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CRITICAL BOOK REPORT

INTEGRATED ENGLISH

Disusun Oleh :

NAMA : MARIANA AGUSTINA TURNIP


NIM : 1173311076
KELAS : H EKSTENSI

PENDIDIKAN GURU SEKOLAH DASAR

FAKULTAS ILMU PENDIDIKAN

UNIVERSITAS NEGERI MEDAN

2018/2019
KATA PENGANTAR

Puji dan syukur saya ucapkan kepada Tuhan yang Maha Esa. Dimana atas berkat dan
karunianya saya dapat menyelesikan critical book ini dengan baik dan tepat waktu. Critical
Book Report ini merupakan salah satu tugas rutin yang harus dipenuhi dalam satu semester.
Saya juga menyadari sepenuhnya bahwa di dalam tugas ini terdapat banyak kekurangan dan
dari apa yang saya harapkan. Untuk itu, saya berharap adanya kritik dan saran dan usulan
demi perbaikan di masa yang akan datang, mengingat bahwa tidak ada sesuatu yang
sempurna tanpa saran yang membangun.

Semoga critical book report sederhana ini dapat di pahami bagi siapapun yang membacanya.
Dan laporan yang telah disusun inidapat berguna bagi saya maupun orang lain yang
membacanya. Saya mohon maaf apabila ada kesalahan kata-kata yang kurang berkenan.
DAFTAR ISI

KATA PENGANTAR............................................................................................................
DAFTAR ISI.............................................................................................................................
BAB I PENDAHULUAN.........................................................................................................
Latar Belakang............................................................................................................
Tujuan Critical Book Report.......................................................................................
Manfaat Critical Book Report.....................................................................................
BAB II RINGKASAN BUKU.................................................................................................

A. IDENTITAS BUKU..............................................................................................................
B. RINGKASAN BUKU TIAP BAB........................................................................................
BAB III PEMBAHASAN BUKU..............................................................................................
1. KELEBIHAN BUKU...............................................................................................................
2. KEKURANGAN BUKU.........................................................................................................
BAB IV PENUTUP....................................................................................................................
1. KESIMPULAN........................................................................................................................
2. SARAN....................................................................................................................................
DAFTAR PUSTAKA
LAMPIRAN
BAB I
PENDAHULUAN

A. Latar belakang
Dalam mengkritik sebuah buku (critical book report) pembaca atau pengkritik harus
mampu menyimak dengan baik agar dapat mengetahui isi dari buku tersebut. Sehingga
dengan begitu pengkritik dapat mengetahui kelemahan dan kelebihan dari buku yang dikritik
baik dari cover, materi, bahasa, huruf, dan tanda baca yang digunakan.

Ketika mencari kelemahan dan kelebihan dari buku yang akan di kritik pengkritik
membutuhkan buku pembanding atau buku lain yang isi materinya atau judul bukunya dapat
dibandingkan. Dari kelemahan buku yang telah didapat, pengkritik buku dapat memberikan
saran atau inspirasi agar bisa menjadi lebih baik lagi. Selain mengkritik buku mahasiswa juga
harus bisa lebih kreatif dan inovatif untuk memnuhi tuntutan KKNI.

B. Tujuan

1. Untuk menambah pengetahuan


2. Untuk mengetahui kelemahan dan kelebihan dari buku yang akan dikritik
3. Untuk memperluas ilmu pengetahuan
4. Untuk memenuhi tugas mata kuliah KONSEP DASAR IPS

C. Manfaat

1. Agar mahasiswa mampu berfikir kreatif, inovatif, dan kritis


2. Agar mahasiswa menambah pengetahuan tentang isi dari buku yang dikritik

Bibliographic Information
Name of book : The Edinburgh Introduction To Studying English Literature

The certain topic : Poetry

Author : Edited by Dermot Cavanagh, Alan Gillis, Michelle Keown,


James Loxley and Randall Stevenson

Year : © in this edition Edinburgh University Press, 2010

Amount of section : Four Section

Amount of pages : 234 Pages

Distribution and city : Edinburgh University Press Ltd 22 George Square, Edinburgh

www.euppublishing.com

BAB I
BACKGROUND
A. Background
“Reading literature offers us diverse and abiding pleasures and can be rewarding in a great
variety of ways. Such pleasures, though, can be enhanced, sustained and deepened by the
critical study of literature, and such study can be an absorbing, challenging and enriching
experience in itself. This book aims to open the door to such experience and to give a glimpse
of its rewards. Expert, thorough, up to date and easy to follow, the chapters which follow
provide a straight forward and effective pathway towards increasing your enjoyment and
broadening your understanding of literature. (The author’s mean)”
Based on this book’s background of this study “Literature”, l can tell my reaction that this
book can be a speacial way for enhancing, enriching, deepening knowledge about english
literature so that learning english literature is not glimpsed. This book can be a sustaining in
developing our reference in learning english literature. It’s meant, this book has several
discussion about literature subject. Espeacially students of university, using this book they
afford to increase reference in learning literature.
Actually, this book has several main discussion completely with its own interesting topic
and explanation such as the most complete discussion about introductionary of linguistic,
complete discussion about Poetry, Narrative and the detail discussion about english drama
section. Even though, this book has weakness in the most complete all materials’ literature,
but this book need to take considering cause complete discussion in 4 matters of english
literature types.

B. Objective and Benefits


The chapters of this book do not need to be read in sequence, and you may find it more
useful to read particular chapters or sections in an order that suits your own needs. The book
aims to provide you with a comprehensive understanding of the forms and techniques
literature uses and the variety of ways in which it can be interpreted. This means that the
essays do use specific and specialist terminology to define particular critical approaches and
literary techniques.

These are explained by each contributor as they arise in discussion. later chapters may refer
back to these defi nitions and indicate where each term first occurs. However, if you find a
particular term or idea puzzling, the Index will point you towards the page or pages where it
is fi rst explained and to any subsequent uses or elucidation. At the end of each chapter you
will fi nd a list of ‘Next Steps’, indicating critical works that our contributors judge to be
good places to continue your own reading and research in a particular area. (From the author)

If we talk about the objective from this book, actually this book’s author said “the book
aims to provide you with a comprehensive understanding of the forms and techniques
literature uses and variety of ways in which it can be interpreted”. Based on the aim above,
we can make a concluding that this book Objective/ aim is it will provide us general
knowledge and development of English literature. More especial, this book will provide us
literature discussions that can be several ways for improving the readers’ interpreting skill
due to variety topics and English literature discussions.

One reason literature matters is its longevity as a practice and an art form. In this book, we
have drawn on a wide variety of examples from different periods.This is because the serious
study of literature demands historical awareness: literature has changed over the centuries,
and will probably change again; unsurprisingly, what is understood or defined as literature
has changed as well. All of the literary examples are drawn from easily accessible sources,
either standard and familiar editions or widely-available anthologies such as those published
by Norton and Longman. (From the author).
And then based on another aim from the author, it can appear our reaction that why the
author said this book has variety discussion, because actually this book’s contents was mixed
by wide variety and its example taking by different period. It’s meant, the topic and literature
in this book was upgraded or in other word had taken up to date in new period like right now.
Due to literature’s convertment by several century make us aware that it’s kaind of us if we
can choose the best one English literature book was upgraded in modern period/ the least up
to date.
So for the benefits, using this book we can realize how to learn English literature types. And
we will acquire the up to date discussion about English literature in the least update.
Something interesting from this book is this book’s content was from different period. I think,
it will attempt for getting good response by the learners.

BAB II
DEFINITION AND DISCUSSION
Definition of Poetry
As we know, Poetry is a part from English literature. If you find other source of
literature, in the book’s content must be involved by Poetry discussion and this element will
be explained through this book. So, this papper’s section will tell about what poetry is? How
does it work? And whole discussion about poetry. The first one, I want to write what poetry
is? poetry is a mode of language uses marked by a high degree of verbal patterning or design.
Poetry manipulates language more intensely than any other kind of literature, and poems
mostly achieve this through being set in verse.
A vital aspect of poetry is what we call lexis or diction. These are technical terms for
word choice. Language is comprised of an overlapping multitude of idioms. Words have
distinct but changeable personalities, always pre- loaded with cultural associations and value.
(From the book).
Based on the a little bit discussion above, l took more comprehending in poetry
aspects. Beause based on the explanation above, Poetry has a vital aspects. It’s called “Lexis
or diction”. What’s lexis? Lexis or diction is Selection of patterned sound and as usual as in
poetry has another component, it’s called “Rhythm”. So, what’s Rhythm? Rhythm is a
repeatition generally being a part in Poetry expression.
Poetry manipulates both the specific meanings and looser associations of words, is
alert to their historical provenance and social domain, while it also plays with their pure
sound as a
thing- in- itself. But most importantly, words in poems exist, and influence one another, in
orchestrated relation, never in isolation. (From the book)
Based on a brief clarification above I obtained a spesific mean that Poetry can be a
way for drawing an ilustration in mind when the poetry is read by someone with persist word
stress and intonation. As usual as done, many people who felt difficult for differring Poetry
and poem. Generally, the two are in one aspect in using stanzas, rhythm, and also diction.
So, how to clarify it? As we know as usual as done, it’s not difficult for us to differ
between poetry and poem. If in Indonesia Poem is “Pantun”, in english literature “Poem” is a
part of poetry. Fof example if there is an Indonesia poem like:
“Apa bila ada sumur di ladang, bolehlah kita menumpang mandi...
Kalau ada umur yang panjang, bolehlah kita berjumpa lagi...”
BAB III
SUMMARY OF CONTENT
Poetry: An Introduction
In 1595, Sir Philip Sidney argued the end of poetry was to ‘teach and delight’, echoing the
Roman poet Horace from about 1,600 years earlier (Sidney, ‘Defence of Poesy’, 217; Horace
90). Since then, as before, many different kinds of poem have been written. Indeed, there are
so many types of poem, and so many diverging concepts of what poetry is, that we should
always take definitions of it with a pinch of salt. Differing poems from differing epochs and
cultures amount to a kaleidoscope of contrasting ideas about the nature of language, art,
individuality, consciousness, society, politics, history, existence, reality and so on.

Metre and Rhythm


A general introduction to the subject of metre and rhythm might usefully begin by saying
that English verse is, in its most basic form, a succession of syllables. Some of these syllables
will take a strong emphasis (they will be stressed, in other words); others will take a much
lighter emphasis. What we call metre is set up by the way in which the heavily stressed
syllables interact with the more lightly stressed syllables. The metrical units in which heavily
and more lightly stressed syllables interact are called feet. There are many diff erent types of
feet that constitute the metrical patterns of the poems that you will read. You will probably
know the names of some of them: the iamb (da dum), the trochee (dum da), the anapaest (da
da dum), the dactyl (dum da da), the amphibrach (da dum da) and so on.

Verse Forms
If rhythm and metre are the building blocks of poetry then verse forms are its architectural
structure. Using some of the terms introduced in the previous two chapters by Alan Gillis and
Lee Spinks, we will see how the eff ects and usages of metre and rhyme grow into larger
shapes. ‘Verse form’ is quite a general category. It includes the technical combination of the
length of the poem, its divisions into sections, its rhyme scheme and its metre. A sonnet, for
example, has fourteen lines and it rhymes in one of a number of patterns. Some verse forms
have regular patterns of lines, rhymes and stanzas but do not have special names. Some
poems do not rhyme and do not have regular patterns of lines, but they still have form.

Poetic Imagery
Why might female beauty be likened to a whale bone? This is the extraordinary image
presented in the opening of this anonymous lyric poem from the fi fteenth century. It seems
strange to measure human beauty by a thing no longer living, and of gigantic proportion. The
image stands out oddly in a poem in which the speaker is clearly flattering his beloved; after
all, she is then compared to the perfection of a brightly inset rosary bead and to a turtle dove,
a bird which symbolises love. In fact, the whale bone image was not uncommon in medieval
love poetry: suggestive of rarity, whiteness and sharp clarity it could be used to mirror ideas
about the ideal beauty of a woman’s skin. Though we, as contemporary readers, might puzzle
at its incongruity, we can still recognise its eff ectiveness as it forces two diff erent images
into unlikely juxtaposition. An arresting opening image pulls us into the poem’s world,
making us more keenly alive to further worlds of possible meanings which even the smallest
of lyric poems contains.

Poetry and History


This chapter will illustrate analysis of this kind, as well as some of the more traditional
forms of historicist criticism, in relation particularly to a period not necessarily widely
familiar to readers or students – the ‘early modern’ period of the sixteenth and seventeenth
centuries. It is worth beginning, though, by recognising that recent re- emphases on historical
reading have made ‘always historicise’ a kind of general rallying cry heard in all sorts of
ways across the field of literary study. It has led to some powerful re- readings\ of canonical
texts, and to the realization that texts and genres once dismissed by scholars as unimportant
were actually extraordinarily powerful at the time they were created.
Historicist critics have, for example, been increasingly sensitive not only to what texts say,
but also to what they are conspicuously not saying, to those topics on which a poem is
conspicuously, perhaps suspiciously, silent. How is it, for example, that Geoff rey Chaucer
could write thousands of lines of verse on social issues in his House of Fame (1378–80) or
The Canterbury Tales (1388–1400) and not reflect upon the series of profound political crises
that shook England in the wake of the Peasant’s Revolt of 1381, in which several of his
friends and associates lost their lives? Does his apparent avoidance of these events (save for a
brief, fl ippant allusion to the peasants’ rising in his Nuns’ Priest’s Tale), while fellow poets
John Gower and William Langland seemed obsessed with them, suggest that he was
indifferent to the issues they raised? Or was he too cowed by fear or ambition to voice his
views?
Vernacular Poetry
‘Words strain,’ T. S. Eliot tells us in ‘Burnt Norton’ (1936); they ‘will not stay in place, /
Will not stay still’. He could well be describing the eff ect of the vernacular on language at
large. With diff erent meanings accumulated over time, the term ‘vernacular’ stems from the
Latin vern[a]cul- us, meaning ‘domestic, native, indigenous’. This in turn derives from verna,
the term for a slave born on his master’s estate, who is thus classed as a native but not a
citizen of the place. So we might say a relationship of power and subordination is inscribed in
the word ‘vernacular’ from the beginning, and that uses of it have been developing and redefi
ning that relationship ever since.
One definition given by the Oxford English Dictionary is ‘the informal, colloquial, or
distinctive speech of a people or a group’. As such, ‘vernacular’ moves from country or
national- territorial application to social class and regional locality, and includes the
transforming extension of speech (orality) into writing (literacy). This chapter briefly surveys
the evolution of the vernacular, in relation to the historical development of English literature,
and culture more generally, before looking more closely at forms of vernacular writing
appearing in recent works.

BAB IV
ANALYSIS AND EVALUATION
Poetry: An Introduction
In the beginning discussion from this book is information about the introduction of Poetry.
This Chapter talked about historical development about the written of Poetry then explained
completely by the auhor. The main idea from this chapter is I took info that In 1595, Sir
Philip Sidney argued the end of poetry was to ‘teach and delight’, echoing the Roman poet
Horace from about 1,600 years earlier.

Metre and Rhythm


Based on the brief discussion above, Two geneal discussion of subject “Poetry” involve
Metre and Rhythm. What’s difference of metre and rhythm? Lets me explain it. rhythm is the
general term, applying to all speech, in every language, as well as sounds in general, provided
the sounds are continuous or repetitive, and show some pattern in their continuity or
repetition. Music is a good example; it has rhythms, but no meter. Meter, on the other hand,
in the sense intended (there are plenty of others), applies strictly to poetry (or vocal song),
and refers to certain specific repetitive patterns of syllables, in a particular language.

Verse Forms
This book also involve discussion about verse forms in English poetry. In my view the verse
forms discussion of this book was complete. The whole discussion in this chapter will discuss
about the technical combination of the length of the poem, its divisions into sections, its
rhyme scheme and its metre.

Poetic Imagery
Another discussion of this book is poetic imagery. Lets see the following discussion “The
image stands out oddly in a poem in which the speaker is clearly flattering his beloved; after
all, she is then compared to the perfection of a brightly inset rosary bead and to a turtle
dove, a bird which symbolises love.”. Based on the brief explanation above that I rewrite
from this book’s discussion we can obtain main topic of this chapter’s mean. It’s mean
“Poetic Imagery” is a part of Poetry that will provide us or attempt for making imagination
like something matter (things or people) when we read a Poetry because it’s a Poetry’s special
characterictic .
Poetry and History
One special of this book’s discussion is complete Poetry and its history available. “it
involves the more traditional forms of historicist criticism, in relation particularly to a period
not necessarily widely familiar to readers or students – the ‘early modern’ period of the
sixteenth and seventeenth centuries. It is worth beginning, though, by recognising that recent
re- emphases on historical reading have made ‘always historicise’ a kind of general rallying
cry heard in all sorts of ways across the field of literary study.” Based on the brief
explanation above this chapter will tell you historical improvement or kinds of Poetry started
from traditional era till modern era.

Vernacular Poetry
“This chapter briefly surveys the evolution of the vernacular, in relation to the historical
development of English literature, and culture more generally, before looking more closely at
forms of vernacular writing appearing in recent works.”Based on the brief explanation above
from the book , l can take a mean that this chapter will tell us about the relation of English
historical development in english literature and its culture more generally.

STRENGTHS AND WEAKNESS

Strenghts

1. The topic about poetry was explanained on detail by the author.

2. There are discussion about Poetry completely with the detail direction.

3. The example of Poetry increadibly put in each topics discussion.

4. It’s not just about the glimps discussion about Poetry but it’s a long discussion about
poetry that provide the new and detail poetry mastery to me.

5. Although this book’s section is only 4 section available but each the section was divided
beibg several detail discussion.

Weakness
The weakness of this book actually it’s not in its discussion or materials but the weakness in
in the difficult to understand the main topic what the book talked about. Ii think native
speakers afford to understand the long discussion with non familiar vocabulary but it’s
something difficult to me to undeerstand many strange and non familiar Vocabulary And the
another weaknesss of this book is its marks written. There are losing mark word in its
discussion.

BAB V
CONCUSION AND SUGGESTION
Conclusion
Having studied this book, l am aware if there are kinds of Poetry started from its historical
discussion till all complete Poetry’s aspects. I felt great with this book due to the detail
discussion in each its Topic. this book is recommended fo us especially an University
students who want to improve our English Poetry understanding.

And then being a part of english literature, By learning literature, the readers can know the
picture that is actually true about life in this world. Besides, the reader can also learn the
important issues of life. When reading the literary work, the readers can feel in the situation
of the story.

Suggestion
Suggestion Concerning the learning of literature, the writer suggests that learning
literature,especially novel, should be done by understanding it the same as learning life. It is
because novel concerns a lot with human life and their problems. The conclusion of this study
reveals that in this world, there are still the other mental-retarded persons, who need help. In
this case, the writer suggests that people should give special attention to the mental-retarded
persons.

After analyzing the characters in the novel, the writer suggests that the following readers
can analyze the characters through the personality state of the characters, the actions of the
characters, the utterances of the characters, and what the author says about the characters.

DAFTAR PUSTAKA
Alter, J.B. 1979. Essential English Usage and Grammer. Hong Kong: Preston Times
Printing & Publishing.

English For Practical Communication 3, Student Book : BBC Learning Center Management

LAMPIRAN
BUKU UTAMA BUKU PEMBANDING