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Writing
- Expressing the meaning of short functional text and simple essay in a form
of recount, narrative, procedure, descriptive, and news item.
3. Teaching Adolescence
Teaching Senior High School students is not a simple thing. “An English teacher in a Junior or Senior High School is confronted with much more than a
single task,” Cross Carney, 1946: 1. Students of Senior High School grade X are considered as teenagers. They are from the ages of about 12
– 17. Jeremy Harmer in his book How to Teach English described those students as
adolescents. They are young adults. “Their intellects are kicking in, and they can talk about more abstract ideas, teasing out concepts in a way that younger children
find difficult,” Harmer, 2007: 15. Students in this age start understanding more about many things. Their curiosity increases and their ways of thinking start
developing. “Our students usually have different favored learning styles, influenced by
their previous learning experiences,” Riddell, 2003: 10. This is what teacher faces. Senior High School students of class X are those who have graduated from
different Junior High Schools. Therefore, some teachers may find difficulties in making the students get accustomed to their new way of learning situation and
method. Moreover, “every learner is unique,” Lewis Hill, 2001: 13. The teacher of English maybe faced with the problem of leading boys and girls into an
understanding of, liking for, literature in its many phases, for instance the forms of
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prose narrative such as the short story, and many more. Cross Carney, 1946: 1. Many English teachers may agree that teenagers are difficult to control.
Harmer added “At their best, adolescent students have a great capacity for learning, enormous potential for creative thought and passionate commitment to
things which interest them” Harmer, 2007: 15. Students in this age can think more creatively. Jeremy Harmer added that adolescence is bound up with a search
for identity and a need for self – esteem. This is often the result of the students‟
position within their peer group rather than being the consequence of teacher approval. 2007: 15. Many teenagers are sometimes difficult to control. Students
prefer to do many interesting things rather than being good students since they are still looking for their identities.
However, some students may find it more enjoyable when they are with their friends. They do not like something constant because they can get bored
easily Riddell, 2003: 14. They are willing to do many things they are interested in. Therefore, in teaching the students, English teacher needs to pay attention to
students‟ interest. Teacher should keep the students interested in English learning process.
Learning a language may become very boring for some people. Then how can the teacher make the students interested in learning English, so that the aim of
English learning process can be reached? J. A. Bright and Mc. Gregor described that if we want our students to master language skills for themselves, so that they
can go on learning long after they leave school and teachers behind, we had better make our language activities enjoyable, which will make teaching more enjoyable
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too, and far less exhausting 1970: 5. Since adolescences are interested in enjoyable activities, making language activities enjoyable should be considered by
the English teacher. Enjoyable activities for the students will attract students‟ attent
ion and will keep students‟ spirit and interest in learning English. “Students need motivation and commitment,” Riddell, 2003: 10. In
giving motivation to the students, English teacher can encourage the students to develop themselves. According to E. A.
Cross Elizabeth Carney, “ A teacher of English must aid each pupil to develop himself at his own rate and must assist him
to integrate what he learns at school, at home, and in his community,” 1946: 43. What teacher should do is facilitating the students and letting them develop
themselves. Therefore, the teacher cannot do anything for the students while the students passively received the learning material. That is why, it is important for
the teacher to give opportunities for the students to practice.
4. Students’ Participation
