CRITICAL JOURNAL REVIEW

CONTEXTUAL WRITTEN LANGUAGE

OLEH :
TOGAR RONALDO (2193321010)
DIK E 2019
DOSEN PENGAMPU :
Fahri Haswani S.Pd M.Hum

UNIVERSITAS NEGERI MEDAN

FAKULTAS BAHASA DAN SENI
PENDIDIKAN BAHASA INGGRIS
 TAHUN 2020
PREFACE
Thank to Almighty God who has given his bless to the writter for findings the Critical Journal
Review assignment entitled “Extensive Reading versus Intensive Textbook Study as a Means
of Acquiring a Knowledge of Scientific Facts and Principles” he writter also express his deep
and sincere gratitude for lecture who have guided the reviewer in completing paper.This
Critical Journal Review contains some example from journal we can know about reading
strategy.

HopefullyHopefully,this Critical Journal Review can help writer and reader to expand their
knowledge about this journal

Medan,16 March 2020

Togar Ronaldo
 CHAPTER I
INTRODUCTION
1.1 Background
    In this journal,the purposes of this critical journal review is to know how the reading
strategy in generally used by pre-intermediate level of students and to know the
implementation procedures of Guided Reading Strategy trying to improve the reading
comprehension of students, in a Classroom Action Research in order to find out whether it
could improve the students reading comprehension.
1.2 Formulation Of The Problem
1. The identity of this journal
2.The result of this journal
1.3 Purposes
    Here the purposes this critical journal Writing
1.To know and could do to analyze this journal
2.To add our insight understanding the critisize thinking of reading strategy
3.To take the benefit from this journal
1.4 Benefit
    The benefit of this journal are:
1.We can know the application journal to applied in uor studying
2.To take lessons of this journal to take the lessons of critisize who give by reviewer or the
reader.
JOURNAL REVIEW
JOURNAL
Journal Identity

Extensive Reading versus Intensive Textbook Study

Title as a Means of Acquiring a Knowledge of Scientific

Facts and Principles

Journal ENGLISH EDUCATION JOURNAL (EEJ)

Download FILE KIRIMAN DOSEN

Volume and
Page
28

Year 1932

Writter R. S. Rice
 Reviewer Togar Ronaldo

Date 16 march 2020

CHAPTER 2 – REVIEW

Theory From The Journal

Crawford (1932) “studyy in history shows that the pupils who read topics from current
periodicals exceeded those who used only the textbook by highly significant differences. He
cites as the advantages of the extensive reading method: (1) It is new and therefore de-serves
trialo (2) It emphasizes modern trends instead of ancient. ones. (3) It gives the student out of
school a contact with the present, (4) It emphasizes causes. (5) It captures the pupils Y
interest, and explains the past more clearly” . Explanation about this theory is people who
using reading method have more chance get the improve about writing and give more interest
to him about writing.

CCoryellin (1932) “studying the value of extensive reading in English literature, found that:
(1) In all tests in the literature studied, the extensive reading classes,did as well as the
intensive reading classes. Extensive reading was thus as effective in training for
comprehension as the intensive method. (2) The extensive reading meth-od is just as good
preparation for fur-ther reading on the part of the students as is the intensive method. (3)
Exten-sive reading pupils are just as well prepared to meet school examinations. (4) Gains in
appreciation are approxi-mately equal for the two groups; and in addition, the extensive
group covered six times as much as the intensive group. (5) Recitations of the extensive
group were longer and of better quality. (6) The total vocabulary of the exten-sive group was
greater than that of the intensive group. (7) There is more pu-pil activity in extensive reading
and it is better liked by the pupils. (8) Extensive reading pupils find a deeper, wider, and
more satisfying experience” in this theory hes explain about people qho always reading have
effective chance to be a great writer then people who just start alone becaude they more
prepare-ing

Smith (1932) “ states that a chief function of the teacher of literature is to establish the habit
of lifelong association of good books, and that teachers in general are not prepared to direct
an extensive reading program in” in this theory teacher have to guide to and be prepared for
hes student about give the most effecient book give some vibe about writing.

Research Method

1.)Research Design

Sections were equated in I.Q.,6 previous attainment in sCience,7 grade in school, and
gender.Home conditions, access to reading materials and libraries, extra curricular activities, and
hom a duties were taken into consideration when possible to do so, or when such information
was available. Arbitrary variations of three points in I.Q. or three percentiles in science
achievemen~ were allowed in matching pairs. Pairs of matched sections were instructed by the
same teacher, thus partially eliminating teacher differences. Since this experiment includes all
four of the secondary sCiences, and since it was continued in School No. 2 for four years, some
pupils participated for only one year, and others for two, three, and four years respectively.

2.)Participants

Approximately 2500 high-school pupils were used in the original set-up of this study. Of this
number, however, only 1708 lent themselves to the matching technique as described later. These
pupils were selected from three previouvania high schools astry.

3.) Data collection instruments

Test data were treated by finding the means for each group of pre-tests, final scores, and galns.
From this informatlon9 the differences in gains» the S.E. of the differences and the ratio of the
differences to their S.E. were determined. The formula recommended by Peters and Van
Voorhis was used.
Teacher-made tests were used in many instances due to the lack of pub-lished unit tests and due
to the fact that many pupils received perfect scores in unit tests such as the Glenn-Welton
Instructional Tests in Chemistry. In all teacher-made tests~ reliability scores were determined by
the splithalves technique. Validity was determined or confirmed by comparing and marking or
checking the items with the Pennsylvania Course of Study~8 with at least five different
textbooks in each field, and with the objectives listed in the courses of study in the several
schools. Chemistry tests in School No.3 were also checked with Wrays list. 9 The,tests were
also submitted to a committee of five science teachers. All questionable items were then
eliminated prior to administering the tests.

Research Problem

The process of defending a recommended appropriation for magazines gave impetus to the
question concerning their benefits in classroom teaching.The main problem finally resolved it
self into the following divisions: (1) Will pupils acquire a greater number of facts from
extensive reading than they may obtain from intensive textbook study? (2) What types of items
will be read by the pupils who use scientific magazines? (3) What will be the resulting
accumulation of facts and prin-ciples at the end of one, two, three, and four years of extensive
reading? (4) Will the field of science under consideration have'any appreciable effect upon the
matter of obtaining facts and principles? (5) Will the type of instruction materially affect the
results of extensive reading? (6) Would extensive reading assist the pupils to retain scientific
facts and principles better than intensive textbook study procedures?

Research Purpose

found that reading increases the range of articles to be read and increases the pupilsv liking for
science. Extensive reading in science also increases individual aC,hievement in science and
contributes to the scientific attitudes of the individual. Boys and girls possess different interests,
both quantitative and qualitative, in scientific fieldso Pupils given the proper encouragement and
access to suitable books and magazines will read a very great amount of scientific literature for
recreation along with their regular school work.

CHAPTER 3 - CONCLUSION

Advantage,Disadvantage And Conclusion

Advantage
- The researcher also searched the data so that it became clearer with evidence the available
evidence is also logical by examining about reading strategy with the realistic theoristic
- The advantages contained in this journal are using effective sentences, using words that are easy to
understand so that the reader is not bored to read this journal to completion. Just like the first
journal, this second journal lists references that make this journal trusted

Disadvantage
- There are no irregularities in the issue in this journal, because the source of the problem studied by
the author is very small so there is no irregularities

Conlusion
It has been shown that extensive reading is an effective means of acquiring a knowledge of scientific
facts. Onthe other hand, we may question the efficiency of the method. Our data would indicate at
first glance that the experimental pupils read 2.8 times as much as the intensive 'study pupils and
learned only 5 per cent more items of the course plus approximately 200 additional magazine facts
per year. In this conclusion, we assume that the two

groups read the textbook assignments only once. From the standpoint of effiCiency, we also
seemingly assume that the pupils I learning activities were confined to scientific facts and prinCiples.
We may also raise the question concerning the probable use to which the pupils would have put the
time spent in reading. Would this time have been spent beneficially in study hall, in club or activity
periods, or would it have been wasted? These limitations are manifest Probably many others exist
and are beyond the control of the experimenter.