CRITICAL BOOK REPORT

MEDIA IN ENGLISH LANGUAGE TEACHING

Arranged By:
Name : 1. Wahyu Ella Anggraini ( 2171121034)
2. Yuliana Putri (2171121035)
3. Anggita Sarah Sembiring (2173121007)
4. Annisa Aulia (2173121008)
5. Tani Silfia (2173321046)
6. Muetya Permata Dara (2173321031)
Class : English Education E’17
Lecturer : Nora Ronita Dewi S.Pd, M.Hum

ENGLISH EDUCATION DEPARTMENT

THE FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2019

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 PREFACE

Thank to Allah Swt. we say the presence of Allah Swt. Almighty because with His
grace, taufik and hidayah we can finish this Critical Book Report well although there are
many shortcomings in it. And I also thank to Mrs. Nora Ronita Dewi,SS,M.Hum as a Media
In English Language Teaching Lecturer who has given us the task.
We are really hope this paper can be useful in order to add insight and knowledge. We
are fully aware in this paper there is a shortage and far from perfect word. Therefore, we
hope there will be criticism, and suggestions for the improvement of the papers we have
made in the future, since nothing is perfect without constructive suggestions.

Hopefully this simple paper can be understood for anyone who read it. It seems that
the reports that have been compiled this can be useful for ourselves or who read it. Previously
forgive us if there are words that are less pleased and we are request criticism and
constructive suggestions from you for the improvement of this paper in the future.

Medan, 18 March 2019

Author

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 TABLE OF CONTENTS

Contents
PREFACE ................................................................................................................................................ i
TABLE OF CONTENTS ........................................................................................................................ ii
CHAPTER I INTRODUCTION ............................................................................................................. 1
1.1 Background ................................................................................................................................... 1
1.2 The Purpose of CBR ..................................................................................................................... 2
1.3 Benefits of CBR ............................................................................................................................ 2
1.4 The identity of the book ................................................................................................................ 3
CHAPTER II SUMMARY OF BOOK ................................................................................................... 4
CHAPTER III DISCUSSION ................................................................................................................. 9
3.1 Discussion of Books ............................................................................................................... 9
3.2 Strengths and Weaknesses of the Books ................................................................................. 9
CHAPTER IV CLOSING ..................................................................................................................... 14
4.1 Conclusion .................................................................................................................................. 14
4.2 Suggestion .................................................................................................................................. 14

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 CHAPTER I
INTRODUCTION

1.1 Background
In the space of two generations, much of Europe has become a distinct
political and economic entity, yet culturally and linguistically Europe is still very
diverse. While such diversity adds immeasurably to the rich fabric of life, it
nevertheless throws up language barriers. From Portuguese to Polish and Italian to
Icelandic, everyday communication between Europe’s citizens, as well as
communication in the spheres of business and politics, is inevitably hampered. To
take one example, together, the EU institutions spend about abillion euros a year on
maintaining their policy of multilingualism, i.e.,on translation and interpreting
services. Moreover, we tend to be shackled and blinkered by our linguistic
environment, without, in many cases, being aware of this: we may be searching the
Web for some piece of information and apparently fail to find it, but what if this
information actually exists, is in fact findable, but just happens to be expressed in a
different language to ours and one we do not speak? Much has been said about
information overload, but here is a case of information overlook that is condition
edentirely by the language issue.
This otherwise insurmountable obstacle for the citizens of Europe and its
economy, its capacity for political debate, and its social and scientific progress. So,
how can we alleviate the burden of coping with language barriers? Language
technology in corporating the fruits of linguistic research can make a sizable
contribution. Combined with intelligent devices and applications, language
technology can help European stalk and do business with each other, even if they do
not speak a common language. However, given the Europe-wide scale of the problem,
a strategic approach is called for. the solution is to build key enabling language
technologies. these can then be embedded in applications, devices and services that
support communication across language barriers in as transparent and flexible away as
possible. Such an approach offers European stake holders tremendous advantages, not
only within the common European market, but also in trade relations with non-
European countries, especially emerging economies. these language technology
solutions will eventually serve as an invisible but highly effective bridge between
Europe’s languages.

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 META-NET is a Network of Excellence funded by the European Commission.
The network currently consists of 54 members in 33 European countries. META-NET
forges META, the Multilingual Europe Technology Alliance, a growing community of
language technology professionals and organisations in Europe. META-NET fosters the
technological foundations for a truly multilingual European in formation society that:

1. makes communication and cooperation possible a cross languages;

2. grants all Europeans equal access to information and knowledge regardless of their
language;
3. builds upon and advances functionalities of net worked information technology.
The network supports a Europe that unites as a single digital market and
information space. It stimulates and promotes multilingual technologies for all
European languages. These technologies support automatic translation, content
production, information processing and knowledge management for a wide variety of
subject domains and applications. They also enable intuitive language-based
interfaces to technology ranging from house hold electronics, machinery and
vehiclesto computers and robots.

1.2 The Purpose of CBR

a. Helps the reader to know the general picture and assessment of a book on Media in
ELT
b. Providing input, criticism to the author of the book on the way of writing, content, and
substance book about the Media in ELT
c. Provide ratings and awards from a book Media in ELT used
d. Learn more about Media in ELT

1.3 Benefits of CBR

a. To fulfill the task of Media in ELT courses
b. To increase knowledge about Media in ELT
c. To add insight into Media in ELT from several sources

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1.4 The identity of the book I ( Main Book )

1. Title of book : The English Language in The Digital Age

2. Author : Sophia A, John Mc, and Paul T
3. Publisher : The seventh programme group
4. Years of Published :-
5. City of Published : Manchester
6. Edition :-
7. Amount of pages : 51 pages

The identity of the book II ( Comparison Book )

1. Title of book : The Use of the Media in English Language Teaching

2. Author : British Council
3. Publisher : British Council printing
4. Years of Published : 1979
5. City of Published : London
6. Edition :-
7. Amount of pages : 117 pages

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 CHAPTER II
SUMMARY OF BOOK

CHAPTER I : EXECUTIVE SUMMARY

In the space of two generations, much of Europe has become a distinct political and
economic entity, yet culturally and linguistically Europe is still very diverse. While such
diversity addsimmeasurably to therich fabric of life, it nevertheless throws up language
barriers. From Portuguese to Polish and Italian to Icelandic ,everyday communication
between Europe’s citizens, as well as communication in the spheres of business and politics,
is inevitably hampered. To take one example, together ,the EU institutions spend about
abillioneuros a year on maintaining their policy of multilingualism, i.e., ontranslation an
dinterpreting services. Moreover, we tend to be shackled and blinkered by our linguistic
environment ,withou t,inmany cases ,being a ware of this: we maybe searching the Web
forsome piece of information andapparently fail to find it,but what if this information
actually exists, is in fact findable, but just happens tobe expressed in a different language to
ours and one we do not speak? Much has been said about information over load,bu there is a
case of information over look that is conditione dentirely by the language issue.

Language technology builds bridges.

One classic way of overcoming the language barrier is to learn foreign languages.
However, the individual rapidly reaches the limits of such an approach when faced with the
official language so the member states of the European Union and some 60 other European
languages. We need to find other means to overcome this otherwise insur mount able obstacle
for the citizens of European ditseconomy,it scapacity for political debate ,and its social and
scientific progress. So,how can we all eviate the burden of coping with language barriers?
Language technology in corporating the fruit so flinguistic research can make a sizable
contribution. Combined with intelligent devices and applications,language technology can
help European stalkand do business with each other,even if they do not speak a common
language.

Language technology is a key for the future.

With around 375 million native speakers worldwide, English is estimated to be the
third most spoken language in the world ,coming behind only Mandarin Chinese and Spanish.

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 Accordingly ,since the dawn of work on language technology some 50 years ago, a
large amount of efforth as been focused on the development Language technology is a key for
the future.

With around 375 million native speakers worldwide, English is estimated to be the
third most spoken language in the world, coming behind only Mandarin Chinese and Spanish.
Accordingly ,since the dawn of work on language technology some 50 years ago, a large
amount of effort has been focused on the development of resources for English, resulting in a
large number of high quality tools for tasks such as speech recognition and synthesis, spelling
correction and grammar checking. Even today, the language technology landscape is
dominated by English resources. Proof of this is evident just by looking at what has been
going on in the research sphere: a quick scan of leading conferences and scientific journals
for the period 2008-2010 reveals 971 publication son language echnology for
English,compared to 228 for Chinese and 80 for Spanish. Also,forautomated translation,
systems that translate from another language into English tend tobe the most successful in
term so faccuracy.

Language Technology help stounifyEurope.

European Commission therefore decided to fund projects such as Euro Matrix and
Euro Matrix Plus(since 2006)andiTranslate4(since2010),whichcarryoutbasic and applied
research, and generate resources for establishing high quality language technology solutions
for all European languages. Building systems to analyse the deeper structural and meaning
properties of languages is the only way forward if we want to build applications that perform
well across the entire range of European languages.

CHAPTER II : LANGUAGES ATRISK :ACHALLENGE FOR LANGUAGE

TECHNOLOGY

We are witnesses to adigital revolution that is dramatically impacting communication

and society. Recent developments in information and communication technology are
sometimes compared to Gutenberg’sinvention of the printing press.

Language borders Hold back the european Information society

We cannot predictexactly what the future information society will look like.
However, there is a strong likelihood that the revolution in communication technology will

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bring together people who speak different languages in new ways. This is putting pressure
both on individuals to learn new languages and especially on developers to create new
technologies that will ensuremutual understanding and access to shareable knowledge. In the
global economic and information space,there is increasing interaction between different
languages,speakers and content, thanks to new types of media. ecurren t popularity of social
media (Wikipedia, Facebook, Twitter,Google+)is only the tip of the ice berg.

Our Languages Atrisk

 The global economy and information space confronts us with different

languages,speakers and content.

Today, we can transmit gigabytes of text around the world in a few seconds before we
recognize that it is in a language that we do not understand. According to a report from the
European Commission, 57% of Internet users in Europe purchase goods and services in non-
nativelanguages; English is the most common foreign language, followed by French, German
and Spanish. 55% of users read content in a foreign language, while35%use another language
to write e-mail sorpost comments on the Web.

Language Technology Is A Key Enabling Technology

In the past, investments in language preservation focussed primarily on language

education and translation. According to one estimate, the European market
fortranslation,interpretation,so ware localization and website globalization was €8.4 billionin
2008 and is expected to grow by 10% per annum [6]. Yet, this figure covers just a small
proportion of current and future needs for communication between languages.

Opportunities For Language Technology

In the world of print ,the technology break through was the rapidduplication of
animageo fatextus in gasuitably powered printing press. Human beings had to do the hard
work of looking up, assessing, translating and summarizing knowledge. In term
sofspeech,wehadto wait for Edison’s invention before recording was possible – and again, his
technology simply made analogue copies.

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 Challenges facing Language technology

Although language technology has made considerable progress in the last few years,
the current pace of technological progress and product innovation is too slow. Widely-used
technologies such as the spelling and grammar correctors in word processors are typically
monolingual,and a reonly available for a handful of languages. Online machine translation
services, although useful for quickly generating a reasonable approximation of a document’s
contents, are fraught with difficulties when highly accurate and complete translations a
rerequired.

Chapter III : THE ENGLISH LANGUAGE IN THE EUROPE AN

INFORMATION SOCIETY

GENERAL FACTS

Around the world,there are around 375 million native speakers of English. As such, it
is estimated to be the third largest language, coming behind only Mandarin
ChineseandSpanish. Englishisa(co)-official language in53countriesworldwide. Within
Europe, English is the most commonly used language in the United Kingdom. It is not an
official language in the UK, since there is no formal constitution. However, it can be
considered the de facto language,given that it is the official language of the British
government, and is spoken by around 94% of the 62 million inhabitants of the UK [7]. It is
also the most widely spoken language in the Republic of Ireland (population approximately
4.5million),where English is the second official language, after Irish. English is additionally
the official language of Gibraltar (a British Overseas Territory)and a co-official language
inJersey,Guernsey and the Isle of Man (British Crown Dependencies), as well as in Malta.
Outside of Europe, the countries with the greatest number of native English speakers are the
United States of America (215 million speakers), Canada(17.5 million speakers) and
Australia (15.5million speakers).

Particularities of the English language

Compared to most European languages, English has minimal inflection, with a lack
of grammatical gender or adjective alagreement. Grammatical case marking has also largely
been abandoned, with personal pronouns being an table exception ,where no minative case
(I,we, etc.), accusative/dative case (me, us, etc.) and genitive case (my,our,etc.) are still
distinguished.

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 Recent Developments

Events in the more recent history of the UK have had a significant influence on the
vocabulary of English. these events include the industrial revolution, which necessitated the
coining of new words for things and ideas that had not previously existed, and the British
Empire.At its height, the empire cover edone quarter of the earth’ssurface, and alarge
number of foreign words from the different countries entered the language. Increased spread
of public education increased literacy, and,combined with the spread of public libraries in the
19th century ,books (and therefore a standard language) were exposed to a far greater number
of people. Emigration of large number so people frommany different countries to the United
States of America also affected the development of American English.

CHAPTER IV : LANGUAGE TECHNOLOGY SUPPORT FOR ENGLISH

Language technologies are So ware systems designed to handle human language and
are therefore often called “human language technology”. Human language comes in spoken
and written forms. While speech is the oldest and, in terms of human evolution,the most
natural form of language communication,complex information and most human knowledge is
stored and transmitted through the written word. Speech and text technologies process or
produce these different forms of language, using dictionaries, rules of grammar,and
semantics. is means that language technology (LT) linkslanguageto various forms of
knowledge, independently of the media (speech or text) in which it is expressed. Figure 1
illustrates the LT landscape. When we communicate, we combine language with other modes
of communication and information media – for example, speaking can involve gestures and
facial expressions. Digital texts link to pictures and sounds. Movies may contain language in
spoken and written form. In other words, speech and text technologies overlap and interact
with other multimodal communication and multimedia technologies. In this chapter, we will
discuss the main application areas of language technology, i.e., language checking, web
search, speech interaction and machine translation.

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 CHAPTER III
DISCUSSION

3.1 Discussion of Books

Both of the books were analyzed discussed about media that is good and suitable to
used as a media or tool in teaching English. The books are also very good. In the main book
is not only discussed about media that is goo to used in teaching but it also discussed about
language at risk and a challenge in technology. The topic is good because then we can know
the risks and challenges that can occur in teaching so that as a teacher, we can make a good
media. Then in the main books, there are five chapters to discuss about the topics.

While in the comparative book it just discusses about the media that is can use for
English language teaching. In comparative book, there are seven chapters. It is very good
because it has full explanation enough to discuss about the topics.

3.2 Strengths and Weaknesses of the Books

A. Strengths of the Books

After reviewing and analyzing these books, the writer found some strength. The
strengths of the book as follow:

1. In the main book, explanation of the content is simple but it keeps the readers still
understanding what is explained. While in the comparison book, it is very detailed
but the way of explanation in the book is kind of difficult to understand.
2. The sub chapters in the main book are not too many. While in the comparison
book, there are too many sub chapters that the writer think it make the readers
confused sometimes.
3. From the grammatical aspects of the main book is already very good because it is
using the standard vocabulary so that the discussion of each material in this book
is easily understood. While in the comparison book, there are some vocabularies
that are difficult to understand because it uses words that are rarely used.
4. The main and comparison book are good. Because it gives examples in each
material. It makes readers understand.
5. Both of those books are very good to be a reference for the readers especially
students in education major to learning about media in English language teaching.
6. Both of the books has interesting cover.

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B. Weaknesses of the Books

Nothing is perfect neither these book. Even though this book has some strength, but
the writer also found the weaknesses. The weaknesses of the book as follow:

1. The letters of the main and comparison book are very small.
2. Absence of footnotes.

There are no pictures and colors that make the reader easily bored.

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 CHAPTER IV
CLOSING

4.1 Conclusion
This book explains the use of technology in languages. especially applied in schools
as a medium to facilitate students in learning other languages. In today's modern era
technology plays an important role in life, in this book also discusses Language Technology
Language - sometimes also referred to as human language technology - consists of
computational methods, computer programs and electronic devices specifically for analyzing,
producing or modifying text and speech. This system must be based on human language
knowledge. Language technology defines the branch of computational linguistic engineering.
Technology in language learning within education centers is not the future, but the present of
education. The use of new technology in the classroom has become the perfect complement
to mastery or mastery of language, and English courses accompanied by technology support
are the most effective and attractive for students who want to succeed in their learning. some
of the benefits of this technology are the best complementary tools for teachers in classroom
learning, motivating and stimulating students, easing in managing and monitoring student
progress, creating a unique experience for the teacher as students, Promote interactivity and
collaboration within learning, Learning English in a classroom is more effective when
complemented with educational technology.

4.2 Suggestion
The Suggestions from me for this book, the author must add more ideas in writing an
interesting book so as not to get bored when reading it. because in this book only the material
is contained, there is no reflection, or questions to test abilities. This book is suitable for
students or teachers.

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