CRITICAL BOOK REVIEW (CBR)

Structured to meet the tasks of Web-Based Language Learning

Lecturer : Sir M. Eko Isdianto S.Pd., M.Hum.

By :
Name : Haniah Nashiroh
NIM : 2243121112
Class : English Education DIK F 2024

ENGLISH LANGUAGE EDUCATION

FACULTY OF LANGUAGES AND ARTS
MEDAN STATE UNIVERSITY
2024
 FOREWORD
I express my gratitude to God Almighty for His blessings and grace, which have enabled
me to complete the Critical Book Review assignment for the Web-Based Language Learning (WLL)
course, supervised by Sir M. Eko Isdianto, S.Pd., M.Hum. This assignment is a critical review of
two scholarly books titled “Teaching and Researching Computer-Assisted Language Learning by
Ken Beatty” and "Teknologi dan Pembelajaran Bahasa Inggris by iTELL.”
In this review, I will critically examine two influential books: Teaching and Researching
Computer-Assisted Language Learning by Ken Beatty and Teknologi dan Pembelajaran Bahasa
Inggris by iTELL. Both works discuss the integration of technology in language learning, offering
insights on different methods and approaches for enhancing the educational experience through
digital tools. This review will compare the strengths, weaknesses, and contributions of both books
to the field of language education, particularly in the context of English learning.
I realize that there are still shortcomings in the preparation of this assignment. Therefore,
I highly welcome criticism and suggestions from various parties to improve the quality of this
work in the future. I hope this assignment can provide benefits to readers and serve as a useful
reference in the study of Web-Based Language Learning. Finally, may God Almighty always
provide guidance and smoothness in all my endeavors.

Medan, 5th Oktober 2024

Author

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 TABLE OF CONTENTS

FOREWORD ....................................................................................................................................... i
TABLE OF CONTENTS ..........................................................................................................................ii
CHAPTER I INTRODUCTION .................................................................................................................1
1.1 Background Information ............................................................................................................1
1.2 Research Questions ...................................................................................................................1
1.3 Purpose ....................................................................................................................................1
CHAPTER II SUMMARY OF BOOK CONTENTS .......................................................................................2
2.1 Identity of Book 1 ......................................................................................................................2
2.2 Summary of Book 1 ...................................................................................................................3
2.3 Identity of Book 2 ......................................................................................................................5
2.4 Summary of Book 2 ...................................................................................................................7
CHAPTER III THE ADVANTAGES OF BOOKS ...........................................................................................9
3.1 The Advantages of Book 1 ..........................................................................................................9
3.2 The Advantages of Book 2 ........................................................................................................ 10
CHAPTER IV THE DISADVANTAGES OF BOOKS .................................................................................... 12
4.1 The Disadvantages of Book 1 .................................................................................................... 12
4.2 The Disadvantages of Book 2 .................................................................................................... 13
CHAPTER V COMPARISON ................................................................................................................ 15
5.1 Comparison Between Book 1 and Book 2 .................................................................................. 15
CHAPTER VI CLOSING ....................................................................................................................... 18
6.1 Conclution ......................................................................................................................................... 18
6.2 Suggestion ......................................................................................................................................... 18
BIBLIOGRAPHY................................................................................................................................. 19

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 CHAPTER I

INTRODUCTION
1.1 Background Information
Technology’s role in education, especially in language learning, has evolved significantly over
the past few decades. As language educators and students alike increasingly rely on digital tools,
the study of Computer-Assisted Language Learning (CALL) has emerged as a central component
of applied linguistics. Ken Beatty's Teaching and Researching Computer-Assisted Language
Learning presents an in-depth analysis of how digital tools like AI, mobile learning, and
multimedia platforms impact language acquisition.
In contrast, Teknologi dan Pembelajaran Bahasa Inggris, primarily aimed at Indonesian
educators, focuses on practical, classroom-oriented strategies for utilizing technology to enhance
English language instruction. It offers a localized perspective on how global advancements in
educational technology can be adapted to regional contexts, making it highly relevant for teachers
in developing nations.

1.2 Research Questions

The primary research questions guiding this review include:
1. What are the theoretical underpinnings of CALL as presented by Beatty?
2. How does Teknologi dan Pembelajaran Bahasa Inggris adapt global technological
advancements to the Indonesian context?
3. What are the strengths and weaknesses of these approaches?
4. How can these works contribute to the future of technology-enhanced language learning?

1.3 Purpose
This review aims to provide an in-depth critical evaluation of these two books, assessing their
contributions to the growing field of technology-enhanced language learning. The review will
highlight the theoretical depth of Teaching and Researching CALL and the practical applicability
of Teknologi dan Pembelajaran Bahasa Inggris. Additionally, the review will draw connections
between the books' themes and contemporary challenges faced by language educators in
integrating technology into their classrooms.

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 CHAPTER II

SUMMARY OF BOOK CONTENTS

2.1 Identity of Book 1
Here is a identity of the book "Teaching and Researching Computer-Assisted Language
Learning" by Ken Beatty, based on the provided search results:
A. Book Identity

• Title: Teaching and Researching Computer-Assisted Language Learning

• Author: Ken Beatty
• Edition: Second Edition
• Series: Applied Linguistics in Action
• General Editors: Christopher N. Candlin & David R. Hall
• Publisher: Pearson Education Limited
• Publication Year: 2010 (Second Edition); First published in 2003
• ISBN: 978-1-4082-0500-6 (Paperback)
• Library of Congress Cataloging Number: P53.28.B43 2010
• British Library Cataloguing in Publication Data: A CIP catalogue record for this book
can be obtained from the British Library
• Link download E-Book :
https://www.researchgate.net/publication/330492351_Teaching_and_Researching_
Computer-Assisted_Language_Learning

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 B. Key Features
Content Overview:

• The book provides a comprehensive overview of Computer-Assisted Language Learning

(CALL), including its historical development, key concepts, applications, and research
methodologies.
• It is structured into sections that cover theoretical frameworks, practical applications, and
research interests in CALL.

C. Structure
• Introduction
• Section I: Key Concepts
Covers the emergence of CALL, its history, multimedia applications, and various CALL
applications.
• Section II: The Place of CALL in Research and Teaching
Discusses second-language acquisition theories, collaboration in CALL, defining a model
of CALL, and theoretical and pedagogical concerns.
• Section III: Researching CALL
Focuses on current research interests, approaches to research in CALL, and various
research contexts.
• Section IV: Resources and Glossary
Provides additional resources and a glossary of key terms related to CALL.

2.2 Summary of Book 1

Ken Beatty's Teaching and Researching Computer-Assisted Language Learning (2nd
edition) is a pivotal contribution to the evolving field of language education, focusing specifically
on the intersection of technology and language learning through Computer-Assisted Language
Learning (CALL). The book, published in 2010 as part of the Applied Linguistics in Action series
edited by Christopher N. Candlin and David R. Hall, not only offers a deep theoretical foundation
but also provides educators and researchers with practical applications of CALL in modern
language classrooms. The second edition builds on the first (2003) while integrating new insights,
reflecting changes in the digital landscape and the growing importance of technology in
education.
The book is divided into four main sections that systematically explore the history,
theoretical underpinnings, practical applications, and research methodologies related to CALL.
The introductory chapter sets the stage by comparing the exploration of CALL to charting new
territory on a map. This metaphor aptly captures the evolving nature of CALL, emphasizing that

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while much progress has been made, ongoing technological developments mean there is still
much to explore. Beatty’s assertion here aligns with the dynamic nature of educational
technology, where innovation outpaces research, making it crucial for educators to remain
adaptable.
In Section I, Beatty provides a comprehensive historical overview of CALL, tracing its
development from the 1950s to the present. This historical context is vital for understanding how
technological advancements have shaped language learning practices. Beatty highlights key
milestones, such as the use of computers for language drills during the behaviorist era and the
shift towards more interactive, communicative uses of technology in later years. The inclusion of
hypertext, hypermedia, and multimedia demonstrates the expansion of digital tools in language
education, with each contributing to the richness of the language learning experience. The
author’s discussion of the eight applications of CALL, from word processing to mobile learning
tools, offers educators a clear framework for integrating technology into their pedagogical
practices. One of the book's strengths is its ability to link these historical developments with
present-day practices, illustrating how past innovations continue to inform contemporary
language education. However, the section could be further strengthened by more detailed case
studies or examples showing how these applications have been implemented in real-world
educational settings, especially with the advent of newer technologies like artificial intelligence
or virtual reality in more recent years.
In Section II, Beatty connects CALL with second language acquisition (SLA) theories,
examining how technology intersects with established language learning models. He provides an
in-depth analysis of behaviorist and constructivist approaches, illustrating how CALL tools can
support diverse pedagogical frameworks. For instance, CALL applications grounded in
behaviorism might include repetitive drills or quizzes, while constructivist approaches leverage
technology to create more collaborative and problem-solving language tasks. One notable
discussion is Beatty's focus on comprehensible input and output, foundational concepts in SLA
theory. He examines how technology can scaffold these elements, enabling learners to engage
with authentic materials and communicate in meaningful ways. Additionally, the book highlights
the role of collaboration in CALL, an essential aspect of modern language education. With the rise
of tools like wikis, blogs, and video conferencing, learners are no longer passive recipients of
language but active participants in collaborative learning environments. The section provides
practical insights into how educators can design CALL activities that foster peer interaction and
group work, preparing students for real-world communication.
Section III shifts the focus towards research, offering educators and scholars a thorough
overview of methodologies for studying CALL. Beatty introduces a range of research approaches,
from action research and case studies to corpus linguistics and error analysis, providing a broad
toolkit for investigating the effectiveness of CALL in language learning contexts. This section is
especially valuable for educators looking to engage in research that directly informs their teaching
practices. However, the section could have delved deeper into emerging research areas such as

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data-driven learning, learner analytics, or the role of artificial intelligence in language instruction,
topics that are becoming increasingly relevant as the field of educational technology advances.
Furthermore, while the book provides a solid foundation for conducting research in CALL, some
educators might find it beneficial to have more detailed guidelines on designing and
implementing CALL-based research studies, particularly those involving large-scale data analysis
or the integration of advanced digital tools.
The final section of the book is a valuable resource for both novice and experienced
educators, offering a glossary of key terms and an array of resources related to CALL. This section
enhances the book’s practicality, serving as a quick reference guide for educators seeking to
familiarize themselves with specific technologies or concepts in CALL. Beatty's emphasis on
providing practical tools is a testament to the book's dual focus on theory and application, making
it a well-rounded resource for those looking to both understand and implement CALL.

2.3 Identity of Book 2

Here is a identity of the book "Teknologi dan Pembelajaran Bahasa Inggris", based on the
provided search results:
A. Book Identity

• Title: Teknologi dan Pembelajaran Bahasa Inggris

• Series: With Technology Series
• Editors:
- Gumawang Jati
- Finita Dewi

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 • Contributors:
- Gumawang Jati
- Yustinus Calvin Gai Mali
- Made Hery Santos
- Finita Dewi
- Shelia Anjarani
- Roghibatul Luthfiyah
• Cover Designer: Grace Nathania Sabandar
• Layout Designer: Tia Citra Bayuni
• Publisher: Perkumpulan Pengajar Bahasa Berbasis Teknologi Informasi (ITELL)
• ISBN: 978-623-97558-0-5 (PDF)
• Publication Date: August 2021
• Publisher Address: Jl. Kartini Nomor 15-17, Kota Salatiga, Jawa Tengah, Indonesia
• Website: http://itell.or.id
• Email: [email protected]
• Link download E-Book :
https://repository.uksw.edu/bitstream/123456789/24028/1/Book%20Chapter_Calvin_T
eknologi_dan_Pembelajaran_Bahasa_Inggris.pdf
B. Key Features
The book emphasizes the role of technology in enhancing English language education and
includes various methodologies and applications relevant to educators and learners.
A. Structure
The book is structured into several chapters, each addressing different aspects of technology
in language learning:

• Introduction
Overview of the significance of technology in language education.

• Artificial Intelligence for Writing in English Language Learning

Discusses the use of AI tools to assist learners in writing effectively.

• Creating Podcasts in English Conversation Classes

Explores the process and benefits of using podcasts as a learning tool.

• Hyflex Learning: Hybrid and Flexible Learning with Technology

Examines the Hyflex model that combines in-person and online learning experiences.

• Digital Storytelling Project: Collaborative Activities in English Classes

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 Focuses on collaborative storytelling projects that enhance engagement.

• Optimizing Technology in Feedback Provision

Discusses methods for utilizing technology to provide effective feedback to learners.

• Implementation of Assessment for Learning with Technological Assistance

Covers strategies for integrating technology into assessment practices.

2.4 Summary of Book 2

"Teknologi dan Pembelajaran Bahasa Inggris" is an insightful book that focuses on the
integration of technology in English language education. Edited by Gumawang Jati and Finita
Dewi, this publication is part of the With Technology Series and features contributions from
various authors, each bringing unique perspectives on how technology can enhance language
learning.
The book begins with an introduction that highlights the critical role technology plays in
modern education, particularly in language learning. It emphasizes the need for educators to
adapt to new technological tools to improve teaching methodologies and student engagement.
The first chapter, authored by Gumawang Jati, discusses the use of Artificial Intelligence
(AI) in writing instruction. It explores how AI tools can assist learners in developing their writing
skills, offering practical examples and methodologies for implementation in the classroom. This
chapter sets a foundation for understanding how technology can facilitate personalized learning
experiences.
In the second chapter, Yustinus Calvin Gai Mali introduces the concept of creating
podcasts in conversation classes. This chapter outlines the process of podcast production and its
benefits for enhancing listening and speaking skills among students. By integrating podcasts into
the curriculum, educators can provide students with authentic language exposure and
opportunities for practice.
The third chapter, written by Made Hery Santos, delves into Hyflex learning, a model that
combines hybrid and flexible learning environments. This approach allows students to choose
between attending classes in person or participating online, catering to diverse learning
preferences and circumstances. The chapter discusses the practicalities of implementing Hyflex
learning and its implications for student engagement.
Finita Dewi's contribution focuses on Digital Storytelling Projects, emphasizing
collaborative activities that foster creativity and teamwork among students. This chapter provides
insights into how storytelling can be used as a pedagogical tool to enhance language skills while
encouraging collaboration among peers.

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 Shelia Anjarani discusses the optimization of technology in providing feedback to students
in the fifth chapter. This section explores various technological tools that can facilitate timely and
constructive feedback, essential for student growth and development.
The final chapter by Roghibatul Luthfiyah addresses the implementation of assessment
for learning with technological assistance. It discusses strategies for integrating technology into
assessment practices, enabling educators to evaluate student progress more effectively and
efficiently.

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 CHAPTER III

THE ADVANTAGES OF BOOKS

3.1 The Advantages of Book 1
The book "Teaching and Researching Computer-Assisted Language Learning" by Ken
Beatty offers a comprehensive and authoritative guide to the field of Computer-Assisted
Language Learning (CALL). Here are the advantages of this book :
1. Comprehensive Coverage
The book provides a broad and detailed overview of CALL, covering its history, key
concepts, and current applications. It spans from the emergence of CALL in the 1950s to its
evolution in the twenty-first century, making it a valuable resource for both beginners and
experienced practitioners in the field.
2. Theoretical Foundations
The book is grounded in theoretical foundations, exploring the concepts of Second-
Language Acquisition (SLA), behaviorism, and constructivism. It delves into comprehensible input
and output, behaviorist models of instruction, and constructivism, providing a solid theoretical
framework for understanding CALL.
3. Practical Applications
One of the significant advantages of this book is its focus on practical applications. It
discusses various CALL applications such as word processing, games, literature, corpus linguistics,
computer-mediated communication, and the use of WWW resources. These practical examples
make the book highly relevant for teachers looking to integrate technology into their classrooms.
4. Research-Oriented Approach
The book is not just a teaching guide but also a research-oriented resource. It discusses
current research interests in CALL, approaches to research, and the role of commercial publishers.
It also provides a comprehensive guide on conducting research, including action research,
literature reviews, pilot studies, and case studies.
5. Pedagogical Concerns
The book addresses pedagogical concerns such as software development, evaluating
software, learning and working styles, and the evolving nature of technology. It also discusses
commercial software, copyright issues, and safety online, making it a holistic guide for both
teachers and researchers.

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6. Accessible and Authoritative
The book is designed to be accessible to a wide range of readers, from students to
experienced researchers. It includes a rich array of resources, information sources, and further
reading, making it an invaluable tool for those looking to explore the field of CALL.
7. Updated Edition
The second edition of the book has been thoroughly updated to include accounts of
research that has appeared since the first edition. This ensures that the book remains relevant
and up-to-date in a rapidly changing field.
8. Rich Resources and Glossary
The book includes a section on resources and a glossary of key terms, which are essential
for understanding the complex terminology and concepts in CALL. This section provides readers
with a clear map of the landscape of the field, enabling them to explore practical applications of
research and undertake their own investigations.

3.2 The Advantages of Book 2

The book "Teknologi dan Pembelajaran Bahasa Inggris" presents a comprehensive approach to
integrating technology in English language education, offering numerous advantages for
educators and learners alike :
1. Practical Teaching Applications
The book excels in providing concrete, implementable guidance for educators. It offers
detailed, step-by-step instructions for various technological integrations, such as creating
podcasts in English speaking classes. These instructions are complemented by assessment rubrics
and clear implementation strategies, ensuring that teachers can immediately apply the concepts
in their classrooms. This practicality bridges the often-challenging gap between theoretical
knowledge and actual classroom practice.
2. Pedagogical Soundness
Rather than promoting technology for its own sake, the book emphasizes the harmonious
integration of digital tools with established teaching principles. It focuses on creating meaningful
learning experiences through interactive, student-centered approaches. This alignment ensures
that technology serves as an enhancement to, rather than a replacement for, sound pedagogical
practices. The book demonstrates how technology can support recognized language learning
theories and methodologies.

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3. Comprehensive Skill Coverage
The text addresses multiple aspects of language teaching through technology, including
speaking, writing, assessment, and feedback. This holistic approach allows educators to develop
well-rounded technology integration strategies. By covering various language skills, the book
ensures that teachers can create balanced, technology-enhanced language learning experiences
for their students.
4. Contextual Relevance
Written by experienced Indonesian educators and researchers, the book specifically
addresses challenges faced in English as a Foreign Language (EFL) environments in Indonesia. This
localization makes the strategies and tools recommended particularly applicable and appropriate
for Indonesian classrooms. The contextualization extends to understanding local technological
limitations and cultural considerations in language teaching.
5. Professional Development Resource
The book serves as an excellent tool for teacher development. It guides educators in
selecting and implementing appropriate technological tools and promotes reflective teaching
practices. By including reflective questions and evaluation strategies, it encourages teachers to
continuously improve their technology integration approaches. This focus on professional growth
helps ensure sustained and effective technology use in language classrooms.
6. Assessment and Feedback Integration
A significant advantage is the book's guidance on using technology for both formative and
summative assessment. It provides strategies for leveraging digital tools to offer more effective
and timely feedback to students. This focus ensures that technology is used not just for instruction
but also for meaningful evaluation of student progress, creating a more comprehensive learning
environment.
7. Collaborative Learning Emphasis
The book promotes the use of technology for facilitating student interaction and group
work. It recognizes the importance of collaborative learning in language acquisition and provides
strategies for using digital tools to create more engaging and interactive learning environments.
This emphasis helps teachers move beyond individual computer-based activities to more
communicative and collaborative language learning experiences.
8.Digital Literacy Development
The book not only enhances language skills but also focuses on developing students’
digital literacy. It equips educators to guide students in becoming competent digital citizens,
effectively using technology for learning. This dual focus prepares students for the digital world,
making learning more relevant and future-oriented.

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 CHAPTER IV

THE DISADVANTAGES OF BOOKS

4.1 The Disadvantages of Book 1
In my analysis of Ken Beatty’s book "Teaching and Researching Computer-Assisted
Language Learning," I consider aspects such as structure, accessibility, depth of analysis, and
relevance to contemporary issues in the field, rather than focusing solely on its content. Here
are some critical points regarding the book's weaknesses :
1. Outdated Technology and References
Since the book was last updated in 2010, many technological references and tools
discussed are outdated. Given the rapid pace of technological change, especially in the fields of
artificial intelligence, machine learning, and CALL software development, many of the examples
and case studies discussed no longer represent the cutting edge of CALL research. Readers
looking for insights into current trends, such as mobile learning, virtual reality, or more
advanced adaptive learning technologies, may find the book lacking.
2. Limited Focus on Emerging Technologies
The book offers a strong historical overview of CALL but does not adequately anticipate
the integration of newer technologies, such as AI-based tutoring systems, augmented reality, or
mobile learning applications, which have significantly reshaped language education in the past
decade. By focusing predominantly on established technologies, the book misses an
opportunity to engage with contemporary innovations and cutting-edge developments that are
now central to the field.
3. Overemphasis on Theoretical Aspects
While the book is part of the Applied Linguistics in Action series, and hence aims to
bridge the gap between theory and practice, it leans more heavily on theoretical discussions.
For educators seeking practical classroom applications of CALL or detailed case studies, the
book may feel overly abstract or disconnected from real-world classroom dynamics. The
research-oriented approach might overwhelm teachers who are looking for actionable steps or
specific software recommendations for immediate implementation.
4. Lack of Empirical Data
Although the book discusses CALL in great detail, it lacks substantial empirical data or in-
depth analysis of longitudinal studies that assess the long-term impacts of CALL on language
learning outcomes. Much of the analysis is theoretical or based on limited case studies rather
than data-driven conclusions. In a field that benefits from both qualitative and quantitative
research, this absence limits its credibility for researchers looking for evidence-based best
practices.

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5. Accessibility and Readability Issues
The language and style of the book can be quite dense, particularly for educators who
may not have an academic background in linguistics or technology. While it serves well for an
academic audience, it is not particularly accessible for a wider range of educators or novice
CALL researchers who might struggle with some of the more technical or theoretical
discussions. A more user-friendly tone, with clearer explanations of complex concepts, would
make the book more inclusive.
6. Inconsistent Coverage of Global Perspectives
Despite its attempt to cover various applications of CALL, the book tends to focus on
Western and English-language contexts. It does not give enough attention to how CALL operates
in non-Western educational systems or in teaching languages other than English. Given the
global application of language learning and the diverse contexts in which CALL is used, this
oversight limits the book’s global relevance and appeal.
7. Minimal Exploration of Digital Divide and Inclusivity
The book touches on the issue of unequal access to technology but does not explore it in
sufficient depth. In an era where the digital divide continues to shape the accessibility of CALL
for underprivileged learners, especially in developing countries, the book would benefit from a
more thorough examination of inclusivity in language learning technologies. Addressing how
CALL can be adapted for low-resource environments would make the work more relevant to
global educators facing these challenges.
8. Limited Focus on Teacher Training
While the book outlines many important aspects of CALL, it does not sufficiently address
the practical challenges teachers face when integrating CALL into the curriculum. It does not
offer enough guidance on teacher training, professional development, or strategies for
supporting educators who may not be technologically proficient. A more detailed exploration of
how teachers can be prepared to use CALL effectively would have increased the practical utility
of the book.

4.2 The Disadvantages of Book 2

When analyzing the book “Teknologi dan Pembelajaran Bahasa Inggris”, several
shortcomings that I can identify include :
1. Narrow Focus on Certain Technologies
The book primarily focuses on specific tools like podcasts, digital storytelling, and
feedback mechanisms, which, while useful, may not cover the full spectrum of technology
available for language learning. There is limited discussion of other emerging technologies such

13
as augmented reality (AR), virtual reality (VR), or artificial intelligence (AI), which are gaining
significant traction in education.
2. Limited Depth in Pedagogical Integration
While the book discusses various tools and methods, there is not enough depth in
explaining how these technologies integrate into broader pedagogical frameworks. The focus is
more on how to use the technology, but less on how it enhances different teaching
methodologies or adapts to various learning styles.
3. Minimal Exploration of Challenges and Barriers
The book provides a lot of practical ideas for using technology but offers limited
exploration of the potential challenges educators face, such as technical difficulties, lack of
resources, or the digital divide. For teachers in less well-equipped environments, these barriers
are crucial, and the book could provide more strategies for overcoming them.
4. Lack of Empirical Evidence
Although the book gives numerous examples of technology use, it lacks sufficient
empirical evidence to back up the claims about the effectiveness of these technologies in
improving language learning outcomes. More case studies or data-based research would
strengthen the claims made.
5. Focus on Indonesian Context
While the book is valuable for Indonesian educators, its focus may be too narrow for
international audiences. The examples and case studies are primarily drawn from the
Indonesian educational context, which may limit its relevance to educators in different cultural
and educational settings.

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 CHAPTER V

COMPARISON
5.1 Comparison Between Book 1 and Book 2
Here’s a comparative analysis between Book 1 (Teaching and Researching Computer-
Assisted Language Learning by Ken Beatty) and Book 2 (Teknologi dan Pembelajaran Bahasa
Inggris by Gumawang Jati and others) :
A. Scope and Focus
The scope of Teaching and Researching Computer-Assisted Language Learning (CALL) is
broad and global. Beatty provides a comprehensive overview of CALL, covering its historical
development, theoretical foundations, and applications across various educational contexts. The
book delves into the cognitive theories and task-based learning that underpin the use of
technology in language acquisition. In contrast, Teknologi dan Pembelajaran Bahasa Inggris
narrows its focus to the Indonesian context, offering practical examples and tools specifically
tailored for English language teaching in Indonesia. It emphasizes hands-on guidance for
educators, demonstrating how specific technologies, such as podcasts and digital storytelling, can
be effectively utilized in the classroom.
While Book 1 presents a global perspective, rich in theoretical exploration, Book 2 is
grounded in local practice, making it particularly relevant for teachers operating within
Indonesia's educational framework.

B. Pedagogical Approach
The pedagogical approach in Book 1 is heavily theory-oriented, focusing on the underlying
principles of CALL and its application in language teaching. Beatty discusses the theoretical
frameworks that support CALL and emphasizes research findings, making it a valuable resource
for academics and researchers. However, this academic focus may limit its accessibility to
everyday teachers seeking practical strategies for classroom implementation.
Conversely, Book 2 adopts a teacher-friendly approach, prioritizing practical applications
over theoretical discussions. Each chapter offers step-by-step guidance for educators, outlining
specific technologies and how to integrate them into classroom practices. This focus on
actionable strategies makes the book highly accessible to teachers who need immediate solutions
for enhancing their teaching methods. While Book 1 provides a rich theoretical backdrop, Book 2
empowers educators with the tools necessary to implement technology effectively in their
teaching.

15
3. Technological Coverage
In terms of technological coverage, Book 1 explores a wide array of tools and systems used
in CALL, including intelligent tutoring systems, multimedia resources, and computer-mediated
communication. However, some of the technologies discussed may be outdated, as the book was
published in 2010, and does not adequately address the rise of newer trends like mobile learning,
artificial intelligence, or virtual reality.
On the other hand, Book 2 focuses on contemporary technologies that are readily
accessible to Indonesian educators. It highlights specific tools such as podcasts and digital
storytelling, emphasizing their practical application in language instruction. While Book 2 does
not cover as broad a spectrum of technologies as Book 1, it provides a more up-to-date
perspective on tools that teachers can implement immediately in their classrooms.

4. Relevance and Audience

The intended audience for each book further distinguishes their relevance. Book 1 is
geared towards an academic audience, making it suitable for researchers, graduate students, and
teacher trainers. Its depth and rigor provide a solid foundation for understanding the theoretical
underpinnings of CALL, which can enrich the knowledge of those in the field.
In contrast, Book 2 primarily targets English language teachers in Indonesia. Its practical
approach and clear guidance make it particularly useful for educators seeking direct applications
of technology in their teaching. While the book's localized focus makes it highly relevant for
Indonesian teachers, it may not be as beneficial for educators in other cultural or educational
contexts who face different challenges.

5. Limitations
Both books have their limitations. Book 1 is somewhat outdated, as it does not address
the rapid technological advancements that have occurred since its publication. This limitation
may affect its applicability for educators seeking the latest tools and practices in the field.
Additionally, its theoretical focus may not provide enough practical insights for teachers looking
for immediate classroom strategies.
Conversely, Book 2 is limited in scope, concentrating primarily on the Indonesian context.
While it offers valuable insights for local educators, it lacks the breadth of technological
exploration found in Book 1. Furthermore, it does not delve deeply into the theoretical aspects
of CALL, which could leave educators without a comprehensive understanding of the pedagogical
reasoning behind the use of certain technologies.

16
 In summary, Teaching and Researching Computer-Assisted Language Learning by Ken
Beatty offers a profound theoretical exploration of CALL, making it a valuable resource for
researchers and academics. Conversely, Teknologi dan Pembelajaran Bahasa Inggris provides
practical tools and strategies tailored for English language teachers in Indonesia, making it
accessible and relevant for those in the field. While Book 1 provides a comprehensive
understanding of CALL from a global perspective, Book 2 focuses on immediate application in a
specific cultural context. Both books contribute significantly to the discourse on technology in
language education, albeit from different angles and for different audiences.

17
 CHAPTER VI

CLOSING
6.1 Conclution
Ken Beatty’s "Teaching and Researching Computer-Assisted Language Learning" and
"Teknologi dan Pembelajaran Bahasa Inggris" edited by Gumawang Jati et al., both offer valuable
insights into tech integration in language education, each serving distinct audiences and
purposes. Beatty's book is a cornerstone for those seeking a deep theoretical understanding of
Computer-Assisted Language Learning (CALL), ideal for researchers and educators interested in
the theoretical underpinnings and historical developments.
Conversely, "Teknologi dan Pembelajaran Bahasa Inggris" is tailored for Indonesian
educators, providing practical strategies for incorporating technology into English teaching. It
emphasizes actionable tools and specific technologies, making it highly relevant for addressing
contemporary educational challenges in Indonesia.
While Beatty's work excels in theory, it may lack immediate practical applications. On the
other hand, Jati’s book offers practical guidance but might not delve as deeply into theory. Both
books complement each other, offering a balance of theoretical and practical insights to enrich
technology-driven language teaching.

6.2 Suggestion
This Critical Book Review has provided insights into the material discussed, but I
acknowledge that there are still many shortcomings and weaknesses, stemming from my limited
knowledge and the lack of relevant references related to the title of this review. As a writer, I
welcome constructive criticism and suggestions from readers to improve this Critical Book Review.
I hope that it proves useful not only for my own understanding but also for all readers.

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 BIBLIOGRAPHY
Beatty, K. (2010). Teaching and researching computer-assisted language learning. Pearson
Education.
Gumawang, J., & Dewi, F. (Eds.). (2021). Teknologi dan pembelajaran bahasa Inggris.
Perkumpulan Pengajar Bahasa Berbasis Teknologi Informasi (iTELL).

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