Page 3 - belajar e-book bos-dikonversi

expression. They work so mechanically that bring the language into a concrete sense. As the

result, the young learners are easy to learn a certain language.
A core concept of structuralism theory is that learners imitate the given sentence

structure. They imitate to produce a sentence based on the sentence structure given as a

model. Therefore, they can make similar sentence based on the given example of the
sentence structure.

Another core concept of structuralism is a mechanically thinking toward language.
Learners here think that language is a mechanical thing that can be broken down into

smaller part. It means that language can be broken down into its parts, they are: sentences,
words, syllables, and so on.

On the other hand, learning and cognitive development happen as a result of social

interaction is a core concept of the socio-cultural learning theory. Human neurobiology is a
necessary condition for high order thinking, the most important forms of human cognitive

develop through interaction within social and material environment (Lantolf & Thorne, p.
201). The environment includes family life, peer groups, schooling, and organized sports

activities help learners to develop during their learning activities. In the other words,
interaction with people and things around the environment are essential in the development

of thinking.

Socio-cultural theory considers language as an important meditational tool in the
development of higher mental processes of learners (Vygotsky, 1986). It helps the

development of these processes since it enable the developing communicative and cognitive

functions to move the interpsychological to intrapsychological (Vygotsky, 1987). These
means learners are supposed to be active to learn or to get knowledge from their

environment in order to construct their understanding through interaction with the
environment. The environment refers to peers, teachers, or other materials that support their

learning development. Learners should study within their environment, then they internalize
what they learn to construct deeply understanding by experimenting, collecting data,

discussing and concluding.

The zone of proximal development (ZPD), together with mediation and
internalization, is another core concept of social-culture learning theory. It is defined as the

distance between the actual developmental level as determined by independent problem
solving and the level of potential development as determined through problem solving under

adult guidance or in collaboration with more capable peers (Vygotsky, 1987). In the other
words learners may be able to complete more cognitive demanding tasks if they have the

A comparison between Structuralism and Socio-Cultural