Nature of Teaching Adolescents

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b. Characteristic of Adolescent

Adolescence is actually a remarkable and complex period of human growth Hamachek, 1985: p. 93. Hamachek 1985 states that “in this period, boys and girls move from childhood to young adulthood. They experience changes in themselves that influence their behaviour and life. Practically every aspect of a growing youngster‟s physical being, emotional functioning, social existence, and cognitive ability is subject to change ” p. 93. They are starting to experience some physical changes and their socially friendship become more important and deeper. According to Clark and Starr 1991, they are facing many conflicts and moment of indecision. At one side, they may searching for self- actualization independently as young adult, but on the other side they may feel confused, afraid, and need assurance as children. As they enter early adolescence, they encounter personal, social, educational, and vocational problems that they are incapable of analyzing and logically solving. As a teacher, if we understand the characteristics and reasons behind the adolescents‟ behavior, we may, as well becoming big help for them to find solution for their problems. Firstly, as their teacher we need to understand and know our students ‟ personality. Then the teacher should approach them and create friendly atmosphere between teacher and students in order to get their trust. According to Clark and Starr 1991, “the early adolescent, now more descriptively called a transescent, confused by the mysteries of physiological changes and concerned over the development of secondary sex characteristic and new social and emotional pressures, need strong support, not only from home but 16 also from school p. 23 ”. The support from the teacher can be the way the teacher understands about the problem and rebellion that they make. Their level of maturity is different. Some of the students look mature enough to face their changes in body and mind, but the others maybe are not ready yet and still childish like. Clark and Starr 1991 state that “Consequently, adolescents tend to be emotional, moody, and flighty – a combination of naivete and sophistication” p. 23. The Teacher has to understand those situations and that in this period of time some of the adolescents may try to create problems and rebellion because of their feeling of uncertainties and confusions. As their guidance, the teacher has to give them support and encourage them. 2. Student Participation In this part, the researcher discusses two theories of student participation. They are definition of student participation and strategies to improve student participation.

a. Definition

Siragusa 2000 defines involvement or participation as involving learners in the instructional process by having them perform activities. Even though the one who can control the l evel of the learners‟ participation are themselves, through engaging activities which have clear and direct relationship to the real-life task, the learners‟ involvement are more likely to be encouraged and improved. According to Borich 1996, “engagement rate is the percentage of time devoted to learning when students is actually on tasks, engaged with the instructional materials and benefiting from the activities being presented. 17 Students‟ enthusiasm, involvement and willingness to participate affect the quality of class discussion as the opportunity to learning ”.

b. Strategies to Improve Student Participation

Davis 1993, states that “there are several tactics to increase student participation that have been adapted by the researcher to teaching Junior High School students ” p. 107. They are as follows: a. Create opportunities for all students to talk in class The longer a student goes without speaking in class, the more difficult it will be to speak up. Use small-group or pair works so that all students can participate in non threatening circumstances. b. Limit your own comments Avoid the temptation to responds to every student‟s contribution. Instead, allow the students to develop their ideas and respond to one another. c. Periodically divide students into small groups. Students might find it easier to speak to group of three to four. Once students have spoken in small group, they may be less hesitant to speak to the class as a whole. d. Assign roles to students Ask two or three students to lead a discussion session in the classroom. e. Use tokens to encourage discussion In this research, the tokens will be obtained when the student have achieved their goals. 18 Emmer et al. 1994 has also provided the following suggestions for teachers to promote student engagement: a. Set rules that let pupils attend to their personal and procedural needs without obtaining teacher‟s permission each time. b. Move around the room to monitor pupils‟ seatwork and to communicate your awareness of students‟ progress. c. Ensure that independent assignments are interesting, worth-while, and easy enough to be completed by each pupil with the teacher‟s direction. d. Make abundant use of resources and activities that are at, or slightly above, a student‟s current level of functioning. As cited by Borich, 1996. According to Freire and Macedo 1987, education is meaningful to the extent that it engages learners in reflecting on their relationship to the world they live in and provides them with a means to shape the world as cited by Larsen- Freeman, 2000. In order to obtain students participation in the learning process, the teacher should also provide functional learning materials that give the students vision of their world, environment or things around them that are meaningful and related to them.

3. Cooperative Learning Approach

This part discusses four theories of the Cooperative Learning approach related to this research. They are definition of Cooperative Learning, essential components in Cooperative Learning, and goals of Cooperative Learning and the Student Team Achievement Division Method.

a. Definition of Cooperative Learning

As explained by Richards and Rodgers 2001, “cooperative learning is an approach to teaching that makes maximum used of cooperative activities 19 involving pairs and small groups of learners in the classroom ” p. 192. Therefore, in cooperative learning approach, the group members are supposed to help each other to succeed the learning process. They work cooperatively between group members instead of competing with each other. As stated by Larsen and Freeman 2000, “cooperative learning essentially improves students learning from each other in group. But it is not the group configuration that makes cooperative learning distinctive; it is the way that students and teachers work together that is important ” p. 164. In cooperative learning, all of the students as the members of group have to take part in doing the assigned task from the teacher. They work together to find the solution for their work. Each of them are given the chance to actively participate in group learning and given the responsibility to take part in the learning process. Richard and Rodgers 2001, state that “Cooperative learning is viewed as a learner-centered approach to teaching held to offer advantages over teacher-fronted classroom methods ” p. 193. As the opposite, the traditional models of classroom learning where the teacher became the center of learning process that also proposed competition between students, would only help the majority students, while the minority students would not get the chance to participate. Richards and Rodgers 2001, describe that “educators were concerned that traditional models of classroom learning were teacher-fronted, fostered competition rather than cooperation, and favored majority students ” p. 192. The minority students may be left behind in this learning environment. In this context, cooperative learning is formed to help