Critical Book Report

D
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S
U
S
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N
Oleh :
Nama : Gloria Rosanna Pasaribu
NIM : 1193311026
Kelas : Ekstensi-G 2019
Mata Kuliah : Pembelajaran Bilingual

Dosen Pembimbing : Naeklan Simbolon

Pendidikan Guru Sekolah Dasar

Fakultas Ilmu Pendidikan
Universitas Negeri Medan
T.A 2020/2021
 PREFACE

First of all, I want to say "thank you" for God's love and grace for us. Thank God
for helping me and giving me the opportunity to complete this task on time. And I
want to say "Thank you" to Ma'am Naeklan Simbolon, as a lecturer who taught
me and gave me a lot of knowledge about how to practice English well.

This task is a task consisting of critical book reviews. I realized this task was not
perfect. But I hope this can be useful for us. Critics and suggestions are needed
here to make this task better. Hopefully I as a student at Medan State University
can learn more professionally using English as a second language no matter what.
Thank you.

Medan, Oktober 2020

Gloria Rosanna Pasaribu

 TABLE OF CONTENT

PREFACE..............................................................................................................ii
TABLE OF CONTENT.........................................................................................iii
CHAPTER I BACKGROUND..............................................................................1
         1.1 BACKGROUND.........................................................................1
1.2 OBJECTIVE................................................................................1
1.3 BENEFITS...................................................................................2
CHAPTER II CONTENT OF THE BOOK...........................................................3
2.1 BOOK IDENTITY......................................................................3
2.2 SUMMARY OF BOOK CONTENTS........................................4
CHAPTER III DISCUSSION................................................................................22
3.1 STRENGTH OF BOOK CONTENTS.......................................22
3.2 WEAKNESS OF BOOK CONTENT.........................................22
CHAPTER IV ENDING........................................................................................24
4.1 CONCLUSION............................................................................24
4.2 SUGGESTION............................................................................24
BIBLIOGRAPHY..................................................................................................25
ATTACHMENT....................................................................................................26
 CHAPTER I
INTRODUCTION

1.1 Background

Nowadays, the number of people speaking English increases significantly in the

world. As an international language, English brings big contribution to the expansion of
English in various public matters, such as in mass media, newspaper, TV program, and the
internet. In our country, English also brings big contribution not only in the mass media and
technology but also in education. Most state and private schools offer good quality of English
teaching learning process as one of their strengths to attract the parents to send their children
in those schools.

In our country, the goals of English language teaching in the senior high school are to
set the learners to get ready for communication in both spoken and written English and to
make the students achieve informational level of communication. It means that through
English, the students are able to access knowledge and they are ready to move to the higher
education level. In fact, there are many students who are not aware of the benefit of mastering
both spoken and written English. Furthermore, the students’ English speaking skill is low and
they are not confident enough to speak English in front of the class.

Teaching speaking is not an easy job. As a matter of fact, the students have some
problems dealing with English, especially in speaking. There are some features that make
speaking difficult. Those features are clustering, redundancy, reduced forms, performance
variables, colloquial language, rate of delivery, stress, rhythm, intonation and interaction.

In the real communication speaking ability can’t be separated from the listening.
Speaking is the productive skill and listening is the receptive one. Speaking and listening are
closely intertwined in the communication. Effective communication cannot run if those skills
do not function well.

Speaking was the most difficult skill. She also found that there were some problems
that influenced students’ development in learning speaking. Those problems were the
students’ confidence and participation, the lack use of facilities and media, monotonous
materials, and uninteresting techniques and activities.

Related to those condition, students can learn best when they are physically,
emotionally, and cognitively stimulated and involved in the teaching learning process. So, the
researcher should make the teaching learning process more communicative, contextual,
attractive, and then the last improve students’ English speaking skill.

In fact, the teaching learning process can’t run well without any teaching media to
support. In other word, media has an important role in the teaching learning process. One of
the media that can be used is video. Teaching speaking through videos can be very useful for
the effective and joyful learning. Videos can give positive effects on the students’ interest and
motivation in studying English as well as to increase their speaking skill. The students can
obtain meaningful contexts for language that is being learned through videos.

For those reasons, the researcher decided to conduct an action research to improve the
students’ English speaking skill to identify and overcome the existing problems, the
researcher worked collaboratively with the English teacher. Finally, as the problems were
solved, the students were expected to be able to improve their English speaking skill.

1.2 Objective

The objectives of the critical book review are as follows:

1. So that readers understand the contents of the book.

2. So that readers know and understand the weaknesses and strengths of the chapters of the
book.

3. So that the reader knows the summary of the material in the chapter.

4. In order to know the comparison between the main book and the comparison.

5. Develop potential students to become human beings who are capable of thinking and
developing their own potential.

1.3 Benefits

The benefits of critical book review writing are as follows:

1. Improve understanding of book content for readers.

2. Add insight to the reader about the weaknesses and strengths of this book
3. Provide a review of the main book and comparison book

4. We can find out the comparison between the main book and the comparison.

5. Provide an understanding of the comparison of comparisons between the main book and
the comparison book.
 CHAPTER II
CONTENT OF THE BOOK
2.1 Book Identity
A. Book I

Name of book   : Teaching and Researching Speaking (Applied Linguistics in Action)

Author : Rebecca Hughes

Publisher : Pearson Education

Date of book : 2002

ISBN-13 : 978-05824045401

Number of pages : xii+196

B. Book II

Name of book   : Pembelajaran Billingual

Author : 1. Dr. Naeklan Simbolon, M.Pd.

2. Dra. Eva Betty Simanjuntak, M.Pd.

3. Dody Feliks Pandimun Ambarita, S.Pd., M.Hum.

Publisher : Unimed Press

Date of book : 2019

Number of pages : 103

2.2 Summary of the contents of the book

Book I.
Chapter I.

To sum up, this chapter aimed to place the teaching and research of speaking into a
conceptual context. In so doing, it drew attention to a fundamental issue in dealing with
speech data: the status of instances of real speech within current theories of language, and in
particular in the dominant research paradigm behind second language acquisition. The
tendency to split off ‘pure’ linguistic theory from more descriptively or pedagogically
oriented studies was discussed. I argued that this is due to the fact that, generally speaking,
linguistic theory gives little weight to the activity of speaking itself.

In this chapter the threads, of today’s issues for teaching and researching speaking
were also traced back to classical concerns with the division of form and content in the
teaching of speech, and the long shadow cast by these ideas was described. In the conluding
section the issue of the status of speech in dominant second language teaching paradigms was
noted. Within this section I argued that there has been a tendency for speech to be both
highly valued in the modern language teaching context and at the same time under-theorised
and under-investigated as a faculty in its own right.

Chapter II.

This chapter reviewed some classical approaches to the research prosess and adressed
the particular problems for the researcher working with spoken forms of language. Beside the
issue of the lack of extensive work on the spoken form it is own right, I raised the question of
the role of speech data in language theory generally, and of the attitude to situated spoken
discourse as the basis for generalisations about language.

Chapter III.

This chapter reviewed many new valuable experiences in language education are
useful for her preparation to be an English teacher in the future. To the teacher and the
students, this study is very useful because they will get much information related to their
activities in the classroom, especially in what patterns are the interactions between the teacher
and the students happened in the speaking classroom. The teacher can also identify the
problems arising in the speaking interaction and able to overcome them. Hopefully, the
description of the interaction in the speaking classroom can give a valuable input to improve
the quality of language teaching and learning.

Chapter IV.

In this chapter I have separated out the different aspects which go to make up spoken
discourse in order to describe them systematically. It is, However, salutary to remember how
skilful the competent speaker of any language is, and the multitude of tasks which have to be
carried out simultaneously for talk to occur.

Chapter V.

This chapter has looked at the skill of speaking from three different perspective and
addressed the central question of how far it is possible to teach ‘real’ speech, the influence of
context on speaker choices, and what our expectations are when we teach fluency and
pronunciation. Underlying each of these issues is the core question of how much we really
know about the spoken form of any target language.

Chapter VI.

A number of question surrounding oral assessment have been raised in this chapter
including two central ones:

 Is speaking ability really the object of current assessment procedures or is something

closer t ‘language proficiency’ being tested instead?
 If we had a better understanding of ‘good’, ‘effective’ or ‘appropriate’ speaking in
different contexts, could we move towards oral test criteria which are more closely
aligned to the micro-skills and the structures which create speaking ability

This question could, in themselves, be interesting starting points for research projects
into speaking proficiency. Such research, together with further work on the correlations
between test performance and communicative ability outside test conditions would form a
basis for answering the bigger question which is how far it is realistically possible to assess
speaking from a perspective other than ‘language proficiency’.

Chapter VII.
 This chapter has presented a variety of case-studies exemplifying different approaches
to lingistic enquiry at various ‘levels’ in our conceptualisation of speech. Throughout the
disscussion the central question have been how the researchers’ work relates to bigger, more
generalisable, ideas of spoken mode, how far mode has really been considered seriously by
the projects, and what insights, the studies give as into the place of spoken discourse in
‘language’ or ‘applied linguistics’.

Chapter VIII.

This chapter has looked in more detail at the status of speech in applied linguistics,
and particularly the interrelations between spoken and written mode. Several pieces of work
in related fields – neuro-linguistics, psychology language processing and so on – were
reviewed, and their implications for the role of speech in teaching and learning were
highlighted. Two particular aspects – cognitive load and processing, and the use of spoken
mode in writing – were given particular attenion via two research summaries.

Book II.

Unit 1. Introduction and Greetings

Introducing is introducing this said compilation we want to introduce ourselves or

introduce others to our friends or relatives.

Example:

 Hi, How are you?

 My name is Mr john.
 I am your english teacher.
 Nice to know you.
 What is your name?
 Hope to see you again.

Greetings is a very common expressions to say that we meet people or we want to be nice
with them. In general, greetings in English can be divided into 2 parts, namely: formal
greetings and informal greetings.

Formal Greeting, formal greeting is a greeting or greeting that is used for situations or
conditions that are formal.

Greetings Informal, informal greetings are greetings or greetings that are used for informal or
formal needs or needs.
Unit 2. Checking attendance, organizing classroom, and ending lesson

Checking attendance serves to improve students' speaking skills.

Unit 3. Giving instruction in English

Giving instruction is an expression that used to give or ask somebody to do

something that what we want. Giving instruction same with imperative sentence. Giving
Instruction is an expression that is used in order that other person does what we instruct or
request. Instruction ( also called imperatives).Instruction require the person receiving them to
do something, or to do stop doing it.Instruction are directly addressed to the person who has
to do them. Therefore, instruction are one of the few types of English sentences that do not
need a subject.the subject is usually “ you “ ( understood ). If there is any doubt who should
do the instruction, the “ naming “ form the vocative is used. Giving instruction / memberikan
perintah adalah suatu ungkapan yang digunakan yang digunakan supaya orang lain
melakukan apa yang kita perintahkan atau minta.

Unit 4. Recalling routines, being good – positive approach to discipline

Adults need to recognize that the easiest way to reinforce positive discipline is to
serve as a role model of appropriate behavior. In managing conflicts, you can either blow up,
shout, get wild-eyed and redfaced, or conduct yourself in a manner that models the way you
want children to act when they are faced with a conflict. As adults, we must model the
behavior we want to see in children. What we do often speaks much louder than what we say.
When we lead, guide, and help children improve their choices, we are literally guiding them
along paths that will give them the best chance for growth, happiness, and success. Used in
the right way, this approach can help us form many of the first positive paths that children
will follow.

Unit 5. Explaining and demonstrating

Explanatory text is the text or article containing the "why" and "how" of a
phenomenon can occur, either natural phenomena or social phenomena. Each text in
Indonesian has a structure, purpose, characteristics and how to prepare different. Explanatory
text text text almost similar to the others but after surgery we can see clearly the difference of
each text.

Unit 6. Asking for help and giving things out

 Asking and Giving Information is the activity of asking or giving information to the
interlocutor (asking and giving permission is an important expression in English. Mastering
several expressions about the area of conversation is certainly mandatory). Asking
Information can be as simple as asking for time, or as complicated as asking for details about
a complicated process.

Unit 7. Extra phrases for ball games (frasa lain untuk permainan bola)

Ball games are the most popular sport in society. Everybody know about ball games. A
phrase is a combination or unity of words formed from two or more groups of words that
have one grammatical meaning (meaning changes according to context). Some phrase about
ball games are : get a goal, pass it back to me, and kick it over me.

Describing positon is a feature describe where it is with respect to the complete. Some
phrase to describing position are : in the left, in the middle of, and behind the tree. Asking
questions properly is something that is needed in communication.even asking for a turn.
Some phrases that can be used to ask who wants a turn, are Whose go is it?, and who wants to
start ?

Unit 8. Setting up pairs and groups, children in pairs and groups

The tendency with primary students is to treat the class as a group and underestimate
their ability to work in pairs or in small groups. Even very young students can become
independent in their learning and are guided early on, they are more likely to become
independent and successful body language learners. The idea of pair work is to improve
speaking skills by requiring students to exchange information with each other.  Pair work
should always be accompanied by some sort of ‘test’ to ascertain whether or not information
really has been exchanged. In some kinds of pair work, split dictations for example, the test is
built in to the activity itself. In other cases, it will be a follow-up activity of some sort.
Groups are small groups to guide and encourage students in learning engagement. This
method requires students to have good abilities in communication and in group process skills.

Unit 9. Phonic approach

Phonics method enables a child to make an automatic connection between the

word and sound, in which the child can ring and read it for himself. In the course of
 treatment, children are able to connect the sounds of one letter to another to form
syllables and words.
Phonics method is a way of teaching literacy by teaching multisensory sound of
letters, then using a sycophous way to read words (mishra & koehler, 2006). Contesting
with that opinion, cologon, cupcake & wyver (2011) states that phonics's instructions
involve examining each word individually as an individual voice and then blending the
sound together.

Unit 10. Story questions and prompts (pertanyaan tentang cerita dan arahan)

The Story Question sometimes called the Story Problem is the core question to
be answered in the story. Answering the Story Question is the goal of the primary plot
line. It’s what drives the characters to act as they do.. Use the Story Question as an aid
to stay on track. If any portion of your work in progress is not directly or indirectly
tied to the Story Question through the plot,  a character’s background, or a situation in
the setting it probably does not belong in the story.

Unit 11. Starting a feedback chat

Unit 12. Praktek pembelajaran billingual yang bernuansa ke Sd-an

Unit 13. Conversation

 CHAPTER III

ADVANTAGES AND WEAKNESSES

3.1 Main book

Advantages 1. From the aspect of layout and layout, the book is arranged neatly,
directed. Having faithful sub-chapters can be recognized easily by readers,
not messy.

2. From the aspect of the contents of the book, the book highlights For
teachers and students, they will get a lot of information related to their
activities in the class, especially in what patterns of interaction between
the teacher and students that occur in the speaking class. As well as being
easy to touch, a reliable reference source.

3. From the grammatical aspect, the language of the book used is quite
ideal for students who read.
Weaknesses 1. From the aspect of the appearance of the book, the book that was
reviewed was not interesting in terms of color, just an ordinary gray color.
And also in Illustration as supporting images of colorless material.
2. Sometimes the book is hard to find the essence.

3.2 Comparison book

Kelebihan 1. From its layout, we can observe that this book was carefully compiled
by the PGSD lecturer team as it should.

2. From the aspect of the contents of the book, the book explains how
competent speaking skills are from any language, and about how much we
really know about the spoken form of any target language.
Kelemahan 1. From the aspect of the appearance of the book, the book reviewed is
less interesting because it is only writing and there are no supporting
images of the book.
2. Excessive word repetition.
 CHAPTER IV 

CLOSING

4.1 CONCLUSION

Teaching speech is not an easy job. In fact, students have some problems in speaking
English, especially in speaking. There are several features that make speaking difficult. These
features are grouping, redundancy, reduced form, performance variables, colloquial language,
delivery rate, stress, rhythm, intonation, and interaction.

Speaking is the most difficult skill. he also found that there were several problems
that affected students' development in learning to speak. These problems are student
confidence and participation, lack of use of facilities and media, monotonous material, and
unattractive techniques and activities.

4.2 SUGGESTION

The researcher must make the teaching and learning process more communicative,
contextual, interesting, and finally improve students' English language skills.

Teaching and learning process cannot run well without teaching media to support. In
other words, the media has an important role in the teaching and learning process.
 BIBLIOGRAPHY

Hughes, Rebecca. 2002. Teaching and Researching Speaking (Applied Linguistics in Action).
London: Pearson Education

Naeklan, dkk. 2019. Pembelajaran Billingual. Medan: Unimed Press

 ATTACHMENT

Book I.

Book II.