Concept of Learning Concept of Learning English

12 argues that there are three criteria of learning. They are learning involves change; learning endures over time; and learning occurs through experience. Each criterion has its own description as explained below. The first is learning involves change. Change happens when people learn. It can be proven that they become capable of doing something differently. Change is typically related to the act of productive aspects; saying, writing, and doing. Nevertheless, according to Schunk 2012, p. 4 behavior also belongs to this learning criterion since people correspondingly learn skills, knowledge, and beliefs. The second is learning endures over time. For instance, as learners, sometimes we assume that learning is tough task to do. It suffers something difficultly, or even we have to pass painful phases. But once we have established the result, we feel pleased if the result is satisfying. Thus, sometimes, we are not aware that the suffer phases are the process of learning. This criterion is occasionally spends a long duration. The third criterion is learning occurs through experience. As aphorism says that “experience is the best teacher”, Schunk 2012, p. 4 tries to figure out the implication of experience. The experience can be in a form of practice or observation. Practice, for instance, is done when we unintentionally speak the particular language. We practice it to the persons we talk to; the ones that belong to our environment. Observation, on the other hand, is found when we do something intentionally. For instance, the observation of learning a language in several stages of persons; starts from the birth stage until the adult stage. The observer may find differences in each stage; that brings a lesson for the observer. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 13 The above understanding by Schunk is in line with Ellis, 2008, p.7. He also argues that learning process can be divided into two, explicit and implicit. The first is implicit learning process. It can be defined as learning that take place without either intentionality or awareness. For instance, it can be investigated by exposing learners to input data, which they are asked to process the meaning. Then, it is done by investigating whether they have acquired any L2 linguistic properties as the result of the exposure or not. The second learning process is done explicitly. Explicit learning, however, is a necessary conscious process. Furthermore, it is likely to be intentional. It can be investigated by giving the learners an explicit rule and questioning them to apply it. It can also be completed through inviting them trying to discover an explicit rule from an array of provided data. In conclusion, learning process is considered important for human being. Several practitioners and theorists grasp different views on the concepts, causes, processes, and circumstances of learning. But above all, there is a general definition of learning that embrace altogether. It is purposed by Schunk 2012, p. 3. He declares that: “Learning is an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience.”

b. Learning English

Learning English can be as either second language or foreign language. According to Ellis 2008, p. 6, in the case of learning English as a second language, 14 institutional and social roles are played by the language in the community. It means that it functions as a recognized resources of communication among people who speak some other languages as their mother tongue. There are several countries that use English as second language, for instance, United States, United Kingdom, and countries in Africa. In contrary, English as foreign language takes place in settings where the language plays as a minor role. It can be said that English is mostly used when it is learnt only in the classroom. For instance, English is learnt as a foreign language in Indonesia or Japan Ellis 2008, p.6. The product of weaknesses in learning English can be defined as error and mistake Corder, 1967 as cited by Ellis, 2008, p. 47. Error takes place when the deviation arises done by students as a result of lack of knowledge. Error happens when the students are lack of the competence of English as they have never known before. For instance, in words “saya tidak suka ikan”, they translate it into “I no like fish”. It occurs because they follow the same rule as Indonesian. While, mistake is performance of a phenomena which occurs in regular features of native-speaker speech, reflecting processing failures that arise as a result of competing plans, memory limitations, and lack of automaticity. In conclusion, learning language especially English, in both plays a role as second or foreign language, is a complex and multifaceted phenomenon. It is common to mean different things or even perceptions to different people. Moreover, the result of investigating the learning of Engl ish depends on learners’ productions, introspections, and intuitions. It is the reason of the importance to examine the nature of data take in the research carefully. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 15

2. Text-Based Approach

This part is firstly started with the definition of approach. In approach, there are two sub themes discussed. They are theory of language and language learning. After that, it is continued by text based-approach, which becomes the leading theme of this research. Then, language teaching approach transformation and text-based approach for learners are presented.

a. Approach

Anthony 1963 in Richard and Rodgers 1986, p. 15 clearly describes that, “….An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is an axiomatic. It describes the nature of the subject matter to be taught…….” Following Anthony 1963, approach is the practice and principle about nature of language and language learning. According to Richard and Rodgers 1986, p. 17, there are several different theoretical views of approach which are examined linguistically based on language and language learning. Language teaching have been advanced from time to time. Richard and Rodgers 1986 suggest that there are numbers of approaches and methods that can be applied in the classroom. As one of the most traditional methods, Grammar Translation Method GTM is still conducted in the classroom nowadays. Stern 1983, p. 455 in Richard and Rodgers 1986, p. 3 says that “Grammar Translation is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentence and text into and out of the target language”.