CRITICAL BOOK REVIEW

Fostering Independent Learning

Lecturer : Neni Afrida Sari Harahap,S.Pd.,M.Hum.

CREATED BY:

Adelia Ramadhani br Barus 2203321055

Greace Maranatha Sinaga 2203121064
Ines Sinthya br Pandia 2203321056
Melina Tesalonika Simamora 2203321050

ENGLISH EDUCATION
ARTS AND LANGUAGES FACULTY
MEDAN STATE UNIVERSITY
2022
PREFACE
 Praise be to God Almighty who has given the author the opportunity to complete this

paper. Because of His grace and guidance, the writer was able to complete our assignment

regarding “Critical Book Review” on time that has been arranged in order to fulfill the task as a

language lecturer in the Independent Learning course at the Medan State University. In addition,

the author also hopes that this paper can increase the knowledge and insight of the reader about

the topic.

This assignment can increase knowledge and insight related to the author's field. The

author would also like to thank all those who have helped in the preparation of this paper. The

author realizes that this paper is far from perfect. Therefore, the authors need and accept

constructive criticism and suggestions for the perfection of this paper.

Medan, February 2023

Authors

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 CONTENTS

PREFACE.....................................................................................................................................i

CONTENTS..................................................................................................................................ii

CHAPTER I: INTRODUCTION..................................................................................................1

1.1 IDENTITY OF JOURNAL.........................................................................................1

1.2 BACKGROUND INFORMATION...........................................................................1
1.3 PURPOSES.................................................................................................................2

CHAPTER II: BODY...................................................................................................................3

2.1 SUMMARY................................................................................................................3
2.2 STRENGTHNESS......................................................................................................5
2.3 WEAKNESS...............................................................................................................6

CHAPTER III: CONCLUSION....................................................................................................7

3.1 CONCLUSION...........................................................................................................7
3.2 SUGGESTION............................................................................................................7

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 CHAPTER I

INTRODUCTION

1.1 Identity of Journal

Title Fostering Independent Learning

Author Virginia Smith Harvey and Louise A.Chickie -Wolfe

Year of Publication 2007

Publisher The Guilford Press

Number of Pages 273

ISBN 978-1-59385-451-5

1.2 Background Information

Independent learning needs to be given to students so that they have responsibility in

managing and Discipline yourself in developing abilities learn on their own accord. These
attitudes need to be owned by the participants because it is a hallmark of maturity.Self-study is
an ability that is not much to do with learning, but more to do with how the learning process is
carried out. Independent activity is one more form of learning activity focuses on one's
awareness of learning or more surrender control of learning to the students themselves.
Independent learning activities are a form of activity learning that gives freedom to
students to be able to choose or set their own time and way of studying and learning Being
independent doesn't mean you have to learn on your own. Students often misinterpreting the
concept of self-study as self-study.
One of the principles of independent learning is being able Know when to need help or
support from others.This definition includes when to meet or discuss with other students, form
study groups, or mutually exchange information with schoolmates.From the most important part
of the concept of self-learning is that each student must be able to identify sources of
information, and this self-learning concept encourages students to do so learning activities that
are based on activities and responsibilities for the activities to be carried out.

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1.3 Purposes

There are three purposes for the authors to conduct Critical Book Journal Review namely:

1.To inform readers about the contents of the book especially in chapter 1(Working with
Students to Promote Independent Learning).
2.Complete assignments in Independent Learning Course.
3. To find out more clearly about what the roles of the students in independent learning,self-
regulation cycle which is related to student independent learning, as well as things that can help
students in developing independent learning.
4. To hone skills in criticizing and reviewing a book

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 CHAPTER II

BODY

2.1 Summary

OVERVIEW
Studying is deliberate, not incidental, learning; it is purposeful, not random, learning; and it is
autonomous and independent, rather than controlled by an adult. While some students seem to know
instinctively how to learn independently, most need to be taught both strategies and methods to
implement these strategies. This chapter provides an overview of general student considerations
relevant to the acquisition of study skills. It focuses on the relevance of self-regulation to factors that
must be addressed to help students learn deliberately, purposefully, and autonomously.

RESEARCH FOUNDATIONS
In recent years considerable research has been devoted to examining skills relevant to studying.
As a result, shifting from simply teaching specific study strategies to teaching students self-
regulation is now recommended (Zimmerman & Martinez Pons, 1986; Zimmerman, 1998b). As
indicated by Puustinen and Pulkkinen (2001), a major educational goal should be the
“development of self-regulatory skills and the creation of opportunities for life-long learning.
Self-regulated learners actively and autonomously guide their own learning and update their
knowledge whenever necessary”.

A. The Importance of Self-Regulation

When athletes use “mental training” to improve performance, they set realistic short- and long-
term goals, cultivate awareness, harness motivation, deliberately relax the body and mind,
experience yet manage negative emotions such as anxiety, improve attention and concentration,
and visualize success (Murphy, 2005).

B.Factors and Microprocesses in Self-Regulation

Each factor involved in learning is a component of a dynamic system that continually and
mutually influences other factors in the system (Bronfenbrenner, 1979; Shapiro & Schwartz,
2000), as depicted in this picture. Within each factor, many microprocesses are involved. These
include holding positive beliefs about one’s capabilities; experiencing and fostering positive
emotions about learning; managing goal orientations; setting goals for learning; strategic
planning; attending to and concentrating on instruction; using effective cognitive strategies to
organize, code, and rehearse information to be remembered;

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 employing metacognitive strategies to assess learning and the efficacy of learning strategies;
monitoring performance; managing time effectively; lishing a congenial and productive work
environment; using resources effectively; and seeking assistance when needed (Schunk & Ertmer,
2000; Zeidner et al., 2000).

C.The Cycle of Self-Regulation

Models of self-regulation vary somewhat according to an author’s theoretical orientation but all agree
that self-regulation involves at least three phases (Pintrich, 2000b). Throughout this book we have
chosen to refer to these phases as: (1) preparation (forethought, task definition, planning, goal setting,
task analysis, strategy selection, selection of beliefs such as self-efficacy, outcome expectations,
valuing, and intrinsic motivation); (2) performance (goal striving, strategy use, strategy monitoring
and revision, self-monitoring, self-instruction, attention focus, self-recording, self- experimentation,
and self-control); and (3) appraisal (self-reflection, self-judgment, performance evaluation,
performance feedback, and self-satisfaction). The appraisal phase leads to subsequent modifications in
preparation, performance, and appraisal, in a recurring cycle (see Figure 1.3) that decreases
discrepancies between current and ideal performance (Pintrich, 2000b; Puustinen & Pulkkinen, 2001;
Zeidner, Boekaerts, & Pintrich, 2000; Zimmerman, 1998a, 1998b, 2000a).

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 METHODS
Preparation

Assessment of Self-Regulation
Self-regulation, like other personality traits, can be considered relatively stable and enduring over
time and place, as in a trait theory such as the “Big Five” personality dimensions (openness to
experience, conscientiousness, introversion, agreeableness, and neuroticism; McCrae & Costa, 2003).
In contrast, self-regulation, like personality, can also be viewed as highly responsive to situational
variables, as in social learning theories that emphasize contextual variations in personality (Bandura,
1986; Mischel & Shoda, 1995; Patrick & Middleton, 2002; Winne & Perry, 2000). Finally, self-
regulation, like personality, can be viewed from an integrated perspective that combines trait theories
with contextual factors (McAdams & Pals, 2006).

Interviews
In an unstructured interview, the student is asked to “tell me how you go about learning things for
school,” and the interviewer asks additional questions only as needed for clarification. As De
Groot (2002) indicates, unstructured interviews can be very time-consuming, can be difficult to
evaluate, and are highly dependent upon the skill of the interviewer.
In a semistructured interview, the consultant asks open-ended questions and follows up with more
detailed questions as the student reveals areas of concern.

2.2 Strengthness Of The Chapter

• This chapter is very clear in providing material about the roles of the students in independent
learning, the self-regulation cycle which is related to student independent learning.
• At the beginning before the explanation, there is an illustration about a child who has
limitations so that he is unable to learn independently. With this illustration, the reader
understands more and more what exactly is said with a student who can learn independently and
who cannot / cannot learn independently .
• After explaining the material, there are several questions in the form of questions related to the
material so that after reading the book, readers can immediately practice understanding the
material.

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• After there are a number of questions, there is also identification of problems which can hone
the reader's understanding.
• And at the end after the questions and identification, there is also a form for monitoring the
results of the consultation. Which is used to see the progress of students who follow the process
in improving students' ability to learn independently.

2.3 Weaknesses Of The Chapter

• Chapter 1 in this book can almost be said to be very clear in explaining the related material, it's
just that the presentation of the material is a little wordy and there are too many opinions from
experts which makes the reader a little confused in concluding the material being read.

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 CHAPTER III

CONCLUSION

3.1 Conclusion

Appraising self-regulatory strategies requires revisiting those strategies that have been
employed during a learning experience and determining whether or not they have been effective.
Students can be assisted in developing these skills via daily or weekly “coaching” sessions, during
which the students review completed activities and apply the questions “What did I do?”, “How
well did it work?”, and “What do I need to change?” (Dawson & Guare, 2004). In addition, many
of the assessment strategies discussed above, such as guided self-evaluation, interviews,
questionnaires, and trace methodology, can be useful tools in the appraisal process. Worksheets and
handouts to assist in the use of these techniques are included at the end of each chapter. Although
these subjective techniques are helpful to assess strengths and weaknesses in self-regulation, they
should be augmented by quantitative outcome measure data (such as pre- and postintervention scores
on weekly or unit tests, curriculum-based measurement scores, and grades). Adults should also help
students develop Personal Learning Guides as described below.

3.2 Suggestion

This book is good in terms of sentence structure. But the explanations provided are too
convoluted. There are too many explanations from experts that make it difficult for the reader to
find conclusions. Also, there are too many examples or illustrations included. For example, in 1
title there are 3 examples which are explained too long. Hopefully this book will be read more
and more by students and teaching staff and hopefully readers will easily understand every
sentence presented in this book.