Definition of exercises Theoretical Description

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CHAPTER II REVIEW OF RELATED LITERATURE

This chapter presents detailed theories related to the research of the exercise types used in Basic Reading I Sanata Dharma University in first semester students’ academic year 20112012. This chapter will be divided into three parts; they are theoretical description, an overview of Basic Reading I, and theoretical framework.

A. Theoretical Description

This theoretical description concerns the related theories used to support the accomplishment of the study. There are five major areas. They are definition of exercises, three levels of choosing exercises, types of exercises, theory on reading, and teaching reading for university students.

1. Definition of exercises

Assessment of student learning requires the use of techniques for measuring student achievement. Assessment is more than a collection of techniques, however. It is a systematic process that plays a significant role in effective teaching, It begins with the identifications of learning goals, monitors the progress students make toward those goals and ends with a judgment concerning the extent to which those goals have been attained Miller, Linn, Gronlund, 2009, p.26. Hence, teachers take time to construct and select the assessment type, for example student’s worksheet, homework assignment, projects, and term paper. 11 Homework, assignment, tasks, exercises, and the like are the assessment type that used in a classroom. As explained by Marzano, Pickering, and Pollock 2001, homework and practice are instructional techniques that are well known to teachers. Both provide students with opportunities to deepen their understanding and skills relative to content that has been initially presented to them. Piepho as cited by Candlin 1983, p. 46 explains that exercises are not simply a didactic organization. It involves the relationship between the teachers and the learners. Thus, the essential conditions for successful teaching are patience, encouragement, praise, and helping of every learner continually towards the mastering of learning. The way of the teachers can look after every individual learner in this way has organizational or procedural, which is set of repeated exercises. These exercises are not always to be terminated in course book unit or lesson, but it can be form handouts compiled by the teacher. It sequences every learner to achieve the learning objective and to master the skills or sub-skills the related subject, for example, the lecturers can compile the material from internet, and this compilation is based on the students’ need and the objectives of the course. It likes what Moyle 1972 explains that teachers should know the purpose of giving exercise to fulfill the students’ needs. The value and effectiveness of exercise lies not only in the more or less automatically correct language produce, but also more importantly in the requirement they force, like formal drill in which the teacher make his purposes clearly through the exercises. Moreover, learners assess the value of exercise in 12 terms of the degree to which their particular objective is fulfilled by the activity required by exercises Phiepho in Candlin, 1983, p.47.

2. Three levels of choosing exercises by teachers