communication to promote learning and the activity in which the language is used for carrying out meaningful tasks to promote learning.
In summary, basically learning theory points out both process and condition in learning dimension. The process means the language learning process
which takes place. While the condition means the nature of human and physical context of language learning takes place.
c. Aims of Language Learning
The impact of language learning process is on the learner’s language ability. Hyme in Richards and Rodgers 2001: 159, views that language learning
is to develop the learners’ communicative competence. Stern in Graves 1996: 17 identifies four types of goals for language learner, as follows:
1 Proficiency goals, include: general competency, mastery of four skills listening, speaking, reading, writing
2 Cognitive goals, include: mastery of linguistic knowledge and mastery of cultural knowledge.
3 Affective goals, include: achieving positive attitudes and feeling about the target language, achieving confidence as a user of the language.
4 Transfer goals, include: learning how to learn so that one can call upon learning skills gained in one situation to meet future learning challenges.
In short, it can be concluded that the target of language learning is the mastery of language, which includes communicative competence attainment.
d. Styles in Language Learning
People learn language in many different ways. Therefore, learning styles exist. It refers to the individual differences in the way shehe interacts with the
process of language learning. Oxford and Ehrman in Tudor 1996: 113 states that essentially, learning styles can be defined as a consistent pattern of behavior but
with a certain rang of individual variability. Then, styles are overall patterns that give general direction to learning behavior.
Willing in Tudor 1996: 115-117 classifies four learning styles, namely: 1
Analytical Learning Styles Analytical learners show a preference for analysis and an interest in
working out structure from data, but they are keen on doing this alone, or autonomously. Such learners tend to be relatively unemotional, with
a greater interest in objective or achievement than in other people.
2 Concrete Learning Styles
Concrete learners process data in a more direct, media dependent manner. These learners show imagination and the ability to react
creatively to practical situations. They also tend to have a spontaneous, here-and-now approach to their learning.
3 Communicative Leaning Styles
Communicative learners place a high value on personal interaction. They see the target language as something living, and seek out learning
opportunities in their immediate environment, the media, everyday encounters in shops or on public transport, or simply in verbal
interaction with target language speakers.
4 Authority-Oriented Learning Styles
These students need teacher’s support and guidance to complete class task and tend not to maintain engagement on tasks without frequent
reinforcement and support. They need structure and guidance in completing tasks and tend not to work well in large groups. They often
depend on the teacher or other students to tell them if their learning has been successful and if not, how to remedy the problem.
Since language is used for communication, communicative learning styles mostly chosen by the learners, because learning in communicative ways aimed at
effective communication.
2. Language Teaching
