The Members of the Group:

1. Azzahrah
2. Barqah Ridho
3. Deby Wulan Lestari
4. Savitri Rahmadany
5. Siti Syafaiyah
6. Ummu ‘Atiyah Rizqi Pulungan
28th October 2016

CRITCAL BOOK REVIEW

“Teaching English as a Foreign Language – Module Two: Sub
Chapter “Teaching Method and 1: 1 Learning
Environment””

I. Introduction
“Teaching English as a Foreign Language” is a book compiled by Dra.
Masitowarni Siregar, M. Ed and Dr. Rahmad Husein, M.Ed, on 2016. This book
consists of 188 pages. This book tells about the principles and concepts of
teaching English as a Foreign Language and learning process. This module od
TEFL therefore covers context of language teaching and learning, effective
language teaching and learning asa well as practical application of techniques of
teaching English a Foreign Language, environmental factors, learners’
characteristics.
This sub chapter of the book explains about Teaching Methods and
Learning Environment. Teaching Methods tell about some methods that are used
for teaching. Teacher can use any kinds of methods to improve their students’
skill and knowledge. This sub chapter also discuss about the 1:1 learning
environment.
II. Summary of the Book
TEACHING METHODS

Direct Method
Also know as Reform Method / Natural Method / Phonetical Method /
Anti Grammatical Method that opposed to teaching of formal grammar and
language learning was more than the learning of rules and the adeptness of
imperfect translation skills.
On the other hand grammar should be inducing the rules of how the
language behaves from the actual language itself. Direct Method based on belief
that:
1. Knowing a language was being able to speak it! Primary of spoken word.
2. Second language learning must be an imitation of first language learning as
the natural way humans learn any language.
3. Printed word must be kept away from second language learner for as long as
possible.
4. Written should be delayed until after the printed word has been introduced.
5. The learning of grammar / translating skills should be avoided.
6. All above items must be avoided because they hinder the acquisition of a
good oral proficiency.
Disadvantages of Direct Method
1. Major fallacy of this Method was belief that second language should be
learned in way in which first language was acquired by total immersion
technique.
2. Effectiveness of these verbalizing skills depends on maturation level of the
child/ on type of environment on intelligence.
3. There are some comparisons learning of second language.
4. The direct Method rejects use of printed word.
5. Later disciples of this Method took it to extremes and refused to speak a
single word of English in lessons.
6. Teacher must have competence of language, stamina, energy, imagination,
ability, and time to create own materials.
7. Direct Methodists failed to grade and structure their materials adequately.
Task Based Learning

Task based learning is different way to teach languages. It can help the
student by placing her in a situation like in the real world.
In TBL the learner should be exposed to as much of the foreign language
as possible in order to merely observe the foreign language, then hypothesize
over it, and that is individually, and finally experiment with it.
TBL method is a crucial for the success of TBL, it is here that the teacher
must help learners to recognize differences and similarities, help them to
“correct”, clarify and deepen” their perceptions of the foreign language.
(Michael Lewis 15).
Advantages of TBL:
 Useful for moving the focus of the learning process from the teacher to the
student.
 It gives the student a different way of understanding language as a tool
instead of as a specific goal.
 Bring teaching from abstract knowledge to real world application.
 A task is helpful in meeting the immediate needs of the learners and provides
a frame-work for creating classes, interesting and able to address to the
students needs.

Content Based Learning

CBL is a teaching method that emphasizes learning about something
rather than learning about language.
a. The Sheltered Model
Sheltered CBL is called “sheltered” because learners are given special
assistance to help them understand regular classes. 2 teachers can work
together to give instruction in a specific subject. One of the teacher is a
content specialist and the other an ESL specialist. They may teach the class
together or the class time may be divided between the 2 of them.
b. The Adjunct Model
 Adjunct classes are usually taught by ESL teachers. The aim of these
classes is to prepare students for “mainstream” classes where they will join
English L.1 learners.
c. The Theme Based Model
Theme based CBL is usually found in EFL contexts. Theme based CBL
can be taught by an EFL teacher or team taught with a content specialist.

How Does Theme Based CBL Differ from Sheltered and Adjunct Models?
Theme based CBL is taught to students with TEFL scores usually in the
range 350 to 500. This scores are lower than the TEFL 500 score which is often
the minimum requirement for students who want to study at universities in
English L1 contexts.

The Grammar Translation Method

According Howat’s book, the points of classical method were with the
teaching of Latin and Greek. The aim of teaching Latin and Greek are to
develop:

 Logical thinking
 Intellectual capacities to attain generally educational
 An ability to read original texts in the Languages concerned

Key features

There are some key features of the grammar translation based on Prator
and Celce-Murcia in Teaching English as a Second Foreign Language (1973:3)

 Classes are taught in the mother tongue

 Much vocabulary is taught
 Long elaborate explanation of the intricacies of grammar are given
 Grammar provides the rules of putting words together
 Reading of difficult classical texts is begun early
 Little attention is paid to the content of texts
 Often the only drills are exercise in translating
 Little or no attention is given to pronunciation

Typical techniques
According Diana Larsen-Freman’s book , there are some typical techniques
of grammar translation method:
 Translation of a literary passage
 Reading comprehension questions
 Anthonyms/Synonyms
 Cognates
 Deductive application of Rule
 Fill-in-the-blanks
 Memorization
 Use words in in sentences
 Composition

Disadvantages

 The grammar translation method make boring

 The grammar translation method make students frustration when they
travelling in other countries
 The method not encourages the student’s communicative competence

Reasons why it’s still used

 There are few specialized skills on the part of teachers on this method
 Grammar rules and translation test are easy to construct
 Many standardized test still do not attempt to test communicative
abilities
4. 1:1 LEARNING ENVIRONMENT

What is 1 to 1 learning?

By definition, 1 to 1 learning involves one student, one computer, one

interactive, personalized learning experience in a wireless environment that
anytime access to the internet. But, in the reality is that all students in classroom
only using wireless laptops available from mobile carts during the school day.
The most important 1 to 1 learning that is realized in the 24/7 (24 hours per day,
7 days per week) guided by highly qualified teacher and informed
parents/guardians.

High-tech tools serve as an extension of the students’ thoughts and

learning process. Social networking via technology can connect the students to
broad space of interactivity that extends thinking and adds intellectual curiosity.

Goals for 1 to 1 learning

In general, the goals driving most 1 to 1 learning fall into four categories:
 Improving student achievement
 Advancing digital equity
 Enhancing teaching learning
 Strengthening economic development
The Audio Lingual Method

This method of language learning is also called the Aural-Oral Method.

The audio lingual method trains the student in the use of grammatical sentence
patterns. When the method was develop, it was thought that the sentence pattern
of the second language was through conditioning or helping learners to respond
correctly.

The audio lingual method is based on the following principles:

 Speaking and listening competence preceded reading and writing

competence.
  Use of English is highly discouraged in the classroom.
 The development of language skills is a matter of habit formulation.
 Students practice particular patterns of language through structured dialogue
and drills until response is automatic.
 Structured patterns in language are taught using repetitive drills.
 The emphasis is on having students produce error free utterances.
 This method of language learning support kinesthetic learning styles.
 Only everyday vocabulary and sentences are taught.
 The printed word must be kept away from the second language learners as
long as possible.

Communicative Language Teaching.

Communicative approach has been adapted to the elementary, middle,

secondary and post. Secondary levels, and the underlying philosophy has
adapted the communicative approach well known as under a variety of names,
including notional, functional, teaching for proficiency, proficiency based
instruction and communicative language teaching. The communicative approach
can leave student in suspense as to the outcome of a class exercise student’s
motivation to learn comes from their desire to communicate in meaningful ways
about meaningful topics. Study has to look at the use (function) of language in
context, both is linguistic context, social, situational, and context. In a
communicative classroom for beginners using a combination of the target
language and gestures, the teacher conveys the task at hand, and gets the student
to introduce themselves and ask their classmates for information. Later during
the class, the teacher will explain some of the grammar points and structures
used after listening exercise.
III. Strength of the Book
a. Internal relations of the book chapter

b. Currency of the book chapter

IV. Weakness of the Book

 First, this book doesn’t explain deeply about the meaning of direct
method. So the readers cannot fully understand what teaching method is. If we
can compare to the other book, “Methods of Teaching English” by M. E. S.
Elizabeth, it can simply explain the definition just like “Direct Method of
Teaching English means teaching English directly through English medium. In
this method, mother tongue is not used at all.

V. Implications
VI. Conclusion and Suggestion
REFERENCES