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CHAPTER II REVIEW OF RELATED LITERATURE
The focus of this study is the influences of the student s’ behaviours in
learning English on the student teachers ’ motivation to become English
schoolteachers. To support the study, the researcher reviews some related theories which support the study in answering the research problems. This chapter is
divided into two parts: theoretical description and the theoretical framework.
A. Theoretical Description
In this section, the researcher describes three major theories: the behaviourist theory of learning, the student
s’ behaviours, and the theory of motivation.
1. Behaviourist Theory of Learning
In an educational context, learning has often been seen as a product of some endeavour Churchill, 2011. Uno 2006 defined learning as a change
experienced by the students to behave with a new way as the interaction result between stimuli and responses p. 7. From the second definition, it can be seen
that when a teacher gives a stimulus during the teaching activity, the students will respond. The way of the student responds the stimuli is known as the student
’s behaviour.
Some experts who had worked in this field are known to be the experts of the behaviourism theory. Thorndike 1911 as stated in Uno 2006, with his
behaviourism theory, suggested that learning is an interaction process between a
11 stimulus and responses, such as the way of thinking, feeling, and also gestures.
Each stimulus given by a teacher will invite the students to respond. The change of behaviour can be concrete or abstract p. 7. Watson 1963 as stated in Uno
2006 had a differ ent opinion from Thorndike’s. Watson said that a stimulus and
a responses should be in the form of observable actions p. 7. The other expert, Skinner 1968, argued responses given by the students are not just simple
because basically each stimulus interacts with other stimulus and the interaction will influence the response p. 9.
According to Gordon 2000, behaviour is the way in which an individual behaves or acts
. It is an individual’s action towards a person, a society, or an object p. 9. Since it is individual, the behaviours can be various. Ormrod 2011
summarizes five assumptions of behaviourist perspective. The first assumption is people’s behaviours are the result of their experiences with environmental stimuli.
This means that people behave because they experience something from their environments. The second assumption is that learning involves a behaviour
change. From this assumption, it can be understood that the learning process will create the
students’ behaviours. The third assumption is that learning involves forming associations among stimuli and responses. There is a close relation
between the stimuli and responses in the learning process. The fourth assumption is that learning is most likely to take place when the stimuli and responses occur
together in time. Thus, there is contiguity between them. The last assumption is that many species of animals, including human beings, learn in similar ways.
Thus, from this summary, it can be seen that student s’ behaviours are the results
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