human resource research generally are applied properly to improve the work motivation of employees.
From those explanations, generally in motivating employees, most of the focus has been on money. Such as wage or salary, overtime pay,
incentives, and benefits. However, the other aspects such as training, appraising performance, safety and health security are also affect the
relationships between pay and motivation.
C. The Nature of English Learning and Teaching
This section will discuss about the nature of English learning and teaching, including: 1 language learning, and 2 language teaching.
1. Language Learning a. The Meaning of Language Learning
Learning language is not an easy matter. People can be said succeeded in learning language if they finally able to communicate by using the language.
Finnocchiaro and Brumfit 1983 in Richards and Rodgers 2001: 156 state that language learning is learning to communicate. Larsen 2000: 127 supports the
previous theory by stating that learning to use language forms appropriately is an important part of communicative competence. Brown 2000: 14 defines language
learning as learning to communicate genuinely, spontaneously, and meaningfully in the second language. In summarize, language learning is learning to
communicate substantively, spontaneously, and meaningfully to produce good communicative competence.
b. Theories of Language Learning
Learning is not only collecting knowledge, but also a process of people to improve their self to be proficient. Richards and Rodgers 2001: 22 states that
learning theories emphasize either one or both of these dimensions; process oriented and condition oriented. The process oriented theories build on learning
process, such as habit formation, induction, inferencing, hypothesis, testing and generalization. While the later emphasize on the nature of the human and physical
context in which language learning takes place. In line with Richards and Rodgers, Krashen proposes a learning theory
which addresses both the process and the condition dimension of learning. At the process, Krashen differentiates between acquisition and learning. Acquisition
refers to the natural assimilation of language rules through using language for communication. Learning refers to the formal study of language rules and is a
conscious process. Still in the same idea, Asher’s learning theory in Richards and Rodgers 2001: 22-23 also points out both the process and the condition of
learning. It is based on the belief that child language learning is based on motor activity, on coordinating language with action and furthermore, he explains that
this should form the basis of adult language teaching. In contrast to the previous theories, Littlewood and Johnson in Richards
and Rodgers 2001, address conditions needed to promote 2
nd
language learning rather than the processes of language acquisition. It means that condition is more
important than process. They propose some elements in the practices of the communicative language teaching. Those are the activities that involve real
communication to promote learning and the activity in which the language is used for carrying out meaningful tasks to promote learning.
In summary, basically learning theory points out both process and condition in learning dimension. The process means the language learning process
which takes place. While the condition means the nature of human and physical context of language learning takes place.
c. Aims of Language Learning
