CRITICAL BOOK REVIEW

SEMINAR ON ELT

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BY:
Andi Syahputra Harahap (2181121009)
Elis SafitriLubis (2181121029)
HizryandaIkhsanHarahap (2183121054)
Marta Gloria Sidebang (2182121002)
English Education 18 D

ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2020
 CHAPTER 1
INTRODUCTION

1.1. Rationalization of CBR

The skill to make CBR on the writer can test the ability to summarize and analyze a book and
compare books analyze with others books, recognize and give value and criticize a paper that is
analyze. Often we are confused choosing reference books for us to read and understand, sometimes
we only choose one book to read but the result is still unsatisfactory for example in terms of language
analysis and discussion, therefore the writer makes CBR Techniques and Principles in Language
Teaching to make it easily for readers to choose specific reference books on Seminar on ELT
material.

1.2. Purpose of CBR

Criticize a book on Techniques and Principles including a teaching in Seminar on ELT. What is
criticize or analyses in the book is the completeness of the discussion, the relevance of the chapter,
and the weaknesses and strengths of the books analyze .

1.3. The Benefits of CBR

The benefits we can conclude from the above are:

- Add insight into knowledge about the material Seminar on ELT

- Facilitate the reader to get the core of a book that has been equipped with a book
summary, discussion of the content of the book.
- Train the student to formulate and draw conclusion on the analyze books.

1.4. The Identity of the Book

Title : Techniques and Principles in Language Teaching

Author : Diane Larsen
Publisher : Oxport University Press
Year : 2000

ISBN : 0194355748
 CHAPTER II
SUMMARY

Chapter 1 Introduction

In conclusion to each chapter, you will be asked to think about how all of this information can be use
to you in your teaching. It you who have to view these methods through the filter of your owns
beliefs,needs,knowledge,and experience. By playing the believing game,it my hope that no matter
what your assessment of a particular method,youwill not have reached it without first,so to speak,
getting inside the method and looking out.

Chapter 2 The Grammar-Translation Method

Is translation a valuable exercise?is answering reading comprehenio questions of the type described
here helpful?should grammar be presented deductively? Are these or any the other techniques of the
grammar- translation method ones which will be useful to you join in your own teaching? Which
ones.

Chapter 3 The Direct Method

Do you agree that the goal of target language instruction should be to teach students how to
communicate inthe target language? Does it make sense to you that the students native language
should not be used to give meaning to the target language? Do you agree that the culture that is
taught should be about people daily lives in addition to the fine arts? Should students be encouraged
to self-correct? Are there any other principles of the direct method.

Chapter 4 The Audio-Lingual Method

We’ve looked at both the techniques and principles of the audio-lingual method. Try now to make the
bridge between this book and your teching situation.

Does it make sense to you that language acquistion results from habit formation? If so, will thr habits
of the native language interfere with target language learning? Should the commisision of errors be
prevented as much as possible? Should the major focus be on the structural patterns of the target
language .
Chapter 5 The Silent Way

In this chapter we saw a beginning lesson and read about an intermediate class as well, but the Silent
Way is used with advanced students, too. For these students the same principles apply, and the same
charts are used. In addition, there are pictures for topical vocabularies, books for American cultural
settings, and an introducrion to literature.

We have avoided referring to the Silent Way as a method since Caleb Gattegno says it is not one.
Proponents of the Silent Way claim its principles are far reaching, affecting not only education, but
the way one per ceives the living of life itself. Nevertheless, there clearly are implications for
language teaching and you should ask yourself whether there ace implications for you.

Chapter 6 Desuggestopedia

What connection, if any, can you make between Desuggestopedia and your approach to teaching?
Does it make sense to you that when your stu dents are relaxed and comfortable, their learning will be
facilitated? Should the teacher's role be one of being a respected and trusted author ity? Should direct
and indirect suggestions be used? Should learning be made as enjoyable as possible? Which, if any, of
the other principles of Desuggestopedia do you accept?

Do you think students can learn peripherally? Would it be useful for your students to develop a new
target language identity? Would you con sider presenting new material with a musical
accompaniment? Are any of the activities of the activation phase of use to you?

Chapter 7 Community Language Learning

As indicated carly in this chapter, the particular ciass that we observed represents a first lesson of
what is considered a Stage T experience in the Community Language Learning Method. The
principles we have drawn from it can also be seen in Stape II, III, IV and V relationships, although
they will be implemented in different ways in order to respond appropri ately to learner growth. The
two most basic principles which underlie the kind of learning that can take place in the Community
Language Learning Method are summed up in the following phrases: (1) “Learning is persons,” which
means that whole person learning of another language takes place best in a relationship of trust,
support, and cooperation between teacher and students and among students, and (2) “Learning is
dynamic and creative," which means that learning is a living and developmental process. Do you
agree with these two basic principles? Do you believe that a teacher should adopt the role of a
counselor, as Curran uses the term? Should the development of a community be encouraged? Do you
think that students should be given the opportunity for, in effect, creating part of their own syllabus?
Which of these or any other principles is compati ble with your personal approach to teaching? Do
you think you could use the technigue of tape recording your stu dents' conversation? Should you give
your students an opportunity to reflect on their experience? Can you use the Human Computer's?
Which of the other technigues can you see adapting to your teaching style?
Chapter 8 Total Physical Response

Now that we have had a chance to experience a TPR class and to examine its principles and
technigues, you should try to think about how any of this will be of use to you in your own teaching.
The teacher we observed was using Total Physical Response with Grade 5 childrens however, this
same method has been used with adult learners and younger children as well, Ask yourself: Does it
make any sense to delay the teaching of speaking the target language? Do you believe that students
should not be encour aged to speak until they are ready to do s0? Should a teacher overlook certain
student errors in the beginning? Which, if any, of the other princi ples do you agree with? Would you
use the imperative to present the grammatical structures and vocabulary of the target language? Do
you believe it is possible to teach all grammatical features through the imperative? Do you think that
accompanying language with action aids recal? Would you teach reading and writing in the manner
described in this lesson? Would you want to adapt any of the technigues of TPR to your teaching
situation? Can you think of any others you would create that would be consistent with the principles
presented here?

Chapter9 Communicative language teaching

(CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction as
both the means and the ultimate goal of learning a language. It is also referred to as “communicative
approach to the teaching of foreign languages” or simply the “communicative approach.
Communicative language teaching (CLT), or the communicative approach, is an approavh to
language teaching that emphasizes interaction as both the means and the ultimate goal of study.
Language learners in environments utilizing CLT techniques learn and practice the target language
through interaction with one another and the instructor, study of "authentic texts" (those written in the
target language for purposes other than language learning), and use of the language in class combined
with use of the language outside of class.. An effective knowledge of a language is more than merely
knowing vocabulary and rules of grammar and pronunciation. Learners need to be able to use the
language appropriately in any social context.Theorists agree that meaningful communication supports
language learning and that classroom activities must focus on the learner’s authentic needs to
communicateinformationandideas.

Chapter 10

Learning to communicate by communicating, rather than by preparing to do so through practicing the

various pieces of language, is a different way to approach the goal of developing students'
communicative com petence. Can you see yourself applying this central notion in your teaching? Is
there content your students are interested in studying that may prove to be a useful medium for their
language acquisition-perhaps some special interest like music or sports, if not an academic subject?
Are there tasks that you could devise that would engage your students in using the language, rather
than having the language itself be what is in focus at all times? Do you see the value of having issues,
if not problems, that are relevant to your students' lives be the vehicle for their personal empowerment
as well as their language learning? Which, if any, of the techniques presented here can you adapt to
your own teaching.
Chapter 11

Learning Strategies, Cooperative Learning, and Multiple Intelligences Training In Chapter 10 we

investigate three innovative ways of teaching language in how they approach the target language and
its acquisition. In this chapter, we will also discuss three methodological innovations: learning
strategy training, cooperative learning, and multiple intelligences. What these three things have in
common is different from those in the previous chapter because the main concern is with language
learners. Because of their different focuses, they complement, not challenge, those found in Chapter
10. While these innovations are not comprehensive methods of language teaching, they do reflect an
interesting and enduring methodological practice, and are thus presented here. LEARNING
STRATEGY TRAINING It was noted in Chapter 5, when discussing the Cognitive Approach, that
starting in the early 1970s, language learners were seen as more actively responsible for their own
learning. In line with this perception, in 1975 Rubin investigated what 'good language learners' do to
facilitate their learning. From this investigation, he identified some of their learning strategies,
'techniques or tools that learners could use to acquire knowledge' (p. 43). Good language learners,
according to Rubin, are willing and accurate predictors who have a strong desire to communicate, and
will try to do so even at the risk of appearing stupid. They pay attention to both the meaning and form
of their message. They also practice and monitor their own speech as well as the speech of others.
While early research was aimed at identifying learning strategies of this kind, it was not long before
language educators realized that simply acknowledging the learner's contribution to the process was
not sufficient. To maximize their potential and contribute to their autonomy, language learners - and
especially those who do not belong to the so-called 'good' learners - need training in learning
strategies. Right, Wenden

Chapter 12 Conclusion

In this chapter we have considered methodological innovations that have revolved around language
learners. Does make sense to you that training teachers should think about teaching skills such as
working cooperatively, in addition to skills that relate directly to language? Can you think of any
learning strategies that you can introduce to your students to facilitate their language acquisition?
Would you want to adopt any of the practices from cooperative learning when you ask your students
to work in small groups? Does it make sense to diversify your instructional practices in order to
accommodate your students' learning styles or multiple intelligences? As teachers, it can be useful to
be reminded about the unique qualities of each of our students. Keeping this in mind will provide a
useful back- drop for the next chapter, in which we address the question of method- logical choice
 CHAPTER III
STRENGTHESS AND WEAKNESS

3.1 STRENGTHESS

There are some theoretical explanations that supported by the opinions of experts.

There are some vocabulary for new words are rarely used at the end of the text.

There are example of material submitted and the example with clearly and detail

WEAKNESS

There are some standard words that make it difficult for the reader to understand the theory's
explanation directly

There is a very little explanation of material in this book

The explanation style is monotone. It makes the reader feel bored while reading this book
 CHAPTER IV
CONCLUSION AND SUGGESTION

Conclussion

The conclusion is, teaching English as a second language is very beneficial, English across cultures
and countries because English is often used as a common language. And students who have studied
English as second lenguange will have the opportunity to hone their skills in certain fields. For
example, it can provide basic language skills that equip a speaker to succeed in the future, in school
and in society.

Suggestion

The purpose of this book is to make students more effective learners. For that be more active in
learning process. There are three of most weel known learning strategies, namley nemonic, structural,
and generative that can be learned