Significance of the Study

unconsciously, without thinking much about what he is doing, the learner tries out one or another already formed habit of behavior until he hits upon satisfactory response. Much of what is called school learning, however, is engaged in with more or less awareness of the reason for the learning, what is being learned, and how the learning is taking place. 3 It mean that in school learner is adjusted in the one situation or condition, with a curriculum, place condition, and roles of study. Learners at school should be known why he goes to school and learns there. In the same book, Lester D. Crow Alice Crow wrote, learning is complex. At one and the same time, an individual is 1 learning new skills or improving those that already are operating, 2 building a store information or knowledge, and 3 developing interests, attitudes, and ways of thinking. 4 Those kinds of learning is happened to the people for what they actually do learning. When they learn, they have any purposes and ways. Meanwhile Barry and King write in their book that Learning has some categories; there are cognitive learning, psychomotor learning, and affective learning. 5 Cognitive learning refers to learning that is primarily concern with mental or intellectual process. Psychomotor learning refers to learning concerned with the development of bodily movement. And affective learning refers to learning that is concerned with personal and social matters. As we see today that learning in the past has different way with learning today, as Alferd H. Gorman writes in his book that learning process is always changed. In the past, students knew nothing, then teacher gave them the knowledge because the teacher knew. The communication between them was one way at a time with the odd heavily weighted on the side of the teacher. The teacher teach by lecturing and demonstrating; then the learner would recite orally or on the paper so that the teacher could determine whether understanding had take place. 6 Then today, students are encouraged to question ideas in the now 3 Lester D. Crow Alice Crow, Human development and learning, New York: American Book Company, 1956, p. 212. 4 Ibid., 5 Kevin Barry Len King, op. cit., p. 19. 6 Alferd H. Gorman, Teachers and Learners the Interactive Process of Education. Boston: Allyn and Bacon, Inc., 1971, p. 8. generally approved quest for “critical thinking”. Teachers are expected to have good senses of humor, respect of, and for students, well develop habits of pair play, and approaches that are perce ived as reasonable in students’ terms. 7 In the next era, it will be to carry on activities that will cut through overformal, distrustful relationship. The whole child and the whole teacher come into the classroom. Each has individual values, attitudes, and characteristic ways of behaving and perceiving others. 8 Learning, however, applies to a more conscious process of accumulating knowledge of the features, such as vocabulary and grammar, of the language, typically in an institutional setting. 9 In sum up, Learning is the long process in changing there are two activities in learning those are transferring the knowledge and accepting it. In its process learning should make the students get the new point of view of something, because learning condition is always changed so teacher have to aware on it. In learning often related to the method, time, students, condition and sometimes teachers ’ role in the class also changes, teachers today not always as the main resources for the students. Student is more critical. Learning is not only build the knowledge but also attitude and mentality. As a result of learning students are strived not only in improving knowledge but also they should have good attitude and strong mentality. If we see the definition about learning, we can conclude that learner is someone or the group of the people who has the desires and the needs of knowing something in the some places in certain purposes. Afterwards, after we knew the definition of learning, then we see about the definition of Engli sh language learners; it’s a subgroup of these students, who have been identified, through assessment, as having levels of English language 7 Ibid., p. 10. 8 Ibid., p. 17. 9 George Yule, The Study of Language, 4 th Edition, New York: Cambridge University Press, 2008, p. 187. proficiency and academic achievement that preclude them from assessing, processing, and acquiring unmodified grade-level material in English. 10 A second language learner is different from a very young child acquiring a first language. 11 Young children learn their first language in their daily activities, they listen to the language when they were a baby, and they listen it with a pleasure, they learn the language through the acquisition process. And it is different with the second language learners. Mostly in Indonesia, students learn language in their own country, as Lightbown and Spada write that the older learners have to solve the problem and engage in discussion of the language. 12 Learning related to the education. There is a relation among education, learning and training, as Crow and Crow write on his book, “the terms education may be interpreted to connote the process through which experience or information is gained, or it may be use to indicate the result of such training, or the product of the learning process.” 13 Abdurrahman writes Education is “transfer pengetahuan dan nilai.” Transfer knowledge and value. From both transfers can be achieved through learning and teaching process to get the whole of the materials aspect. According to a definition formulated by a group expert for the dictionary of Education, education is, “1 the aggregate of all the process by which a person develops ability, attitudes, and other forms of behavior of practical value, in the society in which he lives; 2 the social process by which people are subjected to the influence of a selected and controlled environment especially that of the school so that they may obtain social competence and optimum individual development.” Reprinted 10 Margo Gottlieb, Assessing English Language Learners: Bridge from Language Proficiency to Academic Achievement, Thousand Oaks: Corwin Press. Inc., 2006, p. 3. 11 Patsy M. Lightbown and Nina Spada, How Language are Learned,3 rd Edition, New York: Oxford University Fress, 2010. p. 29. 12 Ibid., p. 30. 13 Lester D. Crow and Alice Crow, INTRODUCTION TO EDUCATION – Fundamental Principles and Modern Practices, New York: American Book Company, 1960, p. 53.