Types of Group Work

logical thinking Brown, 2001: 92. Furthermore, Harmer 2001: 39 states that children at this stage are in the process of searching their individual identity. Therefore, they try to look for their peers approval and attention rather than teachers approval. Teachers’ approval and attention are not crucial for them at this stage because they want to be accepted by their peers. Besides searching for individual identity, Douglas Brown states that the students at this age are experiencing puberty in which they are not a child anymore but they are not an adult either. Therefore, problem may occur since they have to be treated specially, not as children and not as adult. They are in an age of transition, confusion, self- consciousness, growing and changing bodies and mind. Brown suggests that teachers should apply a very special set of consideration to teaching them Brown, 2001: 91-92. Although Ur 1998: 286 in Harmer 2001: 38 suggests that children at this age are the best language learners, students at this age are also easily provoked to be disruptive. This condition is the result of peers’ approval from which the students believe in. in addition of the disruptive behavior Jeremy Harmer states that the disruptive behavior can be caused by boredom they cannot cope. Dealing with Penny Ur statement about the students’ potential, Jeremy Harmer also says that students at this age have a great capacity to learn, a great potential for creativity, and a passionate commitment to things which interest them in a condition they are engaged to be involved Harmer, 2001: 39. The word “interest them” probably should be emphasized, because looking back at the Harmer statement Students are also easily bored. As a result of their boredom, they tend to be disruptive, less motivated and less lively Puchta and Schratz, 1993: 1

2. Characteristics of High School Students in Common

In this education level, students begin learning more serious subjects in which they also begin dealing with these elements: organizational characteristics, academic demands, and competitive culture. These characteristics expose students to experience school that do not meet their particular needs. Furthermore, the literature indicates that there is a limited capacity to meet the needs of adolescents because of the reduced resources available in middle schools e.g., large class size, weaker relations between schools and parents. Therefore, Addi-Raccah, Biran and Freedman-Goldberg 2011 stated that this incompatibility makes adjustment to middle school more difficult, and is associated with declines in achievement and learning motivation, and increased behavior problems among students. These conditions will be much worse if the schools and teachers do not have a good solution to solve problem and help the students. Dealing with these conditions, Jeremy Harmer suggests that teachers must provoke students’ engagement with material which is relevant and involving. At the same time, teachers also need to bolster students’ self esteem and always realize students’ need for identity Harmer, 2001: 39.

3. Strategy to Cope with High School Students

Considering the problems and also the benefits of students at this age, Jeremy Harmer suggests several things that teachers may do in conducting the