11 depends on the cooperation of all the participants involved” p. 9. It means that
the cooperativeness of each participant in classroom is needed. Both of a teacher and students should contribute their participation to succeed in the teaching and
learning English. In short, participation in the teaching and learning English process gives advantages to the teacher and the students. The teacher can handle
the class and makes the students are active to follow the English learning process. Therefore, the purpose of learning English can be achieved.
2. Teaching Adolescent
According to Landis 1952, “The adolescent-youth group is made up of persons twelve to twenty- four years of age; psychologically, of those who are
trying to bridge the gap between dependent childhood and self-sufficient adulthood” p. 21. In this stage, junior high school students are included as
adolescent”. Furthermore, Hamachek 1990 elaborates adolescent: Adolescent is an intensely social period in the development continuum. A
great many adolescent activities are done in groups, and in subgroups or cliques with the groups, and in same-sex or opposite-sex pairs. The
participants‟ primary motivation is not necessarily to know others although that is part of it, but to know themselves through feedback from
others p. 176.
It means that adolescent period likes to make a group in their social environment. In teaching and learning process, adolescent enjoys working with their friends in
the group discussion. Therefore, the teacher can use a group work activity to teach the adolescent.
12 Besides, many factors can influence adolescent in following the teaching
and learning process. Hawley andHawley 1979 state “if students are hungry or
thirsty or need to go to the bathroom, these temporary physical distresses will divert their attention and reduce their ability to concentrate and thus affect their
potential for learning” p. 5.Hawley andHawley 1979 add that negative factors may arise “when a student is upset or frustrated by a crisis at home or when a
student is angry at or scared by others in the classroom, hisher learning performance will surely be affected” p. 6.
3. Students’ Participation
The fundamental factor to succeed in the teaching and learning process is participation.
In the classroom, the students‟ participation is exceedingly required to make the learning work well. The teacher needs the
students‟ participation in order to succeed in
the goal of the learning. The students‟ participation means that the students make interactions in the classroom. Schreyer Institute for Teaching
Excellence 2007: 1 describes that the students‟ participation in the class can be
defined in terms of three kinds of interaction: a. Student to Teacher
It means that the students interact with the teacher in the classroom. They involve in what is happening at the time the class meets by asking questions about the
lesson, sharing a personal experience in relationship to the topic, or volunteering to demonstrate an activity.
13 b. Student to Student
It means that the students can interact with others by discussing their ideas in small groups and helping one another. In this interaction, the students often
contribute their participation in the group work activity. c. Student to Material
Students successfullyinteract with their material by completing the assigned readings, reaction papers, case studies, and class activities. When working in
small groups, it is helpful for students to keep their written compilation of the discussions.
There are numerous kinds of students‟ participation which can be included in those three kinds of interaction in the classroom. According to Vandrick
2000, “Participation is defined as speaking in class, asking and answering questions, making comments and participating in
discussion” as cited in Sariefe and Klose, 2008, p. 2.
It concludes that students‟ participation covers individual participation in the classroom and individual participation in the group work.
Numerous definitions of students‟ participation in the classroom are
proposed by some experts. In 2001, Patrick, Anderman, Ryan, Edelin, and Midgleyelaboratethat students participation is a number of students ways
participate in the class “including offering their ideas and thoughts spontaneously, volunteering to answer questions, answering questions when called on,
demonstrating at the chalkboard, talking to peers or the teacher about tasks, and completing written work.
”p. 2.
14 In addition, Davis 1990
states that participation “as mental and emotional involvement of persons of person in a group situation which
encourages him to contribute to group goals and share responsibility in them” p. 24
. It refers to students‟ participation in the group discussion. The students can improve their participation through an activity which let them discuss something.
While, Wade 1994 considers the „„ideal class discussion‟‟ as one in which
almost all students participate and are interested, learning, and listening to ot hers‟
comments and suggestions p. 237 . Those explanations mean that students‟
participation is important in the classroom to enliven the learning. It also gives a benefit to the students. It is because they can learn English better through group
discussion activity. According to Hawley and
Hawley 1979, “When students have a high sense of participation and contribution in discussions of academic content, they
will usually find the work meaningful and involving, and they will be stimulated towards the effort necessary for achieve
ment and mastery” p. 84. In addition, Hawley and Hawley 1979 elaborate supportive environment:
When students feel that their efforts will be supported by others, this confidence will help them to relax and concentrate on the work at hand.
Furthermore, a supportive environment can help students to cooperate successfully with each other, combining to solve problems, sharing ideas
and information where appropriate, and learning from each other in the process p. 46.
15
4. Coope rative Learning
