CRITICAL BOOK REPORT

INFORMATION COMMUNICATION AND TECHNOLOGY

Bahagia Saragih S.Pd. , M.Hum

TECHNOLOGY AND ENGLISH LEARNING

(GUMAWANG JATI)
(iTELL)
Group 5
Members :
- Desy Angryany (2221121040)
- Muhammad Irfan Naufal (2223321064)
- Hari Mukti Manullang (2223121078)
-Sabrina Jenny Insani Simanjuntak (2223121089)
-Priscila Filania Palempung (2223212090)

ENGLISH EDUCATION PROGRAM STUDY

FACULTY OF LANGUAGE AND ART
MEDAN STATE UNIVERSITY
OCTOBER 2022

FOREWORD
 We give thanks to the presence of God. Who has given us wisdom, so that we are able to
complete the English paper according to the planned time. We made this paper in order to fulfill one
of the assessment requirements for English courses. Which includes group grade assignments.

The preparation of this paper does not intend to change the existing material. However, it is
only an approach to the material or comparing some of the same material from various references.
Which can add to the things related to English about Verb.

The making of this paper uses the literature study method, which is to collect and review
English material from various references. We use this data collection method, so that the paper we
compile can provide information that is easy to understand.

Submission of comparisons of material from one reference to another will be integrated in one
paper. So there is no complete overhaul of the original book.

We as compilers are certainly never free from mistakes. Likewise in the preparation of this
paper, which has many shortcomings. Therefore, we apologize for any shortcomings.

Monday, Oct 31th 2022, Medan

 CONTENT

FOREWORD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CONTENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER I : Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A. Rationalization Of The Importance Of CBR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B. Purpose Of Writing CBR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
C. Benefit Of CBR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
D. Identity Of Reviewed Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER II : Artificial Inteligent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A. Artificial Intelligence and English Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B. Artificial intelligence to help student writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER III : Make A Podcast In English Class. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER IV: Learning In A Hybrid And Flexible Context With Technology . . . . . . . . . . . . .

A. Technology, Pedagogy, and Content Knowledge (TPACK) Learning Framework . . . . . . . . .

B. Hyflex learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
C. HyFlex Learning with Technology . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER V : Digital Storytelling Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER VI : Technology Optimization In Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER VI : Implementation Of Assesment For Learning With Technology Assistance . . .

ADVANTAGES & DISSAVANTAGES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CONCLUSION & SUGGESTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER 1

INTRODUCTION
A. Rationalization Of The Importance Of CBR

The opinion is writing that contains the thoughts or ideas of the author. Opinion writing
does not require in-depth study, just the thoughts of the author. Writing in the form of an opinion
is less accurate if it is used as a reference because it is only one person's thoughts. Opinions from
one person to another are very likely to differ due to different ideas or points of view. Opinions
can also be written by people who are competent in certain fields, but the information conveyed
is purely based on theories or the results of other people's research.

In this book, we will review the opinion essay for the Critical Book review assignment in
the book entitled "Introduction to Academic Writing". We will review how the material in this
book is about opinion essays, illustrations, book covers, and grammar used to convey opinion
essay material. In this book, we will also review some of the advantages and disadvantages of
this book.

By reviewing this book, we hope to be able to analyze the conclusions and find the
advantages and disadvantages contained in this book. And summarize some of the material about
Opinion essays that we reviewed so that it is easier to find the essence of the opinion of the
essay.

B. Purpose Of Writing CBR

The purpose of this Critical Book Review is as follows:

1. To fulfill KKNI’s duties of Opinion Essays
2. Add insights to readers and writers about the Opinion Essays through critical book review
(CBR)
3. Improve the author’s self to be able to think critically in the search for information that is in
the book read
4. Practice formulating and drawing conclusions on the books reviewed
5. Strengthen the author’s argumentation ability in terms of responding to and comparing the
content or discussion of the book

C. Benefit Of CBR
The benefit of making this Critical Book Review is adding read the material so that
knowledge and insights related to Opinion Essays as reviewed material in this CBR. In addition,
 another benefit of making this CBR is to make it easier for readers to know the core of the book
reviewed by presenting it with a more integrated summary and discussion of the contents of the
book.

D. Identity Of Reviewed Book

The identity of the book is :

Identity The Book

Heading Teknologi Dan Pembelajaran Bahasa Inggris
Edition First Edition
Author/Editor GUMAWANG JATI
Publisher iTELL
Rising Country Indonesian
Year of Publication Agustus 2021
ISBN 978-623-97558-0-9

CHAPTER II

Artificial Inteligent
 A. Artifical Intelligence and English Learning
Artificial intelligence has the potential for learning English. For beginner level learners, for
example, pronunciation can be learned with the help of artificial intelligence such as text to speech
or vice versa speech to text. With artificial intelligence students can Learn pronunciation
Independently Using his smartphone. Lotze (2016) argues that the use of artificial intelligence
application help the development of english skill and language communication skills through
intelligent dialog box which are usualy known as chatbots. Walker dkk (2017) further highlights the
importance of using artificial intelligence application for writing, particularly in developing
student's skill incompocing sentence and writing text.

B.Artificial intelligence to help student writing

When students write drafts of either one paragraph, several paragraphs or an essay, there are
many applications that can be used, such as Outwrite, prowritingaid, and paperrater. With the help
of artificial intelligence, students can learn grammar, spelling, word matching and constructing
sentences.
This artificial intelligence can Detecting student errors in writing And give them feedback. Thus,
artificial intelligence provides input to students about grammar, spelling and punctuation, teachers
can provide input regarding the flow of thoughts and arguments presented.
It is recommended that students be introduced to Outwrite first to get used to working with
artificial intelligence, especially getting used to the feedback given and then improving their
writing. After students explore enough with Outwrite (especially to check spelling and grammar),
then they are introduced to prowritingaid. Thus, students do not have difficulty responding to
feedback from artificial intelligence to improve their writing.
If students can use it effectively and independently, the teacher can focus more on providing
feedback about the flow of writing, how to convey explanations, examples and arguments in student
writing.

CHAPTER III
Make A Podcast In English Class
 Why do students need to create their own podcast? At least, there are 4 reasons. First, creating a
podcast can be a new way to practice speaking English instead of just doing a presentation with
using power points that are commonly used by students in class.
Second, on their podcasts, students can discuss various topics that they like or that are related to
their daily lives, for example about aspirations for the future, their family culture, reasons for being
successful in a class, responses to an event, or other related topics.
Third, students can also play an active role in sharing positive content to combat hoaxes that
have been roaming around in cyberspace today.
Fourth, creating their own podcast might be a way to help students find their passion as professional
podcasters in the future.
Stages to create a podcast;
 Stage 1: Explaining Learning Outcomes.
 Stage 2: Determine the Podcast Type.
 Stage 3: Explaining the Assessment Rubric.
 Stage 4: Writing the Podcast Script.
 Stage 5: Recording Sound.
 Stage 6: add music effects.
 Step 7: Publish Podcasts Online.
 Step 8: Reflecting on a Worked Podcast Project.

CHAPTER IV
Learning In A Hybrid And Flexible Context With Technology
 As it was found that the use of virtual platforms such as Google Classroom, WhatsApp, and
Telegram was quite dominant. This shows that technology-assisted learning is becoming dominant
today. Other learning strategies, such as discussions, questions and answers, and quizzes are the
choices of teachers during the pandemic. This finding is important to know the pedagogical
strategies and also the utilization of relevant technologies used in the current virtual learning
conditions. This shows that teachers are trying to integrate several related things such as strategies
and learning aids in their classrooms.
According to Chaijum and Hiranyachattada (2020), project-based learning is very good for
students, especially in online situations with the aim of teaching students to be more independent
and sharpening 21st century skills more intensively (Santosa, 2019). It is known that teachers still
have many difficulties in carrying out learning at this time, seen from issues that arise in terms of
facilities (signals, quotas, availability of devices), student conditions (less motivated, less able to
participate in learning), and supporting technology ( for quizzes, for learning, for certain activities).
Virtual-based learning is full of various activities that coincide with its implementation has
become the new normal nowadays. It is important for teachers, students and other related parties to
be ready and able to adapt to the challenges of the learning process that may arise in the future,
whether there is a pandemic or not. One of them is by optimizing the use of technology-based
learning tools in mixed or hybrid contexts that are effectively integrated with various other
important aspects of learning, such as pedagogical strategies and understanding of material content
tailored to their respective contexts.

A. Technology, Pedagogy, and Content Knowledge (TPACK) Learning Framework.

TPACK explains how knowledge technology can work with PCK to produce effective learning.
Context aspects such as facilities, student abilities, teacher strategies, and others must also be
considered in integrating the TPACK framework in learning. TPACK continues to evolve over time
through a series of research and publications. By understanding the interrelationships between
learning components in the TPACK framework mentioned above, teachers can find out what factors
have the most significant influence on the teaching and learning process in order to improve the
quality of ICT-based professionals and teachers. The existence of full online learning, especially
during the pandemic, of course requires the adjustment of this framework in the conditions that
occur.

B. Hyflex learning
online learning can be in the form of mixed (hybrid/blended) with various percentages of daring
activities, ranging from only assisted (about 20-30%), hybrid/mixed (about 31 – 80%), and full
courage (81%-100%).
In certain situations, online learning can be coupled with many technology-assisted learning
activities – conventional to digital – from the use of paper and pencil to relevant learning
applications, for example Canva for poster or infographic creation, Microsoft Word for typing.
Mendeley for an automated referral system based on metadata, or the Animals of Nusantara
Android application to learn with Virtual Reality technology. In its development, online learning
has developed. One that is emerging today is HyFlex learning. The term HyFlex combines hybrid
and flexible concepts where learning consists of online student attendance and face-to-face student
attendance in one learning process (Keiper et al., 2020). It is an innovative blended learning
method.
HyFlex as a new form of online learning generally uses a variety of contemporary and contextual
issues as basic learning materials. Learning materials and materials are summarized in the form of
readings and/or videos uploaded on school portals or YouTube (and the like). Students then prepare
themselves at home by watching or reading material provided by the teacher in online form. In
virtual classroom meetings, the learning process will focus on discussion activities, with various
patterns, starting individually, in pairs and groups, answering quizzes, expressing understanding on
a virtual whiteboard, and the like.

C. HyFlex Learning with Technology

As an illustration, two learning models that can be done in the context of HyFlex, namely Station
Rotation and Virtual Flipped Classroom are presented as follows.
Model 1: Station Rotation Learning with Station Rotation Technology emphasizes the diversity
of activities in various stations where learning activities are carried out and students in various
groups will take turns doing learning activities designed by the teacher (Harb, 2019; Mahalli et al.,
2019). This station can move flexibly at this time. This learning model emphasizes the transfer of
stations between students in various activities. The goal is to provide active and meaningful spaces
for students in continuous teacher facilitation and adapt to hybrid and flexible situations.
Model 2: Flipped Classroom Virtual Learning with Technology. This VFC is a shift from
Flipped Classroom (FC) which occurred during the pandemic where the teaching and learning
process became fully online. In simple terms, this VFC has a similar pattern to FC where learning
activities begin (1) pre activity with online discussions by watching reading videos or texts related
to the topic, then continued with activities (2) flip and engage where students learn either using
virtual meetings with Zoom, Google Meet, Webex, and the like, or asynchronous WhatsApp,
Telegram and the like, then students do (3) post activities to express their understanding either by
responding to questions or quizzes, or the creation of projects related to topics and areas of study.
HyFlex-based learning emphasizes the elements of learning in the 21st century, especially in
emergency situations such as this pandemic. There is a hybrid element (mixed or even fully online)
and flexibility in the teaching and learning process on learning modes, strategies, space, and time.
HyFlex-based learning generally uses a variety of contemporary and contextual topics as basic
learning materials with the aim of attracting students to be involved in learning and teaching
activities. In this learning, it is very important to use the right learning framework for technology
integration in virtual classrooms with various and relevant flexible activities carried out in an online
context (or even fully online).

CHAPTER V
Digital Storytelling Project
 In the early 2000s, the digitization of storytelling activities began to be known, along with the
development of digital technology tools that became more affordable and more accessible to
various groups. Advances in technology provide a new repertoire that allows ordinary people to
create stories with the help of computers, laptops, tablets, and even smartphones.
The following are the stages of the Digital Storytelling Project that I did with students in a period
of 6 weeks. This stage can be adapted by teachers according to the availability of time, learning
objectives and project scope.

1. Week I: Project Launch

At the Project Launching stage, the teacher can explain what is meant by Digital Story, the
stages that will be passed by students and aspects that will become assessment points in the
implementation of this DST Project. The introduction of technological tools to create DST should
not be delivered at the beginning, so that students can focus on the story-making process and not be
in a hurry to produce their Digital Story.

2. Week II: Brainstorming

The brainstorming stage is a key part of making a Digital Story where students construct their
story ideas based on the topics they choose for themselves. Students should be directed to choose
topics that are relevant to their personal lives, so that they can prioritize the personalization aspect
in the Digital Stories they create.
3. Week III: Online Research
After students determine the topics to be covered in their DST, students can start looking for
more detailed information about the topics they choose. Some guiding questions can assist students
in conducting online research and help them focus on the topic being discussed. Students can also
be asked to construct questions with their respective groups before they begin the information
search process.
4. Week IV: Storyboarding and Picture Collecting
From the information obtained through online research, students can start compiling a simple
storyboard to clarify the storyline and what media are needed to support the delivery of digital
stories. A storyboard contains a sequence of images or photos, a script or narration for each photo,
and additional media such as background music, animation, etc. Teachers can provide online
platforms such as Padlet or Google Slides to facilitate group collaboration

5. Week V: Creating DST

After all the pictures and narration are ready, it's time for students to make their DST. Students
are advised to practice presentation first before starting the DST production process. They can
practice by recording their voices, then conduct an independent evaluation of aspects of language
such as pronunciation, expression and intonation.
6. Week VI: Publishing and Reflecting
At this last stage, students may be asked to upload their DST Project results to online platforms
such as YouTube, Facebook, Instagram, or Tiktok. Students can be informed from the start of
Project implementation that their work will be uploaded to the online platform. Knowing that there
is an audience outside the school environment who will watch the students' work will usually
increase their motivation to produce the best Digital Story they can do.
The last part of this article will discuss things that students can get from the DST Project both to
develop English language skills, as well as future skills for students. Of course, in terms of language
skills, many aspects are touched by this. Students' reading and listening skills are honed through
exposure to English when they watch DST and also do online research. They read various articles
or watch videos in English with topics that they choose and according to their interests.

CHAPTER VI

Technology Optimization In Feedback

 Feedback is an important part that cannot be separated from the learning process, but the
majority of teachers do not receive much training on how to provide feedback, resulting in
ineffective feedback which will affect student learning outcomes (Corwin & Lortie, 1976).
Henderson, et al. (2019) explains feedback more specifically that feedback is the process of students
understanding information or comments obtained from the teacher about their assignments or
understanding, then students using the information or comments to improve the learning process.
There are two main keywords in the explanation of the feedback, namely understanding and
implementing feedback. The process of understanding and implementing this feedback is carried
out by the students, not the teacher. So, feedback is student centered.

Innovation that can be done in providing feedback is audio feedback. This feedback is in the
form of a voice recording. Another innovation that can be done in providing e-feedback is with
audio feedback. This feedback is in the form of a voice recording Technology-Mediated Feedback
The rapid development of technology today and the global pandemic, Covid-19, gives a new
dimension. Related to the integration of technology in the learning process. This also affects how
teachers provide feedback with technology mediation (e-feedback). Unfortunately, so far, e-
feedback has not been explored much.

There are several technologies that can be used to support the process of providing audio
feedback to students:
1. Vocaroo (https://vocaroo.com/)
2. Mote (https://www.justmote.me/)
3. Screencast-O-Matic (https://screencast-omatic.com/)
4. ,Explain Everything (https://drive.explaineverything.com/)

CHAPTER VII

Implementation Of Assesment For Learning With Technology Assistance

 A. What is the assesment for learning
When the assessment is focused on providing feedback on the learning process of students
to improve the quality of learning as well as learning instruction, the assessment has a formative
purpose. In other terms, it is called Assessment for Learning. The concept of Assessment for
Learning began to be widely disseminated in the UK in 2002 in a forum called the Assessment
Reform Group (ARG). In the 2013 Curriculum assessment guideline, it has been stated that the
practice of assessment in the classroom should ideally be carried out using three approaches,
namely the Assessment of Learning approach, Assessment for Learning (Assessment for
Learning), and Assessment as Learning (Assessment as Learning). Assessment activities are
carried out not only at the end of learning, but are carried out during the learning process to
monitor student learning progress.

B. What and How to Apply Assessment for Learning

Assessment for Learning can be interpreted as a process of collecting and interpreting student
learning outcomes that are used by students and teachers to find out where the students' abilities are,
where are the learning objectives to be achieved, and how best to get them (Assessment Reform
Group, 2002). AfL is believed to be effective in helping students achieve learning goals as well as
encouraging students to become independent, confident, and responsible learners for the learning
process undertaken.

C. Assessment for Learning Activities by Using Technology

Today, the widespread availability of learning applications that are easy to access and use
provides an opportunity for teachers to carry out AfL activities in their respective contexts,
especially in online learning during the pandemic. Some examples of carrying out AfL activities
with the help of technology.
1. Questioning
Questioning or giving questions to students, either after or before the material is delivered,
can help the teacher to determine the position of students' understanding of the teaching material.
2. Feedback
Giving feedback is one of the core activities of AfL, which is where students get and
understand information from various sources (teachers, peers, parents, themselves) and they use this
information to improve or improve the quality of their learning (Carless and Bound, 2018).
3. Peer and Self-Assessment
Peer-Assessment and Self-Assessment are AfL strategies that actively involve students in
the assessment process. This activity can help students understand the learning process, improve
metacognition and independence, develop communication and collaboration skills in learning. One
example of a Peer-Assessment activity is "TAG me!". In this activity, students are asked to
comment on their partner's assignments using the TAG formula, namely T = Tell me something that
you really like, A = Ask question(s) to better understand the work presented, G= Give suggestion to
help the work even better. This activity can be done by writing TAG comments on a piece of paper
or by using a digital application, such as Google Slides (www.google.com/slides/about/ ), Google
Forms (www.google.com/forms/about/), Padlets (www.padlet.com

ADVANTAGES

1. The book is very good, it helps teachers to explore strategies and methods in online learning
using technology
2. Students don't need to write a lot anymore, just listen and write online
3. The contents of the book are very good and interesting, not boring
4. make students familiar with the basics of computer science
5. The author is able to convey the essence of this book in a language that is not difficult to
understand

DISAVANTAGES

1. Adding insight but its application requires a lot of IT learning

2. Students need online study habits, otherwise online learning will be hampered