CRITICAL JOURNAL REVIEW

ACADEMIC WRITING

Integrating Emerging Technologies in the Foreign Language Classroom: A Case Study

Name : Mutiara Geovani Pasaribu

NIM : 2202432003

Class : Deutsch B 2020

Lecture : Winda Setiasari, S.S,. M.Hum, Ph.D

GERMAN LANGUAGE EDUCATION

GERMAN LANGUAGE AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ART
MEDAN STATE UNIVERSITY
2023
 FOREWORD

Praise be to the presence of God Almighty who has bestowed grace and grace upon me,
so that I can complete this critical journal review assignment properly to fulfill the assignment of
the Academic Writing course. so that I can compile and complete this Critical Journal Review
(CJR) assignment. And I thank our subject lecturer, Winda Setiasari, S.S,. M.Hum, Ph.D who
has given directions and given this assignment so that we can understand the contents of the
journal that we are reviewing, because in the teaching stage it requires high accuracy to get the
exact essence of a journal to be reviewed or to be compared .
Hopefully this review can be useful for readers, hopefully it can have a positive impact,
get innovation in the world of education, and inspire readers and others. Of course, this journal
review can broaden a little insight into knowledge about the Implementation of Character
Education Policies.

Medan, 24th April 2023

Writers
PREFACE...........................................................................................................................i
Table of Contents...............................................................................................................ii
Chapter I............................................................................................................................1
Introduction........................................................................................................................1
A. Rationalizing the Importance of CJR.................................................................1
B. Significance of CJR..............................................................................................1
C. Benefit of writing CJR.........................................................................................1
D. Journal Identity....................................................................................................1
Chapter II.......................................................................................................................2
Summary of Articles/Research Results..........................................................................2
Chapter III....................................................................................................................5
Strength of Journal......................................................................................................5
a. The Inter-Elementary Strength...................................................................................5
b. Originality of Findings...............................................................................................5
c. Update Issue...............................................................................................................5
d. Cohesion and Coherence of Research Content...........................................................5
Chapter IV....................................................................................................................6
Weakness of Journal....................................................................................................6
a. The Inter-Elementary elements..............................................................................6
b. Originality of Findings...........................................................................................6
c. Update Issue...........................................................................................................6
d. Cohesion and Coherence of Research Content.......................................................6
Chapter V.....................................................................................................................8
Conclusion....................................................................................................................8
a. Conclusion.............................................................................................................8
b. Suggestion..............................................................................................................8
References..........................................................................................................................9
 Chapter I

IntroductionS

A. Rationalizing the Importance of CJR

When we need a reference, namely a journal as a source of our reading other than books in
studying Academic Writing courses, it is better if the journal is criticized first so that we know
which journal is more relevant to be used as a reading source. In addition, we also need to
analyze the contents of the journal. Journals are very important to read and analyze so that our
knowledge continues to improve and develop.

B. Significance of CJR
1. To assignments in the Academic Writing course.
2. Improve students' ability in summarizing, analyzing, and comparing and criticizing
journals.
3. Increase students' knowledge and vocabulary of English.
4. Adding insight into case studies that appear in foreign language classes.

C. Benefit of writing CJR

1. As a reference on how to improve journals and find relevant reading sources.
2. It makes me as a writer and student more hone in critiquing a journal.
3. To increase knowledge about English vocabulary.
4. Increase knowledge about problems in foreign language classes.

D. Journal Identity
Title : Integrating Emerging Technologies in the Foreign Language
Classroom: A Case Study

Download : http://dx.doi.org/10.5172/ijpl.4.4.44

Authors : Antonie Alm

Author Institution : University of Otago, New Zealand

Issn : 2204-0552 (print) 1833-4105 (online)

Year of publication : 2008 / online (17 Dec 2014)

 Chapter II

Summary of Articles
Introduction
Classroom-based language learning is a challenge for the foreign language teacher who
often represents the reference point of the target culture. The integration of video with
classroom-based foreign language learning is one way  of providing a cultural context for
language study. Videos from the target country  give students some idea of life in the
foreign country and provide a rich linguistic  source. Tschirner (2001) argues that video
enables learners to “plunge into and  participate in the world of native speakers” (p. 318).
It exposes them to “phonological,  grammatical, lexical, pragmatic, and sociocultural
features within a situational  framework” (p. 307). The benefit of video is also seen by
Stempleski (2002) who  maintains that learning activities involving video can motivate
students’ interest,  stimulate “language use, and heightening students’ awareness of
particular language  points or other aspects of communication” (p. 364). 
The Internet offers a number of different ways to access international television.Online
TV-recorders such as shift-TV (http://www.shift.tv/) enable access to most German
television channels, which can be directly downloaded to a computer hard drive. Many
channels also offer video clips of their programs on their website (some,however, cannot
be accessed outside Europe, e.g., arte). It is also possible to view some television
programs as video podcasts, which are easily accessible though the iTunes Store. Finally,
many programs are available on video-sharing websites such as YouTube
(http://youtube.com/). 

Case Study :
A total of 17 students of a German intermediate language class at a New Zealand
University took part in a language learning project based on Internet resources.
Most students (12) were in their second year, and some of them (6) had been to Germany
on a High School or University exchange program. A couple of students had
never travelled to Germany. The average age of the students was 19 (with the exception
of two older students, aged 35 and 65). 14 students from this group replied to a general
end of year survey about the course, and seven students agreed to take part in a more
detailed email survey on the project, which is the basis for this study. 

The five week project was divided in  two: In the first section students viewed and studied a
popular German soap opera,  Verbotene Liebe, recorded from German public television. A class
blog was used to  extend classroom discussion amongst students. In the second section, they
produced  their own soap opera. A class wiki enabled students to collaboratively develop the 
script for their characters. Digital cameras and editing software were used for filming  and
editing, and the finished product was posted on YouTube, and then linked back to  the wiki.
The following outline illustrates the use of Internet resources for the project.
General survey (2006)  
At the completion of the course, 14 out of the 17 class members agreed to take part in  a class
survey. The survey investigated the learners’ motivational attitude towards  specific tasks of the
whole course. The first part of the survey, a seven-point likert  scales questionnaire, based on the
intrinsic motivation inventory (IMI) (Ryan & Deci,  2005) explored students’ motivational
responses to different learning tools in the  course (CD-ROM, documentaries, journal, blog). In
the second open question part,students were asked to name the most and the least motivating
parts of the whole course.  
Email survey (2007)  
In the second survey, seven students responded a year later to more specific questions  
1about the use of the materials and the technologies used in the soap opera project  
(Verbotene Liebe, blog, wiki, filming, editing, YouTube). An additional question  
asked for feedback on the use of technology in their other classes at university.  
Comments were coded and summarised within each category. Students were randomly chosen,
according to availability. The wide range of final grades that students obtained for the course (A
- D) reflects the diversity of the group. They are referred to as student A-G. As most students
were female, the personal pronoun she is used to refer to all students regardless of gender.
Grammatical inaccuracies were not corrected.  

Results
The 2006 survey  
The small number of replies does not justify a detailed analysis of the results of the  
IMI questionnaire (see Alm, 2006, 2007 for a discussion on motivational aspects on video-based
language learning in a Web 2.0 environment). It can be used as an indication of a positive
response to the two parts of the soap opera project: part 1, the  work with the German soap opera,
and part 2, the production of the learner soap opera.  The results for the interest/ enjoyment
questions averaged 6.2/7 for part 1, and 6.7/7  for part 2. The second open question part of the
survey elicited some interesting  insights into learner perceptions of the project. Nine students
commented on the soap  opera project and in particular the filming aspect. For seven students the
project was  most motivating, for two is was least motivating. Positive aspects included the 
experience of doing something different (from normal classroom activities), yet  familiar (TV), a
positive group experience, a feeling of autonomy and of achievement.  While change was seen as
a positive for some, others perceived it negatively. Too  much change of established learning
routines made this activity least motivating for  one student. Another student felt that she could
not reconcile this activity with other  course commitments due to time pressure.  

The 2007 survey 

The Soap Opera  
All surveyed students enjoyed the topic. The comments show that they saw value in  the activity
for their learning. To begin with, it caught students’ interest. Watching a  soap opera in a
language class and studying the dialogues was perceived as something  new. Student D
explained: “this gave us the opportunity to try something new and  extend language”. Student A
felt being drawn closer to the target country: “It was like  being in Germany and watching TV.”
Students said that they could relate more easily  to the TV-series than to textbook readings. It
conveyed a more authentic German  perspective of the language and it also allowed them to
connect to a familiar genre. As  student E explained: “It was much easier to relate to as it had
English parallels, made  it easier to follow.” The study of “everyday language” (E) or
“conversational  German” (F) was seen as a benefit. corresponded to perceived  learning needs,
in particular vocabulary learning, grammar, and listening skills.  

Chapter III
Strength of Journal

A. Inter-Elementary Power
From the discussion that each element/section has a hierarchical relationship between one
component and another, this relationship can be seen in terms of an overall explanation which
includes case studies of technology integration in foreign language classes. In this study, it is
explained how the cases experienced by students in New Zealand language classes. In addition,
this journal conducts research and presents research results in a clear and detailed manner.

B. Originality of Findings
Discussing the journals I read, the author makes journals based on experts. As the opinion of
Grant, O'Rielliy, Giles Lund and several other expert opinions. In each theory and concept used,
the researcher explains that the ideas and ideas of researchers who are so brilliant also adopt
advanced thinking to add information so that the uniqueness of their findings is unquestionable.
They use their language in a way that reflects what they value and what they do. They use easy-
to-understand words so that readers can easily understand the contents of this journal.

C. Update Issues
Now a days, there are lots of foreign language classes that have to make learning more
interesting, one of which is technology. The problem of teaching foreign languages is of course
not easy, you have to use media that is much more interesting so that students are able to absorb
knowledge well. This journal explains how foreign language classes are integrated with
technology. starting from Youtube, television, wikis, blogs and others to learn the target
language, especially German.
Many educators don't know how to make classroom learning much more interesting. So that this
journal can be used as a guide or used as reading to add insight.

D. Cohesion and Coherence of Research Content

In this journal, there are no sentences that deviate from the main idea or confusing thoughts. The
author is able to make connections between the main paragraph and the relationships conveyed
in other paragraphs. The author is able to combine every use of the word in each paragraph. So it
becomes an irrational sentence.
 Chapter IV
Weakness of Journal

A. Inter-Basic Elements
According to the author, the relationship between elements in this journal is not lacking because
the data written by the author is quite clear and interrelated.

B. Originality of Findings
In terms of findings, we can only see the drawbacks such as the lack of examples and application
of other findings.

C. Update Issues
From the lack of problems that exist in this journal, in my opinion, there are not many
shortcomings

D. Cohesion and Coherence of Research Content

in this journal, it has included the relationship and explanation of ideas with theory, only a few
shortcomings, such as an introductory explanation that lacks detail.
 Chapter V
Conclusion

A. Conclusion
it can be concluded that integrating video with classroom-based foreign language learning is one
way of providing a cultural context for language learning. Videos from countries give students
an overview of life in a foreign country and provide a rich linguistic resource. Tschirner (2001)
argues that videos allow learners to "plunge into and participate in the world the native speaker
sees" (p. 318). It exposes them to "phonological, grammatical, lexical, pragmatic, and
sociocultural features within a situational framework" (p. 307). The benefits of video are also
seen by Stempleski (2002) who argues that learning activities involving videos can motivate
students' interest, stimulate "the use of language, and increase students' awareness of certain
language points or other aspects of communication.

This is evident from the results of the case studies which show that the case studies presented
describe the learning experiences of a group of New Zealand language learners with German
television and soap opera productions. The results show that students are motivated by using
original video documents and they enjoy the process of making film projects more. This project
was successful because it allowed learners to make connections to the target language's country
and because it gave them the opportunity to use the language in a familiar environment. Group
work creates a sense of community among students, and mutually motivates one another which
intensifies their commitment to the activity.

B. Suggestion
Suggestions for further research should use up-to-date references because scientific
developments always progress along with technological developments and also this journal
review can be used as a reference but you have to look for other, more up-to-date references. as
well as for further research should add examples and applications so that readers understand
more in a simple way.
References

Antonie Alm (2008) Integrating Emerging Technologies in the Foreign Language Classroom: A
Case Study, International Journal of Pedagogies and Learning, 4:4, 44-60.
https://doi.org/10.5172/ijpl.4.4.44