ISSN 2321-1091 Volume 5 Number 2 JOURNAL OF SOCIAL SCIENCE RESEARCH 953 | Page September, 2014 www.cirworld.com AN ANALYSIS ON CALP IN REPORT TEXT FOR SECOND GRADE SENIOR HIGH SCHOOL Muryanti 1 , Mahdum 2 , M. Nababan 3 Faculty of Teachers Training and Education, Riau University, Riau, Indonesia 1 muryanti12@gmail.com, Tel. +6285264578294 2 mahdum1211@gmail.com, Tel. +62811752573 3 Tel. +6285278371860 ABSTRACT This study was about the existence of CALP (academic words) in report text for second grade senior high school. The aim of this study was to find out 1) the percentage and 2) the frequency of academic words (CALP words) contained in report text used for second grade senior high school. Six report texts from three different publishers were chosen through purposive sampling. The analysis was based on the Academic Word List (AWL) which comprises of 10 level of frequency, from the highest (level 1) to the lowest (level 10). It was found that there were 33 academic words in the six report texts, and 12 of them or 36.37% belong to level 1. It implies that most academic words contained in the texts belong to the highest frequency level. Based on the result, it is recommended for teachers to concern more on material selection to fulfill students’ need in academic words. Keywords: CALP, Academic Words, Report Text Academic Discipline Education SUBJECT CLASSIFICATION English Subject Classification TYPE (METHOD/APPROACH) Descriptive Research INTRODUCTION Based on the curriculum of 2006, senior high school students are intended to learn the English four language skills: listening, reading, speaking and writing. The curriculum includes the comprehension of 13 kinds of literary texts. Second grade senior high school students are taught around four kinds of the genres, which are narrative, spoof, hortatory exposition, and report. These kinds of text are expected to help students in achieving desired language proficiency. When talking about language proficiency, Cummins (1979) in volume number 2 edited by Street and Hornerberg (2008) distinguishes language mastery into two levels of proficiency. The first level of proficiency is known as BICS (Basic Interpersonal Communication Skill). It is a terminology used to classify learners’ ability in using language in daily conversation without cognitive process. For example, students’ daily conversation about someone’s favorite celebrity, someone’s daily activity, etc is considered as BICS. Therefore, learners can be considered proficient in BICS if they can talk fluently in that language. Whereas, the second level, CALP (Cognitive Academic Language Proficiency) is used to classify learners’ ability in writing, speaking, listening, and reading academic works with cognitive processes, such as synthesizing, analyzing, and evaluating. Students need to learn both BICS and CALP since they need both of them in order to be successful language learners. However, what happens in reality is that most people are not really concerned about CALP. Nevertheless, CALP is really needed for English students to be able to read and write academic works, such as writing an essay, business letter, read a report text, or others successfully (Scarcella, 2003). However, Lawrence, White, and Snow (2010) have found that English students tend to struggle to comprehend academic text because they lack of academic words and lack of exposure to the language. Moreover, Roengpitya (2010) highlights that most EFL students are lack of exposure to academic language because all subjects other than English subject is taught in students’ native language. Therefore, it will be hard for students to attain academic language. These statements are also supported by Kramsch (2000) who says that academic language is not everyday language hence it needs to be conducted with academic discourse. These findings imply that in teaching academic text, there should be a vocabulary selection. The selection is supposed to prioritize the low frequent vocabularies since students will need these words for their academic activities. Cummins (1984) through his research over 400 teachers’ referral form and assessment conducted on students in Canadian school system found that most teachers considered that children had mastered English if they were able to