6
CHAPTER II THEORETICAL FRAMEWORK
Chapter two is the chapter which explains the theoretical framework of this research. It discusses the main parts of the research, such as a workbook and
bloom taxonomy. And this chapter explains the thinking theory used in this study that develop the research question.
A. Literature Review
1. Workbook
a. Nature of the Workbook
The workbook is a freestanding manual that addresses materials considered to be incompletely covered within the text.
1
Workbook provides varied material practices and exercises for teaching and learning
processes. The fundamental principles of language, grammar, and composition skills involve are not often clearly understood in the
classroom. All kinds of material can cover by the workbook by giving enough practice.
2
The workbook functions in different ways for both teachers and students. For teachers, exercises in the workbook help teachers to examine
student’s ability. Workbook also helps the teacher to determine the learning activity
that can improve student’s comprehension in the classroom. The teachers lead the students with many exercises in order to
develop the competence. Many teachers feel difficult to develop the learning activities for
student. Teachers often have a limited time to develop new activities. Used of the workbook will essential for helping the teacher and student to cover
the problems.
1
Enza Antenos-Conforti and Frank Nuessel, The Workbook in Elementary Italian, Vol. 84,
No. 1 Spring, American Association of Teachers of Italian, 2007, pp. 42-58
2
Fred G. Walcott, Problems of the Workbook Author, The English Journal,Vol. 22, No. 7 Sep, 1933, pp. 574
At the present time, many series of textbooks are supplemented by such materials to strengthen their teaching program. Good independent
workbooks, designed to accompany no specific textbook. Several types of workbooks are found, but they are all variations of either a text-workbook
or one which contains only exercises. Some of the newer workbooks are hybrids, combining both types.
When the possibility of using workbooks is being considered, the teacher should have clearly in mind exactly which functions to achieve the
workbook to fulfill. Workbooks should benefit highly motivated or interested students
who, compete themselves. They can also be of benefit to the student who wants extra practice not extra credit with material of graded levels of
difficulty, outside of the classroom or in addition to any possible conference time.
3
Workbooks develop the good study habits and independence learning of student.
b. Advantages of the Workbook
Workbook and other skill practice pages can be valuable learning and teaching resources for students and teachers. Teachers can improve upon
workbook pages effectiveness to make them more than busy work, testing devices, pupil directed practice, or group assignments.
Teacher could save a great deal of time by having each childs work within the covers of an individual book.
4
. It saves the time and energy of both teacher and pupil which presents only one problem at a time. The use
of the workbook is advisable.
3
David G. Pugh, Writing Workbooks: Teaching Tragedies? College Composition and Communication, Vol. 15, No. 3 Oct., 1964, p. 165
4
Margaret Kerr, Teaching with Workbooks, The Elementary School Journal, Vol. 48, No. 4 Dec., 1947, pp. 218