1

CRITICAL BOOK REVIEW

TEFL
(Penny Ur, Cambridge University Press 1991, Hal 338)

Arranged By:

FANYA HANDAYANI (2183321024)

ENGLISH EDUCATION 18 D

Dra.MASITOWARNI SIREGAR, M.Ed.

TEFL

FACULTY OF LANGUAGE AND ART

MEDAN STATE UNIVERSITY

9 SEPTEMBER 2019

FOREWORD
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Praise and gratitude, we pray to God Almighty, because for His grace the author can complete the Critical
Book Review right at this time.

The author also wishes to express his deep and sincere gratitude Ms. Dra.MASITOWARNI SIREGAR,
M.Ed. as a person who has provided much guidance to the author during this course.

This Critical Book Review was carried out for Ms. Masito assignment. In this Critical Book Review there
is a comparison of the main book with its comparison book, which are three books.

The author is also aware of many mistakes in this Critical Book Review, therefore the authors apologize
if there are statements and errors in writing. The author also hopes that criticism and suggestions to make
the task better.

The author thanks. Hopefully it can be useful and can increase our knowledge.

Medan, September 9, 2019

Writer

TABLE OF CONTENTS
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CHAPTER I INTRODUCTION……………………………………………………………………………………..04

1.1 IMPORTAN RATIONALIZATION OF CBR……………………………………………………………….04

1.2 PURPOSE OF WRITING CBR…………………………………………………………………………………….04
1.3 BENEFITS OF CBR………………………………………………………………....................................................04
1.4 BOOK IDENTITY REVIEWED…………………………………………………………………………………..04

CHAPTER II SUMMARY OF CONTENTS OF THE BOOK…………………….............................06

1.1 CHAPTER I…………………………………………………………………………………………………………….…06

1.2 CHAPTER II………………………………………………………………………………………………………….…..07
1.3 CHAPTER III……………………………………………………………………………………………………………..08
1.4 CHAPTER IV………………………………………………………………………………………………………….…10
1.5 CHAPTER V…………………………………………………………………………………………………………...…12
1.6 CHAPTER VI…………………………………………………………………………………………………………….13
1.7 CHAPTER VII…………………………………………………………………………………………………………...14

CHAPTER III DISSCUSION…………………………………………………………………………………………..15

3.1 DISCUSSION OF THE CONTENT OF THE MAIN BOOK WITH THE COMPARISON BOOK…..….15

3.2 STRENGTHS AND WEAKNESS OF THE BOOK………………………………………………………..16

CHAPTER IV CONCLUSSION AND SUGGESTIONS………………………………………………...…17

4.1 CONCLUSIONS…………………………………………………………………………………………………………...17

4.2 SUGGESTIONS……………………………………………………………………………………………………….......17

BIBLIOGRAPHY………………………………………………………………………………………………………….….17

II

CHAPTER I
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INTRODUCTION

1.1 IMPORTAN RATIONALIZATION OF CBR

Often we are confused in choosing reference books for us to read and understand. Sometimes we
choose one book, but it doesn't satisfy our hearts. For example in terms of language analysis, discussion
of TEFL. Therefore, the writer makes this Critical Book Review to make it easier for readers to choose
TEFL references.

1.2 PURPOSE OF WRITING CBR

1. Reviewing the contents of a book,

2. Finding and knowing the information contained in the book,

3. Training you to think critically in finding information provided by each chapter of the first book and
the second book,

4. Comparing the contents of the first book and the second book, and

5. Criticizing one topic in TEFL in the three different books.

1.3 BENEFITS OF CBR

The benefit of CBR is to provide information or a comprehensive understanding of what appears and
is revealed in a TEFL book that invites the reader to think, ponder and discuss further about the problems
in the book.

1.4 BOOK IDENTITY REVIEWED

I. MAIN BOOKS
 TITLE : A COURSE IN LANGUAGE TEACHING
 EDITION : FISRT EDITION
 AUTHOR : PENNY UR
 EDITOR : MARION WILLIAMS AND TONY WRIGHT
 PUBLISHER : CAMBRIDGE UNIVERSITY PRESS
 PUBLISHER CITY : CAMBRIDGE, NEW YORK, MELBOURNE, MARDRID,CAPE
TOWN SINGAPORE, SAU PAULO, DELHI
 PUBLISHER YEAR : 1991
 ISBN : 978-0-571-44994-6

II. THE FIRST COMPARISON BOOK

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 TITLE : TEACHING ENGLISH AS A FOREIGN LANGUAGE

 EDITION : FIRST EDITION
 AUTHOR : BAMBANG SETIYADI
 EDITOR : BAMBANG SETIYADI
 PUBLISHER : GRAHA ILMU
 PUBLISHER CITY : YOGYAKARTA
 PUBLISHER YEAR : 2006
 ISBN : 979-756-120-9

III. THE SECOND COMPARISON BOOK

 TITLE : AN INTRODUCTION TO FOREIGN LANGUAGE LERNING AND
TEACHING
 EDITION : FIRST EDITION
 AUTHOR : KEITH JHONSON
 EDITOR : KEITH JHONSON
 PUBLISHER : PEARSON EDUCATION LIMITIED
 PUBLISHER CITY :UNITED KINGDOM
 PUBLISHER YEAR : 2001
 ISBN : 0-582-29086-4

CHAPTER II
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SUMMARY OF CONTENTS OF THE BOOK

2.1 CHAPTER I

The Teaching Process

The processor teaching a foreign language is a complex one as with many other subjects, it gas necessary
to be broken down into components for purpose of study. Part I present three such component: the
teaching acts of (1) presenting and explaining new material; (2) providing practice ; and (3) testing .not
that the first to concepts are understood here Esther differently from the way they are usually used within
the conventional ' presentation - practice- production' paradigm

Effective Presentation

This kind of mediate on may becalmed ' presentation’ the term is applied here not only to the kind of
limited and controlled modeling of a target item that we do when we introduce a new world order
grammaticalstructure, butalsototheinitialencuarterwithcomperehenshibleinput in the form of spoken or
written text, as well as various kind of explanation, intrusion, and discussion of new language items or
tasks.

Example of presentation procedures:

The first describe show a teacher of young children in a primary school new Zealand reached them to
read and written they first worlds; the seconds recommendation of how to introduce a short foreign
language dialogue in primary or secondary school; the third is an unusual in provides presentation of a
particular language function with a class of adults; and the fourth is the first presentation to a middle-
school class of a soliloquy from a shakes pears play.

Explanation and instruction

When introducing new material we often need also to give explicit descriptions or definition of concepts
or processes, and whether wean or cannot explain such new a ideas clearly too us student may make a
crucial difference to the success or failure of a lesson

Guideline same on giving Effective explanation and instructions

1. Prepare
2. Make sure you have the class full attention
3. Present the information more ethnic once
4. Be brief
5. Illustrate with examples
6. Get feedback

2.2 CHAPTER II
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Teaching the language (1) : ‘what’

Just as teaching activitis need to be broken down into components forconvenient study, so does
language itself. In such a situation they may be able to use most of their waking hours engaging with the
language, and the ratio of the ‘teachers’ to learnees is often one-to-one – luxuries which students on
foreign-language courses usually do not have. In the classroom it simply more efficient to select and
grade the language to be learnt so that learners waste a minimum of time on frustrating.
Incomprehensions and have plenty of oppurtunities to practise what they know and use it as a jump-off
point for the learning of new language.

The fourth module describes a different type of language ‘segment’, but one which is also
important and complements the first three. This type of segment may be called ‘holistic’ : language used
in a certain context to communicate meanings. Such segments may include the language used to express a
a certain topic, or within a certain situation, or that used to express a concept (notion) or perform a
communicative act (function). A language course may be based on pronounciation, vocabulary and
grammar, or on the more ‘communicative’ categories of topic, situation, notion and function. Probably,
however, the most effective taching and learning result from a combination of them all.

 Improving learners’ pronounciation

It needs to be said at the outset that the aim of pronounciation improvement is not to achieve a perfect
imitation of a native accent, but simply to get the learner to pronounce accurately enough to be easily and
comfotably comprehensible to other (competent) speakers.

 Remembering vocabulary

Vacabulary can be defined, riughly, as the words we teach in the foreign language. However the new item
of vocabulary may be more than a single word : for exemple, post office and mother-in-law, which are
made up two or three words but express a single idea. There are various reasons why we remember some
words better than others : the nature of the words themselve, under what circumtances they are learnt, the
method of teaching and so on.

What is grammar ?

Grammar is sometimes defined as ‘the way word are put together to make correct sentences’. This is as
we shall see presently, an over-simplification, but it is a good starting-point. We can, however, apply the
term ‘grammatical’ to units samaller than sentences. A brief phrase said or written on its own can be
grammatically acceptable or unacceptable in its own right : a tall woman sounds right; *a woman tall
does not. The same may be true of single words: compare went with goes.

2.3 CHAPTER III

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TEACHING THE LANGUAGE: THE ‘HOW’

Language proficiency can be defined in terms of accuracy and fluency; if al learner has mastered a
language successfully, that means that he or she can understand and produce it both accurately (correctly)
and fluently (receiving i and conveying messages with ease). Thus in planning a unit of teaching, it is
useful to separate the two aspects, and define clearly the learning objective at i any given point in a
lesson. When the objective is accuracy, teacher and learners are chiefly concerned with getting the
language right': forming correct sounds, words, sentences.

On the whole, the teaching of pronunciation, vocabulary and grammar will l tend to be accuracy-oriented:
in these we are mainly interested in getting learners to say the sounds right, to use the words to express
the appropriate meanings, or to construct their sentences in a way that sounds acceptable. In the teaching
of language content within the more "holistic' categories of topics or functions we are beginning to move
over towards fluency, with more emphasis: on producing appropriate language in context: equal
importance is attached to form and message. In teaching the so-called •four skills'-listening, speaking,
reading and writing the emphasis will usually be firmly on fluency.

What does real-life listening involve

In principle, the objective of listening comprehension practice in the classroom is that students should
learn to function successfully in real-life listening situations. This being so, it makes sense to examine
first of all what real-life listening is, and what sorts of things the listener needs to be able to do in order to
comprehend satisfactorily in a variety of situations. Characteristics of real-life listening situations:

1) Informal spoken discourse

2) Listener expectation and purpose
3) Looking as well as listening
4) Ongoing purposeful listener response
5) Speaker attention

Successful oral fluency practice

Of all the four skills, speaking seems intuitively the most important: people who know a language are
referred to as ‘speakers’ of the language, as if speaking include all the other kinds of knowing: and many
if not most foreign language learners are primarily interested in learning to speak. When testing the oral
proficiency of learners we may simply interview them and assess their responses; or use other techniques
like role play, group discussion between learners, monologue, and picture-description and so on. But
choosing an appropriate elicitation technique is only part of the problem; i there are many other
difficulties associated with design, administration and assessment. So serious are these difficulties, in fact,
that most language exams i either do not include oral testing techniques or give them very low weighting
in the final grade.

Beginning reading
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Note: This unit is relevant for situations where the learners' mother tongue has a different alphabet from
that of the foreign language being taught. For many learners, beginning to read the foreign language
involves learning an entire new set of written symbols. And for the teacher, some preliminary decisions
need to be made about how to teach them. A conventional type of reading activity or test consists of a text
followed by comprehension questions. In this unit, we shall look at some examples of this kind of
material, consider what makes it more, or less, effective, and suggest variations. Getting our learners to
understand a simple text, as discussed in the previous unit, is only the beginning. Reading skills need to
be fostered so that learners can cope with more and more sophisticated texts and tasks, and deal with them
efficiently: quickly, appropriately and skillfully the following task invites you to look at characteristics of
efficient reading and think for yourself about how they would affect teaching.

Procedures that teach writing

One of the reasons that teaching writing is so different from teaching speech 1s that the two types of
discourse differ in some basic characteristics. This unit studies some of these differences, and their
implications for teaching. This unit is based on the assumption that the objective of the teaching of
writing In a foreign language is to get learners to acquire the abilities and skills they need to produce a
range of different kinds of written texts similar to those an educated person would be expected to be able
to produce in their own language. If the objectives in your teaching situation, or as expressed in your
syllabus, are different (to pass a certain exam, for example, or to write specific kinds of texts), it is worth
taking a moment to define what they are; you may find that you need to adapt some of the material in this
unit. Some of the characteristics of written texts in general were considered in Unit One; this unit studies
the objectives and content of textbook procedures that teach writing: what is, or should be, their content?
We shall look at some writing tasks and examine what each in fact does for the learner. First, does it
really teach writing, or just use writing as a means to teach some other aspect of language (grammar, for
example)? Second, if it does focus on writing itself, what sort of a balance does it maintain between
'micro' aspects (spelling, i punctuation, etc.) and 'macro' (content, organization)?

2.4 CHAPTER IV
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COURSE CONTENT

The content of language courses may be divided into two components: the language itself (its
pronunciation, grammar, how to read it, etc), and the ideas or subjects matter which the language is used
to express. In the context of “natural” or “immersion” learning learners have almost unlimited exposure to
random samples of the language, often one-to-one teaching and high motivation to learn in order to
survive. The first to modules of part IV are concerned with this kind of organization of language content.
The learning of language content may be the main goal of a course but language its self is not, ultimately,
a goal, it is normally a means: specifically a means of communicating messages.

What is A Syllabus?

Compare your ideas with does presented below. The courses you teach, or intend to teach, or likely to
based on some kind of written syllabus. Common characteristics of a syllabus. The syllabus generally has
explicit objectives, usually declared at the beginning of the document, on the basis of which the
components of the list are selected and ordered.

Characteristics of syllabus:

1. Consists of a comprehensive list of:

 Content items (words, structures, topics)
 Process item (tasks, methods)
2. Is ordered (easier, more essential items first)
3. Has explicit objectives
4. Is a public document
5. May indicate a time schedule
6. May indicate a preferred methodology or a approach
7. May recommended materials

How necessary is a course book?

In favors of using a course book

 Framework
 Syllabus
 Ready-made texts and tasks
 Economy
 Convenience
 Guidance
 Autonomy

Teacher-made worksheets and work cards

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Guidelines for teacher made materials

 be neat
 begin with short lines of neat writing
 be clear and attractive to look at
 be clearly
 optionally

2.5 CHAPTER V
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LESSON PLANING

The lesson is a type of organized social event that occurs in virtually all cultures. All lessons are
concerned with learning as their main objective, involve the participation of learners and teachers and are
limited and pre-scheduled as regards time, place, and membership.

Aspects of the lesson

 Transaction
 Interaction
 Goal-oriented effort
 A satisfying, enjoyable experience
 A role-based culture
 A conventional construct
 A series of free choices

Classroom interaction

Patterns of classroom interaction

Observation has shown that the most common type of classroom is that known as IRF - Initiation-
Response-Feedback: the teacher initiates an exchange, usually in a form of a question, one of the students
answers, the teacher gives feedback (assessment, correction, comment), initiates the next question - and
so on (Sinclair and Coulthard, 1975).

Giving feedback

Different approaches to the nature and function of feedback

In the context of teaching in general, feedback is information that is given to the learner about his or her
performance of a learning task, usually with the objective of improving this performance.

Feedback has two main distinguishable components: assessment and correction. In assessment, the
learner is simply informed how well or badly he or she has performed. In correction, some specific
information is provided on aspects of the learner's performance: through explanation, or provision of
better or other alternatives, or through elicitation of these from the learner.

Classroom discipline

Some important factors that contribute to classroom discipline and are potentially within the control of, or
influenced by the teacher are:

 Classroom management
 Methodology
 Interpersonal relationships
 lesson planning and student motivation

2.6 CHAPTER VI
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Focuses entirely on characteristics of learners, or groups of learners, which seem to me particularly

important or problematical: the question of learner motivation; learners of different ages; and
heterogeneous classes Module 19 looks at different kinds of learner motivation, and examines particularly
the ways in which the teacher can influence it. The assumption is made here that the teacher has a
responsibility not only to provide opportunities for learning, but also actively to 'push' learners to realize
their full potential and make maximum progress; and that the enhancement of motivation is probably the
most effective way to do this. The topic of younger and adult learners is dealt with in Module 20:
differences between the age groups in learning styles, abilities and motivation entail corresponding
differences in the selection of materials and methodology and in lesson planning. It is also useful to be
aware of the unreliability of various popular myths: for example, that child learn languages better than
adults. Module 21 deals with heterogeneous classes, sometimes called 'mixed-ability classes. The term
'mixed-ability, however, implies that the important difference between members of a mixed class is in
their language-learning ability, but this is not necessarily so. Even if the main observed difference
between them is in the amount of language they know, this may have its roots in all sorts of other reasons
besides ability (previous teaching, motivation, etc.). And there are plenty of other differences between
learners that need to be taken into account by a teacher: preferred leaning style, personality, interests,
cultural background- to name only a few. Thus the term 'heterogeneous-composed of different kinds of
people-is I think more suitable in defining such classes. To some extent, any leas is heterogeneous (one
definition of the term is 'a class of two'!); but certainly some are more so than others. Very heterogeneous
classes can be extremely difficult to teach: hence the importance of studying the main problems and
searching for principles and practical ideas that can contribute to effective solutions The problem of
heterogeneity is, of course, compounded if the class is also large; and in fact many teachers see the large
heterogeneous class' as a single, generalized problem situation. Hence it seemed logical to treat the two
aspects together in a single module.

Motivation: some background thinking

The importance of motivation

The significant message of research in this area for teachers is the sheer importance of the factor of
learner motivation in successful language learning other questions raised in the above paragraph are
arguably academic. Came to the conclusion that the most successful learners are not necessarily those to
whom a language comes very easily; they are those who display certain typical characteristics, most of
them clearly associated with motivation.

The teacher's responsibility

In an article written some years ago, Girard (1977) emphasized that it is an important part of the teacher's
job to motivate learners. In more recent 'learner- centered' approaches to language teaching, however, the
teacher's function is seen mainly as a provider of materials and conditions for learning, while the learner
takes responsibility for his or her own motivation and performance.

2.7 CHAPTER VII

14

And beyond it has been said that teachers who have been teaching for twenty years may be divided into
two categories: those with twenty years' experience and those with one year's experience repeated twenty
times. In other words, sheer time on the job does not ensure fruitful experience and professional progress.
Successful teachers are those who continue to develop throughout their professional lives: the completion
of a pre-service course and initial qualification are only the beginning. A pre-service course should not
only enable you to start teaching with competence and confidence: it should also give you the tools and
understanding for further development. Part VII of this book, which consists of only one module,
addresses teachers at any stage of their career. It looks at various aspects of continuing professional
development, and suggests practical ways in which you may further your own.

Teacher development: practice, reflection, sharing

This unit discusses the nature and importance of teacher development and then looks at ways you can
progress professionally in the course of a full teaching schedule: through private reflection and interaction
with colleagues. Few institutions have systematic teacher-appraisal systems; and where these do exist,
they are very often for hiring-and-firing purposes rather than to assist professional improvement and
learning. The effect may therefore be stressful and demoralizing rather than helpful However, for your
own benefit it is important to carry out some periodic appraisal of your teaching, on the principle that you
cannot move ahead without having a fairly clear idea of where you are now. Obvious sources of feedback
on your teaching are colleagues, your own students and yourself.

Advancing further (1): intake

The first two units dealt with some ideas for professional progress and development within the routine of
a full teaching schedule. These, however, can advance you only up to a point: sooner or later you will be
looking for ways to learn more, to broaden your professional knowledge and thinking outside the
immediate resources of your own institution.

Advancing further (2): output

Units One and Two discussed professional development through reflection, discussion and learning. This
unit takes the concept of 'teacher development one step further, and suggests ways in which you yourself
can make a contribution to the field through sharing your own ideas, innovations or research with others

CHAPTER III
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DISSCUSSION

3.1 DISCUSSION OF THE CONTENT OF THE MAIN BOOK WITH THE COMPARISON
BOOK

The book with the title A Course in Language Teaching is divided into 7 chapters and 22 modules,
each comprised of four to five sections, making the units easy to use and their aims quite clear. As a
practical suggestion for using the book, the author states that the first 4 chapters are mainly targeted at
fledgling teachers, while the remaining chapters focus on practical hands-on teaching skills and
opportunities to heighten professional awareness of the teaching process. As regards professional
development, each unit is wrapped up with a dozen review questions to check comprehension of concepts
addressed. Meanwhile, tasks are set throughout each unit allowing for reflection on personal practice and
experience, so as to provide opportunities to apply theory to teaching context. These tasks are versatile
enough for the book to serve as a training manual for groups of teachers or as a self-help guide to
teaching. For more experienced teachers, a variety of contexts are given to analyze methods and explore
theoretical underpinnings. For both sets of teachers, this update provides links to many useful electronic
resources and encourages tools such as Moodle and IWBS, which are relatively new in the language
school setting. Last but not least, the book provides substantial updates on what learners studying at an
organization like ours need English for in this increasingly global context. The end goal of language
teaching and learning is for language learners to be able to use one of the world Englishes pragmatically
and competently.

While, the book with the title “Teaching English as a Foreign Language” is meant to provide you
with background knowledge which is needed to understand the other following modules in this subject.
Without understanding this module you will probably find some difficulties in foreign language like the
case of English in the Indonesian second language in a country like as a understanding the content of each
other module since the contents of the other following modules are related to some of the content of the
first module, especially the concepts of approach, method, and techniques, which are presented in the this
module. After reading this module, you are expected to be able: to describe in brief the history of
language teaching; to mention the pioneers in language teaching to describe the relationship of approach,
method, and technique, and develop techniques from approach; to differentiate between Teaching English
(TEFL) and Teaching English as a Second Language (TESOL). The first aim of this book is to provide a
brief history of language teaching. The second aim is to describe the concepts of approach, method, and
technique and the relationship among the three concepts. The last aim of this chapter is to differentiate
between teaching English as a context and teaching English Malaysia. By understanding this module,
you, language teachers are also expected to be able to develop your own teaching techniques that you
believe effective in making your students learn English optimally. You may choose methods to teach
English to your students or develop your own techniques based on theories of language and language
learning that you prefer.

Besides, The book with the title” An Introduction to Foreign Language and Teaching” is,
however, equally about foreign as it is about second language contexts, although it is English as a
16

foreign/second language that is discussed primarily throughout Johnson divides the book into three multi-
chapter sections, the first an introduction, the second focused on learning, and the third on teaching. In
this review, I discuss each of these sections in turn and conclude with an evaluation of the text as a whole.
The introductory section presents a broad overview of language competence and of the competing
theories of linguistics and learning that shaped foreign language teaching methods through the nineteenth
and twentieth century’s. Because the book is written for students beginning their studies in the field of
foreign language teaching, it makes no assumptions about prior knowledge of linguistics, language
acquisition or teaching. For example, Chapter 2, an introduction to basic linguistic concepts, is careful to
define terms such as syntax before discussing them. Chapter 3 presents an historical perspective on the
theoretical starting points for understanding language learning. It takes the reader on a well-paced journey
from early twentieth century structural linguistics, through behaviorism, generative linguistics, and
mentalist learning theory and up to the 'socio linguistic revolution' of the 1970s. In providing key insights
into this theoretical history, Johnson sets the ground for a more detailed discussion of diverse views of
language learning that follows The second section on learning includes chapters on concrete aspects of
learning, from error analysis, to input, output and interaction, learning processes, individual differ- ences,
and the good language learner (in part 2).

3.2 STRENGTHS AND WEAKNESS OF THE BOOK

A. STRENGTHS OF THE MAIN BOOK

i. From the aspect of writing, including the use of fonts: it is good and easy to read by the reader.
The reading signs are appended as expected. The writing is also not typo (incorrect).
ii. From the grammatical aspect, the book uses language that is easy to understand, and the material
delivered in this book is easy to understand and understand. And the book provides ways on how
to understand the material? How do you answer the question given? This method is very helpful
for students in learning. The book is also equipped with exercises that relate to the material they
are learning so that students can better understand the material they have learned.
iii. From the aspect of the contents of the book: This book has been equipped with identities so that it
will not be difficult for readers if they want to review this book, the contents and delivery of this
material are conveyed clearly and in detail.

B. WEAKNESS OF THE MAIN BOOK

i. Viewed from the aspect of the appearance of the book, the book being reviewed does not have an
attractive appearance to read.
ii. From the aspect of the contents of the book: The contents of the book do not explain many
definitions according to experts.
iii. From the aspect of the table and its drawings: The book is less attractive because it is colorless
making the reader discouraged to see the points contained in the picture.

CHAPTER IV
17

CONCLUSSION AND SUGGESTIONS

4.1 CONCLUSSION

TEFL material is very important material to be understood by students. The material in this book
discusses pronunciation, vocabulary, grammar, how to write? How to read well? How to talk or answer
questions? How to listen effectively?

Not only that, this book also discusses the syllabus, lesson plan and will be explained by all of your
teachers. This book is also equipped with various ways or tips in understanding the material. So students
will understand more about understanding the material.

4.2 SUGESSTIONS

For students understand the material in this book in the way it is given so that it is easier to understand, if
there is still something not understood, ask the teacher at your school or anyone who knows about the
material. For teachers, this book is also very important to learn, because the book also provides material
for how the teacher can make his students learn comfortably and enthusiastically. This book also
discusses the syllabus, lesson plan, and aspects of these two points.

BIBLIOGRAPHY

http://www.banarvan.com/DynamicContent/UsersDirectory/admin/MyFiles/Teaching%20Syllabus/penny
%20ur%20old%20version.pdf