CHAPTER II LITERATURE REVIEW
This chapter presents a discussion on the related literature as a theoretical base upon which the study presented in Chapter I was conducted. The discussion
includes the Theoretical Description and Theoretical Framework.
A. Theoretical Description
In this section, the writer discusses the theories of Language Learning Activities, Language Teaching Methodologies, and Kurikulum Tingkat Satuan
Pendidikan.
1. Language Learning Techniques
In The International Encyclopedia of Education, Husen and Postlethwaite
1985: 2961 cite that learning is “a purposeful activity that has meaning to
students at their developmental level, carried through completion and evaluated.” It implies that in learning a certain subject, students are expected to develop their
knowledge through activities and through evaluation on the activities they conduct in order to achieve the goals that have been designed before.
On language learning, meanwhile, Husen and Postlethwaite 1985: 2884 cite that language learning is a constructive process in which children learn
language as they build a system of meaning. It implies that in learning a certain language, students build an understanding on what the language brings about
through its meaning. In other words, learning a language is learning to understand
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the meaning of it in communication. Johnson 2001: 39 states, “Learning a language is like learning other
habit. You don’t have to think about it, it just develops automatically.” This theory implies that in order to be successful in learning a language, a student must
be familiar with the language. It can be stated that the best way to learn a language is by using it often and familiar with it. Johnson explains more that learners
develop the language ‘inside themselves’, forming their own view about how it works, and following their own sweet way Johnson, 2001: 39.
As discussed previously, teaching activities cannot be separated from learning activities. In discussing learning techniques, therefore, it also covers the
teachers’ teaching techniques in conducting the learning activities. To make language learning interesting and effective for students, it is better for teachers to
prepare and conduct the learning activities with appropriate and acceptable teaching techniques.
The appropriate and acceptable teaching techniques will help and encourage students in their learning. Allen and Campbell 1965: 7 state, “A
technique is implementational – that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate
objective.” This theory implies that teaching techniques are teachers’ way to direct and drive students to achieve goals in learning process. In addition, Allen
and Campbell also state that teaching techniques must be consistent with a method, and therefore in harmony with an approach as well 1965: 7. It implies
that in preparing and applying his or her teaching techniques, a teacher must consider the learning approach and learning methodology has been implemented
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