Concept Language Learning Process

11

CHAPTER II LITERATURE REVIEW

This chapter attempts to contextualize some theories related to the problems of this study. There are three parts of this chapter which cover theoretical review, review of relevant research reports, and theoretical framework.

A. Theoretical Review

Here, the researcher would like to review some theories related to the learners with low financial capacity; factors the researcher suspects, which may affect their learning acquisition; and also some theories which are related to this study.

1. Language Learning Process

The researcher will divide this discussion into three parts, which will discuss the concept of language learning process, the communicative language learning strategy, and the role of consciousness in language learning process.

a. Concept

To define the language learning process concept being discussed in this research, the researcher picks the communicative side of language learning as the underlining idea. According to Das 1988, ―in the term of communication done by more than one individual, language learning is learning to ‗conform‘ adjust to conventional systems. ‖ Das 1988 also adds that learners do not learn language through intensive pattern practice but when they are forced to communicate or exchange messages with others. From those statements, it can be concluded that 12 language learning process is closely associated with interactional and communicative effort rather than grammar-based learning. To make it more specific, the discussion will move towards language learning process and learning interaction. There are several views about learning. According to Krashen 1981 language learning refers to the ―conscious knowledge of the second languages, knowing the rules, being aware of them, and being able to talk about them‖. This definition indicates that by learning second language, learners will consciously pay attention to any rules of the target language including the structure or the phonology. In addition to that, learners will be aware to avoid any errors when they are using the target language both written and spoken in communication and discussional circumstances. Meanwhile, according to Feez and Joyce 2002 ―language learning is a social activity and is the outcome of a joint collaboration between the teacher and the student and between the student and other students in the group. ‖ Similarly, Hutchinson and Waters 1994 views that learning is not just a mental process; it is a process of negotiation between individuals and society. This illustrates that language learning is a social activity. Therefore it is closely related to the social or situational orientation. When the researcher analyzes and concludes further those definitions, it is implied that on language learning process there is need of interaction. In other words, the conclusion clearly shows that interaction is highly important.

b. The Communicative Language Teaching