CRITICAL JOURNAL REVIEW

Name : Masdefira Laia

NIM : 192108053
Class/Sem : A/6

Lecturer : Riswan Zega, S.Pd.,M.Hum

Subject : Seminar in Language Teaching & Learning

UNIVERSITY OF NIAS
FACULTY OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI
ENGLISH EDUCATION STUDY PROGRAM
YEAR 2022
 PREFACE

I thank you to God Almighty, for His blessings and help for me, so that I can
complete my paper entitled "Critical Journal Review". I also realized that there were
many shortcomings and weaknesses in making this paper. Both in terms of typing and
material.
Therefore, I really hope for constructive suggestions and criticisms from the
reader as material that we can use in the improvement for future production. I also
thank the supervisor who directed me in the process of making this paper, so that it
can be resolved properly and on time.

Gunungsitoli, Mey 2022

Writer,

Masdefira Laia
NIM 192108053
 TABLE OF CONTENT

Preface ......................................................................................................................i
Table of Content.......................................................................................................ii
Chapter I Introduction............................................................................................1
A. Rationalization the Important of CJR............................................................1
B. Benefits of CJR..............................................................................................1
C. Purpose of JCR...............................................................................................2
D. Identity of Journal..........................................................................................2
Chapter II Summary of Journal.............................................................................3
Chapter III Discussions...........................................................................................6
A. Strength of Book............................................................................................6
B. Weakness of Book..........................................................................................6
Chapter IV Conclusions..........................................................................................7
 CHAPTER I
INTRODUCTION

A. Rationalization of the Importance of CJR

Critical Journal Review (CJR) is an important matter for students because it
facilitates discussing the core results of existing research. There are several important
things before we review journals, such as finding a journal that is in accordance with
the topic raised, reading the whole of the contents of the journal. Journals have
several characteristics, such as limited according to the provisions set by the
organization that contain scientific journals: having the title and name of the author
and e-mail address and origin of the author's organization, there is an abstrack that
contains a summary of the contents of the journal, introduction, previously used
methodology and methodology proposed, implementation, conclusions and
bibliography.
An important step in reviewing a journal is to put forward the discussion
section, expressing the conclusions section. Things that need to be displayed in a
critical journal review, namely to reveal some theoretical basis used by the researcher
as a reference in his research and what objectives to be achieved. Reveal the methods
used, research subjects, data collection techniques, data collection tools and data
analysis used, take the results of research that has been done by giving a brief
description, clear and solid and conclude the contents of the journal.

B. The Purpose of Writing CJR

 Completion of assignments in lectures especially Media Communication For
Business courses.
 Add insight or knowledge about Media Communication For Business based
on the contents of the journal.
 Improve and facilitate the discussion of the core results of existing research.
C. Benefits of CJR
 Helping all circles to know the core of the research results contained in a
journal.
 Become an evaluation material in making a journal in the next publication.

D. Identity of journals reviewed

Title : Analysis of the Problem in Language Teachers’ Action Research

Journal Name : International Education Studeis
Author : ligang Han
Publisher : Canadian Center of Science and Education
Publishing city: Hebei, China
Publication Year: 25 August 2017
ISSN number : 1913-9020
E-ISSN : 1913-9039
Vol : 10
No :11
 CHAPTER II
SUMMARY

A. Introduction
Many researchers and scholars (e.g., Han, 2012; McNiff & Whitehead, 2010;
Mertler, 2009; Mills, 2007; Wallace, 1998; Wang, 2002; Wang & Zhang, 2012)
consider action research as an effective approach or way for language teachers’
professional development. However, many in-service English language teachers have
not recognized the effectiveness of fulfilling their professional development through
action research.
Based on the recognition of the problems and difficulties, measures have been
taken to guide, support, and help language teachers to continue and fulfill their action
research journey. In the present paper, some main problems faced by the English
language teachers are analyzed and possible solutions are also provided, which may
shed light on the practice and application of educational action research in reality.

B. Description of Contents

Brief Review of Action Research

According to Mills (2007, p. 5), action research is “any systematic inquiry
conducted by teacher researchers, principals, school counselors, or other stakeholders
in the teaching/learning environment to gather information about how their particular
schools operate, how they teach, and how well their students learn”.
Creswell (2008, pp. 609-612) described action research as “a dynamic,
flexible process that involves the following steps: Determining if action research is
the best design to use; Identifying a problem to study; Locating resources to help
address the problem; Identifying necessary information; Implementing the data
collection; Analyzing the data; Developing a plan for action, and Implementing the
plan and reflect”.
 Kemmis and Taggart (1982, p. 5) regard action research as “a form of self-
reflective enquiry undertaken by participants in social (including educational)
situations in order to improve the rationality and justice of: (a) their own social or
educational practices; (b) their understanding of these practices; (c) the situations
(and institutions) in which these practices are carried out”.
Based on the different definitions discussed above, it is noted that the main
characteristics of action research include “self-reflective, action-based, context
specific, empirical, participatory, collaborative and aiming for change and
improvement” (Wang, 2002).

The Action Research Project

 The action research project form
There are 17 teacher researchers, including six university teacher
educators, eight PhD and three MA students from the Research Center for
Foreign Language Education and Teacher Education in a key normal
university in Beijing, China. The participants of the collaborative action
research project consisted of 45 in-service English language teachers from 12
senior high schools in a district in Beijing. The 45 senior high school English
language teachers were divided into subgroups according to the principle that
teachers from the same school stayed as much as possible in the same group.
 The case study within the collaborative action research project
Besides assisting the English language teachers to complete their
action research project, a case study was carried out to find out the problems
and difficulties that English language teachers would encounter at the
different stages of the action research process.
Therefore, the research questions for the case study are as following.
1. What problems and difficulties will the English language teachers
encounter while doing action research?
2. How to address and help English language teachers to solve these
problems?
 The research data were mainly qualitative, including interviews,
observation notes, reflection journals of the participants and reflection
journals/notes of the researcher. The qualitative data were transcribed, sorted,
organized, and analyzed according to “content analysis” and “thematic
analysis” (Patton, 2002).

Problems and Solutions in Language Teachers’ Action Research

 Participants’ dropping out due to various reasons
 Participants’ misunderstanding and confusion about action research at the initial
stage
 Participants’ lack of competence to define research questions to start the action
research
 Participants’ lack of competence to analyze the research data
 Solution to the problems in language teachers’ action research
The inner motives and needs analysis should be recognized at the initial
stage of the project. Concerning the issue of lack of competence, collaboration
was formed between university teacher researchers and in-service English
language teachers. A series of lectures, seminars, workshops were organized and
delivered to help English language teachers at the different stages of the action
research process. Teacher researchers also assisted English language teachers in
their data collecting and analyzing stage.
English language teachers also need understanding and support from their
family and institutions. Administration of the institutions should create
conducive environment and context for the teachers’ professional development
through action research.
 CHAPTER III
DISCUSSION

A. The Strength of Journal

There are several advantages or strength of journals that can be used as material
to use this journal as a reference material in studying Seminar In Language Teaching
and Learning.
1. This journal have the clear identity
2. The source of the data obtained is clear and detailed.
3. Explanation of the data obtained is supported by research sources from previous
experts
4. Clear problem description.
5. The solution given is in accordance with the problems found.

B. The weakness of Journal

Besides the strengths in this journal, there are also some weakness or
disadvantages in the preparation of this journal. Starting from the way it was
compiled to the material discussed in the journal.
1. The information obtained is too short.
2. Researchers are not too deep in describing their findings.
3. There are too many problem descriptions, while the solutions provided are very
limited.
 CHAPTER IV
CLOSING

A. Conclusion
In brief, the major findings of the case study within the action research project are as
following. Firstly, English language teachers have the need and desire to improve
their teaching practice and realize their professional development through doing
action research. However, some English language teachers have heavy workload,
family pressure, and other reasons that force them to quit action research.
Secondly, many English language teachers lack of competence to locate a
teaching problem and define research questions to initiate. This situation can be
changed and improved by attending some research seminars and workshops that
facilitate the development of research competence. Thirdly, English language
teachers lack of research competence to analyze the research data. Similar to what has
been discussed above, language teachers can read some books on research methods,
and enhance their research competence through practice gradually.