19 affected by many factors,
such as parents‘ attention, learning motivation, and social economic condition.
a. Motivation
The motivation appears to be a factor that is considered to have impact on language learning process. The researcher assumes that motivation is strongly
related to communicative approach of language learning. Therefore, the conception will be discussed based on the following experts‘ finding.
To begin with the discussion, the researcher will start it from the definition area of motivation. Dornyei in Ellis 2008 claims that there were almost 100
studies published in this decade. The literature about motivation shows that there are several classifications of the types of motivation. Gardner 1985 as quoted by
McGroarty in McKay and Hornberger 1996 defines integrative motivation as the desire to be like and interact with speakers of the target language, and
instrumental motivation as the desire to learn a language in order to achieve some other goals such as academic or occupational success.
Gardner and Lambe rt‘s in Hutchinson and Waters 1987: 48 conclude that
both form of motivations are probably present in all learners but each of them carries a varying influence, depending on age experience and changing
occupational or social needs. The statement explains that there might not be a dominant form of motivation but it depends on the learners needs based on their
age or occupational needs. Meanwhile, according to McGroarty in Long and Richard 1996, the integrative motivation is strongly linked with success in L2
study for school-age population, whereas the instrumental motivation is strongly linked with more adult type of learners who is interested in job success.
20
b. Awareness
The researcher pre-assumes that awareness is correlated with the learners‘
ability to motivate them consciously in learning. Therefore, there are studies that have found the definition to make clear of the pre-assumption. A current
definition of language awareness LA is based on the Association for Language Awareness ALA, which states that LA can be defined as explicit knowledge
about language, and conscious perception and sensitivity in language learning, language teaching and language use ALA, 2012. The essence of awareness can
be seen from ALA is that awareness includes conscious perception and sensitivity in language learning.
Awareness and motivation are basically similar. According to Sinclair 1999,
―without an explicit and conscious awareness of the processes involved in learning a language, learners will not be in a position to make informed decisions
about their own learning. ‖ It means that awareness is needed by the learners to
understand their position in learning and help them determine willingness to get informed from what they get during the process of learning.
In certain case, awareness can also be related to learners‘ autonomy. Ellis
2002 stated that an awareness of individual style by both teacher and learner may highlight strengths and weaknesses. It may encourage learners to take action
on their own behalf which is a major step towards learner s‘ autonomy. In other
words, it can be said that awareness can make learners‘ to have autonomy in
learning. Grenfell 1999 explains that learner autonomy is the ability of a learner to make their own decisions regarding their learning processes.
21 There is a correlation between awareness and consciousness. According to
Schmidt 1990, consciousness and awareness is correlated each other. However the researcher is looking to distinguish those concepts for more detailed
understanding. From what Schmidt 1990 has said, it is revealed that consciousness can act as awareness in cognitive manner or in more socially
flexible uses. Meanwhile according to Sinclair 1999, awareness only tends to focus on cognitive or autonomous learning activity. In conclusion, it can be said
that consciousness has wider scope than awareness which is tend to be more limited to individual cognitive scope such as in autonomous learning activities.
c. Learning Interaction
Kategori