1 First, a group of learners make their seats become a circle with the teacher standing outside the circle.
2 A student expresses a message in the native language and the teacher translates it into the foreign language in a warm, accepting tone, in a
simple language in phrases of five or six words. 3 The student turns to the group and presents his ideas in the foreign
language. He has the counselors aid if he mispronounces or hesitates on a word or phrase.
4 Record the students‟ talk into a cassette after they are more fluent in expressing their idea in the foreign language.
Although CLL primarily means as a whole approach to teaching, I have
found it equally useful for an occasional lesson, especially with teenagers. It enables me to refocus on the learner while my students immediately react
positively to work in a community. They take exceptionally well to peer- correction and by working together they overcome their fear of speaking. I have
also found quieter students are able to offer corrections to their peers and gladly contribute to the recording stage of the lesson. It is a teaching method which is
very useful for teachers to make the situation of learning activity becomes more interesting.
2.5 Characteristic of Junior High School student
The characteristic between middle school learners are different than younger learners. Teachers and parents can enhance the
students‟ willingness in doing learning activities by understanding the cognitive and social characteristics
of middle school learners. By using the right instructional strategies, we can make the students become successful in learning something new.http:EzineArticles.
com? expert=Mark_Pennington, 20-1-2010 at 10 a.m
1 Middle School Cognitive Development In the area of middle school, most students have begun developing their
ability in understanding symbolic ideas and abstract concepts. According to Piagets classifications,
“Students will range in development from the concrete operational stage of development to the ability of the formal operational stage.
” In fact, studies show that brains of students grow slowly during these years, so
cognitive skills of learners may expand at a slower rate; however, revision of these skills can certainly be reinforced. Generally speaking, most students have
some characteristics: curious and willing to learn things they consider useful, enjoy solving real problems, focus on themselves and how they are perceived by
their peers, resist adult authority and assert independence, think critically. 2 Middle School Social Development
Most middle scholars experience conflicting values due to their changing roles within their family structure and the increasing influence of peers. Most
students share the following characteristics: need to feel part of a peer group, be more active in learning activities that involve working with their peers, need
frequent physical activity and movement, need adult support, guidance, and calm direction.
3 Middle School Instructional Strategies Students of Junior High School are very concerned about the labeling that
takes place. Labels and stereotypes are externally imposed by other students and, sometimes their parents and internally imposed by the students themselves. The
weaknesses in reading ability causes students self-esteem become decreased.
Teachers need a briliant idea to be extremely mindful of student self-perceptions and those of their peers. A few tips may be helpful: all students need some helps
in some area; if students have a strong willingness to try something new everyday, students will significantly improve their reading; note students own progress and
see what they have learnt in their class everyday. Based on the explanation above, I try to conclude that the characteristic of
Junior High School students is similar to children who like to imitate whatever they see and listen especially from adult like parents and teachers. Related to the
characteristic of students, the method of teaching that is appropriate for them is CLL. It is appropriate because CLL applies an interesting way in teaching.
2.6 Experimental Research Theory
