CHAPTER I

INTRODUCTION

A. Rationalism the Importance of Critical Book Review

The minim of education’s development is caused by the less of students’ interest in

reading books or other sources, such as newspaper, magazine, or books. To critic the books is
one of the way we can do to increase the student’s interest in reading. Critical Book Review
is an activity in reviewing books with the related contents, which aims the reader to know and
understand the contents or problem that deserve in the books.

When we read for a book, sometimes we will feel not satisfied for the book that we
have already read. It could be the face, the contents, etc. This dissatisfaction makes us
looking for the other book that related from the first book. TEFL is a very old field of study.
It was about 2,400 years ago when Plato first devided the sentence into subject and verb.ever
since then, students all over the world have found it worthwhile to study the structure of
words and sentences. And that’s why we need to learn more of TEFL.

Besides, for the reader, this Critical Book Review aims to lead the reader to be more
wise in getting the resource of reading paper. After reading this review, we hope there is an
increasing of the reader to be diligent to read. So here we will discuss an example of critical
book review which totally explain about “TEFL”.

B. The Purpose of CBR

This Critical Book Review is made for some literacy purposes, such as:

1. This CBR is made for fulfilling the credit task of TEFL’s subject.
2. This CBR is made for adding our acknowledgement in criticalling TEFL books based
on the Corpus Standard.
3. This CBR is made for increasing our understanding of the materials in the TEFL’s
subject.
4. This CBR is also made for strengthen the best book based on TEFL and compare it
with others.

C. The Benefits of CBR

As a colleagian of a university exactly in English Education and Literature
Department, it is very important for us to do this CBR because we could get a lot of utility
such as add knowledge about “ TEFL” well and train our mind to think over and more
accurate about some trouble in TEFL’s subject as well as create us as the critical person to
become a good teacher in the future.

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 D. Books Identity

Book 1

Title : What English Language Teachers Need to Know

Volume II Facilitating Learning

Author : Denise A Murray and Marry Ann Christison

First published in 2011

Publisher : Routlege Publisher

Places : 270 Madison Avenue, New York, NY 10016

Year : 2011

ISBN : 0-203-84629-X Master e-book ISBN

Book 2

Title : Teacher Collaboration for Professional

Learning, Facilitating Study, Research, and Inquiry Communities
Number of Pages : 183 pages
Edition : First Edition
Author : Cynthia A. Lassonde & Susan E. Israel
Editor : John Wiley & Sons, Inc.
Publisher : Jossey-Bass
City of Publication : San Francisco
Year of Publication : 2010
ISBN : ISBN 978-0-470-46131-0 (pbk.)

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 CHAPTER II

SUMMARY

A. The Summary of Book 1 and Book 2

Book 1 titled What English Language Teachers Need to Know Volume II Facilitating
Learning

This book is consisted of 3 parts, which each part explained the material of what
English language teachers need to know in facilitating the learning activities of a classroom.
Part 1 is planning, part 2 is instructing for learning, and part 3 is assessing for learning.
Therefore, it is organized around the three main aspects of teaching: planning, instructing,
and assessing. However, this is not a linear progression. These three aspects are reiterative.
While planning instruction, teachers are assessing what their learners already know and what
they need to know to reach their next curriculum goals. While instructing, teachers are
constantly assessing whether their learners have acquired the language in focus and planning
on the spot by reacting to student learning (or evidence of not learning). While assessing,
teachers are constantly reviewing instructional goals to determine whether learners have
achieved them and if not, why not, and how to plan for revision or next steps.

With the focus always on student learning, below illustrates the dynamic, cyclical
interaction of these processes. We include both theoretical perspectives as well as directions
for translating these theoretical perspectives into practice. We illustrate with examples from
practice to these perspectives against the principles elaborated in Volume I. The two books
together provide an iterative conversation concerning how to develop language programs that
result in optimal student learning. They stem from the view that teaching is a thinking,
reasoning, and sociocultural activity in which teachers make decisions based on the context
of their classrooms.

The material in these two volumes is based on current research in the field and in
other disciplines that can inform English language teaching. These include psychology,
neuroscience, pedagogy, sociology, anthropology, cultural studies, and linguistics. The focus
throughout the volumes is on outcomes, that is, student learning. Each chapter begins with a
classroom vignette that comes from experiences in English language teaching, many from
actual classrooms we have observed or taught. Each chapter also includes activities for the
reader—whether to reflect on the information based on your own experiences, to read further
on a topic, or to conduct small-scale investigations into teaching and learning. We hope that
you will have as much enjoyment engaging with the materials as we have had writing them.

In Part I, we explore how teachers plan instruction, both prior to class and during
class, in order to create the optimum environment for student learning. We begin in Chapter 1
with the larger plan, that is, curriculum, to which the other plans are tied. Curriculum can be
conceived of as the entire instructional process, that is, planning, instructing, and assessing,
and is often used synonymously with course. Program, on the other hand, is used to refer to

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all courses of study in a particular institution. Curriculum and syllabus are often used
interchangeably in the literature, although some writers make a distinction. Syllabus is often
used to refer to the instantiation of a curriculum in a particular class or setting. Further, there
are differences in use between the U.K. and U.S., with the latter preferring curriculum. Here
we will use curriculum to refer to the entirety of the instructional process, including the
delineation of the linguistic and subject matter content of the course, and the sequencing of
such content. In this part, we need to present what is essentially an iterative, dynamic system
in a linear format. In Volume 1, Chapter 4, we discussed the various roles teachers play in the
language classroom. In this part, we focus on the two major roles teachers have in the
classroom (Wright, 1987):
1. to create the conditions under which learning can take place: the social side of teaching
2. to impart, by a variety of means, knowledge to their learners: the task-oriented side of
teaching. (pp. 51–2).

We will begin with a discussion on planning the overall framework that guides
instruction, that is, curriculum. Then in Chapter 2 we discuss how teachers plan the language
and subject content for their specific lessons, using a curriculum framework. Next, we will
discuss in Chapter 3 how to plan the structure of classroom activities, and finally, we provide
a chapter on how to develop and adapt materials, including textbooks and computer-assisted
language learning.

Part II is entitled Instructing for Learning and contains seven chapters. This section
needs to be read in the light of Part I on planning, and the theoretical underpinnings of
instructing for learning presented in Volume I. Four chapters focus on particular types of
learners—young learners (Chapter 5), adolescents (Chapter 6), adult immigrants and refugees
(Chapter 7), and postsecondary adults (Chapter 8). We address learners in different contexts
around the world—those learning in Inner Circle countries, in Outer Circle countries, and in
the Expanding Circle (Kachru,1986). In an introductory volume such as this, we cannot cover
all countries and all issues, so we focus on issues in common and major differences in the
different contexts. In Chapter 9, we focus not on specific learners, but on instructional
content, the workplace. We include programs to prepare learners for the workplace, as well as
those that are conducted in workplace settings to help workers become successful and have
the skills that help them achieve promotion to other positions.

In Part I, we provided a chapter on planning language and subject matter content

(Chapter 2). In Chapter 10, we build on this to provide a more in-depth model of how to
develop effective content-based instruction. Research has shown that effective teachers
develop their instructional practice throughout their careers (Bailey & Nunan, 1996; Borg,
2006). A key component of such development is exploring one’s own practice. Therefore, we
end this part with a chapter (11) that provides teachers with tools for examining their own
practice.

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 Part III is entitled Assessing for Learning and contains three chapters. Chapter 12
focuses on what teachers need to know about classroom assessments. In this chapter we work
with both formative and summative assessments, but we will limit the scope of the discussion
for each one. With formative assessments we show teachershow to increase their skills at
checking for student understanding by focusing on creative formative assessment practices.
We will limit our discussion to strategies that use oral language to assess learning. This is not
to say the other skills are not important, but to do justice to each skill would be beyond what
could be expected in a single chapter. Where appropriate, we will also suggest ways in which
other skills can be assessed using the same materials. With summative assessment, we will
limit our discussion to alternative assessment and offer eight alternative assessments that
teachers have found to be useful.

Chapter 13 focuses on concepts that teachers need to know about large-scale

assessment, including different types of language tests, such as proficiency, achievement,
diagnostic, oral language interviews, direct writing samples, and how they are used. In
addition, a number of the most common commercial, high-stakes tests in English language
are described and reviewed, such as IELTS, TOEIC, and TOEFL. We also cover important
issues with high-stakes assessment, including assessment abuse, and how to understand
validity claims for such tests. Chapter 14 expands the concept of assessing for learning
beyond the individual
language learners themselves to include the assessment of educational units (e.g.,courses,
programs, departments, schools, districts).

Book 2 titled Teacher Collaboration for Professional Learning, Facilitating Study,

Research, and Inquiry Communities

The book is divided into four parts plus an epilogue. Part introductions contain
opening poems, connections to theory, and discussions to prompt readers to think about
upcoming topics in the section. In each part consist of several chapters that explain about the
proffesional learning.
Part One: Why Support Collaborative Research? Introduces collaborative learning
communitiessuch as teacher research groups as a form of professional development by
describing therationale, connected literature, the pothewriterr and possibilities of
collaboration, and evidence ofemerging support groups. This part describes what groups do,
their benefits, and several modelcommunities in which collaborative practices have lead to
improvement in teaching and studentlearning. It will be helpful in providing background
definitions andinformation for readers to useas rationale to gain support and advocate for
their endeavors in initiating and supporting learningcommunities.
Part Two: Building a Professional Learning Community talks about organizing groups
andconducting research projects. This part begins with the specific steps and protocols
involvedin conducting research and the stages of group development, and provides explicit
strategies soreaders can apply the information to their situations. The writer include voices

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from experts working incollaborative groups at various levels and for a range of reasons and
objectives.
Part Three: Collaborating Effectively includes chapters on improving group dynamics
byconsidering ethical issues and on leadership success strategies.The writer suggestguidelines
for each andprovide rich case examples and scenarios. The writer discuss challenges of
participating in learningcommunities, along with potential conflicts and ethical dilemmas that
might arise.
Part Four: Model Learning Communities in Action looks at school-based
communities, schooluniversitypartnerships, and networking and online groups. The final
chapter in this part describes adistrictwide model learning community called the Fairfax
County Public Schools TeacherResearcher Network written by our guest chapter author Gail
V. Ritchie.
The final chapter, the Epilogue, highlights methods for encouraging longevity
throughprofessional reflection and collaborative ways of thinking to increase success. The
Epilogueends with final parting thoughts about how communities can find their pathway to
success and howschool leaders can support them.
At the end of the book you will find wonderful resources in the Appendixes. Valuable
resourcesare listed, and reproducible forms are yours to copy and use with your study group
or learningcommunity in your school district. Also, there are questions to help you reflect
upon each chapterand exercises to try if you are reading this book as part of an organized
study group. Theseresources will help you promote, manage, and organize your
collaboration. Feel free to adapt themto fit the context of your group.
Chapter One can be used asrationale to administrators to gain their support for your
group. Chapter Two can be shared to lookat and gather ideas from successful models as your
work begins. Chapter Three can be read to learnabout the steps of the teacher research
process. Then, Chapters Four, Five, and Seven can bestudied when approval to proceed is
imminent and you begin to form the group. Chapter Six can beused to troubleshoot problems
as they arise. Chapters Eight through Ten can be used to determinewhat type of collaboration
you want to pursue. Finally, the Epilogue can be read when your groupis considering future
directions.

CHAPTER ONE
This chapter told that collaborative learning communities of research, study,
andinquiry not only build teacher expertise and improve students’ learning but also offer
opportunitiesforcommunities of practice to form that create safe places for colleagues to
explore, learn, andbond both professionally and personally. By now you must be anxious to
read more abouthowresearch and inquiry can lead to educational improvement, which is the
topic of Chapter Two.
This book is not only a resource for collaborative teacher researchers, but it is a model
ofcollaboration and research itself. Throughout this book the writer will share stories and
strategies fromour experiences and from the numerous groups who responded to our survey.
You will learn fromwhat others have experienced and apply what you learn to forming your
owngroup. The writer have alsoinvited experts in the field to share their experiences and

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insights. To begin, see Jane Hansen’s‘‘Thinking Together’’ feature that follows. Jane shares
tips andstrategies for forming collaborativelearning communities.

CHAPTER 2
This chapter presents five model collaborativelearning communities—teacher
researchgroups, study groups, and inquirygroups—across content areas and grade levels. That
five models are Teacher Research Collaboration to ExamineStudents’ Writing and
Assessment, Cross-School Collaboration on Poetry, Teacher Study of Integrating Music in
the ContentAreas, Study of the Arts in Mathematics, and A Science Inquiry Partnership.
Groupsrepresent math, history,science, and the arts content in elementary, middle, and high
school settings. Thestories the groups share describe how collaboration helped them link
research toeducational improvement of students’ learning and teachers’ instruction.

CHAPTER 3
In this chapter the writer look at the steps of the process from identifying yourresearch
questions to sharing your findings with your colleagues to expand upon what educators know
about learning and teaching.The purpose of this chapter is to outline the teacher research
process and to look athow collaboration fits within each step of the process. As you move
through the rest ofthe book, keep in mind the structure and foundations of research that you
learn about inthis chapter. They will help to support your developing understandings
aboutcollaboration.

CHAPTER 4
This chapter provides ideas and suggestions for forming and organizing your
collaborativegroup.It does soby presentinganddescribingthe preliminarydevelopmental
stagesfor collaborative study. Groups, research needs, and situations varywidely. As your
groupevolves, it will move through these initial stages. One group ebbs and flows across
timedifferently from another. After reading this chapter, apply the suggested
strategiespresented here to your group and its goals. Then proceed on to Chapter Five,
‘‘Staying Productive,’’whichdescribesadvancedstagesofgroupdevelopment
thatextendthework.
Throughout the chapter, you will see references to Appendix A, ‘‘Tools
andTemplates,’’which provides reproducible forms for your group to use as they evolve
throughthese initial stages of collaboration. The forms prompt valuable discussions that will
encourage the development of positive group rapport, interaction, and efficientproductivity.
Throughout this chapter, figures demonstrate how members of a scenariocollaborative group
completed several of these forms. A description of this collaborativegroup is shared in this
chapter in the sample scenario; examples of how this groupwould respond are also included
to clarify each stage’s progress.

CHAPTER 5
This chapter providesinformation that will help support and maintain your
collaborative group once it is upand running. Also, you will gain resources and ideas for
reflecting upon and extendingyour community’s interactions and productivity. In addition,

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the writer present more advanceddevelopmental stages of group dynamics. After reading this
chapter, adaptand apply the suggested strategies presented here to your group and its goals.
Throughout the chapter, you will see references to Appendix A, which
providesreproducible forms for your group to use as they evolve through these extended
stagesof collaboration. The forms prompt valuable discussions that will encourage the
developmentof positive group rapport, interaction, and efficient productivity. The writer also
referto the scenario collaborative group introduced in Chapter Four to embed processeswithin
a specific context. This practice helps to clarify the collaborative process.

CHAPTER 6
The purpose ofthis chapter is to offer a foundation for considering the role of ethics in
pursuingcollaborative research activities and also to provide background definitions
andinformation along with scenarios and suggested strategies for improving groupdynamics.

CHAPTER 7
This chapter discusses leadership roles and effective organizational and
managerialstrategies within collaborative settings regardless of the collaborative model.
Previously,Chapter Four outlined how a teacher leader or administrator integrates
collaborativeteacher research as a means of job-embedded, teacher-led professional
development forfaculty or groups. You discovered specific ideas and suggestions for the
formation andorganization of collaborative groups. Content, case studies, and research
provided youwith foundational knowledge in the developmental stages for a collaborative
study toform and function. Specific strategies provided insight into why school leaders
andcoaches should or should not participate in such groups and the type of issues
resultingfrom such participation.
This chapter will help leaders of such collaborative groups utilize this prior
knowledgeand individual leadership experience to gain a better understanding of how tolead
effectively within collaborative group models.

CHAPTER 8
This chapter will look at a variety of types of school-based communities but, for
reasonsdescribed later, will focus in more depth on school-university partnerships. The writer
will alsolook at the Japanese model of lesson study as a methodology on the rise. This
chapterincludes two Collaboration at Work features to provide you with excellent examples
ofworking groups: one a neophyte, the other a more established partnership. As you readthese
features, mark an exclamation point (!) when you read a strategy or idea that youmight apply
to your group. Jot a question mark (?) in the margin near thoughts aboutwhich you want to
talk with your group.Use this chapter to learn abouttypes of collaborations and reflect on the
type that is right for your group and yourresearch.

CHAPTER 9
This chapter will talk about how collaborative groups work together using
networksthrough online collaboratives or even using school-university partnerships that also
existthrough networking and via online collaboration tools. School-university partnerships

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are quite different from networks, councils,online groups, and so on. School-university
partnerships developed more recentlythrough the need for universities to provide professional
development for schools.Schools needed the collaborative support of the universities in order
to effectivelyintegrate the professional development research and instruction in their
schools,ultimately increasing student achievement.

CHAPTER 10
In this chapter, the authors will share their experiences with the Fairfax County Public
SchoolsTeacher Researcher Network to provide the reader with information about an
establishedand thriving collaborative teacher research community. This chapter willinform
you of the value of collaborative teacher research as an ideal means ofongoing, job-embedded
professional development.

EPILOG
The purpose of this Epilogue is to look at the future of teacher research
learningcommunities and how they act as a valuable tool for developing professionalism
inteaching. The future of collaborative teacher research rests on those teachers andresearchers
who value professional development and continue to use it as a tool toempower teachers to
make appropriate instructional decisions for their students.Communities need to provide
opportunities where teachers can freely choose thetype of research they wish to explore.
Imposing research topics on collaborativecommunities can discourage teachers from using
action research as a means to developprofessionally.

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 B. The Strengths and The Weaknesses
Book 1 titled Topics for IELTS Speaking with Possible Answers

The Strengths:

1. This book contains a good skill in learning teaching English as a facilitator by

deserving the skills fo teachers to be pacticed.
2. Most of the book contains exercise for students, so they can easy to remember and
understand the role of teacher as a facilitator by practicing their ownself.
3. There’s also picture which function as a figure-out for students to imagine the
condition of the exercise easier.
The Weaknesses:

1. This book has uninterested cover. This book only deserve the natural cover without
any touching so it doesn’t make people feel interest to read the book.
2. This book is incomplete because it is not deserved the places of publishing and the
year of book’s publishing.
3. The information in this book isn’t clear enough because it is just containing materials
without exercises.

Book 2 titled Get Ready For IELTS Speaking

The Strengths:

1. The cover of this book is very interesting and it makes the reader feel interested to
read this book.
2. This book has a complete part of publishing.
3. This book also deserve some exercise for the reader to widen their knowledge by
exercising.
4. This book has a complete contents as the print-out one, so we don’t need to be
confused of the content of this book.
5. This book explains the material in detail. It is suitable for teachers who want to learn
about professional learning.

The Weaknesses:

1. This book has some difficulties in the grammar because it contains a high level of
understanding, so we need to think over while reading this book.
2. This book is not colorful.

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 CHAPTER III

CLOSING

A. Conclusion
After reviewing both of the book which totally explain about TEFL, we can conclude
that Speaking skill is an important thing for us as the colleagian of English Education and
Literature Department to study in. Because in daily speaking or speaking, we always deserve
with a kind of TEFL. We teach right because of the good TEFL skills.

B. Suggestion
After reviewing both of the book which titled “What English Language Teachers
Need to Know Volume II Facilitating Learning” and “Teacher Collaboration for Professional
Learning, Facilitating Study, Research, and Inquiry Communities”, we suggest the reader to
prefer the second book because it has the more complete explanation of TEFL. We can see
from the strengts list above that the second book completed with the most exercise and so on
that make us choose it as a best one. But, we also suggest and recommend the reader to have
more than two books for a better studying because by having a lot of books, our
acknowledgement is increase more and more.

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 REFERENCES

Murray, D.A and Christison, M.A(2011). What English Language Teachers Need to

Know Volume II Facilitating Learning. 270 Madison Avenue, New York, NY

10016: Routlege Publisher. ISBN: 0-203-84629-X Master e-book ISBN

Lassonde, C.A and Israel, S.E(2010). Teacher Collaboration for Professional

Learning, Facilitating Study, Research, and Inquiry Communities. San
Francisco: Jossey-Bass Publisher. ISBN: 978-0-470-46131-0

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