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3 Product
Product or learning outcome is influenced by the learning strategies used. Students can have good learning outcome when the learning strategies that are
used are suitable for them, and can make them have positive perception on the learning. Students’ perception on English learning is influenced by the
implementation of English teaching-learning activities. Champbell 2001: 173-186 mentioned those three elements are also
mentioned in the five elements of language teaching-learning activities that build students’ perception. Those five elements cover 1 the way the teacher teaches the
students, 2 the kind of material that the teacher wants the students to learn, 3 the students behavior in class during the process of learning, 4 the material that the
students learn, and 5 the the goals of learning the language. In perception on learning, the students’ behavior can be changed through
the process of learning. For example, at first, a student experiences that listening activity is difficult. However, since listening activities are adjusted to the students’
condition and interest, and also he can choose his own topic, he, then, considers the listening activities interesting. This theory helps the researcher analyzes parts
of perception on learning using SALL from the students’ point of view that need to be observed.
2. Theory of Learning English a. Learning
In psychology and education, a learning theory is an attempt to describe how people and animals learn, thereby helping us understand the inherently
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complex process of learning. There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and
constructivism. Behaviorism focuses only on the objectively observable aspects of learning. Cognitive theories look beyond behavior to explain brain-based learning.
And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts http:en.wikipedia.orgwiki.
Bower and Hilgrad 1987: 12 state that learning is the process by which an activity originates or is changed through reacting to an encountered situation,
provided that the characteristics of the change in activity cannot be explained on the basis of native response tendencies, maturation, or temporary states of the
organism. Meanwhile, Kimble and Garmezy 1963: 133 define learning as a
relatively permanent change in a behavioral tendency that occurs as a result of reinforced practice. In line with the above statements, as cited from Wiyono
2008: 18 Gary and Kingsley stated that learning is a process by which behavior is originated or changed though practice or training.
According to Winkel 1991: 36, learning is a mental activity which happens in active interaction with the environment that results changes in
understanding of knowledge, skill, and attitudes. The changes are relatively constant and they can be traced. It means that learning can only happen if there is
an active interaction between the learner and his environment. More clearly, Brown 2000: 6 breaks down the definition of learning as follows:
1 Learning is acquisition of information or skill.
2 Learning is retention of information or skill.
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3 Retention implies storage systems, memory, and cognitive
organization. 4
Learning involves active, conscious focus on and active upon events outside or inside the organism.
5 Learning is relatively permanent, but subject to forgetting.
6 Learning involves some forms of practice, perhaps reinforced practice.
7 Learning is a change in behavior.
In line with Brown’s statement, Mahmud 1989: 121-122 clarifies that learning is behavioral change, which can be or cannot be traced directly and it
happens in someone’s life through experience. From all definitions of learning above, it can be conclude that learning is a
process which is experienced by an individual to get behavioral changes which are the results of training or experience from the interaction with environment. In fact,
nearly all the definitions of learning include the concepts of change, behavioral, and experience.
b
. Language Learning Byrne in Brown 2000: 17 states that language is not knowledge, but a set
of skills. The learning therefore must be different from the learning of a science that is a set of concepts of varying degrees of abstraction. This is a study of
language. Kingsley and Gary 1965:130 state that there are many variables affect
the aspects of the learning process. The aspects fall into three categories: individual variables, task variables, and methods variables. The individual
variables are maturation, sex, previous experience, motivation and capacity. Tasks refer to the length, difficulty, and meaningfulness of the material being learned.
The methods include knowledge of results, incentives, guidance, and degree of learning.
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Brown 2000: 56 stated that learning a new language involves the mastery of the sound system to understand and to approximate their production,
the mastery of the features of arrangement that constitute the structure of the language, and the mastery of sufficient to operate the structures and represent the
sound system in actual use. Learning a new language, according to Nunan 2004: 62 means learning
the expression, the content, and their association for rapid use both in speaking and listening to the target language. Beside these aspects, there is another aspect
that should be taken account that is the cultural items of the new language.
3. Motivation a. Definition of Motivation
