CHAPTER II REVIEW OF RELATED LITERATURE
C. Concept of motivation
3. The Importance of Motivation in second Language
Motivation has an important role in success and failure in learning a second language. Spolsky (1990:157) stated that motivated students are likely to learn more and learn more quickly than students who are less motivated. In a particular learning situation, students who are less motivated are likely to lose their attention, misbehave and cause discipline problems. On the contrary, students who are more highly motivated will participate actively and pay more attention to a certain learning task or activity.
4. Factors that affect motivation in second language learning
Four factors that can be dangerous to the learners’ motivation, according to Harmer (1991:4) are the following :
1. Physical condition which means the atmosphere in class. For example if student have to study in the bad lighting classroom , overcrowded with too many students , have to look at the small board, or in the unpleasant smell classroom, they can lose their motivation or their motivation in learning will be lowered.
2. Method of teaching which refers to the way that students are taught must affect their motivation. Whenever the learners feel bored at the teacher’s
method, their motivation would likely be lost or gradually decreased. As he said, “If the students loses confidence in the method, they will become demotivated” (Harmer, 1991:5).
3. The teachers as the most powerful variable of motivation and demotivation, can become a major part in demotivating the learners.
4. Success refers to the appropriate level of challenge designed by the teachers. If the difficulty of work and activity is too high or too low, it can lead students to a demotivated situation in learning. As Harmer pointed out, to give high challenge activities may have a negative effect on motivation. Students can also equally be demotivated by too low level of challenge. From Krashen’s affective filter hypothesis (as cited in Lightbown and Spada, 1999:39), emotional states such as tiredness, depression, boredom, etc obstruct the learning process of the students.
Anxiety becomes a factor that influences the affective filter. Low anxiety is more helpful for second language acquisition (Krashen, cited in J.Oller and J. Richards, 2003:183). This means that learners’ anxiety can affect their motivation. According to Krashen, there are three affective variables that interact.
D. The Concept of English Learning 1. Definition of English Learning
English is international language that all the countries use English, as second language, because of that, we need English learning. In Indonesia,
English is a foreign language where it became a core subject to curriculum at the school from elementary school.
English learning is occurs generally in a classroom environment and is under the control of a teacher. In the other hand, it is not be communicative. It is the result of direct instruction in the rules of language.
And it certainly is not an age appropriate activity for young learners. In language learning, students have conscious knowledge of the new language and can talk about that knowledge. The students can fill in the blanks on the grammar page. However, knowing grammar rules does not necessarily result in good speaking or writing. A student who has memorized the rules of English may be able to succeed on a standardized test of English language but may not be able to speak or write correctly.
Language learning is essentially fun, or should be, if it is done naturally, in line with how the brain learns. We learn the first language quite well without explicit instruction. Unfortunately, the teaching of English language as foreign language has been turn into a complex classroom ceremony, consisting of obtuse grammar rules.
In learning English as foreign language, the students have some problem, where there are many complex rule of grammatical that should they mastery. While, students learn English for several times without focus on the method and material of the teacher give them. It is impossible the students good English. There are factors that sign the successful in learning
English, one of the factor is age, where adult which learn English is possible to more understand than children in the classroom environment.
2. Theories of Language Learning
There are two main theories of language learning: behaviorism and cognitive.
a. Behaviorist theories
This theory rests on the analyses of human behavior in observable stimulus-response interaction. Basically, the behavior theory of stimulus- response learning is a particularly as developed in the operant conditioning model.
Pavlov in Titone and Danesi (1985: 53) exposed a hungry dog to meat powder (the unconditioned stimulant) while simultaneously ringing a bell (the conditioned stimulus) in order to elicit salivation (the unconditioned response). After repeated pairing of the meat powder with the sound of the bell, he then remove the meat powder and found the sound of the bell alone elicited salivation (the conditioned response). The experiment showed that the condition response is learned associating the conditioned stimulus with the unconditioned one. He claims that learning process is by behavior, and learning can shape association between stimulus responses in selectively.
Based on the statement above the researcher conclude that the behaviorist is the condition or situation where human or something who live can learning if there is some response first.
b. Cognitive Theory
When someone calls us, we immediately hear it, and then we give the response from the calling. From the phenomenon, unconsciously, there is a process happens in our brain. The process is called cognitive theory.
Cognitive theory is often known as the compromise between the behaviorist theories. “Cognitivists believe that not only cognitive and maturational factors influence language acquisition, but also the process of language acquisition itself.
According to Suharno (2010:60) the cognitive view takes the learner to be an active processor of information. It means that the cognitive theory tries to create the people to be active think. The implication of cognitive theory in educational field is try to produce the students to find the problem solving, do discovery learning, cognitive strategies, and project based learning.
An individual’s cognition plays a significant and primary role in the development and maintenance of emotional and behavioral responses to life situation. It means that the theory occurs inside the learners mind consciously. Moreover, it focuses on how people think, how people understand, and how people know. How people think is the theory stresses in how our ways of thinking will impact to the behavior. How people understand is theory show that the people understanding related outside world. How people know is theory shows how the people know phenomenon outside the world.