0 0 0 0 0 0 0 1 6 2 1 0 0 3 1 2 0 0 0 0 0 0 108

0 0 0 0 0 1 0 3 0 0 0 5 1 2 0 0 0 8 0 0 1 15 1 0 1 4 5 0 1 6 1 0 1 0 1

2 0 0 1 0 0 0 1 0 1 0 2 0 0 0 0 0 0 1 0 0 8 3 0 0 3 0 2 0 0 1 0 0 4 0

3 1 0 0 1 0 1 0 1 0 0 2 0 0 0 0 0 0 0 0 0 10 3 1 0 0 0 0 1 0 1 0 0 1 0

0 0 0 0 0 0 0 0 0 4 1 0 0 0 0 0 2 0 0 0 0 4 0 1 0 1 1 0 0 0 0 0 0 0 0

1 0

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BROKE BROKEN BROTHER BROTHERS BUILDING BUT BUY BUYER BUYING BUYS BY C CALL CALLED CALLING CAME CAN CANNED CANNOT CAPITAL CAR CARE CAREFUL CAREFULLY CARES CARRY CARRYING CARS CASE CASES CENTERED CENTRAL CENTRE CERTAIN CERTAINLY

8 5 1 1 6 4 3

2 8

4 3

1 2 3 3 1

2 2 4 2 2 33 23 1 2 1 35 4 5 3 1 3 106 1 2 1 25 3 3 8 1 4 1 4 3 1 1 1 1 1 3

0 2 7 3 3 0 0 0 2 0 0 0 0 3 1 0 0 1 2 1 0 0 5 25 0 0 1 0 0 0 1 1 1 1 6

0 0 0 0 0 6 2 0 0 0 8 1 2 0 0 1 18 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 2 1 0 3 0 0 1 0 9 1 0 0 0 2 9 0 0 0 8 1 1 8 1 0 0 1 0 0 0 0 0 0 0

0 1 0 0 0 1 2 0 0 0 9 1 0 1 0 0 9 0 0 1 0 0 2 2 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 2 3 0 0 0 0 2 0 0 0 0 0 13 0 1 0 11 0 0 2 0 0 0 0 1 0 0 1 0 1 3 109

1 0 0 2 0 6 15 0 0 1 3 0 0 1 0 0 24 0 0 0 4 0 0 2 0 0 0 1 0 1 0 0 0 0 0

0 0 1 0 1 6 3 0 1 0 4 0 2 0 1 0 7 1 0 0 2 0 0 2 0 0 1 0 1 0 1 0 1 0 2

1 1 0 0 0 2 1 1 0 0 0 1 1 0 0 0 19 0 0 0 0 1 2 1 0 1 0 2 1 0 0 0 0 0 1

0 0 1 0 0 6 0 0 0 0 0 0 0 0 0 0 7 0 0 0 0 1 0 2 0 3 0 0 0 0 0 0 0 0 0

0 3 0 0

1 0

0 1 0

0 6

0 0 0 0 0

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CHANCE CHANGE CHANGED CHARACTER CHARACTERISTICS CHILD CHILDREN CHOOSE CHOSEN CIRCLES CITIZENS CITY CLASS CLOSE CLOSED CLOSELY CLOSING COLOR COLORFUL COLORS COLOUR COLOURED COLOURFUL COLOURING COLOURS COME COMES COMING COMMAND COMMANDS COMPANY COMPLETE COMPLETING CONDITION CONDITIONS

2 6 3

6 6

1 2 1 1 3 5 4 6 1 1 1 3 15 10 2 2 1 3 1 1 3 2 1 1 1 25 9 6 2 1 3 8 1 1 1

1 4 1 2 7 0 11 13 1 1 2 0 0 0 4 2 1 0 2 2 5 2 2 3 2 0 0 14 10 1 4 29 1 2 1

0 0 0 0 0 0 0 0 0 0 0 2 7 0 0 0 0 0 0 0 0 0 0 0 0 2 4 0 0 0 0 0 0 0 0

0 3 1 0 0 0 5 5 1 1 0 1 1 0 3 0 0 0 0 0 1 1 0 3 0 4 0 2 0 0 2 3 0 0 0

1 0 0 0 3 0 0 0 0 0 0 0 2 0 0 1 0 0 0 0 0 0 0 0 0 5 0 1 0 0 0 3 0 2 0

0 0 0 2 3 0 0 1 0 0 0 0 1 0 0 0 0 1 2 0 1 1 2 0 0 0 1 1 0 0 1 4 0 0 0 110

0 0 0 0 1 1 0 0 0 0 0 0 2 3 0 0 0 0 0 0 0 0 0 0 0 2 1 0 0 0 0 2 0 0 0

0 1 0 0 0 4 1 3 0 0 0 0 2 5 1 0 1 0 0 2 3 0 0 0 2 8 1 3 2 0 1 6 1 0 0

0 0 0 0 0 0 1 2 0 0 2 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 1 1 8 1 0 2 0 0 1

0 0 0 0 0 0 4 1 0 0 0 0 0 2 0 1 0 0 0 0 0 0 0 0 0 4 1 0 0 0 0 3 0 0 0

0 0 0 0 0 0 1 0 0 0

0 0 0 0 0 0 0 0 0 0

6 0 0 0 6 0 0 0

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CONTAINING CONTAINS CONTINUE CONTINUES COST COSTS COTTON COULD COUNT COUNTRY COURSE COVER COVERS CROSS CRYING CUT CUTTING D DAD DAILY DANGER DANGEROUS DARK DATE DATES DAUGHTER DAUGHTERS DAY DAYS DEALER DEAR DECEMBER DECIDE DEEP DEMAND

1 1 5 1

3 1 3 4 4 2

2 2 1

7 3 3 4 1

2 1 1 1 4 2 1 21 1 1 4 7 2 1 1 6 2 5 6 2 1 1 2 3 1 2 1 34 5 1 5 2 4 2 1

2 1 1 1 0 0 1 0 0 1 13 0 2 0 1 0 2 0 0 0 1 2 0 0 0 4 1 0 0 1 0 2 0 0 1

0 0 0 0 0 0 0 0 0 0 0 5 0 0 0 2 0 1 0 1 0 0 1 0 0 0 0 2 0 0 0 0 1 0 0

0 0 0 0 0 0 0 1 1 0 2 1 1 0 0 3 1 2 0 0 0 0 0 0 0 3 1 11 1 0 0 0 1 2 0

1 0 0 0 0 0 0 8 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 4 0 0 0 0 1 0 0

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DEPARTMENT DEPARTMENTAL DESCRIBE DESCRIBED DESCRIBES DESCRIBING DESCRIPTION DESCRIPTIONS DESCRIPTIVE DESERT DETAIL DID DIE DIFFERENT DIFFICULTIES DIRECTLY DISAGREE DISLIKE DISLIKES DO DOCTOR DOCTORS DOES DOG DOGS DOING DONE DOOR DOWN DRAW DRAWING DREAM DRESS DRINK DRINKING

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DRINKS DRIVE DRIVER DRIVERS DRIVES DRIVING DROP DROPS DUTIES E EACH EAR EARLY EARTHQUAKE EASILY EASY EAT EATING EATS EFFORT EGG EGGS EIGHT EIGHTEEN EIGHTY EITHER ELEVEN ELSE END ENGLISH ENJOY ENOUGH ENTER ENTERED ENTRANCE

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EVEN EVENING EVER EVERY EVERYDAY EVERYONE EVERYTHING EXAMPLE EXAMPLES EXCEPT EXERCISE EXERCISES EXERCISING EXPECTED EXPENSIVE EXPERIMENT EXPERIMENTS EXPLAIN EXPLAINING EXPLANATIONS EXPRESS EXPRESSING EXPRESSION EXPRESSIONS EYE EYES F FACE FACES FACT FACTORY FACTS FALL FALLS FAMILIAR

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FAMILIES FAMILY FAMOUS FAR FARM FARMER FARMERS FAST FATHER FAVOURITE FEBRUARY FEEL FEW FIELD FIELDS FIFTEEN FIFTH FIFTY FIGHT FILL FIND FINDS FINE FINISH FINISHES FINISHING FIRST FISH FIT FIVE FIXED FLIES FLIGHT FLOOR FLOWER

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FLOWERS FLYING FOLLOW FOLLOWED FOLLOWING FOOD FOODS FOR FORGET FORGETS FORGOT FORM FORMS FORTY FOUND FOUR FOURTH FRESH FRIDAY FRIEND FRIENDLY FRIENDS FRIENDSHIP FROM FRONT FULL FURNITURE G GAME GAMES GARDEN GARDENER GAS GATE GATHERING

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KNOWLEDGE KNOWS L LAND LANGUAGE LARGE LAST LATE LATELY LATER LAUGH LAUGHING LAW LAWS LAY LEARN LEARNING LEARNS LEARNT LEAST LEAVE LEAVING LEFT LESS LET LETTER LETTERS LIBRARIAN LIBRARY LIFE LIGHT LIGHTLY LIKE LIKED LIKES

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LIMIT LINE LIP LISTEN LISTENING LISTENS LITTLE LIVE LIVES LIVING LONG LONGER LOOK LOOKING LOOKS LOSE LOST LOVE LOWER LYING M MADE MAIN MAKE MAKES MAKING MAN MANNER MANY MARCH MARKET MARKETS MASS MATERIAL MATERIALS

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MATTER MAY MAYBE ME MEAN MEANING MEANINGS MEANS MEET MEETING MEETS MEMBER MEN MENTION MET METAL MIDDLE MIDNIGHT MIGHT MILK MILKING MIND MINERS MINUTES MISS MISSES MISSING MOM MOMENT MONDAY MONEY MONTH MONTHS MORE MORNING

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0 2 0 1 0 1 0 0 0 0 0 0 0 1 0 16 0 0 0 0 1 1 0 0 2 0 1 0 1 0 0 0 0 0 0

0 7 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 0 0 0 0 0 0 0 0 1 126

0 10 0 2 0 0 1 0 0 0 0 0 0 2 0 30 0 0 1 0 0 3 0 0 0 0 0 0 0 0 12 1 0 0 0

0 3 1 0 0 0 0 0 0 1 1 0 0 0 0 18 1 2 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 2 0

0 0 0 0 0 0 0 0 0 1 1 0 0 4 1 7 0 0 0 0 0 2 1 0 0 0 0 0 0 0 0 0 0 3 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 2 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 1 0

2 0 0

6 0 0 0

0 1 1 0 0

0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

PRODUCE PRODUCED PRODUCT PRODUCTS PROPER PROPERLY PROVIDE PROVIDED PROVIDES PULL PURPOSE PUT PUTS QUALITIES QUALITY QUARTER QUESTION QUESTIONS QUITE RAISE RATE REACH READ READING READS READY REALLY REASON REASONABLE REASONS RECEIVE RECEIVES RECEIVING RECENTLY RECOGNISE

1 7 1

5 2 1 1 8 3 3

1 1 1 1 1 1 1 1 1 1 1 28 1 2 1 2 2 8 5 3 1 1 70 8 4 4 4 2 1 1 2 2 1 1 1

1 1 1 3 0 1 1 1 1 0 2 0 0 2 1 4 2 72 0 0 0 0 0 40 0 0 15 4 2 1 2 2 1 1 1

0 0 0 0 0 0 0 0 0 0 0 8 0 0 0 0 0 0 1 0 0 0 16 0 1 2 0 0 0 0 0 0 0 0 0

0 1 0 0 0 0 0 0 0 0 0 6 0 0 0 3 0 19 0 0 1 0 10 8 0 0 5 3 0 0 1 0 0 0 0

0 0 0 0 0 0 0 0 0 1 2 2 0 0 0 0 1 10 1 0 0 1 5 3 1 1 1 0 0 0 0 0 0 0 0

1 0 0 0 0 0 0 0 0 0 0 2 1 1 0 0 0 10 0 0 0 0 10 3 0 0 0 0 0 0 0 1 0 0 0 127

0 0 1 0 1 0 0 0 0 0 0 3 0 1 0 1 0 6 1 1 0 0 5 5 0 0 8 0 0 0 0 0 0 1 0

0 0 0 3 0 1 1 0 0 0 0 6 0 0 1 0 0 9 0 2 0 0 11 6 0 1 0 1 2 0 0 1 0 0 0

0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 9 1 0 0 0 7 8 2 0 1 0 0 1 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 6 1 0 0 0 6 4 0 0 0 0 0 0 1 0 1 0 1

0 0 0 0 0 0 1 0 0

0 0 0 1 3

0 0 0 0 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

RECORDS RED REGARDS RELATED REMEMBER REPORT RESPECTS RESULT RETELL RIDE RIDES RIDING RIGHT RIVER ROAD ROCKY ROOM ROOMS ROSE ROUND RULER RULES RUNNING S SAID SAILOR SAILORS SALE SALT SAME SATURDAY SAY SAYING SAYS SCHOOL

1 1 3 1 1 7 1 2 1 6 2 2 1 3 1 5 2 2 2 3 1 8 1 2

1 11 1 1 3 1 1 1 1 4 1 2 33 2 2 1 44 2 2 1 4 4 1 8 5 2 1 10 11 1 3 58 2 4 7

1 0 1 1 5 2 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 0 3 0 0 0 50

0 3 0 0 0 0 0 0 0 2 0 2 12 0 0 0 12 1 0 0 0 0 0 1 1 1 0 0 7 0 0 5 0 0 0

1 0 0 1 3 0 0 1 1 0 0 0 2 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 1 7 0 0 14

0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 3 0 1 0 0 2 0 0 7 0 0 0

0 0 0 0 0 0 0 0 0 1 1 0 3 0 0 0 1 0 0 0 1 0 0 1 0 0 1 0 0 0 0 15 2 0 3 128

0 7 0 0 0 0 0 0 0 0 0 0 3 0 0 1 1 0 1 1 2 0 0 0 4 0 0 9 0 1 0 9 0 0 9

0 0 0 0 0 0 0 0 0 1 0 0 3 2 1 0 1 0 1 0 0 4 0 2 0 0 0 0 0 0 1 7 0 2 2

0 1 0 0 1 2 1 0 0 0 0 0 5 0 0 0 28 1 0 0 1 0 0 0 0 0 0 1 0 0 1 5 0 0 13

0 0 0 0 0 0 0 0 0 0 0 0 5 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 3 0 2 4

0 1 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SCHOOLS SCIENCE SCIENTISTS SEA SEASON SEAT SECOND SECRETARY SEE SEEM SEEN SELL SELLER SELLING SELLS SEND SEPTEMBER SERIOUS SERIOUSLY SERVE SERVES SERVICE SERVING SET SETS SEVEN SEVENTEEN SHAPE SHAPES SHARE SHE SHINE SHINES SHINING SHINY

2 2

7 1 1 1 1 1 2

3 1

2 2 1 2 1 1 8 1 1 1

1 2 1 2 3 2 2 1 30 1 1 1 4 1 11 3 1 1 1 6 2 1 1 2 3 1 1 3 1 1 148 2 1 1 2

2 5 1 0 12 0 2 5 0 0 0 0 0 1 0 0 2 1 1 0 0 1 1 0 0 0 2 0 0 0 0 0 0 1 0

0 0 0 1 0 0 0 0 5 1 0 0 0 0 0 0 0 0 0 2 0 0 0 1 0 0 0 1 1 1 36 2 1 0 0

0 4 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 1 0 2 0 0 14 0 0 1 0

0 0 1 0 2 0 0 0 1 0 0 0 0 0 0 0 0 0 1 2 2 0 1 0 1 0 0 0 0 0 43 0 0 0 2

2 0 0 0 9 0 0 5 3 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 2 0 0 0 0 129

0 0 0 1 0 1 0 0 3 0 1 1 4 0 11 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 25 0 0 0 0

0 0 0 0 1 0 0 0 4 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 9 0 0 0 0

0 0 0 0 0 1 1 0 4 0 0 0 0 0 0 0 2 0 0 0 0 0 0 1 0 0 0 0 0 0 6 0 0 0 0

0 0 0 0 0 0 0 0 10 0 0 0 0 0 0 2 0 1 0 0 0 0 0 0 0 0 0 0 0 0 13 0 0 0 0

0 1 0 0 0 0

0 0 0

0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SHOOK SHOOT SHORT SHOULD SHOW SHOWN SHOWS SIDE SIDES SIGN SIGNED SILENTLY SIMPLE SINCE SING SINGING SINGLE SINGS SIR SISTER SISTERS SIT SITS SITTING SITUATED SITUATION SITUATIONS SIX SIZE SKY SLEEP SLEEPING SLEEPS SLEEPY SMALL

1 1 8 3 1 2 1 2 1 7 3 1 2 1 6 6 1 4 2 3

3 1 1 5 1 2 5

1 1 45 5 4 1 1 4 1 2 2 1 19 4 3 1 2 1 31 12 4 9 2 5 1 3 5 6 1 1 11 3 2 2 16

0 0 0 17 0 1 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 1 3 6 0 0 0 0 5 0 0 0

0 0 1 0 1 0 1 3 0 1 0 0 2 1 0 0 1 0 4 5 0 0 0 0 0 0 0 2 0 0 4 0 0 1 10

1 0 1 7 0 0 0 0 1 0 0 0 2 0 0 1 1 0 0 1 0 1 0 0 0 1 0 0 0 0 3 2 0 1 2

0 0 3 5 0 0 0 0 0 0 0 1 3 0 3 0 0 1 2 0 0 1 0 0 0 1 2 0 0 0 0 0 0 0 1

0 1 3 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 2 4 0 0 1 1 0 0 3 0 0 0 0 0 0 0 130

0 0 14 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 4 1 0 4 0 2 0 0 1 0 1 1 1 0 0 0 2

0 0 8 2 2 1 0 0 0 1 2 0 2 1 0 0 0 0 11 1 0 3 1 0 0 0 0 0 0 0 0 2 0 0 1

0 0 8 2 0 0 0 1 0 0 0 0 4 0 0 0 0 0 1 0 0 0 1 2 0 0 1 1 0 0 1 1 2 0 0

0 0 7 0 0 0 0 0 0 0 0 0 3 2 0 0 0 0 9 2 0 0 0 0 0 0 1 0 0 0 2 0 0 0 0

0 0

0 1 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SMILING SO SOCIAL SOFT SOLDIER SOME SOMEBODY SOMEONE SOMETHING SOMETIMES SON SONGS SONS SOON SOUND SOUNDS SPACES SPEAK SPEAKER SPEAKING SPECIAL SPECIALITIES SPECIALITY SPEECH SPEED SPEND SPENT SPREAD STAGE STAND STANDING START STARTS STATE STATEMENTS

6 4 1 8

1 1 2 3 3 1 2

8 1 3 1 8 5 4 3 1

1 20 4 1 1 51 1 7 5 4 2 1 2 7 4 2 1 2 1 8 1 2 1 11 1 5 1 1 8 12 1 6 7 1 3

1 0 0 0 1 0 2 27 32 5 0 0 0 0 0 2 0 0 1 16 0 6 1 0 0 0 0 1 0 0 1 0 0 0 3

0 7 1 0 0 9 0 0 0 0 2 0 1 2 0 0 0 1 0 0 0 0 0 1 0 0 0 0 1 2 0 1 3 0 0

0 0 1 0 0 5 0 3 2 0 0 0 0 3 0 1 0 0 1 2 0 1 0 1 0 0 0 0 1 1 0 2 0 0 0

0 0 1 0 0 7 0 0 10 1 0 0 0 0 0 0 0 0 0 2 0 0 0 1 0 0 0 1 1 0 0 0 2 1 1

0 3 1 1 1 1 0 6 12 2 0 0 0 0 1 0 0 0 0 2 0 0 0 4 0 2 0 0 1 6 0 1 0 0 1 131

0 4 0 0 0 7 0 2 0 0 0 0 0 0 0 1 0 1 0 2 1 0 0 1 0 0 1 0 1 2 1 0 0 0 0

1 3 0 0 0 7 0 7 5 1 0 0 1 0 2 0 0 0 0 2 0 0 0 1 1 0 0 0 1 1 0 2 2 0 1

0 1 0 0 0 9 0 3 3 0 0 0 0 0 1 0 1 0 0 2 0 5 1 1 0 1 0 0 1 0 0 0 0 0 0

0 2 0 0 0 6 2 3 0 0 0 1 0 2 0 0 0 0 0 2 0 0 0 1 0 2 0 0 1 0 0 0 0 0 0

0 0 3 0 1

0 2 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

STATION STAY STEEL STEP STEPS STILL STOCK STOP STOPPED STOPS STORE STORED STORIES STORING STORY STRANGER STREET STRENGTHEN STRONG STRONGER STRONGLY STUDENT STUDENTS STUDIES STUDY STUDYING SUBJECTS SUCH SUGGEST SUGGESTION SUMMER SUN SUNDAY SUNDAYS SUNLIGHT

2 1 5 2 4 1 2 1 2 1 3 1

1 7 1 11 16 4 1 3 1 3 6 2 1 1 9 7 1 1 2 1 1 7 5 2 32 8 8 8 1 1 1 4 3 1 1

2 0 0 0 0 0 0 0 1 0 0 2 0 1 0 13 0 2 2 1 1 38 16 2 0 15 16 0 1 1 2 0 4 1 1

0 1 1 5 5 1 1 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 3 0 0 1 0 0 0 3 0 0 0

0 6 0 3 11 0 0 1 0 0 0 0 0 0 6 1 0 2 1 0 0 9 2 0 4 2 2 2 0 0 0 0 2 1 0

0 0 0 0 0 0 0 0 1 3 0 0 0 0 2 1 0 0 1 0 0 1 0 0 7 1 2 0 1 1 0 0 0 0 0

0 0 0 1 0 1 0 0 0 0 0 0 0 1 1 1 0 0 0 0 0 3 1 0 3 1 2 3 0 0 2 0 0 0 0 132

0 0 0 1 0 0 0 0 0 0 5 0 0 0 0 2 0 0 0 0 0 0 0 0 7 1 2 1 0 0 0 1 1 0 0

0 0 0 1 0 1 0 2 0 0 0 1 0 0 0 3 0 0 0 0 1 3 1 1 2 3 2 0 0 0 0 0 0 0 1

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 1 0 0 0 0 3 5 0 6 5 2 1 0 0 0 0 1 0 0

2 0 0 0 0 1 0 0 0 0 0 1 0 0 0 3 0 0 0 0 0 2 0 1 0 1 2 0 0 0 0 0 0 0 0

0 0 0 0 0 1 0 17 7 0 1 2 0 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SUNNY SUPPLY SURE SURFACE SURPRISE SURPRISING SWEET SYSTEMS T TABLE TABLES TAKE TAKEN TAKES TAKING TALK TALKING TALKS TEACH TEACHER TEACHERS TEACHES TELL TELLING TEMPLE TEN TERM TEST THAN THAT THE THEIR THEM THEN THERE

1 1 6

1 2 7 1 7 2 4 3 1 2

3 1 1 2 8 8 6 8 8 8

1 3 28 2 1 1 1 2 3 24 2 15 2 6 2 3 3 2 2 8 2 1 30 2 1 4 1 3 3 104 1212 16 37 77 74

0 0 0 2 1 1 0 2 0 0 0 0 0 0 6 0 4 0 0 70 3 1 0 2 1 0 0 0 0 0 0 0 0 0 0

0 0 14 0 0 0 0 0 1 2 0 2 1 0 0 0 0 0 0 0 0 0 6 0 0 1 0 0 1 27 206 5 1 12 3

1 3 2 0 0 0 1 0 0 1 0 2 0 2 0 0 1 0 0 15 0 1 9 0 0 0 0 0 0 17 149 1 3 10 2

0 0 6 1 1 1 0 1 0 2 0 3 0 2 1 1 1 2 1 4 0 0 0 1 1 0 0 0 0 5 169 6 7 8 2

0 0 1 1 0 0 0 1 0 6 0 0 0 0 0 0 0 0 1 7 1 0 1 0 0 2 0 0 0 7 117 1 6 15 1 133

0 0 4 0 0 0 0 0 2 6 2 2 1 1 5 1 0 0 0 6 0 0 5 1 0 1 0 0 2 18 210 1 5 7 22

0 0 0 0 0 0 0 0 0 1 0 2 0 0 0 1 2 0 0 7 2 0 5 0 0 0 0 0 0 16 142 2 5 6 6

0 0 1 0 0 0 0 0 0 6 0 3 0 1 0 0 0 0 0 14 0 0 4 0 0 0 1 3 0 9 124 0 3 5 34

0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 5 0 0 0 0 0 0 0 0 0 5 95 0 7 14 4

0 0 0 0

0 0

12 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

THESE THEY THING THINGS THINK THIRD THIRTEEN THIRTY THIS THOSE THOUGHT THOUSAND THOUSANDS THREE THROUGH THURSDAY TIME TIMES TO TODAY TOGETHER TOLD TOO TOP TOPPING TOUCH TOWN TRAIN TRAVEL TRAVELLING TREE TREES TRIES TROUBLE TRUE

7 8 2 5 7 2 3 8 4

8 3 8 3 1 7 1 1 3 2

2 1 1 4

32 64 2 42 45 3 1 6 163 7 1 2 1 21 4 1 31 3 677 6 3 3 27 1 1 1 3 2 2 2 4 1 1 1 4

0 0 0 0 0 0 1 0 0 0 1 4 3 0 5 3 0 0 0 0 7 0 0 0 2 0 0 0 2 3 0 0 0 2 0

4 11 0 3 4 2 0 2 18 2 0 0 0 9 0 0 8 0 112 1 0 3 7 1 0 0 0 1 0 0 0 0 0 0 1

2 5 0 7 3 0 1 0 16 1 0 0 0 4 1 0 2 1 84 0 5 0 0 0 0 0 0 1 1 1 2 0 1 0 1

6 12 1 0 2 0 0 0 25 0 0 0 0 0 2 0 1 0 65 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 1

4 3 1 11 26 0 0 3 20 0 0 0 0 2 0 0 4 0 66 0 0 0 1 0 0 0 1 0 1 0 2 0 0 0 0 134

6 14 0 3 5 1 0 1 27 1 0 0 0 2 0 0 2 1 86 2 1 0 5 0 0 0 1 0 0 2 0 1 0 0 1

0 6 0 0 4 0 0 0 14 3 1 1 3 0 0 0 5 0 85 3 0 0 3 0 2 1 0 0 0 0 0 0 0 0 0

9 3 0 18 1 0 0 0 24 0 0 3 0 2 1 3 3 0 79 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0

1 10 0 0 0 0 0 0 19 0 0 0 0 2 1 0 6 1 100 0 1 0 9 0 0 0 0 0 0 0 0 0 0 2 0

0 0 0 0 0

0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

TRUTH TRY TUESDAY TURN TURNS TWELVE TWENTY TWICE TWO TYPE TYPES TYPING TYPIST UNDER UNDERSTAND UNIT UNIVERSITY UNTIL UNUSUAL UP US USE USED USING USUALLY VARIETY VERY VESSEL VIEW VISIT VISITS WAIT WAITER WAITING WAITRESS

1 4 5 1

2 8 2 1 1 2 5 1 3 9 5 7 5 6

8 1 1 4 1 4

1 8 2 8 1 1 4 2 26 3 2 1 3 12 2 1 1 7 1 44 9 35 8 10 7 1 54 1 1 8 1 5 2 4 2

0 0 5 0 0 4 9 0 0 0 0 0 0 0 3 0 1 0 1 1 0 0 0 0 28 1 0 1 0 0 0 0 5 7 8

0 3 0 2 0 0 0 0 10 0 0 0 1 2 0 0 0 5 0 15 3 9 1 2 0 0 19 0 0 2 0 1 0 0 0

0 3 1 3 0 4 3 0 1 0 0 0 0 0 1 0 1 1 0 7 0 2 2 1 7 0 8 0 1 0 0 0 0 0 0

1 0 0 1 0 0 0 1 2 1 2 0 2 0 0 0 0 0 0 2 0 3 1 3 5 0 11 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 1 0 0 0 0 5 0 1 0 0 0 7 1 0 0 2 5 0 4 0 0 3 0 1 3 0 3 135

0 1 0 0 0 0 3 0 4 0 0 0 0 2 0 0 0 1 0 6 0 5 2 1 2 0 5 0 0 2 0 1 0 0 0

0 1 0 1 1 0 1 0 3 0 0 1 0 2 2 0 0 0 1 3 2 6 0 1 5 1 1 0 0 0 0 0 2 1 5

0 0 4 1 0 0 2 0 3 0 0 0 0 1 0 0 0 0 0 2 1 9 2 0 2 0 5 0 0 0 1 0 0 3 0

0 0 0 0 0 0 0 1 2 2 0 0 0 0 0 0 0 0 0 1 2 1 0 0 2 0 1 0 0 1 0 2 0 1 0

0 0

0 0 0

0 0

0 2 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

WAITS WALK WALL WALLS WANT WANTS WAS WATCH WATCHING WATER WATERING WAVE WAVES WAVING WAY WAYS WE WEAR WEARING WEARS WEDNESDAY WEEK WEEKLY WELCOME WELL WENT WERE WEST WHAT WHEN WHERE WHETHER WHICH WHILE WHITE

1 1 2 1 7 6 5

4 3 1 6 1 8 3 2 4

6 1 5 1 8 7 8 7 8 2

1 1 2 1 20 12 12 3 3 30 2 4 1 1 18 2 75 13 1 4 1 7 1 4 34 1 10 1 247 36 61 3 18 15 3

0 0 0 0 0 0 0 3 4 0 2 0 0 1 0 0 0 0 2 0 2 0 1 13 0 0 0 0 0 0 0 3 0 0 0

0 0 0 0 4 3 3 0 0 18 0 0 0 0 1 0 17 9 0 1 0 0 0 0 8 1 3 0 52 11 8 0 3 2 1

0 0 0 0 3 1 3 1 1 8 0 1 1 0 0 2 3 0 0 0 0 1 0 2 4 0 0 0 28 5 2 0 1 3 0

0 1 1 1 4 0 0 1 0 1 1 0 0 0 2 0 6 0 0 3 0 2 0 0 0 0 0 1 38 4 10 1 1 1 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 6 3 0 0 0 2 0 0 9 0 1 0 45 2 5 1 2 1 0 136

0 0 0 0 3 1 2 0 0 0 0 2 0 0 5 0 7 0 2 0 0 0 0 0 2 0 1 0 22 9 11 0 6 1 2

0 0 1 0 1 2 1 1 2 0 0 1 0 1 2 0 13 1 0 0 0 2 1 5 2 0 4 0 33 1 3 1 0 2 0

1 0 0 0 2 2 0 0 1 3 0 0 0 0 3 0 7 0 0 0 2 0 0 0 0 0 1 0 18 4 21 0 4 2 0

0 0 0 0 3 3 3 0 0 0 1 0 0 0 5 0 16 0 0 0 0 0 0 5 9 0 0 0 11 0 1 0 1 3 0

0 0 0

0 0 0 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

WHO WHOLE WHOM WHOSE WHY WIDELY WIFE WILL WIND WINDOW WISELY WISH WITH WITHOUT WOMAN WOMEN WONDERFUL WONDERS WOOD WOODS WORD WORDS WORK WORKER WORKING WORKS WORLD WOULD WRITE WRITER WRITES WRITING WRONG YEAR YEARS

8 2 1 6 1 8 1 1 1 8

1 3 8

8 3

3 4

26 1 2 1 17 1 2 92 1 4 1 1 109 1 2 1 1 1 6 2 5 7 40 1 3 3 2 5 61 2 6 8 1 5 15

0 1 0 0 0 1 0 0 0 4 1 0 0 1 5 3 1 1 0 2 0 38 0 1 5 18 5 28 0 2 0 36 1 0 0

6 0 1 0 6 0 2 14 0 0 0 0 20 0 0 0 0 0 6 0 1 0 5 0 0 0 0 0 5 0 0 0 0 1 12

2 0 0 0 3 0 0 15 0 1 0 0 19 0 0 0 0 0 0 1 3 4 3 0 0 6 0 1 6 0 0 4 0 0 0

11 0 0 0 0 0 0 9 0 0 0 0 9 1 1 0 0 1 0 1 0 3 18 0 0 0 1 2 8 0 0 3 0 3 0

1 1 1 0 3 0 0 5 0 0 0 1 13 0 0 0 0 0 0 0 0 11 3 1 3 11 0 2 12 0 0 3 0 0 1 137

2 0 0 1 2 0 0 11 1 0 0 0 17 0 0 0 0 0 0 0 1 5 3 0 1 0 0 11 7 1 0 5 0 0 0

1 0 0 0 2 0 0 23 0 1 0 0 9 0 4 3 1 0 0 0 0 9 1 0 1 1 4 12 8 0 1 5 1 1 1

1 0 0 0 0 0 0 7 0 1 0 0 9 0 0 0 0 0 0 0 0 1 5 0 0 0 0 0 6 1 2 6 0 0 0

2 0 0 0 1 1 0 8 0 1 0 0 13 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 9 0 3 4 0 0 1

0 0 0 0 0 0 5 0 0 0 0 0 0 6 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

YES 8 YESTERDAY YET 3 YOU 8 YOUNGER YOUR 8 YOURS 1 YOURSELF Types Found In Base List Two TYPE ACCIDENTALLY ADVERTIsem*nT ADVERTIsem*nTS ADVISES AEROPLANE AFRAID AFTERNOON AHEAD ALIKE ALOUD APOLOGISE APOLOGIZE APOLOGY APPLE APPLES ARRANGE ASLEEP ATTEND ATTENDANT ATTENTION ATTRACT AUDIENCE AUNT AUNTS

95 4 5 733 3 310 1 4

0 6 0 0 10 0 0 6

32 0 0 136 0 37 1 0

2 0 3 56 0 35 0 0

15 2 1 56 0 21 0 2

2 0 0 82 2 45 0 1

18 2 0 100 4 38 0 0

11 0 0 85 0 38 0 1

3 0 0 101 4 57 0 0

12 1 1 117 0 39 0 0

2 2 2 1 1 5 6 1 1 30 2 1 1 3 6 4 4 3 2 6 1 1 6 2

FREQ 2 22 2 1 1 0 19 0 0 0 3 1 12 0 0 6 0 3 3 9 3 1 0 0

F1 0 0 0 0 0 2 0 1 0 3 0 1 0 0 1 0 4 0 1 0 0 0 3 0

F2 0 0 0 0 0 0 0 0 0 5 0 0 0 0 0 2 0 1 0 1 0 0 0 0

F3 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 1 0 0 0 2 0 0 1 0

F4 0 0 0 0 1 2 1 0 0 4 0 0 0 0 0 2 0 1 2 0 0 0 2 2

F5 0 0 0 0 0 1 0 0 0 3 0 0 0 2 5 0 0 0 0 0 0 0 0 0

F6 1 21 1 1 0 0 2 0 0 5 1 0 0 0 0 1 0 0 0 2 3 1 0 0

F7 0 0 1 0 0 0 3 0 0 6 0 0 0 1 0 0 0 1 0 1 0 0 0 0

F8 1 1 0 0 0 0 1 0 1 4 2 0 12 0 0 0 0 0 0 1 0 0 0 0

RANGE

3 1 1 7

2 2 1

3 1

138

F9 0 0 0 0 0 10

0 0 0

0 0 0 2 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

AVOID AWAKE BABY BAG BAGS BAKE BAKER BAKING BARBER BARGAIN BARGAINING BASIN BASKET BATH BEAM BEARD BEG BICYCLE BICYCLING BILLION BIRTH BIRTHDAY BIT BOIL BOILS BORROW BORROWED BOTTLE BOTTLES BOTTOM BOWL BOWLING BREAKFAST BREATH BREATHE

1 1 2 2 2 1

1 3 1 1 2

1 1 1 1 1

1 2 1 6 3 3 1 1 2 1 1 1 1 4 1 1 5 3 2 2 2 2 1 5 3 3 1 2 1 1 5 1 5 1 1

0 2 0 0 0 0 0 1 2 2 1 0 1 0 0 0 0 5 2 0 0 5 0 0 0 3 1 4 1 1 0 1 10 2 1

0 0 0 0 0 1 0 0 0 0 0 0 0 1 1 0 1 0 0 0 0 0 0 0 3 0 0 0 0 0 1 0 0 0 1

1 1 0 0 0 2 0 0 1 0 0 0 0 0 0 0 0 3 1 2 0 0 0 5 0 1 1 0 0 1 3 1 2 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 2 0

0 0 1 1 0 0 0 0 1 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 139

0 0 0 5 2 0 1 0 0 0 0 1 0 0 0 0 4 1 0 0 0 2 0 0 0 0 0 0 0 0 1 0 5 0 0

0 0 0 0 0 0 0 0 0 2 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 1 0 0

0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0

0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 1 0 1 1 0 0 0 0 0 0

0 0 0 0 1

0 1

0 0 0 0 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

BROADCASTING BROWN BROWNS BUNCH BUS BUSES BUSY BUTTER BUTTERED CAKE CAKES CAMERA CAMERAS CAMP CAMPING CARD CARDS CAT CATS CENTIMETRES CHAIR CHAIRS CHEAPER CHEAT CHEATING CHECK CHEESE CHICKEN CHICKENS CLAY CLEAN CLEANING CLERK CLOCK CLOTHES

1 3 1 3

5 1

1 2 2 5 1 2 3 1 4 2

1 1 1 1

1 2 1 1 3 1 3 2 1 8 2 1 1 2 2 12 17 17 1 1 6 3 1 1 1 4 6 3 1 1 1 3 1 2 4

1 5 1 0 0 0 0 3 1 0 0 2 2 0 2 0 0 0 0 2 0 0 1 0 2 0 0 9 1 0 0 3 0 0 9

0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0

0 0 0 0 0 0 1 2 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 4 4 0 0 0 1 0 0 0

0 0 1 0 1 1 1 0 1 1 0 0 0 2 1 0 0 1 0 0 0 0 0 0 2 0 0 0 0 0 0 0 1 0 0

0 2 0 0 0 0 0 0 0 1 0 0 0 0 0 3 5 4 0 0 4 1 0 0 0 0 0 0 0 0 0 1 0 0 1 140

0 0 0 1 1 0 0 0 0 2 2 2 0 0 0 0 0 7 0 0 0 1 0 0 0 1 2 0 0 0 1 0 0 0 2

0 3 0 0 0 0 0 1 0 2 0 0 2 0 0 0 0 0 0 0 0 0 1 1 0 0 0 2 0 0 0 1 0 0 4

0 0 0 0 0 0 1 0 0 2 0 0 0 0 0 0 0 2 1 0 2 1 0 0 0 1 0 3 0 0 0 0 0 2 0

1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 9 12 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 2

0 0 0

0 0

0 0 1

0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

CLOTHING CLUB COARSE COAT COATS COFFEE COLLECT COLLECTING COLLECTION COMBINE COMFORTABLE COMPARE COMPARED COMPETE COMPOSE COMPOSITE CONGRATULATIONS CONNECTED CONVERSATION COOK COOKING COOKS CORRECT CORRECTLY COUGH COUSIN COUSINS COWS CRACK CREAM CROPS CRUEL CUP CUPBOARD CUPS

2 1 1 3

4 3

1 1 1 1 3 1 1 5 2

1 2 1 1 1 7 3 1 1 1 3 2 1 1 1 1 1 1 11 4 5 7 6 1 1 1 1 1 5 3 1 8 1 6

1 0 1 0 0 0 4 1 1 2 3 2 1 1 1 1 1 1 1 0 9 0 20 19 0 0 3 0 0 0 0 0 0 2 0

0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 2 0 1 5 0 0 0 0 0 0 0 0 0 1 0 0 1 0 4

0 1 0 0 0 0 1 1 1 0 1 0 1 0 1 1 0 0 0 4 4 0 7 0 0 0 3 0 1 0 0 0 2 0 0

0 0 0 0 0 2 0 0 0 2 0 0 0 0 0 0 0 1 0 1 1 2 2 0 0 0 0 1 0 1 3 0 1 0 2

0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 2 0 0 0 0 0 0 0 0 0 0 0 141

0 0 0 1 1 4 1 0 0 0 1 1 0 0 0 0 0 0 0 1 0 2 1 1 1 0 0 0 0 3 0 1 2 0 0

1 0 0 0 0 0 2 0 0 0 0 0 0 1 0 0 2 0 0 0 3 0 3 2 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 2 0 0 0 0 0 0 0 0 2 0 0

0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 1 4 0 1 0 0 0 0 0 0 0 2 0

0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 8

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

CURL CURLY CURTAIN CUSTOMERS DANCE DANCING DELIVERS DESK DICTIONARY DINING DINNER DIPPED DIRTY DISCUSS DOUBLE DOWNSTAIRS DRAWER DURING EDUCATION ELDER ELECTRIC ELECTRICIAN ELEPHANT EMPTY ENGINE ENGINEER ENTERTAIN ENTERTAINING ENTERTAINS ESPECIALLY ESSENTIAL EXACTLY EXCELLENT EXCUSE FALSE

1 1

4 4 3 1 1

1 2

1 5 1 1 1 2 1 7 4 8 5 1 1 6 1 1 1 3 1 1 2 1 1 2 3 2 2 1 1 2 9 2 1 4 3

0 0 1 1 0 2 1 0 5 0 0 0 0 6 1 1 1 4 1 0 3 2 2 0 0 2 3 1 1 2 9 2 1 23 0

0 0 0 0 1 0 0 0 0 2 2 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 1 0 0 0 0

0 0 0 0 0 1 0 0 0 0 0 1 0 1 1 0 0 0 1 0 0 0 0 0 2 1 1 0 0 1 1 1 0 4 1

1 5 0 0 0 0 0 1 1 0 2 0 1 1 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 1

0 0 0 0 0 0 1 0 1 0 0 0 0 1 0 0 0 2 0 1 1 2 0 0 0 1 2 0 0 0 1 0 0 0 0 142

0 0 0 0 0 0 0 1 1 2 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 1

0 0 0 1 0 1 0 3 2 0 1 0 0 1 0 0 0 1 0 0 0 0 2 0 0 0 0 0 0 0 1 0 0 13 0

0 0 0 0 0 0 0 2 0 3 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 1 0

0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 2 0 0 0 0 0 0 0 1 0 1 0 0 5 0

0 0 0 0 0

0 0 0 0 0 0 0 0 0

0 0 0 0 0 1 1 1 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

FAN FASHION FASHIONED FAT FEET FILM FILMS FIRMLY FLAVOUR FLOUR FOND FOOT FORK FORMAL FORWARD FRIED FRIES FRIGHTENED FROZEN FRUIT FRY FRYING FUN FUNNY GARAGE GRADUAL GRAIN GRAMMAR GRAMS GRANDFATHER GRANDMOTHER GRASS GREET GREETING GREETINGS

3 1 2 1 1 1 2 3 1

4 1

3 2 2 3 2

1 1

3 1

2 1 1 5 1 2 1 1 1 1 5 10 2 8 1 13 3 1 1 3 6 6 4 3 4 1 1 8 1 2 1 4 4 2 1

0 2 1 0 0 0 0 0 1 0 0 0 0 15 1 0 0 1 2 0 0 0 0 0 7 1 0 16 0 3 2 0 0 16 16

0 0 0 2 0 0 0 0 0 0 1 2 0 0 0 4 0 0 0 1 4 2 1 0 1 0 0 0 0 0 0 2 0 0 0

0 0 0 2 0 0 0 1 0 0 0 7 2 1 0 0 0 0 2 0 2 4 0 0 2 0 0 2 0 1 0 0 0 0 0

0 0 0 1 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 2 0 1 1 2 0 0 0 1 0 0 0

0 0 0 0 1 0 0 0 0 0 4 0 0 1 0 2 0 0 0 0 0 0 2 1 0 0 0 2 0 0 0 0 0 0 0 143

0 0 1 0 0 1 1 0 0 1 0 0 0 2 0 6 3 1 0 1 0 0 1 0 0 0 0 2 1 2 0 0 0 5 0

0 2 0 0 0 0 0 0 1 0 0 1 0 3 0 1 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 1 0 0 0

2 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 1 0 0 0 0 1 0 0 2 0 0 0 0 0 0 0

0 0 0 0 0 1 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 3 0 0 2 0 0 2 0 4 0 0

0 0

2 0

0 0

0 0 2 0 0

11 16

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

GRIND GUEST GUESTS GUIDE GUIDES HABIT HABITS HABITUAL HAIR HARVEST HAT HATE HAY HEALTH HEALTHIER HEALTHY HELLO HEY HI HIT HOLIDAY HONEST HOSPITAL HOTEL HUNGRY HURRY ICE IMAGINE INFORMAL INFORMATION INK INSECT INSECTS INSTANT ISLAND

1 1 3 1 1 1 3 2 4 1 1

4 2 5 1

1 1 3

2 1 1 1

3 1 4 1 1 2 3 1 19 1 4 3 1 1 1 2 32 3 32 1 3 1 2 1 1 1 5 1 8 6 2 3 1 1 1

0 0 0 0 0 0 0 1 0 2 0 0 0 4 1 15 0 0 0 0 8 1 5 0 1 0 0 1 14 25 0 0 0 1 0

3 0 1 0 0 0 0 0 1 0 1 0 0 0 0 0 7 0 3 0 0 1 0 0 0 0 1 0 0 0 0 3 1 0 0

0 0 0 0 0 0 1 1 0 0 1 0 0 0 1 0 0 0 1 0 1 0 4 0 0 0 0 0 1 0 0 0 0 1 0

0 0 1 0 1 0 1 0 18 0 0 0 1 4 0 14 2 0 0 0 0 0 0 1 1 0 1 0 1 3 0 0 0 0 0

0 0 0 0 0 2 1 0 0 2 1 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 3 0 0 0 0 0 144

0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 2 1 6 0 0 0 0 0 3 1 2 3 1 0 0 0 0

0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 2 2 2 0 1 0 0 0 0 1 0 0 2 2 0 0 0 0 1

0 1 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 2 1 1 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 21 0 24 0 0 0 0 0 0 0 0 0 3 13 0 0 0 0 0

0 0

0 0 0

0 0 0 0

0 2 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

JOURNEY JUICE JUICES JUMPING KEY KILOGRAM KILOGRAMS KITCHEN KNIFE LAMP LAZY LEAF LEATHER LEGS LEND LESSON LID LIST LISTS LITRE LOAF LOAVES LOG LOT LOTS LOUDER LOUDLY LUNCH LUNGS MAP MATCH MEAL MEALS MEANWHILE MEAT

2 1 1

1 1 2 2 1 1 8 1 4 1 1 1 2 5 1

5 2 1 2 3 2

1 3 1 1 1 1 1 5 1 1 4 4 1 4 2 37 1 9 1 2 3 1 2 10 1 1 1 11 3 4 4 4 4 1 4

1 0 0 1 0 1 2 22 0 0 1 0 2 0 0 0 0 0 0 0 0 1 0 0 0 1 2 0 1 0 10 0 0 1 0

0 1 0 0 0 0 0 0 1 0 0 1 0 4 0 4 1 0 1 0 0 0 0 3 0 0 0 2 2 0 0 1 0 0 1

0 0 1 0 1 1 2 4 0 0 0 0 0 0 0 4 0 0 0 2 0 0 0 3 1 0 0 0 0 0 0 3 2 0 0

0 0 0 1 0 0 0 0 0 0 0 0 0 0 2 4 0 1 0 0 0 0 1 0 0 0 0 1 0 0 3 0 1 0 0

0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 5 0 3 0 0 0 0 1 2 0 0 2 3 0 0 4 0 0 0 0 145

0 2 0 0 0 0 0 0 0 0 0 3 0 0 0 4 0 0 0 0 3 0 0 0 0 0 0 2 0 0 1 0 0 1 3

1 0 0 0 0 0 0 3 0 0 3 0 2 0 0 4 0 2 0 0 0 1 0 0 0 1 0 3 0 0 2 0 0 0 0

0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 6 0 3 0 0 0 0 0 1 0 0 0 0 0 4 0 0 1 0 0

0 0 0 0 0 0 0 12 0 0 0 0 0 0 0 6 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0

0 0 0 2

0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

MECHANIC MECHANICS MEDICINES MELT MESSAGE MESSAGES METRES MISTAKE MIX MIXTURE MODELS NEAT NEPHEW NET NICE NICELY NOISY NOON NOSE NOUN NOUNS NURSE NUTS OBEY OBEYS OCEAN ORANGE ORANGES ORIGINAL PACK PAIR PAIRS PAN PANS PARDON

2 1 6 1 2 1 1 2 1 2 1 2 1 1

1 2 8 2 1

1 1 1 2 1 2 1 1 3 3 1 2 1 1 26 1 2 2 1 4 2 5 1 2 1 1 2 1 2 1 4 38 9 1 2

1 1 1 0 4 6 1 3 0 4 1 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 2 2 2 0 0 0 0 0 11

0 0 0 0 0 0 0 0 0 1 0 0 0 0 3 0 1 0 0 0 0 2 0 0 0 0 0 0 0 0 3 6 5 0 0

1 0 0 2 0 0 0 0 3 2 1 0 1 0 1 0 0 0 0 1 0 0 0 0 0 0 1 2 0 0 0 1 4 0 1

0 0 0 0 0 0 1 0 0 1 0 1 0 0 0 0 0 2 1 0 0 3 0 0 0 0 0 0 0 0 0 6 0 0 0

0 1 0 0 0 1 0 0 0 0 0 0 0 0 6 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 1 7 0 0 0 146

0 0 0 0 0 0 0 0 0 0 0 1 0 0 7 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 6 0 0 0

0 0 1 0 0 0 0 3 0 0 0 0 0 1 1 0 1 0 0 0 0 0 0 1 1 0 1 0 1 0 0 4 0 0 10

0 0 0 0 4 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 6 0 1 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 8 1 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0

0 0 0 0 0 0 0 0 0 0

0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

PARENTS PARK PARKING PASSENGERS PATIENT PATTERN PEN PENCIL PERFORM PERFORMED PERFORMING PET PETS PHONE PHOTOGRAPH PHOTOGRAPHER PHOTOGRAPHS PICK PINCH PINK PIPE PLANE PLATE PLENTY PLOUGH PLOUGHS PLURAL POCKET POCKETS POETRY POLICE POLITE POLITENESS POOL POT

4 5

3 1 3

2 1 1 1 1 2

1 1 1 1

6 8 1 1 1 2 9 10 1 1 2 6 1 4 1 1 1 2 1 2 1 3 7 1 1 1 3 1 1 1 7 3 1 3 1

13 0 2 2 1 2 0 0 1 1 2 0 0 0 1 1 1 1 0 0 0 0 0 1 2 2 4 1 3 1 0 0 7 0 0

0 2 0 0 0 0 3 5 0 0 0 1 1 1 0 0 0 0 0 0 0 0 4 0 0 0 0 0 0 0 0 0 0 3 0

2 0 0 0 1 0 0 0 1 0 1 0 0 0 0 0 1 0 1 0 0 0 3 0 0 0 1 0 0 0 0 0 0 0 0

1 0 0 0 0 1 0 1 0 1 1 0 0 1 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0

0 1 0 2 0 1 2 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 2 2 0 0 0 0 0 0 0 0 0 147

2 1 0 0 0 0 1 0 0 0 0 4 0 0 1 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 3 0 0 1

0 0 0 0 0 0 0 2 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 2 1 3 0 7 0 7 0 0

3 2 2 0 0 0 3 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0

1 2 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0

4 0 0 0 0

0 0 0

0 0 0 0 0 0 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

POTS POTTING POUR POWDER PRACTICE PRACTISE PRAYER PREFER PROBABLY PROFESSIONS PROGRAM PROGRAMMES PRONOUNCE PURPLE PUSH PUZZLE QUICKLY RADIO RAIN RAINING RARE RECOMMENDED REFER REFERS REFLECT REGULAR REPAIRED REPEAT REQUESTED REQUESTING RESPONSIBLE RESTAURANT REVIEW RICE ROPE

2 3

1 2 1 4 1 1 1 1

3 1

2 1 7 1 8 8 1 1 2 1 1 1 8 1 2 2 1 4 1 1 1 1 1 1 1 2 1 13 1 1 1 5 8 15 5

0 1 0 1 264 30 1 0 2 6 1 1 9 0 0 0 1 0 0 1 0 1 0 0 1 3 1 0 1 1 1 27 8 0 0

0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 7 0

1 0 3 1 31 3 1 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 0 0 0 0 0 1 0 0 0 3 1 0 5

0 1 0 0 36 3 0 0 1 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 2 0

0 0 0 0 42 5 0 1 0 6 0 1 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 2 0 0 0 1 1 0 0 148

0 0 0 0 37 5 0 0 0 0 0 0 2 1 1 0 0 1 0 0 1 0 0 0 0 1 0 2 0 0 0 5 1 6 0

0 0 1 0 38 5 0 0 1 0 0 0 1 0 0 2 0 0 0 0 0 0 0 0 0 2 0 1 1 1 0 1 1 0 0

1 0 0 0 27 3 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 1 1 0 0 0 1 3 0 0 1 17 1 0 0

0 0 0 0 26 3 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 1 0 0

0 0 27 3 0 0 0 0 0 1

0 0

0 0 0 0 0 0 0 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SAUCE SCATTER SEARCH SEED SEEDS SENTENCE SENTENCES SHARP SHEET SHEETS SHELTER SHIRT SHIRTS SHOES SHOP SHOPPING SHOPS SILK SINK SKIN SLOW SLOWLY SMELLS SMOKE SMOKES SMOKING SMOOTH SNAKES SOIL SOLID SORRY SOUP SPADE SPELL SPELLING

2 1

1 1 1 3 1 5 2 1 1 1 1 1

1 1 6 4 1 2

5 1 2 5 7 4 8 1 1 1 1 14 1 8 5 1 1 3 1 1 1 2 1 2 1 1 1 1 6 1 39 9 2 5 2

0 1 2 0 0 5 30 0 0 0 1 0 0 0 0 4 0 0 0 0 0 3 1 0 1 1 1 1 0 0 0 0 0 0 2

5 0 0 0 0 0 0 1 0 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 4 4 0 0 0

0 0 1 4 7 1 4 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 1 0 0 0 0 6 0 0 0 0 0 0

0 1 0 0 0 1 3 0 0 0 1 0 0 0 0 0 0 0 0 0 0 2 0 0 1 0 1 1 0 0 2 0 2 0 1

0 0 0 1 0 2 6 0 0 0 0 2 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 149

0 0 1 0 0 0 2 0 0 0 0 11 0 4 4 0 1 3 0 1 0 0 0 1 0 0 0 0 0 0 12 1 0 2 0

0 0 0 0 0 1 7 0 0 0 0 0 0 1 0 4 0 0 0 0 1 0 1 0 0 0 0 0 0 0 6 3 0 0 0

0 0 0 0 0 0 1 0 1 0 0 0 1 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 12 0 0 0 0

0 0 0 0 0 0 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 3 0 0 3 0

0 0

0 1

0 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SPOON SPOONFUL SPOONS SPORT SPORTS STAFF STICK STIR STOVE STOVES STRAIGHT SUDDENLY SUGAR SUIT SUITABLE SWEEPING SWIM SWIMMING SYMPATHY TAIL TAILOR TALL TASTE TASTES TAXI TAXIS TEA TELEPHONE THANK THANKS THEATRE THICK THICKER THIN THROAT

3 1 1 2 2 3 1

4 1

1 1 1 2 1 1 1 2 6

3 2

1 1 1 3 2 1 7 6 3 1 2 2 12 1 6 1 1 3 1 1 2 3 2 2 1 1 3 2 34 5 2 4 1 3 1

0 2 1 0 0 0 0 0 0 0 6 2 0 0 7 1 0 13 1 0 0 0 0 0 0 0 0 2 0 15 3 0 1 0 1

0 0 0 1 0 0 6 3 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 6 0 0 1 0 1 1

1 2 0 1 2 0 0 3 1 0 0 1 2 0 1 1 0 7 0 0 0 0 0 0 0 0 0 0 0 3 0 0 1 2 0

0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 2 3 0 0 1 1 2 0 1 0 0 1 0 0 0

0 0 0 0 0 0 0 0 1 0 4 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 150

0 0 0 0 0 0 0 0 1 0 0 0 4 1 1 0 0 0 0 1 0 0 1 2 0 0 1 0 8 0 0 2 0 0 0

0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 5 2 2 0 0 0 0

0 0 0 1 0 1 0 0 0 1 0 1 3 0 1 0 0 5 0 0 0 0 0 0 0 0 0 0 8 2 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 2 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 6 4 0 0 0 0 0

0 0

2 0 0 1

0 4 1 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

TIDE TIDY TIE TIN TIPS TIRED TITLE TOE TOMORROW TONGUE TONIGHT TOOTH TOURISTS TRACK TRAY TREAT TRIBES TRICK TRIP TYPICALLY UGLY UNCLE UNCLES UPPER UPSET UPSTAIRS VERB VERBS VOWEL VOWELS WAIST WARM WARMTH WARN WARNING

1 1 2 1 1 1 1 1

1 1 1 1 1 1 1 1 4 1 1 2 2

1 2 1

1 1 2 1 3 1 1 1 2 1 1 1 2 1 3 2 1 1 1 1 1 18 1 1 1 1 3 2 2 1 1 9 1 1 1

0 0 0 0 0 0 0 0 4 1 1 0 2 0 0 0 0 0 0 1 0 0 2 0 0 3 0 0 2 1 0 0 1 0 1

0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 6 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 1 0 3 1 0 0 0 0 0 0 0 1 3 2 0 1 0 0 0 0 0 0 0 0 0 1 0 0 1 8 0 0 0

0 0 0 0 0 0 1 0 1 0 0 1 0 0 0 0 0 0 0 0 0 10 0 0 0 0 2 1 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 151

0 0 0 1 0 0 0 1 0 0 0 0 1 0 0 0 1 0 1 1 1 1 2 0 0 0 1 0 0 1 0 0 0 0 0

1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 1 0

0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 1 0 0 0 0 0 1

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 3 0 0 0 0 0 0 0 0 0

0 0 1 0

0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

WASH 2 WASHED WASHES WASHING WEATHER WEIGH 1 WEIGHT WHEEL 1 WHEELS WINGS 1 WORRY YARD 5 YELLOW YELLOWISH Types Found In Base List Two TYPE ACCIDENTALLY ADVERTIsem*nT ADVERTIsem*nTS ADVISES AEROPLANE AFRAID AFTERNOON AHEAD ALIKE ALOUD APOLOGISE APOLOGIZE APOLOGY APPLE APPLES ARRANGE ASLEEP ATTEND

3 2 1 1 1 1 2 1 1 1 1 7 2 1

0 2 1 1 1 0 2 0 1 0 1 0 6 1

0 0 0 0 0 1 0 0 0 1 0 2 0 1

1 0 0 0 0 0 1 0 1 0 0 0 1 0

2 0 0 0 0 0 1 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 1 0 0

0 1 0 1 1 0 0 0 0 0 0 1 5 0

0 0 0 0 0 0 0 1 0 0 1 0 0 0

0 1 1 0 0 0 0 0 0 0 0 2 0 0

2 2 2 1 1 5 6 1 1 30 2 1 1 3 6 4 4 3

FREQ 2 22 2 1 1 0 19 0 0 0 3 1 12 0 0 6 0 3

F1 0 0 0 0 0 2 0 1 0 3 0 1 0 0 1 0 4 0

F2 0 0 0 0 0 0 0 0 0 5 0 0 0 0 0 2 0 1

F3 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 1 0 0

F4 0 0 0 0 1 2 1 0 0 4 0 0 0 0 0 2 0 1

F5 0 0 0 0 0 1 0 0 0 3 0 0 0 2 5 0 0 0

F6 1 21 1 1 0 0 2 0 0 5 1 0 0 0 0 1 0 0

F7 0 0 1 0 0 0 3 0 0 6 0 0 0 1 0 0 0 1

F8 1 1 0 0 0 0 1 0 1 4 2 0 12 0 0 0 0 0

RANGE

3 1 1 7

2 2 1

152

0 0 0 0 0 0 0 0 0

F9 0 0 0 0 0 10

0 0 0

0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

ATTENDANT ATTENTION ATTRACT AUDIENCE AUNT AUNTS AVOID AWAKE BABY BAG BAGS BAKE BAKER BAKING BARBER BARGAIN BARGAINING BASIN BASKET BATH BEAM BEARD BEG BICYCLE BICYCLING BILLION BIRTH BIRTHDAY BIT BOIL BOILS BORROW BORROWED BOTTLE BOTTLES

3 1 1 1 2 2 2 1

1 3 1 1 2

1 1 1 1 1

2 6 1 1 6 2 1 2 1 6 3 3 1 1 2 1 1 1 1 4 1 1 5 3 2 2 2 2 1 5 3 3 1 2 1

3 9 3 1 0 0 0 2 0 0 0 0 0 1 2 2 1 0 1 0 0 0 0 5 2 0 0 5 0 0 0 3 1 4 1

1 0 0 0 3 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 1 0 1 0 0 0 0 0 0 0 3 0 0 0 0

0 1 0 0 0 0 1 1 0 0 0 2 0 0 1 0 0 0 0 0 0 0 0 3 1 2 0 0 0 5 0 1 1 0 0

0 2 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0

2 0 0 0 2 2 0 0 1 1 0 0 0 0 1 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 153

0 0 0 0 0 0 0 0 0 5 2 0 1 0 0 0 0 1 0 0 0 0 4 1 0 0 0 2 0 0 0 0 0 0 0

0 2 3 1 0 0 0 0 0 0 0 0 0 0 0 2 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0

0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0

0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 1 0 1 1

0 2 0 0

0 0 0 0 1

0 1

0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

BOTTOM BOWL BOWLING BREAKFAST BREATH BREATHE BROADCASTING BROWN BROWNS BUNCH BUS BUSES BUSY BUTTER BUTTERED CAKE CAKES CAMERA CAMERAS CAMP CAMPING CARD CARDS CAT CATS CENTIMETRES CHAIR CHAIRS CHEAPER CHEAT CHEATING CHECK CHEESE CHICKEN CHICKENS

1 3 1 3

5 1

1 2 2 5 1 2 3 1 4 2

1 5 1 5 1 1 1 2 1 1 3 1 3 2 1 8 2 1 1 2 2 12 17 17 1 1 6 3 1 1 1 4 6 3 1

1 0 1 10 2 1 1 5 1 0 0 0 0 3 1 0 0 2 2 0 2 0 0 0 0 2 0 0 1 0 2 0 0 9 1

0 1 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 1 0 0 0

1 3 1 2 0 0 0 0 0 0 0 0 1 2 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 4 4 0

0 0 0 0 2 0 0 0 1 0 1 1 1 0 1 1 0 0 0 2 1 0 0 1 0 0 0 0 0 0 2 0 0 0 0

0 0 0 1 0 0 0 2 0 0 0 0 0 0 0 1 0 0 0 0 0 3 5 4 0 0 4 1 0 0 0 0 0 0 0 154

0 1 0 5 0 0 0 0 0 1 1 0 0 0 0 2 2 2 0 0 0 0 0 7 0 0 0 1 0 0 0 1 2 0 0

0 0 0 1 0 0 0 3 0 0 0 0 0 1 0 2 0 0 2 0 0 0 0 0 0 0 0 0 1 1 0 0 0 2 0

0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 2 0 0 0 0 0 0 0 2 1 0 2 1 0 0 0 1 0 3 0

0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 9 12 0 0 0 0 0 0 0 0 1 0 0 1

0 0 0 0 0 0 0 0

0 0

0 0 1

0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

CLAY CLEAN CLEANING CLERK CLOCK CLOTHES CLOTHING CLUB COARSE COAT COATS COFFEE COLLECT COLLECTING COLLECTION COMBINE COMFORTABLE COMPARE COMPARED COMPETE COMPOSE COMPOSITE CONGRATULATIONS CONNECTED CONVERSATION COOK COOKING COOKS CORRECT CORRECTLY COUGH COUSIN COUSINS COWS CRACK

1 1 1 1

2 1 1 3

4 3

1 1 1 1

1 1 3 1 2 4 1 2 1 1 1 7 3 1 1 1 3 2 1 1 1 1 1 1 11 4 5 7 6 1 1 1 1 1

0 0 3 0 0 9 1 0 1 0 0 0 4 1 1 2 3 2 1 1 1 1 1 1 1 0 9 0 20 19 0 0 3 0 0

1 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 2 0 1 5 0 0 0 0 0 0 0 0 0

0 0 1 0 0 0 0 1 0 0 0 0 1 1 1 0 1 0 1 0 1 1 0 0 0 4 4 0 7 0 0 0 3 0 1

0 0 0 1 0 0 0 0 0 0 0 2 0 0 0 2 0 0 0 0 0 0 0 1 0 1 1 2 2 0 0 0 0 1 0

0 0 1 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 2 0 0 0 0 0 155

0 1 0 0 0 2 0 0 0 1 1 4 1 0 0 0 1 1 0 0 0 0 0 0 0 1 0 2 1 1 1 0 0 0 0

0 0 1 0 0 4 1 0 0 0 0 0 2 0 0 0 0 0 0 1 0 0 2 0 0 0 3 0 3 2 0 0 0 0 0

0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 2 0 0 0 0 0

0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 1 4 0 1 0 0 0

0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 8

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

CREAM CROPS CRUEL CUP CUPBOARD CUPS CURL CURLY CURTAIN CUSTOMERS DANCE DANCING DELIVERS DESK DICTIONARY DINING DINNER DIPPED DIRTY DISCUSS DOUBLE DOWNSTAIRS DRAWER DURING EDUCATION ELDER ELECTRIC ELECTRICIAN ELEPHANT EMPTY ENGINE ENGINEER ENTERTAIN ENTERTAINING ENTERTAINS

3 1 1 5 2 1 1

4 4 3 1 1

1 2

5 3 1 8 1 6 1 5 1 1 1 2 1 7 4 8 5 1 1 6 1 1 1 3 1 1 2 1 1 2 3 2 2 1 1

0 0 0 0 2 0 0 0 1 1 0 2 1 0 5 0 0 0 0 6 1 1 1 4 1 0 3 2 2 0 0 2 3 1 1

1 0 0 1 0 4 0 0 0 0 1 0 0 0 0 2 2 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0

0 0 0 2 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 1 1 0 0 0 1 0 0 0 0 0 2 1 1 0 0

1 3 0 1 0 2 1 5 0 0 0 0 0 1 1 0 2 0 1 1 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 1 0 0 0 2 0 1 1 2 0 0 0 1 2 0 0 156

3 0 1 2 0 0 0 0 0 0 0 0 0 1 1 2 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0

0 0 0 0 0 0 0 0 0 1 0 1 0 3 2 0 1 0 0 1 0 0 0 1 0 0 0 0 2 0 0 0 0 0 0

0 0 0 2 0 0 0 0 0 0 0 0 0 2 0 3 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 2 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 2 0 0 0 0 0 0 0 1

0 0 0 0 0

0 0 0 0 0 0 0 0 0

0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

ESPECIALLY ESSENTIAL EXACTLY EXCELLENT EXCUSE FALSE FAN FASHION FASHIONED FAT FEET FILM FILMS FIRMLY FLAVOUR FLOUR FOND FOOT FORK FORMAL FORWARD FRIED FRIES FRIGHTENED FROZEN FRUIT FRY FRYING FUN FUNNY GARAGE GRADUAL GRAIN GRAMMAR GRAMS

3 1

3 1 2 1 1 1 2 3 1

4 1

3 2 2 3 2

1 1

2 9 2 1 4 3 2 1 1 5 1 2 1 1 1 1 5 10 2 8 1 13 3 1 1 3 6 6 4 3 4 1 1 8 1

2 9 2 1 23 0 0 2 1 0 0 0 0 0 1 0 0 0 0 15 1 0 0 1 2 0 0 0 0 0 7 1 0 16 0

0 1 0 0 0 0 0 0 0 2 0 0 0 0 0 0 1 2 0 0 0 4 0 0 0 1 4 2 1 0 1 0 0 0 0

1 1 1 0 4 1 0 0 0 2 0 0 0 1 0 0 0 7 2 1 0 0 0 0 2 0 2 4 0 0 2 0 0 2 0

0 1 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 2 0 1 1 2 0

0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 4 0 0 1 0 2 0 0 0 0 0 0 2 1 0 0 0 2 0 157

0 1 0 0 0 1 0 0 1 0 0 1 1 0 0 1 0 0 0 2 0 6 3 1 0 1 0 0 1 0 0 0 0 2 1

0 1 0 0 13 0 0 2 0 0 0 0 0 0 1 0 0 1 0 3 0 1 0 0 0 0 0 0 0 0 0 0 0 2 0

1 1 0 0 1 0 2 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 1 0 0 0 0 1 0 0 2 0

0 1 0 0 5 0 0 0 0 0 0 1 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 3 0 0 2 0

0 1 1 1 0

0 0

2 0

0 0

0 0 2

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

GRANDFATHER GRANDMOTHER GRASS GREET GREETING GREETINGS GRIND GUEST GUESTS GUIDE GUIDES HABIT HABITS HABITUAL HAIR HARVEST HAT HATE HAY HEALTH HEALTHIER HEALTHY HELLO HEY HI HIT HOLIDAY HONEST HOSPITAL HOTEL HUNGRY HURRY ICE IMAGINE INFORMAL

3 1

1 1 3 1 1 1 3 2 4 1 1

4 2 5 1

1 1 3

2 1 4 4 2 1 3 1 4 1 1 2 3 1 19 1 4 3 1 1 1 2 32 3 32 1 3 1 2 1 1 1 5 1 8

3 2 0 0 16 16 0 0 0 0 0 0 0 1 0 2 0 0 0 4 1 15 0 0 0 0 8 1 5 0 1 0 0 1 14

0 0 2 0 0 0 3 0 1 0 0 0 0 0 1 0 1 0 0 0 0 0 7 0 3 0 0 1 0 0 0 0 1 0 0

1 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 1 0 0 0 1 0 0 0 1 0 1 0 4 0 0 0 0 0 1

0 0 1 0 0 0 0 0 1 0 1 0 1 0 18 0 0 0 1 4 0 14 2 0 0 0 0 0 0 1 1 0 1 0 1

0 0 0 0 0 0 0 0 0 0 0 2 1 0 0 2 1 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 158

2 0 0 0 5 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 2 1 6 0 0 0 0 0 3 1 2

0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 2 2 2 0 1 0 0 0 0 1 0 0 2

0 0 0 0 0 0 0 1 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 2

0 2 0 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 21 0 24 0 0 0 0 0 0 0 0 0 3

0 0

11 16

0 0

0 0 0

0 0 0 0

0 2

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

INFORMATION INK INSECT INSECTS INSTANT ISLAND JOURNEY JUICE JUICES JUMPING KEY KILOGRAM KILOGRAMS KITCHEN KNIFE LAMP LAZY LEAF LEATHER LEGS LEND LESSON LID LIST LISTS LITRE LOAF LOAVES LOG LOT LOTS LOUDER LOUDLY LUNCH LUNGS

2 1 1 1 2 1 1

1 1 2 2 1 1 8 1 4 1 1 1 2 5 1

5 2

6 2 3 1 1 1 1 3 1 1 1 1 1 5 1 1 4 4 1 4 2 37 1 9 1 2 3 1 2 10 1 1 1 11 3

25 0 0 0 1 0 1 0 0 1 0 1 2 22 0 0 1 0 2 0 0 0 0 0 0 0 0 1 0 0 0 1 2 0 1

0 0 3 1 0 0 0 1 0 0 0 0 0 0 1 0 0 1 0 4 0 4 1 0 1 0 0 0 0 3 0 0 0 2 2

0 0 0 0 1 0 0 0 1 0 1 1 2 4 0 0 0 0 0 0 0 4 0 0 0 2 0 0 0 3 1 0 0 0 0

3 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 2 4 0 1 0 0 0 0 1 0 0 0 0 1 0

3 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 5 0 3 0 0 0 0 1 2 0 0 2 3 0 159

3 1 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 3 0 0 0 4 0 0 0 0 3 0 0 0 0 0 0 2 0

2 0 0 0 0 1 1 0 0 0 0 0 0 3 0 0 3 0 2 0 0 4 0 2 0 0 0 1 0 0 0 1 0 3 0

1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 6 0 3 0 0 0 0 0 1 0 0 0 0 0

13 0 0 0 0 0 0 0 0 0 0 0 0 12 0 0 0 0 0 0 0 6 0 0 0 0 0 0 0 1 0 0 0 0 0

0 0

0 0 0 2

0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

MAP MATCH MEAL MEALS MEANWHILE MEAT MECHANIC MECHANICS MEDICINES MELT MESSAGE MESSAGES METRES MISTAKE MIX MIXTURE MODELS NEAT NEPHEW NET NICE NICELY NOISY NOON NOSE NOUN NOUNS NURSE NUTS OBEY OBEYS OCEAN ORANGE ORANGES ORIGINAL

1 2 3 2

2 1 6 1 2 1 1 2 1 2 1 2 1 1

4 4 4 4 1 4 1 1 1 2 1 2 1 1 3 3 1 2 1 1 26 1 2 2 1 4 2 5 1 2 1 1 2 1 2

0 10 0 0 1 0 1 1 1 0 4 6 1 3 0 4 1 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 2 2 2

0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 3 0 1 0 0 0 0 2 0 0 0 0 0 0 0

0 0 3 2 0 0 1 0 0 2 0 0 0 0 3 2 1 0 1 0 1 0 0 0 0 1 0 0 0 0 0 0 1 2 0

0 3 0 1 0 0 0 0 0 0 0 0 1 0 0 1 0 1 0 0 0 0 0 2 1 0 0 3 0 0 0 0 0 0 0

0 4 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 6 0 0 0 0 0 0 0 1 0 0 0 0 0 1 160

0 1 0 0 1 3 0 0 0 0 0 0 0 0 0 0 0 1 0 0 7 0 0 0 0 0 0 0 0 0 0 1 0 0 0

0 2 0 0 0 0 0 0 1 0 0 0 0 3 0 0 0 0 0 1 1 0 1 0 0 0 0 0 0 1 1 0 1 0 1

4 0 0 1 0 0 0 0 0 0 4 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 8 1 0 0 0 3 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0

0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

PACK PAIR PAIRS PAN PANS PARDON PARENTS PARK PARKING PASSENGERS PATIENT PATTERN PEN PENCIL PERFORM PERFORMED PERFORMING PET PETS PHONE PHOTOGRAPH PHOTOGRAPHER PHOTOGRAPHS PICK PINCH PINK PIPE PLANE PLATE PLENTY PLOUGH PLOUGHS PLURAL POCKET POCKETS

1 2 8 2 1

4 5

3 1 3

2 1 1 1 1 2

1 4 38 9 1 2 6 8 1 1 1 2 9 10 1 1 2 6 1 4 1 1 1 2 1 2 1 3 7 1 1 1 3 1 1

0 0 0 0 0 11 13 0 2 2 1 2 0 0 1 1 2 0 0 0 1 1 1 1 0 0 0 0 0 1 2 2 4 1 3

0 3 6 5 0 0 0 2 0 0 0 0 3 5 0 0 0 1 1 1 0 0 0 0 0 0 0 0 4 0 0 0 0 0 0

0 0 1 4 0 1 2 0 0 0 1 0 0 0 1 0 1 0 0 0 0 0 1 0 1 0 0 0 3 0 0 0 1 0 0

0 0 6 0 0 0 1 0 0 0 0 1 0 1 0 1 1 0 0 1 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0

0 1 7 0 0 0 0 1 0 2 0 1 2 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 2 2 0 0 0 161

1 0 6 0 0 0 2 1 0 0 0 0 1 0 0 0 0 4 0 0 1 0 0 0 0 2 0 0 0 0 0 0 0 0 0

0 0 4 0 0 10 0 0 0 0 0 0 0 2 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 2 1 3

0 0 6 0 1 0 3 2 2 0 0 0 3 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0

0 0 2 0 0 0 1 2 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0

0 4 0 0 0 0

0 0 0

0 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

POETRY POLICE POLITE POLITENESS POOL POT POTS POTTING POUR POWDER PRACTICE PRACTISE PRAYER PREFER PROBABLY PROFESSIONS PROGRAM PROGRAMMES PRONOUNCE PURPLE PUSH PUZZLE QUICKLY RADIO RAIN RAINING RARE RECOMMENDED REFER REFERS REFLECT REGULAR REPAIRED REPEAT REQUESTED

1 1 1 1 2 3

1 2 1 4 1 1 1 1

1 7 3 1 3 1 2 1 7 1 8 8 1 1 2 1 1 1 8 1 2 2 1 4 1 1 1 1 1 1 1 2 1 13 1

1 0 0 7 0 0 0 1 0 1 264 30 1 0 2 6 1 1 9 0 0 0 1 0 0 1 0 1 0 0 1 3 1 0 1

0 0 0 0 3 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 1 0

0 0 0 0 0 0 1 0 3 1 31 3 1 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 0 0 0 0 0 1 0

0 0 0 0 0 0 0 1 0 0 36 3 0 0 1 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 42 5 0 1 0 6 0 1 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 2 0 162

0 0 3 0 0 1 0 0 0 0 37 5 0 0 0 0 0 0 2 1 1 0 0 1 0 0 1 0 0 0 0 1 0 2 0

0 7 0 7 0 0 0 0 1 0 38 5 0 0 1 0 0 0 1 0 0 2 0 0 0 0 0 0 0 0 0 2 0 1 1

0 0 0 0 0 0 1 0 0 0 27 3 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 1 1 0 0 0 1 3 0

0 0 0 0 0 0 0 0 0 0 26 3 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0

0 0 27 3 0 0 0 0 0 1

0 0

0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

REQUESTING RESPONSIBLE RESTAURANT REVIEW RICE ROPE SAUCE SCATTER SEARCH SEED SEEDS SENTENCE SENTENCES SHARP SHEET SHEETS SHELTER SHIRT SHIRTS SHOES SHOP SHOPPING SHOPS SILK SINK SKIN SLOW SLOWLY SMELLS SMOKE SMOKES SMOKING SMOOTH SNAKES SOIL

3 1 1

2 1

1 1 1 3 1 5 2 1 1 1 1 1

1 1 5 8 15 5 5 1 2 5 7 4 8 1 1 1 1 14 1 8 5 1 1 3 1 1 1 2 1 2 1 1 1 1 6

1 1 27 8 0 0 0 1 2 0 0 5 30 0 0 0 1 0 0 0 0 4 0 0 0 0 0 3 1 0 1 1 1 1 0

0 0 0 0 7 0 5 0 0 0 0 0 0 1 0 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 3 1 0 5 0 0 1 4 7 1 4 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 1 0 0 0 0 6

0 0 0 1 2 0 0 1 0 0 0 1 3 0 0 0 1 0 0 0 0 0 0 0 0 0 0 2 0 0 1 0 1 1 0

0 0 1 1 0 0 0 0 0 1 0 2 6 0 0 0 0 2 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 163

0 0 5 1 6 0 0 0 1 0 0 0 2 0 0 0 0 11 0 4 4 0 1 3 0 1 0 0 0 1 0 0 0 0 0

1 0 1 1 0 0 0 0 0 0 0 1 7 0 0 0 0 0 0 1 0 4 0 0 0 0 1 0 1 0 0 0 0 0 0

0 1 17 1 0 0 0 0 0 0 0 0 1 0 1 0 0 0 1 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0

0 0 0 1 0 0 0 0 0 0 0 0 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0

0 0 0 1

0 0

0 1

0 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SOLID SORRY SOUP SPADE SPELL SPELLING SPOON SPOONFUL SPOONS SPORT SPORTS STAFF STICK STIR STOVE STOVES STRAIGHT SUDDENLY SUGAR SUIT SUITABLE SWEEPING SWIM SWIMMING SYMPATHY TAIL TAILOR TALL TASTE TASTES TAXI TAXIS TEA TELEPHONE THANK

1 6 4 1 2 1

3 1 1 2 2 3 1

4 1

1 1 1 2 1 1 1 2 6

1 39 9 2 5 2 1 1 1 3 2 1 7 6 3 1 2 2 12 1 6 1 1 3 1 1 2 3 2 2 1 1 3 2 34

0 0 0 0 0 2 0 2 1 0 0 0 0 0 0 0 6 2 0 0 7 1 0 13 1 0 0 0 0 0 0 0 0 2 0

1 4 4 0 0 0 0 0 0 1 0 0 6 3 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 6

0 0 0 0 0 0 1 2 0 1 2 0 0 3 1 0 0 1 2 0 1 1 0 7 0 0 0 0 0 0 0 0 0 0 0

0 2 0 2 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 2 3 0 0 1 1 2 0 1

0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 4 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 164

0 12 1 0 2 0 0 0 0 0 0 0 0 0 1 0 0 0 4 1 1 0 0 0 0 1 0 0 1 2 0 0 1 0 8

0 6 3 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 5

0 12 0 0 0 0 0 0 0 1 0 1 0 0 0 1 0 1 3 0 1 0 0 5 0 0 0 0 0 0 0 0 0 0 8

0 3 0 0 3 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 6

1 0 0

0 0

2 0 0 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

THANKS THEATRE THICK THICKER THIN THROAT TIDE TIDY TIE TIN TIPS TIRED TITLE TOE TOMORROW TONGUE TONIGHT TOOTH TOURISTS TRACK TRAY TREAT TRIBES TRICK TRIP TYPICALLY UGLY UNCLE UNCLES UPPER UPSET UPSTAIRS VERB VERBS VOWEL

3 2 1 1 2 1 1 1 1 1

1 1 1 1 1 1 1 1 4 1 1 2 2

5 2 4 1 3 1 1 1 2 1 3 1 1 1 2 1 1 1 2 1 3 2 1 1 1 1 1 18 1 1 1 1 3 2 2

15 3 0 1 0 1 0 0 0 0 0 0 0 0 4 1 1 0 2 0 0 0 0 0 0 1 0 0 2 0 0 3 0 0 2

0 0 1 0 1 1 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 6 0 0 0 0 0 0 0

3 0 0 1 2 0 0 0 1 0 3 1 0 0 0 0 0 0 0 1 3 2 0 1 0 0 0 0 0 0 0 0 0 1 0

0 0 1 0 0 0 0 0 0 0 0 0 1 0 1 0 0 1 0 0 0 0 0 0 0 0 0 10 0 0 0 0 2 1 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 165

0 0 2 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 1 0 0 0 1 0 1 1 1 1 2 0 0 0 1 0 0

2 2 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1

2 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 1

4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 3 0 0 0

4 1 0 0

0 0 1 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

VOWELS WAIST WARM WARMTH WARN WARNING WASH WASHED WASHES WASHING WEATHER WEIGH WEIGHT WHEEL WHEELS WINGS WORRY YARD YELLOW YELLOWISH

1 2 1 2

1 1 1 5

1 1 9 1 1 1 3 2 1 1 1 1 2 1 1 1 1 7 2 1

1 0 0 1 0 1 0 2 1 1 1 0 2 0 1 0 1 0 6 1

0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 2 0 1

0 1 8 0 0 0 1 0 0 0 0 0 1 0 1 0 0 0 1 0

0 0 0 0 0 0 2 0 0 0 0 0 1 0 0 0 0 0 0 0

0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0

1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0

0 0 0 1 1 0 0 1 0 1 1 0 0 0 0 0 0 1 5 0

0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 1 0 0 0

0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 2 0 0

FREQ 1 2 2 1 5 36 16 3 2 1 8

F1 1 0 0 0 0 0 0 0 0 0 0

F2 0 0 1 0 0 6 0 0 1 1 1

F3 0 0 1 0 0 7 0 0 0 0 1

F4 1 0 0 0 3 1 7 0 0 0 1

F5 0 0 0 0 0 6 0 2 0 0 1

F6 0 0 0 1 2 3 9 0 0 0 1

F7 0 0 0 0 0 5 0 0 1 0 1

F8 0 1 0 0 0 6 0 0 0 0 1

F9 0 1 0 0 0 2 0 1 0 0 1

0 0 0 0 0 0 0 0 0 0 0

Types Found In Base List Three TYPE RANGE ACCOMMODATION ACCOMPANY 2 ACHIEVING 2 ANNUAL 1 APPROPRIATE 2 APPROPRIATELY 8 ASSISTANT 2 ATTACH 2 ATTITUDE 2 CATEGORIZED 1 CHALLENGE 8

166

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

CHAPTER CHAPTERS CHART CLARIFICATION CLAUSE CODE COMPUTER CONSISTS CONSTRUCTED CONSTRUCTION CONSULT CONSUME CONSUMES CONTACTS CREATE CREATIVITY DATA DESIGN DEVICE DISPLAYS DOCUMENT DOCUMENTS ECONOMICS EDITOR ENERGETIC ENERGY EQUIPMENT EQUIVALENT EVALUATION EVOLVED FEATURES FINAL FINALLY FUNCTION FUNCTIONAL

3 1 1

8 2 1 1 1 1 3 3 1 2 8 1 1 1 1 1 4 2 1 1 1 1 1 1 1 1 1 1 1 1 1 3 2 8 5

24 2 0 9 1 0 11 4 1 5 10 1 1 1 2 1 0 0 1 1 1 3 1 0 1 2 1 1 1 1 1 0 8 12 22

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 2 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 0

3 1 0 9 0 0 1 0 1 0 1 0 0 0 2 1 0 0 0 0 0 0 1 0 0 0 0 0 1 1 0 0 2 2 0

3 0 1 0 1 0 0 1 0 0 2 1 1 0 0 0 1 0 0 0 0 0 0 1 1 2 0 0 0 0 0 2 6 2 2

3 0 0 0 0 1 6 0 0 3 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 2 0 167

3 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 1

3 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 1 10

3 0 0 0 0 0 4 0 0 2 1 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 1 7

3 0 0 0 0 0 0 2 0 0 1 0 0 1 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0

3 0 0 0 0 1 0 0 1 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 1 2

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

FURTHERMORE GOAL GOALS IDENTIFICATION IDENTIFIES IDENTIFY IDENTIFYING IDENTITY IMAGES INCORPORATE INDICATE INDIVIDUAL INITIALLY INSTRUCTION INSTRUCTOR INTENSE INTENSITY ITEM ITEMS JOB JOBS JOURNAL LAYER LICENSE LOCATED LOCATION MATURE MEDIUM METHOD METHODS NEGATIVE NEUTRAL NORMALLY OPTIONAL ORIENTED

2 1

1 1 4 2 1

1 8 1 2 2 6 2 1 1 1 1 1 1 2 1 1 1 1 4 13 4 1 1 2 2 2 1 2 1 1 3 1 1 1 1

1 0 0 2 2 13 2 1 1 1 1 1 1 4 1 1 1 0 0 0 0 1 0 3 2 2 1 2 1 1 4 2 1 1 1

0 3 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 3 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0

0 5 1 0 0 1 0 0 0 0 1 0 1 1 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 2 0 1 0 0

0 0 0 0 0 3 1 0 0 1 0 0 0 3 1 1 1 0 0 8 3 0 0 1 0 0 0 0 1 1 0 2 0 0 1

0 0 0 1 1 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 168

0 0 0 1 1 1 0 0 0 0 0 0 0 0 0 0 0 1 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

1 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 1 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 1 0 0 0 0 1 0 0 0 0

0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 1 0 1 0 0 0 0 0 0 0

0 0 2 0 0 0 0 0 0 0 0 0 0 0

1 0 0 0 0 0 0 0 1 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

PARAGRAPH PARAGRAPHS PARTICIPATING PARTNER PERCENT PHENOMENON PHYSICAL POSITIVE POSITIVELY PRIMARY PRINCIPAL PROCEDURAL PROCEDURE PROHIBIT PROHIBITED PROHIBITION PROHIBITS PROJECT RANGE REGIONS REGISTER RELAX RELAXED REQUIRED RESPOND RESPONDING RESPONSE RESPONSES SCHEDULE SECTION SECURITY SELECT SEQUENCE SERIES SEX

1 3 1

6 1 1 4 1 2 1 2 1 1 1 2 2 1 1 1 1 1 1 1 1 1 1 2 5 1 2 5 2 8 1 2 2 6 1

18 1 1 5 3 2 2 2 1 1 1 32 4 3 1 9 1 1 0 1 1 0 1 3 11 1 5 7 4 75 3 0 2 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1

4 0 0 0 0 0 0 1 0 1 0 16 3 0 0 0 0 0 0 1 0 0 0 1 1 1 0 1 1 8 0 0 1 2 0

1 1 1 0 0 0 2 1 1 0 0 16 1 0 0 0 0 0 0 0 0 0 1 2 3 0 3 0 0 8 0 0 1 0 0

4 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 2 3 8 0 2 0 3 0 169

5 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 10 0 0 0 0 0

2 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 2 0 0 0 0 8 0 0 0 0 0

0 0 0 0 3 0 0 0 0 0 0 0 0 3 1 9 1 0 0 0 0 0 0 0 2 0 2 1 0 8 3 0 0 0 0

2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 2 0 12 0 0 0 0 0

0 0 0 2 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 13 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SITE 1 SPECIFIC 2 SPECIFICALLY STRESS 4 STRUCTURE STYLE 1 SYMBOLS TAPE 8 TEAM 1 TENSE 1 TEXT 8 TEXTS 8 THEME 1 TOPIC 1 TRACE 1 TRADITIONAL TRANSMISSION UNIFORM UNIQUENESS VISION 1 VOLUME Types Found In Base List Two TYPE ACCIDENTALLY ADVERTIsem*nT ADVERTIsem*nTS ADVISES AEROPLANE AFRAID AFTERNOON AHEAD ALIKE ALOUD APOLOGISE

1 4 1 5 4 1 1 21 1 4 108 36 1 1 1 1 1 1 1 1 1

0 0 1 0 4 0 1 0 0 0 0 0 0 0 0 4 1 2 1 0 1

0 0 0 0 0 0 0 2 0 0 32 1 0 1 0 0 0 0 0 1 0

0 1 0 0 1 1 0 3 1 0 18 8 0 0 0 0 0 2 0 0 0

0 0 0 0 1 0 0 4 0 4 20 2 0 0 0 0 0 0 0 0 0

0 3 0 0 1 0 0 2 0 0 17 1 0 0 0 0 0 0 0 0 1

0 0 0 2 1 0 1 4 0 0 4 12 0 0 1 0 0 0 0 0 0

0 0 0 1 0 0 0 2 0 0 10 2 0 0 0 4 0 0 1 0 0

0 0 0 1 0 0 0 2 0 0 5 6 0 0 0 0 0 0 0 0 0

1 0 1 1 0 0 0 2 0 0 2 4 1 0 0 0 1 0 0 0 0

2 2 2 1 1 5 6 1 1 30 2

FREQ 2 22 2 1 1 0 19 0 0 0 3

F1 0 0 0 0 0 2 0 1 0 3 0

F2 0 0 0 0 0 0 0 0 0 5 0

F3 0 0 0 0 0 0 2 0 0 0 0

F4 0 0 0 0 1 2 1 0 0 4 0

F5 0 0 0 0 0 1 0 0 0 3 0

F6 1 21 1 1 0 0 2 0 0 5 1

F7 0 0 1 0 0 0 3 0 0 6 0

F8 1 1 0 0 0 0 1 0 1 4 2

RANGE

3 1 1 7

170

0 0 0

0 0 0 0 0

F9 0 0 0 0 0 10

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

APOLOGIZE APOLOGY APPLE APPLES ARRANGE ASLEEP ATTEND ATTENDANT ATTENTION ATTRACT AUDIENCE AUNT AUNTS AVOID AWAKE BABY BAG BAGS BAKE BAKER BAKING BARBER BARGAIN BARGAINING BASIN BASKET BATH BEAM BEARD BEG BICYCLE BICYCLING BILLION BIRTH BIRTHDAY

2 2 1

3 1 1 1 2 2 2 1

1 3 1 1 2

1 1

1 1 3 6 4 4 3 2 6 1 1 6 2 1 2 1 6 3 3 1 1 2 1 1 1 1 4 1 1 5 3 2 2 2 2

1 12 0 0 6 0 3 3 9 3 1 0 0 0 2 0 0 0 0 0 1 2 2 1 0 1 0 0 0 0 5 2 0 0 5

1 0 0 1 0 4 0 1 0 0 0 3 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 1 0 1 0 0 0 0 0

0 0 0 0 2 0 1 0 1 0 0 0 0 1 1 0 0 0 2 0 0 1 0 0 0 0 0 0 0 0 3 1 2 0 0

0 0 0 0 1 0 0 0 2 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0

0 0 0 0 2 0 1 2 0 0 0 2 2 0 0 1 1 0 0 0 0 1 0 0 0 0 2 0 0 0 0 0 0 0 0 171

0 0 2 5 0 0 0 0 0 0 0 0 0 0 0 0 5 2 0 1 0 0 0 0 1 0 0 0 0 4 1 0 0 0 2

0 0 0 0 1 0 0 0 2 3 1 0 0 0 0 0 0 0 0 0 0 0 2 1 0 0 0 0 0 0 0 0 0 0 0

0 0 1 0 0 0 1 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0

0 12 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 2 0

0 0

0 0 0 2 0 0

0 0 0 0 1

0 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

BIT BOIL BOILS BORROW BORROWED BOTTLE BOTTLES BOTTOM BOWL BOWLING BREAKFAST BREATH BREATHE BROADCASTING BROWN BROWNS BUNCH BUS BUSES BUSY BUTTER BUTTERED CAKE CAKES CAMERA CAMERAS CAMP CAMPING CARD CARDS CAT CATS CENTIMETRES CHAIR CHAIRS

1 1 1

1 3 1 3

5 1

1 2 2 5 1 2 3

1 5 3 3 1 2 1 1 5 1 5 1 1 1 2 1 1 3 1 3 2 1 8 2 1 1 2 2 12 17 17 1 1 6 3

0 0 0 3 1 4 1 1 0 1 10 2 1 1 5 1 0 0 0 0 3 1 0 0 2 2 0 2 0 0 0 0 2 0 0

0 0 3 0 0 0 0 0 1 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0

0 5 0 1 1 0 0 1 3 1 2 0 0 0 0 0 0 0 0 1 2 0 0 0 0 0 0 0 0 0 0 0 2 0 0

1 0 0 0 0 0 0 0 0 0 0 2 0 0 0 1 0 1 1 1 0 1 1 0 0 0 2 1 0 0 1 0 0 0 0

0 0 0 1 0 0 0 0 0 0 1 0 0 0 2 0 0 0 0 0 0 0 1 0 0 0 0 0 3 5 4 0 0 4 1 172

0 0 0 0 0 0 0 0 1 0 5 0 0 0 0 0 1 1 0 0 0 0 2 2 2 0 0 0 0 0 7 0 0 0 1

0 0 0 0 0 3 0 0 0 0 1 0 0 0 3 0 0 0 0 0 1 0 2 0 0 2 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 2 0 0 0 0 0 0 0 2 1 0 2 1

0 0 0 1 0 1 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 9 12 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0

0 0

0 0 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

CHEAPER CHEAT CHEATING CHECK CHEESE CHICKEN CHICKENS CLAY CLEAN CLEANING CLERK CLOCK CLOTHES CLOTHING CLUB COARSE COAT COATS COFFEE COLLECT COLLECTING COLLECTION COMBINE COMFORTABLE COMPARE COMPARED COMPETE COMPOSE COMPOSITE CONGRATULATIONS CONNECTED CONVERSATION COOK COOKING COOKS

1 4 2

1 1 1 1

2 1 1 3

4 3

1 1 1 4 6 3 1 1 1 3 1 2 4 1 2 1 1 1 7 3 1 1 1 3 2 1 1 1 1 1 1 11 4 5

1 0 2 0 0 9 1 0 0 3 0 0 9 1 0 1 0 0 0 4 1 1 2 3 2 1 1 1 1 1 1 1 0 9 0

0 0 0 1 0 0 0 1 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 2 0 1 5 0 0

0 0 0 0 4 4 0 0 0 1 0 0 0 0 1 0 0 0 0 1 1 1 0 1 0 1 0 1 1 0 0 0 4 4 0

0 0 2 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 2 0 0 0 2 0 0 0 0 0 0 0 1 0 1 1 2

0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 173

0 0 0 1 2 0 0 0 1 0 0 0 2 0 0 0 1 1 4 1 0 0 0 1 1 0 0 0 0 0 0 0 1 0 2

1 1 0 0 0 2 0 0 0 1 0 0 4 1 0 0 0 0 0 2 0 0 0 0 0 0 1 0 0 2 0 0 0 3 0

0 0 0 1 0 3 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1

0 0 0 1 0 0 1 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0

0 0

0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

CORRECT CORRECTLY COUGH COUSIN COUSINS COWS CRACK CREAM CROPS CRUEL CUP CUPBOARD CUPS CURL CURLY CURTAIN CUSTOMERS DANCE DANCING DELIVERS DESK DICTIONARY DINING DINNER DIPPED DIRTY DISCUSS DOUBLE DOWNSTAIRS DRAWER DURING EDUCATION ELDER ELECTRIC ELECTRICIAN

1 1 1 1 3 1 1 5 2 1 1

4 4 3 1 1

7 6 1 1 1 1 1 5 3 1 8 1 6 1 5 1 1 1 2 1 7 4 8 5 1 1 6 1 1 1 3 1 1 2 1

20 19 0 0 3 0 0 0 0 0 0 2 0 0 0 1 1 0 2 1 0 5 0 0 0 0 6 1 1 1 4 1 0 3 2

0 0 0 0 0 0 0 1 0 0 1 0 4 0 0 0 0 1 0 0 0 0 2 2 0 0 0 0 0 0 0 0 0 0 0

7 0 0 0 3 0 1 0 0 0 2 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 1 1 0 0 0 1 0 0 0

2 0 0 0 0 1 0 1 3 0 1 0 2 1 5 0 0 0 0 0 1 1 0 2 0 1 1 0 0 0 1 0 0 0 0

5 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 1 0 0 0 2 0 1 1 2 174

1 1 1 0 0 0 0 3 0 1 2 0 0 0 0 0 0 0 0 0 1 1 2 0 0 0 1 0 0 1 0 0 0 0 0

3 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 3 2 0 1 0 0 1 0 0 0 1 0 0 0 0

0 2 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 2 0 3 0 0 0 1 0 0 0 0 0 0 0 0

1 4 0 1 0 0 0 0 0 0 0 2 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 2 0

1 8

0 0 0 0 0

0 0 0 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

ELEPHANT EMPTY ENGINE ENGINEER ENTERTAIN ENTERTAINING ENTERTAINS ESPECIALLY ESSENTIAL EXACTLY EXCELLENT EXCUSE FALSE FAN FASHION FASHIONED FAT FEET FILM FILMS FIRMLY FLAVOUR FLOUR FOND FOOT FORK FORMAL FORWARD FRIED FRIES FRIGHTENED FROZEN FRUIT FRY FRYING

1 2

3 1

3 1 2 1 1 1 2 3 1

4 1

3 2 2

1 2 3 2 2 1 1 2 9 2 1 4 3 2 1 1 5 1 2 1 1 1 1 5 10 2 8 1 13 3 1 1 3 6 6

2 0 0 2 3 1 1 2 9 2 1 23 0 0 2 1 0 0 0 0 0 1 0 0 0 0 15 1 0 0 1 2 0 0 0

0 2 0 0 0 0 0 0 1 0 0 0 0 0 0 0 2 0 0 0 0 0 0 1 2 0 0 0 4 0 0 0 1 4 2

0 0 2 1 1 0 0 1 1 1 0 4 1 0 0 0 2 0 0 0 1 0 0 0 7 2 1 0 0 0 0 2 0 2 4

0 0 1 0 0 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0

0 0 0 1 2 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 4 0 0 1 0 2 0 0 0 0 0 0 175

0 0 0 0 0 1 0 0 1 0 0 0 1 0 0 1 0 0 1 1 0 0 1 0 0 0 2 0 6 3 1 0 1 0 0

2 0 0 0 0 0 0 0 1 0 0 13 0 0 2 0 0 0 0 0 0 1 0 0 1 0 3 0 1 0 0 0 0 0 0

0 0 0 0 0 0 0 1 1 0 0 1 0 2 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 1 0 0

0 0 0 0 0 0 1 0 1 0 0 5 0 0 0 0 0 0 1 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0

0 0 0 0 0 1 1 1 0

0 0

2 0

0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

FUN FUNNY GARAGE GRADUAL GRAIN GRAMMAR GRAMS GRANDFATHER GRANDMOTHER GRASS GREET GREETING GREETINGS GRIND GUEST GUESTS GUIDE GUIDES HABIT HABITS HABITUAL HAIR HARVEST HAT HATE HAY HEALTH HEALTHIER HEALTHY HELLO HEY HI HIT HOLIDAY HONEST

3 2

1 1

3 1

1 1 3 1 1 1 3 2 4 1 1

4 2 5 1

4 3 4 1 1 8 1 2 1 4 4 2 1 3 1 4 1 1 2 3 1 19 1 4 3 1 1 1 2 32 3 32 1 3 1

0 0 7 1 0 16 0 3 2 0 0 16 16 0 0 0 0 0 0 0 1 0 2 0 0 0 4 1 15 0 0 0 0 8 1

1 0 1 0 0 0 0 0 0 2 0 0 0 3 0 1 0 0 0 0 0 1 0 1 0 0 0 0 0 7 0 3 0 0 1

0 0 2 0 0 2 0 1 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 1 0 0 0 1 0 0 0 1 0 1 0

0 2 0 1 1 2 0 0 0 1 0 0 0 0 0 1 0 1 0 1 0 18 0 0 0 1 4 0 14 2 0 0 0 0 0

2 1 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 2 1 0 0 2 1 3 0 0 0 0 0 0 0 0 0 0 176

1 0 0 0 0 2 1 2 0 0 0 5 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 2 1 6 0

0 0 0 0 0 2 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 2 2 2 0 1 0

0 0 1 0 0 2 0 0 0 0 0 0 0 0 1 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 3 0 0 2 0 0 2 0 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 21 0 24 0 0 0

0 0 2 0 0

11 16

0 0

0 0 0

0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

HOSPITAL HOTEL HUNGRY HURRY ICE IMAGINE INFORMAL INFORMATION INK INSECT INSECTS INSTANT ISLAND JOURNEY JUICE JUICES JUMPING KEY KILOGRAM KILOGRAMS KITCHEN KNIFE LAMP LAZY LEAF LEATHER LEGS LEND LESSON LID LIST LISTS LITRE LOAF LOAVES

1 1 3

2 1 1 1 2 1 1

1 1 2 2 1 1 8 1 4 1 1 1

2 1 1 1 5 1 8 6 2 3 1 1 1 1 3 1 1 1 1 1 5 1 1 4 4 1 4 2 37 1 9 1 2 3 1

5 0 1 0 0 1 14 25 0 0 0 1 0 1 0 0 1 0 1 2 22 0 0 1 0 2 0 0 0 0 0 0 0 0 1

0 0 0 0 1 0 0 0 0 3 1 0 0 0 1 0 0 0 0 0 0 1 0 0 1 0 4 0 4 1 0 1 0 0 0

4 0 0 0 0 0 1 0 0 0 0 1 0 0 0 1 0 1 1 2 4 0 0 0 0 0 0 0 4 0 0 0 2 0 0

0 1 1 0 1 0 1 3 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 2 4 0 1 0 0 0 0

0 0 0 0 0 0 1 3 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 5 0 3 0 0 0 0 177

0 0 0 0 3 1 2 3 1 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 3 0 0 0 4 0 0 0 0 3 0

0 0 0 1 0 0 2 2 0 0 0 0 1 1 0 0 0 0 0 0 3 0 0 3 0 2 0 0 4 0 2 0 0 0 1

1 0 0 0 0 0 2 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 6 0 3 0 0 0 0

0 0 0 0 0 0 3 13 0 0 0 0 0 0 0 0 0 0 0 0 12 0 0 0 0 0 0 0 6 0 0 0 0 0 0

0 0

0 2 0

0 0

0 0 0 2

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

LOG LOT LOTS LOUDER LOUDLY LUNCH LUNGS MAP MATCH MEAL MEALS MEANWHILE MEAT MECHANIC MECHANICS MEDICINES MELT MESSAGE MESSAGES METRES MISTAKE MIX MIXTURE MODELS NEAT NEPHEW NET NICE NICELY NOISY NOON NOSE NOUN NOUNS NURSE

2 5 1

5 2 1 2 3 2

2 1 6 1 2 1 1 2 1 2

2 10 1 1 1 11 3 4 4 4 4 1 4 1 1 1 2 1 2 1 1 3 3 1 2 1 1 26 1 2 2 1 4 2 5

0 0 0 1 2 0 1 0 10 0 0 1 0 1 1 1 0 4 6 1 3 0 4 1 0 1 0 0 0 0 0 0 0 0 0

0 3 0 0 0 2 2 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 3 0 1 0 0 0 0 2

0 3 1 0 0 0 0 0 0 3 2 0 0 1 0 0 2 0 0 0 0 3 2 1 0 1 0 1 0 0 0 0 1 0 0

1 0 0 0 0 1 0 0 3 0 1 0 0 0 0 0 0 0 0 1 0 0 1 0 1 0 0 0 0 0 2 1 0 0 3

1 2 0 0 2 3 0 0 4 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 6 0 0 0 0 0 0 0 178

0 0 0 0 0 2 0 0 1 0 0 1 3 0 0 0 0 0 0 0 0 0 0 0 1 0 0 7 0 0 0 0 0 0 0

0 0 0 1 0 3 0 0 2 0 0 0 0 0 0 1 0 0 0 0 3 0 0 0 0 0 1 1 0 1 0 0 0 0 0

0 1 0 0 0 0 0 4 0 0 1 0 0 0 0 0 0 4 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0

0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 8 1 0 0 0 3 0 0

0 0

0 0 0 0 0 0 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

NUTS OBEY OBEYS OCEAN ORANGE ORANGES ORIGINAL PACK PAIR PAIRS PAN PANS PARDON PARENTS PARK PARKING PASSENGERS PATIENT PATTERN PEN PENCIL PERFORM PERFORMED PERFORMING PET PETS PHONE PHOTOGRAPH PHOTOGRAPHER PHOTOGRAPHS PICK PINCH PINK PIPE PLANE

1 2 1 1

1 2 8 2 1

4 5

3 1 3

2 1 1 1 1

1 2 1 1 2 1 2 1 4 38 9 1 2 6 8 1 1 1 2 9 10 1 1 2 6 1 4 1 1 1 2 1 2 1 3

0 1 0 0 2 2 2 0 0 0 0 0 11 13 0 2 2 1 2 0 0 1 1 2 0 0 0 1 1 1 1 0 0 0 0

0 0 0 0 0 0 0 0 3 6 5 0 0 0 2 0 0 0 0 3 5 0 0 0 1 1 1 0 0 0 0 0 0 0 0

0 0 0 0 1 2 0 0 0 1 4 0 1 2 0 0 0 1 0 0 0 1 0 1 0 0 0 0 0 1 0 1 0 0 0

0 0 0 0 0 0 0 0 0 6 0 0 0 1 0 0 0 0 1 0 1 0 1 1 0 0 1 0 0 0 0 0 0 0 3

1 0 0 0 0 0 1 0 1 7 0 0 0 0 1 0 2 0 1 2 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 179

0 0 0 1 0 0 0 1 0 6 0 0 0 2 1 0 0 0 0 1 0 0 0 0 4 0 0 1 0 0 0 0 2 0 0

0 1 1 0 1 0 1 0 0 4 0 0 10 0 0 0 0 0 0 0 2 0 0 0 1 0 0 0 0 0 1 0 0 0 0

0 0 0 0 0 0 0 0 0 6 0 1 0 3 2 2 0 0 0 3 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0

0 0 0 0 0 0 0 0 0 2 0 0 0 1 2 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0

0 0 0

0 4 0 0 0 0

0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

PLATE PLENTY PLOUGH PLOUGHS PLURAL POCKET POCKETS POETRY POLICE POLITE POLITENESS POOL POT POTS POTTING POUR POWDER PRACTICE PRACTISE PRAYER PREFER PROBABLY PROFESSIONS PROGRAM PROGRAMMES PRONOUNCE PURPLE PUSH PUZZLE QUICKLY RADIO RAIN RAINING RARE RECOMMENDED

1 1 1 1 2 3

1 2 1 4 1 1

7 1 1 1 3 1 1 1 7 3 1 3 1 2 1 7 1 8 8 1 1 2 1 1 1 8 1 2 2 1 4 1 1 1 1

0 1 2 2 4 1 3 1 0 0 7 0 0 0 1 0 1 264 30 1 0 2 6 1 1 9 0 0 0 1 0 0 1 0 1

4 0 0 0 0 0 0 0 0 0 0 3 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0

3 0 0 0 1 0 0 0 0 0 0 0 0 1 0 3 1 31 3 1 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 36 3 0 0 1 0 0 0 1 0 0 0 1 0 0 0 0 0

0 0 2 2 0 0 0 0 0 0 0 0 0 0 0 0 0 42 5 0 1 0 6 0 1 1 0 0 0 0 0 0 0 0 0 180

0 0 0 0 0 0 0 0 0 3 0 0 1 0 0 0 0 37 5 0 0 0 0 0 0 2 1 1 0 0 1 0 0 1 0

0 0 0 0 2 1 3 0 7 0 7 0 0 0 0 1 0 38 5 0 0 1 0 0 0 1 0 0 2 0 0 0 0 0 0

0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 27 3 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 1

0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 26 3 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 1

0 0 27 3 0 0 0 0 0 1

0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

REFER REFERS REFLECT REGULAR REPAIRED REPEAT REQUESTED REQUESTING RESPONSIBLE RESTAURANT REVIEW RICE ROPE SAUCE SCATTER SEARCH SEED SEEDS SENTENCE SENTENCES SHARP SHEET SHEETS SHELTER SHIRT SHIRTS SHOES SHOP SHOPPING SHOPS SILK SINK SKIN SLOW SLOWLY

1 1

3 1 1

2 1

1 1 1 3 1 5 2 1 1 1 1 1

1 1 1 2 1 13 1 1 1 5 8 15 5 5 1 2 5 7 4 8 1 1 1 1 14 1 8 5 1 1 3 1 1 1 2

0 0 1 3 1 0 1 1 1 27 8 0 0 0 1 2 0 0 5 30 0 0 0 1 0 0 0 0 4 0 0 0 0 0 3

0 1 0 0 0 1 0 0 0 0 0 7 0 5 0 0 0 0 0 0 1 0 1 0 1 0 1 0 0 0 0 0 0 0 0

0 0 0 0 0 1 0 0 0 3 1 0 5 0 0 1 4 7 1 4 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1

0 0 0 0 0 0 0 0 0 0 1 2 0 0 1 0 0 0 1 3 0 0 0 1 0 0 0 0 0 0 0 0 0 0 2

0 0 1 0 0 2 0 0 0 1 1 0 0 0 0 0 1 0 2 6 0 0 0 0 2 0 1 0 0 0 0 0 0 0 0 181

0 0 0 1 0 2 0 0 0 5 1 6 0 0 0 1 0 0 0 2 0 0 0 0 11 0 4 4 0 1 3 0 1 0 0

0 0 0 2 0 1 1 1 0 1 1 0 0 0 0 0 0 0 1 7 0 0 0 0 0 0 1 0 4 0 0 0 0 1 0

1 0 0 0 1 3 0 0 1 17 1 0 0 0 0 0 0 0 0 1 0 1 0 0 0 1 1 0 0 0 0 1 0 0 0

0 0 0 0 0 3 0 0 0 0 1 0 0 0 0 0 0 0 0 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 1

0 0

0 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SMELLS SMOKE SMOKES SMOKING SMOOTH SNAKES SOIL SOLID SORRY SOUP SPADE SPELL SPELLING SPOON SPOONFUL SPOONS SPORT SPORTS STAFF STICK STIR STOVE STOVES STRAIGHT SUDDENLY SUGAR SUIT SUITABLE SWEEPING SWIM SWIMMING SYMPATHY TAIL TAILOR TALL

1 1 6 4 1 2 1

3 1 1 2 2 3 1

4 1

1 1 1

1 2 1 1 1 1 6 1 39 9 2 5 2 1 1 1 3 2 1 7 6 3 1 2 2 12 1 6 1 1 3 1 1 2 3

1 0 1 1 1 1 0 0 0 0 0 0 2 0 2 1 0 0 0 0 0 0 0 6 2 0 0 7 1 0 13 1 0 0 0

0 0 0 0 0 0 0 1 4 4 0 0 0 0 0 0 1 0 0 6 3 0 0 0 0 3 0 0 0 0 0 0 0 0 0

0 1 0 0 0 0 6 0 0 0 0 0 0 1 2 0 1 2 0 0 3 1 0 0 1 2 0 1 1 0 7 0 0 0 0

0 0 1 0 1 1 0 0 2 0 2 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 2 3

0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 4 0 0 0 0 0 0 1 0 0 0 0 182

0 1 0 0 0 0 0 0 12 1 0 2 0 0 0 0 0 0 0 0 0 1 0 0 0 4 1 1 0 0 0 0 1 0 0

1 0 0 0 0 0 0 0 6 3 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 12 0 0 0 0 0 0 0 1 0 1 0 0 0 1 0 1 3 0 1 0 0 5 0 0 0 0

0 0 0 1 0 0 0 0 3 0 0 3 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 1 0 0 0 0 0 0 0

0 0 0 0 0

1 0 0

0 0

2 0 0 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

TASTE TASTES TAXI TAXIS TEA TELEPHONE THANK THANKS THEATRE THICK THICKER THIN THROAT TIDE TIDY TIE TIN TIPS TIRED TITLE TOE TOMORROW TONGUE TONIGHT TOOTH TOURISTS TRACK TRAY TREAT TRIBES TRICK TRIP TYPICALLY UGLY UNCLE

2 1 1 1 2 6

3 2 1 1 2 1 1 1 1 1

1 1 1 1 1 1 1 1 4

2 2 1 1 3 2 34 5 2 4 1 3 1 1 1 2 1 3 1 1 1 2 1 1 1 2 1 3 2 1 1 1 1 1 18

0 0 0 0 0 2 0 15 3 0 1 0 1 0 0 0 0 0 0 0 0 4 1 1 0 2 0 0 0 0 0 0 1 0 0

0 0 0 0 0 0 6 0 0 1 0 1 1 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 6

0 0 0 0 0 0 0 3 0 0 1 2 0 0 0 1 0 3 1 0 0 0 0 0 0 0 1 3 2 0 1 0 0 0 0

0 0 1 1 2 0 1 0 0 1 0 0 0 0 0 0 0 0 0 1 0 1 0 0 1 0 0 0 0 0 0 0 0 0 10

0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 183

1 2 0 0 1 0 8 0 0 2 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 1 0 0 0 1 0 1 1 1 1

1 0 0 0 0 0 5 2 2 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 8 2 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 1 6 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1

0 4 1 0 0

0 0 1 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

UNCLES UPPER UPSET UPSTAIRS VERB VERBS VOWEL VOWELS WAIST WARM WARMTH WARN WARNING WASH WASHED WASHES WASHING WEATHER WEIGH WEIGHT WHEEL WHEELS WINGS WORRY YARD YELLOW YELLOWISH

1 1 2 2

1 2 1 2

1 1 1 5

1 1 1 1 3 2 2 1 1 9 1 1 1 3 2 1 1 1 1 2 1 1 1 1 7 2 1

2 0 0 3 0 0 2 1 0 0 1 0 1 0 2 1 1 1 0 2 0 1 0 1 0 6 1

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 2 0 1

0 0 0 0 0 1 0 0 1 8 0 0 0 1 0 0 0 0 0 1 0 1 0 0 0 1 0

0 0 0 0 2 1 0 0 0 0 0 0 0 2 0 0 0 0 0 1 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0

2 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0

0 0 0 0 0 0 1 0 0 0 1 1 0 0 1 0 1 1 0 0 0 0 0 0 1 5 0

0 1 1 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 1 0 0 0

0 0 0 3 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 2 0 0

FREQ 1 2 2 1

F1 1 0 0 0

F2 0 0 1 0

F3 0 0 1 0

F4 1 0 0 0

F5 0 0 0 0

F6 0 0 0 1

F7 0 0 0 0

F8 0 1 0 0

F9 0 1 0 0

0 0

0 0 0 0 0 0 0 0 0 0 0

Types Found In Base List Three TYPE RANGE ACCOMMODATION ACCOMPANY 2 ACHIEVING 2 ANNUAL 1

184

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

APPROPRIATE APPROPRIATELY ASSISTANT ATTACH ATTITUDE CATEGORIZED CHALLENGE CHAPTER CHAPTERS CHART CLARIFICATION CLAUSE CODE COMPUTER CONSISTS CONSTRUCTED CONSTRUCTION CONSULT CONSUME CONSUMES CONTACTS CREATE CREATIVITY DATA DESIGN DEVICE DISPLAYS DOCUMENT DOCUMENTS ECONOMICS EDITOR ENERGETIC ENERGY EQUIPMENT EQUIVALENT

3 1 1

2 8 2 2 2 1 8 8 2 1 1 1 1 3 3 1 2 8 1 1 1 1 1 4 2 1 1 1 1 1 1 1 1 1 1

5 36 16 3 2 1 8 24 2 0 9 1 0 11 4 1 5 10 1 1 1 2 1 0 0 1 1 1 3 1 0 1 2 1 1

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 2 0 0 0 0 0 0 0 0 0 1

0 6 0 0 1 1 1 3 1 0 9 0 0 1 0 1 0 1 0 0 0 2 1 0 0 0 0 0 0 1 0 0 0 0 0

0 7 0 0 0 0 1 3 0 1 0 1 0 0 1 0 0 2 1 1 0 0 0 1 0 0 0 0 0 0 1 1 2 0 0

3 1 7 0 0 0 1 3 0 0 0 0 1 6 0 0 3 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 185

0 6 0 2 0 0 1 3 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

2 3 9 0 0 0 1 3 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0

0 5 0 0 1 0 1 3 0 0 0 0 0 4 0 0 2 1 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0

0 6 0 0 0 0 1 3 0 0 0 0 0 0 2 0 0 1 0 0 1 0 0 2 0 0 0 0 0 0 0 0 0 0 0

0 2 0 1 0 0 1 3 0 0 0 0 1 0 0 1 0 0 0 0 0

0 0 0 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

EVALUATION EVOLVED FEATURES FINAL FINALLY FUNCTION FUNCTIONAL FURTHERMORE GOAL GOALS IDENTIFICATION IDENTIFIES IDENTIFY IDENTIFYING IDENTITY IMAGES INCORPORATE INDICATE INDIVIDUAL INITIALLY INSTRUCTION INSTRUCTOR INTENSE INTENSITY ITEM ITEMS JOB JOBS JOURNAL LAYER LICENSE LOCATED LOCATION MATURE MEDIUM

2 1

1 1 4 2 1

1 1 1 3 2 8 5 1 8 1 2 2 6 2 1 1 1 1 1 1 2 1 1 1 1 4 13 4 1 1 2 2 2 1 2

1 1 1 0 8 12 22 1 0 0 2 2 13 2 1 1 1 1 1 1 4 1 1 1 0 0 0 0 1 0 3 2 2 1 2

0 0 0 1 0 0 0 0 3 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 3 1 0 0 0 0 0 0 0

1 1 0 0 2 2 0 0 5 1 0 0 1 0 0 0 0 1 0 1 1 0 0 0 0 0 1 0 0 1 0 0 0 0 0

0 0 0 2 6 2 2 0 0 0 0 0 3 1 0 0 1 0 0 0 3 1 1 1 0 0 8 3 0 0 1 0 0 0 0

0 0 1 0 0 2 0 0 0 0 1 1 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 186

0 0 0 0 0 2 1 0 0 0 1 1 1 0 0 0 0 0 0 0 0 0 0 0 1 4 0 0 0 0 0 0 0 0 0

0 0 0 0 0 1 10 1 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 1

0 0 0 0 0 1 7 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 1 0 0

0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 1 0 1

0 0 0 0 1 2 0

0 0 2 0 0 0 0 0 0 0 0 0 0 0

1 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

METHOD METHODS NEGATIVE NEUTRAL NORMALLY OPTIONAL ORIENTED PARAGRAPH PARAGRAPHS PARTICIPATING PARTNER PERCENT PHENOMENON PHYSICAL POSITIVE POSITIVELY PRIMARY PRINCIPAL PROCEDURAL PROCEDURE PROHIBIT PROHIBITED PROHIBITION PROHIBITS PROJECT RANGE REGIONS REGISTER RELAX RELAXED REQUIRED RESPOND RESPONDING RESPONSE RESPONSES

1 1 3 1 1 1 1 6 1 1 4 1 2 1 2 1 1 1 2 2 1 1 1 1 1 1 1 1 1 1 2 5 1 2 5

1 1 4 2 1 1 1 18 1 1 5 3 2 2 2 1 1 1 32 4 3 1 9 1 1 0 1 1 0 1 3 11 1 5 7

0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 2 0 1 0 0 4 0 0 0 0 0 0 1 0 1 0 16 3 0 0 0 0 0 0 1 0 0 0 1 1 1 0 1

1 1 0 2 0 0 1 1 1 1 0 0 0 2 1 1 0 0 16 1 0 0 0 0 0 0 0 0 0 1 2 3 0 3 0

0 0 0 0 0 0 0 4 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 2 187

0 0 0 0 0 0 0 5 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 2 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 2 0 0 0

0 0 1 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 3 1 9 1 0 0 0 0 0 0 0 2 0 2 1

0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 2

0 0 1 0 0 0 0 0 0 0 2 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SCHEDULE SECTION SECURITY SELECT SEQUENCE SERIES SEX SITE SPECIFIC SPECIFICALLY STRESS STRUCTURE STYLE SYMBOLS TAPE TEAM TENSE TEXT TEXTS THEME TOPIC TRACE TRADITIONAL TRANSMISSION UNIFORM UNIQUENESS VISION VOLUME

1 3 1 1 2 4 1 8 1 1 8 8 1 1 1

2 8 1 2 2 6 1 1 4 1 5 4 1 1 21 1 4 108 36 1 1 1 1 1 1 1 1 1

4 75 3 0 2 0 0 0 0 1 0 4 0 1 0 0 0 0 0 0 0 0 4 1 2 1 0 1

0 0 0 0 0 1 1 0 0 0 0 0 0 0 2 0 0 32 1 0 1 0 0 0 0 0 1 0

1 8 0 0 1 2 0 0 1 0 0 1 1 0 3 1 0 18 8 0 0 0 0 0 2 0 0 0

0 8 0 0 1 0 0 0 0 0 0 1 0 0 4 0 4 20 2 0 0 0 0 0 0 0 0 0

3 8 0 2 0 3 0 0 3 0 0 1 0 0 2 0 0 17 1 0 0 0 0 0 0 0 0 1

0 10 0 0 0 0 0 0 0 0 2 1 0 1 4 0 0 4 12 0 0 1 0 0 0 0 0 0

0 8 0 0 0 0 0 0 0 0 1 0 0 0 2 0 0 10 2 0 0 0 4 0 0 1 0 0

0 8 3 0 0 0 0 0 0 0 1 0 0 0 2 0 0 5 6 0 0 0 0 0 0 0 0 0

0 12 0 0 0 0 0 1 0 1 1 0 0 0 2 0 0 2 4 1 0 0 0 1 0 0 0 0

0 13 0

113

0 0 0

0 0 0 0 0

LIST OF FAMILY GROUPS BASE ONE FAMILIES F9 A

RANGE 8

672

TYFREQ 735

FAFREQ 158

117 188

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

ABLE ABOUT ABOVE ACCEPT ACCORD ACROSS ACT ACTIVE ACTUAL ADD ADDRESS ADVANTAGE AFTER AGAIN AGAINST AGE AGENT AGREE ALL ALLOW ALMOST ALONG ALREADY ALSO ALWAYS AMONG AMOUNT ANCIENT AND ANIMAL ANOTHER ANSWER ANY APPLY APPOINT

8 8 2

8 8 5

8 4 2 1 1 8

1 5

7 1

40 91 2 2 1 1 17 0 1 11 5 1 66 5 1 2 0 0 49 1 1 1 1 17 5 1 1 1 344 1 4 8 11 1 2

40 91 2 2 0 1 25 20 0 15 7 1 66 5 1 3 1 1 49 0 1 1 1 17 9 1 1 2 344 0 5 64 19 1 0

0 0 0 3 1 1 0 0 2 0 10 1 0 0 1 0 0 0 0 1 1 0 1 0 9 1 1 2 0 2 5 75 0 0 2

5 12 1 0 0 0 5 3 0 8 0 0 12 0 0 2 0 0 14 0 0 0 0 3 0 0 0 0 70 0 0 0 1 0 0

4 20 0 0 0 0 4 4 2 4 3 0 10 1 0 0 0 0 12 0 0 1 0 0 0 0 0 0 40 0 0 17 0 0 1

4 8 1 0 0 1 1 2 0 1 0 0 6 0 1 0 1 0 2 0 0 0 0 4 3 0 0 0 45 0 0 11 3 0 0 189

5 18 0 0 0 0 6 6 0 1 3 0 8 0 0 0 0 0 2 1 0 0 0 0 2 1 1 0 38 0 2 13 2 0 0

4 9 0 0 0 0 1 1 0 1 0 0 5 1 0 1 0 1 8 0 1 0 0 5 2 0 0 0 37 0 1 5 6 0 0

5 4 0 1 0 0 2 1 0 0 0 0 10 0 0 0 0 0 4 0 0 0 0 2 1 0 0 0 44 0 1 9 3 1 1

6 10 0 0 0 0 1 1 0 0 1 1 8 1 0 0 0 0 5 0 0 0 1 3 1 0 0 2 36 2 0 10 3 0 0

7 10 0 2 1 0 5 2 0 0 1 0 7 2 0 0 0 0 2 0 0 0 0 0 0 0 0 0 34 0 0 7 1 0 0

0 0 0

0 2 0

0 0 0 0 0 0 0 0 1 3

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

APRIL ARM AROUND ART ARTICLE AS ASK AT AUGUST AWAY B BACK BAD BALL BANK BAR BASE BE BEAR BEAUTY BECAUSE BECOME BED BEFORE BEGIN BEHIND BELIEVE BELOW BESIDE BEST BETWEEN BIG BIRD BLACK BLOOD

1 1 3 8 8 8 1 7 3 3 3 1 1 8 8 3

7 4 3 5 2 4 5 2 1 1

1 1 6 2 3 25 23 112 1 1 15 5 2 7 1 1 2 80 3 4 4 2 6 6 2 5 2 12 4 8 1 12 2 5 2

1 1 10 3 1 25 68 112 2 1 15 5 4 7 1 1 24 1258 6 2 14 2 28 11 5 5 2 12 4 8 1 13 3 5 2

0 0 10 0 4 0 0 0 2 0 0 0 0 0 0 0 0 0 0 12 14 2 0 11 0 0 2 0 0 0 1 0 0 0 0

0 0 0 1 0 3 10 23 0 0 2 2 2 4 0 0 3 258 0 0 0 0 5 0 1 2 0 3 0 2 0 0 1 0 0

0 0 0 0 1 6 8 5 0 1 1 0 0 0 0 0 1 65 0 1 0 0 1 1 0 0 0 4 0 0 0 0 0 0 0

0 0 1 1 0 2 11 17 0 0 1 1 0 0 0 0 3 127 0 2 1 1 1 3 2 0 1 1 0 0 0 2 0 5 0 190

0 0 1 0 0 3 8 10 0 0 8 0 0 2 0 0 4 107 3 4 1 1 5 1 0 2 0 0 3 1 0 1 0 0 0

0 1 1 1 2 8 7 22 0 0 1 0 0 0 0 1 8 211 0 0 0 0 0 0 0 0 0 3 0 0 0 6 2 0 0

1 0 0 0 1 1 6 19 0 0 1 2 1 0 0 0 1 135 0 5 6 0 1 2 1 0 0 1 0 1 0 2 0 0 0

0 0 1 0 0 1 17 1 2 0 1 0 0 0 1 0 2 138 1 0 6 0 13 3 1 1 1 0 1 0 0 2 0 0 0

0 0 5 0 0 1 1 15 0 0 0 0 1 1 0 0 2 217 2 0 0 0 2 0 0 0 0 0 0 4 1 0 0 0 2

1 0

0 0 0 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

BLUE BOARD BODY BOOK BOTH BOX BOY BREAD BREAK BRIGHT BRING BROAD BROTHER BUILD BUT BUY BY C CALL CAN CAPITAL CAR CARE CARRY CASE CENTRE CERTAIN CHANCE CHANGE CHARACTER CHILD CHOOSE CIRCLE CITY CLASS

2 2 4 7 3 6 6 2 6 1 5 1 2 8 6 6 4 7 8 5 8 3 4

4 1 3 6

12 1 7 54 4 17 9 7 7 1 9 1 5 0 33 23 35 4 5 106 1 25 3 4 3 2 3 1 2 3 5 6 0 3 15

12 2 7 68 4 17 13 7 12 1 9 1 7 3 33 35 35 4 9 109 1 29 34 5 4 1 1 1 4 2 16 13 1 5 15

0 0 0 0 0 0 0 0 0 0 0 0 10 0 0 0 0 0 0 0 1 0 0 0 0 3 7 1 5 9 0 14 0 0 0

4 1 3 10 1 1 5 0 3 0 1 0 0 0 6 3 8 1 2 18 0 0 9 0 0 0 0 0 0 0 5 0 1 2 7

0 0 2 0 2 1 1 0 2 0 1 0 3 0 3 0 9 1 1 9 0 9 6 0 0 0 0 0 4 0 0 6 0 1 1

0 0 0 6 0 6 0 1 1 0 2 0 0 2 1 2 9 1 0 10 1 0 2 0 0 0 0 1 0 3 0 0 0 0 2 191

0 0 1 8 0 3 3 0 0 0 0 0 0 0 3 4 2 0 1 13 0 11 2 0 1 1 4 0 0 5 0 1 0 0 1

8 0 1 16 1 5 1 6 2 1 0 1 2 1 6 20 3 0 1 25 0 5 2 1 1 0 0 0 0 1 2 0 0 0 2

0 1 0 11 0 0 2 0 2 0 4 0 1 0 6 3 4 0 2 7 0 2 3 0 1 2 2 0 1 0 5 3 0 2 2

0 0 0 13 0 0 1 0 2 0 1 0 0 0 2 3 0 1 1 19 0 2 3 1 1 0 1 0 0 0 4 2 0 0 0

0 0 0 4 0 1 0 0 0 0 0 0 1 0 6 0 0 0 1 8 0 0 7 3 0 0 0 0 0 0 0 1 0 0 0

0 0 0 0 0 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

CLOSE COLOUR COME COMMAND COMPANY COMPLETE CONDITION CONTAIN CONTINUE COST COTTON COULD COUNT COUNTRY COURSE COVER CROSS CRY CUT D DANGER DARK DATE DAUGHTER DAY DEAL DEAR DECEMBER DECIDE DEEP DEMAND DEPARTMENT DESCRIBE DESERT DETAIL

6 8

1 5 1

3 1 1 4 4 2 3 7 1 3 4 1

2 1

10 5 25 2 3 8 2 3 2 4 1 21 1 1 4 7 1 0 6 5 1 2 3 2 34 0 5 2 4 2 1 1 7 2 1

17 5 51 10 4 29 2 0 1 6 1 21 1 1 13 9 1 1 8 5 1 2 4 4 41 1 5 2 4 2 1 3 12 2 1

0 21 0 11 4 30 3 3 2 0 1 0 0 1 13 0 0 0 0 0 3 0 0 5 0 0 0 2 0 0 1 4 67 1 0

3 0 9 0 0 0 0 0 0 0 0 0 0 0 0 6 0 0 3 1 0 1 0 0 3 0 0 0 1 0 0 0 0 1 0

1 5 7 0 2 3 0 0 0 0 0 1 1 0 2 1 0 0 3 2 0 0 0 4 12 0 0 0 1 2 0 0 1 0 0

0 0 6 0 0 3 2 1 0 0 0 8 0 0 0 0 0 0 1 1 0 0 1 0 4 0 0 0 1 0 0 0 1 0 0 192

0 6 1 0 1 4 0 0 1 0 0 0 0 1 5 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 30 0 0

5 1 6 0 0 2 0 1 0 6 0 3 0 0 0 2 0 1 1 0 0 1 0 1 11 1 0 0 1 0 0 0 17 0 0

5 7 10 2 1 7 0 0 1 0 1 3 0 0 0 0 1 0 0 0 0 0 1 0 7 0 1 0 0 0 1 4 4 0 0

1 0 1 9 0 2 1 0 0 0 0 6 0 0 0 0 0 0 0 1 3 0 0 0 0 0 3 1 0 0 0 0 4 0 1

2 2 11 0 0 3 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 2 0 1 0 1 0 0 0 0 0 10 0 0

0 0 0 6 0 1 0 0

0 3

0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

DIE DIFFERENCE DIFFICULT DIRECT DO DOCTOR DOG DOOR DOWN DRAW DREAM DRESS DRINK DRIVE DROP DUTY E EACH EAR EARLY EARTH EASY EAT EFFORT EGG EIGHT EITHER ELEVEN ELSE END ENGLISH ENJOY ENOUGH ENTER EVEN

2 8 4 5 6 4 3 7 5 2 1 3 6 1 3 2 5 4 1 3 3 2 4 4 4 2 3

2 1 8 0 326 3 6 13 15 10 2 5 16 6 1 0 3 15 1 4 0 6 11 1 11 2 3 1 5 6 6 7 1 2 3

2 0 0 3 468 5 7 13 15 19 9 5 23 21 3 1 3 15 1 4 2 9 19 1 15 4 3 4 5 6 25 7 2 5 3

0 2 8 0 0 6 0 0 0 0 9 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 4 0 0 25 0 2 0 0

0 0 0 1 158 0 4 0 3 7 0 1 3 1 2 0 1 8 0 0 1 5 7 0 3 0 2 0 1 1 0 1 0 0 1

0 0 1 0 52 4 0 0 4 0 1 0 7 4 0 0 1 2 0 0 1 1 9 0 10 0 0 4 0 2 7 1 0 1 0

0 0 1 0 39 0 1 1 2 0 0 0 3 6 0 1 1 0 1 2 0 1 0 0 0 0 0 0 1 2 2 0 2 0 0 193

0 0 1 2 65 1 0 1 0 4 0 2 0 0 0 0 0 1 0 1 0 0 0 0 0 2 0 0 0 0 2 3 0 0 0

2 0 1 0 48 0 1 2 3 1 0 2 7 0 0 0 0 0 0 0 0 1 0 0 2 0 1 0 2 1 0 2 0 0 0

0 2 1 0 52 1 0 7 2 0 0 0 1 9 1 0 0 1 0 1 0 1 1 0 0 1 0 0 0 0 7 0 0 4 1

0 0 1 0 31 0 1 2 1 7 8 0 1 1 0 0 0 2 0 0 0 0 2 0 0 0 0 0 1 0 5 0 0 0 0

0 0 1 0 23 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1

0 1

2 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

EVENING EVER EVERY EXAMPLE EXCEPT EXERCISE EXPECT EXPENSE EXPERIMENT EXPLAIN EXPRESS EYE F FACE FACT FACTORY FALL FAMILIAR FAMILY FAMOUS FAR FARM FAST FATHER FAVOUR FEBRUARY FEEL FEW FIELD FIGHT FILL FIND FINE FINISH FIRST

4 7 1 8

2 1 4 2 3

3 1 3

3 3 1 1 8 8 2 2 6

4 9 19 8 1 6 0 1 1 4 8 1 1 6 5 1 5 1 7 1 4 4 5 7 3 1 5 5 1 1 27 26 15 1 23

11 9 24 35 1 23 38 0 5 3 22 7 1 7 16 1 6 1 31 1 4 6 5 31 0 1 5 5 2 1 27 30 15 4 23

11 0 0 51 0 29 0 4 8 5 95 0 0 0 0 1 0 1 32 1 0 0 0 37 4 1 0 0 0 0 0 0 0 0 0

0 1 4 0 1 0 4 0 0 0 0 2 0 2 0 0 4 0 0 0 0 0 0 0 0 0 1 2 0 0 3 2 7 1 8

2 0 8 6 0 1 4 0 8 1 7 0 1 0 15 0 1 1 6 1 0 0 1 9 0 0 2 0 0 0 2 4 0 0 8

0 0 4 4 0 18 4 0 0 0 7 5 0 2 0 0 0 0 0 0 1 6 0 0 1 0 0 0 2 1 4 5 0 3 2 194

0 1 2 8 0 3 5 0 0 0 3 0 0 2 0 0 0 0 1 0 0 0 0 2 0 0 0 0 0 0 2 3 0 0 0

0 3 1 3 0 0 4 0 0 0 10 0 0 1 0 0 1 0 17 0 2 0 2 7 1 0 2 1 0 0 3 9 0 0 1

1 4 4 13 0 4 4 4 0 1 17 0 0 0 1 1 0 0 1 0 1 0 2 2 0 0 0 2 0 0 5 1 0 0 2

0 0 1 9 0 1 6 0 0 2 16 0 0 0 0 0 0 0 2 0 0 0 0 3 2 1 0 0 0 0 3 4 0 0 2

1 0 0 3 0 2 7 0 0 1 29 0 0 0 0 0 0 0 1 0 0 0 0 11 0 0 0 0 0 0 5 2 8 0 0

5 0 0 0 0 6

0 0 4 0

3 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

FISH FIT FIVE FIX FLOOR FLOWER FLY FOLLOW FOOD FOR FORGET FORM FOUR FRESH FRIDAY FRIEND FROM FRONT FULL FURNISH G GAME GARDEN GAS GATE GATHER GENERAL GENTLE GET GIRL GIVE GLAD GLASS GO GOD

4 2 4 1 2 4 6 8 7 3 3 3 8 8 5 3 1 5 1 1

8 6 7 2 6 8 2

10 4 16 0 5 3 0 8 44 144 3 36 4 5 4 57 66 13 4 3 1 11 3 1 1 1 2 1 48 12 31 4 7 60 2

10 4 25 3 5 4 9 20 48 144 4 40 6 5 4 73 66 13 4 0 1 15 3 1 1 0 1 0 61 14 73 4 8 106 2

0 0 0 0 0 7 1 138 0 0 8 0 0 0 0 0 0 0 0 3 0 0 4 0 0 1 2 1 0 0 0 0 0 0 0

1 0 13 0 1 0 1 0 12 28 0 9 3 0 1 10 14 6 0 0 0 5 0 0 0 0 0 0 10 3 3 0 1 24 0

0 3 0 0 0 1 0 19 6 12 1 6 0 3 1 5 4 0 0 0 1 1 0 0 0 0 0 0 7 3 16 0 1 7 1

0 0 0 0 0 0 6 25 1 22 0 1 0 1 0 8 23 0 0 0 0 0 0 0 0 0 1 1 8 0 17 3 1 4 0 195

2 0 4 0 0 0 1 11 2 15 0 1 1 0 0 4 6 3 0 1 0 3 1 0 0 1 1 0 9 1 12 0 0 14 0

4 1 5 3 0 0 0 15 17 32 0 10 2 1 0 1 5 1 0 0 0 0 0 0 0 0 0 0 9 4 6 0 0 15 0

3 0 3 0 0 5 0 23 10 14 2 6 0 0 2 8 4 2 1 1 0 4 0 0 1 0 0 0 9 1 9 0 1 16 1

0 0 0 0 4 1 0 21 0 14 0 0 0 0 0 13 1 1 1 0 0 0 1 1 0 0 0 0 1 0 10 0 3 8 0

0 0 0 0 0 0 0 11 0 7 5 7 0 0 0 24 9 0 2 1 0 2 2 0 0 0 0 0 8 2 0 1 1 18 0

0 13

0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

GOOD GREEN GROUND GROUP GROW HALF HAND HAPPEN HAPPY HARD HARDLY HAVE HE HEAD HEAR HEART HEAT HEAVY HELP HERE HIGH HISTORY HOLD HOME HOPE HOT HOUR HOUSE HOW I IDEA IF IMPORTANT IN INCLUDE

8 4 2 1 3 3 4 2 8 8 1 5 2 2 1 8 8 5 3 5 1 1 3 8 8 8 4 8 8

88 12 2 4 1 4 5 5 7 5 1 99 139 1 8 3 11 0 32 31 6 2 2 19 0 4 4 50 128 429 5 22 1 484 1

93 12 3 6 1 4 7 2 7 5 3 145 189 1 13 3 11 1 37 31 9 2 3 21 1 4 7 50 128 651 9 22 2 484 0

0 0 3 0 0 0 0 16 0 0 3 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 2 0 1

18 4 0 0 0 1 1 0 1 0 0 33 49 1 1 2 7 1 10 4 3 0 1 3 0 4 4 11 29 158 2 4 0 86 0

2 2 1 1 0 2 0 2 0 0 3 10 4 0 6 1 4 0 3 5 2 0 1 0 0 0 2 1 25 29 0 2 0 52 1

3 1 0 0 0 0 0 4 3 3 0 21 62 0 0 0 0 0 8 7 1 1 0 2 0 0 0 2 6 46 3 2 2 62 0 196

12 0 0 0 0 1 0 6 2 0 0 23 14 0 1 0 0 0 4 1 0 1 0 1 0 0 0 7 7 102 3 5 0 51 0

9 5 0 0 1 0 3 0 0 2 0 26 9 0 4 0 0 0 4 4 0 0 1 3 1 0 1 2 18 104 1 3 0 64 0

6 0 0 0 0 0 3 0 0 0 0 14 29 0 1 0 0 0 1 4 2 0 0 0 0 0 0 4 7 51 0 1 0 46 0

2 0 0 0 0 0 0 2 1 0 0 6 5 0 0 0 0 0 6 2 1 0 0 0 0 0 0 21 10 56 0 2 0 73 0

41 0 2 5 0 0 0 2 0 0 0 12 17 0 0 0 0 0 1 4 0 0 0 12 0 0 0 2 26 105 0 3 0 50 0

0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

INCREASE INTEREST INTO INTRODUCE IT JANUARY JOIN JOY JULY JUNE JUST KEEP KIND KNOW L LAND LANGUAGE LARGE LAST LATE LAUGH LAW LAY LEARN LEAVE LEFT LESS LET LETTER LIBRARY LIE LIFE LIGHT LIKE LIMIT

5 8 4 1 1 3 7 4 6 8 1 1 3 4 5 3 2 1 8 4 3 2 6 5 1 3 4 8 1

1 4 26 3 248 1 3 1 1 8 24 11 8 50 1 5 8 7 11 12 3 1 1 54 4 7 1 10 4 5 0 4 3 104 1

2 0 26 7 256 2 5 2 1 8 24 17 13 57 1 5 8 7 11 18 4 2 1 117 5 7 3 10 7 11 1 4 4 128 1

2 6 0 17 0 2 0 2 0 0 0 0 0 0 0 0 8 0 0 0 0 0 0 0 0 0 0 0 0 14 0 0 0 0 0

0 0 12 0 61 0 1 0 0 0 2 3 2 9 0 0 0 3 5 3 0 1 1 13 1 2 1 3 1 0 0 0 1 42 1

0 0 8 0 21 0 2 0 0 0 3 8 1 9 0 0 1 0 2 1 0 0 0 16 1 2 2 1 1 1 0 1 1 5 0

2 1 2 0 22 0 0 0 0 6 1 0 3 5 0 5 1 0 0 0 2 0 0 13 0 0 0 0 3 0 0 1 1 10 0 197

0 0 0 2 46 0 1 0 0 0 7 0 1 13 0 0 1 0 2 0 1 0 0 15 0 0 0 1 0 5 0 2 0 44 0

0 2 3 1 41 0 0 0 0 0 5 1 3 3 1 0 1 1 0 0 1 0 0 13 2 0 0 0 0 0 1 0 0 17 0

0 0 1 0 24 0 0 0 1 1 4 0 3 6 0 0 1 3 0 11 0 1 0 13 1 0 0 2 1 4 0 0 0 7 0

0 0 0 0 24 2 0 0 0 1 0 5 0 10 0 0 1 0 0 1 0 0 0 17 0 3 0 1 1 2 0 0 1 1 0

0 1 0 0 17 0 1 0 0 0 2 0 0 2 0 0 1 0 2 2 0 0 0 17 0 0 0 2 0 0 0 0 0 2 0

0 2 14 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

LINE LIP LISTEN LITTLE LIVE LONG LOOK LOSE LOVE LOW M MAIN MAKE MAN MANNER MANY MARCH MARKET MASS MATERIAL MATTER MAY MAYBE MEAN MEET MEMBER MENTION METAL MIDDLE MIGHT MILK MIND MINER MINUTE MISS

2 1 8 2 3 6 7 2 2 2 6 4 8 4 6

8 8 4

1 1 6 4 1 7

2 1 59 2 12 15 34 2 7 0 26 7 46 7 1 15 1 3 1 8 4 23 2 3 34 2 6 1 3 1 7 8 0 4 16

2 1 98 2 30 17 40 7 7 2 26 7 76 11 1 15 6 8 1 1 5 23 4 34 45 2 24 1 2 1 8 8 1 0 21

0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 6 9 0 14 5 0 4 0 0 2 24 0 3 0 0 0 0 8 0

1 0 11 1 13 1 5 0 0 0 0 1 21 1 0 3 0 0 1 0 0 2 0 3 0 0 0 1 0 0 1 1 0 0 1

0 0 10 0 0 5 0 4 0 0 2 0 14 0 0 3 0 0 0 4 0 1 2 3 3 0 8 0 1 1 2 1 0 2 1

0 1 12 0 0 3 10 0 0 0 4 3 15 1 1 1 0 0 0 4 0 6 0 1 0 1 2 0 1 0 1 0 1 2 1 198

0 0 11 0 0 2 1 0 5 0 4 0 8 0 0 1 0 2 0 1 2 3 0 2 0 0 3 0 0 0 0 0 0 0 0

0 0 11 1 0 5 15 0 0 1 7 0 10 6 0 2 0 0 0 1 0 5 2 9 5 0 1 0 0 0 1 3 0 0 6

0 0 10 0 0 0 3 0 0 0 3 2 2 0 0 0 0 5 0 1 1 3 0 4 4 0 2 0 1 0 0 0 0 2 5

1 0 15 0 11 0 1 3 0 1 0 1 4 3 0 5 6 0 0 1 1 2 0 5 0 0 0 0 0 0 1 3 0 2 1

0 0 18 0 6 1 5 0 2 0 6 0 2 0 0 0 0 2 0 1 1 1 0 7 33 0 8 0 0 0 2 0 0 0 6

0 0 0 1 0 0

1 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

MISTER MOMENT MONDAY MONEY MONTH MORE MORNING MOST MOTHER MOUNTAIN MOVE MRS MUCH MUSIC MUST N NAME NATURE NEAR NECESSARY NEED NEIGHBOUR NEVER NEW NEWS NEWSPAPER NEXT NIGHT NINE NO NORTH NOT NOTE NOVEMBER NOW

8 3

4 7 7 1 7 2 8 6 5 5 8 2 6 4 3 7 2 8 7 8

0 1 1 4 4 26 4 4 7 2 3 33 26 1 20 2 67 1 9 2 17 4 10 47 7 4 17 17 3 57 2 204 12 1 29

96 1 2 6 8 26 20 4 37 2 9 40 26 1 20 2 75 0 9 2 24 7 10 48 7 13 17 17 9 57 2 207 13 1 29

0 1 2 6 11 0 20 0 61 2 0 0 0 0 0 0 0 1 0 2 0 10 0 0 0 13 0 0 0 0 0 0 0 1 0

21 0 0 0 0 3 0 0 0 0 1 2 5 0 4 1 15 0 1 0 9 0 1 6 2 0 6 5 0 26 0 62 0 0 1

2 0 0 0 0 5 5 0 16 0 5 4 0 0 2 0 3 1 0 0 6 1 2 4 5 4 4 3 0 0 0 15 1 0 5

17 0 0 1 1 3 2 1 0 1 0 9 3 0 3 0 7 0 1 1 0 0 0 1 0 1 1 0 0 3 1 3 3 0 3 199

21 0 0 2 2 1 0 0 10 0 0 8 1 0 5 0 10 0 1 0 0 2 0 15 0 4 1 0 1 3 1 25 1 0 1

8 0 0 0 0 7 0 2 8 0 0 12 8 0 1 1 4 0 1 1 5 0 3 7 0 0 0 1 0 14 0 24 1 0 5

7 1 0 2 0 3 0 1 2 1 0 0 3 0 4 0 1 0 4 0 1 1 1 2 0 0 3 0 7 3 0 36 4 0 8

6 0 2 0 6 2 1 0 6 0 1 1 2 0 0 0 12 0 1 0 3 0 3 2 0 4 2 0 0 3 0 8 2 1 1

14 0 0 1 0 2 0 0 11 0 2 4 4 1 1 0 23 0 0 0 0 0 0 11 0 0 0 8 1 5 0 34 1 0 5

0 0 0 2 12 8 0

0 0 6

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

NUMBER OBJECT OBSERVE OCTOBER OF OFF OFFER OFFICE OFTEN OH OIL OLD ON ONCE ONE ONLY OPEN OPINION OPPORTUNITY OR ORDER ORGANIZE OTHER OUT OVER OWN P PAGE PAINT PAPER PART PARTICULAR PARTY PASS PAST

8 6 2 7 5 8 2 8 8 8 6 2 3

8 5 3 7 2 7 5 3 3 6 3 1 2 2

6 2 4 2 307 14 2 21 9 29 4 9 122 8 45 5 10 4 1 96 7 2 9 18 2 12 13 2 0 15 3 3 3 4 8

9 3 8 5 307 14 2 24 9 29 4 29 122 8 47 5 14 27 1 96 9 0 9 19 2 12 13 3 6 15 8 3 3 4 8

10 0 8 5 0 0 0 0 0 0 0 0 0 0 0 0 0 27 1 0 0 3 0 0 0 0 0 0 0 0 0 3 0 0 0

0 0 0 0 59 1 0 2 1 1 1 8 27 1 14 0 1 0 0 16 0 0 4 1 0 3 0 1 0 9 1 0 0 0 4

1 2 0 0 45 2 0 0 3 2 3 1 13 1 11 0 0 1 0 18 2 0 3 2 0 3 1 1 0 0 0 0 0 0 0

0 0 0 0 37 1 1 8 2 2 0 2 12 1 0 0 0 2 0 9 1 0 0 2 0 1 3 0 3 1 6 1 0 3 0 200

2 0 1 1 36 0 0 3 2 1 0 5 18 1 3 0 0 0 0 17 1 2 0 2 0 2 0 0 0 1 1 1 0 0 4

1 0 3 0 61 8 1 4 1 4 0 3 17 1 12 4 5 23 0 15 3 0 2 2 1 1 4 0 2 1 0 1 0 1 0

1 0 0 0 25 1 0 4 0 12 0 4 10 1 0 1 8 0 1 6 2 1 0 2 1 1 3 0 0 2 0 0 0 0 0

1 1 2 4 22 1 0 2 0 2 0 3 18 1 3 0 0 1 0 10 0 0 0 0 0 0 0 1 1 1 0 0 0 0 0

0 0 2 0 22 0 0 1 0 5 0 3 7 1 4 0 0 0 0 5 0 0 0 8 0 1 2 0 0 0 0 0 3 0 0

4 0 0

0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

PAY PEOPLE PERSON PICTURE PIECE PLACE PLAIN PLAN PLANT PLAY PLEASE POINT POPULAR POSITION POST POWER PREPARE PRESENT PRESIDENT PRESS PRETTY PRICE PRIVATE PROBLEM PRODUCE PRODUCT PROPER PROVIDE PULL PURPOSE PUT QUALITY QUARTER QUESTION QUITE

7 8

2 5 1 2 4 6 7 1

5 1

1 1 3

1 1 7

10 48 6 8 2 25 1 1 1 7 81 1 1 1 9 1 3 3 1 4 1 14 1 4 2 2 1 3 1 1 28 3 2 8 5

11 48 21 30 6 29 1 2 4 21 94 1 1 1 9 1 7 7 1 5 1 16 2 6 1 1 2 1 1 2 29 1 4 2 5

0 0 27 62 0 0 0 0 0 0 0 0 1 1 0 0 8 7 1 0 0 0 2 7 2 4 0 3 0 2 0 3 4 74 0

1 2 0 0 5 0 0 0 1 8 8 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 8 0 0 0 1

2 1 6 3 0 3 1 0 0 1 1 0 0 0 2 0 5 1 0 5 0 0 2 0 1 0 0 0 0 0 6 0 3 19 0

0 10 2 3 0 3 0 1 1 0 16 0 0 1 1 0 2 0 1 0 0 0 0 0 0 0 0 0 1 2 2 0 0 11 1 201

2 9 12 17 0 7 0 0 0 3 0 0 0 0 0 0 0 5 0 0 0 0 0 1 1 0 0 0 0 0 3 1 0 10 0

1 6 1 11 0 13 0 1 0 0 33 1 0 0 3 0 0 0 0 0 0 13 0 0 0 1 2 0 0 0 3 1 1 6 1

2 10 1 7 1 3 0 0 1 5 18 0 1 0 0 0 0 0 0 0 0 1 0 2 0 3 0 1 0 0 6 1 0 9 0

1 7 0 6 0 0 0 0 1 2 9 0 0 0 2 1 0 0 0 0 0 0 0 3 0 0 0 1 0 0 1 0 0 9 1

2 3 5 11 0 0 0 0 0 2 9 0 0 0 1 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 6 1

0 4

0 0

1 1 0

0 0 0 0 1 0 0 0 4

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

RAISE RATE REACH READ READY REALLY REASON RECEIVE RECENT RECOGNIZE RECORD RED REGARD RELATION REMEMBER REPORT RESPECT RESULT RIDE RIGHT RISE RIVER ROAD ROCK ROOM ROUND RULE RUN SAIL SALE SALT SAME SATURDAY SAY SCHOOL

2 1 1 8 3

1 3 7 2 1 2 1 6 1 4 1 2 2 3 1 8

3 1 1 70 4 4 3 4 1 1 1 11 1 1 3 1 1 1 4 33 0 2 2 0 44 1 0 0 0 10 11 1 3 58 7

3 1 1 114 4 15 4 2 0 0 0 11 0 0 5 2 0 1 7 33 2 2 2 1 46 1 8 1 3 10 11 1 3 69 50

0 0 0 0 0 15 7 5 1 1 1 0 1 1 5 2 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 52

0 0 0 25 2 0 0 0 0 0 0 3 0 0 0 0 0 0 4 12 0 0 0 0 13 0 0 0 1 0 7 0 0 6 0

0 1 0 13 0 5 3 1 0 0 1 0 0 1 3 0 0 1 0 2 0 0 1 0 0 0 0 1 0 0 2 0 1 7 14

0 0 1 9 1 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 2 0 0 7 0 202

0 0 0 15 0 0 0 1 0 0 0 0 0 0 0 0 0 0 2 3 0 0 0 0 1 0 1 0 0 0 0 0 0 17 5

1 0 0 11 0 8 0 0 1 0 0 7 0 0 0 0 0 0 0 3 1 0 0 1 1 1 2 0 0 9 0 1 0 13 9

2 0 0 19 1 0 3 1 0 0 0 0 0 0 0 0 0 0 1 3 1 2 1 0 1 0 4 0 0 0 0 0 1 9 2

0 0 0 13 0 1 1 0 0 0 0 1 0 0 1 2 1 0 0 5 0 0 0 0 29 0 1 0 0 1 0 0 1 5 13

0 0 0 9 0 0 0 2 0 1 0 0 0 0 0 0 0 0 0 5 0 0 0 0 1 0 0 0 0 0 0 0 0 5 4

0 0 0 0 0 0 1 0 0 0 0

0 5

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SCIENCE SEA SEASON SEAT SECOND SECRETARY SEE SEEM SELL SEND SEPTEMBER SERIOUS SERVE SERVICE SET SEVEN SHAKE SHAPE SHARE SHE SHINE SHOOT SHORT SHOULD SHOW SIDE SIGN SILENCE SIMPLE SINCE SING SINGLE SIR SISTER SIT

2 2

7 1 1 2

3 4 2 1 2 1 8 2 1 8 3 3 2 7 3 3 2 6 6 6

3 2 3 2 2 1 30 1 1 3 1 2 6 1 2 1 0 3 1 148 2 1 45 5 4 4 2 1 19 4 3 2 31 12 9

5 2 12 2 2 5 31 1 17 3 2 1 9 1 5 3 1 4 1 190 6 1 45 17 6 5 4 0 19 4 6 2 31 16 16

6 0 12 0 2 5 0 0 0 0 2 2 0 1 0 0 0 0 0 0 0 0 0 17 0 0 0 1 0 0 0 0 0 0 0

0 1 0 0 0 0 5 1 0 0 0 0 2 0 1 0 0 2 1 38 4 0 1 0 2 3 1 0 2 1 1 1 4 5 0

4 0 0 0 1 0 0 0 0 0 0 0 3 0 0 1 1 2 0 18 0 0 1 7 0 1 0 0 2 0 0 1 0 1 1

1 0 2 0 0 0 1 0 0 0 0 1 4 0 1 0 0 0 0 48 2 0 3 5 0 0 0 1 3 0 4 0 2 0 1 203

0 0 9 0 0 5 3 0 0 0 0 0 0 1 0 2 0 0 0 5 0 1 3 0 0 0 0 0 3 0 0 0 0 6 1

0 1 0 1 0 0 4 0 17 0 0 0 0 0 2 0 0 0 0 28 0 0 14 1 2 0 0 0 0 0 0 0 4 1 6

0 0 1 0 0 0 4 0 0 1 0 0 0 0 0 0 0 0 0 18 0 0 8 2 2 0 3 0 2 1 0 0 11 1 4

0 0 0 1 1 0 4 0 0 0 2 0 0 0 1 0 0 0 0 13 0 0 8 2 0 1 0 0 4 0 0 0 1 0 3

0 0 0 0 0 0 10 0 0 2 0 1 0 0 0 0 0 0 0 22 0 0 7 0 0 0 0 0 3 2 1 0 9 2 0

1 0 0 0

0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SITUATION SIX SIZE SKY SLEEP SMALL SMILE SO SOCIAL SOFT SOLDIER SOME SON SOON SOUND SPACE SPEAK SPECIAL SPEED SPEND SPREAD STAGE STAND START STATE STATION STAY STEEL STEP STILL STOCK STOP STORE STORY STRANGE

3 1 1 6 5 1 6 4 1 8 2 3 4 1 8 3 1 4 8 5 5 3 2 1 5 4 1 3 4 4

7 6 1 1 11 16 0 20 4 1 1 51 2 7 4 0 2 1 1 5 1 8 12 6 1 1 7 1 11 4 1 3 6 9 7

3 6 1 1 20 16 1 20 4 1 1 117 4 7 6 1 30 8 1 6 1 8 13 13 4 2 7 1 27 4 1 7 9 10 0

10 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 2 0 0 0 0 0 0 0 0 13

0 2 0 0 7 10 0 7 1 0 0 14 3 2 1 0 5 1 0 0 0 1 2 4 0 0 1 1 10 1 1 0 1 1 0

1 0 0 0 4 2 0 0 1 0 0 16 0 3 0 0 3 0 0 0 0 1 1 2 1 0 6 0 14 0 0 2 0 6 1

3 0 0 0 0 1 0 0 1 0 0 27 0 0 0 0 3 0 0 0 1 1 0 2 2 0 0 0 0 0 0 3 1 2 1 204

1 3 0 0 0 0 0 3 1 1 1 3 0 0 2 0 6 0 0 2 0 1 7 1 0 0 0 0 1 1 0 0 0 1 1

1 0 1 1 3 2 1 4 0 0 0 20 0 0 0 0 4 1 0 1 0 1 2 0 1 0 0 0 1 0 0 0 6 0 2

0 0 0 0 1 1 0 3 0 0 0 13 1 0 2 0 3 6 1 0 0 1 1 4 0 0 0 0 1 1 0 2 0 0 3

1 1 0 0 3 0 0 1 0 0 0 14 0 0 1 1 3 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 1 0 2

1 0 0 0 2 0 0 2 0 0 0 10 0 2 0 0 3 0 0 2 0 1 0 0 0 2 0 0 0 1 0 0 0 0 3

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

STREET STRENGTH STRONG STUDENT STUDY SUBJECT SUCH SUGGEST SUMMER SUN SUNDAY SUPPLY SURE SURFACE SURPRISE SWEET SYSTEM TABLE TAKE TALK TEACH TELL TEMPLE TEN TERM TEST THAN THE THEN THERE THEY THING THINK THIRTEEN THIRTY

8 5

3 1 6

1 7 8 5 8 6 3 1 1 2 8 8 8 8 6 7 3

1 1 4 7 32 8 8 1 1 4 3 3 28 2 1 1 2 24 15 3 2 30 1 4 1 3 3 1212 77 74 64 2 45 1 6

1 0 2 38 49 0 8 1 2 6 4 3 28 2 1 1 0 26 29 9 76 36 1 4 1 3 3 1212 77 74 117 44 46 1 6

0 2 4 54 0 16 0 2 2 0 5 0 0 2 2 0 2 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0

0 0 0 0 5 0 1 0 0 3 0 0 14 0 0 0 0 2 3 1 16 9 0 1 0 0 1 206 12 3 17 3 4 0 2

0 2 1 11 5 2 2 0 0 1 3 3 2 0 0 1 0 1 5 1 4 11 0 0 0 0 0 149 10 2 9 7 3 1 0

0 0 1 1 8 2 0 2 0 0 0 0 6 1 2 0 1 2 5 3 9 0 1 0 0 0 0 169 8 2 25 1 2 0 0 205

0 0 0 4 4 2 3 0 2 0 0 0 1 1 0 0 1 6 5 0 7 2 0 2 0 0 0 117 15 1 10 12 26 0 3

0 0 0 0 11 2 1 0 0 2 1 0 4 0 0 0 0 8 4 3 9 5 0 1 0 0 2 210 7 22 20 3 6 0 1

0 0 1 4 7 2 0 0 0 0 0 0 0 0 0 0 0 1 2 1 14 5 0 0 0 0 0 142 6 6 13 0 4 0 0

1 0 0 8 8 2 1 0 0 0 1 0 1 0 0 0 0 6 4 0 5 4 0 0 1 3 0 124 5 34 6 18 1 0 0

0 0 0 2 1 2 0 0 0 0 0 0 0 0 0 0 0 0 1 0 12 0 0 0 0 0 0 95 14 4 17 0 0 0 0

0 1 24 2 0 0 0

0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

THIS THOUSAND THREE THROUGH THURSDAY TIME TO TODAY TOGETHER TOO TOP TOUCH TOWN TRAIN TRAVEL TREE TROUBLE TRUE TRY TUESDAY TURN TWELVE TWENTY TWO TYPE UNDER UNDERSTAND UNITE UNIVERSITY UNTIL UP USE USUAL VARIETY VERY

8 6

8 8 3 7 2 1 3 2 3 4 4 5

8 4 5 1 3 9 8 7 8

163 2 21 4 1 31 677 6 3 27 1 1 3 2 3 4 1 4 8 2 8 1 4 26 3 12 2 0 1 7 44 35 0 1 54

306 4 24 5 3 34 677 6 7 27 3 1 3 2 2 5 2 5 9 5 9 4 9 28 9 12 3 1 1 7 44 53 29 1 54

0 7 0 5 3 0 0 0 7 0 0 0 0 0 5 0 2 0 0 5 0 4 9 0 0 0 3 0 1 0 1 0 0 1 0

51 0 11 0 0 8 112 1 0 7 1 0 0 1 0 0 0 1 3 0 2 0 0 10 1 2 0 0 0 5 15 12 7 0 19

36 0 4 1 0 3 84 0 5 0 0 0 0 1 2 2 0 1 4 1 3 4 3 1 0 0 1 0 1 1 7 5 5 0 8

36 0 0 2 0 1 65 0 0 1 0 0 1 0 0 0 0 2 0 0 1 0 0 3 5 0 0 0 0 0 2 7 5 0 11 206

31 0 2 0 0 4 66 0 0 1 0 0 1 0 1 2 0 0 0 0 0 0 0 1 0 5 0 1 0 0 7 2 2 0 4

52 0 3 0 0 3 86 2 1 5 2 0 1 0 2 1 0 1 1 0 0 0 3 4 0 2 0 0 0 1 6 8 6 0 5

33 4 0 0 0 5 85 3 0 3 0 1 0 0 0 0 0 0 1 0 2 0 1 3 1 2 2 0 0 0 3 7 2 1 1

42 3 2 1 3 3 79 0 0 1 0 0 0 0 0 0 0 0 0 4 1 0 2 3 0 1 0 0 0 0 2 11 2 0 5

25 0 2 1 0 7 100 0 1 9 0 0 0 0 0 0 2 0 0 0 0 0 0 3 2 0 0 0 0 0 1 1 0 0 1

0 0 0

0 0

0 0 0

0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

VESSEL VIEW VISIT WAIT WALK WALL WANT WATCH WATER WAVE WAY WE WEAR WEDNESDAY WEEK WELCOME WELL WEST WHAT WHEN WHERE WHETHER WHICH WHILE WHITE WHO WHOLE WHY WIDE WIFE WILL WIND WINDOW WISE WISH

1 1 5 7 1 2 7 4 3 7 8 4 5 6 1 8 7 8 7 8 2 8 6 1 1 8 1 1 1

1 1 8 5 1 2 20 4 30 4 18 75 13 1 7 4 34 1 247 36 61 3 18 15 3 26 1 17 0 2 92 1 4 0 1

1 1 9 26 1 3 32 3 32 6 20 93 19 2 8 13 34 1 247 36 61 3 18 15 3 29 1 17 1 2 92 1 4 1 1

1 0 0 0 0 0 0 7 0 0 0 0 0 2 0 13 0 0 0 0 0 3 0 0 0 0 1 0 0 0 0 0 4 1 0

0 0 2 1 0 0 7 0 18 0 1 21 10 0 0 0 8 0 52 11 8 0 3 2 1 7 0 6 0 2 14 0 0 0 0

0 1 0 0 0 0 4 2 9 2 2 3 0 0 1 2 4 0 28 5 2 0 1 3 0 2 0 3 0 0 15 0 1 0 0

0 0 0 6 1 2 4 1 1 0 2 8 3 0 2 0 0 1 38 4 10 1 1 1 0 11 0 0 0 0 9 0 0 0 0 207

0 0 3 1 0 0 0 0 0 0 0 9 5 0 2 0 9 0 45 2 5 1 2 1 0 2 1 3 0 0 5 0 0 0 1

0 0 2 9 0 0 4 0 0 3 5 9 0 0 1 0 2 0 22 9 11 0 6 1 2 3 0 2 0 0 11 1 0 0 0

0 0 0 3 0 1 3 3 0 1 2 16 1 0 2 5 2 0 33 1 3 1 0 2 0 1 0 2 0 0 23 0 1 0 0

0 0 1 2 0 0 4 1 4 0 3 9 0 2 0 0 0 0 18 4 21 0 4 2 0 1 0 0 1 0 7 0 1 0 0

0 0 1 4 0 0 6 0 0 0 5 18 0 0 0 5 9 0 11 0 1 0 1 3 0 2 0 1 0 0 8 0 1 0 0

0 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

WITH WITHOUT WOMAN WONDER WOOD WORD WORK WORLD WOULD WRITE WRONG YEAR YES YESTERDAY YET YOU YOUNG BASE TWO FAMILIES F8 F9 ACCIDENT ADVERTISE ADVICE AEROPLANE AFRAID AFTERNOON AHEAD ALIKE ALOUD APOLOGIZE APOLOGY APPLE ARRANGE ASLEEP ATTEND ATTENTION

2 7 8

8 5 8 3 8

1 3 1 1 7

3 1

109 1 2 2 6 5 40 2 5 61 1 5 95 4 5 733 3

2 3 0 1 5 6 1 1 30 3 1 3 4 4 4 6

109 1 5 0 8 43 64 5 28 105 1 20 95 6 5 1050 0 RANGE 0 0 1 1 5 19 1 1 30 1 12 9 6 4 3 9

0 1 8 2 0 0 0 5 28 0 1 0 0 6 0 0 10

2 24 0 1 0 19 0 0 0 4 12 0 6 0 6 9

20 0 0 0 7 5 11 0 0 9 0 13 32 0 0 174 0 TYFREQ 0 0 0 0 2 0 1 0 3 1 0 1 0 4 1 0

19 0 0 0 1 6 3 0 1 9 0 0 2 0 3 93 0

9 13 1 0 1 0 1 0 0 0 11 5 33 4 1 0 2 2 11 18 0 0 3 1 15 2 2 0 1 0 78 127 0 2 FAFREQ

0 0 0 0 0 0 0 0 5 0 0 0 2 0 1 1

0 0 0 0 0 2 0 0 0 0 0 0 1 0 0 2 208

0 0 0 1 2 1 0 0 4 0 0 0 2 0 3 0

17 0 0 0 0 10 5 0 11 12 0 0 18 2 0 139 4 F1

9 0 7 1 0 1 1 4 12 16 1 2 11 0 0 123 0 F2

9 0 0 0 0 0 5 0 0 12 0 0 3 0 0 158 4 F3

13 0 0 0 0 5 2 0 0 18 0 1 12 1 1 158 0 F4

0 0 1 0 1 0 0 0 3 0 0 7 0 0 0 0

1 22 0 0 0 2 0 0 5 1 0 0 1 0 0 2

0 1 0 0 0 3 0 0 6 0 0 1 0 0 1 1

1 1 0 0 0 1 0 1 4 2 12 0 0 0 0 1

0 0 0

0 F5 0 0 0 10

0 0 0 0 2

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

ATTRACT AUDIENCE AUNT AVOID AWAKE BABY BAG BAKE BARBER BARGAIN BASIN BASKET BATH BEAM BEARD BEG BICYCLE BILLION BIRTH BIT BOIL BORROW BOTTLE BOTTOM BOWL BREAKFAST BREATH BREATHE BROADCAST BROWN BUNCH BUS BUSY BUTTER CAKE

3 1 1 3 4

1 3 1 1 2 1 2 1 2

1 3 3 5

1 1 6 1 2 1 6 3 2 1 1 1 4 1 1 5 4 2 2 1 5 3 2 1 5 5 1 1 1 3 1 3 3 3 8

3 1 8 1 2 1 9 5 2 2 1 1 4 1 1 5 5 2 7 1 8 3 4 1 6 10 2 1 0 5 1 4 3 3 10

3 1 0 0 2 0 0 0 2 3 0 1 0 0 0 0 7 0 0 0 0 4 5 1 0 10 2 1 1 6 0 0 0 4 0

0 0 3 0 0 0 0 1 0 0 0 0 1 1 0 1 0 0 0 0 3 0 0 0 2 0 0 1 0 0 0 1 0 0 0

0 0 0 1 1 0 0 2 1 0 0 0 0 0 0 0 4 2 0 0 5 2 0 1 3 2 0 0 0 0 0 0 1 2 0

0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 2 0 0 1 0 2 1 1 1 209

0 0 4 0 0 1 1 0 1 0 0 0 2 0 0 0 0 0 2 0 0 1 0 0 0 1 0 0 0 2 0 0 0 0 1

0 0 0 0 0 0 7 1 0 0 1 0 0 0 0 4 1 0 0 0 0 0 0 0 1 5 0 0 0 0 1 1 0 0 4

3 1 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 1 0 0 0 3 0 0 0 1 2

0 0 0 0 0 0 1 1 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 2

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 0 0 1 2 0 0 0 0 0 1 0 0 0 0 0 0

0 0

0 0 1

0 0 0 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

CAMERA CAMP CARD CAT CENTIMETRE CHAIR CHEAP CHEAT CHECK CHEESE CHICKEN CLAY CLEAN CLERK CLOCK CLOTH CLUB COARSE COAT COFFEE COLLECT COMBINE COMFORT COMPARE COMPETE COMPOSE CONGRATULATE CONNECT CONVERSATION COOK CORRECT COUGH COUSIN COW CRACK

3 2 5 3 1 2 4 2 1 3 1 1 4 2 1 3

5 1 2 1 1

2 2 12 17 1 6 0 1 4 6 4 1 1 1 2 0 2 1 1 7 3 1 3 3 1 1 1 1 1 11 8 1 1 0 1

2 4 29 18 0 9 1 3 4 6 9 1 4 1 2 10 2 1 2 7 4 2 0 2 1 1 0 0 1 25 20 1 4 1 1

4 0 0 0 2 0 0 0 0 0 10 0 0 0 0 0 0 1 0 0 6 2 3 3 1 2 2 1 1 0 39 0 0 0 0

0 0 0 3 0 0 0 0 1 0 0 1 1 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 1 9 0 0 3 0 0

0 1 0 0 2 0 0 2 0 4 4 0 0 0 0 0 1 0 0 0 3 0 1 1 0 2 0 0 0 5 7 0 0 0 1

0 2 0 1 0 0 0 0 0 0 0 0 1 1 0 1 0 0 0 2 0 2 0 0 0 0 0 1 0 3 2 0 0 1 0 210

0 0 8 4 0 5 0 0 0 0 0 0 0 0 0 2 0 1 0 0 0 0 0 0 0 0 0 0 0 0 7 0 0 0 0

2 0 0 7 0 1 1 0 1 2 0 0 2 0 0 5 0 0 2 4 1 0 1 1 0 0 2 0 0 6 2 1 0 0 0

2 0 0 0 0 0 0 1 0 0 2 0 0 0 0 0 0 0 0 0 2 0 0 0 1 0 0 0 0 0 5 0 0 0 0

0 0 0 3 0 3 0 0 1 0 3 0 0 0 2 2 0 0 0 0 0 0 1 0 0 0 0 0 0 2 2 0 0 0 0

0 1 21 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 5 0 1 0 0

0 0 0 0 0 0 0 0 0 9

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

CREAM CROP CRUEL CUP CUPBOARDS CURL CURTAIN CUSTOMER DANCE DELIVER DESK DICTIONARY DINNER DIP DIRT DISCUSS DOUBLE DRAWER DURING EDUCATE ELDER ELECTRIC ELEPHANT EMPTY ENGINE ENGINEER ENTERTAIN ESPECIAL ESSENTIAL EXACT EXCELLENT EXCUSE FALSE FAN FASHION

3 1 1 5 1

2 4 6 1 1

1 2

3 1

5 0 1 8 1 1 1 1 1 1 7 4 5 0 0 6 1 1 3 1 1 2 1 2 3 2 4 2 9 0 1 4 3 2 2

5 3 1 14 0 6 1 0 3 0 7 5 13 1 1 6 1 1 4 0 1 3 2 2 3 2 3 0 9 2 1 23 3 2 2

0 0 0 0 2 0 1 1 0 1 0 5 0 0 0 6 1 1 4 1 0 5 2 0 0 2 5 2 9 0 1 23 0 0 3

1 0 0 5 0 0 0 0 2 0 0 0 4 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 1 1 0 0 0 0 0

0 0 0 2 0 0 0 0 0 0 0 0 0 1 0 1 1 0 0 1 0 0 0 0 2 1 1 1 1 0 0 4 1 0 0

1 3 0 3 0 6 0 0 0 0 1 1 2 0 1 1 0 0 1 0 0 0 0 0 1 0 0 0 1 0 0 0 1 0 0 211

0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 1 0 0 2 0 1 3 0 0 0 1 2 0 1 0 0 0 0 0 0

3 0 1 2 0 0 0 0 1 0 1 1 2 0 0 1 0 1 0 0 0 0 0 0 0 0 1 0 1 0 0 0 1 0 1

0 0 0 0 0 0 0 1 0 0 3 2 1 0 0 1 0 0 1 0 0 0 2 0 0 0 0 0 1 0 0 13 0 0 2

0 0 0 2 0 0 0 0 0 0 2 0 3 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 1 0 2 0

0 0 0 0 2 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 2 0 0 0 0 1 0 1 1 0 5 0 0 0

0 0 0 0 0

0 0 0 0 0 0 0

0 0 0 1 1 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

FAT FILM FIRM FLAVOUR FLOUR FOND FOOT FORK FORMAL FORWARD FREEZE FRIGHT FRUIT FRY FUN GARAGE GRADUAL GRAIN GRAM GRAMMAR GRAND GRASS GREET GRIND GUEST GUIDE HABIT HAIR HARVEST HAT HATE HAY HEALTH HIT HOLIDAY

3 2 1 1 2 4 1

1 1 3 5 4

1 1 3 3 2 1 3 2 4 2 4 1 1 1

5 2 0 1 1 5 10 2 8 1 0 0 3 6 4 4 1 1 0 8 0 4 4 3 1 1 2 19 1 4 3 1 3 1 3

5 3 1 1 1 5 11 2 15 1 2 1 3 28 7 7 1 1 1 16 5 4 36 3 5 2 6 19 2 4 3 1 4 1 8

0 0 0 1 0 0 0 0 15 1 0 0 0 0 0 7 1 0 0 16 0 0 0 0 0 0 0 0 2 0 0 0 20 0 8

2 0 0 0 0 1 2 0 0 0 2 0 1 10 1 1 0 0 0 0 1 2 0 3 1 0 1 1 0 1 0 0 0 0 0

2 0 1 0 0 0 7 2 1 0 0 0 0 6 0 2 0 0 0 2 0 0 0 0 0 0 1 0 0 1 0 0 1 0 1

1 0 0 0 0 0 0 0 1 1 0 0 0 0 2 0 1 1 0 2 0 1 0 0 1 1 1 18 0 0 0 1 18 0 0 212

0 0 0 0 0 4 1 0 1 0 0 1 0 2 3 0 0 0 0 2 2 0 5 0 0 0 3 0 2 1 3 0 0 0 0

0 2 0 0 1 0 0 0 2 0 0 0 1 9 1 0 0 0 1 2 0 0 0 0 0 0 0 0 0 1 0 0 0 1 6

0 0 0 1 0 0 1 0 3 0 0 0 0 1 0 0 0 0 0 2 0 1 0 0 0 1 0 0 0 0 0 0 1 0 1

0 0 0 0 0 0 0 0 2 0 0 0 1 0 0 1 0 0 0 2 2 0 0 0 3 0 0 0 0 0 0 0 0 0 0

0 1 0 0 0 0 0 0 3 0 0 0 0 0 0 3 0 0 0 2 0 0 31 0 0 0 0 0 0 0 0 0 0 0 0

2 0

0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

HONEST HOSPITAL HOTEL HULLO HUNGER HURRY ICE IMAGINE INFORM INFORMAL INK INSECT INSTANT ISLAND JOURNEY JUICE JUMP KEY KILOGRAM KITCHEN KNIFE LAMP LAZY LEAF LEATHER LEG LEND LESSON LID LIST LITRE LOAF LOG LOT LOUD

1 6 1 3

2 1 1 3 1 1

1 1 2 2 1 1 8 1 5 1 1 2 5 2

1 2 1 0 1 1 5 1 6 8 2 3 1 1 1 3 0 1 1 5 1 1 4 4 1 0 2 37 1 9 2 3 2 10 0

1 5 1 67 0 1 5 1 0 14 2 4 1 1 1 4 1 1 1 22 1 1 4 4 2 4 2 37 1 10 2 4 2 11 3

1 5 0 0 1 0 0 1 25 14 0 0 1 0 1 0 0 0 3 22 0 0 1 0 2 0 0 0 0 0 0 0 0 0 0

1 0 0 10 0 0 1 0 0 0 0 4 0 0 0 1 0 0 0 0 1 0 0 1 0 4 0 4 1 1 0 0 0 3 0

0 4 0 1 0 0 0 0 0 1 0 0 1 0 0 1 1 1 3 4 0 0 0 0 0 0 0 4 0 0 2 0 0 4 0

0 0 1 2 1 0 1 0 3 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 4 0 1 0 0 1 0 2 213

0 0 0 0 0 0 0 0 3 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 5 0 3 0 0 1 2 0

0 0 0 3 0 0 3 1 3 2 1 0 0 0 0 2 0 0 0 0 0 0 0 3 0 0 0 4 0 0 0 4 0 0 1

0 0 0 6 0 1 0 0 2 2 0 0 0 1 1 0 0 0 0 3 0 0 3 0 2 0 0 4 0 2 0 0 0 0 0

0 1 0 0 0 0 0 0 1 2 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 6 0 3 0 0 0 1 0

0 0 0 45 0 0 0 0 13 3 0 0 0 0 0 0 0 0 0 12 0 0 0 0 0 0 0 6 0 0 0 0 0 1 0

0 0

0 0 2

0 0

0 2

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

LUNCH LUNG MAP MATCH MEAL MEANWHILE MEAT MECHANIC MEDICINE MELT MESSAGE METRE MISTAKE MIX MODEL NEAT NEPHEW NET NICE NOISE NOON NOSE NOUN NURSE NUT OBEY OCEAN ORANGE ORIGIN PACK PAIR PAN PARDON PARENT PARK

5 2 1 4 2

1 1 3 1 2 1 6 2 1 1 3 2 1 2 1 2 1 8 3

11 0 4 4 4 1 4 2 1 2 2 0 1 3 0 2 1 1 26 0 2 1 4 5 0 2 1 2 0 1 4 9 2 6 8

11 3 4 10 8 1 4 1 0 2 4 1 3 7 1 2 1 1 27 2 2 1 6 5 1 3 1 2 2 1 42 10 11 0 10

0 1 0 10 0 1 0 2 1 0 10 0 3 1 0 0 1 0 0 0 0 0 0 0 0 1 0 4 0 0 0 0 11 13 0

2 2 0 0 1 0 1 0 0 0 0 0 0 2 1 0 0 0 3 1 0 0 0 2 0 0 0 0 0 0 9 5 0 0 2

0 0 0 0 5 0 0 1 0 2 0 1 0 4 0 0 1 0 1 0 0 0 1 0 0 0 0 3 0 0 1 4 1 2 0

1 0 0 3 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 2 1 0 3 0 0 0 0 1 0 6 0 0 1 0 214

3 0 0 4 0 0 0 1 0 0 1 0 0 0 0 0 0 0 6 0 0 0 0 0 1 0 0 0 0 0 8 0 0 0 1

2 0 0 1 0 1 3 0 0 0 0 0 0 0 0 1 0 0 7 0 0 0 0 0 0 0 1 0 1 1 6 0 0 2 1

3 0 0 2 0 0 0 0 1 0 0 0 3 0 0 0 0 1 1 1 0 0 0 0 0 2 0 1 0 0 4 0 10 0 2

0 0 4 0 1 0 0 0 0 0 9 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 6 1 0 3 2

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 9 0 0 0 3 0 0 0 0 0 0 0 2 0 0 1 2

0 0 0 0 0 0

0 4

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

PASSENGER PATIENT PATTERN PEN PENCIL PERFORM PET PHOTOGRAPH PICK PINCH PINK PIPE PLANE PLATE PLENTY PLOUGH PLURAL POCKET POEM POLICE POLITE POOL POT POUR POWDER PRACTISE PRAY PREFER PROBABLE PROFESSION PROGRAMME PRONOUNCE PURPLE PUSH PUZZLE

4 5 3 2 1 1 1 1 2

1 1 1 1 3 3

1 1

1 2 1

1 1 2 9 10 2 6 3 2 1 2 1 3 7 1 1 3 1 0 7 3 3 1 7 1 8 0 1 2 1 2 8 1 2 2

0 1 2 9 10 1 7 1 2 1 2 1 3 7 1 2 4 1 1 7 10 3 4 7 1 30 1 1 0 0 0 9 1 2 2

2 1 2 0 0 4 0 3 1 0 0 0 0 0 1 4 4 4 0 0 0 0 0 0 1 294 0 0 2 6 2 9 0 0 0

0 0 0 3 5 0 2 0 0 0 0 0 0 4 0 0 0 0 0 0 0 3 0 3 0 0 1 0 0 0 0 0 0 0 0

0 1 0 0 0 2 0 1 0 1 0 0 0 3 0 0 1 0 0 0 0 0 2 3 1 34 0 0 0 0 0 1 0 1 0

0 0 1 0 1 2 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 39 0 0 1 0 0 1 0 0 0 215

2 0 1 2 1 0 0 1 0 0 0 0 0 0 0 4 0 0 0 0 0 0 0 0 0 47 0 1 0 6 1 1 0 0 0

0 0 0 1 0 0 4 1 0 0 2 0 0 0 0 0 0 0 0 0 10 0 1 0 0 42 0 0 0 0 0 2 1 1 0

0 0 0 0 2 0 1 0 1 0 0 0 0 0 0 0 2 4 0 7 0 0 0 1 0 43 0 0 1 0 0 1 0 0 2

0 0 0 3 1 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 1 0 0 30 0 0 0 0 0 1 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 29 0 0 0 0 1 1 0 0 0

0 0 0

0 0

0 0 0 0

0 30

0 0 0 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

QUICK RADIO RAIN RARE RECOMMEND REFER REFLECT REGULAR REPAIR REPEAT REQUEST RESPONSIBLE RESTAURANT REVIEW RICE ROPE SAUCE SCATTER SEARCH SEED SENTENCE SHARP SHEET SHELTER SHIRT SHOE SHOP SILK SINK SKIN SLOW SMELL SMOKE SMOOTH SNAKE

1 4 2 1 2

1 7

3 1 1

2 1 2 4 5 2 1 1 1 3 1 3 1

0 4 1 1 1 1 1 2 0 13 1 1 5 8 15 5 5 1 2 5 8 1 1 1 14 0 5 3 1 1 1 0 2 1 0

1 4 2 1 0 2 1 3 1 13 0 1 27 8 15 5 5 1 2 12 5 1 2 1 15 8 10 3 1 1 4 1 4 1 1

0 0 0 0 1 0 1 3 0 0 2 1 27 8 0 0 0 1 2 0 35 0 0 1 0 0 0 0 0 0 0 0 0 1 0

0 1 1 0 0 1 0 0 0 1 0 0 0 0 7 0 5 0 0 0 0 1 1 0 1 1 0 0 0 0 1 0 0 0 0

1 1 1 0 0 0 0 0 0 1 0 0 3 1 0 5 0 0 1 11 5 0 0 0 0 0 1 0 0 0 2 0 2 0 1

0 0 0 0 0 0 0 0 0 0 0 0 0 1 2 0 0 1 0 0 4 0 0 1 0 0 0 0 0 0 0 0 0 1 0 216

0 0 0 0 0 0 1 0 0 2 0 0 1 1 0 0 0 0 0 1 8 0 0 0 2 1 0 0 0 0 0 0 0 0 0

0 1 0 1 0 0 0 1 0 2 0 0 5 1 6 0 0 0 1 0 2 0 0 0 11 4 9 3 0 1 0 1 1 0 0

0 0 0 0 0 0 0 2 1 1 2 0 1 1 0 0 0 0 0 0 8 0 0 0 0 1 0 0 0 0 1 0 0 0 0

0 1 0 0 1 1 0 0 0 3 0 1 17 1 0 0 0 0 0 0 1 0 1 0 1 1 0 0 1 0 0 0 1 0 0

0 0 0 0 0 0 0 0 0 3 0 0 0 1 0 0 0 0 0 0 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0

0 0 0 1

0 0 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SOIL SOLID SORRY SOUP SPADE SPELL SPOON SPORT STAFF STAIRS STICK STIR STOVE STRAIGHT SUDDEN SUGAR SUIT SWEEP SWIM SYMPATHY TAIL TAILOR TALL TASTE TAXI TEA TELEPHONE THANK THEATRE THICK THIN THROAT TIDE TIDY TIE

1 1 6 4 1 3 2 3 1 1 2 2 4

4 6 1 3 1 1 1 2 1 2 6 3 2 1 1 2

6 1 39 9 2 5 1 3 1 0 7 6 3 2 2 12 1 0 1 1 1 2 3 2 1 3 4 34 2 4 3 1 1 1 2

6 1 39 9 2 7 4 5 1 4 7 6 4 6 0 12 8 1 14 1 1 2 3 4 2 3 2 49 3 5 3 1 1 1 2

0 0 0 0 0 0 0 0 0 0 0 0 0 6 2 0 0 0 0 1 0 0 0 0 0 0 6 0 3 0 0 1 0 0 0

0 1 4 4 0 0 2 1 0 0 6 3 0 0 0 3 1 1 7 0 0 0 0 0 0 0 0 9 0 2 1 1 0 1 1

6 0 0 0 0 1 2 3 0 0 0 3 1 0 1 2 0 0 0 0 0 0 0 0 0 0 1 0 0 0 2 0 0 0 1

0 0 2 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 2 3 0 2 2 0 1 0 1 0 0 0 0 0 217

0 0 0 1 0 0 0 0 0 0 0 0 1 4 0 0 1 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0

0 0 12 1 0 2 0 0 0 0 0 0 1 0 0 4 2 0 0 0 1 0 0 3 0 1 0 10 0 2 0 0 0 0 0

0 0 6 3 0 0 0 0 0 0 1 0 0 0 0 0 1 0 5 0 0 0 0 1 0 0 0 7 2 0 0 0 1 0 0

0 0 12 0 0 0 0 1 1 4 0 0 1 0 1 3 1 0 0 0 0 0 0 0 0 0 0 12 0 0 0 0 0 0 0

0 0 3 0 0 4 0 0 0 0 0 0 0 2 0 0 2 0 0 0 0 0 0 0 0 0 1 10 0 0 0 0 0 0 0

0 0

2 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

TIN TIP TIRE TITLE TOE TOMORROW TONGUE TONIGHT TOOTH TOUR TRACK TRAY TREAT TRIBE TRICK TRIP TYPICAL UGLY UNCLE UPPER UPSET VERB VOWEL WAIST WARM WARN WASH WEATHER WEIGH WHEEL WING WORRY YARD YELLOW

1 1 1 1 1

1 2 1 1 1 1 1 1 1 5 1 1 3 1 3 1 4 2 2 1 5

1 0 0 1 1 2 1 1 1 0 1 3 2 0 1 1 1 1 18 1 1 3 3 1 9 1 3 1 1 1 0 1 7 3

1 3 1 1 1 4 1 1 1 2 1 3 2 1 1 1 0 1 20 1 1 5 2 1 10 2 7 1 3 2 1 1 7 6

0 0 0 0 0 4 1 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 3 0 0 0 0 1 0 0 0 1 0 7

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 6 0 0 0 0 0 0 0 0 0 2 1 1 0 2 1

0 3 1 0 0 0 0 0 0 0 1 3 2 0 1 0 0 0 0 0 0 1 0 1 8 0 1 0 1 0 0 0 0 1

0 0 0 1 0 1 0 0 1 0 0 0 0 0 0 0 0 0 10 0 0 3 0 0 0 0 2 0 0 0 0 0 0 0 218

0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 2 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0

1 0 0 0 1 0 0 0 0 1 0 0 0 1 0 1 1 1 1 0 0 1 1 0 1 0 2 0 0 0 0 0 1 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 2 0 1 0 0 0 0 1 5

0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 1 0 0 0 2 0 0 1 0 1 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0

0 0 1

0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

BASE THREE FAMILIES F8 F9 ACCOMMODATE ACCOMPANY ACHIEVE ANNUAL APPROPRIATE ASSIST 2 ATTACH ATTITUDE CATEGORY CHALLENGE CHAPTER CHART 1 CLARIFY CLAUSE CODE 1 COMPUTE CONSIST CONSTRUCT CONSULT CONSUME CONTACT CREATE DATA 3 DESIGN 1 DEVICE 1 DISPLAY DOCUMENT ECONOMY EDIT 1 ENERGY EQUIP 1 EQUIVALENT EVALUATE

RANGE 1 2 2 1 8 0 2 2 1 8 8 1 1 1 1 3 3 3 8 1 1 1 4 2 1 1 2 1 0 1 0 1 1

0 2 0 1 5 16 3 2 0 8 24 1 0 1 1 0 0 0 10 1 0 2 4 2 1 0 1 0 1 2 1 1 0

TYFREQ 1 2 2 1 41 0 3 2 1 8 26 0 9 1 0 11 4 6 10 2 1 3 0 0 1 1 4 1 0 3 0 1 1

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 2 0 0 0 0 0 0 0 1 0

FAFREQ 0 0 1 0 6 0 0 1 1 1 4 0 9 0 0 1 0 1 1 0 0 3 0 0 0 0 0 1 0 0 0 0 1

1 0 1 0 7 7 0 0 0 1 3 1 0 1 0 0 1 0 2 2 0 0 1 0 0 0 0 0 1 3 0 0 0 219

0 0 0 0 4 0 0 0 0 1 3 0 0 0 1 6 0 3 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0

0 0 0 0 6 9 2 0 0 1 3 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 1 0 0

0 0 0 1 5 0 0 0 0 1 4 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0

0 0 0 0 5 0 0 1 0 1 3 0 0 0 0 4 0 2 1 0 0 0 0 0 0 0 3 0 0 0 0 0 0

0 1 0 0 6 0 0 0 0 1 3 0 0 0 0 0 2 0 1 0 1 0 2 0 0 0 0 0 0 0 0 0 0

0 1 0 0 2 1 0 0 1 3 0 0 0 1 0 1 0 0 0

0 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

EVOLVE FEATURE FINAL FUNCTION FURTHERMORE GOAL IDENTIFY IMAGE INCORPORATE INDICATE INDIVIDUAL INITIAL INSTRUCT INTENSE ITEM JOB JOURNAL LAYER LICENCE LOCATE MATURE MEDIUM METHOD NEGATE NEUTRAL NORMAL OPTION ORIENT PARAGRAPH PARTICIPATE PARTNER PERCENT PHENOMENON PHYSICAL POSITIVE

2 1

1 4 1

1 1

1 1 3 8 1 8 8 0 1 1 1 0 2 1 1 13 1 1 2 3 1 2 1 3 1 1 0 0 6 1 4 1 2 1 2

0 0 11 12 1 9 13 1 1 1 1 1 0 1 5 17 1 1 0 0 1 2 1 0 2 0 1 1 18 0 5 3 2 2 2

1 1 0 34 1 0 20 0 1 1 1 0 5 2 0 0 1 0 3 4 1 2 2 4 2 1 1 0 19 1 5 3 2 2 3

0 0 3 0 0 3 1 0 0 0 1 1 0 0 0 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

1 0 6 2 0 6 1 0 0 1 0 0 1 0 0 1 0 1 0 0 0 0 0 2 0 1 0 1 4 0 0 0 0 0 1

0 0 2 4 0 0 4 0 1 0 0 0 4 2 0 11 0 0 1 0 0 0 2 0 2 0 0 0 2 1 0 0 0 2 2 220

0 1 0 2 0 0 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 4 0 1 0 1 0 0

0 0 0 3 0 0 3 0 0 0 0 0 0 0 5 0 0 0 0 0 0 0 0 0 0 0 0 0 5 0 1 0 1 0 0

0 0 0 11 1 0 2 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 0 0 0 0 0 0 2 0 1 0 0 0 0

0 0 0 8 0 0 0 1 0 0 0 0 0 0 0 0 0 0 2 1 0 0 0 1 0 0 0 0 0 0 0 3 0 0 0

0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 2 0 1 0 0 0 0 0 0 2 0 0 0 0 0 0

0 0 3 0 2 0 0 0 0 0

1 0 0 0 0 0 1 0 0

0 0 2 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

PRIMARY PRINCIPAL PROCEED PROHIBIT PROJECT RANGE REGION REGISTER RELAX REQUIRE RESPOND SCHEDULE SECTION SECURE SELECT SEQUENCE SERIES SEX SITE SPECIFIC STRESS STRUCTURE STYLE SYMBOL TAPE TEAM TENSE TEXT THEME TOPIC TRACE TRADITION TRANSMIT UNIFORM UNIQUE

1 1 2

1 3 1 1 3 4 1 8 1 1 8 1 1 1

1 1 2 1 1 1 0 1 1 2 7 2 8 1 2 2 6 1 1 4 5 4 1 1 21 1 4 108 1 1 1 1 1 1 1

1 1 0 3 1 1 1 1 2 0 11 4 75 0 2 2 6 1 1 5 5 4 1 0 21 1 4 144 1 1 1 0 0 2 0

1 1 36 14 1 0 0 1 0 3 24 4 75 3 0 2 0 0 0 0 0 4 0 1 0 0 0 0 0 0 0 4 1 2 1

0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 2 0 0 33 0 1 0 0 0 0 0

1 0 19 0 0 0 0 0 1 1 3 1 8 0 0 1 2 0 0 1 0 1 1 0 3 1 0 26 0 0 0 0 0 2 0

0 0 17 0 0 0 0 0 0 2 6 0 8 0 0 1 0 0 0 0 0 1 0 0 4 0 4 22 0 0 0 0 0 0 0 221

0 0 0 0 1 0 0 1 0 0 2 3 8 0 2 0 3 0 0 3 0 1 0 0 2 0 0 18 0 0 0 0 0 0 0

0 0 0 0 0 1 0 0 0 0 0 0 10 0 0 0 0 0 0 0 2 1 0 1 4 0 0 16 0 0 1 0 0 0 0

0 0 0 0 0 0 0 0 1 0 2 0 8 0 0 0 0 0 0 0 1 0 0 0 2 0 0 12 0 0 0 4 0 0 1

0 0 0 14 0 0 0 0 0 0 5 0 8 3 0 0 0 0 0 1 1 0 0 0 2 0 0 11 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 5 0 12 0 0 0 0 0 1 0 1 0 0 0 2 0 0 6 1 0 0 0 1 0 0

0 1 0 0 0

0 0 1 0 13 0 0

0 0

0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

VISION VOLUME

1 1

0 1

1 0

0 0

0 1

0 0

FREQ 1 1 1 3 2 2 1 0 1 1 0 5 3 2 0 0 0 0 2 0 1 1 1 1 1 3 1 1

F1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 4 0

F2 0 0 0 0 2 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1

F3 0 0 0 3 0 1 1 0 0 0 0 5 3 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0

F4 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0

F5 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0

F6 0 0 0 0 0 0 0 2 1 1 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0

F7 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 2 0 0

F8 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 4 0

F9 0 0 0 0 0 0 0

Types Not Found In Any List TYPE ABBREVIATION ABOARD ABSORBS ACCELERATOR ACCESSORIES ACCOMPLISHED ACTIVATE AD ADJECTIVES ADRENALINE ADS ADVERB ADVERBS AFFIRMATIVE AG AHH AIRIEN AIRLINE AIRWAYS ALAM ALLERGY ALPHABETS ALRIGHT AMAZING AMERICAN ANNOUNCEMENT ANNOUNCEMENTS ANNOUNCER

RANGE

1 1 1 1 1

1 1 1 1 1 2 1 3 1 1 2 1 1 2 1 1 1 2 1 1 1 1 1 1 1 2 1

222

0 0 0 0 1

0 0 1 1 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

ANTENNA ANTO ANTONYM APPETIZER APPLIANCES APPOLOGY AQUARIUM ARCHITECTURE AROMATIC ATHLETE AUTOMOBILES AXLES BACABACA BACKPACK BADGE BAKERY BANANA BARN BARNS BARROW BASEBALL BASKETBALL BATHROOM BATHROOMS BATHTUB BAYU BEACH BEEF BELOVED BENCH BIAYA BIKE BIN BLACKBOARD BLANK

1 1

1 2 2 1 1 1 1 5

1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 2 1 1 1 5 2 1 1 1 3 1 4 6

1 0 1 1 1 1 1 1 1 3 1 0 1 2 0 1 1 0 0 1 3 5 8 2 1 0 0 0 2 0 0 0 0 4 0

0 0 0 0 0 0 0 0 0 0 0 1 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 3 0 0 1

1 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 3 3 5 0 1 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 3 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 4 1 0 0 0 0 0 0 1 223

0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 1 0

0 1 0 0 0 0 1 0 0 0 1 0 0 0 0 1 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 1 1

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 2

0 0 0 0 1 1 0 0 0 0 0 0 0 2 0 0 0 0 0 1 0 0 3 2 0 0 0 0 0 0 0 0 0 1 1

0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 2 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

BLANKET BLANKS BOOGEY BOOKSHELF BOOKSTORE BOOKSTORES BOUNCES BRACKETS BRAND BRAZIL BREEZE BRITISH BROCHURE BROIL BROOCH BROOM BROWNIES BUN BURGER BUTCHER BUYUNG BYE CAFE CAFETERIA CALENDAR CALENDARS CAMBRIDGE CANDIES CANTEEN CAPTURE CARNIVAL CARPENTER CARTOONS CASH CASHIER

1 1 1 1 1

4 1

1 6 1 2 3 1 1 2 1 1 1 1 1 2 1 3 1 1 1 4 1 9 1 1 2 1 1 1 3 1 1 2 1 1 2

1 11 1 2 6 3 1 2 0 0 0 0 1 0 1 4 1 0 2 4 1 0 0 2 3 1 1 1 4 1 2 4 1 0 2

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0

0 1 0 1 2 0 0 1 0 0 0 0 0 2 0 0 1 0 0 1 0 0 0 0 0 0 1 1 1 0 0 2 1 0 0

0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0

0 4 0 0 0 0 1 1 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 2 2 1 0 0 0 0 2 2 0 0 1 224

0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 2 1 0 0 0 0 0 1 1 0 0 0 0 0

0 2 1 0 1 3 0 0 0 0 0 1 0 0 0 0 0 0 2 1 1 0 0 0 0 0 0 0 2 0 0 0 0 0 0

0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1

1 0 0 1 0 0 0 0 0 0 0 0 0 0 1 2 0 0 0 0 0 4 0 0 1 0 0 0 0 0 0 0 0 0 0

0 1 0 0 3 0 0 0

0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

CD CEILING CELERY CHASE CHEEK CHEESECAKE CHEF CHEFS CHESS CHILI CHILLIES CHIN CHINESE CHIPS CHOCOLATE CHOCOLATES CHOP CHUBBY CIGARETTES CINEMAS CLARIFIATION CLASSMATE CLASSMATES CLASSROOM CLICKING CLOVE CLOWN CLUES CLUTCH CO-PILOT COACH COCONUT co*kE COLUMN COMEDY

1 1 1 2 1 1 1 1 1 1

1 4

1 1

1 1 1 1 3 1 2 1 2 1 2 1 1 1 3 1 10 1 1 1 1 1 2 4 1 1 1 6 1 1 1 1 4 2 1

0 1 4 0 0 1 0 0 0 0 3 0 1 0 6 2 0 2 2 1 1 1 4 8 1 0 2 0 3 1 0 1 0 6 1

0 0 0 0 2 0 2 0 2 1 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 1 0 2 0 0 1 0 0 0 0

0 0 4 0 0 0 0 0 0 0 1 0 0 0 1 0 3 2 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0

0 0 0 1 1 0 0 1 0 0 0 1 0 0 0 0 0 0 2 0 0 0 0 0 1 0 0 0 3 0 0 0 0 2 0

0 0 0 0 0 0 0 0 0 0 2 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 2 2 0 1 0 0 0 0 0 225

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 4 0 1

0 0 0 0 0 1 0 0 0 0 0 0 0 1 3 2 4 0 0 0 0 0 2 2 0 0 0 1 0 0 0 1 0 4 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 4 0 0 0 0 0 0 0 0 0 0 0

0 0 2 0 0 0 0 0 1 2 1 0 0 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

COMICS COMPULSORY CONCAVITY CONE CONSONANTS COP COSTUME COT COZY CRACKERS CRAYONS CROSSWORD CUCUMBER CUTE DADDY DEALED DECORATIVE DELICIOUS DENTIST DESSERT DIALOGUE DIALOGUES DIET DIGITAL DISCOUNT DONT DORAYAKI DRAIN DRUGSTORE E-MAIL EACHER EAGLE ELDEST ELECTRONIC ENCY

1 1 1 1

1 1 1 1 1 1 1 1

1 1 1 1 2 1 1 1 2 1 1 2 1 4 1 1 1 4 1 1 8 8 1 1 2 1 1 1 1 2 1 1 1 1 1

1 1 1 0 2 0 1 0 0 1 1 2 1 0 1 2 1 11 1 1 38 41 0 0 9 0 1 0 1 0 1 0 0 1 0

0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1

1 0 1 0 1 0 0 0 0 1 0 0 1 0 0 0 0 1 0 0 4 2 1 0 0 0 0 1 0 0 0 0 0 0 0

0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 4 0 0 5 2 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 1 0 0 0 0 0 0 2 1 2 0 0 1 0 10 6 0 1 0 0 0 0 0 0 0 0 0 0 0 226

0 0 0 1 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 4 6 0 0 0 1 0 0 0 0 0 0 0 0 0

0 0 0 0 0 1 0 0 2 0 0 1 0 0 0 0 0 3 0 0 9 5 0 0 2 0 0 0 1 0 1 0 0 1 0

0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 3 0 0 2 4 0 0 7 0 1 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 1 5 0 0 0 0 0 0 0 2 0 1 0 0 0

0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 3 11

0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

ENCYCLOPEDIA ENCYCLOPEDIAS ENRICH ENZYME ERIC ETC EUROPEAN EXAM EXPEDITION EYEBROW FABRIC FANTASTIC FAX FEED FEEDING FELIX FERTILISER FILLET FIREMAN FISHMONGER FITRI FLORIST FLOWERY FOOTBAL FOREHEAD FORMERS FOUNTAIN FOURTY FRENCH FRIABLE FRIZZIER GANDI GARDENING GARLIC GARLICS

6 1 3 3

1 1 1 1 1

1 2

1 1 6 1 1 3 1 5 1 1 4 1 5 2 1 1 1 3 1 1 1 2 1 1 2 1 1 1 2 1 1 1 1 9 1

1 1 0 1 0 0 1 0 1 1 0 1 0 0 1 0 2 0 2 1 0 0 1 1 2 1 1 1 3 1 1 0 1 0 1

0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 3 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 7 0

0 1 1 0 0 0 1 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 1 0 0 0 0 2 0

0 0 1 0 0 0 0 2 1 0 0 1 0 0 0 0 2 0 0 0 0 0 0 0 0 1 0 0 0 1 0 1 0 0 1

1 0 1 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 2 0 1 0 0 0 1 0 0 0 0 0 1 0 0 0 0 227

0 0 0 1 0 1 0 0 0 0 4 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 1 0 0 0 0 1 0 0 0 0 5 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 2 0 0 0 0 0 0

0 0 1 0 0 1 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0

0 0 0

0 0 0 0

0 0 0 0 0 0 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

GARNISH GEAR GENE GENERIC GENES GENRE GERMINATE GERMINATING GHOST GIRLSCOUT GIRLSCOUTS GLUE GOODS GRASSHOPPER GRATE GRATER GRATITUDE GREECE GREENGROCERY GREYSCALE GRILL GROCERIES GROCERY HABBIT HAIRDRESSER HAMBURGER HANDSOME HARGA HEADMASTER HEATER HEAVLY HELMET HIBISCUS HINK HOBBIES

1 1 1 4

2 1 1

2 1 1 4 1 4 1 1 2 1 1 5 1 1 1 1 1 1 1 1 3 2 1 1 1 2 1 1 1 1 1 2 1 1 1

3 0 0 4 0 0 2 2 0 1 1 0 0 1 0 1 12 2 1 1 0 2 1 0 1 5 2 0 1 1 1 3 1 0 1

0 0 0 0 0 1 0 0 0 0 0 4 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 1 0

1 1 0 1 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 2 0 0 0 0 2 2 0 0 0 1 0 0 0 1

2 0 0 1 0 1 2 2 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0

0 0 1 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 228

0 0 0 1 0 0 0 0 2 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 3 0 1 0 0 0 1 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 12 0 0 1 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0

0 0 1 1

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

HOBBY HOE HOMETOWN HOMEWORK HORROR HOTSPOT HOUSEHOLD HUG IBRARIAN ICE-CREAM IDUL IGHT IME INDONESIAN INGREDIENTS INHERITANCE INTERROGATIVE INTONATION IRONED IRONS ITALIC ITALICISED JACKET JAIL JAM JANE JAR JARS JEANS JOG JOGGING JOURNALIST JUMBLED JUNIOR JUNOT

2 1

1 1 1

1 1 1 2 1 1 1 2 1 1 1

2 1

13 1 1 2 1 1 1 2 1 1 1 1 1 3 2 1 1 4 1 1 1 4 2 1 1 1 7 2 1 1 3 2 2 2 1

0 0 1 3 2 1 2 0 1 1 0 0 0 3 7 1 2 5 0 0 0 5 0 0 0 0 0 0 0 0 5 2 3 0 0

12 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 6 2 0 0 0 0 0 1 0

0 0 0 1 0 0 0 0 0 0 0 0 0 1 4 0 2 0 0 0 1 0 0 0 0 0 0 0 0 1 1 1 2 0 0

1 0 1 0 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 1 0 1

0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 1 0 0 0 229

0 0 0 2 2 0 0 0 0 0 0 1 1 1 0 1 0 0 1 0 0 1 1 0 1 0 1 0 1 0 0 0 0 0 0

0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0

0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 1 2 2 0 0 0 0 0 0 0 0 0 1 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0

0 0 0 0 2

1 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

KEBAB KETTLES KG KID KIDDING KIDS KILOGRAMME KILOGRAMMES KITES LAB LABORATORY LAMB LAUNDRING LAUNDRY LAVATORY LEEKS LEISURE LETTUCE LIVESTOCK LOAMY LONG-SLEEVED LOTTERY MA MADAM MAGAZINE MAID MALL MANGO MARISA MATARAM MATHS MAYONNAISE MEATBALLS MEMBUTUHKAN MENU

1 1 1 3

2 1 1

2 1

2 1 2 1 1 3 1 1 2 1 1 2 1 1 1 3 2 1 1 1 1 1 11 1 2 4 1 2 1 1 2 1 1 1 12

0 1 0 0 1 0 3 1 0 0 1 0 1 1 1 0 2 1 1 1 1 1 0 1 3 0 0 2 1 1 0 2 3 1 0

0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 3 0 0 0 0 0 0 1 0 0 3 1 0 0 0 2 0 0 0 4

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 2 0 0 1 0 1 0 0 3 0 0

0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 230

2 0 2 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 4

0 0 0 0 0 1 3 1 0 0 0 2 1 1 1 0 0 0 0 0 1 0 5 1 1 0 0 1 0 0 0 2 0 1 4

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 1 0 0 0 1 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0

0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

MICROTEL MIGHTY MIRROR MM MMM MOIST MOISTEN MONOLOGUE MONOLOGUES MOPPING MOTORCYCLE MOTORCYCLES MOUSSE MOUSTACHE MOVIE MOVIES MULTIVITAMINS MUSCLES MUSEUM NANNY NAP NAPKIN NARRATIVE NAUGHTY NERVOUSLY NINA NOODLE NOODLES NOSTRIL NOVEL NUTRITION OCLOCK OK OKAY OMELETTE

1 1 1

1 1

7 2

1 1 1 1 1 1 1 2 2 1 3 1 1 2 6 1 1 1 1 1 2 1 1 1 1 1 1 1 2 4 1 4 35 3 1

2 2 1 0 0 0 1 9 5 1 4 1 2 2 0 1 1 2 1 1 0 1 1 1 2 0 1 2 2 0 2 5 0 0 2

0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 1 0 0 7 2 0

0 0 0 1 0 1 0 6 0 1 1 0 0 0 0 0 0 0 0 0 0 0 1 0 2 0 0 0 0 1 0 1 1 0 0

0 0 0 0 0 0 1 3 2 0 0 0 0 0 0 0 1 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 2

2 0 0 0 0 0 0 0 3 0 0 0 0 1 1 0 0 0 0 0 2 0 0 0 0 0 0 0 1 1 0 0 0 0 0 231

0 0 0 0 0 0 0 0 0 0 2 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 2 8 0 0

0 2 0 0 1 0 0 0 0 0 0 1 2 0 2 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 2 1 7 1 0

0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 2 0 1 0 1 3 0 0

0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 7 0 0

0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

ONION ONIONS OOPSS OPTICIAN ORAL ORALLY ORIENTAL OUCRSE OUNCE OUTDOOR OXTAIL OYSTER PACKET PANTS PARAGAPH PARROT PASTA PAT PATIENTS PEAK PEARL-DIVERS PEAS PEEL PEPPER PETUNIA PHONETIC PHOTOS PHRASE PHRASES PICNIC PIE PIES PILLOW PILOT PIT

1 1 1 1

1 1

1 1 1 1 2 2

1 1 1 3 1 2

4 1 1 1 2 7 1 1 1 1 2 1 1 1 1 1 2 1 2 1 1 3 3 9 1 3 1 1 3 1 2 1 3 5 2

0 0 0 1 0 18 3 1 0 1 0 2 1 0 1 1 0 0 3 0 1 0 0 0 3 3 1 2 3 0 0 0 0 0 0

4 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 1 7 0 0 0 0 0 1 0 0 0 0 0

0 0 0 1 0 5 3 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 2 2 0 1 0 0 0 0 0 0 0 0 0

0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 3 1 0 2 0 0 0 0 0 5 0

0 0 0 0 0 2 0 0 0 1 0 0 0 0 1 0 0 0 2 0 1 0 0 0 0 0 1 0 0 0 0 0 1 0 1 232

0 0 0 0 2 1 0 0 1 0 0 0 0 1 0 0 2 0 0 1 0 0 0 0 0 1 0 0 1 0 2 1 1 0 0

0 0 1 0 0 3 0 0 0 0 2 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1

0 0 0 0 0 4 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0

0 0 0 0 0 2 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0

0 0

0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

PIZZA PLAEP PLASTIC PLAYMATES PM POLAR POLITELY PORRIDGE POSTMAN POWERTOOLS PRAWN PREPOSITION PREPOSITIONAL PREPOSITIONS PRINTABLE PROGRAMMER PROMO PRONOUN PRONUNCIATION PROTEIN PROVINCE PROVINCES PUNCTUATION PYJAMAS QUIZ RACKS RAINBOW RAINY REAM REARRANGE RECEPTIONIST RECEPTIONISTS RECIPE RECIPES RECOUNT

1 1 1 2 1

2 1 2 1

2 1

2 1 1 1 2 1 1 2 1 1 1 2 1 1 1 2 2 2 5 1 1 1 3 1 2 1 2 8 1 1 1 1 6 1 1

0 0 0 1 0 0 3 3 3 1 1 3 1 4 1 3 0 3 12 1 1 1 4 1 0 0 4 0 0 2 1 1 0 0 1

0 0 1 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 3 0 0

0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 1 2 0 2 0 0 3 1 1

0 0 0 0 0 0 0 0 0 0 0 2 1 0 0 0 0 0 2 0 0 1 2 0 0 0 0 6 0 0 0 1 0 0 0

0 0 0 0 0 0 0 0 3 1 0 0 0 0 1 1 0 2 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 233

2 1 0 0 0 0 0 0 0 0 1 1 0 4 0 0 1 0 0 1 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0

0 0 0 0 1 0 3 1 0 0 0 0 0 0 0 0 1 0 2 0 1 0 0 0 1 0 3 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 1 4 0 0 0 0 0

0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

REFRIGERATOR RHETORICAL ROBOT ROMEO RUPIAH SACK SALAD SANDALS SANDWICH SANDWICHES SAUCEPAN SAUTE SAUTED SCHOOLYARD SCORE SCORED SCRAPBOOK SCRAPBOOKS SENIOR SETTEE SHALLOTS SHEARS SHED SHIVER SHOPKEEPER SHORTS SHRIMP SHRIMPS SHRINKS SICKLE SINGULAR SIRINE SIRLOIN SKATEBOARD SKATEBOARDING

1 1 2 2

1 1

1 1 1

3 2 1 1 1 2 3 1 1 1 1 3 1 1 1 1 1 1 1 1 1 2 1 1 1 1 3 1 1 1 2 2 1 1 1

4 2 0 3 0 0 0 1 2 1 3 0 2 1 0 1 8 1 0 1 1 2 0 1 1 3 0 1 1 0 2 0 0 2 1

0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0

1 1 1 3 0 0 0 1 0 0 0 3 0 0 0 0 8 1 0 0 1 0 0 0 0 3 3 0 0 0 1 0 0 2 1

0 1 0 0 0 0 0 0 0 0 3 0 2 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0

2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 234

0 0 0 0 1 1 2 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0

0 0 0 0 0 1 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0

0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0

1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0

0 0 0

0 0 0 0 0 0 0 0 0

0 0

0 0 0 0 0

0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SLEEK SLEEVED SLEEVES SLICE SLICES SLIM SLIPPERS SLIPPERY SMART SNORING SOAKED SOCCER SOFA SOFAS SOMEDAY SON-IN-LAW SOY SPATULA SPICES SPRAY SPRINGY STALKS STALL STAMINA STARVE STATIONERY STEAK STEREOS STEWARDESS STICKERS STOOL STOREWIDE STOREY STORYBOOKS STRAWBERRY

1 2 1

3 1

1 1 1 1 2

1 1 1 1 2 1 1 1 2 1 1 1 10 3 1 1 1 1 4 1 1 1 3 1 1 1 2 1 1 1 1 1 2 1 2

0 1 6 0 0 0 3 1 0 1 1 1 0 0 1 1 0 2 0 0 1 0 0 1 1 1 0 1 1 1 0 1 2 1 3

0 0 0 0 0 0 0 0 1 0 0 0 2 0 0 1 1 0 4 0 0 1 1 0 1 0 0 0 0 0 0 0 0 0 0

0 0 0 1 1 0 3 0 1 1 1 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0

1 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 6 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 1 0 0 0 0 0 1 235

0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 1 0

0 1 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 1 0 0 2

0 0 0 0 0 0 0 1 0 0 0 0 2 0 1 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 1 0 1 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0

0 0

0 0 0 0 0

0 0 0

0 0 0 0 0 0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

STURDY SUBUNIT SUNBATHING SUNGLASSES SUNSET 2 SUPERMARKET SUPERPORRIDGE SURFBOARD SWAP 1 SWEATER SWEATERS SWIMSUIT SYNONYM SYRUP 3 T-SHIRT 1 TASTY 1 TATION 1 TEASPOON TEASPOONFUL TEENAGER TELECOMMUNICATION TELEVISION TENGGER TERASI 1 THALITA THICKENS THORAX TICKING TIMETABLE TINY 1 TOAST 2 TOILET 2 TOMATO TOMATOES TORCH 1

1 1 1 1 2 2 1 1 1 1 1 1 3 4 3 2 1 1 1 1 3 1 1 1 1 1 1 1 1 2 3 1 1 2

1 1 1 1 0 5 1 1 0 1 2 1 4 0 0 0 0 3 1 1 1 7 1 0 1 1 2 2 1 0 0 0 7 6 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 1 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 2

1 0 0 1 0 0 1 1 1 0 0 0 0 0 0 2 0 3 0 0 0 1 0 0 0 1 2 0 0 0 1 0 7 6 0

0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 1 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 236

0 1 0 0 1 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0

0 0 0 0 0 4 0 0 0 1 2 1 2 0 0 0 0 0 1 0 0 1 1 0 0 0 0 0 0 0 0 2 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 0 0 0 0 0 0 1 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0

0 0 0 1 0 0 0 0 0 0 0

0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

TRADITONAL TRAINER TRANSCRIPTIONS TRUCKS TUITION TV TVS TWINKLE TWINS TWO-STOREY TYPEWRITER UH-HU UMBER UNBELIEVABLE UNDERLINED UNGRATEFUL UPS URUGUAY UTENSILS VASE VEGETABLE VEGETABLES VERBING VIDEO VIEWERS VIRUSES VITAMINS VOCABULARIES VOCABULARY VOLLEYBALL WALLET WARDROBE WAREHOUSE WAVY WEBSITE

1 2 1 1

1 1

1 1 2 1 3 3 1 1 3 1 1 1 1 1 1 1 1 1 3 3 2 4 1 4 1 1 1 1 3 1 1 1 1 1 3

1 1 2 1 0 0 0 1 0 1 1 0 0 1 1 1 0 1 6 0 2 8 2 0 1 1 1 2 4 1 1 1 1 0 3

0 0 0 0 3 1 0 1 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 1 1 1 0 2 0 0 0 0 1 0 0 0 1 0 1 0 0 0 1 1 0 0 0 0 0 0 1 1 0 0 0 0 0

0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 3 0 0 3 0 0 0 0 1 2 2 0 0 0 0 1 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 237

0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0

1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 3 0 4 1 0 0 0 0 0 0 0 1 0 1

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 1 0 2 0 0 1 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 3 1 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0

0 0 0 0

0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

WEDDING WESTLIFE WHEELBARROW WHISK WIG WILDLIFE WORKDAY WORKOUT WORKPLACE WORKSHOP WOW YEAH ZOO

1 1

1 1 1

1 1 1 2 2 1 1 1 1 2 1 1 1

3 1 1 0 0 1 1 1 1 2 0 0 0

0 0 1 0 0 0 0 0 0 0 0 0 1

0 0 0 2 0 0 0 0 0 1 1 0 0

0 0 0 0 2 0 0 1 0 0 0 0 0

0 1 0 0 0 0 1 0 1 1 0 0 0

238

3 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 1 0 0 0 0 0 1 0

0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0

0 0 0 0 0

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

APPENDIX B The Result of Frequency from FREQUENCY Program

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

Total tokens: Total types:

23183 2345

ADDRESS ADDRESSES ADDS ADJECTIVES ADRENALINE ADS ADVANTAGE ADVERB ADVERBS ADVERTIsem*nT ADVERTIsem*nTS ADVISES AEROPLANE AFFIRMATIVE AFRAID AFTER AFTERNOON AG AGAIN AGAINST AGE AGENCY AGES AHEAD AHH AIRIEN AIRLINE AIRWAYS ALAM ALIKE ALL ALLERGY ALLOWS ALMOST ALONG

... in alphabetical order ... Word Type A ABBREVIATION ABLE ABOARD ABOUT ABOVE ABSORBS ACCELERATOR ACCEPT ACCEPTING ACCESSORIES ACCIDENTALLY ACCOMMODATION ACCOMPANY ACCOMPLISHED ACCORDING ACHIEVING ACROSS ACT ACTION ACTIONS ACTIVATE ACTIVITIES ACTIVITY ACTUALLY AD ADD ADDING ADDITIONAL

Frequency 672 1 40 1 91 2 1 3 2 1 2 2 1 2 2 1 2 1 17 4 4 1 8 12 2 3 11 1 1 239

7 3 2 1 1 2 1 5 3 22 2 1 1 2 5 66 19 1 5 1 2 1 1 1 1 1 2 2 1 1 49 1 1 1 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

ALOUD ALPHABETS ALREADY ALRIGHT ALSO ALWAYS AM AMAZING AMERICAN AMONG AMOUNT AN ANCIENT AND ANIMALS ANNOUNCEMENT ANNOUNCEMENTS ANNOUNCER ANNUAL ANOTHER ANSWER ANSWERING ANSWERS ANTENNA ANTO ANTONYM ANY ANYMORE ANYONE ANYTHING ANYWAY APOLOGISE APOLOGIZE APOLOGY APPETIZER

APPLE APPLES APPLIANCES APPLY APPOINTMENT APPOLOGY APPROPRIATE APPROPRIATELY APRIL AQUARIUM ARCHITECTURE ARE ARM AROMATIC AROUND ARRANGE ART ARTICLE ARTICLES ARTIST AS ASK ASKED ASKING ASKS ASLEEP ASSISTANT AT ATHLETE ATTACH ATTEND ATTENDANT ATTENTION ATTITUDE ATTRACT

1 1 1 17 9 162 1 1 1 1 63 2 344 2 3 4 1 1 5 64 8 3 1 1 1 11 1 1 2 4 3 1 12 1 240

3 6 1 1 2 1 5 36 1 1 1 312 1 1 10 6 2 1 3 1 25 23 4 33 8 4 16 112 3 3 3 3 9 2 3

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

AUDIENCE AUGUST AUNT AUNTS AUTOMOBILES AVOID AWAKE AWAY AXLES B BABY BACABACA BACK BACKPACK BAD BADGE BADLY BAG BAGS BAKE BAKER BAKERY BAKING BALL BANANA BANK BAR BARBER BARGAIN BARGAINING BARN BARNS BARROW BASE BASEBALL

BASED BASIC BASIN BASIS BASKET BASKETBALL BATH BATHROOM BATHROOMS BATHTUB BAYU BE BEACH BEAM BEAR BEARD BEAUTIFUL BEAUTIFULLY BEAUTY BECAUSE BECOME BED BEDROOM BEDROOMS BEDS BEEF BEEN BEFORE BEG BEGIN BEGINNING BEGINS BEHIND BEING BELIEVE

2 6 2 1 1 2 1 1 15 1 1 5 2 2 2 2 6 3 3 1 1 1 7 1 1 1 2 2 1 1 1 1 2 3 241

20 1 1 1 1 5 4 8 2 1 1 80 5 1 3 1 9 1 2 14 2 6 14 6 2 2 6 11 5 2 2 1 5 2 2

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

BELOVED BELOW BENCH BESIDE BEST BETWEEN BIAYA BICYCLE BICYCLING BIG BIGGER BIKE BILLION BIN BIRD BIRDS BIRTH BIRTHDAY BIT BLACK BLACKBOARD BLANK BLANKET BLANKS BLOOD BLUE BOARD BOARDS BODY BOIL BOILS BOOGEY BOOK BOOKS BOOKSHELF

2 12 1 4

BOOKSTORE BOOKSTORES BORN BORROW BORROWED BOTH BOTTLE BOTTLES BOTTOM BOUGHT BOUNCES BOWL BOWLING BOX BOY BOYS BRACKETS BRAND BRAZIL BREAD BREAK BREAKFAST BREAKS BREATH BREATHE BREEZE BRIGHT BRING BRITISH BROAD BROADCASTING BROCHURE BROIL BROKE BROKEN

8 1 1 5 2 12 1 3 2 1 2 1 2 5 1 5 4 6 1 11 2 12 1 1 7 5 3 1 54 14 2 242

6 3 3 3 1 4 4 1 1 8 1 5 1 17 9 4 2 1 1 7 7 10 1 2 1 1 1 9 1 1 1 1 2 2 2

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

BROOCH BROOM BROTHER BROTHERS BROWN BROWNIES BROWNS BUILDING BUN BUNCH BURGER BUS BUSES BUSY BUT BUTCHER BUTTER BUTTERED BUY BUYER BUYING BUYS BUYUNG BY BYE C CAFE CAFETERIA CAKE CAKES CALENDAR CALENDARS CALL CALLED CALLING

1 4 7 3 5 1 1 3

CAMBRIDGE CAME CAMERA CAMERAS CAMP CAMPING CAN CANDIES CANNED CANNOT CANTEEN CAPITAL CAPTURE CAR CARD CARDS CARE CAREFUL CAREFULLY CARES CARNIVAL CARPENTER CARRY CARRYING CARS CARTOONS CASE CASES CASH CASHIER CAT CATEGORIZED CATS CD CEILING

1 1 2 3 1 3 33 4 3 1 23 1 2 1 1 35 9 4 1 2 8 2 3 1 5 3 1 243

1 3 2 2 2 2 106 1 1 2 4 1 1 25 12 17 3 5 25 1 2 4 4 1 4 1 3 1 1 2 17 1 1 1 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

CELERY CENTERED CENTIMETRES CENTRAL CENTRE CERTAIN CERTAINLY CHAIR CHAIRS CHALLENGE CHANCE CHANGE CHANGED CHAPTER CHAPTERS CHARACTER CHARACTERISTICS CHART CHASE CHEAPER CHEAT CHEATING CHECK CHEEK CHEESE CHEESECAKE CHEF CHEFS CHESS CHICKEN CHICKENS CHILD CHILDREN CHILI CHILLIES

CHIN CHINESE CHIPS CHOCOLATE CHOCOLATES CHOOSE CHOP CHOSEN CHUBBY CIGARETTES CINEMAS CIRCLES CITIZENS CITY CLARIFIATION CLARIFICATION CLASS CLASSMATE CLASSMATES CLASSROOM CLAUSE CLAY CLEAN CLEANING CLERK CLICKING CLOCK CLOSE CLOSED CLOSELY CLOSING CLOTHES CLOTHING CLOVE CLOWN

1 2 1 1 1 6 6 3 8 1 4 1 24 2 2 7 1 1 1 1 2 4 3 6 1 2 1 2 9 1 5 11 1 3 244

1 1 1 6 2 13 10 1 2 2 1 1 2 3 1 9 15 1 4 8 1 1 1 3 1 1 2 10 4 2 1 9 1 1 2

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

CLUB CLUES CLUTCH CO-PILOT COACH COARSE COAT COATS COCONUT CODE COFFEE co*kE COLLECT COLLECTING COLLECTION COLOR COLORFUL COLORS COLOUR COLOURED COLOURFUL COLOURING COLOURS COLUMN COMBINE COME COMEDY COMES COMFORTABLE COMICS COMING COMMAND COMMANDS COMPANY COMPARE

2 6

COMPARED COMPETE COMPLETE COMPLETING COMPOSE COMPOSITE COMPULSORY COMPUTER CONCAVITY CONDITION CONDITIONS CONE CONGRATULATIONS CONNECTED CONSISTS CONSONANTS CONSTRUCTED CONSTRUCTION CONSULT CONSUME CONSUMES CONTACTS CONTAINING CONTAINS CONTINUE CONTINUES CONVERSATION COOK COOKING COOKS COP CORRECT CORRECTLY COST COSTS

3 1 1 1 1 1 1 1 7 4 4 1 1 3 2 2 5 2 2 3 2 6 2 25 1 9 3 1 14 10 1 4 2 245

1 1 29 1 1 1 1 11 1 2 1 1 2 1 4 2 1 5 10 1 1 1 2 1 1 1 1 11 9 5 1 20 19 4 2

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

COSTUME COT COTTON COUGH COULD COUNT COUNTRY COURSE COUSIN COUSINS COVER COVERS COWS COZY CRACK CRACKERS CRAYONS CREAM CREATE CREATIVITY CROPS CROSS CROSSWORD CRUEL CRYING CUCUMBER CUP CUPBOARD CUPS CURL CURLY CURTAIN CUSTOMERS CUT CUTE

CUTTING D DAD DADDY DAILY DANCE DANCING DANGER DANGEROUS DARK DATA DATE DATES DAUGHTER DAUGHTERS DAY DAYS DEALED DEALER DEAR DECEMBER DECIDE DECORATIVE DEEP DELICIOUS DELIVERS DEMAND DENTIST DEPARTMENT DEPARTMENTAL DESCRIBE DESCRIBED DESCRIBES DESCRIBING DESCRIPTION

1 1 1 21 1 1 13 1 3 7 2 1 2 1 1 1 5 2 1 3 1 2 1 1 1 8 2 6 1 5 1 1 6 4 246

2 5 6 1 2 1 2 1 2 2 4 3 1 4 1 34 5 2 1 5 2 4 1 2 11 1 1 1 3 1 12 2 4 1 7

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

DESCRIPTIONS DESCRIPTIVE DESERT DESIGN DESK DESSERT DETAIL DEVICE DIALOGUE DIALOGUES DICTIONARY DID DIE DIET DIFFERENT DIFFICULTIES DIGITAL DINING DINNER DIPPED DIRECTLY DIRTY DISAGREE DISCOUNT DISCUSS DISLIKE DISLIKES DISPLAYS DO DOCTOR DOCTORS DOCUMENT DOCUMENTS DOES DOG

5 36

DOGS DOING DONE DONT DOOR DORAYAKI DOUBLE DOWN DOWNSTAIRS DRAIN DRAW DRAWER DRAWING DREAM DRESS DRINK DRINKING DRINKS DRIVE DRIVER DRIVERS DRIVES DRIVING DROP DROPS DRUGSTORE DURING DUTIES E E-MAIL EACH EACHER EAGLE EAR EARLY

2 2 7 1 1 1 38 41 5 34 2 1 2 8 1 8 5 1 3 1 1 9 6 3 6 1 326 5 1 1 3 89 6 247

1 14 5 1 13 1 1 15 1 1 10 1 9 9 5 16 1 6 6 4 3 2 6 1 2 1 4 1 3 2 15 1 1 1 4

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

EARTHQUAKE EASILY EASY EAT EATING EATS ECONOMICS EDITOR EDUCATION EFFORT EGG EGGS EIGHT EIGHTEEN EIGHTY EITHER ELDER ELDEST ELECTRIC ELECTRICIAN ELECTRONIC ELEPHANT ELEVEN ELSE EMPTY ENCY ENCYCLOPEDIA ENCYCLOPEDIAS END ENERGETIC ENERGY ENGINE ENGINEER ENGLISH ENJOY

ENOUGH ENRICH ENTER ENTERED ENTERTAIN ENTERTAINING ENTERTAINS ENTRANCE ENZYME EQUIPMENT EQUIVALENT ERIC ESPECIALLY ESSENTIAL ETC EUROPEAN EVALUATION EVEN EVENING EVER EVERY EVERYDAY EVERYONE EVERYTHING EVOLVED EXACTLY EXAM EXAMPLE EXAMPLES EXCELLENT EXCEPT EXCUSE EXERCISE EXERCISES EXERCISING

3 6 11 5 3 1 1 1 1 11 4 2 1 1 3 1 1 3 2 1 2 4 5 2 1 1 1 6 1 2 3 2 25 7 248

2 6 2 1 3 1 1 2 1 1 1 1 2 9 3 1 1 3 11 9 19 3 1 1 1 2 5 35 16 1 1 23 23 5 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

EXPECTED EXPEDITION EXPENSIVE EXPERIMENT EXPERIMENTS EXPLAIN EXPLAINING EXPLANATIONS EXPRESS EXPRESSING EXPRESSION EXPRESSIONS EYE EYEBROW EYES F FABRIC FACE FACES FACT FACTORY FACTS FALL FALLS FALSE FAMILIAR FAMILIES FAMILY FAMOUS FAN FANTASTIC FAR FARM FARMER FARMERS

38 1 4 5 3 3 1 1 22 14 7 52

FASHION FASHIONED FAST FAT FATHER FAVOURITE FAX FEATURES FEBRUARY FEED FEEDING FEEL FEET FELIX FERTILISER FEW FIELD FIELDS FIFTEEN FIFTH FIFTY FIGHT FILL FILLET FILM FILMS FINAL FINALLY FIND FINDS FINE FINISH FINISHES FINISHING FIREMAN

1 1 6 1 4 6 1 5 1 11 5 1 3 1 1 31 1 2 1 4 4 1 1 249

2 1 5 5 31 4 5 1 1 2 1 5 1 1 2 5 1 1 5 1 3 1 27 3 2 1 3 8 26 1 15 1 2 1 2

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

FIRMLY FIRST FISH FISHMONGER FIT FITRI FIVE FIXED FLAVOUR FLIES FLIGHT FLOOR FLORIST FLOUR FLOWER FLOWERS FLOWERY FLYING FOLLOW FOLLOWED FOLLOWING FOND FOOD FOODS FOOT FOOTBAL FOR FOREHEAD FORGET FORGETS FORGOT FORK FORM FORMAL FORMERS

FORMS FORTY FORWARD FOUND FOUNTAIN FOUR FOURTH FOURTY FRENCH FRESH FRIABLE FRIDAY FRIED FRIEND FRIENDLY FRIENDS FRIENDSHIP FRIES FRIGHTENED FRIZZIER FROM FRONT FROZEN FRUIT FRY FRYING FULL FUN FUNCTION FUNCTIONAL FUNNY FURNITURE FURTHERMORE G GAME

23 10 1 4 1 16 3 1 3 4 5 2 1 4 3 1 2 20 2 116 5 44 4 10 1 144 2 4 1 3 2 36 15 1 250

4 1 1 3 1 4 1 1 3 5 1 4 13 57 2 12 2 3 1 1 66 13 2 3 6 6 4 4 12 22 3 3 1 1 11

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

GAMES GANDI GARAGE GARDEN GARDENER GARDENING GARLIC GARLICS GARNISH GAS GATE GATHERING GEAR GENE GENERAL GENERALLY GENERIC GENES GENRE GENTLY GERMINATE GERMINATING GET GETS GETTING GHOST GIRL GIRLS GIRLSCOUT GIRLSCOUTS GIVE GIVEN GIVES GIVING GLAD

4 1 7 3

GLASS GLASSES GLUE GO GOAL GOALS GOD GOES GOING GOOD GOODBYE GOODS GOT GRADUAL GRAIN GRAMMAR GRAMS GRANDFATHER GRANDMOTHER GRASS GRASSHOPPER GRATE GRATER GRATITUDE GREECE GREEN GREENGROCERY GREET GREETING GREETINGS GREYSCALE GRILL GRIND GROCERIES GROCERY

1 1 9 1 3 1 1 1 1 1 1 1 4 1 4 1 2 2 48 2 6 2 12 2 1 1 31 7 6 29 4 251

7 1 5 60 8 1 2 17 28 88 5 1 5 1 1 16 1 3 2 4 1 1 1 12 2 12 1 4 16 16 1 3 3 2 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

GROUND GROUP GROUPS GROW GUEST GUESTS GUIDE GUIDES HABBIT HABIT HABITS HABITUAL HAD HAIR HAIRDRESSER HALF HAMBURGER HAND HANDS HANDSOME HAPPEN HAPPENED HAPPENING HAPPY HARD HARDLY HARGA HARVEST HAS HAT HATE HAVE HAVING HAY HE

3 4 2 1 1 4 1 1 1 2 3 1 1 19

HEAD HEADMASTER HEALTH HEALTHIER HEALTHY HEAR HEARD HEART HEAT HEATER HEAVILY HEAVLY HELLO HELMET HELP HELPED HELPFUL HELPS HER HERE HEY HI HIBISCUS HIGH HIGHEST HIGHWAY HIM HIMSELF HINK HIS HISTORY HIT HOBBIES HOBBY HOE

1 4 5 5 2 2 2 6 8 7 5 3 1 2 37 4 3 99 8 1 139 252

1 1 4 1 15 8 5 3 11 1 1 1 32 3 32 1 3 1 42 31 3 32 1 6 2 1 12 1 1 37 2 1 1 13 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

HOLD HOLDING HOLIDAY HOME HOMES HOMETOWN HOMEWORK HONEST HOPES HORROR HOSPITAL HOT HOTEL HOTSPOT HOUR HOURS HOUSE HOUSEHOLD HOW HUG HUNGRY HURRY I IBRARIAN ICE ICE-CREAM IDEA IDEAS IDENTIFICATION IDENTIFIES IDENTIFY IDENTIFYING IDENTITY IDUL IF

IGHT IMAGES IMAGINE IME IMPORTANT IN INCLUDING INCORPORATE INCREASE INDICATE INDIVIDUAL INDONESIAN INFORMAL INFORMATION INGREDIENTS INHERITANCE INITIALLY INK INSECT INSECTS INSTANT INSTRUCTION INSTRUCTOR INTENSE INTENSITY INTERESTED INTERESTING INTERESTS INTERROGATIVE INTO INTONATION INTRODUCE INTRODUCES INTRODUCING INTRODUCTION

1 8 19 2 1 3 1 1 2 5 4 1 1 4 3 50 2 128 2 1 1 429 1 5 1 5 4 2 2 13 2 1 1 22 253

1 1 1 1 2 484 1 1 2 1 1 3 14 25 7 1 1 2 3 1 1 4 1 1 1 1 4 1 2 26 5 7 1 3 6

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

IRONED IRONS IS ISLAND IT ITALIC ITALICISED ITEM ITEMS ITS ITSELF JACKET JAIL JAM JANE JANUARY JAR JARS JEANS JOB JOBS JOG JOGGING JOIN JOINS JOURNAL JOURNALIST JOURNEY JOY JOYFUL JUICE JUICES JULY JUMBLED JUMPING

JUNE JUNIOR JUNOT JUST KEBAB KEEP KEEPING KEPT KETTLES KEY KG KID KIDDING KIDS KILOGRAM KILOGRAMME KILOGRAMMES KILOGRAMS KIND KINDLY KINDS KITCHEN KITES KNIFE KNOW KNOWLEDGE KNOWS L LAB LABORATORY LAMB LAMP LAND LANGUAGE LARGE

1 666 1 248 1 5 1 4 7 1 2 1 1 1 2 7 2 1 13 4 1 5 3 2 1 2 1 1 1 3 1 1 3 1 254

8 2 1 24 2 11 4 2 1 1 2 1 1 3 1 3 1 2 8 1 4 22 2 1 50 6 1 1 1 1 2 1 5 8 7

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

LAST LATE LATELY LATER LAUGH LAUGHING LAUNDRING LAUNDRY LAVATORY LAW LAWS LAY LAYER LAZY LEAF LEARN LEARNING LEARNS LEARNT LEAST LEATHER LEAVE LEAVING LEEKS LEFT LEGS LEISURE LEND LESS LESSON LET LETTER LETTERS LETTUCE LIBRARIAN

11 12

LIBRARY LICENSE LID LIFE LIGHT LIGHTLY LIKE LIKED LIKES LIMIT LINE LIP LIST LISTEN LISTENING LISTENS LISTS LITRE LITTLE LIVE LIVES LIVESTOCK LIVING LOAF LOAMY LOAVES LOCATED LOCATION LOG LONG LONG-SLEEVED LONGER LOOK LOOKING LOOKS

3 3 3 1 1 1 1 1 1 1 1 4 4 54 54 1 8 2 2 4 1 3 7 4 2 2 1 37 10 4 3 1 3 255

11 3 1 4 3 1 104 1 14 1 2 1 9 59 37 2 1 2 2 12 5 1 13 3 1 1 2 2 2 15 1 2 34 2 4

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

LOSE LOST LOT LOTS LOTTERY LOUDER LOUDLY LOVE LOWER LUNCH LUNGS LYING M MA MADAM MADE MAGAZINE MAID MAIN MAKE MAKES MAKING MALL MAN MANGO MANNER MANY MAP MARCH MARISA MARKET MARKETS MASS MATARAM MATCH

2 5 10 1

MATERIAL MATERIALS MATHS MATTER MATURE MAY MAYBE MAYONNAISE ME MEAL MEALS MEAN MEANING MEANINGS MEANS MEANWHILE MEAT MEATBALLS MECHANIC MECHANICS MEDICINES MEDIUM MEET MEETING MEETS MELT MEMBER MEMBUTUHKAN MEN MENTION MENU MESSAGE MESSAGES MET METAL

1 1 2 7 2 11 3 1 26 11 1 11 3 4 7 46 8 11 1 7 2 1 15 4 6 1 8 1 1 1 10 256

1 13 2 5 1 23 4 2 92 4 4 3 16 6 9 1 4 3 1 1 1 2 34 1 9 2 2 1 4 24 12 4 6 1 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

METHOD METHODS METRES MICROTEL MIDDLE MIDNIGHT MIGHT MIGHTY MILK MILKING MIND MINERS MINUTES MIRROR MISS MISSES MISSING MISTAKE MIX MIXTURE MM MMM MODELS MOIST MOISTEN MOM MOMENT MONDAY MONEY MONOLOGUE MONOLOGUES MONTH MONTHS MOPPING MORE

1 1 1 2 2 1 1 2 7 1 8 1 8 1 16 2 3 3 3 4 1 1 1 1 1 22 1 2 6

MORNING MOST MOTHER MOTORCYCLE MOTORCYCLES MOUNTAIN MOUSSE MOUSTACHE MOVE MOVED MOVES MOVIE MOVIES MOVING MR MRS MS MUCH MULTIVITAMINS MUM MUSCLES MUSEUM MUSIC MUST MY N NAME NAMED NAMES NANNY NAP NAPKIN NARRATIVE NATURAL NAUGHTY

9 5 8 3 1 26 257

20 4 37 4 1 2 2 2 3 2 2 6 1 2 96 33 7 26 1 2 2 1 1 20 130 2 67 2 6 1 2 1 1 1 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

NEAR NEAT NECESSARY NEED NEEDED NEEDS NEGATIVE NEIGHBOUR NEIGHBOURHOOD NEIGHBOURS NEPHEW NERVOUSLY NET NEUTRAL NEVER NEW NEWLY NEWS NEWSPAPER NEXT NICE NICELY NIGHT NINA NINE NINETEEN NINETY NO NOISY NOODLE NOODLES NOON NORMALLY NORTH NOSE

9 2

NOSTRIL NOT NOTE NOTES NOUN NOUNS NOVEL NOVEMBER NOW NUMBER NUMBERS NURSE NUTRITION NUTS OBEY OBEYS OBJECT OBJECTS OBSERVE OCEAN OCLOCK OCTOBER OF OFF OFFER OFFICE OFFICER OFTEN OH OIL OK OKAY OLD OLDER OMELETTE

2 17 2 5 4 7 2 1 1 2 1 2 10 47 1 7 13 17 26 1 17 1 3 4 2 57 2 1 2 2 1 2 1 258

2 204 12 1 4 2 4 1 29 9 1 5 2 1 2 1 2 1 8 1 5 5 307 14 2 21 3 9 29 4 35 3 9 20 2

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

ON ONCE ONE ONES ONION ONIONS ONLY OOPSS OPEN OPENS OPINION OPPORTUNITY OPTICIAN OPTIONAL OR ORAL ORALLY ORANGE ORANGES ORDER ORDERING ORGANISE ORGANISED ORGANIZED ORIENTAL ORIENTED ORIGINAL OTHER OUCRSE OUNCE OUR OUT OUTDOOR OUTSIDE OVER

122 8 45 2 4 1 5 1 10 4 27

OWN OXTAIL OYSTER P PACK PACKET PAGE PAGES PAINTED PAINTER PAINTING PAINTS PAIR PAIRS PAN PANS PANTS PAPER PARAGAPH PARAGRAPH PARAGRAPHS PARDON PARENTS PARK PARKING PARROT PART PARTICIPATING PARTICULAR PARTNER PARTS PARTY PASS PASSENGERS PAST

1 1 1 96 2 18 2 2 7 2 1 1 1 3 1 2 9 1 1 9 18 1 1 2 259

12 2 2 13 1 1 2 1 1 1 3 1 4 38 9 1 1 15 1 18 1 11 13 8 2 1 3 1 3 5 5 3 4 2 8

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

PASTA PAT PATIENT PATIENTS PATTERN PAY PAYS PEAK PEARL-DIVERS PEAS PEEL PEN PENCIL PEOPLE PEPPER PERCENT PERFORM PERFORMED PERFORMING PERSON PERSONAL PERSONS PET PETS PETUNIA PHENOMENON PHONE PHONETIC PHOTOGRAPH PHOTOGRAPHER PHOTOGRAPHS PHOTOS PHRASE PHRASES PHYSICAL

PICK PICNIC PICTURE PICTURES PIE PIECE PIECES PIES PILLOW PILOT PINCH PINK PIPE PIT PIZZA PLACE PLACED PLACES PLAEP PLAIN PLAN PLANE PLANS PLANT PLANTING PLANTS PLASTIC PLATE PLAY PLAYED PLAYER PLAYING PLAYMATES PLAYS PLEASE

1 1 3 2 10 1 1 1 3 3 9 10 48 9 3 1 1 2 21 3 3 6 1 3 2 4 3 1 1 1 1 2 3 2 260

2 1 30 32 2 2 4 1 3 5 1 2 1 2 2 25 1 3 1 1 1 3 1 1 1 2 1 7 7 2 1 10 1 1 81

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

PLEASED PLEASURE PLENTY PLOUGH PLOUGHS PLURAL PM POCKET POCKETS POETRY POINT POLAR POLICE POLITE POLITELY POLITENESS POOL POPULAR PORRIDGE POSITION POSITIVE POSITIVELY POST POSTMAN POT POTS POTTING POUR POWDER POWER POWERTOOLS PRACTICE PRACTISE PRAWN PRAYER

8 5 1 2 2 4

PREFER PREPARATIONS PREPARE PREPOSITION PREPOSITIONAL PREPOSITIONS PRESENT PRESIDENT PRESS PRESSED PRETTY PRICE PRICES PRIMARY PRINCIPAL PRINTABLE PRIVATE PROBABLY PROBLEM PROBLEMS PROCEDURAL PROCEDURE PRODUCE PRODUCED PRODUCT PRODUCTS PROFESSIONS PROGRAM PROGRAMMER PROGRAMMES PROHIBIT PROHIBITED PROHIBITION PROHIBITS PROJECT

2 1 3 1 1 1 7 3 3 7 3 1 3 1 2 1 9 3 1 2 1 7 1 1 1 264 30 1 1 261

1 1 7 3 1 4 7 1 4 1 1 14 2 1 1 1 2 2 6 1 32 4 1 1 1 3 6 1 3 1 3 1 9 1 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

PROMO PRONOUN PRONOUNCE PRONUNCIATION PROPER PROPERLY PROTEIN PROVIDE PROVIDED PROVIDES PROVINCE PROVINCES PULL PUNCTUATION PURPLE PURPOSE PUSH PUT PUTS PUZZLE PYJAMAS QUALITIES QUALITY QUARTER QUESTION QUESTIONS QUICKLY QUITE QUIZ RACKS RADIO RAIN RAINBOW RAINING RAINY

RAISE RANGE RARE RATE REACH READ READING READS READY REALLY REAM REARRANGE REASON REASONABLE REASONS RECEIVE RECEIVES RECEIVING RECENTLY RECEPTIONIST RECEPTIONISTS RECIPE RECIPES RECOGNISE RECOMMENDED RECORDS RECOUNT RED REFER REFERS REFLECT REFRIGERATOR REGARDS REGIONS REGISTER

3 9 12 1 1 1 1 1 1 1 1 1 4 1 2 2 28 1 2 1 2 1 4 2 72 1 5 2 1 4 1 4 1 8 262

3 1 1 1 1 70 40 4 4 15 1 2 4 2 1 2 2 1 1 1 1 6 1 1 1 1 1 11 1 1 1 4 1 1 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

REGULAR RELATED RELAX RELAXED REMEMBER REPAIRED REPEAT REPORT REQUESTED REQUESTING REQUIRED RESPECTS RESPOND RESPONDING RESPONSE RESPONSES RESPONSIBLE RESTAURANT RESULT RETELL REVIEW RHETORICAL RICE RIDE RIDES RIDING RIGHT RIVER ROAD ROBOT ROCKY ROMEO ROOM ROOMS ROPE

3 1

ROSE ROUND RULER RULES RUNNING RUPIAH S SACK SAID SAILOR SAILORS SALAD SALE SALT SAME SANDALS SANDWICH SANDWICHES SATURDAY SAUCE SAUCEPAN SAUTE SAUTED SAY SAYING SAYS SCATTER SCHEDULE SCHOOL SCHOOLS SCHOOLYARD SCIENCE SCIENTISTS SCORE SCORED

1 1 5 1 13 2 1 1 3 1 11 1 5 7 1 27 1 1 8 2 15 4 1 2 33 2 2 1 1 3 44 2 5 263

2 1 4 4 1 1 8 2 5 2 1 3 10 11 1 1 2 1 3 5 3 3 2 58 2 4 1 4 50 2 1 5 1 1 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SCRAPBOOK SCRAPBOOKS SEA SEARCH SEASON SEAT SECOND SECRETARY SECTION SECURITY SEE SEED SEEDS SEEM SEEN SELECT SELL SELLER SELLING SELLS SEND SENIOR SENTENCE SENTENCES SEPTEMBER SEQUENCE SERIES SERIOUS SERIOUSLY SERVE SERVES SERVICE SERVING SET SETS

8 1

SETTEE SEVEN SEVENTEEN SEX SHALLOTS SHAPE SHAPES SHARE SHARP SHE SHEARS SHED SHEET SHEETS SHELTER SHINE SHINES SHINING SHINY SHIRT SHIRTS SHIVER SHOES SHOOK SHOOT SHOP SHOPKEEPER SHOPPING SHOPS SHORT SHORTS SHOULD SHOW SHOWN SHOWS

2 2 12 2 2 5 75 3 30 5 7 1 1 2 1 4 1 11 3 1 5 30 2 2 6 1 1 6 2 1 1 2 3 264

1 1 2 1 1 3 1 1 1 148 2 1 1 1 1 2 1 1 2 14 1 1 8 1 1 5 1 4 1 45 3 17 4 1 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SHRIMP SHRIMPS SHRINKS SICKLE SIDE SIDES SIGN SIGNED SILENTLY SILK SIMPLE SINCE SING SINGING SINGLE SINGS SINGULAR SINK SIR SIRINE SIRLOIN SISTER SISTERS SIT SITE SITS SITTING SITUATED SITUATION SITUATIONS SIX SIZE SKATEBOARD SKATEBOARDING SKIN

3 1 1 1

SKY SLEEK SLEEP SLEEPING SLEEPS SLEEPY SLEEVED SLEEVES SLICE SLICES SLIM SLIPPERS SLIPPERY SLOW SLOWLY SMALL SMART SMELLS SMILING SMOKE SMOKES SMOKING SMOOTH SNAKES SNORING SO SOAKED SOCCER SOCIAL SOFA SOFAS SOFT SOIL SOLDIER SOLID

4 1 2 2 1 3 19 4 3 1 2 1 2 1 31 2 1 12 4 9 1 2 5 1 3 6 6 1 2 1 1 265

1 1 11 5 2 2 1 6 1 2 1 3 1 1 3 16 2 1 1 2 1 1 1 1 1 20 1 1 4 10 3 1 6 1 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SOME SOMEBODY SOMEDAY SOMEONE SOMETHING SOMETIMES SON SON-IN-LAW SONGS SONS SOON SORRY SOUND SOUNDS SOUP SOY SPACES SPADE SPATULA SPEAK SPEAKER SPEAKING SPECIAL SPECIALITIES SPECIALITY SPECIFIC SPECIFICALLY SPEECH SPEED SPELL SPELLING SPEND SPENT SPICES SPOON

SPOONFUL SPOONS SPORT SPORTS SPRAY SPREAD SPRINGY STAFF STAGE STALKS STALL STAMINA STAND STANDING START STARTS STARVE STATE STATEMENTS STATION STATIONERY STAY STEAK STEEL STEP STEPS STEREOS STEWARDESS STICK STICKERS STILL STIR STOCK STOOL STOP

2 1 27 32 5 2 1 1 2 7 39 4 2 9 1 1 2 2 2 1 16 1 6 1 4 1 11 1 5 2 5 1 4 1 266

2 1 3 2 1 1 1 1 8 1 3 1 12 1 6 7 1 1 3 2 1 7 2 1 11 16 1 1 7 1 4 6 1 1 3

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

STOPPED STOPS STORE STORED STOREWIDE STOREY STORIES STORING STORY STORYBOOKS STOVE STOVES STRAIGHT STRANGER STRAWBERRY STREET STRENGTHEN STRESS STRONG STRONGER STRONGLY STRUCTURE STUDENT STUDENTS STUDIES STUDY STUDYING STURDY STYLE SUBJECTS SUBUNIT SUCH SUDDENLY SUGAR SUGGEST

1 3 6 2

SUGGESTION SUIT SUITABLE SUMMER SUN SUNBATHING SUNDAY SUNDAYS SUNGLASSES SUNLIGHT SUNNY SUNSET SUPERMARKET SUPERPORRIDGE SUPPLY SURE SURFACE SURFBOARD SURPRISE SURPRISING SWAP SWEATER SWEATERS SWEEPING SWEET SWIM SWIMMING SWIMSUIT SYMBOLS SYMPATHY SYNONYM SYRUP SYSTEMS T T-SHIRT

1 2 1 1 9 1 3 1 6 13 3 1 2 5 2 1 1 4 38 16 2 32 15 1 1 16 1 8 2 12 1 267

1 1 7 2 4 1 4 1 1 1 1 2 5 1 3 28 2 1 1 1 1 1 2 1 1 1 13 1 1 1 4 4 2 3 3

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

TABLE TABLES TAIL TAILOR TAKE TAKEN TAKES TAKING TALK TALKING TALKS TALL TAPE TASTE TASTES TASTY TATION TAXI TAXIS TEA TEACH TEACHER TEACHERS TEACHES TEAM TEASPOON TEASPOONFUL TEENAGER TELECOMMUNICATION TELEPHONE TELEVISION TELL TELLING TEMPLE TEN

24 2 1 2 15 2 6 6 3 4 2 3 21 2 2 2 1 1 1 3 2 70 3 1 1 3

TENGGER TENSE TERASI TERM TEST TEXT TEXTS THALITA THAN THANK THANKS THAT THE THEATRE THEIR THEM THEME THEN THERE THESE THEY THICK THICKENS THICKER THIN THING THINGS THINK THIRD THIRTEEN THIRTY THIS THORAX THOSE THOUGHT

1 1 1 2 7 30 2 1 4 268

1 4 1 1 3 108 36 1 3 34 15 104 1212 3 16 37 1 77 74 32 64 4 1 1 3 2 42 45 3 1 6 163 2 7 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

THOUSAND THOUSANDS THREE THROAT THROUGH THURSDAY TICKING TIDE TIDY TIE TIME TIMES TIMETABLE TIN TINY TIPS TIRED TITLE TO TOAST TODAY TOE TOGETHER TOILET TOLD TOMATO TOMATOES TOMORROW TONGUE TONIGHT TOO TOOTH TOP TOPIC TOPPING

4 3

TORCH TOUCH TOURISTS TOWN TRACE TRACK TRADITIONAL TRADITONAL TRAIN TRAINER TRANSCRIPTIONS TRANSMISSION TRAVEL TRAVELLING TRAY TREAT TREE TREES TRIBES TRICK TRIES TRIP TROUBLE TRUCKS TRUE TRUTH TRY TUESDAY TUITION TURN TURNS TV TVS TWELVE TWENTY

21 1 5 3 2 1 1 2 31 3 1 1 1 3 1 1 677 2 6 1 7 3 3 7 6 4 1 1 27 1 1 1 2 269

2 1 2 3 1 1 4 1 2 1 2 1 2 3 3 2 4 1 1 1 1 1 2 1 4 1 8 5 3 8 1 3 1 4 9

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

TWICE TWINKLE TWINS TWO TWO-STOREY TYPE TYPES TYPEWRITER TYPICALLY TYPING TYPIST UGLY UH-HU UMBER UNBELIEVABLE UNCLE UNCLES UNDER UNDERLINED UNDERSTAND UNGRATEFUL UNIFORM UNIQUENESS UNIT UNIVERSITY UNTIL UNUSUAL UP UPPER UPS UPSET UPSTAIRS URUGUAY US USE

USED USING USUALLY UTENSILS VARIETY VASE VEGETABLE VEGETABLES VERB VERBING VERBS VERY VESSEL VIDEO VIEW VIEWERS VIRUSES VISION VISIT VISITS VITAMINS VOCABULARIES VOCABULARY VOLLEYBALL VOLUME VOWEL VOWELS WAIST WAIT WAITER WAITING WAITRESS WAITS WALK WALL

1 3 26 1 3 2 1 1 1 3 1 1 1 1 18 2 12 1 3 1 2 1 1 1 7 1 44 1 1 1 3 1 9 35 270

8 10 28 6 1 3 2 8 3 2 2 54 1 4 1 1 1 1 8 1 1 2 4 1 1 2 1 1 5 5 7 8 1 1 2

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

WALLET WALLS WANT WANTS WARDROBE WAREHOUSE WARM WARMTH WARN WARNING WAS WASH WASHED WASHES WASHING WATCH WATCHING WATER WATERING WAVE WAVES WAVING WAVY WAY WAYS WE WEAR WEARING WEARS WEATHER WEBSITE WEDDING WEDNESDAY WEEK WEEKLY

1 1 20 12

WEIGH WEIGHT WELCOME WELL WENT WERE WEST WESTLIFE WHAT WHEEL WHEELBARROW WHEELS WHEN WHERE WHETHER WHICH WHILE WHISK WHITE WHO WHOLE WHOM WHOSE WHY WIDELY WIFE WIG WILDLIFE WILL WIND WINDOW WINGS WISELY WISH WITH

1 1 9 1 1 1 12 3 2 1 1 3 4 30 2 4 1 1 1 18 2 75 13 2 4 1 3 3 2 7 1 271

1 2 13 34 1 10 1 1 247 1 1 1 36 61 3 18 15 2 3 26 1 2 1 17 1 2 2 1 92 1 4 1 1 1 109

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

WITHOUT WOMAN WOMEN WONDERFUL WONDERS WOOD WOODS WORD WORDS WORK WORKDAY WORKER WORKING WORKOUT WORKPLACE WORKS WORKSHOP WORLD WORRY WOULD WOW WRITE WRITER WRITES WRITING WRONG YARD YEAH YEAR YEARS YELLOW YELLOWISH YES YESTERDAY YET

1 5 3

YOU YOUNGER YOUR YOURS YOURSELF ZOO ... in frequency order ...

1 1 6 2 5 38 40

733 10 310 1 6 1

1 1 5 1 1 18 2 5 1 28 1 61 2 6 36 1 7 1 5 15 6 1

HER HERE HEY HI

95 6 5 272

42 31 3 32

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

HIBISCUS HIGH HIGHEST HIGHWAY HIM HIMSELF HINK HIS HISTORY HIT HOBBIES HOBBY HOE HOLD HOLDING HOLIDAY HOME HOMES HOMETOWN HOMEWORK HONEST HOPES HORROR HOSPITAL HOT HOTEL HOTSPOT HOUR HOURS HOUSE HOUSEHOLD HOW HUG HUNGRY HURRY

I IBRARIAN ICE ICE-CREAM IDEA IDEAS IDENTIFICATION IDENTIFIES IDENTIFY IDENTIFYING IDENTITY IDUL IF IGHT IMAGES IMAGINE IME IMPORTANT IN INCLUDING INCORPORATE INCREASE INDICATE INDIVIDUAL INDONESIAN INFORMAL INFORMATION INGREDIENTS INHERITANCE INITIALLY INK INSECT INSECTS INSTANT INSTRUCTION

6 2 1 12 1 1 37 2 1 1 13 1 2 1 8 19 2 1 3 1 1 2 5 4 1 1 4 3 50 2 128 2 1 1 273

429 1 5 1 5 4 2 2 13 2 1 1 22 1 1 1 1 2 484 1 1 2 1 1 3 14 25 7 1 1 2 3 1 1 4

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

INSTRUCTOR INTENSE INTENSITY INTERESTED INTERESTING INTERESTS INTERROGATIVE INTO INTONATION INTRODUCE INTRODUCES INTRODUCING INTRODUCTION IRONED IRONS IS ISLAND IT ITALIC ITALICISED ITEM ITEMS ITS ITSELF JACKET JAIL JAM JANE JANUARY JAR JARS JEANS JOB JOBS JOG

JOGGING JOIN JOINS JOURNAL JOURNALIST JOURNEY JOY JOYFUL JUICE JUICES JULY JUMBLED JUMPING JUNE JUNIOR JUNOT JUST KEBAB KEEP KEEPING KEPT KETTLES KEY KG KID KIDDING KIDS KILOGRAM KILOGRAMME KILOGRAMMES KILOGRAMS KIND KINDLY KINDS KITCHEN

1 1 1 4 1 2 26 5 7 1 3 6 1 1 666 1 248 1 5 1 4 7 1 2 1 1 1 2 7 2 1 13 4 1 274

5 3 2 1 2 1 1 1 3 1 1 3 1 8 2 1 24 2 11 4 2 1 1 2 1 1 3 1 3 1 2 8 1 4 22

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

KITES KNIFE KNOW KNOWLEDGE KNOWS L LAB LABORATORY LAMB LAMP LAND LANGUAGE LARGE LAST LATE LATELY LATER LAUGH LAUGHING LAUNDRING LAUNDRY LAVATORY LAW LAWS LAY LAYER LAZY LEAF LEARN LEARNING LEARNS LEARNT LEAST LEATHER LEAVE

2 1 50

LEAVING LEEKS LEFT LEGS LEISURE LEND LESS LESSON LET LETTER LETTERS LETTUCE LIBRARIAN LIBRARY LICENSE LID LIFE LIGHT LIGHTLY LIKE LIKED LIKES LIMIT LINE LIP LIST LISTEN LISTENING LISTENS LISTS LITRE LITTLE LIVE LIVES LIVESTOCK

6 1 1 1 1 2 1 5 8 7 11 12 3 3 3 1 1 1 1 1 1 1 1 4 4 54 54 1 8 2 2 4 275

1 3 7 4 2 2 1 37 10 4 3 1 3 11 3 1 4 3 1 104 1 14 1 2 1 9 59 37 2 1 2 2 12 5 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

LIVING LOAF LOAMY LOAVES LOCATED LOCATION LOG LONG LONG-SLEEVED LONGER LOOK LOOKING LOOKS LOSE LOST LOT LOTS LOTTERY LOUDER LOUDLY LOVE LOWER LUNCH LUNGS LYING M MA MADAM MADE MAGAZINE MAID MAIN MAKE MAKES MAKING

13 3 1 1 2 2 2 15

MALL MAN MANGO MANNER MANY MAP MARCH MARISA MARKET MARKETS MASS MATARAM MATCH MATERIAL MATERIALS MATHS MATTER MATURE MAY MAYBE MAYONNAISE ME MEAL MEALS MEAN MEANING MEANINGS MEANS MEANWHILE MEAT MEATBALLS MECHANIC MECHANICS MEDICINES MEDIUM

1 2 34 2 4 2 5 10 1 1 1 2 7 2 11 3 1 26 11 1 11 3 4 7 46 8 11 276

1 7 2 1 15 4 6 1 8 1 1 1 10 1 13 2 5 1 23 4 2 92 4 4 3 16 6 9 1 4 3 1 1 1 2

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

MEET MEETING MEETS MELT MEMBER MEMBUTUHKAN MEN MENTION MENU MESSAGE MESSAGES MET METAL METHOD METHODS METRES MICROTEL MIDDLE MIDNIGHT MIGHT MIGHTY MILK MILKING MIND MINERS MINUTES MIRROR MISS MISSES MISSING MISTAKE MIX MIXTURE MM MMM

MODELS MOIST MOISTEN MOM MOMENT MONDAY MONEY MONOLOGUE MONOLOGUES MONTH MONTHS MOPPING MORE MORNING MOST MOTHER MOTORCYCLE MOTORCYCLES MOUNTAIN MOUSSE MOUSTACHE MOVE MOVED MOVES MOVIE MOVIES MOVING MR MRS MS MUCH MULTIVITAMINS MUM MUSCLES MUSEUM

1 9 2 2 1 4 24 12 4 6 1 1 1 1 1 2 2 1 1 2 7 1 8 1 8 1 16 2 3 3 3 4 1 1 277

1 1 1 22 1 2 6 9 5 8 3 1 26 20 4 37 4 1 2 2 2 3 2 2 6 1 2 96 33 7 26 1 2 2 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

MUSIC MUST MY N NAME NAMED NAMES NANNY NAP NAPKIN NARRATIVE NATURAL NAUGHTY NEAR NEAT NECESSARY NEED NEEDED NEEDS NEGATIVE NEIGHBOUR NEIGHBOURHOOD NEIGHBOURS NEPHEW NERVOUSLY NET NEUTRAL NEVER NEW NEWLY NEWS NEWSPAPER NEXT NICE NICELY

1 20 130 2 67 2 6 1 2 1

NIGHT NINA NINE NINETEEN NINETY NO NOISY NOODLE NOODLES NOON NORMALLY NORTH NOSE NOSTRIL NOT NOTE NOTES NOUN NOUNS NOVEL NOVEMBER NOW NUMBER NUMBERS NURSE NUTRITION NUTS OBEY OBEYS OBJECT OBJECTS OBSERVE OCEAN OCLOCK OCTOBER

1 1 1 9 2 2 17 2 5 4 7 2 1 1 2 1 2 10 47 1 7 13 17 26 1 278

17 1 3 4 2 57 2 1 2 2 1 2 1 2 204 12 1 4 2 4 1 29 9 1 5 2 1 2 1 2 1 8 1 5 5

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

OF OFF OFFER OFFICE OFFICER OFTEN OH OIL OK OKAY OLD OLDER OMELETTE ON ONCE ONE ONES ONION ONIONS ONLY OOPSS OPEN OPENS OPINION OPPORTUNITY OPTICIAN OPTIONAL OR ORAL ORALLY ORANGE ORANGES ORDER ORDERING ORGANISE

307 14

ORGANISED ORGANIZED ORIENTAL ORIENTED ORIGINAL OTHER OUCRSE OUNCE OUR OUT OUTDOOR OUTSIDE OVER OWN OXTAIL OYSTER P PACK PACKET PAGE PAGES PAINTED PAINTER PAINTING PAINTS PAIR PAIRS PAN PANS PANTS PAPER PARAGAPH PARAGRAPH PARAGRAPHS PARDON

2 21 3 9 29 4 35 3 9 20 2 122 8 45 2 4 1 5 1 10 4 27 1 1 1 96 2 18 2 2 7 2 1 279

1 1 3 1 2 9 1 1 9 18 1 1 2 12 2 2 13 1 1 2 1 1 1 3 1 4 38 9 1 1 15 1 18 1 11

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

PARENTS PARK PARKING PARROT PART PARTICIPATING PARTICULAR PARTNER PARTS PARTY PASS PASSENGERS PAST PASTA PAT PATIENT PATIENTS PATTERN PAY PAYS PEAK PEARL-DIVERS PEAS PEEL PEN PENCIL PEOPLE PEPPER PERCENT PERFORM PERFORMED PERFORMING PERSON PERSONAL PERSONS

PET PETS PETUNIA PHENOMENON PHONE PHONETIC PHOTOGRAPH PHOTOGRAPHER PHOTOGRAPHS PHOTOS PHRASE PHRASES PHYSICAL PICK PICNIC PICTURE PICTURES PIE PIECE PIECES PIES PILLOW PILOT PINCH PINK PIPE PIT PIZZA PLACE PLACED PLACES PLAEP PLAIN PLAN PLANE

8 2 1 3 1 3 5 5 3 4 2 8 2 1 1 3 2 10 1 1 1 3 3 9 10 48 9 3 1 1 2 21 3 3 280

6 1 3 2 4 3 1 1 1 1 2 3 2 2 1 30 32 2 2 4 1 3 5 1 2 1 2 2 25 1 3 1 1 1 3

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

PLANS PLANT PLANTING PLANTS PLASTIC PLATE PLAY PLAYED PLAYER PLAYING PLAYMATES PLAYS PLEASE PLEASED PLEASURE PLENTY PLOUGH PLOUGHS PLURAL PM POCKET POCKETS POETRY POINT POLAR POLICE POLITE POLITELY POLITENESS POOL POPULAR PORRIDGE POSITION POSITIVE POSITIVELY

1 1

POST POSTMAN POT POTS POTTING POUR POWDER POWER POWERTOOLS PRACTICE PRACTISE PRAWN PRAYER PREFER PREPARATIONS PREPARE PREPOSITION PREPOSITIONAL PREPOSITIONS PRESENT PRESIDENT PRESS PRESSED PRETTY PRICE PRICES PRIMARY PRINCIPAL PRINTABLE PRIVATE PROBABLY PROBLEM PROBLEMS PROCEDURAL PROCEDURE

1 2 1 7 7 2 1 10 1 1 81 8 5 1 2 2 4 2 1 3 1 1 1 7 3 3 7 3 1 3 1 2 1 281

9 3 1 2 1 7 1 1 1 264 30 1 1 1 1 7 3 1 4 7 1 4 1 1 14 2 1 1 1 2 2 6 1 32 4

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

PRODUCE PRODUCED PRODUCT PRODUCTS PROFESSIONS PROGRAM PROGRAMMER PROGRAMMES PROHIBIT PROHIBITED PROHIBITION PROHIBITS PROJECT PROMO PRONOUN PRONOUNCE PRONUNCIATION PROPER PROPERLY PROTEIN PROVIDE PROVIDED PROVIDES PROVINCE PROVINCES PULL PUNCTUATION PURPLE PURPOSE PUSH PUT PUTS PUZZLE PYJAMAS QUALITIES

1 1 1 3 6 1

QUALITY QUARTER QUESTION QUESTIONS QUICKLY QUITE QUIZ RACKS RADIO RAIN RAINBOW RAINING RAINY RAISE RANGE RARE RATE REACH READ READING READS READY REALLY REAM REARRANGE REASON REASONABLE REASONS RECEIVE RECEIVES RECEIVING RECENTLY RECEPTIONIST RECEPTIONISTS RECIPE

3 1 3 1 9 1 1 2 3 9 12 1 1 1 1 1 1 1 1 1 4 1 2 2 28 1 2 1 2 282

1 4 2 72 1 5 2 1 4 1 4 1 8 3 1 1 1 1 70 40 4 4 15 1 2 4 2 1 2 2 1 1 1 1 6

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

RECIPES RECOGNISE RECOMMENDED RECORDS RECOUNT RED REFER REFERS REFLECT REFRIGERATOR REGARDS REGIONS REGISTER REGULAR RELATED RELAX RELAXED REMEMBER REPAIRED REPEAT REPORT REQUESTED REQUESTING REQUIRED RESPECTS RESPOND RESPONDING RESPONSE RESPONSES RESPONSIBLE RESTAURANT RESULT RETELL REVIEW RHETORICAL

RICE RIDE RIDES RIDING RIGHT RIVER ROAD ROBOT ROCKY ROMEO ROOM ROOMS ROPE ROSE ROUND RULER RULES RUNNING RUPIAH S SACK SAID SAILOR SAILORS SALAD SALE SALT SAME SANDALS SANDWICH SANDWICHES SATURDAY SAUCE SAUCEPAN SAUTE

1 1 1 1 11 1 1 1 4 1 1 1 3 1 1 1 5 1 13 2 1 1 3 1 11 1 5 7 1 27 1 1 8 2 283

15 4 1 2 33 2 2 1 1 3 44 2 5 2 1 4 4 1 1 8 2 5 2 1 3 10 11 1 1 2 1 3 5 3 3

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SAUTED SAY SAYING SAYS SCATTER SCHEDULE SCHOOL SCHOOLS SCHOOLYARD SCIENCE SCIENTISTS SCORE SCORED SCRAPBOOK SCRAPBOOKS SEA SEARCH SEASON SEAT SECOND SECRETARY SECTION SECURITY SEE SEED SEEDS SEEM SEEN SELECT SELL SELLER SELLING SELLS SEND SENIOR

SENTENCE SENTENCES SEPTEMBER SEQUENCE SERIES SERIOUS SERIOUSLY SERVE SERVES SERVICE SERVING SET SETS SETTEE SEVEN SEVENTEEN SEX SHALLOTS SHAPE SHAPES SHARE SHARP SHE SHEARS SHED SHEET SHEETS SHELTER SHINE SHINES SHINING SHINY SHIRT SHIRTS SHIVER

58 2 4 1 4 50 2 1 5 1 1 1 8 1 2 2 12 2 2 5 75 3 30 5 7 1 1 2 1 4 1 11 3 1 284

5 30 2 2 6 1 1 6 2 1 1 2 3 1 1 2 1 1 3 1 1 1 148 2 1 1 1 1 2 1 1 2 14 1 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SHOES SHOOK SHOOT SHOP SHOPKEEPER SHOPPING SHOPS SHORT SHORTS SHOULD SHOW SHOWN SHOWS SHRIMP SHRIMPS SHRINKS SICKLE SIDE SIDES SIGN SIGNED SILENTLY SILK SIMPLE SINCE SING SINGING SINGLE SINGS SINGULAR SINK SIR SIRINE SIRLOIN SISTER

8 1 1 5

SISTERS SIT SITE SITS SITTING SITUATED SITUATION SITUATIONS SIX SIZE SKATEBOARD SKATEBOARDING SKIN SKY SLEEK SLEEP SLEEPING SLEEPS SLEEPY SLEEVED SLEEVES SLICE SLICES SLIM SLIPPERS SLIPPERY SLOW SLOWLY SMALL SMART SMELLS SMILING SMOKE SMOKES SMOKING

1 4 1 45 3 17 4 1 1 3 1 1 1 4 1 2 2 1 3 19 4 3 1 2 1 2 1 31 2 1 12 285

4 9 1 2 5 1 3 6 6 1 2 1 1 1 1 11 5 2 2 1 6 1 2 1 3 1 1 3 16 2 1 1 2 1 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SMOOTH SNAKES SNORING SO SOAKED SOCCER SOCIAL SOFA SOFAS SOFT SOIL SOLDIER SOLID SOME SOMEBODY SOMEDAY SOMEONE SOMETHING SOMETIMES SON SON-IN-LAW SONGS SONS SOON SORRY SOUND SOUNDS SOUP SOY SPACES SPADE SPATULA SPEAK SPEAKER SPEAKING

1 1 1

SPECIAL SPECIALITIES SPECIALITY SPECIFIC SPECIFICALLY SPEECH SPEED SPELL SPELLING SPEND SPENT SPICES SPOON SPOONFUL SPOONS SPORT SPORTS SPRAY SPREAD SPRINGY STAFF STAGE STALKS STALL STAMINA STAND STANDING START STARTS STARVE STATE STATEMENTS STATION STATIONERY STAY

20 1 1 4 10 3 1 6 1 1 51 2 1 27 32 5 2 1 1 2 7 39 4 2 9 1 1 2 2 2 1 16 286

1 6 1 4 1 11 1 5 2 5 1 4 1 2 1 3 2 1 1 1 1 8 1 3 1 12 1 6 7 1 1 3 2 1 7

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

STEAK STEEL STEP STEPS STEREOS STEWARDESS STICK STICKERS STILL STIR STOCK STOOL STOP STOPPED STOPS STORE STORED STOREWIDE STOREY STORIES STORING STORY STORYBOOKS STOVE STOVES STRAIGHT STRANGER STRAWBERRY STREET STRENGTHEN STRESS STRONG STRONGER STRONGLY STRUCTURE

2 1 11 16

STUDENT STUDENTS STUDIES STUDY STUDYING STURDY STYLE SUBJECTS SUBUNIT SUCH SUDDENLY SUGAR SUGGEST SUGGESTION SUIT SUITABLE SUMMER SUN SUNBATHING SUNDAY SUNDAYS SUNGLASSES SUNLIGHT SUNNY SUNSET SUPERMARKET SUPERPORRIDGE SUPPLY SURE SURFACE SURFBOARD SURPRISE SURPRISING SWAP SWEATER

1 1 7 1 4 6 1 1 3 1 3 6 2 1 2 1 1 9 1 3 1 6 13 3 1 2 5 2 1 1 4 287

38 16 2 32 15 1 1 16 1 8 2 12 1 1 1 7 2 4 1 4 1 1 1 1 2 5 1 3 28 2 1 1 1 1 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SWEATERS SWEEPING SWEET SWIM SWIMMING SWIMSUIT SYMBOLS SYMPATHY SYNONYM SYRUP SYSTEMS T T-SHIRT TABLE TABLES TAIL TAILOR TAKE TAKEN TAKES TAKING TALK TALKING TALKS TALL TAPE TASTE TASTES TASTY TATION TAXI TAXIS TEA TEACH TEACHER

2 1

TEACHERS TEACHES TEAM TEASPOON TEASPOONFUL TEENAGER TELECOMMUNICATION TELEPHONE TELEVISION TELL TELLING TEMPLE TEN TENGGER TENSE TERASI TERM TEST TEXT TEXTS THALITA THAN THANK THANKS THAT THE THEATRE THEIR THEM THEME THEN THERE THESE THEY THICK

1 1 13 1 1 1 4 4 2 3 3 24 2 1 2 15 2 6 6 3 4 2 3 21 2 2 2 1 1 1 3 2 70 288

3 1 1 3 1 1 1 2 7 30 2 1 4 1 4 1 1 3 108 36 1 3 34 15 104 1212 3 16 37 1 77 74 32 64 4

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

THICKENS THICKER THIN THING THINGS THINK THIRD THIRTEEN THIRTY THIS THORAX THOSE THOUGHT THOUSAND THOUSANDS THREE THROAT THROUGH THURSDAY TICKING TIDE TIDY TIE TIME TIMES TIMETABLE TIN TINY TIPS TIRED TITLE TO TOAST TODAY TOE

1 1

TOGETHER TOILET TOLD TOMATO TOMATOES TOMORROW TONGUE TONIGHT TOO TOOTH TOP TOPIC TOPPING TORCH TOUCH TOURISTS TOWN TRACE TRACK TRADITIONAL TRADITONAL TRAIN TRAINER TRANSCRIPTIONS TRANSMISSION TRAVEL TRAVELLING TRAY TREAT TREE TREES TRIBES TRICK TRIES TRIP

3 2 42 45 3 1 6 163 2 7 1 4 3 21 1 5 3 2 1 1 2 31 3 1 1 1 3 1 1 677 2 6 1 289

7 3 3 7 6 4 1 1 27 1 1 1 2 2 1 2 3 1 1 4 1 2 1 2 1 2 3 3 2 4 1 1 1 1 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

TROUBLE TRUCKS TRUE TRUTH TRY TUESDAY TUITION TURN TURNS TV TVS TWELVE TWENTY TWICE TWINKLE TWINS TWO TWO-STOREY TYPE TYPES TYPEWRITER TYPICALLY TYPING TYPIST UGLY UH-HU UMBER UNBELIEVABLE UNCLE UNCLES UNDER UNDERLINED UNDERSTAND UNGRATEFUL UNIFORM

2 1

UNIQUENESS UNIT UNIVERSITY UNTIL UNUSUAL UP UPPER UPS UPSET UPSTAIRS URUGUAY US USE USED USING USUALLY UTENSILS VARIETY VASE VEGETABLE VEGETABLES VERB VERBING VERBS VERY VESSEL VIDEO VIEW VIEWERS VIRUSES VISION VISIT VISITS VITAMINS VOCABULARIES

4 1 8 5 3 8 1 3 1 4 9 2 1 3 26 1 3 2 1 1 1 3 1 1 1 1 18 2 12 1 3 1 2 290

1 1 1 7 1 44 1 1 1 3 1 9 35 8 10 28 6 1 3 2 8 3 2 2 54 1 4 1 1 1 1 8 1 1 2

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

VOCABULARY VOLLEYBALL VOLUME VOWEL VOWELS WAIST WAIT WAITER WAITING WAITRESS WAITS WALK WALL WALLET WALLS WANT WANTS WARDROBE WAREHOUSE WARM WARMTH WARN WARNING WAS WASH WASHED WASHES WASHING WATCH WATCHING WATER WATERING WAVE WAVES WAVING

4 1

WAVY WAY WAYS WE WEAR WEARING WEARS WEATHER WEBSITE WEDDING WEDNESDAY WEEK WEEKLY WEIGH WEIGHT WELCOME WELL WENT WERE WEST WESTLIFE WHAT WHEEL WHEELBARROW WHEELS WHEN WHERE WHETHER WHICH WHILE WHISK WHITE WHO WHOLE WHOM

1 2 1 1 5 5 7 8 1 1 2 1 1 20 12 1 1 9 1 1 1 12 3 2 1 1 3 4 30 2 4 1 1 291

1 18 2 75 13 2 4 1 3 3 2 7 1 1 2 13 34 1 10 1 1 247 1 1 1 36 61 3 18 15 2 3 26 1 2

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

WHOSE WHY WIDELY WIFE WIG WILDLIFE WILL WIND WINDOW WINGS WISELY WISH WITH WITHOUT WOMAN WOMEN WONDERFUL WONDERS WOOD WOODS WORD WORDS WORK WORKDAY WORKER WORKING WORKOUT WORKPLACE WORKS WORKSHOP WORLD WORRY WOULD WOW WRITE

1 17 1 2 2 1 92 1 4 1 1 1 109 1 5 3

WRITER WRITES WRITING WRONG YARD YEAH YEAR YEARS YELLOW YELLOWISH YES YESTERDAY YET YOU YOUNGER YOUR YOURS YOURSELF ZOO ... in frequency order ...

1 1 6 2 5 38 40

Word Type Cumulative Percent THE YOU TO A IS IN I AND DO ARE YOUR OF

1 1 5 1 1 18 2 5 1 28 1 61 292

2 6 36 1 7 1 5 15 6 1 95 6 5 733 10 310 1 6 1

Rank Frequency Percentage 1 1212 5.23 5.23 2 733 3.16 8.39 3 677 2.92 11.31 4 672 2.90 14.21 5 666 2.87 17.08 6 484 2.09 19.17 7 429 1.85 21.02 8 344 1.48 22.50 9 326 1.41 23.91 10 312 1.35 25.26 11 310 1.34 26.59 12 307 1.32 27.92

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

PRACTICE IT WHAT NOT THIS AM SHE FOR HE MY HOW ON FOLLOWING AT WITH TEXT CAN LIKE THAT HAVE MR OR YES ME WILL ABOUT DOES GOOD PLEASE BE THEN SECTION WE THERE QUESTIONS

13 264 1.14 29.06 248 1.07 30.13 15 247 1.07 31.19 16 204 0.88 32.07 17 163 0.70 32.77 18 162 0.70 33.47 19 148 0.64 34.11 20 144 0.62 34.73 21 139 0.60 35.33 22 130 0.56 35.89 23 128 0.55 36.44 24 122 0.53 36.97 25 116 0.50 37.47 26 112 0.48 37.95 27 109 0.47 38.42 28 108 0.47 38.89 29 106 0.46 39.35 30 104 0.45 39.80 31 104 0.45 40.25 32 99 0.43 40.67 33 96 0.41 41.09 34 96 0.41 41.50 35 95 0.41 41.91 36 92 0.40 42.31 37 92 0.40 42.70 38 91 0.39 43.10 39 89 0.38 43.48 40 88 0.38 43.86 41 81 0.35 44.21 42 80 0.35 44.55 43 77 0.33 44.89 44 75 0.32 45.21 45 75 0.32 45.53 46 74 0.32 45.85 47 72 0.31 46.16

READ TEACHER NAME AFTER FROM ANSWER THEY AN WHERE WRITE GO LISTEN SAY FRIEND NO BOOK LEARN LEARNING VERY EXPRESSIONS SOME HOUSE KNOW SCHOOL ALL GET PEOPLE NEW MAKE ONE SHORT THINK FOOD ROOM UP

293

70 0.30 46.47 49 70 0.30 46.77 50 67 0.29 47.06 51 66 0.28 47.34 52 66 0.28 47.63 53 64 0.28 47.90 54 64 0.28 48.18 55 63 0.27 48.45 56 61 0.26 48.71 57 61 0.26 48.98 58 60 0.26 49.23 59 59 0.25 49.49 60 58 0.25 49.74 61 57 0.25 49.98 62 57 0.25 50.23 63 54 0.23 50.46 64 54 0.23 50.70 65 54 0.23 50.93 66 54 0.23 51.16 67 52 0.22 51.39 68 51 0.22 51.61 69 50 0.22 51.82 70 50 0.22 52.04 71 50 0.22 52.25 72 49 0.21 52.47 73 48 0.21 52.67 74 48 0.21 52.88 75 47 0.20 53.08 76 46 0.20 53.28 77 45 0.19 53.47 78 45 0.19 53.67 79 45 0.19 53.86 80 44 0.19 54.05 81 44 0.19 54.24 82 44 0.19 54.43

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

HER THINGS DIALOGUES ABLE READING WORK SORRY DIALOGUE EXPECTED PAIRS STUDENT WORDS HAS HIS LESSON LISTENING MOTHER THEM APPROPRIATELY DESCRIPTIVE FORM TEXTS WHEN WRITING BY EXAMPLE OK USE DAY DID LOOK MEET THANK WELL ASKING

83 84

42 42

0.18 54.61 0.18 54.79 85 41 0.18 54.97 86 40 0.17 55.14 87 40 0.17 55.32 88 40 0.17 55.49 89 39 0.17 55.66 90 38 0.16 55.82 91 38 0.16 55.98 92 38 0.16 56.15 93 38 0.16 56.31 94 38 0.16 56.48 95 37 0.16 56.64 96 37 0.16 56.80 97 37 0.16 56.96 98 37 0.16 57.12 99 37 0.16 57.27 100 37 0.16 57.43 101 36 0.16 57.59 102 36 0.16 57.74 103 36 0.16 57.90 104 36 0.16 58.06 105 36 0.16 58.21 106 36 0.16 58.37 107 35 0.15 58.52 108 35 0.15 58.67 109 35 0.15 58.82 110 35 0.15 58.97 111 34 0.15 59.12 112 34 0.15 59.26 113 34 0.15 59.41 114 34 0.15 59.56 115 34 0.15 59.70 116 34 0.15 59.85 117 33 0.14 59.99

BUT MRS RIGHT HELLO HELP HI PICTURES PROCEDURAL SOMETHING STUDY THESE FAMILY FATHER GIVE HERE SIR TIME ALOUD PICTURE PRACTISE SEE SENTENCES TELL WATER COMPLETE GIVING NOW OH GOING PUT SURE USUALLY WOULD FILL OPINION 294

118 33 0.14 60.13 119 33 0.14 60.28 120 33 0.14 60.42 121 32 0.14 60.56 122 32 0.14 60.70 123 32 0.14 60.83 124 32 0.14 60.97 125 32 0.14 61.11 126 32 0.14 61.25 127 32 0.14 61.39 128 32 0.14 61.52 129 31 0.13 61.66 130 31 0.13 61.79 131 31 0.13 61.92 132 31 0.13 62.06 133 31 0.13 62.19 134 31 0.13 62.33 135 30 0.13 62.46 136 30 0.13 62.58 137 30 0.13 62.71 138 30 0.13 62.84 139 30 0.13 62.97 140 30 0.13 63.10 141 30 0.13 63.23 142 29 0.13 63.36 143 29 0.13 63.48 144 29 0.13 63.61 145 29 0.13 63.73 146 28 0.12 63.85 147 28 0.12 63.97 148 28 0.12 64.09 149 28 0.12 64.22 150 28 0.12 64.34 151 27 0.12 64.45 152 27 0.12 64.57

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

RESTAURANT SOMEONE TOO FIND INTO M MORE MUCH NICE TWO WHO AS CAR CAREFULLY COME ENGLISH INFORMATION PLACE CHAPTER JUST MENTION TABLE ASK BUY EXCUSE EXERCISE FIRST MAY ADVERTIsem*nT EXPRESS FUNCTIONAL IF KITCHEN MOM COULD

153 27 0.12 64.69 154 27 0.12 64.80 155 27 0.12 64.92 156 26 0.11 65.03 157 26 0.11 65.14 158 26 0.11 65.25 159 26 0.11 65.37 160 26 0.11 65.48 161 26 0.11 65.59 162 26 0.11 65.70 163 26 0.11 65.82 164 25 0.11 65.92 165 25 0.11 66.03 166 25 0.11 66.14 167 25 0.11 66.25 168 25 0.11 66.35 169 25 0.11 66.46 170 25 0.11 66.57 171 24 0.10 66.67 172 24 0.10 66.78 173 24 0.10 66.88 174 24 0.10 66.98 175 23 0.10 67.08 176 23 0.10 67.18 177 23 0.10 67.28 178 23 0.10 67.38 179 23 0.10 67.48 180 23 0.10 67.58 181 22 0.09 67.67 182 22 0.09 67.77 183 22 0.09 67.86 184 22 0.09 67.96 185 22 0.09 68.05 186 22 0.09 68.15 187 21 0.09 68.24

OFFICE PERSON TAPE THREE BASED CORRECT FOLLOW MORNING MUST OLDER SO WANT AFTERNOON CORRECTLY EVERY HAIR HOME SIMPLE ORALLY OUT PARAGRAPH UNCLE WAY WHICH WORKS ACT ALSO BOX CARDS CAT GOES NEED NEXT NIGHT SHOULD 295

188 21 0.09 68.33 189 21 0.09 68.42 190 21 0.09 68.51 191 21 0.09 68.60 192 20 0.09 68.69 193 20 0.09 68.77 194 20 0.09 68.86 195 20 0.09 68.95 196 20 0.09 69.03 197 20 0.09 69.12 198 20 0.09 69.21 199 20 0.09 69.29 200 19 0.08 69.37 201 19 0.08 69.46 202 19 0.08 69.54 203 19 0.08 69.62 204 19 0.08 69.70 205 19 0.08 69.78 206 18 0.08 69.86 207 18 0.08 69.94 208 18 0.08 70.02 209 18 0.08 70.09 210 18 0.08 70.17 211 18 0.08 70.25 212 18 0.08 70.33 213 17 0.07 70.40 214 17 0.07 70.47 215 17 0.07 70.55 216 17 0.07 70.62 217 17 0.07 70.69 218 17 0.07 70.77 219 17 0.07 70.84 220 17 0.07 70.91 221 17 0.07 70.99 222 17 0.07 71.06

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

WHY ASSISTANT DRINK EXAMPLES FIVE GRAMMAR GREETING GREETINGS MEANING MISS SMALL SPEAKING STEPS STUDENTS SUBJECTS THEIR B CLASS DOWN EACH FINE FORMAL HEALTHY LONG MANY PAPER REALLY RICE STUDYING TAKE THANKS WHILE YEARS BECAUSE BEDROOM

223 17 0.07 71.13 224 16 0.07 71.20 225 16 0.07 71.27 226 16 0.07 71.34 227 16 0.07 71.41 228 16 0.07 71.48 229 16 0.07 71.55 230 16 0.07 71.62 231 16 0.07 71.69 232 16 0.07 71.76 233 16 0.07 71.82 234 16 0.07 71.89 235 16 0.07 71.96 236 16 0.07 72.03 237 16 0.07 72.10 238 16 0.07 72.17 239 15 0.06 72.23 240 15 0.06 72.30 241 15 0.06 72.36 242 15 0.06 72.43 243 15 0.06 72.49 244 15 0.06 72.56 245 15 0.06 72.62 246 15 0.06 72.69 247 15 0.06 72.75 248 15 0.06 72.82 249 15 0.06 72.88 250 15 0.06 72.95 251 15 0.06 73.01 252 15 0.06 73.08 253 15 0.06 73.14 254 15 0.06 73.20 255 15 0.06 73.27 256 14 0.06 73.33 257 14 0.06 73.39

BOOKS COMING DOING EXPRESSING INFORMAL LIKES OFF PRICE SHIRT CHOOSE COURSE DOOR FRIED FRONT HOBBY IDENTIFY JOB LIVING MATERIALS NEWSPAPER P PARENTS REPEAT STRANGER SWIMMING WEAR WELCOME ACTIVITY APOLOGY BELOW BIG BLUE CARD DESCRIBE FRIENDS 296

258 14 0.06 73.45 259 14 0.06 73.51 260 14 0.06 73.57 261 14 0.06 73.63 262 14 0.06 73.69 263 14 0.06 73.75 264 14 0.06 73.81 265 14 0.06 73.87 266 14 0.06 73.93 267 13 0.06 73.99 268 13 0.06 74.05 269 13 0.06 74.10 270 13 0.06 74.16 271 13 0.06 74.21 272 13 0.06 74.27 273 13 0.06 74.33 274 13 0.06 74.38 275 13 0.06 74.44 276 13 0.06 74.49 277 13 0.06 74.55 278 13 0.06 74.61 279 13 0.06 74.66 280 13 0.06 74.72 281 13 0.06 74.77 282 13 0.06 74.83 283 13 0.06 74.89 284 13 0.06 74.94 285 12 0.05 74.99 286 12 0.05 75.05 287 12 0.05 75.10 288 12 0.05 75.15 289 12 0.05 75.20 290 12 0.05 75.25 291 12 0.05 75.31 292 12 0.05 75.36

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

FUNCTION GIRL GRATITUDE GREEN HIM LATE LIVE MENU NOTE OWN PRONUNCIATION SEASON SISTER STAND SUGAR UNDER WANTS WAS ADD ANY BEFORE BLANKS CHILDREN COMPUTER COOK DELICIOUS EAT EGG EVENING FACTS GAME HEAT KEEP LAST LIBRARY

293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327

12 0.05 75.41 12 0.05 75.46 12 0.05 75.51 12 0.05 75.56 12 0.05 75.62 12 0.05 75.67 12 0.05 75.72 12 0.05 75.77 12 0.05 75.82 12 0.05 75.87 12 0.05 75.93 12 0.05 75.98 12 0.05 76.03 12 0.05 76.08 12 0.05 76.13 12 0.05 76.19 12 0.05 76.24 12 0.05 76.29 11 0.05 76.34 11 0.05 76.38 11 0.05 76.43 11 0.05 76.48 11 0.05 76.53 11 0.05 76.57 11 0.05 76.62 11 0.05 76.67 11 0.05 76.72 11 0.05 76.76 11 0.05 76.81 11 0.05 76.86 11 0.05 76.91 11 0.05 76.95 11 0.05 77.00 11 0.05 77.05 11 0.05 77.10

LUNCH MA MADE MAKING PARDON RED RESPOND SALT SELLS SLEEP SPEECH STEP AROUND BREAKFAST CHOP CLOSE COMMAND CONSULT DRAW FISH FOOT LET LOT MATCH NEVER OPEN PAY PENCIL PLAYING SALE SOFA USING WERE YOUNGER ALWAYS 297

328 11 0.05 77.14 329 11 0.05 77.19 330 11 0.05 77.24 331 11 0.05 77.29 332 11 0.05 77.33 333 11 0.05 77.38 334 11 0.05 77.43 335 11 0.05 77.47 336 11 0.05 77.52 337 11 0.05 77.57 338 11 0.05 77.62 339 11 0.05 77.66 340 10 0.04 77.71 341 10 0.04 77.75 342 10 0.04 77.79 343 10 0.04 77.84 344 10 0.04 77.88 345 10 0.04 77.92 346 10 0.04 77.97 347 10 0.04 78.01 348 10 0.04 78.05 349 10 0.04 78.10 350 10 0.04 78.14 351 10 0.04 78.18 352 10 0.04 78.23 353 10 0.04 78.27 354 10 0.04 78.31 355 10 0.04 78.35 356 10 0.04 78.40 357 10 0.04 78.44 358 10 0.04 78.48 359 10 0.04 78.53 360 10 0.04 78.57 361 10 0.04 78.61 362 9 0.04 78.65

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

ATTENTION BEAUTIFUL BOY BRING BYE CHICKEN CLARIFICATION CLOTHES COMES COOKING DISCOUNT DRAWING DREAM ESSENTIAL EVER GARLIC LIST MEANS MEETS MONOLOGUE NEAR NUMBER OFTEN OLD OTHER OUR PAN PEN PEPPER POST PROHIBITION PRONOUNCE SIT SOUP STORY

363 364

9 0.04 78.69 9 0.04 78.73 365 9 0.04 78.77 366 9 0.04 78.81 367 9 0.04 78.85 368 9 0.04 78.89 369 9 0.04 78.92 370 9 0.04 78.96 371 9 0.04 79.00 372 9 0.04 79.04 373 9 0.04 79.08 374 9 0.04 79.12 375 9 0.04 79.16 376 9 0.04 79.20 377 9 0.04 79.23 378 9 0.04 79.27 379 9 0.04 79.31 380 9 0.04 79.35 381 9 0.04 79.39 382 9 0.04 79.43 383 9 0.04 79.47 384 9 0.04 79.51 385 9 0.04 79.55 386 9 0.04 79.58 387 9 0.04 79.62 388 9 0.04 79.66 389 9 0.04 79.70 390 9 0.04 79.74 391 9 0.04 79.78 392 9 0.04 79.82 393 9 0.04 79.86 394 9 0.04 79.89 395 9 0.04 79.93 396 9 0.04 79.97 397 9 0.04 80.01

TWENTY US WARM ACTIVITIES ANSWERING ASKS BATHROOM BEST BOUGHT CAKE CHALLENGE CLASSROOM CUP DIFFICULTIES DINING FINALLY GOAL HAPPENING HAVING HEAR HOLIDAY JUNE KIND LANGUAGE LEARNT MAKES MARKET MIND MINUTES MONTH OBSERVE ONCE PARK PAST PLEASED 298

398 9 0.04 80.05 399 9 0.04 80.09 400 9 0.04 80.13 401 8 0.03 80.16 402 8 0.03 80.20 403 8 0.03 80.23 404 8 0.03 80.27 405 8 0.03 80.30 406 8 0.03 80.33 407 8 0.03 80.37 408 8 0.03 80.40 409 8 0.03 80.44 410 8 0.03 80.47 411 8 0.03 80.51 412 8 0.03 80.54 413 8 0.03 80.58 414 8 0.03 80.61 415 8 0.03 80.65 416 8 0.03 80.68 417 8 0.03 80.71 418 8 0.03 80.75 419 8 0.03 80.78 420 8 0.03 80.82 421 8 0.03 80.85 422 8 0.03 80.89 423 8 0.03 80.92 424 8 0.03 80.96 425 8 0.03 80.99 426 8 0.03 81.02 427 8 0.03 81.06 428 8 0.03 81.09 429 8 0.03 81.13 430 8 0.03 81.16 431 8 0.03 81.20 432 8 0.03 81.23

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

RAINY REVIEW S SCRAPBOOK SHOES STAGE SUCH TRY TURN USED VEGETABLES VISIT WAITRESS ADDRESS BALL BODY BREAD BREAK BROTHER CHARACTERISTICS COFFEE COVER DESCRIPTION DESK ENJOY EXPRESSION GARAGE GIVEN GLASS HAPPY INGREDIENTS INTRODUCE ITS JAR LARGE

433 434

8 0.03 81.27 8 0.03 81.30 435 8 0.03 81.34 436 8 0.03 81.37 437 8 0.03 81.40 438 8 0.03 81.44 439 8 0.03 81.47 440 8 0.03 81.51 441 8 0.03 81.54 442 8 0.03 81.58 443 8 0.03 81.61 444 8 0.03 81.65 445 8 0.03 81.68 446 7 0.03 81.71 447 7 0.03 81.74 448 7 0.03 81.77 449 7 0.03 81.80 450 7 0.03 81.83 451 7 0.03 81.86 452 7 0.03 81.89 453 7 0.03 81.92 454 7 0.03 81.95 455 7 0.03 81.98 456 7 0.03 82.01 457 7 0.03 82.04 458 7 0.03 82.07 459 7 0.03 82.10 460 7 0.03 82.13 461 7 0.03 82.16 462 7 0.03 82.19 463 7 0.03 82.22 464 7 0.03 82.25 465 7 0.03 82.28 466 7 0.03 82.31 467 7 0.03 82.34

LEFT LOVE MAIN MAN MILK MS NEIGHBOUR NEWS ORDER PLATE PLAY POLICE POLITENESS POUR PREPARE PRESENT RESPONSES SEEDS SOON STARTS STAY STICK SUITABLE TELEVISION THOSE TOGETHER TOMATO UNTIL WAITING WEEK YARD APPLES ARRANGE AUNT BAG 299

468 7 0.03 82.38 469 7 0.03 82.41 470 7 0.03 82.44 471 7 0.03 82.47 472 7 0.03 82.50 473 7 0.03 82.53 474 7 0.03 82.56 475 7 0.03 82.59 476 7 0.03 82.62 477 7 0.03 82.65 478 7 0.03 82.68 479 7 0.03 82.71 480 7 0.03 82.74 481 7 0.03 82.77 482 7 0.03 82.80 483 7 0.03 82.83 484 7 0.03 82.86 485 7 0.03 82.89 486 7 0.03 82.92 487 7 0.03 82.95 488 7 0.03 82.98 489 7 0.03 83.01 490 7 0.03 83.04 491 7 0.03 83.07 492 7 0.03 83.10 493 7 0.03 83.13 494 7 0.03 83.16 495 7 0.03 83.19 496 7 0.03 83.22 497 7 0.03 83.25 498 7 0.03 83.28 499 6 0.03 83.31 500 6 0.03 83.33 501 6 0.03 83.36 502 6 0.03 83.38

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

BED BEDROOMS BEEN BLANK BOOKSTORE CERTAINLY CHAIR CHEESE CHOCOLATE CLUES COLUMN CUPS CUT DAD DISCUSS DISLIKES DOG DRINKS DRIVE DRIVING EASY END ENRICH EYES FACE FRY FRYING GETTING GIVES HAPPENED HIGH INTRODUCTION KNOWLEDGE MARCH MEANINGS

503

0.03 83.41 6 0.03 83.44 505 6 0.03 83.46 506 6 0.03 83.49 507 6 0.03 83.51 508 6 0.03 83.54 509 6 0.03 83.57 510 6 0.03 83.59 511 6 0.03 83.62 512 6 0.03 83.64 513 6 0.03 83.67 514 6 0.03 83.69 515 6 0.03 83.72 516 6 0.03 83.75 517 6 0.03 83.77 518 6 0.03 83.80 519 6 0.03 83.82 520 6 0.03 83.85 521 6 0.03 83.88 522 6 0.03 83.90 523 6 0.03 83.93 524 6 0.03 83.95 525 6 0.03 83.98 526 6 0.03 84.01 527 6 0.03 84.03 528 6 0.03 84.06 529 6 0.03 84.08 530 6 0.03 84.11 531 6 0.03 84.13 532 6 0.03 84.16 533 6 0.03 84.19 534 6 0.03 84.21 535 6 0.03 84.24 536 6 0.03 84.26 537 6 0.03 84.29

MESSAGES MONEY MOVIE NAMES PET PROBLEM PROFESSIONS RECIPE SERIES SERVE SITUATIONS SIX SLEEVES SOIL SPECIALITIES START STIR STORE STRAIGHT TAKES TAKING THIRTY TODAY TOMATOES UTENSILS WOOD WRITES YELLOW YESTERDAY YOURSELF ADVERB AFRAID AGAIN ANOTHER APPROPRIATE

504

300

538 6 0.03 84.32 539 6 0.03 84.34 540 6 0.03 84.37 541 6 0.03 84.39 542 6 0.03 84.42 543 6 0.03 84.45 544 6 0.03 84.47 545 6 0.03 84.50 546 6 0.03 84.52 547 6 0.03 84.55 548 6 0.03 84.57 549 6 0.03 84.60 550 6 0.03 84.63 551 6 0.03 84.65 552 6 0.03 84.68 553 6 0.03 84.70 554 6 0.03 84.73 555 6 0.03 84.76 556 6 0.03 84.78 557 6 0.03 84.81 558 6 0.03 84.83 559 6 0.03 84.86 560 6 0.03 84.89 561 6 0.03 84.91 562 6 0.03 84.94 563 6 0.03 84.96 564 6 0.03 84.99 565 6 0.03 85.01 566 6 0.03 85.04 567 6 0.03 85.07 568 5 0.02 85.09 569 5 0.02 85.11 570 5 0.02 85.13 571 5 0.02 85.15 572 5 0.02 85.17

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

BACK BASKETBALL BEACH BEG BEHIND BICYCLE BIRTHDAY BLACK BOIL BOWL BROWN CALL CAREFUL CHILD COLOUR CONSTRUCTION COOKS CREAM CURLY D DAYS DEAR DESCRIPTIONS DICTIONARY DINNER DOCTOR DONE DRESS EATING ELSE EXAM EXERCISES EXPERIMENT FACT FALL

573 5 0.02 85.20 574 5 0.02 85.22 575 5 0.02 85.24 576 5 0.02 85.26 577 5 0.02 85.28 578 5 0.02 85.30 579 5 0.02 85.33 580 5 0.02 85.35 581 5 0.02 85.37 582 5 0.02 85.39 583 5 0.02 85.41 584 5 0.02 85.43 585 5 0.02 85.45 586 5 0.02 85.48 587 5 0.02 85.50 588 5 0.02 85.52 589 5 0.02 85.54 590 5 0.02 85.56 591 5 0.02 85.58 592 5 0.02 85.61 593 5 0.02 85.63 594 5 0.02 85.65 595 5 0.02 85.67 596 5 0.02 85.69 597 5 0.02 85.71 598 5 0.02 85.74 599 5 0.02 85.76 600 5 0.02 85.78 601 5 0.02 85.80 602 5 0.02 85.82 603 5 0.02 85.84 604 5 0.02 85.86 605 5 0.02 85.89 606 5 0.02 85.91 607 5 0.02 85.93

FAST FAT FAX FEEL FEW FIFTEEN FLOOR FOND FRESH GLUE GOODBYE GOT HAMBURGER HAND HARD HEARD HOSPITAL ICE IDEA INTONATION ITALICISED JOGGING LAND LIVES LOST MATTER MONOLOGUES NEEDS NURSE OCLOCK OCTOBER ONLY PARTNER PARTS PILOT 301

608 5 0.02 85.95 609 5 0.02 85.97 610 5 0.02 85.99 611 5 0.02 86.02 612 5 0.02 86.04 613 5 0.02 86.06 614 5 0.02 86.08 615 5 0.02 86.10 616 5 0.02 86.12 617 5 0.02 86.15 618 5 0.02 86.17 619 5 0.02 86.19 620 5 0.02 86.21 621 5 0.02 86.23 622 5 0.02 86.25 623 5 0.02 86.27 624 5 0.02 86.30 625 5 0.02 86.32 626 5 0.02 86.34 627 5 0.02 86.36 628 5 0.02 86.38 629 5 0.02 86.40 630 5 0.02 86.43 631 5 0.02 86.45 632 5 0.02 86.47 633 5 0.02 86.49 634 5 0.02 86.51 635 5 0.02 86.53 636 5 0.02 86.55 637 5 0.02 86.58 638 5 0.02 86.60 639 5 0.02 86.62 640 5 0.02 86.64 641 5 0.02 86.66 642 5 0.02 86.68

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

PLEASURE QUITE REMEMBER RESPONSE ROPE SAID SAUCE SCIENCE SECRETARY SEED SENTENCE SHOP SITTING SLEEPING SOMETIMES SPELL SPEND STRESS SUPERMARKET THROUGH TUESDAY WAIT WAITER WOMAN WORD WORKING WORLD YEAR YET ACTION ACTIONS ANNOUNCEMENTS ANYWAY ASKED ASLEEP

643 5 0.02 86.71 644 5 0.02 86.73 645 5 0.02 86.75 646 5 0.02 86.77 647 5 0.02 86.79 648 5 0.02 86.81 649 5 0.02 86.84 650 5 0.02 86.86 651 5 0.02 86.88 652 5 0.02 86.90 653 5 0.02 86.92 654 5 0.02 86.94 655 5 0.02 86.96 656 5 0.02 86.99 657 5 0.02 87.01 658 5 0.02 87.03 659 5 0.02 87.05 660 5 0.02 87.07 661 5 0.02 87.09 662 5 0.02 87.12 663 5 0.02 87.14 664 5 0.02 87.16 665 5 0.02 87.18 666 5 0.02 87.20 667 5 0.02 87.22 668 5 0.02 87.24 669 5 0.02 87.27 670 5 0.02 87.29 671 5 0.02 87.31 672 4 0.02 87.33 673 4 0.02 87.34 674 4 0.02 87.36 675 4 0.02 87.38 676 4 0.02 87.40 677 4 0.02 87.41

BATH BESIDE BLACKBOARD BOTH BOTTLE BOYS BROOM BUTCHER C CANTEEN CARPENTER CARRY CARS CELERY CHANGE CHECK CLASSMATES CLOSED co*kE COLLECT COMPANY CONSISTS COST CUTE DATA DAUGHTER DECIDE DESCRIBES DRIVER DURING EARLY EGGS ELEVEN EXPENSIVE FABRIC 302

678 4 0.02 87.43 679 4 0.02 87.45 680 4 0.02 87.46 681 4 0.02 87.48 682 4 0.02 87.50 683 4 0.02 87.52 684 4 0.02 87.53 685 4 0.02 87.55 686 4 0.02 87.57 687 4 0.02 87.59 688 4 0.02 87.60 689 4 0.02 87.62 690 4 0.02 87.64 691 4 0.02 87.65 692 4 0.02 87.67 693 4 0.02 87.69 694 4 0.02 87.71 695 4 0.02 87.72 696 4 0.02 87.74 697 4 0.02 87.76 698 4 0.02 87.78 699 4 0.02 87.79 700 4 0.02 87.81 701 4 0.02 87.83 702 4 0.02 87.84 703 4 0.02 87.86 704 4 0.02 87.88 705 4 0.02 87.90 706 4 0.02 87.91 707 4 0.02 87.93 708 4 0.02 87.95 709 4 0.02 87.97 710 4 0.02 87.98 711 4 0.02 88.00 712 4 0.02 88.02

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

FAR FARM FAVOURITE FIT FLIGHT FLOWER FOODS FORGET FORMS FOUR FRIDAY FULL FUN GAMES GENERIC GENRE GLAD GRASS GREET GROUP GUESTS HALF HAT HEALTH HOT HOUR IDEAS INSTRUCTION INTERESTING ITEMS JOBS KEEPING KINDS LAZY LEAF

713 714

0.02 88.03 0.02 88.05 715 4 0.02 88.07 716 4 0.02 88.09 717 4 0.02 88.10 718 4 0.02 88.12 719 4 0.02 88.14 720 4 0.02 88.16 721 4 0.02 88.17 722 4 0.02 88.19 723 4 0.02 88.21 724 4 0.02 88.22 725 4 0.02 88.24 726 4 0.02 88.26 727 4 0.02 88.28 728 4 0.02 88.29 729 4 0.02 88.31 730 4 0.02 88.33 731 4 0.02 88.34 732 4 0.02 88.36 733 4 0.02 88.38 734 4 0.02 88.40 735 4 0.02 88.41 736 4 0.02 88.43 737 4 0.02 88.45 738 4 0.02 88.47 739 4 0.02 88.48 740 4 0.02 88.50 741 4 0.02 88.52 742 4 0.02 88.53 743 4 0.02 88.55 744 4 0.02 88.57 745 4 0.02 88.59 746 4 0.02 88.60 747 4 0.02 88.62

LEAVE LEGS LETTER LIFE LOOKS MAID MAP MAYBE MEAL MEALS MEAT MEN MESSAGE MIXTURE MOST MOTORCYCLE NEGATIVE NINETEEN NOUN NOVEL OIL ONION OPENS PAIR PASS PHONE PIECES PLURAL PREPOSITIONS PRESS PROCEDURE PUNCTUATION QUARTER RADIO RAINBOW

303

748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782

0.02 88.64 0.02 88.66 4 0.02 88.67 4 0.02 88.69 4 0.02 88.71 4 0.02 88.72 4 0.02 88.74 4 0.02 88.76 4 0.02 88.78 4 0.02 88.79 4 0.02 88.81 4 0.02 88.83 4 0.02 88.85 4 0.02 88.86 4 0.02 88.88 4 0.02 88.90 4 0.02 88.91 4 0.02 88.93 4 0.02 88.95 4 0.02 88.97 4 0.02 88.98 4 0.02 89.00 4 0.02 89.02 4 0.02 89.04 4 0.02 89.05 4 0.02 89.07 4 0.02 89.09 4 0.02 89.10 4 0.02 89.12 4 0.02 89.14 4 0.02 89.16 4 0.02 89.17 4 0.02 89.19 4 0.02 89.21 4 0.02 89.22 4

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

READS READY REASON REFRIGERATOR RIDE RULER RULES SAYS SCHEDULE SELLER SHOPPING SHOW SIDE SINCE SISTERS SOCIAL SOUND SPECIFIC SPICES STILL STRUCTURE SUN SUNDAY SYNONYM SYRUP TALKING TEN TENSE THICK THOUSAND TOMORROW TRADITIONAL TREE TRUE TWELVE

783 4 0.02 89.24 784 4 0.02 89.26 785 4 0.02 89.28 786 4 0.02 89.29 787 4 0.02 89.31 788 4 0.02 89.33 789 4 0.02 89.35 790 4 0.02 89.36 791 4 0.02 89.38 792 4 0.02 89.40 793 4 0.02 89.41 794 4 0.02 89.43 795 4 0.02 89.45 796 4 0.02 89.47 797 4 0.02 89.48 798 4 0.02 89.50 799 4 0.02 89.52 800 4 0.02 89.54 801 4 0.02 89.55 802 4 0.02 89.57 803 4 0.02 89.59 804 4 0.02 89.60 805 4 0.02 89.62 806 4 0.02 89.64 807 4 0.02 89.66 808 4 0.02 89.67 809 4 0.02 89.69 810 4 0.02 89.71 811 4 0.02 89.73 812 4 0.02 89.74 813 4 0.02 89.76 814 4 0.02 89.78 815 4 0.02 89.79 816 4 0.02 89.81 817 4 0.02 89.83

VIDEO VOCABULARY WATCHING WAVE WEARS WINDOW ACCELERATOR AD ADDRESSES ADVERBS ANNOUNCEMENT ANSWERS APOLOGISE APPLE ARTICLES ATHLETE ATTACH ATTEND ATTENDANT ATTRACT BAGS BAKE BASEBALL BEAR BIKE BOILS BOOKSTORES BORN BORROW BROTHERS BUILDING BUS BUSY BUTTER CALENDAR 304

818 819

0.02 89.85 0.02 89.86 820 4 0.02 89.88 821 4 0.02 89.90 822 4 0.02 89.92 823 4 0.02 89.93 824 3 0.01 89.95 825 3 0.01 89.96 826 3 0.01 89.97 827 3 0.01 89.98 828 3 0.01 90.00 829 3 0.01 90.01 830 3 0.01 90.02 831 3 0.01 90.04 832 3 0.01 90.05 833 3 0.01 90.06 834 3 0.01 90.07 835 3 0.01 90.09 836 3 0.01 90.10 837 3 0.01 90.11 838 3 0.01 90.13 839 3 0.01 90.14 840 3 0.01 90.15 841 3 0.01 90.17 842 3 0.01 90.18 843 3 0.01 90.19 844 3 0.01 90.20 845 3 0.01 90.22 846 3 0.01 90.23 847 3 0.01 90.24 848 3 0.01 90.26 849 3 0.01 90.27 850 3 0.01 90.28 851 3 0.01 90.29 852 3 0.01 90.31 4

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

CALLED CAME CARE CASE CHAIRS CHEEK CHILLIES CITY CLEANING CLUTCH COLOR COLOURING COMFORTABLE COUSINS CROPS DATE DEPARTMENT DIRECTLY DISLIKE DOCUMENTS DRIVERS E EASILY EATS EITHER ELECTRIC ENGINE ENTERTAIN ETC EVEN EVERYDAY EXPERIMENTS EXPLAIN FALSE FIFTY

853 3 0.01 90.32 854 3 0.01 90.33 855 3 0.01 90.35 856 3 0.01 90.36 857 3 0.01 90.37 858 3 0.01 90.39 859 3 0.01 90.40 860 3 0.01 90.41 861 3 0.01 90.42 862 3 0.01 90.44 863 3 0.01 90.45 864 3 0.01 90.46 865 3 0.01 90.48 866 3 0.01 90.49 867 3 0.01 90.50 868 3 0.01 90.51 869 3 0.01 90.53 870 3 0.01 90.54 871 3 0.01 90.55 872 3 0.01 90.57 873 3 0.01 90.58 874 3 0.01 90.59 875 3 0.01 90.61 876 3 0.01 90.62 877 3 0.01 90.63 878 3 0.01 90.64 879 3 0.01 90.66 880 3 0.01 90.67 881 3 0.01 90.68 882 3 0.01 90.70 883 3 0.01 90.71 884 3 0.01 90.72 885 3 0.01 90.73 886 3 0.01 90.75 887 3 0.01 90.76

FILLET FINAL FIXED FLIES FLOWERS FORGOT FOUND FRENCH FRIES FRUIT FUNNY FURNITURE GARDEN GARNISH GRANDFATHER GRILL GRIND GROUND HABITS HARDLY HATE HEART HELMET HELPFUL HEY HOMEWORK HOURS INDONESIAN INSECT INTRODUCING JOIN JUICE JUMBLED KIDS KILOGRAMME 305

888 3 0.01 90.77 889 3 0.01 90.79 890 3 0.01 90.80 891 3 0.01 90.81 892 3 0.01 90.83 893 3 0.01 90.84 894 3 0.01 90.85 895 3 0.01 90.86 896 3 0.01 90.88 897 3 0.01 90.89 898 3 0.01 90.90 899 3 0.01 90.92 900 3 0.01 90.93 901 3 0.01 90.94 902 3 0.01 90.95 903 3 0.01 90.97 904 3 0.01 90.98 905 3 0.01 90.99 906 3 0.01 91.01 907 3 0.01 91.02 908 3 0.01 91.03 909 3 0.01 91.05 910 3 0.01 91.06 911 3 0.01 91.07 912 3 0.01 91.08 913 3 0.01 91.10 914 3 0.01 91.11 915 3 0.01 91.12 916 3 0.01 91.14 917 3 0.01 91.15 918 3 0.01 91.16 919 3 0.01 91.17 920 3 0.01 91.19 921 3 0.01 91.20 922 3 0.01 91.21

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

LATELY LATER LAUGH LEEKS LETTERS LIBRARIAN LICENSE LIGHT LOAF LUNGS MAGAZINE MEAN MEATBALLS MISSING MISTAKE MIX MONTHS MOVE NINE OFFICER OKAY ORIENTAL PAINTING PART PARTICULAR PARTY PATIENTS PEAS PEEL PERCENT PERSONAL PERSONS PETUNIA PHONETIC PHRASES

923 3 0.01 91.23 924 3 0.01 91.24 925 3 0.01 91.25 926 3 0.01 91.27 927 3 0.01 91.28 928 3 0.01 91.29 929 3 0.01 91.30 930 3 0.01 91.32 931 3 0.01 91.33 932 3 0.01 91.34 933 3 0.01 91.36 934 3 0.01 91.37 935 3 0.01 91.38 936 3 0.01 91.39 937 3 0.01 91.41 938 3 0.01 91.42 939 3 0.01 91.43 940 3 0.01 91.45 941 3 0.01 91.46 942 3 0.01 91.47 943 3 0.01 91.49 944 3 0.01 91.50 945 3 0.01 91.51 946 3 0.01 91.52 947 3 0.01 91.54 948 3 0.01 91.55 949 3 0.01 91.56 950 3 0.01 91.58 951 3 0.01 91.59 952 3 0.01 91.60 953 3 0.01 91.61 954 3 0.01 91.63 955 3 0.01 91.64 956 3 0.01 91.65 957 3 0.01 91.67

PILLOW PLACES PLANE POCKETS POLITE POLITELY POOL PORRIDGE POSTMAN PREPOSITION PRODUCTS PROGRAMMER PROHIBIT PRONOUN RAISE REGULAR REQUIRED ROMEO SALAD SATURDAY SAUCEPAN SAUTE SECURITY SEND SETS SHAPE SHORTS SHRIMP SILK SING SITUATION SLIPPERS SLOWLY SOFAS SPORT 306

958 3 0.01 91.68 959 3 0.01 91.69 960 3 0.01 91.71 961 3 0.01 91.72 962 3 0.01 91.73 963 3 0.01 91.74 964 3 0.01 91.76 965 3 0.01 91.77 966 3 0.01 91.78 967 3 0.01 91.80 968 3 0.01 91.81 969 3 0.01 91.82 970 3 0.01 91.83 971 3 0.01 91.85 972 3 0.01 91.86 973 3 0.01 91.87 974 3 0.01 91.89 975 3 0.01 91.90 976 3 0.01 91.91 977 3 0.01 91.93 978 3 0.01 91.94 979 3 0.01 91.95 980 3 0.01 91.96 981 3 0.01 91.98 982 3 0.01 91.99 983 3 0.01 92.00 984 3 0.01 92.02 985 3 0.01 92.03 986 3 0.01 92.04 987 3 0.01 92.05 988 3 0.01 92.07 989 3 0.01 92.08 990 3 0.01 92.09 991 3 0.01 92.11 992 3 0.01 92.12

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

STALL STATEMENTS STOP STOPS STOVE STRAWBERRY SUPPLY T T-SHIRT TALK TALL TEA TEACHERS TEASPOON TEST THAN THEATRE THIN THIRD THOUSANDS THURSDAY TIMES TIPS TOILET TOLD TOWN TRAVELLING TRAY TUITION TV TWINS TYPE TYPIST UNDERSTAND UPSTAIRS

993 3 0.01 92.13 994 3 0.01 92.15 995 3 0.01 92.16 996 3 0.01 92.17 997 3 0.01 92.18 998 3 0.01 92.20 999 3 0.01 92.21 1000 3 0.01 92.22 1001 3 0.01 92.24 1002 3 0.01 92.25 1003 3 0.01 92.26 1004 3 0.01 92.27 1005 3 0.01 92.29 1006 3 0.01 92.30 1007 3 0.01 92.31 1008 3 0.01 92.33 1009 3 0.01 92.34 1010 3 0.01 92.35 1011 3 0.01 92.37 1012 3 0.01 92.38 1013 3 0.01 92.39 1014 3 0.01 92.40 1015 3 0.01 92.42 1016 3 0.01 92.43 1017 3 0.01 92.44 1018 3 0.01 92.46 1019 3 0.01 92.47 1020 3 0.01 92.48 1021 3 0.01 92.49 1022 3 0.01 92.51 1023 3 0.01 92.52 1024 3 0.01 92.53 1025 3 0.01 92.55 1026 3 0.01 92.56 1027 3 0.01 92.57

VASE VERB WASH WATCH WEBSITE WEDDING WHETHER WHITE WOMEN ABOVE ACCEPT ACCESSORIES ACCIDENTALLY ACCOMPANY ACCOMPLISHED ACHIEVING ACTUALLY ADDS ADS ADVERTIsem*nTS AFFIRMATIVE AGE AIRLINE AIRWAYS ANCIENT ANIMALS ANYTHING APPOINTMENT ART ATTITUDE AUGUST AUNTS AWAKE BACKPACK BAD 307

1028 1029 1030 1031 1032 1033 1034 1035 1036 1037 1038 1039 1040 1041 1042 1043 1044 1045 1046 1047 1048 1049 1050 1051 1052 1053 1054 1055 1056 1057 1058 1059 1060 1061 1062

3 0.01 92.59 3 0.01 92.60 3 0.01 92.61 3 0.01 92.62 3 0.01 92.64 3 0.01 92.65 3 0.01 92.66 3 0.01 92.68 3 0.01 92.69 2 0.01 92.70 2 0.01 92.71 2 0.01 92.71 2 0.01 92.72 2 0.01 92.73 2 0.01 92.74 2 0.01 92.75 2 0.01 92.76 2 0.01 92.77 2 0.01 92.77 2 0.01 92.78 2 0.01 92.79 2 0.01 92.80 2 0.01 92.81 2 0.01 92.82 2 0.01 92.83 2 0.01 92.84 2 0.01 92.84 2 0.01 92.85 2 0.01 92.86 2 0.01 92.87 2 0.01 92.88 2 0.01 92.89 2 0.01 92.90 2 0.01 92.90 2 0.01 92.91

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

BADGE BADLY BARBER BARGAIN BASE BATHROOMS BEAUTY BECOME BEDS BEEF BEGIN BEGINNING BEING BELIEVE BELOVED BICYCLING BILLION BIRD BIRTH BLOOD BOOKSHELF BRACKETS BREATH BROIL BROKE BROKEN BURGER BUYING CAFETERIA CAKES CAMERA CAMERAS CAMP CAMPING CANNOT

1063 1064 1065 1066 1067 1068 1069 1070 1071 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1086 1087 1088 1089 1090 1091 1092 1093 1094 1095 1096 1097

2 2 2 2

0.01 92.92 0.01 92.93 0.01 92.94 0.01 92.95 2 0.01 92.96 2 0.01 92.96 2 0.01 92.97 2 0.01 92.98 2 0.01 92.99 2 0.01 93.00 2 0.01 93.01 2 0.01 93.02 2 0.01 93.03 2 0.01 93.03 2 0.01 93.04 2 0.01 93.05 2 0.01 93.06 2 0.01 93.07 2 0.01 93.08 2 0.01 93.09 2 0.01 93.09 2 0.01 93.10 2 0.01 93.11 2 0.01 93.12 2 0.01 93.13 2 0.01 93.14 2 0.01 93.15 2 0.01 93.15 2 0.01 93.16 2 0.01 93.17 2 0.01 93.18 2 0.01 93.19 2 0.01 93.20 2 0.01 93.21 2 0.01 93.21

CARNIVAL CASHIER CENTIMETRES CHAPTERS CHARACTER CHEATING CHEF CHESS CHOCOLATES CHUBBY CIGARETTES CITIZENS CLOCK CLOSELY CLOWN CLUB COLORFUL COLORS COLOURED COLOURFUL COLOURS COMBINE COMPARE CONDITION CONGRATULATIONS CONSONANTS CONTAINING COSTS COVERS COZY CREATE CROSSWORD CUPBOARD CUTTING DAILY 308

1098 1099 1100 1101 1102 1103 1104 1105 1106 1107 1108 1109 1110 1111 1112 1113 1114 1115 1116 1117 1118 1119 1120 1121 1122 1123 1124 1125 1126 1127 1128 1129 1130 2 1131 1132

2 2 2 2

0.01 93.22 0.01 93.23 0.01 93.24 0.01 93.25 2 0.01 93.26 2 0.01 93.27 2 0.01 93.28 2 0.01 93.28 2 0.01 93.29 2 0.01 93.30 2 0.01 93.31 2 0.01 93.32 2 0.01 93.33 2 0.01 93.34 2 0.01 93.34 2 0.01 93.35 2 0.01 93.36 2 0.01 93.37 2 0.01 93.38 2 0.01 93.39 2 0.01 93.40 2 0.01 93.40 2 0.01 93.41 2 0.01 93.42 2 0.01 93.43 2 0.01 93.44 2 0.01 93.45 2 0.01 93.46 2 0.01 93.47 2 0.01 93.47 2 0.01 93.48 2 0.01 93.49 0.01 93.50 2 0.01 93.51 2 0.01 93.52

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

DANCING DANGEROUS DARK DEALED DECEMBER DEEP DESCRIBED DESERT DESIGN DIE DIFFERENT DRIVES DROPS E-MAIL EARTHQUAKE EIGHT ELECTRICIAN ELEPHANT EMPTY ENERGY ENGINEER ENOUGH ENTER ENTRANCE ESPECIALLY EXACTLY FAN FASHION FEED FERTILISER FILM FINISHES FIREMAN FLORIST FLYING

1133 2 0.01 93.53 1134 2 0.01 93.53 1135 2 0.01 93.54 1136 2 0.01 93.55 1137 2 0.01 93.56 1138 2 0.01 93.57 1139 2 0.01 93.58 1140 2 0.01 93.59 1141 2 0.01 93.59 1142 2 0.01 93.60 1143 2 0.01 93.61 1144 2 0.01 93.62 1145 2 0.01 93.63 1146 2 0.01 93.64 1147 2 0.01 93.65 1148 2 0.01 93.65 1149 2 0.01 93.66 1150 2 0.01 93.67 1151 2 0.01 93.68 1152 2 0.01 93.69 1153 2 0.01 93.70 1154 2 0.01 93.71 1155 2 0.01 93.72 1156 2 0.01 93.72 1157 2 0.01 93.73 1158 2 0.01 93.74 1159 2 0.01 93.75 1160 2 0.01 93.76 1161 2 0.01 93.77 1162 2 0.01 93.78 1163 2 0.01 93.78 1164 2 0.01 93.79 1165 2 0.01 93.80 1166 2 0.01 93.81 1167 2 0.01 93.82

FOLLOWED FOREHEAD FORK FRIENDLY FRIENDSHIP FROZEN GERMINATE GERMINATING GETS GHOST GIRLS GOD GRANDMOTHER GREECE GROCERIES GROUPS HABIT HANDS HANDSOME HAPPEN HARVEST HIGHEST HISTORY HOLD HOMES HORROR HOUSEHOLD HUG IDENTIFICATION IDENTIFIES IDENTIFYING IMPORTANT INCREASE INK INTERROGATIVE 309

1168 2 0.01 93.83 1169 2 0.01 93.84 1170 2 0.01 93.84 1171 2 0.01 93.85 1172 2 0.01 93.86 1173 2 0.01 93.87 1174 2 0.01 93.88 1175 2 0.01 93.89 1176 2 0.01 93.90 1177 2 0.01 93.91 1178 2 0.01 93.91 1179 2 0.01 93.92 1180 2 0.01 93.93 1181 2 0.01 93.94 1182 2 0.01 93.95 1183 2 0.01 93.96 1184 2 0.01 93.97 1185 2 0.01 93.97 1186 2 0.01 93.98 1187 2 0.01 93.99 1188 2 0.01 94.00 1189 2 0.01 94.01 1190 2 0.01 94.02 1191 2 0.01 94.03 1192 2 0.01 94.03 1193 2 0.01 94.04 1194 2 0.01 94.05 1195 2 0.01 94.06 1196 2 0.01 94.07 1197 2 0.01 94.08 1198 2 0.01 94.09 1199 2 0.01 94.09 1200 2 0.01 94.10 1201 2 0.01 94.11 1202 2 0.01 94.12

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

JACKET JANUARY JARS JOINS JOURNALIST JUNIOR KEBAB KEPT KG KILOGRAMS KITES LAMB LEAST LEATHER LEISURE LEND LINE LISTENS LITRE LITTLE LOCATED LOCATION LOG LONGER LOOKING LOSE LOUDLY LOWER MANGO MATHS MAYONNAISE MEDIUM MELT MEMBER MICROTEL

1203 1204 1205 1206 1207 1208 1209 1210 1211 1212 1213 1214 1215 1216 1217 1218 1219 1220 1221 1222 1223 1224 1225 1226 1227 1228 1229 1230 1231 1232 1233 1234 1235 1236 1237

0.01 94.13 0.01 94.14 2 0.01 94.15 2 0.01 94.16 2 0.01 94.16 2 0.01 94.17 2 0.01 94.18 2 0.01 94.19 2 0.01 94.20 2 0.01 94.21 2 0.01 94.22 2 0.01 94.22 2 0.01 94.23 2 0.01 94.24 2 0.01 94.25 2 0.01 94.26 2 0.01 94.27 2 0.01 94.28 2 0.01 94.28 2 0.01 94.29 2 0.01 94.30 2 0.01 94.31 2 0.01 94.32 2 0.01 94.33 2 0.01 94.34 2 0.01 94.34 2 0.01 94.35 2 0.01 94.36 2 0.01 94.37 2 0.01 94.38 2 0.01 94.39 2 0.01 94.40 2 0.01 94.41 2 0.01 94.41 2 0.01 94.42

MIDDLE MIGHTY MISSES MONDAY MOUNTAIN MOUSSE MOUSTACHE MOVED MOVES MOVING MUM MUSCLES N NAMED NAP NEAT NECESSARY NEEDED NEIGHBOURHOOD NERVOUSLY NEUTRAL NINETY NOISY NOODLES NOON NORTH NOSTRIL NOUNS NUTRITION OBEY OBJECT OFFER OMELETTE ONES ORAL

310

1238 2 0.01 94.43 1239 2 0.01 94.44 1240 2 0.01 94.45 1241 2 0.01 94.46 1242 2 0.01 94.47 1243 2 0.01 94.47 1244 2 0.01 94.48 1245 2 0.01 94.49 1246 2 0.01 94.50 1247 2 0.01 94.51 1248 2 0.01 94.52 1249 2 0.01 94.53 1250 2 0.01 94.53 1251 2 0.01 94.54 1252 2 0.01 94.55 1253 2 0.01 94.56 1254 2 0.01 94.57 1255 2 0.01 94.58 1256 2 0.01 94.59 1257 2 0.01 94.60 1258 2 0.01 94.60 1259 2 0.01 94.61 1260 2 0.01 94.62 1261 2 0.01 94.63 1262 2 0.01 94.64 1263 2 0.01 94.65 1264 2 0.01 94.66 1265 2 0.01 94.66 1266 2 0.01 94.67 1267 2 0.01 94.68 1268 2 0.01 94.69 1269 2 0.01 94.70 1270 2 0.01 94.71 1271 2 0.01 94.72 1272 2 0.01 94.72

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

ORANGE ORANGES ORDERING ORIGINAL OVER OXTAIL OYSTER PAGE PARKING PASSENGERS PASTA PATTERN PERFORMING PHENOMENON PHRASE PHYSICAL PICK PIE PIECE PINK PIT PIZZA PLANTS PLAYED PLOUGH PLOUGHS PM POSITIVE POTS PRICES PRIVATE PROBABLY PROMO PURPOSE PUSH

1273 2 0.01 94.73 1274 2 0.01 94.74 1275 2 0.01 94.75 1276 2 0.01 94.76 1277 2 0.01 94.77 1278 2 0.01 94.78 1279 2 0.01 94.78 1280 2 0.01 94.79 1281 2 0.01 94.80 1282 2 0.01 94.81 1283 2 0.01 94.82 1284 2 0.01 94.83 1285 2 0.01 94.84 1286 2 0.01 94.85 1287 2 0.01 94.85 1288 2 0.01 94.86 1289 2 0.01 94.87 1290 2 0.01 94.88 1291 2 0.01 94.89 1292 2 0.01 94.90 1293 2 0.01 94.91 1294 2 0.01 94.91 1295 2 0.01 94.92 1296 2 0.01 94.93 1297 2 0.01 94.94 1298 2 0.01 94.95 1299 2 0.01 94.96 1300 2 0.01 94.97 1301 2 0.01 94.97 1302 2 0.01 94.98 1303 2 0.01 94.99 1304 2 0.01 95.00 1305 2 0.01 95.01 1306 2 0.01 95.02 1307 2 0.01 95.03

PUZZLE QUALITIES QUESTION QUIZ REARRANGE REASONABLE RECEIVE RECEIVES REPORT RHETORICAL RIDING RIVER ROAD ROOMS ROSE SACK SAILOR SANDWICH SAUTED SAYING SCHOOLS SEA SEARCH SEAT SECOND SELECT SEPTEMBER SEQUENCE SERVES SET SEVENTEEN SHEARS SHINE SHINY SIGN 311

1308 1309 1310 1311 1312 1313 1314 1315 1316 1317 1318 1319 1320 1321 1322 1323 1324 1325 1326 1327 1328 1329 1330 1331 1332 1333 1334 1335 1336 1337 1338 1339 1340 1341 1342

0.01 95.04 0.01 95.04 0.01 95.05 2 0.01 95.06 2 0.01 95.07 2 0.01 95.08 2 0.01 95.09 2 0.01 95.10 2 0.01 95.10 2 0.01 95.11 2 0.01 95.12 2 0.01 95.13 2 0.01 95.14 2 0.01 95.15 2 0.01 95.16 2 0.01 95.16 2 0.01 95.17 2 0.01 95.18 2 0.01 95.19 2 0.01 95.20 2 0.01 95.21 2 0.01 95.22 2 0.01 95.22 2 0.01 95.23 2 0.01 95.24 2 0.01 95.25 2 0.01 95.26 2 0.01 95.27 2 0.01 95.28 2 0.01 95.29 2 0.01 95.29 2 0.01 95.30 2 0.01 95.31 2 0.01 95.32 2 0.01 95.33 2 2

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SIGNED SINGLE SINGULAR SIRINE SITS SKATEBOARD SLEEPS SLEEPY SLICES SMART SMOKE SOMEBODY SON SONS SOUNDS SPADE SPATULA SPEAK SPELLING SPOONFUL SPORTS STATION STEAK STORED STOREY STRENGTHEN STRONG STUDIES SUDDENLY SUMMER SUNSET SURFACE SWEATERS SYSTEMS TABLES

1343 2 0.01 95.34 1344 2 0.01 95.35 1345 2 0.01 95.35 1346 2 0.01 95.36 1347 2 0.01 95.37 1348 2 0.01 95.38 1349 2 0.01 95.39 1350 2 0.01 95.40 1351 2 0.01 95.41 1352 2 0.01 95.41 1353 2 0.01 95.42 1354 2 0.01 95.43 1355 2 0.01 95.44 1356 2 0.01 95.45 1357 2 0.01 95.46 1358 2 0.01 95.47 1359 2 0.01 95.48 1360 2 0.01 95.48 1361 2 0.01 95.49 1362 2 0.01 95.50 1363 2 0.01 95.51 1364 2 0.01 95.52 1365 2 0.01 95.53 1366 2 0.01 95.54 1367 2 0.01 95.54 1368 2 0.01 95.55 1369 2 0.01 95.56 1370 2 0.01 95.57 1371 2 0.01 95.58 1372 2 0.01 95.59 1373 2 0.01 95.60 1374 2 0.01 95.60 1375 2 0.01 95.61 1376 2 0.01 95.62 1377 2 0.01 95.63

TAILOR TAKEN TALKS TASTE TASTES TASTY TEACH TELEPHONE TELLING THING THORAX TICKING TIE TOAST TOPPING TORCH TOURISTS TRAIN TRANSCRIPTIONS TRAVEL TREAT TROUBLE TWICE TYPES UNCLES UNIFORM VEGETABLE VERBING VERBS VOCABULARIES VOWEL WALL WASHED WATERING WAYS 312

1378 2 0.01 95.64 1379 2 0.01 95.65 1380 2 0.01 95.66 1381 2 0.01 95.66 1382 2 0.01 95.67 1383 2 0.01 95.68 1384 2 0.01 95.69 1385 2 0.01 95.70 1386 2 0.01 95.71 1387 2 0.01 95.72 1388 2 0.01 95.73 1389 2 0.01 95.73 1390 2 0.01 95.74 1391 2 0.01 95.75 1392 2 0.01 95.76 1393 2 0.01 95.77 1394 2 0.01 95.78 1395 2 0.01 95.79 1396 2 0.01 95.79 1397 2 0.01 95.80 1398 2 0.01 95.81 1399 2 0.01 95.82 1400 2 0.01 95.83 1401 2 0.01 95.84 1402 2 0.01 95.85 1403 2 0.01 95.85 1404 2 0.01 95.86 1405 2 0.01 95.87 1406 2 0.01 95.88 1407 2 0.01 95.89 1408 2 0.01 95.90 1409 2 0.01 95.91 1410 2 0.01 95.92 1411 2 0.01 95.92 1412 2 0.01 95.93

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

WEARING WEDNESDAY WEIGHT WHISK WHOM WIFE WIG WOODS WORKSHOP WRITER ABBREVIATION ABOARD ABSORBS ACCEPTING ACCOMMODATION ACCORDING ACROSS ACTIVATE ADDING ADDITIONAL ADJECTIVES ADRENALINE ADVANTAGE ADVISES AEROPLANE AG AGAINST AGENCY AGES AHEAD AHH AIRIEN ALAM ALIKE ALLERGY

1413 1414 1415 1416 1417 1418 1419 1420 1421 1422 1423 1424 1425 1426 1427 1428 1429 1430 1431 1432 1433 1434 1435 1436 1437 1438 1439 1440 1441 1442 1443 1444 1445 1446 1447

2 2 2 2 2

0.01 95.94 0.01 95.95 0.01 95.96 0.01 95.97 0.01 95.98 2 0.01 95.98 2 0.01 95.99 2 0.01 96.00 2 0.01 96.01 2 0.01 96.02 1 0.00 96.02 1 0.00 96.03 1 0.00 96.03 1 0.00 96.04 1 0.00 96.04 1 0.00 96.04 1 0.00 96.05 1 0.00 96.05 1 0.00 96.06 1 0.00 96.06 1 0.00 96.07 1 0.00 96.07 1 0.00 96.07 1 0.00 96.08 1 0.00 96.08 1 0.00 96.09 1 0.00 96.09 1 0.00 96.10 1 0.00 96.10 1 0.00 96.10 1 0.00 96.11 1 0.00 96.11 1 0.00 96.12 1 0.00 96.12 1 0.00 96.13

ALLOWS ALMOST ALONG ALPHABETS ALREADY ALRIGHT AMAZING AMERICAN AMONG AMOUNT ANNOUNCER ANNUAL ANTENNA ANTO ANTONYM ANYMORE ANYONE APOLOGIZE APPETIZER APPLIANCES APPLY APPOLOGY APRIL AQUARIUM ARCHITECTURE ARM AROMATIC ARTICLE ARTIST AUDIENCE AUTOMOBILES AVOID AWAY AXLES BABY 313

1448 1 0.00 96.13 1449 1 0.00 96.14 1450 1 0.00 96.14 1451 1 0.00 96.14 1452 1 0.00 96.15 1453 1 0.00 96.15 1454 1 0.00 96.16 1455 1 0.00 96.16 1456 1 0.00 96.17 1457 1 0.00 96.17 1458 1 0.00 96.17 1459 1 0.00 96.18 1460 1 0.00 96.18 1461 1 0.00 96.19 1462 1 0.00 96.19 1463 1 0.00 96.20 1464 1 0.00 96.20 1465 1 0.00 96.20 1466 1 0.00 96.21 1467 1 0.00 96.21 1468 1 0.00 96.22 1469 1 0.00 96.22 1470 1 0.00 96.23 1471 1 0.00 96.23 1472 1 0.00 96.23 1473 1 0.00 96.24 1474 1 0.00 96.24 1475 1 0.00 96.25 1476 1 0.00 96.25 1477 1 0.00 96.26 1478 1 0.00 96.26 1479 1 0.00 96.26 1480 1 0.00 96.27 1481 1 0.00 96.27 1482 1 0.00 96.28

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

BACABACA BAKER BAKERY BAKING BANANA BANK BAR BARGAINING BARN BARNS BARROW BASIC BASIN BASIS BASKET BATHTUB BAYU BEAM BEARD BEAUTIFULLY BEGINS BENCH BETWEEN BIAYA BIGGER BIN BIRDS BIT BLANKET BOARD BOARDS BOOGEY BORROWED BOTTLES BOTTOM

1483 1 0.00 96.28 1484 1 0.00 96.29 1485 1 0.00 96.29 1486 1 0.00 96.29 1487 1 0.00 96.30 1488 1 0.00 96.30 1489 1 0.00 96.31 1490 1 0.00 96.31 1491 1 0.00 96.32 1492 1 0.00 96.32 1493 1 0.00 96.32 1494 1 0.00 96.33 1495 1 0.00 96.33 1496 1 0.00 96.34 1497 1 0.00 96.34 1498 1 0.00 96.35 1499 1 0.00 96.35 1500 1 0.00 96.36 1501 1 0.00 96.36 1502 1 0.00 96.36 1503 1 0.00 96.37 1504 1 0.00 96.37 1505 1 0.00 96.38 1506 1 0.00 96.38 1507 1 0.00 96.39 1508 1 0.00 96.39 1509 1 0.00 96.39 1510 1 0.00 96.40 1511 1 0.00 96.40 1512 1 0.00 96.41 1513 1 0.00 96.41 1514 1 0.00 96.42 1515 1 0.00 96.42 1516 1 0.00 96.42 1517 1 0.00 96.43

BOUNCES BOWLING BRAND BRAZIL BREAKS BREATHE BREEZE BRIGHT BRITISH BROAD BROADCASTING BROCHURE BROOCH BROWNIES BROWNS BUN BUNCH BUSES BUTTERED BUYER BUYS BUYUNG CAFE CALENDARS CALLING CAMBRIDGE CANDIES CANNED CAPITAL CAPTURE CARES CARRYING CARTOONS CASES CASH 314

1518 1519 1520 1521 1522 1523 1524 1525 1526 1527 1528 1529 1530 1531 1532 1533 1534 1535 1536 1537 1538 1539 1540 1541 1542 1543 1544 1545 1546 1547 1548 1549 1550 1551 1552

1 1

0.00 96.43 0.00 96.44 1 0.00 96.44 1 0.00 96.45 1 0.00 96.45 1 0.00 96.45 1 0.00 96.46 1 0.00 96.46 1 0.00 96.47 1 0.00 96.47 1 0.00 96.48 1 0.00 96.48 1 0.00 96.48 1 0.00 96.49 1 0.00 96.49 1 0.00 96.50 1 0.00 96.50 1 0.00 96.51 1 0.00 96.51 1 0.00 96.51 1 0.00 96.52 1 0.00 96.52 1 0.00 96.53 1 0.00 96.53 1 0.00 96.54 1 0.00 96.54 1 0.00 96.54 1 0.00 96.55 1 0.00 96.55 1 0.00 96.56 1 0.00 96.56 1 0.00 96.57 1 0.00 96.57 1 0.00 96.58 1 0.00 96.58

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

CATEGORIZED CATS CD CEILING CENTERED CENTRAL CENTRE CERTAIN CHANCE CHANGED CHART CHASE CHEAPER CHEAT CHEESECAKE CHEFS CHICKENS CHILI CHIN CHINESE CHIPS CHOSEN CINEMAS CIRCLES CLARIFIATION CLASSMATE CLAUSE CLAY CLEAN CLERK CLICKING CLOSING CLOTHING CLOVE CO-PILOT

1553 1 0.00 96.58 1554 1 0.00 96.59 1555 1 0.00 96.59 1556 1 0.00 96.60 1557 1 0.00 96.60 1558 1 0.00 96.61 1559 1 0.00 96.61 1560 1 0.00 96.61 1561 1 0.00 96.62 1562 1 0.00 96.62 1563 1 0.00 96.63 1564 1 0.00 96.63 1565 1 0.00 96.64 1566 1 0.00 96.64 1567 1 0.00 96.64 1568 1 0.00 96.65 1569 1 0.00 96.65 1570 1 0.00 96.66 1571 1 0.00 96.66 1572 1 0.00 96.67 1573 1 0.00 96.67 1574 1 0.00 96.67 1575 1 0.00 96.68 1576 1 0.00 96.68 1577 1 0.00 96.69 1578 1 0.00 96.69 1579 1 0.00 96.70 1580 1 0.00 96.70 1581 1 0.00 96.70 1582 1 0.00 96.71 1583 1 0.00 96.71 1584 1 0.00 96.72 1585 1 0.00 96.72 1586 1 0.00 96.73 1587 1 0.00 96.73

COACH COARSE COAT COATS COCONUT CODE COLLECTING COLLECTION COMEDY COMICS COMMANDS COMPARED COMPETE COMPLETING COMPOSE COMPOSITE COMPULSORY CONCAVITY CONDITIONS CONE CONNECTED CONSTRUCTED CONSUME CONSUMES CONTACTS CONTAINS CONTINUE CONTINUES CONVERSATION COP COSTUME COT COTTON COUGH COUNT 315

1588 1 0.00 96.73 1589 1 0.00 96.74 1590 1 0.00 96.74 1591 1 0.00 96.75 1592 1 0.00 96.75 1593 1 0.00 96.76 1594 1 0.00 96.76 1595 1 0.00 96.76 1596 1 0.00 96.77 1597 1 0.00 96.77 1598 1 0.00 96.78 1599 1 0.00 96.78 1600 1 0.00 96.79 1601 1 0.00 96.79 1602 1 0.00 96.80 1603 1 0.00 96.80 1604 1 0.00 96.80 1605 1 0.00 96.81 1606 1 0.00 96.81 1607 1 0.00 96.82 1608 1 0.00 96.82 1609 1 0.00 96.83 1610 1 0.00 96.83 1611 1 0.00 96.83 1612 1 0.00 96.84 1613 1 0.00 96.84 1614 1 0.00 96.85 1615 1 0.00 96.85 1616 1 0.00 96.86 1617 1 0.00 96.86 1618 1 0.00 96.86 1619 1 0.00 96.87 1620 1 0.00 96.87 1621 1 0.00 96.88 1622 1 0.00 96.88

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

COUNTRY COUSIN COWS CRACK CRACKERS CRAYONS CREATIVITY CROSS CRUEL CRYING CUCUMBER CURL CURTAIN CUSTOMERS DADDY DANCE DANGER DATES DAUGHTERS DEALER DECORATIVE DELIVERS DEMAND DENTIST DEPARTMENTAL DESCRIBING DESSERT DETAIL DEVICE DIET DIGITAL DIPPED DIRTY DISAGREE DISPLAYS

1623 1624 1625 1626 1627 1628 1629 1630 1631 1632 1633 1634 1635 1636 1637 1638 1639 1640 1641 1642 1643 1644 1645 1646 1647 1648 1649 1650 1651 1652 1653 1654 1655 1656 1657

0.00 96.89 0.00 96.89 0.00 96.89 0.00 96.90 1 0.00 96.90 1 0.00 96.91 1 0.00 96.91 1 0.00 96.92 1 0.00 96.92 1 0.00 96.92 1 0.00 96.93 1 0.00 96.93 1 0.00 96.94 1 0.00 96.94 1 0.00 96.95 1 0.00 96.95 1 0.00 96.95 1 0.00 96.96 1 0.00 96.96 1 0.00 96.97 1 0.00 96.97 1 0.00 96.98 1 0.00 96.98 1 0.00 96.98 1 0.00 96.99 1 0.00 96.99 1 0.00 97.00 1 0.00 97.00 1 0.00 97.01 1 0.00 97.01 1 0.00 97.02 1 0.00 97.02 1 0.00 97.02 1 0.00 97.03 1 0.00 97.03

DOCTORS DOCUMENT DOGS DONT DORAYAKI DOUBLE DOWNSTAIRS DRAIN DRAWER DRINKING DROP DRUGSTORE DUTIES EACHER EAGLE EAR ECONOMICS EDITOR EDUCATION EFFORT EIGHTEEN EIGHTY ELDER ELDEST ELECTRONIC ENCY ENCYCLOPEDIA ENCYCLOPEDIAS ENERGETIC ENTERED ENTERTAINING ENTERTAINS ENZYME EQUIPMENT EQUIVALENT

1 1 1

316

1658 1659 1660 1661 1662 1663 1664 1665 1666 1667 1668 1669 1670 1671 1672 1673 1674 1675 1676 1677 1678 1679 1680 1681 1682 1683 1684 1685 1686 1687 1688 1689 1690 1691 1692

0.00 97.04 0.00 97.04 0.00 97.05 0.00 97.05 0.00 97.05 1 0.00 97.06 1 0.00 97.06 1 0.00 97.07 1 0.00 97.07 1 0.00 97.08 1 0.00 97.08 1 0.00 97.08 1 0.00 97.09 1 0.00 97.09 1 0.00 97.10 1 0.00 97.10 1 0.00 97.11 1 0.00 97.11 1 0.00 97.11 1 0.00 97.12 1 0.00 97.12 1 0.00 97.13 1 0.00 97.13 1 0.00 97.14 1 0.00 97.14 1 0.00 97.14 1 0.00 97.15 1 0.00 97.15 1 0.00 97.16 1 0.00 97.16 1 0.00 97.17 1 0.00 97.17 1 0.00 97.17 1 0.00 97.18 1 0.00 97.18 1 1 1 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

ERIC EUROPEAN EVALUATION EVERYONE EVERYTHING EVOLVED EXCELLENT EXCEPT EXERCISING EXPEDITION EXPLAINING EXPLANATIONS EYE EYEBROW F FACES FACTORY FALLS FAMILIAR FAMILIES FAMOUS FANTASTIC FARMER FARMERS FASHIONED FEATURES FEBRUARY FEEDING FEET FELIX FIELD FIELDS FIFTH FIGHT FILMS

1693 1694 1695 1696 1697 1698 1699 1700 1701 1702 1703 1704 1705 1706 1707 1 1708 1709 1710 1711 1712 1713 1714 1715 1716 1717 1718 1719 1720 1721 1722 1723 1724 1725 1726 1727

0.00 97.19 0.00 97.19 0.00 97.20 0.00 97.20 0.00 97.20 1 0.00 97.21 1 0.00 97.21 1 0.00 97.22 1 0.00 97.22 1 0.00 97.23 1 0.00 97.23 1 0.00 97.24 1 0.00 97.24 1 0.00 97.24 0.00 97.25 1 0.00 97.25 1 0.00 97.26 1 0.00 97.26 1 0.00 97.27 1 0.00 97.27 1 0.00 97.27 1 0.00 97.28 1 0.00 97.28 1 0.00 97.29 1 0.00 97.29 1 0.00 97.30 1 0.00 97.30 1 0.00 97.30 1 0.00 97.31 1 0.00 97.31 1 0.00 97.32 1 0.00 97.32 1 0.00 97.33 1 0.00 97.33 1 0.00 97.33

FINDS FINISH FINISHING FIRMLY FISHMONGER FITRI FLAVOUR FLOUR FLOWERY FOOTBAL FORGETS FORMERS FORTY FORWARD FOUNTAIN FOURTH FOURTY FRIABLE FRIGHTENED FRIZZIER FURTHERMORE G GANDI GARDENER GARDENING GARLICS GAS GATE GATHERING GEAR GENE GENERAL GENERALLY GENES GENTLY

1 1 1 1

317

1728 1 0.00 97.34 1729 1 0.00 97.34 1730 1 0.00 97.35 1731 1 0.00 97.35 1732 1 0.00 97.36 1733 1 0.00 97.36 1734 1 0.00 97.36 1735 1 0.00 97.37 1736 1 0.00 97.37 1737 1 0.00 97.38 1738 1 0.00 97.38 1739 1 0.00 97.39 1740 1 0.00 97.39 1741 1 0.00 97.39 1742 1 0.00 97.40 1743 1 0.00 97.40 1744 1 0.00 97.41 1745 1 0.00 97.41 1746 1 0.00 97.42 1747 1 0.00 97.42 1748 1 0.00 97.42 1749 1 0.00 97.43 1750 1 0.00 97.43 1751 1 0.00 97.44 1752 1 0.00 97.44 1753 1 0.00 97.45 1754 1 0.00 97.45 1755 1 0.00 97.46 1756 1 0.00 97.46 1757 1 0.00 97.46 1758 1 0.00 97.47 1759 1 0.00 97.47 1760 1 0.00 97.48 1761 1 0.00 97.48 1762 1 0.00 97.49

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

GIRLSCOUT GIRLSCOUTS GLASSES GOALS GOODS GRADUAL GRAIN GRAMS GRASSHOPPER GRATE GRATER GREENGROCERY GREYSCALE GROCERY GROW GUEST GUIDE GUIDES HABBIT HABITUAL HAD HAIRDRESSER HARGA HAY HEAD HEADMASTER HEALTHIER HEATER HEAVILY HEAVLY HELPED HELPS HIBISCUS HIGHWAY HIMSELF

1763 1764 1765 1766 1767 1768 1769 1770 1771 1772 1773 1774 1775 1776 1777 1778 1779 1780 1781 1782 1783 1784 1785 1786 1787 1788 1789 1790 1791 1792 1793 1794 1795 1796 1797

0.00 97.49 0.00 97.49 1 0.00 97.50 1 0.00 97.50 1 0.00 97.51 1 0.00 97.51 1 0.00 97.52 1 0.00 97.52 1 0.00 97.52 1 0.00 97.53 1 0.00 97.53 1 0.00 97.54 1 0.00 97.54 1 0.00 97.55 1 0.00 97.55 1 0.00 97.55 1 0.00 97.56 1 0.00 97.56 1 0.00 97.57 1 0.00 97.57 1 0.00 97.58 1 0.00 97.58 1 0.00 97.58 1 0.00 97.59 1 0.00 97.59 1 0.00 97.60 1 0.00 97.60 1 0.00 97.61 1 0.00 97.61 1 0.00 97.61 1 0.00 97.62 1 0.00 97.62 1 0.00 97.63 1 0.00 97.63 1 0.00 97.64

HINK HIT HOBBIES HOE HOLDING HOMETOWN HONEST HOPES HOTEL HOTSPOT HUNGRY HURRY IBRARIAN ICE-CREAM IDENTITY IDUL IGHT IMAGES IMAGINE IME INCLUDING INCORPORATE INDICATE INDIVIDUAL INHERITANCE INITIALLY INSECTS INSTANT INSTRUCTOR INTENSE INTENSITY INTERESTED INTERESTS INTRODUCES IRONED

318

1798 1 0.00 97.64 1799 1 0.00 97.64 1800 1 0.00 97.65 1801 1 0.00 97.65 1802 1 0.00 97.66 1803 1 0.00 97.66 1804 1 0.00 97.67 1805 1 0.00 97.67 1806 1 0.00 97.68 1807 1 0.00 97.68 1808 1 0.00 97.68 1809 1 0.00 97.69 1810 1 0.00 97.69 1811 1 0.00 97.70 1812 1 0.00 97.70 1813 1 0.00 97.71 1814 1 0.00 97.71 1815 1 0.00 97.71 1816 1 0.00 97.72 1817 1 0.00 97.72 1818 1 0.00 97.73 1819 1 0.00 97.73 1820 1 0.00 97.74 1821 1 0.00 97.74 1822 1 0.00 97.74 1823 1 0.00 97.75 1824 1 0.00 97.75 1825 1 0.00 97.76 1826 1 0.00 97.76 1827 1 0.00 97.77 1828 1 0.00 97.77 1829 1 0.00 97.77 1830 1 0.00 97.78 1831 1 0.00 97.78 1832 1 0.00 97.79

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

IRONS ISLAND ITALIC ITEM ITSELF JAIL JAM JANE JEANS JOG JOURNAL JOURNEY JOY JOYFUL JUICES JULY JUMPING JUNOT KETTLES KEY KID KIDDING KILOGRAM KILOGRAMMES KINDLY KNIFE KNOWS L LAB LABORATORY LAMP LAUGHING LAUNDRING LAUNDRY LAVATORY

1833 1 0.00 97.79 1834 1 0.00 97.80 1835 1 0.00 97.80 1836 1 0.00 97.80 1837 1 0.00 97.81 1838 1 0.00 97.81 1839 1 0.00 97.82 1840 1 0.00 97.82 1841 1 0.00 97.83 1842 1 0.00 97.83 1843 1 0.00 97.83 1844 1 0.00 97.84 1845 1 0.00 97.84 1846 1 0.00 97.85 1847 1 0.00 97.85 1848 1 0.00 97.86 1849 1 0.00 97.86 1850 1 0.00 97.86 1851 1 0.00 97.87 1852 1 0.00 97.87 1853 1 0.00 97.88 1854 1 0.00 97.88 1855 1 0.00 97.89 1856 1 0.00 97.89 1857 1 0.00 97.90 1858 1 0.00 97.90 1859 1 0.00 97.90 1860 1 0.00 97.91 1861 1 0.00 97.91 1862 1 0.00 97.92 1863 1 0.00 97.92 1864 1 0.00 97.93 1865 1 0.00 97.93 1866 1 0.00 97.93 1867 1 0.00 97.94

LAW LAWS LAY LAYER LEARNS LEAVING LESS LETTUCE LID LIGHTLY LIKED LIMIT LIP LISTS LIVESTOCK LOAMY LOAVES LONG-SLEEVED LOTS LOTTERY LOUDER LYING MADAM MALL MANNER MARISA MARKETS MASS MATARAM MATERIAL MATURE MEANWHILE MECHANIC MECHANICS MEDICINES 319

1868 1 0.00 97.94 1869 1 0.00 97.95 1870 1 0.00 97.95 1871 1 0.00 97.96 1872 1 0.00 97.96 1873 1 0.00 97.96 1874 1 0.00 97.97 1875 1 0.00 97.97 1876 1 0.00 97.98 1877 1 0.00 97.98 1878 1 0.00 97.99 1879 1 0.00 97.99 1880 1 0.00 97.99 1881 1 0.00 98.00 1882 1 0.00 98.00 1883 1 0.00 98.01 1884 1 0.00 98.01 1885 1 0.00 98.02 1886 1 0.00 98.02 1887 1 0.00 98.02 1888 1 0.00 98.03 1889 1 0.00 98.03 1890 1 0.00 98.04 1891 1 0.00 98.04 1892 1 0.00 98.05 1893 1 0.00 98.05 1894 1 0.00 98.05 1895 1 0.00 98.06 1896 1 0.00 98.06 1897 1 0.00 98.07 1898 1 0.00 98.07 1899 1 0.00 98.08 1900 1 0.00 98.08 1901 1 0.00 98.08 1902 1 0.00 98.09

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

MEETING MEMBUTUHKAN 98.10 MET METAL METHOD METHODS METRES MIDNIGHT MIGHT MILKING MINERS MIRROR MM MMM MODELS MOIST MOISTEN MOMENT MOPPING MOTORCYCLES MOVIES MULTIVITAMINS MUSEUM MUSIC NANNY NAPKIN NARRATIVE NATURAL NAUGHTY NEIGHBOURS NEPHEW NET NEWLY NICELY

1903

1 1904

1905 1906 1907 1908 1909 1910 1911 1912 1913 1914 1915 1916 1917 1918 1919 1920 1921 1922 1923 1924 1925 1926 1927 1928 1929 1930 1931 1932 1933 1934 1935 1936

0.00 98.09 1 0.00

NINA NOODLE NORMALLY NOSE NOTES NOVEMBER NUMBERS NUTS OBEYS OBJECTS OCEAN ONIONS OOPSS OPPORTUNITY OPTICIAN OPTIONAL ORGANISE ORGANISED ORGANIZED ORIENTED OUCRSE OUNCE OUTDOOR OUTSIDE PACK PACKET PAGES PAINTED PAINTER PAINTS PANS PANTS PARAGAPH PARAGRAPHS PARROT

0.00 98.10 1 0.00 98.11 1 0.00 98.11 1 0.00 98.11 1 0.00 98.12 1 0.00 98.12 1 0.00 98.13 1 0.00 98.13 1 0.00 98.14 1 0.00 98.14 1 0.00 98.15 1 0.00 98.15 1 0.00 98.15 1 0.00 98.16 1 0.00 98.16 1 0.00 98.17 1 0.00 98.17 1 0.00 98.18 1 0.00 98.18 1 0.00 98.18 1 0.00 98.19 1 0.00 98.19 1 0.00 98.20 1 0.00 98.20 1 0.00 98.21 1 0.00 98.21 1 0.00 98.21 1 0.00 98.22 1 0.00 98.22 1 0.00 98.23 1 0.00 98.23 1 0.00 98.24 320

1937 1938 1939 1940 1941 1942 1943 1944 1945 1946 1947 1948 1949 1950 1951 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962 1963 1964 1965 1966 1967 1968 1969 1970 1971

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

98.24 98.24 98.25 98.25 98.26 98.26 98.27 98.27 98.27 98.28 98.28 98.29 98.29 98.30 98.30 98.30 98.31 98.31 98.32 98.32 98.33 98.33 98.33 98.34 98.34 98.35 98.35 98.36 98.36 98.37 98.37 98.37 98.38 98.38 98.39

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

PARTICIPATING PAT PATIENT PAYS PEAK PEARL-DIVERS PERFORM PERFORMED PETS PHOTOGRAPH PHOTOGRAPHER PHOTOGRAPHS PHOTOS PICNIC PIES PINCH PIPE PLACED PLAEP PLAIN PLAN PLANS PLANT PLANTING PLASTIC PLAYER PLAYMATES PLAYS PLENTY POCKET POETRY POINT POLAR POPULAR POSITION

1972 1973 1974 1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

0.00 98.39 0.00 98.40 1 0.00 98.40 1 0.00 98.40 1 0.00 98.41 1 0.00 98.41 1 0.00 98.42 1 0.00 98.42 1 0.00 98.43 1 0.00 98.43 1 0.00 98.43 1 0.00 98.44 1 0.00 98.44 1 0.00 98.45 1 0.00 98.45 1 0.00 98.46 1 0.00 98.46 1 0.00 98.46 1 0.00 98.47 1 0.00 98.47 1 0.00 98.48 1 0.00 98.48 1 0.00 98.49 1 0.00 98.49 1 0.00 98.49 1 0.00 98.50 1 0.00 98.50 1 0.00 98.51 1 0.00 98.51 1 0.00 98.52 1 0.00 98.52 1 0.00 98.52 1 0.00 98.53 1 0.00 98.53 1 0.00 98.54

POSITIVELY POT POTTING POWDER POWER POWERTOOLS PRAWN PRAYER PREFER PREPARATIONS PREPOSITIONAL PRESIDENT PRESSED PRETTY PRIMARY PRINCIPAL PRINTABLE PROBLEMS PRODUCE PRODUCED PRODUCT PROGRAM PROGRAMMES PROHIBITED PROHIBITS PROJECT PROPER PROPERLY PROTEIN PROVIDE PROVIDED PROVIDES PROVINCE PROVINCES PULL

321

2007 1 0.00 98.54 2008 1 0.00 98.55 2009 1 0.00 98.55 2010 1 0.00 98.55 2011 1 0.00 98.56 2012 1 0.00 98.56 2013 1 0.00 98.57 2014 1 0.00 98.57 2015 1 0.00 98.58 2016 1 0.00 98.58 2017 1 0.00 98.59 2018 1 0.00 98.59 2019 1 0.00 98.59 2020 1 0.00 98.60 2021 1 0.00 98.60 2022 1 0.00 98.61 2023 1 0.00 98.61 2024 1 0.00 98.62 2025 1 0.00 98.62 2026 1 0.00 98.62 2027 1 0.00 98.63 2028 1 0.00 98.63 2029 1 0.00 98.64 2030 1 0.00 98.64 2031 1 0.00 98.65 2032 1 0.00 98.65 2033 1 0.00 98.65 2034 1 0.00 98.66 2035 1 0.00 98.66 2036 1 0.00 98.67 2037 1 0.00 98.67 2038 1 0.00 98.68 2039 1 0.00 98.68 2040 1 0.00 98.68 2041 1 0.00 98.69

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

PURPLE PUTS PYJAMAS QUALITY QUICKLY RACKS RAIN RAINING RANGE RARE RATE REACH REAM REASONS RECEIVING RECENTLY RECEPTIONIST RECEPTIONISTS RECIPES RECOGNISE RECOMMENDED RECORDS RECOUNT REFER REFERS REFLECT REGARDS REGIONS REGISTER RELATED RELAX RELAXED REPAIRED REQUESTED REQUESTING

2042 2043 2044 2045 2046 2047 2048 2049 2050 2051 2052 2053 2054 2055 2056 2057 2058 2059 2060 2061 2062 2063 2064 2065 2066 2067 2068 2069 2070 2071 2072 2073 2074 2075 2076

0.00 98.69 0.00 98.70 1 0.00 98.70 1 0.00 98.71 1 0.00 98.71 1 0.00 98.71 1 0.00 98.72 1 0.00 98.72 1 0.00 98.73 1 0.00 98.73 1 0.00 98.74 1 0.00 98.74 1 0.00 98.74 1 0.00 98.75 1 0.00 98.75 1 0.00 98.76 1 0.00 98.76 1 0.00 98.77 1 0.00 98.77 1 0.00 98.77 1 0.00 98.78 1 0.00 98.78 1 0.00 98.79 1 0.00 98.79 1 0.00 98.80 1 0.00 98.80 1 0.00 98.81 1 0.00 98.81 1 0.00 98.81 1 0.00 98.82 1 0.00 98.82 1 0.00 98.83 1 0.00 98.83 1 0.00 98.84 1 0.00 98.84

RESPECTS RESPONDING RESPONSIBLE RESULT RETELL RIDES ROBOT ROCKY ROUND RUNNING RUPIAH SAILORS SAME SANDALS SANDWICHES SCATTER SCHOOLYARD SCIENTISTS SCORE SCORED SCRAPBOOKS SEEM SEEN SELL SELLING SENIOR SERIOUS SERIOUSLY SERVICE SERVING SETTEE SEVEN SEX SHALLOTS SHAPES

322

2077 1 0.00 98.84 2078 1 0.00 98.85 2079 1 0.00 98.85 2080 1 0.00 98.86 2081 1 0.00 98.86 2082 1 0.00 98.87 2083 1 0.00 98.87 2084 1 0.00 98.87 2085 1 0.00 98.88 2086 1 0.00 98.88 2087 1 0.00 98.89 2088 1 0.00 98.89 2089 1 0.00 98.90 2090 1 0.00 98.90 2091 1 0.00 98.90 2092 1 0.00 98.91 2093 1 0.00 98.91 2094 1 0.00 98.92 2095 1 0.00 98.92 2096 1 0.00 98.93 2097 1 0.00 98.93 2098 1 0.00 98.93 2099 1 0.00 98.94 2100 1 0.00 98.94 2101 1 0.00 98.95 2102 1 0.00 98.95 2103 1 0.00 98.96 2104 1 0.00 98.96 2105 1 0.00 98.96 2106 1 0.00 98.97 2107 1 0.00 98.97 2108 1 0.00 98.98 2109 1 0.00 98.98 2110 1 0.00 98.99 2111 1 0.00 98.99

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SHARE SHARP SHED SHEET SHEETS SHELTER SHINES SHINING SHIRTS SHIVER SHOOK SHOOT SHOPKEEPER SHOPS SHOWN SHOWS SHRIMPS SHRINKS SICKLE SIDES SILENTLY SINGING SINGS SINK SIRLOIN SITE SITUATED SIZE SKATEBOARDING SKIN SKY SLEEK SLEEVED SLICE SLIM

2112 1 0.00 98.99 2113 1 0.00 99.00 2114 1 0.00 99.00 2115 1 0.00 99.01 2116 1 0.00 99.01 2117 1 0.00 99.02 2118 1 0.00 99.02 2119 1 0.00 99.03 2120 1 0.00 99.03 2121 1 0.00 99.03 2122 1 0.00 99.04 2123 1 0.00 99.04 2124 1 0.00 99.05 2125 1 0.00 99.05 2126 1 0.00 99.06 2127 1 0.00 99.06 2128 1 0.00 99.06 2129 1 0.00 99.07 2130 1 0.00 99.07 2131 1 0.00 99.08 2132 1 0.00 99.08 2133 1 0.00 99.09 2134 1 0.00 99.09 2135 1 0.00 99.09 2136 1 0.00 99.10 2137 1 0.00 99.10 2138 1 0.00 99.11 2139 1 0.00 99.11 2140 1 0.00 99.12 2141 1 0.00 99.12 2142 1 0.00 99.12 2143 1 0.00 99.13 2144 1 0.00 99.13 2145 1 0.00 99.14 2146 1 0.00 99.14

SLIPPERY SLOW SMELLS SMILING SMOKES SMOKING SMOOTH SNAKES SNORING SOAKED SOCCER SOFT SOLDIER SOLID SOMEDAY SON-IN-LAW SONGS SOY SPACES SPEAKER SPECIAL SPECIALITY SPECIFICALLY SPEED SPENT SPOON SPOONS SPRAY SPREAD SPRINGY STAFF STALKS STAMINA STANDING STARVE 323

2147 2148 2149 2150 2151 2152 2153 2154 2155 2156 2157 2158 2159 2160 2161 2162 2163 2164 2165 2166 2167 2168 2169 2170 2171 2172 2173 2174 2175 2176 2177 2178 2179 2180 2181

1 0.00 99.15 1 0.00 99.15 1 0.00 99.15 1 0.00 99.16 1 0.00 99.16 1 0.00 99.17 1 0.00 99.17 1 0.00 99.18 1 0.00 99.18 1 0.00 99.18 1 0.00 99.19 1 0.00 99.19 1 0.00 99.20 1 0.00 99.20 1 0.00 99.21 1 0.00 99.21 1 0.00 99.21 1 0.00 99.22 1 0.00 99.22 1 0.00 99.23 1 0.00 99.23 1 0.00 99.24 1 0.00 99.24 1 0.00 99.25 1 0.00 99.25 1 0.00 99.25 1 0.00 99.26 1 0.00 99.26 1 0.00 99.27 1 0.00 99.27 1 0.00 99.28 1 0.00 99.28 1 0.00 99.28 1 0.00 99.29 1 0.00 99.29

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

STATE STATIONERY STEEL STEREOS STEWARDESS STICKERS STOCK STOOL STOPPED STOREWIDE STORIES STORING STORYBOOKS STOVES STREET STRONGER STRONGLY STURDY STYLE SUBUNIT SUGGEST SUGGESTION SUIT SUNBATHING SUNDAYS SUNGLASSES SUNLIGHT SUNNY SUPERPORRIDGE SURFBOARD SURPRISE SURPRISING SWAP SWEATER SWEEPING

2182 2183 2184 2185 2186 2187 2188 2189 2190 2191 2192 2193 2194 2195 2196 2197 2198 2199 2200 2201 2202 2203 2204 2205 2206 2207 2208 2209 2210 2211 2212 2213 2214 2215 2216

1 1 1

0.00 99.30 0.00 99.30 0.00 99.31 1 0.00 99.31 1 0.00 99.31 1 0.00 99.32 1 0.00 99.32 1 0.00 99.33 1 0.00 99.33 1 0.00 99.34 1 0.00 99.34 1 0.00 99.34 1 0.00 99.35 1 0.00 99.35 1 0.00 99.36 1 0.00 99.36 1 0.00 99.37 1 0.00 99.37 1 0.00 99.37 1 0.00 99.38 1 0.00 99.38 1 0.00 99.39 1 0.00 99.39 1 0.00 99.40 1 0.00 99.40 1 0.00 99.40 1 0.00 99.41 1 0.00 99.41 1 0.00 99.42 1 0.00 99.42 1 0.00 99.43 1 0.00 99.43 1 0.00 99.43 1 0.00 99.44 1 0.00 99.44

SWEET SWIM SWIMSUIT SYMBOLS SYMPATHY TAIL TATION TAXI TAXIS TEACHES TEAM TEASPOONFUL TEENAGER TELECOMMUNICATION TEMPLE TENGGER TERASI TERM THALITA THEME THICKENS THICKER THIRTEEN THOUGHT THROAT TIDE TIDY TIMETABLE TIN TINY TIRED TITLE TOE TONGUE TONIGHT 324

2217 1 0.00 99.45 2218 1 0.00 99.45 2219 1 0.00 99.46 2220 1 0.00 99.46 2221 1 0.00 99.47 2222 1 0.00 99.47 2223 1 0.00 99.47 2224 1 0.00 99.48 2225 1 0.00 99.48 2226 1 0.00 99.49 2227 1 0.00 99.49 2228 1 0.00 99.50 2229 1 0.00 99.50 2230 1 0.00 99.50 2231 1 0.00 99.51 2232 1 0.00 99.51 2233 1 0.00 99.52 2234 1 0.00 99.52 2235 1 0.00 99.53 2236 1 0.00 99.53 2237 1 0.00 99.53 2238 1 0.00 99.54 2239 1 0.00 99.54 2240 1 0.00 99.55 2241 1 0.00 99.55 2242 1 0.00 99.56 2243 1 0.00 99.56 2244 1 0.00 99.56 2245 1 0.00 99.57 2246 1 0.00 99.57 2247 1 0.00 99.58 2248 1 0.00 99.58 2249 1 0.00 99.59 2250 1 0.00 99.59 2251 1 0.00 99.59

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

TOOTH TOP TOPIC TOUCH TRACE TRACK TRADITONAL TRAINER TRANSMISSION TREES TRIBES TRICK TRIES TRIP TRUCKS TRUTH TURNS TVS TWINKLE TWO-STOREY TYPEWRITER TYPICALLY TYPING UGLY UH-HU UMBER UNBELIEVABLE UNDERLINED UNGRATEFUL UNIQUENESS UNIT UNIVERSITY UNUSUAL UPPER UPS

2252 1 0.00 99.60 2253 1 0.00 99.60 2254 1 0.00 99.61 2255 1 0.00 99.61 2256 1 0.00 99.62 2257 1 0.00 99.62 2258 1 0.00 99.62 2259 1 0.00 99.63 2260 1 0.00 99.63 2261 1 0.00 99.64 2262 1 0.00 99.64 2263 1 0.00 99.65 2264 1 0.00 99.65 2265 1 0.00 99.65 2266 1 0.00 99.66 2267 1 0.00 99.66 2268 1 0.00 99.67 2269 1 0.00 99.67 2270 1 0.00 99.68 2271 1 0.00 99.68 2272 1 0.00 99.69 2273 1 0.00 99.69 2274 1 0.00 99.69 2275 1 0.00 99.70 2276 1 0.00 99.70 2277 1 0.00 99.71 2278 1 0.00 99.71 2279 1 0.00 99.72 2280 1 0.00 99.72 2281 1 0.00 99.72 2282 1 0.00 99.73 2283 1 0.00 99.73 2284 1 0.00 99.74 2285 1 0.00 99.74 2286 1 0.00 99.75

UPSET URUGUAY VARIETY VESSEL VIEW VIEWERS VIRUSES VISION VISITS VITAMINS VOLLEYBALL VOLUME VOWELS WAIST WAITS WALK WALLET WALLS WARDROBE WAREHOUSE WARMTH WARN WARNING WASHES WASHING WAVES WAVING WAVY WEATHER WEEKLY WEIGH WENT WEST WESTLIFE WHEEL 325

2287 1 0.00 2288 1 0.00 2289 1 0.00 2290 1 0.00 2291 1 0.00 2292 1 0.00 2293 1 0.00 2294 1 0.00 2295 1 0.00 2296 1 0.00 2297 1 0.00 2298 1 0.00 2299 1 0.00 2300 1 0.00 2301 1 0.00 2302 1 0.00 2303 1 0.00 2304 1 0.00 2305 1 0.00 2306 1 0.00 2307 1 0.00 2308 1 0.00 2309 1 0.00 2310 1 0.00 2311 1 0.00 2312 1 0.00 2313 1 0.00 2314 1 0.00 2315 1 0.00 2316 1 0.00 2317 1 0.00 2318 1 0.00 2319 1 0.00 2320 1 0.00 2321 1 0.00

99.75 99.75 99.76 99.76 99.77 99.77 99.78 99.78 99.78 99.79 99.79 99.80 99.80 99.81 99.81 99.81 99.82 99.82 99.83 99.83 99.84 99.84 99.84 99.85 99.85 99.86 99.86 99.87 99.87 99.87 99.88 99.88 99.89 99.89 99.90

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

WHEELBARROW WHEELS WHOLE WHOSE WIDELY WILDLIFE WIND WINGS WISELY WISH WITHOUT WONDERFUL WONDERS WORKDAY WORKER WORKOUT WORKPLACE WORRY WOW WRONG YEAH YELLOWISH YOURS ZOO

2322 1 0.00 99.90 2323 1 0.00 99.91 2324 1 0.00 99.91 2325 1 0.00 99.91 2326 1 0.00 99.92 2327 1 0.00 99.92 2328 1 0.00 99.93 2329 1 0.00 99.93 2330 1 0.00 99.94 2331 1 0.00 99.94 2332 1 0.00 99.94 2333 1 0.00 99.95 2334 1 0.00 99.95 2335 1 0.00 99.96 2336 1 0.00 99.96 2337 1 0.00 99.97 2338 1 0.00 99.97 2339 1 0.00 99.97 2340 1 0.00 99.98 2341 1 0.00 99.98 2342 1 0.00 99.99 2343 1 0.00 99.99 2344 1 0.00 100.00 2345 1 0.00 100.00

326

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