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According to definitions above, learning activity is a process which can motivate someone to change their behavior and maturation into
relatively permanent position through experiences that involve their cognitive process, and should be done interactively between the teacher
and the students. The interactive nature of learning means that evaluations designed to guide instruction must focus on interaction
themselves, not on individual component of interaction. Klein, S 1987:2 states” learning can be defined as an
experiential process resulting in a relatively permanent change in behavior that cannot be explained by temporary, maturation, or innate
response tendencies. This definition of learning has three important components. First, learning reflects a change in the potential for a
behavior. Second, changes in behavior due to learning are relatively permanent. Third, changes in behavior can be due to process other than
learning”. From the idea above, it can be concluded that learning process is
a process in relatively permanent change in an individual’s knowledge or behavior.
C. The Component of Teachers Roles.
In teaching learning process, teacher has important roles, and so do the students. Nunan 1989:87 states that the roles of teachers and
learners are in many ways, complementary. Giving the learners a different role requires the teacher to adopt a different role. According to
Beren and Candlin 1980 in Nunan 1989:87, the teacher has three main roles in the communicative classroom. The first is to act as facilitator,
the second is to act as participant and the third is to act as an observer and learner.
Harmer1991 in Nunan and Lamb 1996:138 suggests that most classrooms need the teacher as controller and the teacher as facilitator.
The controller role is appropriate at those times in the lesson when the
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teachers want the whole class to be attending to what they have to say, for example, when setting up a new activity, providing explanations or
giving feedback. Other roles include the teacher as assessor when the teacher corrects or provides feedback to the students, the teacher as
organizer; the teacher as prompter when the teachers needs to encourage students to participate or to provide information on procedural
issues, the teacher as participant Harmer point out that there is no reason why the teacher should not participate as an equal in
communication activities such as role plays and simulation, the teacher as resource providing information and assistance as needed, the teacher
as tutor helping to clarify ideas, point out errors in rough drafts and the teacher as investigatorin this role, teachers futher their own professional
competence through the observation and investigation of processes of teaching and learning in their own classroom.
D. The Component of Students Role.
Richards and Rodgers 1986 in Nunan and Lamb 1996: 140 point out that different method will reflect assumption about the
contributions that learners can make to learning process. While Parrot 1993 in Nunan and Lamb 1996:141 point out that some models of
learning and teaching see students as sponges who soak up knowledge from the teacher and textbook. Other roles can include experimenter,
researcher, negotiator, obeyer, explorer, struggler, path – follower, initiator.
Nunan 1989:80 analyzes the learners’ role from Richards and Rodgers, that there are wide varieties of learner roles which are
possible in the language class. These include the following: 1. The learner is the passive recipient of outside stimuli.
2. The learner is an interactor and negotiator who is capable of giving as well as taking.
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3. The learner is a listener and performer who has little control over the content of learning.
4. The learner is involved in a process of personal growth. 5. The learner is involved in a social activity an the social and
interpersonal roles of the learner cannot be divorced from psychological learning processes.
6. The learner must take responsibility for their own learning, developing autonomy and skills in learning how- to- learn.
E. The Components of Teaching and Learning Process.
