CRITICAL BOOK REVIEW

Lecturer: Christine Helena Natalia, S.Pd., M.Hum.

Created By:

GROUP 9

Chatrine Sihombing (2203121030)

Cindy Aprilia Br Naibaho (2203121043)
Fuja Naila Sabilah (2203321057)
Hartati Nainggolan (2202421011)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ART

MEDAN STATE UNIVERSITY

MARCH 2021
 FOREWORD

First of all, praise be to Allah , with the help of Its authors can complete the
preparation of papers Crtitical Book Review.The authors also would like to thank Mrs
Anggraini T. Saragih. , M.Hum and Ms  Christine Helena Natalia, S.Pd., M.Hum as the
lecturer of the course Curriculum and Text Book Analysis as a first-party push the paper is
organized.Also the author would like to thank the family,friends and other parties who have
helped and facilitate the preparation of this paper.

The author realizes that there are papers is far from perfect word for it, the writer
hopes input or criticism of the reader so that the author can develop yourself to draw up the
papers the next.The end of the word the authors say thank you for meluangakan time to read
this paper.

Medan, March 2021

Author
 TABLE OF CONTENTS

FOREWORD..............................................................................................................................i

TABLE OF CONTENTS...........................................................................................................ii

CHAPTER I INTRODUCTION................................................................................................1

CHAPTER II SUMMARY........................................................................................................2

CHAPTER III REVIEW............................................................................................................3

CHAPTER IV CONCLUSION..................................................................................................4
 CHAPTER I

INTRODUCTION
Identity of the Book
Book -1

 Title of Book :Curriculum Models for the 21st Century

 Chapter :Chapter-3 (20 pages)

 Authors :  Maree Gosper & Dirk Ifenthaler

 Length Book :  444 Pages

 Publisher :  Springer

 Publication Year : 2014

 ISBN : 978-1-4614-7366-4

Book-2

 Title of Book :Curriculum Development in Language Teaching

 Chapter :Chapter-4 (21 pages)

 Author :  Jack C. Richards

 Length Book :  321 Pages

 Publisher :  Cambridge University Press

 Publication Year : 2001

 ISBN : 0-521-80060-9
 I. Background:
Specialised learning technologies are stretching the traditional models of teaching and
learning in higher education.Web-based lecture technologies, for example, are the design of
teaching and learning spaces.Research provides strong evidence of the potential of
technologies to facilitate integrated in a holistic way, students are in danger of an inferior
learning experience.Hence, their use needs to be designed with awareness of not only their
potential for facilitating learning, but with an understanding of their potential impact.

II. Purpose:
1. To give you an idea about the contents of the book to help the reader know the
advantages and disadvantages of books.
2. To train how to assess with a good book.
3. To determine the important components in a book of Curriculum and Text Book
Analysis.

III. Benefits:
1. Have been able to provide an overview of the contents of the book to help the reader
know the advantages and disadvantages of books.
2. Have been able to train how do I assess with a good book.
3. Have been able to know the important components in a book of Curriculum and Text
Book Analysis.
 CHAPTER II
SUMMARY

I. Book 1 : Curriculum Models for 21st Century (Chapter 22)

The Flexible and Online Learning Development Approach to Embedding Learning

Technologies into Curriculum

The La Trobe University fl exible and online learning development (FOLD) approach
to curriculum development is a complex but sustainable approach to embed learning.The
starting point for the FOLD approach is the local setting for curriculum renewal. A FOLD
project offers course and subject teams an opportunity to collaborate in developing or
renewing their curriculum to align with course and faculty goals and organise resources to
support the development of learning designs.The FOLD approach builds sustainable
curriculum through professional development and resources.

The FOLD approach incorporates both CDIs which focus on pedagogy to design with
technology and Course Delivery Innovations which focus on the development and delivery of
the instruction through e-teaching and e-learning innovations and resources development
process involving the use of appropriate learning technologies applied regardless of whether
learning design is considering course design and FOLD is a strategic approach that aims to
connect learning design for local disciplinary practices and institutional processes and
technologies.A collaborative design builds capacity in the programme team, enhancing
quality and ensuring sustainable delivery and teaching in the course by getting the team
members on board ensuring continuity in readiness of team members to learning designs are
learner-centred, keeping the learners’ needs and the learning present a cohesive learning
experience and to achieve success in learning during the design, implementation and delivery
of the curriculum project.
 II. Book 2 : Curriculum Development In Language Teaching (chapter 8)

The Role And Design Of Instructional Materials

Teaching materials are a key component in most language programs. Instructional

materials generally serve as the basis for much of the language input learners receive and the
language practice that occurs in the classroom.much of the language teaching that occurs
throughout the world today could not take place without the extensive use of commercial
materials. These may take form of (a) printed materials such as books, workbooks,
worksheets, or readers; (b) nonprint materials such as cassette or audio material, videos, or
computer-based materials; (c) materials that comprise both print and non print sources such
as self-access materials and materials on the internet, in addition, materials not designed for
instructional use such as magazines,newspaper, and TV materials may also play a role in the
curiculum.

ESP materials may therefore seek to provide exposure to the specialized genres and
registers of ESP, to support learning through simulating cognitive processes and providing a
structure and progression for learners to follow, to motivate learners through providing
achieveble challenge and interesting content and to provide a resource for self-study outside
of the classroom.

Authentic versus created materials

Authentic materials refers to the use in teaching of texts, photographs, video selections,
and other teaching resources that were not specially prepared for pedagogical purposes.
Created materials refers to textbooks and other specially developed instructional resources.
Such an imperative seems to reflect a very low opinion of the abilities of material writers to
create pedagogically usefull language learning resources! Advantages claimed for authentic
materials are (Phillips and Shettles 1978; Clarke 1989; peacock 1997):

- They have a positive effect on learner motivation

- They provide authentic cultural information about the target culture
- They provide exposure to real language
- They relate more closely to learners’ needs
- They support a more creative approach to teaching
- Created materials can also be motivating for learners
 - Authentic materials often contain difficult language
- Created materials may be superior to authentic materials
- Using authentic materials is a burden for teachers

Textbooks

Textbooks are used in different ways in language programs. For example, a reading textbook
might be the basis for a course on reading skills, providing both a set of reading texts and
exercises for skills practice. The use of commercial textbooks in teaching has both
advanteges and disadvantages, depending on how they are used and the contexts for their use.

Evaluating textbooks

With such an array of commercial textbooks and the other kinds of instructional materials to
choose from, teachers and others responsible for choosing materials need to able to make
informed judgements about textbooks and teaching materials. It contains too little material, it
is not sufficiently challenging for teacher and students, and has elements in it (such as
grammar syllabus) that are not needed in the program.

Adapting textbooks

Commercial textbooks can seldom be used without some from of adaption to make them
more suitable for the particular context in which they will be used this adaption may take a
variety of forms.

- Modifying content
- Adding or deleting content
- Reorganizing content
- Addresing omissions
- Modifying tasks
- Extending tasks

Preparing materials for a program

In casses where instiutionally developed materialsare being considered for a language

program, both the advantages and the disadvantages of setting up a materials development
project need to be carefully considered at the outset.

o Advantages
 Advantages of building a materials development component into a program include :

- Relevance
- Develop expertise
- Reputation
- Flexibility
o Disadvantages

Disadvantages also need to be considered before embarking on materials

development.

- Cost
- Quality
- Training
o The nature of materials development
It is also important to understand the nature of materials development and the
processes that are typically involved if quality materials are to be created.
The transformation phase of this process as consisting of :
- Preparation
- Repsensation
- Selection
- Adapting and tailoring to student characteristics

Managing a materials writing project

Materials writing projects are of different scope and dimensions. Some may be the
responsibility of an individual teacher; others may be assigned to a team of writers. The
management of a team-based writing project involves addresing the following issues:

- Selecting the project team

- Identifying reviewers
- Planning the writing schedule
- Piloting the materials
- Design and production
Monitoring the use of materials

No matter what form of materials teachers make use of, whether they teach from
textbooks, institutional materials, or teacher-prepared materials, the materials represant plans
for teaching. As teachers use materials they adapt and transform them to suit the needs of
particular groups of learners and their own teaching styles.

Monitoring may take the following forms :

- Observation
- Feedback sessions
- Written reports
- Reviews
- Student reviews

Disscussion questions and activities

Appendix 1 Guidelines for developing reading activities (from crandall, 1995)

- General guidelines for reading activities

- Prereading activities
- Activities for use during reading
- Postreading activities

Appendix 2 Checklist for evaluation and selection of course books (from cunningsworth
1995)

- Aims and approaches

- Design and organization
- Language content
- Skills
- Topic
- Methodology
- Teachers’ books
- Practical considerations

Appendix 3 Case study of materials development project (adapted from Richards 1995)

- Background
 - Researching the need for a new series
- Key features of the course
- Developing a syllabus
- The unit format
- Sample unit
- Piloting the sample unit
- Writing the first drafft of book 1

CHAPTER III

REVIEW

Book 1 The fundamental reason for the book is to offer an assortment of instances of
how to join learning advances into the educational plans of a variety of orders. Given the
imaginative and effective ways that teachers have utilized these innovations in the courses
that are introduced in the book, current and future instructors would be insightful to
mindfully think about how to utilize learning advancements for their own classes. Proper for
teachers and understudies of instruction and instructive brain science."

The Strenths:

1. The book provides about the curriculum models for the 21st century completely. And
it has a complete data about the identity of the book.
2. The sentences of the book is written and arranged well, so that we aren’t confused
about the meaning of the book.
3. The book includes main material that explained by using both pictures and charts as
well as tables, so the reader can more understandable about the explanations
4. There’s so many materials that serve in this book to strengthen the reader’s mind to
know about the curriculum models in the 21st century.
 The Weaknesses:

1. The book contains so many references that fill the book considerably.
2. The book is just fit for the reader who isn’t green in understanding English, because
this book doesn’t use common grammar.

Book 2

This book gives a precise prologue to the issues engaged with arranging, creating, and
overseeing compelling language programs. The soft cover release gives an orderly prologue
to the issues associated with creating, overseeing, and assessing viable second and unknown
dialect projects and instructing materials. Key stages in the educational plan advancement
measure are inspected, including circumstance examination, needs investigation, objective
setting, schedule plan, materials improvement and variation, instructing and educator
backing, and assessment. Conversation exercises all through the book empower it to be
utilized as a source of perspective content for instructors and directors.

The Strenths:

1. The book provides the material by using the result of the research that serves in table.
The data is strengthening the main material that explains in each topic.
2. The contains of the book are fulfilled by the evidences that collect by the experts, so
that we can trust the book very well.
3. This book likes a note that you can see the underlined words in this book. It is
underlining the essential words of each topic research.
4. This book provides the comprehensive data for the book identity.

The Weaknesses:

1. We can’t easy to understand about the book’s text, because it’s explained by using
the scientific data.
2. We may be not interested in reading this book, because this book isn’t arranged
properly and it’s fulfilled by lots of streak.
 CHAPTER IV
CONCLUSION

The curriculum is a set of plans and arrangements regarding goals,content, learning

materials and methods used as a guideline for implementation learning activities to achieve
certain educational goals So that the curriculum becomes a key element in a program service
education. The curriculum can undergo various changes as a result curriculum development
tailored to developmental needs Indonesian society and nation.

In the 21st century education is challenged to be able to create education that can
produce thinkers who are able to participate in building a social and economic order through
curriculum development in accordance with the demands of 21st century competencies.
Through curriculum development, it is hoped that students and teachers will have the skills,
skills and competencies of the 21st century. includes: Communication skills, Collaboration
skills, Critical thinking and problem solving skills, Creativity and innovation skills. The
writing of this scientific paper is done by using literature study by exploring various
references related to the main topic of the problem. The success of a curriculum depends on
the teacher, how the teacher manages and develops the curriculum through an affective and
efficient learning process.