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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter discusses theories upon which this research is laid down. There are two major sections to be discussed here as the groundwork of this research. They
are theoretical description and theoretical framework.
A. Theoretical Description
There are three major issues underlying this research. They include theories related to working with workbook, materials evaluation, and book evaluation criteria
to support the research. The theories were stated by some experts in language teaching.
1. Working with a Workbook
Workbook contains a lot of exercises and it plays an important role for the students to practice. Soepomo 1978: 317 defines a workbook as supplementary for
textbook besides teacher’s manual book, and extensive reading book. The availability of a workbook is aimed to compulse both teacher and students to do exercise based
on the materials taught from the textbook. Workbook enables the students to have greater opportunities to repeat and practice their English. Workbook is said to be one
of the needs material for teaching which are used in a school and considered as one of the keys to success and the failure of the teaching.
In learning language, students need a lot of practice because when they have a
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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learning. This fact happens in learning English. By doing some exercises provided in workbook, it is supposed that students will be able to understand in using English.
Concerning this, Lado 1964: 4 positively comments on Fries’ demonstration, “Fries, for example recommended devoting 85 of class time to practice and no more than
15 to explanation and commentary.” Furthermore, he claims as follow, The students must be engaged in practice most of the learning time. This
principle has a psychological justification, since other thing being equal, the quantity and permanence of learning are in direct proportion to the amount of
practice p.4.
The statement above clearly explains that the possible way to make the students get involved in English is by doing exercises as many as possible. One thing which
teachers’ should give attention to is they must choose the most suitable workbook for their students. Means, the teachers must carefully consider the content of a workbook
when deciding to use a workbook as supplementary materials besides textbook. Praninskas 1976, one of English textbook writers, says that the exercises offered to
students are for the sake of practicing students’ response. The exercises which are given is the opportunity for students to practice constructing kinds of sentence which
has been taught by the teacher. To conclude, workbook is definitely needed in a language teaching, including
English teaching, because of its importance. The use of workbook as a complement will recall about what has been taught by the teacher from the textbook.
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2. Materials Evaluation