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factors, individual leaner differences, learning opportunities and learning outcomes. It is thus an ideal model in the openness of phenomena it is trying to
explain. The rectangular boxes show the factors considered as the significant for learning, that is, where variation can lead to differences in success or failure. The
arrows connecting the various boxes show directions of influence. These conditions represent the results of a great variety of empirical language learning
research, as Spolsky interprets it Mitchell, 2004. Furthermore, Ellis 2008 defines motivation in language learning in terms of
the learner’s overall goal or orientation. Though the standard modern psychological definition of motivation is not clear, motivation – as seen at
previous figure – is also considered as a social psychological factor indicating the differential success in learning a second language Gass, 1994.
Mitchell 2004 sees that there are differences between individual learners. One of them is affective factors which motivation is a part of it. She quoted
Gardner and MacIntyre’s definition of motivation as a complex construct, defined by three main components: ‘desire to achieve a goal, effort extended in this
direction, and satisfaction of the task’.
a. Goals of language learning
According to Nation 2009, a language learning course is used to reach learning goals. These goals can include the learning of language items –
pronunciation, vocabulary, grammatical constructions – ideas content, skills speaking, listening, reading and writing or sub-skills and Text discourse.
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As language is a quite complicated activity, which involves both neural and muscular tissue, and it has psychological, interpersonal, and cultural aspects that
are indispensable to its acquisition and use, Brooks offered two choices of goal. First, we seek to establish the learner, within the limits of his experience, a
coordinate system of two languages in which not only the overt patterns of behavior that characterize the new language, but also the mental processes that
accompany it, shall have equal status as the mother tongue, yet be entirely separate from it. On the other hand, we may be content to establish in the learner a
compound system, in which some features of the new language are learned, yet for the most part, the whole complex structure of language behavior.
What is expected from language learning is stated by Spolsky 1992 learner’s success in achieving the linguistic outcomes linguistic and communicative
competence of a variable nature and non-linguistic outcomes including changes of attitude that have been determined personally or socially.
Generally, language learning is a process of developing the ability to communicate in a second language. As well, the daily learning language as the
participants have experienced through is the main source of this study and described and interpreted as close as possible to what they mean in a more
realistic and practical sense. As the activity, language learning has psychological aspect involved. Batiha
and friends investigate anxiety as one of the most important affective variables in EFL learning attainment. The participants are postgraduate Arab students
majoring English language. The result mentions that test anxiety, fear of failing the course, instructor-learner interaction, vocabulary, negative evaluation and high
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expectation are factors provoking the general FL classroom anxiety the most. The phenomenon of anxiety has widely acknowledged as one of the most
psychological phenomena that is experienced in many social or learning context Batiha, 2014. In connection with this theory, the instructor-learner interaction
experienced by the participants is considered as significant factor of learning to meet the objective of language learning.
Another study conducted by Dagarin is about having an implication of effective classroom interaction concerning with a pleasant atmosphere in the
classroom with friendly relationships among the participants of learning process. The engaging thing is the theory she adopts as the support of the research. It is
mentioned that how the situation actually develops depends on the attitudes and intentions of the people involved, and on their interpretations of each other’s
attitudes and intentions. Pointless to say, only when there is co-operation between both sides can communication effectively take place and learning occur Dagarin,
2004. Related to my research, there are pleasant and unpleasant situation during the learning process experienced by the participants. They are not only play a
valuable role in completing the objective of language learning, but they also have meaning beyond the empirical goal.
The last study carried on by Toth 2011 is about the foreign language anxiety which findings share certain characteristics with anxieties like self-perceptions,
belief, feelings and behaviors related to classroom language learning arising from the uniqueness of the language learning process. Though the participants have
different education background, I have found out that the characteristics of such anxiety experienced by the participants in my study.
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Both motivation – driving force which involve expending effort, expressing desire, and feeling enjoyment – and classroom interaction are needed to grasp
meaning of language learning. What the scholars see in learning English is limited to the empirical objectives.
They are to improve how the learner understands the target language, how the learner read texts, how the learner becomes better English user, et cetera. This
study tries to find out the meaning of language learning, here as the phenomenon, and how the learner becomes more reflective after having gone through the
language learning process.
b. Theories of learning
