BENEFITS OF THE STUDY

14 about the acquisition of language other than the learners’ native language. Gass and Selinker 1994 argue that an important aspect of second language learning is that the second language learning refers to the learning of a language after learning of the native language. They also add that the acquisition of a second language may take place in classroom as well as in more natural situation. In other words, the second language acquisition is possible to happen in guided or unguided situations. Second language acquisition studies are not only can be applied to individual language learners but the studies can also be applied to groups as claimed by Saville and Troike 2006 that “SLA refers both studies of individuals and groups who are learning a language subsequent to learning their first one as young children and to process of learning that language”. Further, Saville and Troike also add that the context of second language acquisition includes learning process in both formal and informal situations. According to Klein 1986, “a second language can be acquired in a variety of ways, at any age for different purposes, and to varying degrees”. It implies that it supports the idea of second language learning that may be occurring in formal and informal situations with various learners age as well as various learning purposes. That statement also indicates that Klein agrees about the idea of guided and spontaneous language acquisition in SLA. The guided language acquisition emphasizes the idea of SLA in a classroom with a teacher to guide the language learners in acquiring the second language. While the spontaneous language acquisition accentuates the concept of SLA experienced by language learners with second language exposure 15 that makes them acquire the second language in a spontaneous way without any exposure on the rules about the language. In contrast to the concepts of second language acquisition presented above, Krashen 1981 makes a distinction between a language acquisition and language learning. The language acquisition refers to an unconscious process, which involves a meaningful interaction in the target language in a natural communication. It means that the language learners do not concern about the grammatical rules of the target language. The learners only focus on conveying the meaning and there is no error correction as well as explicit teaching Brown and Hanlon, 1970; Brown, Cazden, and Bellugi, 1973 as cited in Krashen 1981. This subconscious language acquisition produces the learners who are not aware of the language rules. On the other hand, the term conscious language learning means that the learners consciously learn about the grammatical structures of the target language. The teachers provide error correction and presentation of explicit rules. In addition, language learning commonly occurs in a more formal situation such as in the classroom. The result of this language learning is that the language learners become conscious and aware of the rules of the target language. In addition to the concept about second language acquisition mentioned before, Krashen 1982 proposes five main hypotheses 1 the acquisition-learning distinction, 2 the natural order hypothesis, 3 the monitor hypothesis 4 the input hypothesis and 5 the affective filter hypothesis. The first hypothesis is the acquisition-learning distinction. The points highlighted in this hypothesis are the relationships between language acquisition and language learning. This hypothesis proposes that adult learners have two different ways in developing 16 competencies in a second language. Therefore, in this first hypothesis, Krashen points out the differences of the terms learning and acquisition. Language learning refers to the way of learners developing competencies of the second language in a formal condition. It gives chances to the learners to become conscious and aware of the rules or grammars of the second language. In a learning process, the language grammars are explicitly learned and as a result, it makes the learners understand the second language. In contrast to language learning, language acquisition refers to the way of learners developing competencies of the second language in informal ways. Language acquirers are not explicitly exposed to rules and grammars of the second language; consequently, the acquisition process is a subconscious process. In a language acquisition, the acquirers are aware of the second language grammatical form instead of the use of the second language for communication. When language acquirers have developed the competencies of second language, they will have a “feel” off correctness that will help them to sense whether the sentences they make are correct or not. The second hypothesis is the natural order hypothesis. In formulating this hypothesis, Krashen refers to several prior research findings. Krashen states, “Grammatical morphemes seem to be acquired in a natural order. Some structures are acquired earlier and some later”. In other words, the acquisition of the rules of a language happens in predictable order. According to this second hypothesis, the natural order occurs in both language acquisitions by children and adult in similar order. The following figure