CRITICAL BOOK REVIEW

TALKING DONALD TRUMP : A SOCIOLINGUISTICS STUDY OF STYLE METADISCOURSE, AND POLITICAL

By :

Name : Ega Viorenti Nabilla

NIM : 0304193198

Class : PBI-5

Lecturer :

Dr. Sholihatul Hamidah Daulay, M.Hum.

ENGLISH EDUCATION DEPARTMENT

TARBIYAH AND TEACHERS TRAINING FACULTY

STATE ISLAMIC UNIVERSITY OF NORTH SUMATERA

First of all, thanks to Allah SWT because of the help of Allah, writer finished writing the
Critical Book Review from the Book entitled English Specific Purpose British Council right in the
calculated time. The purpose in writing this paper is to fulfill the assignment that given by Mrs.
Dr. Sholihatul Hamidah Daulay, M.Hum. as lecturer in Sociolinguistics major. In arranging this
paper, the writer trully get lots challenges and obstructions but with help of many indiviuals,
those obstructions could passed. The writer also realized there are still many mistakes in process
of writing this paper.

Medan, Tuesday, 01th June 2022.

Ega Viorenti Nabilla

CHAPTER I................................................................................................................................................3

INTRODUCTION.......................................................................................................................................3

1.1. Background of The Study.................................................................................................................3

CHAPTER II...................................................................................................................................................4

DISCUSSION.................................................................................................................................................4

CHAPTER III..................................................................................................................................................9

Conculsion...................................................................................................................................................9

3.1 Conclusion.........................................................................................................................................9

3.2 Suggestion.........................................................................................................................................9

References.................................................................................................................................................10
 CHAPTER I

INTRODUCTION

A. Introduction

Tittle : Talking Donald Trump A Sociolinguistic Study of Style,

Author : Jennifer Sclafani

ISBN : 978-1-138-24450-4

Publisher Year : 2018

Page : 103

Published : Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN

B. Background of Study

C. The Purpose of The Book

This book arives at an amazing time. It highlights the challenges you face and will teach
you how to navigate them confidetly and assertively in speaking in society fields based on
sociolinguistics. The skills within this book promote empowerment understanding, and strength.
By incorporating these skills into our daily life, you will feel more confident and self-assured, in
control any situation, of your emotions, and more comfortable speaking up in The objective of
this book was to investigate.

D. The Benefit of The Book

The adventages of this book are to knowing some factors influenced the students anxiety
and also to find out kinds of anxiety.
 CHAPTER II

2.1. Summary of The Book

This 1978 publication focuses on English for academic purposes (EAP) (also referred to at
the time as English for educational purposes), and comprises seven chapters. Hawkey’s
Introduction notes ‘the significant agreement in all the papers on the importance of designing
courses to train specific and relevant study as well as purely communication skills’.

Three of the chapters are written by UK-based practitioners, while four focus on ESP/EAP
projects in Saudi Arabia (at King Faisal University,
 Dammam, and King Abdul Aziz University, Jeddah). These four chapters refer to local
operational constraints alongside discussion of pedagogy and learners’ needs. ESP practitioners
may well find the comments on local operational constraints in the papers on the two overseas
projects particularly revealing. The importance of establishing close, clearly-defined
relationships with administrators and specialist staff, for example, is given considerable
emphasis. Comments on the use of team-teaching (scientist plus English language teacher) at
KFU should be of interest as they illustrate the way in which the two superficially similar Saudi
Arabian projects sometimes adopt different approaches.

The research, surveys and our own teaching experience have helped us to focus on the
needs of the students. We decided that in a seven-week course it was desirable to concentrate on
a limited number of objectives in the belief that if the students felt they had made some
demonstrable progress it would help to develop their self-confidence in their use of English. We
decided, therefore, to focus on listening comprension, note-taking and academic writing. The
listening comprehension component occupies 25% of the course time, while the writing
component occupies 12%. This was not to say that we excluded other language skills, simply
that they were not emphasised to the same extent. For example, we include a 'survival English'
component which largely consists of practising the spoken language in social situations. We also
build into the course opportunities for seminar discussions and giving short talks. Undesirable
though it may be, it is possible for a student to pursue his course of studies uttering hardly a
word; it is not possible to ignore the use of listening and writing.

All these experiences affect your ability to communicate. You may feel insecure or woried
because in the past when you've tried to express yourself, it went terribly wrong. Maybe you
made mistakes. Maybe you were embarrassed in front of friends. Whatever has happened in the
past can cause anxiety and fear about what could happen in the present or in the future. This
anxiety can absolutely crush your confidence and keep you from being an effective
communicator. When you're anxious, you may try to avoid certain situations or you mighe get so
worked up that your message gets lost in the emotion and isn't received cdearly. Practicing the
right skills will help you bypass those negative stories in your head and approach your next
convesation feeling more empowered.
 CHAPTER III

3.1. Strengths

 Explained clearly and complete starting from the introduction or background of the
problem why it was made and described the step by step clearly .

 The book's wrting this book regularly and in accordance with the rules for making book
writing.

 The word used also in this Book is standard and in accordance with the Indonesian EYD
dictionary.

 Every step in researching fact students always displays its tables and facts.

 Can be widely implemented in various media

 Include a list of libraries.

 Not tell the description in full accompanied image

 Information delivered unclear and long-winded

CHAPTER IV

4.1. Conclusion

All these experiences affect your ability to communicate. You may feel insecure or woried
because in the past when you've tried to express yourself, it went terribly wrong. Maybe you
made mistakes. Maybe you were embarrassed in front of friends. Whatever has happened in the
past can cause anxiety and fear about what could happen in the present or in the future. This
anxiety can absolutely crush your confidence and keep you from being an effective
communicator. When you're anxious, you may try to avoid certain situations or you mighe get so
worked up that your message gets lost in the emotion and isn't received cdearly. Practicing the
right skills will help you bypass those negative stories in your head and approach your next
convesation feeling more empowered.

4.2. Suggestion

It is suggested that the teacher keep encouraging and motivating the students to increase
their speaking ability. In addition, teacher should be more aware toward the students’ progress in
the class and try to reduce students’ anxiety due to reluctant to speak English in the class. For the
next
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