By Group 3 :

INAYATI PUTRI SITOMPUL

LUTFIAH SA'ADAH RANGKUTI
WILDAN WAHIDI SITUMORANG

CRITICAL BOOK REVIEW

ORIENTATION

Title : Using Media in Teaching

Author : Carol Bertram, Peter Ranby, Mike Adendorff,
Yvonne Reed, Nicky Roberts
Publisher : SAIDE ( South African Institute for Distance Education)
Print ISBN : 978-0-9869837-6
Page : 257 Page

BACKGROUND
the development of science is minimal due to the low reading interest of today's society.
criticizing is one way that is done to increase the relevance of one's reading interest to a
particular subject matter. criticizing this book is that one of the writings or reviews of a
written work or book, whether in the form of fiction or nonfiction, can also be interpreted as
a scientific work that describes the understanding of the contents of the book.
criticizing a book is not to drop or increase the value of a book but to explain what a book is,
namely: its advantages or disadvantages which will be taken into consideration or a book's
review to the reader regarding a new book and a review of the book's shortcomings. the more
clearly dalm criticized a book, we can describe the contents of the author's thoughts from the
subject in question followed by an opinion on the contents of the book.
the description of the main contents of the book contains the scope of the problems discussed
by the author. the way the author explains and resolves problems, concepts and theories
developed and conclusions. thus the book or reviewer report is very useful to find out the
contents of the book that has been read. for that I expect the reader. in order to know and
understand the book report or reviewer so that it can properly assess the contents of the book
and not just skim the book but can understand what is in the book in depth

SUMMARY OF THE BOOKS

This artical is Using Media in Teaching” published by. Saide in 2002. This book has
7 Section chapters among them, namely : Section One : How to use this module, Section
Two : Developing a media —rich OBE, Section Three : Using popular print media in the
classroom, Section Four : Using popular electronic in teaching. Section Five : Understanding
popular media. Section Six : Using Textbooks in teaching. Section Seven : Using Computer
technologies in teaching
In Section one discusses about “how to use this module. In this section, focus about
key learning problem. What are the aims of this module and How should you study this
module.
In other words, we need to develop learners who can use the knowledge they have
learnt in order to do things in society, rather than just remember the content they have learnt.
But we have an additional challenge. We have to develop learners who are thoughtful and
adaptable. They should be able to use their knowledge to solve the problems they face in
society rather than simply being defeated by them. In addition, though, our increasingly
information-saturated world demands that we develop learners with good reading and
information- processing skills and high levels of media literacy. The use of media resources
in learner-centred methodologies provides rich opportunities to develop these language skills.
But, as our experience with textbooks demonstrates, media on their own will not create a
learning process that is active and focused on developing useful outcomes. In order to do
this, we need to understand how media resources can be used by teachers within learner-
centred and activity-based methodologies, such as resourcebased learning and experiential
learning.
And How should you study this module? Tips on using the module's different
components
- Using the Learning Guide
 -Using the video
-Using the audiotape
etc.
In section Two discusses about Developing a media- rich outcomes-based education it
focus about Using media resources in OBE:
OBE has brought about large changes in South African education. We now aim to
teach so that learners can use the knowledge they learn. Our focus is on outcomes — what
learners can do after their learning — rather than on the content we, as teachers, put into the
learning process. There is an increased emphasis on skills. In Section Two, through a story of
one teacher's attempt to teach in a learnercentred, activity-based manner, we will deepen your
understanding of how media resources can be used to enrich outcomes-based education. We
will teach through example rather than by telling. The section ends by demonstrating how
you can develop higher-order learning by designing your outcomes-based lessons around
critical concepts in your learning area
- Using media resources in OBE: A case study
Using everyday resources to engage learner interest : A teacher staggers into
the room carrying a large sack. She empties the sack. The class looks in amazement at the
assortment of objects that tumble onto the floor. Nomsa, the teacher, turns to the class and
says: 'I've been away and when I returned I found these items in my back room. Clearly
someone decided to use this room while I was away. I need to find this person but have no
idea of the kind of person I'm looking for. I thought if we analysed these objects we might be
able to get a "picture" of the person I'm looking for.'

-Using popular media resources to deepen learning

-Using educational media to consolidate conceptual learning

In Section three discusses about Using popular print media in the classroom. It focus
about Supplementing teaching across the curriculum, Developing reading skills, Developing
writing and speaking skills .
Supplementing teaching across the curriculum : Popular print media cover a
wide variety of topics, and generally they do so in a lively and accessible manner. Journalists
also tend to write about the impact on society of things which might be dealt with in an
abstract way in learning areas such as biology, science, or economic studies — thus
demonstrating their practical usefulness. In Section 3.2 we provide a range of teaching ideas
in which popular print media are used to:
activate learner interest in the topic you are trying to teach;
contextualize learning by linking the topic to the learners' life experiences;
make abstract concepts more 'visible' and concrete so as to improve learner
understanding of the topic;
 update and supplement textbook knowledge.
We have chosen learning areas and levels randomly. Don't be concerned if the
example isn't in the learning area that you teach. Rather, 'walk through' the teaching
experience and try to understand the principles underlying the use of the media resource in
each case. This is what we did. We observed teachers and spoke to them.
Developing reading skills
By using media in all the learning areas, we provide substantially more opportunities
for practising reading. It is an obvious but important truth that we can only learn the skills of
reading by reading! We can only communicate better by actually listening, talking and
writing. Another simple but important truth is that language teachers who work alone will
never develop in learners the level of language competence required. Reading must become a
cross-curricular activity. This becomes possible if teachers use more print-based media in
their teaching. In other words, teachers need to create an atmosphere in class that encourages
reading at school and at home.
The reading activities mentioned in Section 3.3 will go a long way to
improving writing skills as well. Creating an atmosphere that encourages reading — of
almost anything — will ultimately impact favourably on all language skills. In this section
we present some ideas of how to use popular print media for the specific purpose of
developing writing skills, from basic skills — focusing on writing in an organized and logical
way, through to more advanced skills — focusing on writing imaginatively and persuasively.
Many of the activities will also have the effect of developing speaking skills. But, again, we
begin with an idea that will develop a more general atmosphere that encourages writing. It is
our strong belief that if teachers develop a culture that makes reading and writing a normal
and desirable part of learning — at home and at school- then language competence will grow
In Section Four discusses about Using popular electronic media in teaching . It focus
about The educational opportunities offered by radio and television, Supplementing teaching
across the curriculum, Using radio and television to improve listening and understanding,
Learning by producing radio and television programmes, Collecting media resources, and
What have we learnt about using popular media in teaching.
Using radio as a learning resource. Radio is essentially an auditory medium: it
tells stories through words and sounds. It is not surprising, then, that radio is particularly
good for developing language skills such as listening in particular, and speaking. But it also
provides resources for supplementing the teaching of content knowledge. Radio
programming can be used to teach a wide range of knowledge and skills. Radio:
models appropriate use of language. It demonstrates to learners how language is
spoken in different ways in different situations. For instance, while the news reader uses
formal language, the person hosting a talk show or phone-in programme will be more relaxed
and informal.
provides a means for learners to practise listening and note-taking skills. It offers
interesting content and, when recorded, can be controlled by teachers and learners in order to
maximize the learning that takes place.
opens up a wide range of options for multi-lingual teaching because it broadcasts in
most of South Africa's official languages.
 carries hours of music and popular song which can be used productively in the hands
of a creative language teacher. In fact, as we show, pop songs offer teaching opportunities for
teachers of other learning areas too.
has been called the 'theatre of the mind' because it allows listeners so much freedom
in using their own imagination. Radio gives you only sounds and voices from which you are
free to imagine different kinds of people and places.
In addition to encouraging the use of imagination, radio programmes — news
programmes, interviews, documentaries and magazine programmes — contain large amounts
of new information that can add to learners' knowledge on a particular topic, for instance
science, local environments and economics. This provides teachers with a rich resource for
updating and supplementing teaching across the curriculum.
Using radio and television to improve listening and understanding.
Learning by producing radio and television programmes. Radio interviews:
Developing questioning and speaking skills : One of the simplest production activities
teachers can use to develop a range of language skills is the simulated radio interview. One
of the best ways of finding out about a topic is to ask someone 'in the know' a lot of
questions. So, at the same time as learners are researching content, they can have fun and
learn an important communication skill, one that is required by increasing numbers of people
today. A simulated radio interview provides the opportunity for learners to:
• Develop basic research skills and some understanding of the topic being studied. This is
necessary preparation for the interview.
• Ask questions in a focused manner. This forces learners to 'summarize' a long list of
possible questions into a shorter list of 'essential' questions.
• Improve their speaking and presentation skills. Both the interviewer and interviewee have
to express themselves clearly during the interview.
• Collecting media resources.
Generally, there are five important stages that you need to follow when you are
making your own resources based on the media (the CAPES model). These are: Collecting
material; Analysing this material; Producing your own resources based on this material;
Evaluating the lesson based on media; Systematic storing/filing for easy retrieval when you
need it.
What have we learnt about using popular media in teaching?
In the end, the weakness orstrength of an educational resource based on popular
media is determined by the degree of thought the teacher has put into the design and, in
particular, the link the teacher has made to educational media such as textbooks. Popular
media are very effective in supplementing the learning of content knowledge by activating
learner interest, contextualizing content knowledge, making abstract ideas more concrete and
'visible', updating textbooks and teaching values education.
In Section Five discusses about Understanding popular media. It Focus about Using
popular print media to develop critical media literacy, Using popular electronic media to
develop critical thinking, and What have we learnt about media literacy
 Using popular print media to develop critical media literacy
From time to time, the media themselves set out to make us think more critically
about various media, and teachers concerned with media education should be sure to keep
and file such I gems'. We have used one already in the activity on statistics (pages 59-60),
which was really an exercise in critical thinking. This came from The New Internationalist
magazine that is often a good source of examples of critical thinking. On pages 155 and 156
we will feature another example, an excellent (adapted) article on the image of women in
women's magazines by Anne McClintock, from a now-defunct arts magazine called Speak.
Using popular electronic media to develop critical thinking
e.g . Using television and other advertisements In advertising today, huge resources
compete to persuade us to spend our money on this or that commodity. As we saw in the
Using Media video, a lot of ingenuity, expertise and effort go into the making of many
adverts — especially expensive television adverts. Advertising agencies and film producers
make use of images, words, music and stereotypes with great skill and care to put forward a
single idea that they hope will have the necessary impact to sell a particular product or
service better than its competitors. For these reasons, teachers find adverts both a necessary
and a rich subject for learners to analyse. They are also a readily available resource for the
development of critical thinking, media literacy and values. On the video, Caroline Greer
makes use of three concepts which are valuable in helping learners to understand how today's
advertisements often exert their influence on people's behaviour. These are denotation,
connotation and stereotypes. And others
In section six discusses about Using Textbooks in teaching. It Focus about The
strengths and limitations of textbooks, How do we select textbooks appropriately, Using
textbooks effectively,and What have we learnt about using textbooks
In Section Seven discusses about Using Computer Technologies in schools it Focus
about Ways of using computers. Developing computer literacy, Using computer technologies
in teaching. Resourcing your school, and What have I learnt?

EVALUATION
The strengness of the book
• This book has the advantage that the result are given a lot of description, such as tables
diagrams to make it easier for readers to understand the result of the book.
• The writing of the title is correct, it is printed in capital/ capital letters, in bold not
exceeding the maximum number of word 1,5. The writing of the authors name is also
correct, the authors name is written under the title without a title, it cannot be abbreviated
beginning capital letters, without prefix with the word.
• The strength of the book are that the material is quite complete, it can be seen in the
complete and detail subtitle in the book. than the advantage of this book is that writer can
develop some small points but is important enough to be studied, and the author does it with
pretty good. Than the author also make diagrams that make more readers.and this book also
has pictures so that people don't get bored and have a better understanding of the contents of
this book.
The weakness of the book
• We think this book is pretty good it's just quite difficult to find and also too many sheets.
• In the book, there are print marks that marks that hinder readers reading interest
• There are some irregular writing layouts that make the reader confused to read it

ARGUMENT
Attractive ilustrations,unique themes,use of denotative language so it's easg to read
the book,and there is avidence of argumen

CONCLUSION
Overall, I think the discussion in this book is very structured, so that it can make the
mindset of the discussion more focused and easy to follow in the steps or knowledge that will
be conveyed. The subject matter from part one to part seven is very effective to be applied in
the learning process. and also every part has a lot of unique teaching methods or ways, easy
to understand and not boring too
SUGGESTION
It is recommended that the designer change the look of the cover which is more attractive
and uses a bright color combination, so that this book looks interesting to read.