Language learning THEORETICAL REVIEW

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CHAPTER 2 LITERATURE REVIEW

This chapter discusses the theories which support this study. It consists of two sections: theoretical review and theoretical framework. The first section discusses language learning, writing, teaching of writing, definition of genre, genre-based approach, CALL, MOODLE, phenomenology and relevant study. Meanwhile, the second section elaborates the framework synthesized from the discussed theories.

2.1 THEORETICAL REVIEW

In this section, the researcher discusses some theories related to develop good instructional models using MOODLE for writing text types in Department of English Letters, Sanata Dharma University. This part provides the information relevant to the research, which will be used as a foundation for the researcher to design the materials. The first is about writing, the second is the genre based approach, and the third is MOODLE.

2.1.1 Language learning

In light of socio-cultural perspective in language learning, different approaches have been adapted by educators all Indonesia. The notion that there learning English should be dichotomized based on the language skills has been greatly undermined. The change of perspective has been greatly influenced by being conscious towards the aspect of cognitive style of the learners, socio- 15 cultural context and register rather on grammatical norms. I would like to describe some theoretical perspective that made such notion to came about. Vygotsky suggest that higher mental function originates in social life, which an individual development originates from social, cultural, and historical form of life. Any function in the childs development process appears twice, or on two planes. First it appears on the social planes, and then on the psychological planes. First it appears between people as an inter- psychological category, and then within the child as intra-psychological category. This is equally true with regard to voluntary attention, logical memory, the formation of concepts, and the development of volition. We may consider this position of law in the full sense of the word, but it goes without saying that internalization transforms the process itself and the changes its structures and functions. Social relations or relations among people genetically underlie all higher functions and their interrelationships 1978, 163. In other words, it suggest that learning of information first takes place on an inter psychological plane between a person and other persons, then on an intra psychological plane. This mediation-internalization process suggest that learning first takes place on the inter-psychological plane between a person and other persons, then it is recognized, and borrowed by individuals on the intra- psychological plane. These steps are what Vygotsky called Internalization, such process is not merely an imitation of the information obtained from the external world but undergone a transformation resulting in cognitive development. The core of Vygotsky argument is that consciousness develops in this internalization process and that humans cognitive development encompasses socio-cultural interaction. The knowledge of a language belonging to a certain community is shared within the community through the interaction of one person to another, hence children within the community who are exposed to the 16 knowledge trough interaction eventually recognize the language and through their development know how to use the language appropriate to the context and even able to make changes to accommodate the purpose of communication. For instance when a teacher engage a student to write a particular text, the manner which is used to engage the students is then appropriated by the students and hence creating and understanding within the students mental process, and later the students able to create a same text using similar instruction to that of the teacher to her self. To further elaborate his ideas on how social mediation came about to cognitive development or internalization, Vygotsky developed a concept called the Zone of Proximal Development ZPD Vygotsky, 1978, 1986. It is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers Vygotsky, 1978, p.86. ... the zone of proximal development defines those functions that have not yet matured but are in the process of maturation, functions that will mature tomorrow but are currently in an embryonic state. These functions could be termed the buds or flowers of development rather than the fruits of development. The actual developmental level characterises mental development retrospectively, while the zone of proximal development characterises mental development prospectively Vygotsky, 1978, p.86, originally Vygotsky, 1935, p. 42 Zone of Proximal Development suggest that there is a disparity of competence between one individual to another and through collaborative learning would lead to distribution of knowledge and hence the disparity can be diminished, meaning to say an individual can achieve more that is not possible to manage alone through interaction or even assistance with other person who has more knowledge. For example, Joint Construction of Text between peers or between teachers and his or 17 her peers. In relation to the ZPD, the capacity to learn is related to both the context and capacity of the person Rather, the potential for learning is an ever-shifting range of possibilities that are dependent on what the cultural novice already knows, the nature of the problem to be solved or the task to be learned, the activity structures in which learning takes place, and the quality of this persons interaction with others Lee Smagorinsky, 2000, p. 2. In regards of appropriation, one must voluntarily to participate to appropriated the knowledge, participatory appropriation, Rogoff 1995 The basic idea of appropriation is that, through participation, people change and in the process become prepared to engage in subsequent similar activities. By engaging in an activity, participating in its meaning, people necessarily make ongoing contributions whether in concrete actions or in stretching to understand the actions and ideas of others. Hence, participation is itself the process of appropriation p. 150. Participatory appropriation is one of three inseparable planes of development: apprenticeship, guided participation and participatory appropriation Rogoff, 1995. In participatory appropriation, an apprentice must be actively involve in community activities. Vigotskys broader concept of learning is being advocated by other theorist who uphold the view of socio-cognitive approach in learning. Learning is a process of human life and happens in a social and cultural context, viewing at learners in connection with the social and real world where they interact Warschauer, 2005. Vigotsky 1989 also acknowledged the importance of consciousness in learning language, he believes that Consciousness is awareness of the activity of the mind Vigotsky 1989 cited in Van Lier, 1996:49 In other words, being aware or showing realization of language is significant in terms of acquiring language. To further elaborate the concept of 18 consciousness I perceive consciousness as a process of being unaware and begin notice object of desire and then direct his or her attention towards the object of desire. In other words it is a progressive process of acquiring knowledge of the object of desire and showing appreciation Schmidt 1990 Furthermore, Schmidt proposed a concrete concept of consciousness, and they are intention, attention, awareness, and control. Intention is defined as a purposeful act or conscious apprehension from the learner or the teacher to pay attention at the stimulus. Attention can be defined as focusing on object which includes identifying and noticing attention. Awareness is defined as having vivid knowledge of the object or stimulus. Control is defined as the capacity of someone to automate his or her activity as if it were a part of the habit. Van Lier advocates such notions of consciousness, he suggest that in the context of perceiving object of desire a person will notice and actively respond to the object of desire and then he will select and direct his attention since conscious attending may assist in a more efficient selecting or directing of attention Van Lier, 1996: 49. In addition, awareness means that it is a process of identifying personal sensation In terms of language learning, students will be more ready if he or she consciously attending the class, that is noticing and paying attention to his or her existence of attending the class in the first place which consequently yield better classroom behavior.

2.1.2 Writing