Belief Formation Learners’ beliefs

second language in a wide range of social situation or to achieve professional motivation, they will perceive the communicative value of the second language and will therefore be motivated to acquire in it. Likewise, if learners have favorable attitudes towards the speakers of the language, they will need to contact with them. Motivation in language learning is divided into two that is intrinsic and extrinsic motivation. Motivation to perform an activity simply for the pleasure and satisfaction that accompany the action called intrinsic motivation; the learner performs based on their own willingness. In this case, the learner is willing to find delight in learning a new way to express their idea in the target language. Extrinsic motivation is motivation that come from everything around the learner, for example social demands. Gardner and Lambert in Lightbown and Spada 1999 created the terms integrative motivation to refer to language learning for personal growth and cultural enrichment, and instrumental motivation for language learning for more immediate or practical goals. The result of the study showed that these types of motivation are related to success in language learning. Generally type of motivation determines the performance or the way or the attitude of the learners in their learning language. Other characteristic of language learner is learner preferences. In this case, learner has clear preferences for how they go about learning new material. The term „ learning style has been used to describe an individuals natural, habitual, and favorite way of absorbing, processing and retaining new information and skills Lightbown and Spada,1999. There are differences on the style of learning, seems this really individually. Basically there are three categories of learning style such as visual, auditory and kinesthetic and every style has its own strength and weakness, this will affect to the way of learning. Here are some characteristics adapted from Brown about good language learning 2007 a. Low inhibitions A good language learner tends to feel secure enough to be able to lower their inhibitions. He or she may create a new second language identity to experiment with second language Brown, 2007; Lightbown and Spada, 2006. However, Different studies on inhibitions have highlighted terminological uncertainty as to what „inhibitions‟ really are, and have not been able to confirm any claims. Scovel: 2001, in Brown 2007. b. Risk taking ability A good language learner tends to take more risks. Without risks, there would be an absence of error and therefore an absence of learning Brown, 2007. In other hand Learners who are very cautious and take few risks can also excel in certain learning environments Lightbown and Spada 2006. It is arguable as to how much of risk should be considered optimal. c. High self-confidence L earner‟s self-confidence can be proportional to their level of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI autonomy. A good language learner tends to have the confidence to take responsibility for their own learning progress Rubin and Thompson, 1982, in Brown 2007. d. Intrinsic motivation Intrinsic motivation to communicate in second language is likely to enhance learner‟s learning experiences Skehan, 2001, in Candlin and Mercer 2001 . Brown stated that ‟intrinsic and extrinsic factors can be easily identified‟ and that a teachers „ultimate quest‟ is to „harness the power of intrinsicall y motivated learners‟ 2007. e. Cooperative learning skills A good language learner, commonly through group activities or pair work, tends to produce comprehensible second language with their language learning peers Brown, 2007. f. Right-brain processes A good language learner tends to utilise right-brain processes in order to communicate at a level beyond their current metalinguistic knowledge. Right-brain processes may help the learner comprehend whole chunks of the target language as well as help the learner reproduce the „melody‟ of the target language when they speak Brown, 2007. g. High ambiguity tolerance A good language learner tends to not feel overwhelmed by ambiguity, rather they regard ambiguity as an opportunity to seek clarification and to understand more about the different communication aspects of the target language Brown, 2007; Lightbown and Spada, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 2006. h. Intuition A good language learner tends to use their intuition to understand the contents and contexts of the target language. The learner‟s intuition is used to compensate for what they have not learnt about the target language Brown, 2007. i. Error feedback processing skills A good language learner tends to learn the target language, including pragmatics, through a process of assessing their own trails and errors Brown, 2007. j. Personal goals A good language learner tends to be clear about what they want to accomplish Rubin and Thompson, 1982, in Brown 2007. Also, „successful language learners tend to take charge of their own attainment, proactively seeking means fo r acquisition‟ Brown, 2007.

a. Concept of Autonomy

Autonomy is the capacity of a person to take control over his or her own learning. Everyone has their own capacity which is different from one another for different case. It means that everyone will have their own policy to cover any problem arise in their life. In this case, autonomy is quite similar with the notion of independent, where everyone is freely to make sense of their own case. According to Benson 2001 autonomy is a multidimensional capacity. The capacity to take

3. Autonomy in Language Learning