c. Oral communication skills are built up in a carefully graded progression
organized around question-and-answer exchanges between teachers and students in small, intensive classes.
d. Grammar is taught inductively.
e. New teaching points are introduced orally.
f. Concrete vocabulary is taught through demonstration, objects, and pictures;
abstract vocabulary is taught by association of ideas. g.
Both speech and listening comprehensions are taught. h.
Correct pronunciation and grammar are emphasized. i.
Student should be speaking at least 80 of the time during the lesson. j.
Students are taught from inception to ask questions as well as answer them.
2.2.4 The Characteristics of Junior High School Students
Learning foreign language involves many factors. The crucial factors may influence language learning. They are age, ability, aspiration, and need, native language, and
previous language experience Finocchiaro, 1974:14. From the crucial factors above, age is the important one in learning foreign language, especially at the young ages.
Based on the statement above, it can be predicted that teaching Junior High School‘s students especially students in ninth grade, is far different from adult. The
age of the ninth grade of Junior High School is ranging from fourteen to sixteen years old. In other words, they are still immature as Piaget‘s theory described.
There are four stages of child development as follow: 1 Sensorimotor birth to about age 2
2 Preoperational begins about the time the child starts to talk to about age 7 3 Concrete Operational from ages 7 to 12
4 Formal Operational from age 12 onwards – adolescence From those four stages above, Junior High School students belong to the 4
th
stage of child development that is formal operational stage. In this stage, they are ranging from age 12 onwards or adolescence. Adolescence is a transitional stage of
physical and mental human development that occurs between childhood and adulthood. Therefore, the language teaching of Junior High School students is not
same as teaching of adults because they have different characteristics as stated by Helaly 1987:49 “Unlike adults, children are not self motivated and do not have an
immediate need to learn English. They are not concerned with job or university degrees that require knowledge that may come across and question that their
inquisition minds may ask.” From the explanation stated by Helaly, teaching children or adolescence is
still difficult because they need an extern motivation in learning English. They are not self-motivated. They still need helps exclude their self in acquiring English as a
foreign language. That is why teaching children is far different from teaching adults that have been self-motivated.
2.2.5 Definition of National Examination
