CRITICAL BOOK REVIEW

EDUCATION PROFESSION

Arranged to Fulfill Task of Education Profession Course

Lecturer: Prof. Dr. Ibnu Hajar, M. Si.

Name: Felix Valentino Sianturi

NIM: 4183131033

Class: Chemistry Education Study Program 2018

STATE UNIVERSITY OF MEDAN

FACULTY OF MATH AND SCIENCE

CHEMISTRY EDUCATION STUDY PROGRAM

 PREFACE

First of all, I express my gratitude to the presence of Almighty God, because I have
given His grace and health for me, so that I can complete the task of "CRITICAL BOOK
REVIEW". This task was made to fulfill one of my courses, namely the "Education
Profession".
The task of this critical book review is arranged in the hope that it can add to all of
our knowledge and insights, especially in terms of educational professions. The education
profession is a driver of education. I realize that this critical book review task is still far from
perfection, if in this task there are many shortcomings and mistakes, I apologize because my
knowledge and understanding are still limited, because of my limited knowledge.
I am also grateful to have known Mister Prof. Dr. Ibnu Hajar, M. Si., who incessantly
encouraged us not to stop reading and writing, because that is the form of contribution that
should be given by academics in addition to other forms of contribution given. Through
conversation and discussion we have learned a lot from monsieur how important the
profession of education is.
Therefore I am looking forward to suggestions and criticisms from readers who are of
a constructive nature to perfect this task. I hope that this critical book review assignment can
be useful for readers and for me in particular. For your attention I would like to thank.

Medan, November 04th, 2019

Author

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 TABLE OF CONTENTS

Preface ……………………………………………………………………………………...i
Table of Contents ……………………………………………………………………….…. ii
Chapter I Introduction ………………………………………………………………….….. 1
1.1.Background ………………………………………………………………….…….. 1
1.2.Formulations of the Problem ……………………………………………….……... 1
1.3.Purposes ………………………………………………………………….………... 1
1.4.Benefits ………………………………………………………………….………… 1
1.5.Book Identity ……………………………………………………………………… 2
Chapter II Summary ……………………………………………………………………….. 3
2.1.Book 1 ……………………………………………………………………………... 3
2.1.1. DEVELOPMENTAL GROUP GUIDANCE IN THE CLASSROOM ………. 3
2.2.Book 2 ……………………………………………………………………………... 8
2.2.1. COUNSELING PRACTICE IN SCHOOL …………………………………… 8
2.3.Book 3 ……………………………………………………………………………... 11
2.3.1. CONSELLOR SCHOOL ……………………………………………………… 11
Chapter III Discussion …………………………………………………………………….. 17
3.1.Advantages ………………………………………………………………………… 17
3.2.Shortcomings …………………………………………………………………….... 17
Chapter IV Closing ………………………………………………………………………... 19
4.1.Conclusion ………………………………………………………………………… 19
4.2.Recommendation ………………………………………………………………….. 19
Attachment ………………………………………………………………………………… 20

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 CHAPTER I
INTRODUCTION

1.1.Background
Doing a Critical Book Review on a book by comparing it with other books is very
important to do, from this activity we can find out the advantages and disadvantages of a
book. From criticizing this, we can get competent information by combining information
from other books. This is one of KKNI's efforts to truly make students excel in everything,
one of which is criticizing books.
Often we are confused about choosing reference books to read and understand, for
example in terms of language analysis and discussion, therefore the author makes this CBR
Education Profession to facilitate readers in choosing reference books specifically the subject
of Education Profession.

1.2.Formulations of the Problem

1.2.1. What are the comparisons of the books?
1.2.2. What are the shortcomings of the books?
1.2.3. What are the advantages of the books?

1.3.Purposes
1.3.1. Review the contents of a book.
1.3.2. Know the information of a book.
1.3.3. Compare the contents of the main book with book 2 and book 3.
1.3.4. Train individuals to think critically in finding information in each book.
1.3.5. Train students to carefully review books in two languages.
1.3.6. Find out the shortcomings and advantages of book.
1.3.7. Fulfill the course assignments.

1.4.Benefits
1.4.1. Fulfill the duties of the Education Profession course.
1.4.2. Increase knowledge about the education profession.
1.4.3. Know many things about books, and train students to love reading.

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1.5.Book Identity
1.5.1. Book 1
Book title : Counseling in Schools; Theories, Process, and Techniques
Author : Esther Tan
Publisher : McGraw-Hill Education
Town : Singapore
Publication Year : 2004
Page Number : 1-20
ISBN : 007-123366-0
1.5.2. Book 2
Book title : Konseling Individual; Teori dan Praktek
Author : Prof. Dr. Sofyan S. Willis
Publisher : Alfabeta
Town : Bandung
Publication Year : 2017
Page Number : 235-268
ISBN : 978-979-8433-57-3
1.5.3. Book 3
Book title : Bimbingan dan Konseling di Sekolah
Author : Dr. Syarifuddin Dahlan, M. Pd.
Publisher : Graha Ilmu
Town : Bandar Lampung
Publication Year : 2014
Page Number : 65-74
ISBN : 978-602-262-303-8

2
 CHAPTER II
SUMMARY

2.1.Book 1
2.1.1. DEVELOPMENTAL GROUP GUIDANCE IN THE CLASSROOM
Shertzer and Stone (1981) define group guidance as the study of how individuals interact
within and between groups, the process of the individuals’ social positions in groups and way to
help individuals function effectively within and between groups.
Three topics are covered in this chapter. First, we look at the types of groups and how
groups develop and mature. Secondly, group dynamics and group behaviors are examined in the
context of the classroom. Finally, some research findings on ways to enhance learning, nurture
values and facilitate psychosocial development are examined.
Rational understanding is defined as knowing both what to do and why it is important for
any professionals, including teachers and counselors (Skemps, 1989).
A. Types of Groups and Group Development
1. Types of groups
There are two general types of groups: primary and secondary groups. Primary
groups differ from secondary groups in six ways (Avery & Baker, 1990; Johnson &
Johnson, 2000; Miner, 1992; Mullins, 1996):
Primary groups Secondary groups
Smaller group size Larger group size
Relatively long period of interaction Shorter duration, temporary
Face to face social interactions Little social interaction
Some degree of emotional depth in the Superficial relationships
relationships
Cooperative, friendly interactions Formal and impersonal interactions
Members work toward common goals No common goals
We will focus on primary groups in this chapter. A primary group has the
following features:
a. Two or more individuals working together.
b. Members are aware of the membership in the group.
c. Members are interdependent.
d. Members are able to influence each other.
e. Members may be attempting to fulfill individual and group needs through the group.

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 2. Stages of Group Development
Groups go through five stages of group development (Tuckman, 1965; Tuckman
& Jensen, 1977):
a. Forming
Group members maybe uncertain of their roles and expected behaviors
(Tuckman, 1965; Tuckman & Jensen, 1977).
b. Storming
The stage is bound to occur sooner and later. Every teacher has encountered
students who try to test the limits of class rules and school regulations. Conflicts
occur when members of the group resist the group norms and rules (Tuckman, 1965;
Tuckman & Jensen, 1977).
c. Norming
The stage occurs when a group agrees on a set of rules and procedures,
establishes work roles for individual members and sets group norm for determining
and rewarding or punishing member behaviors (Johnson & Johnson, 2000).
d. Performing
The group has progressed enough in cohesiveness, trust, and commitment to
be able to perform their roles effectively (Tuckman, 1965; Tuckman & Jensen, 1977).
e. Adjourning
The group prepares to disband at this stage (Tuckman, 1965; Tuckman &
Jensen, 1977).
B. Understanding Group Dynamics in the Classroom
Three components contribute to the study of group dynamics. They are: (a) theories
that form the framework and set directions for research; (b) research that helps to improve
and change theories through the support and non-support of theories; and (c) applications
using supported theories (Johnson & Johnson, 1989)
1. Nature of Group analysis
Three general factors can be used as the framework for analysis of groups. They
can be organized as (Handy, 1993):
People Power Practicalities
Individuals: Leadership style Physical environment
 Knowledge
 Experience
 Self-objectives

4
  History
Norms Leaders Resources
Group culture Rules and regulations Time
Values Sanctions Support
Beliefs Group structure Tasks
Group objectives
Sources of power
C. Group Guidance to Enhance the Classroom Environment
Downing (1968) and Gibson and Mitchell (1981) state that group guidance can be a
useful method to nurture social values and facilitate psychosocial development. Six areas of
education and psychosocial development values are suggested.
 Help group members to replace tensions, worry and anxieties with group formulated
courses of action to guide and facilitate the successful completion of group tasks.
 Provide structures and frameworks to help group members integrate the different learning
opportunities and benefits derived from the group process.
 Help group members to develop a sense of belonging and acceptance in the group. These,
in turn, will help group members improve their self-esteem and confidence.
 Group guidance can help group members learn and understand information relevant to
their career decision making and educational planning.
 Group members learn social skills in groups. Group guidance can help them improve
their social skills.
 The group process also provides the setting for group members to learn leadership skills,
communication skills, and team building skills.
1. Leadership Strategies in Group Guidance
Johnson and Johnson (2000) suggest seven guidelines to help leaders manage and
create effective groups. They are as follows.
a. Establish group goals that are clear, realistic, and relevant to group members.
b. Create and maintain open, two-way channels of communication that are not hindered
by factors such as fear and conflicts.
c. Share and distribute leadership and power as equally as possible among all group
members.
d. Use the different sources of power appropriately (French & Raven, 1959).
e. Strike a balance between task demands and resources in terms of the decision-making
process of the group.

5
 f. Encourage creative decision making and problem solving by managing controversies
effectively.
g. Help group members resolve conflicts in constructive ways.
In leading class, the teacher as the group leader should be aware of three levels of
interactions: (a) between the leader and group members; (b) between group members and
curriculum materials, and (c) among group members (Tan, 1991)
The basic roles of leading groups can be summarized into four categories (Tan,
1991).
a. Developing a sense of belonging
1) Promoting positive identification with the group
2) Fostering a warm and supportive group climate
b. Encouraging self-development and growth
1) Teaching group and interpersonal skills
2) Teaching constructive use of social skills
3) Encouraging self-disclosure and experimentation
4) Being a resource person
c. Enhancing group abilities and skills
1) Defining and diagnosing group problems
2) Developing effective problem-solving processes
3) Negotiating for positive changes in members’ attitude and behaviors
4) Establishing and maintaining contract for members’ behavior
d. Reducing conflicts and uncertainty
1) Encouraging sense of trust
2) Reducing anxiety
3) Reducing egocentrism
4) Providing constructive confrontation and feedback
2. Task-oriented and Relationship-oriented Group Behaviors
a. Task-oriented behaviors
These are behaviors that clarify goals and foster cooperation among group
members to achieve their goals. Leaders as well as members of effective groups
usually do the following.
1) Seek information to clarify communication
2) Seek opinions
3) Give information to help the group solve problem
4) Give opinions
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 5) Elaborate on ideas or suggestions
6) Coordinate activities of subgroups or members
7) Summarize group discussions
b. Relationship-oriented behaviors
These are behaviors that support and encourage members, foster cohesion and
acceptance of members, and reduce interpersonal conflicts. They are as follows.
1) Gate-keeping-encouraging all members to participate in group discussion
2) Standard-keeping-setting certain standards to be used in group work
3) Following-respecting the ideas of other group members
4) Expressing group feelings-summarizing group feelings or ideals
3. Checklist for the Group Leader
Hearn’s (1978) analysis of groups provides us with a useful framework to look at
the development of groups. I have restated Hearn’s analysis into a number of questions
that could be used as a checklist for group guidance.
D. Summing Up the Group Guidance Process
Gutsch and Alcorn (1970) list the following characteristics of group guidance.
 The group leader acts as a resource person or advisor.
 The group is composed of individuals who have a common purpose.
 Group members usually experience a change of attitude toward other members which
result in a more cohesive and harmonious group.
 The level of structure imposed on the group depends on the type of tasks being
completed.
 The group size is flexible and can be adjusted to meet the demands of the task to be
completed.
 Interaction among group members usually range from a very formal nature to one of a
more personal and informal nature.
1. Implications (What teachers should observe in their classes)
a. Each class or group has its own characteristics.
b. Each group has its own natural structural and leadership dimensions.
c. Each group progresses through each stage of the group development cycle (Tuckman,
1965; Tuckman & Jensen, 1977) at its own pace.
d. Teachers should be ensure that all group members has equal opportunities to develop
their own potential.
e. Teachers should not forget the relationship-oriented aspects of group development.

7
2.2.Book 2
2.2.1. COUNSELING PRACTICE IN SCHOOL
The study results of Dani (1984) and Ineu Maryati (1996) students of the UN-IKIP
Bandung department, with the guidance of the author, examined the ability of high school
supervisors in West Java to provide counseling to students to prove the following:
1. Most high school counselors are not able to be with clients (students) to define students'
problems in the Early Stage of counseling.
2. Lack of guidance skills in applying counseling techniques.
3. Not able to help develop the potential and complete problem solving of students.
4. Most careful school counselors do not understand the stages of the counseling process and
goals, and counseling techniques that can be used at each of these stages.
A. Counseling Practice
Counseling practice is a way of giving counseling skills to prospective counselors so
that they are skilled in providing assistance to their clients, so that the client develops and has
a plan of life, independence, ability to overcome the problem, and be able to adjust.
Between theory and practice will never be separated. With words, the practice of
counseling must be based on theory. Because of the many streams in counseling, it is
impossible for us to hold on to a particular type of flow.
B. Techniques in Each Counseling
1. Counseling Skills
Micro and macro counseling practices are very much needed. Micro counseling is
also called micro-training, which is a method of training counseling techniques in a lab
setting that includes activities: (1) Screening of micro counseling video recordings; (2)
Provision of training materials and instructions (simulation, role playing); (3) Training;
(4) Video recording; (5) Replay, and; (6) Evaluation as input.
If you have mastered the basic techniques, the trainees will take part in follow-up
activities namely macro counseling.
2. Stage of Counseling
a. Early Stage of Counseling (Stage of Problem Definition)
The counseling techniques that must be present at the initial stage of
counseling are:
1) Attending.
2) Primary and advanced empathy.
3) Reflection of feelings.
4) Explore feelings, experiences, and ideas.
8
 5) Capture ideas.
6) Open questions.
7) Defining problems with clients.
8) Minimal encouragement.
b. Mid Stage Counseling (Working Stage)
At this stage the counseling techniques needed are:
1) Lead.
2) Focusing.
3) Confrontation.
4) Push.
5) Inform, only if requested by the client (student).
6) Give advice, only if asked by the client (student).
7) Concluding temporarily.
8) Open questions.
c. Final stage of counseling (Action Stage)
Counseling techniques that exist and are needed at this stage are partially
covered which are in the early and middle stages. Specifically are:
1) Summarize.
2) Lead.
3) Plan.
4) Evaluating.
C. Micro Counseling Exercise
Micro-counseling or micro-training is a method of training counseling techniques one
by one in a laboratory setting. With micro counseling prospective counselors are trained
through the training mechanism as follows:
1. Screening micro counseling films (the best example).
2. Establish prospective client-counselor pairs for simulation.
3. Determine the technical material to be trained by the trainer.
4. Record micro counseling exercises.
5. Hold a movie replay to be evaluated together.
D. Macro Counseling Exercises
Macro counseling training is to practice counseling techniques in a variety and multi
way in handling a mild case. A very important exercise is how the counselor is able to open a
relationship of counseling and report cards (familiar, open friendship, and student
participation) in the early stages of counseling.
9
 For the implementation of this exercise, the following activities must be carried out:
1. Establish client-counselor partners.
2. Each pair writes a case story and counseling dialogue.
3. Start simulation training and are observed by 3-4 people.
4. Hold assessments on the language of the counselor's body and the counselor's oral
language.
E. Individual Counseling Practices
Individual counseling practice in principle is a series of activities that provide
understanding and experience in various ways and techniques of counseling with the aim that
prospective counselors are able to carry out counseling practices correctly, directed, and
aiming.
Therefore, it must first be distinguished types / types of clients based on the nature
and behavior, such as:
1. Clients are forced / reluctant.
2. Clients for simulation or counseling exercises.
3. Voluntary clients.
F. Systematic of Counseling Practice Activities
1. Practice choosing prospective clients through negotiations.
2. Exercise counseling techniques through micro-counseling.
3. The composing exercise is a scenario that comes from a case.
4. Macro counseling interview exercises, with cases that have been discussed, then
videotaped.
5. Practice counseling interviews with actual clients.
G. The Art of Dialogue Touches Conscience
In grade 1 of SMP the teacher is teaching mathematics (the teacher acts as a guide).
Counseling dialogue:
1. Teacher (T) : "Children, I am sure that you will easily learn mathematics, because
you love this lesson" (friendly, smiling, warm). "Right kids?"
(Suggestion).
2. Student (S) : "Yes ma'am, right ma'am" (doubtful / their voices are still not
compact).
3. T : "Ma’am understands, that there are those of you who still have
difficulty learning these subjects" (empathy). "But ma’am will help
anyone who doesn't understand mathematics" (sincere, encouraging).
"Ma’am is very happy if any of you ask" (friendly, warm, encouraging)
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 (silent class). "Helen, there seems to be something that you keep
feeling?" (Reflection of feeling, friendliness, smile, attention). "Is there
anything you will express dear?" (Encouraging, friendly, gentle).
4. Helen : (I have had problems with mathematics for a long time) "Sorry
ma'am, can I meet you at school or at home?"
5. T : "Helen, ma’am is proud of you, because you are an honest and
forthright child" (appreciation, praise, empathy). "Of course dear, ma’am
is always willing to help you, please" (open, understanding, empathetic,
friendly).

2.3.Book 3
2.3.1. CONSELLOR SCHOOL
Counselors are a variable that influences the success of counseling. Both he is a person
and a professional.
A. Counselor as a person
Counselors are as personal determinants of successful counseling. The value, personal
quality, and life experience of a counselor he carries in a counseling meeting can color the
effectiveness and harmonization of relationships in counseling. The following are presented
matters related to the performance of the counselor as a person.
1. Problems and Issues Faced by Beginning Counselors
Beginner counselors are usually engulfed by a number of questions of doubt in
acting. Frequently asked questions are usually pleasing to the ability to complete the
counseling techniques that will be used, the creation of relationships with counselees, the
involvement of counselee experiences in counseling is how to deal with negative
counselee reactions, and so on.
2. Personal Characteristics of Effective Counselors
There are a number of personality traits related to effective group leadership.
a. Bravery
This nature is intended through the willingness of the counselor to: (1)
acknowledge the mistakes made, (2) deal with problems that occur in counseling by
not positioning themselves as opposed to counselees, (3) act according to beliefs, (4)
have emotional ties with counselees, (5) self-introspection, (6) act directly and
honestly with the counselee and respect him.
b. Willingness to be a model

11
 Being a model in counseling is one of the best ways to change counselee
behavior.
c. Presence
The counselor should be aware that his presence is related to feelings of
sadness, sorrow, struggle, the joy of others.
d. Good intentions, sincere, and caring
A sincere interest in the welfare of others is important to the counselor.
e. Convinced of the benefits of the counseling process
The counselor must be sure of what he is doing and believe in the therapeutic
process in counseling.
f. Openness
The counselor's openness does not mean showing all aspects of himself to the
counselee.
g. Does not persist in overcoming criticism
This skill is related to openness.
h. Be aware of your own culture
Knowing how one's own culture influences decisions and daily behavior
means that he has prepared a frame of reference in understanding the thoughts of
others other than himself.
i. Willing to seek new experiences
Various experiences of the counselor in his life regarding feelings, thoughts,
and actions can be useful in encouraging counselees to undergo counseling.
j. Personal strength
Personal strength includes the counselor's self-awareness and self-confidence
in influencing others.
k. Stamina
The psychological and physical stamina of a counselor is needed to carry out
the activities and dynamics of the group.
l. Self-awareness
The main characteristic for individuals who undergo a therapist is self-
awareness, which includes: self-identity, cultural perspective, goals, motivations,
needs, limitations, strengths, values, feelings, and the problems it faces.
m. Sense of humor
Although therapy is a serious matter, it needs humorous dimensions of
humanity.
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 n. Inventiveness
Running counseling with fresh ideas is an important skill that characterizes a
professional counselor.
o. Personal dedication and commitment
Personal dedication and commitment are important in the professional service
of counselors.
B. Counselors as professionals
Some skills are needed by a counselor as a person who has professional competence
(Corey & Corey, 2006; Natawidjaya, 1987).
1. Actively listening
A counselor should learn how to give full attention to others when
communicating.
2. Reflect
The ability to convey the essence of what the counselee communicates so that it is
clearly visible.
3. Clarify
Affirming key issues and eliminating feelings of conflict and helping in deciding
where activities will continue.
4. Summarize
Summarizing is always helpful in deciding where activities will continue.
5. Make it easy
Opening communication between counselors and counselees and helping them
increase the responsibility for guiding the counseling process in question.
6. Empathizing
This skill requires a counselor to have characteristics of attention and openness,
and also must have extensive experience to provide services to identify with others.
7. Interpreting
Skills require counselors to be able to provide possible explanations for certain
behaviors, feelings, and thoughts.
8. Asking
The ability of the counselor directed the counselee to further self-assessment of
"what" and "how" he must act.
9. Connecting
Welcome the counselor's understanding in finding ways that relate to what
someone has done and said for their attention to others.
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 10. Confront
The ability of the counselor confronted the difference between verbal expressions
and non-verbal messages expressed by the counselee.
11. Supports
Ability that give supports the counselee's positive behavior.
12. Limiting
The counselor is responsible for overcoming certain activities of the counselee,
such as asking questions, digging, gossiping, breaking other people's secrets, and
revealing secrets.
13. Assess
The ability assessed certain behavioral problems and choose suitable
interventions.
14. Modeling
One of the best ways for counselors, including group leaders in teaching the
desired behavior is through example.
15. Suggest
School counselors can offer a number of suggestions in helping their students
(counselees) develop a choice of material about thinking or acting.
16. Initiative
These skills include the ability of the counselor to get the counselee to remain
centered on his personal goals.
17. Evaluate
A crucial ability is to evaluate throughout the counseling process.
18. Ending
Counselors must learn when and how to end work, both with individuals and
groups.
C. Becoming a Diversity Competent Counselor
1. Competent-diversity counselors' beliefs and attitudes
Effective group leaders recognize and understand their own stereotypes and ideas
that have been considered previously regarding the races of others and ethnic groups.
a. Do not follow prejudice, personal values, or interfere with their ability to work with
counselees who are culturally different from them.
b. Be aware of the cultural background and experiences that influence attitudes, values,
and prejudices about psychologically healthy individuals.

14
 c. Move from unconsciousness to high awareness of ethnic race and cultural heritage,
gender, socio-economic status, sexual orientation, abilities, their own spiritual beliefs,
and to assess and respect differences.
d. Track and understand the world from a place that benefits the counselee.
e. Recognize their source of anxiety with their differences with others.
f. Being able to accept and assess cultural differences rather than demanding their
cultural heritage is the best thing.
g. Monitor its functions through consultation, supervision, education and advanced
training.
2. Knowledge of the work of competent-diversity counselors
Culturally skilled counseling practitioners have knowledge of their own race and
culture and how it affects their work. In addition, they also have competencies, including:
a. Understand how pressure, race, discrimination, and prejudice are influential, both
personally and professionally.
b. Understand their counselee's thoughts, and learn about the background of the
counselor.
c. Be aware of institutional barriers that prevent minorities from participating in groups.
d. Have knowledge and information about group members who are working.
e. Knowing how the counselee uses the support system of his native community, and so
on.
3. Competent-diversity skills and strategies of the counselor
Diversity-group counselors have a wide range of skills, who are able to use them
with different counselee populations. The counselor must be able to:
a. Familiarizing himself with research and final findings relating to health issues that
affect the population of different counselees.
b. Actively looking for educational experiences that foster the development of their
knowledge and skills to facilitate groups across differences.
c. Able to use methods and strategies and limit goals that are consistent with life
experiences and cultural values of group members.
d. Not fixated on one method or approach to group facilities and recognizes that the
style of assistance may be a culture of birth.
e. Able to send and receive verbal and non-verbal messages accurately and precisely.
f. Able to be actively involved with counselees from various racial, ethnic, cultural and
life backgrounds.

15
 g. Willing to understand himself as a person who has race and culture and is actively
seeking non-racial identity.
h. Take responsibility for educating group members about how groups function, and
they use sound ethical practices when facilitating groups with different members.
D. Tasks of School Counselors
There are a number of main tasks the counselor must carry out in realizing the goals
of professional services that are effective and quality counseling. ABKIN (Ministry of
National Education, 2007: 235-236) presents the ten main tasks of the counselor as follows:
1. Conduct a service feasibility study and needs assessment and counseling.
2. Plan a guidance and counseling program for certain time units. These programs are
packaged in daily, weekly, monthly, semester, and annual programs.
3. Carry out a guidance and counseling service program
4. Assess the process and results of implementing guidance and counseling services.
5. Analyzing the results of assessment of guidance and counseling services.
6. Carry out follow-up based on the results of the assessment of guidance and counseling
services.
7. Administer the activities of the guidance and counseling service program that is
implemented.
8. Responsible for the implementation of tasks in guidance and counseling services as a
whole to the guidance and counseling coordinator and the head of the school / madrasah.
9. Prepare, accept, and actively participate in supervisory activities by school supervisors in
the field of guidance and counseling.
10. Collaborate with subject teachers and homerooms and related parties in the
implementation of guidance and counseling programs.

16
 CHAPTER III
DISCUSSION

3.1.Advantages
Advantages
Book 1 Book 2 Book 3
It is complete for explaining It is complete for explaining The display of the book 3 is
the counseling from the plain the counseling from the plain more interest.
to the complex. to the complex.
The display of the book 1 is The display of the book 2 is This book is easy to
more interest. more interest. understand.
There are summary boxes in This book is easy to The language used is
every subchapter. understand. standard.
This book is easy to The language used is This book contains summary/
understand. standard. conclusion.
The language used is The systematic of writing in
standard. this book has fulfilled the
rules for writing good and
correct books.
The systematic of writing in This book gives the example
this book has fulfilled the of counseling conversation
rules for writing good and between two people and
correct books. more.
This book contains summary/
conclusion.

3.2.Shortcomings
Shortcomings
Book 1 Book 2 Book 3
This book does not give the There are no summary boxes It is not complete for
example of counseling in every subchapter. explaining the counseling
conversation between two from the plain to the
people and more. complex.
This book is less related to This book does not contain There are no summary boxes

17
the school. This book summary/ conclusion. in every subchapter.
explains a lot about the
counseling theory.
Using British style, so This book is less related to The systematic of writing in
sometimes it is hard to the school. This book this book is less fulfilled the
understand this book. explains a lot about the rules for writing good and
counseling theory. correct books.
This book does not give the
example of counseling
conversation between two
people and more.
This book is less related to
the school. This book
explains a lot about the
counseling theory.

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 CHAPTER IV
CLOSING

4.1.Conclusion
Each skill is very close to other skills in a very diverse manner. In obtaining critical
skills it is usually the last sequence. At first listening to the language, then reading, writing
and the last one criticized. The four skills are single chess or skill unity.
Every skill is often related to the process of thinking processes that give language. A
person's language reflects his mind, the more skilled a person speaks, the brighter and
smarter the mind is. Skills can only be acquired and mastered by practice and lots of practice.
Like doing this CBR task, this is an example to practice our skills both listening to the
language of books, reading, writing and criticizing using good language. Training language
skills means training in thinking skills.

4.2.Recommendation
According to what I read from the Education Profession book, the book is very
feasible to be used for a student like us and becomes a reference for the reader and it is hoped
that book 1 will use an American style instead of English style so there will be no mistakes
and make it easier for the reader to understand, for book 2 so that the sentence arrangement is
more regular, and for book 3 to be printed more interesting to read (not plain).

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ATTACHMENT

Book 1

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Book 2

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Book 3

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