CRITICAL BOOK REVIEW

RECEPTIVE ORAL LANGUAGE SKILLS

Lecturer : ADE AINI NURAN, S.Pd., M. Hum.

ARRANGED BY GROUP

CAHYALTI ( 2193121046)
FRISKA KRISTINA SAMOSIR (2193121047 )
PUTRI PANGARIBUAN (2192421003)
TRINITA FEBRIANTI TAMBUNAN ( 2193121029 )

ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN 2019
 PREFACE
Thankfulness the author offers to show the Almighty God, because the
writer can complete the Critical Book Review to convey the assignment in the
context Oral Language Skill lesson.

Storing things that happened during the Critical Book Review creation is
broadening the horizons in analyzing this book, adding insight, and so on. Glad to
find out for mam Rafika Dewi Nasution, S.Pd., M.Hum, as a lecturer in Contextual
Oral Language skill who has given her direction Critical Book Review can be
arranged on time.

The author acknowledges that in making this Critical Book Review is far
from perfect. Therefore, the author accepts growing criticism and suggestions so
that the author can improve it. Hopefully this Critical Book Review is useful for
writers and readers in general. Finally, the author says thank you.
 TABLE OF CONTENTS

PREFACE…………………………………………………………………………………………
CHAPTER I INTRODUCTION……………...………………………………………….........
1.1 The Background of CBR………………………………………………………..
1.2 The Purpose of CBR……………………………………………………………..
1.3 The Benefits of CBR………………………………………………………………
1.4 Book Identity…………………………………………………………………..

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

2.1 Main Book…………………………………………………………………….
2.2 Comparison Book ………………………………………………………………

CHAPTER III CRITICISM…………………………………………………………………

3.1 The Streghtness of book…………………………………………………………
3.2 The weakness of book………………………………………………………………

CHAPTER IV CLOSING……………………………………………………………………….
4.1 Conclution…………………………………………………………………………
4.2 Recommendation………………………………………………………………….

BOOK LIST…………………………………………………………………………………….
CLOSING…………………………………………………………………………………….
 CHAPTER I
INTRODUCTION
1.1 The background of Critical Book Review

Critical Book Review is an activity that criticizes books with the

discussion about the book, how about the content, systematic writing, EYD
writing and also the strength and the weakness of a book. In make Critical
Book Review, it is better if we can choose books that are worth to
criticizing, reading and have to think critically. In this book, the topic is
about speaking and listening skills. Speaking and listening involves more
than analyzing your ability to talk and hear other people. It is about adapting
language to suit the situation and linking your listening and speaking skills
to be able to respond to any argument. Listening is the active process of
receiving and responding to spoken messages while speaking is the delivery
of language through the mouth. So that listening and speaking are important
to study.

1.2 The purpose of CBR

2. To fulfill assignments in Productive Written Language Skills.

3. Improve way of thinking to be more critical in reviewing books.
4. Explain the strengths and weakness of the book.

1.3The benefits of CBR

1. Assignments for Productive Written Language Skills.

2. To improve our way of thinking to be more critical in reviewing books.
3. To know the weakness and strengths of a book.
 1.4Book identity

BOOK 1( THE MAIN BOOK )

Tittle :The Teaching Of Listening Comprehension
Author : The British Council
Publisher : ELT Documents Special
City : Paris
Year : 1979

BOOK 2 ( COMPARISON BOOK )

Tittle : Listening Improvement Exercises For Students Of English As A

Foreign Language

Author : George Herman Persulessy

Publisher : -

City : Albany, New York

Year : June, 1998

CHAPTER II THE SUMMARY OF BOOK

2.1 Main Book

CHAPTER I

BASIC REQUIREMENTS FOR INTEGRATED LISTENING

COMPREHENSION MATERIALS
The materials used in class must be such that they allow of triggering off both learning
and acquisition processes. This in turn is only possible if real, spontaneously spoken language is
introduced in the class. These materials cannot be found at random,but must be programmed, one
possible procedure for this is so called ‘role played scenario’

LANGUAGE ACQUISITION AND LANGUAGE LEARNING

 Language acquisitionSeen as a largely unconscious and intuitive process taking place

in informal situations such as the mother-child interaction in the native language or the
group interaction between natives and immigrants for the second languages.
 Language learning Seen as concicious and guided process taking lace in formal
situations such as the school context and essentially aiming t me degree of competence in
a foreign languages.
ASPECTS OF NATURAL,SPONTANEOUSLY SPOKEN LANGUAGES

 Body languageBodily movements in general as they express the mood of the individual
 Social movements Those movements that are obligatory in social interaction
 KinesicsMessage-related body movement which can substitute for a verbal expression
or accompany a verbalization, reinforcing it, for example , touching one’s forehead with
the index finger to show that he addressed is a for
ANALYSIS OF A ROLE-PLAYED SPONTANEOSLY SPOKE TEXT
The short analysis may suffice to show that what makes listening comprehension of natural or
spontaneously spoken languages, so extremely difficult are the following factors:
 The phonetic compression of what is being said
 Sociolinguistic variation within language
 The pragmatic intentions implied by the speakers
CHAPTER II

APPROACHES TO THE SYSTEMIC CONSTRUCTION OF AN

APTITUDE FOR LSTENING COMPREHENSION
a. THE OBJECTIVES OF THE LESSON
It would be pleasant to be able to describe here a structured process based on a finished theory of
language learning whose program would include the acquisition of each of these elements all of
them understood of its object.

b. FOUNDATION WORK : THE BASIC ACQUISITION

The first phase of work consists of giving the students the training in listening comprehension
which is afforded by the audio visual structure-holistic classes. From the very beginning,an
integrated comprehension is called for,but the teacher should pay particular attention to
developing his students the correct way of listening to the rhythms, intonation and sounds,a
feeling for a meaning of words.

c. TRAINING IN HOLISTIC COMPREHENSION

Mainly short sequences taken from television programs.in the next phase the students may be
given extracts from television or radio series, or from variety programs. Also there are any other
extracts.

These extracts help to form an attitude of receptiveness in the student,making them receptive in
particular to:

 Interest in the message carried by the words

 Listening with his whole mind, calling on all his faculties, including sensitivity and
imagination
 Acceptance of the frustration inherent in language learning, due to the fact that he cannot
easily understand anything.
 The translation of long list of words. From another point of view.

2.2 Comparison Book

CHAPTER II

WORD COMPREHENSION

The next essentials of language learning are the words, or vocabulary of the language. At the
beginning level one should concentrate on the function words and the most frequently used
vocabulary items which are needed to give practice in the basic structures and sounds to the
language. Precedence should also be given to the vocabulary which is intimately related to the
environment and experiences of the students.

A. Word ( Synonyms )
Each problem consists of a test word followed by four possible meanings. Underline the word
that means most nearly the same as the test word.

Example : test word

Ship mile price boat need

B. Sames and Opposites

Each problem has two words whose meanings are either approximately the same or
approximately the opposite. If the two words have about the same meaning underline the letter
‘S’ and if they have opposite word underline ‘O’

Examples : clever, intelligent S ( they mean the same)

Ask, answer O ( they mean the opposites)

CHAPTER III

SENTENCE COMPREHENSION

The completed exercises are based on the belief that a good listener predicts or guesses what
the instructor is going to say or what he is going to hear before the words are actually uttered.
Sentence for general meaning exercises consist of either a short question or a short statement.

A. Sentence Completion
Each problem consists of a sentence with a word missing. You are then given four words, only
one of which will complete the sentence in a logical way. Decide which word should be used in
the sentence, then draw a circle or a line under it.

Example : in this hot weather the ice will soon….

a. Spoil b. Melt c. Baked d. Fail

The correct answer is b.

B. Sentence For General Meaning

You will hear either a short question or a short statement. If you hear a question, select one of
the four possible choices that best answers the question. If you hear a statement select that one of
the four possible choices will give the same meaning or nearly the same meaning as the
statement which you heard.

Examples : Sylvia is studying medicine here

a. Sylvia is a nurse
b. Sylvia wants to become a doctor
c. Sylvia married a doctor
d. Sylvia is sick
CHAPTER III CRITICISM

After reviewing and comparing the book "The Teaching Of Listening Comprehension" with "Listening
Improvement Exercises For Students Of English As A Foreign Language", these two books are really good
for students to use, even though the method of delivering the material between the two books is
different.

3.1 The Streghtness of book

The first strength of the main book is the cover and the title, the image on the cover is interesting
and the title really helps the reader to understand what the contents of this book really are. The next
strength is found in the compilation of chapters, the learning material in this book is arranged
systematically and gradually, starting from simple level material to difficult level material.
The strengths of the main book chapter are that the material is very good because in the
chapter the author has explained the intent and purpose of reading each point of the chapter. Chapters
are also equipped with the methods and practices of the chapters so that the aims and intentions of the
chapters can be realized.

The advantages of comparison books, this book physically includes a durable book, good adhesive
so that not a single page of the book is lost.The material is good and the language used is easy to
understand. The book also includes example questions as an exercise so that the reader can test his
understanding after reading the material from the chapter.

3.2 The weakness of book

The weakness of the main book is, the book is only dominated by writing, there are almost no
pictures in each chapter, so that the book is less attractive. Writing size is rather small, a little thickness,
there is no variation of writing like a new paragraph, so it seems too tight, so difficult to read.

Like the main book, the comparison book is also not supported by the visualization of material in
the form of images which can certainly facilitate understanding. Not a few sentences in the book typed
messy.
CHAPTER IV
4.1. Conclusion

 To become proficient listeners, Student needs to be exposed to tremendous listener

input and they need training (especially at the lower levels of proficiency) on how
to develop effective listening strategies. Be sure to:
 Allocate ample time for the listening activities in the same way you do for
speaking or grammar practice.
 Engage the students in discussions of the strategies they use and allow them to
learn from each other.
 Make listening a "regular" part of homework.
 Focusing on listening is one of the best investments you can make a language
teacher, as it will help your students develop more confidence in their language
ability. Listening is a challenging skill, yet, with constant practice, support, and
encouragement, your students will develop both strategies and confidence.
4.2. Recommendation

It is good to read in advance for a child who is training his listening skills, because it
contains a clear and concise description of what is needed to be trained in sharpening his
listening expertise. Fairly diverse training on problems can train children to listen to
various forms of speech.

But it will be very difficult if student can't hear what the native speaker say clearly,
because the book does not present additional text of what native speakers are saying.
Moreover, we will also find it difficult to correct whether the sentence we hear is correct
or not because of the absence of such additional information.
 REFERENCES / BOOK LIST

British, Council. 1979. The Teaching Of Listening Comprehension. Paris

Herman, Persulessy, George. 1998. Listening Improvement Exercises For Students

Of English As A Foreign Language. Albania. New York
 Closing

From the text above we can conclude that, to improve the child's listening skills requires some
way like:
-Allocate ample time for the listening activities in the same way you do to speaking or grammar
practice.

-Engage mahasiswa dalam diskusi strategi Yang mereka gunakan Dan mengizinkan mereka untuk
belajar dari satu sama lain.

-Make listening a "regular" part of homework.

By doing that trick, hopefully the child can effectively increase the listening ability.