Table of Content

Foreword

Table of Content

BAB I Preliminary

A. Razionalization of the Importance of Critical Book Review

B. The Purpose of Critical Book Review

C. The Benefits of Critical Book Review

D. Book Identity 1

E. Book Identity 2

BAB II Book Summary

A. Book Summary 1

B. Book Summary 2

BAB III Strength and Weakness of the Book

A. Book Strength 1

B. Book Weakness 2

C. Book Strength 1

D. Book Weakness 2

BAB IV Closing

A. Conclusion

B. Suggestion

References
 BAB I PRELIMINARY

A. Rationalization of the Important of Critical Book Review

The skill to make Critical Book Review on the writer can test the ability to summarize and analyze a
book and compare books analyzed with other books, recognize and give value and criticize a paper
analyzed.
Often we are confused choosing a reference book for us to read and understand, sometimes we
only choose one book to read but the results are still unsatisfactory for example in terms of language
analysis and discussion, therefore the author makes this CBR Language Studie to make it easier for
readers to choose specific reference books on the subject matter of language studies.

B. The Purpose of Critical Book Review

1. Criticize or compare a book about language

2. Compare two different books on the same topic.
Points to be compared in the book include;
- Complete discussion
- Linkages between chapters
- Strengths and weaknesses of the books analyzed.

C. The Benefits of Critical Book Review

The benefits that we can conclude from the Critical Book Review are:
1. Add insight into knowledge about both books.
2. Facilitate the reader to get the core of a book that has been equipped with a book summary,
discussion of the contents of the book, as well as the advantages and disadvantages of the
book.
3. Train students to formulate and draw conclusions on the books being analyzed.
4. Train students to be more critical.
D. Book Identity 1

Title : Principles and Practices of Language Teaching

Publisher : Ajay Verma
Author : Kadambari Sharma – Tripat Tuteja
ISBN : 81-7169-409-8

E. Book Identity 2

Title : Principles of Language Learning and Teaching

Publisher : Longman
Author : H. Douglas Brown
ISBN : 0-13-017816-0
 BAB II Book Summary

A. Book Summary 1

Principles and Practices of Language Teaching

Becoming bilingual is a way of life. Every bone and fiber of your being is affected in some way as
you struggle to reach beyond the confines of your first language and into a new language, a new
culture, a new way of thinking, feeling, and acting. Total commitment, total involvement, a total
physical, intellectual, and emotional response is necessary to succesfully send and receive messages is
not a set of easy steps that can be programmed in a quick do-it-yourself kit. No one can tell you “how to
learn a foreign language without really trying.” The learning infinite number of variables. So much is at
stake that academic courses in foreign langauges are usually pitifully inadequate training grounds, in and
of themselves, for the mastery of a second language. Few it any people learn a foreign language fluently
within the confines of the foreign language classroom. In fact, it may be that very few aspects of a
foreign language can actually be taught!
This book have a 7 chapter, among them;
- Language, Learning, and Teaching
- Language in Social Interaction
- To Know a Language
- Conginitive Variation in Language Learning
- Methodology
- From Theory to Practice
- Choosing Simulations for the Language Classroom

 Language, Learning, and Teaching

In this chapter, discuss about that inticrate web of variables that are spun together to affect
how and why you learn or fail learn a second language. Descripe about definitions of language,
among them;
1. Language is systematic possibly a generative system
2. Language is a set of arbitrary symbols
3. Those symbols are primarily vocal, but may also be visual
4. The symbols have conventionalized meanings to which they refer
5. Language is used for communication
6. Language operates in speech community or culture
7. Language is essentially human, altough possibly not limited to humans
8. Language is acquired by all people in much the same way language and language learning
both have universal characteristics.
 The chapter of this book are intended to serve not as a theory of teaching or instruction, but
rather as an essential component underlying the subsequent formulation of a theory of
instruction.

 Language in Social Interaction

In second chapter is concerned with the analysis of discourse in face-to-face interaction

between individuals. The term “discourse” has been used in recent years to signify both of component
of language beyond the sentence and the functional role of language in social interaction. Considerable
attention has been focused on the speech act, the minimal or basic unit or move in verbal interaction.

 To Know a Language

Chapter 3 focuses on basic knowledge about language, among them;

- Guiding Principles
- A Sociocultural Framework for Language Acquisition
- Sociocultural Processes in Language Acquisition

 Conginitive Variations in Language Learning

Chapter 4 have a three major section from a uniqe perspective deal with categories of
variation in human learning:
- Variation in types of learning inherent in cognitive tasks
- Variation in strategies individuals employ, and
- Variation in personal cognitive style of learning.
Besides that, this chapter also focus on:
- Transfer and Interference
- Generalization and Simplification
- Communication Strategies
- Field Independence and Dependence
- Reflectivity and Impulsivity
- Tolerance and Intolerance of Ambiguity
- Skeletonization and Embroidery
 Methodology

Chapter 5 focus on methodology of research project and procedures on the longitudinal

study, subjects, the classroom study, the adult-speech study. This chapter descripe how a study
of language acquisition can be responsibity conducted only in conjunction with other resources
from the language and societyin which child is spected to acquire competence.

 From Theory to Practice

Chapter 6 discusses From Theory to Practice. Simply we are asked to not only understand
the theory but also be fluent in practice. This chapter helps us how to practice what we have
learned. Issues to be discussed include;
- Applied Linguistics
- Historical Perspectives
- Psychological Reality
- Pedagogical and Scientific Grammars
- Language Teaching Methods
- Putting your Theory into Practice

 Choosing Simulations for the Language Classroom

Chapter 7 discusses about choosing simulations to match the language level of the students.
Participation is the surest avenue to suitability of choise. The teacher shuold participate in the
simulation before presenting it to the students. This need not be a full-scale affair. Corners can
be cut, roles reduced, and the action truncated, providing that the resultant activities give a
good idea of what sort of language level is desirable, and also of the minimum language ability
required.