THE INFLUENCE OF FIELD INDEPENDENCE-DEPENDENCE IN SECOND LANGUAGE ACQUISITION

One of indicators that marked individual differences in Second Language Acquisition is learning style. Individuals have been cognitively described as field independent and field dependent, according to whether they approach things in details or holistically. However, there is not enough study that discusses the relationship between field independence-dependence and success in language learning. This study aims to explore the influence of field independence-dependence on second language learning success. The method used in this study is a literature review. The data are collected from previous journal articles using thematic analysis. The expected findings of this study are there may be a cognitive style bias operating in relation with second language learning success. Hopefully this study contributes as additional knowledge of that particular topic in the field of Second Language Acquisition.


INTRODUCTION
older study, Reid (1995) defines learning style as an individual's natural, habitual, and preferred ways of absorbing, processing and retaining new information and skills. Furthermore, Czizer & Dornyei (2005) define learning style as the concept represents a profile of the individual's approach to learning, a blueprint of the habitual or preferred way the individual perceives, interacts with, and responds to the learning environment. In addition, Kinsella (1995) believes that an individual's learning style is unique like signature. And this uniqueness is affected by both nature and nurture. It is a biological and developmental process. It also specifies the individual differences among students.
As stated by Keefe (1979), cognitive is one of the traits that influence the difference between every student's learning style. Sometimes synonymous but not exactly the same with learning style itself, cognitive styles basically describe a person's typical mode of thinking, remembering or problem solving. Witkin et al. (1977) characterized cognitive styles as individual differences in the way people perceive, think, sole problems, learn and relate to others.
Cognitive styles are usually conceptualized as the characteristic ways in which individuals perceive environmental stimuli, and organize and cue information (Messick, 1984). Cognitive styles are person specific and influences how people look at their environment for information. It is also defined as how they organize and interpret this information and how they use these interpretations to guide their actions (Hayes & Allison, 1998).
Field Dependence-Independence is the most well-known cognitive style. The term refers the tendency to approach the environment in an analytical and global fashion. Field independence is the ability to distinguish figures as discrete from their backgrounds as opposite to field dependence.

The Development of the Field Independence-Dependence
The Field Independence-Dependence model was introduced by Witkin and his associates in 1954. It defines people's interaction with environment and depends on what extent they perceive themselves as part of the surrounding field. Witkin developed the model by observing people's performance to their ability to visually separate an item from a complex context or field. Usually, the item was a simple geometric shape that was hidden or embedded in a more complicated drawing. In these situations, Field Independent individuals demonstrated a greater ability to overcome a given organizational context and separate or dissembled the relevant information from the surrounding stimuli. Meanwhile, Field Dependent individuals had lesser competence when performing such tasks.
In the realm of learning style, a Field Independent is defined as a tendency to separate details from the surrounding context, while a Field Dependent is defined as a relative inability to distinguish detail from other information around it. Field independent learners easily separate key details from a complex or confusing background, while their field dependent peers have trouble doing this (Hanse & Stansfield, 1981;Chapelle & Roberts, 1986). Hall (2000) pointed out that the differences between Field Independent and Field Dependent learners are more likely the result of varying information processing skills such as selective attention, shortterm memory encoding, and long-term recall at which field independent individuals are more accurate and efficient.

Field Independence
People with a characteristic being analytical can be classified as field independent. They solve problem analytically by recognizing patterns among given information and do not get lost among infinite stimuli. Saha (2018) in their study conducted in 2018, writes that Field Independence individuals are internally inclined as opposed to externally. According to Witkin & Goodenough (1981) internal/external inclination is one of the major constructs defining field independent-dependent. Field independent individuals are better at tasks which require omitting an element out of its original context and fitting it into a new context. The name field independence indicates the ability to work independently regardless of what the external field manifests. They can perform certain intellectual tasks such as imposing structure on a chaotic field, providing/designing structure different from the imposed one, process information from disorganized field. Saha (2018) further writes that Field Independent people are perceived to be cold, aloof, individualistic, self-sufficient, and mostly taskoriented. Witkin et al. (1977) outlines characteristics of Field Independent learners as follows: analytic, competitive, independent, and individualistic; self-defined goals, strategies, and reinforcement; intrinsically motivated; poor social skills/prefer individual project; well-organized and structured in their learning; autonomous in restructuring skills.
Another study conducted by (Ellis, 2015) tries to identify the principal characteristics of field dependency and field independency. The followings are the principal characteristics of Field Independence: personal orientation (i.e., reliance on external frame of reference in processing information); holistic (i.e., perceives a field as a whole; parts are fused with background); dependent (i.e., the self-view is derived from others); socially sensitive (i.e., greater skill in interpersonal/social relationships).

Field Dependence
Field Dependent individuals may encounter difficulties to select relevant cues from a context. It mostly happens when the cues relevant in one context have no use in other context (Carter, 1988). Governor (1998) Governor (1998) describes Field Dependence individuals are in more need of social input and external help in interpreting clues embedded in a particular learning task. But they may also be in an advantage of overlooking problems in order to see the general configuration of a problem or idea (Maghsudi, 2007). Brown (1994) classifies Field Dependent individuals with characteristics such as sociable, empathetic, attentive to the feelings and thoughts of others and considerate for their approval. Witkin et al. (1977) outlined the characteristics of Field Dependent learners as follows: sensitive to environments; easily influenced by prevailing field or context; group oriented, global, and socially-sensitive/prefer group project; prefer externally defined goals and reinforcements, and clear definitions of desired outcomes; extrinsically motivated; less structured, less autonomous.
The followings are the principal characteristics of Field Dependence as asserted by Ellis (2015) impersonal orientation (i.e. reliance on internal frame of reference in processing information); analytic (i.e. perceives a field in terms of its component parts; parts are distinguished from background); independent (i.e. sense of separate identity); not so socially aware (i.e. less skilled in interpersonal/ social relationships).

RESEARCH METHODS
The method implemented in this study is the systematic literature review. The data are collected from all available journal articles from Google Scholar related to the influence of independence-dependence in second language acquisition. The researcher collected journal articles using the keywords field independencedependence, individual differences in second language acquisition, or a combination of both. The findings are presented in a table that includes researchers' names and the years the articles were published; the titles of the articles; and the results of the research.

FINDINGS AND DISCUSSIONS
The findings of the research data included in the following table are summary of articles related to the influence of Field Independence-Dependence in Second Language Acquisition. The results revealed that field independent learners outperformed field dependent learners in reading comprehension.

CONCLUSION
Multiple article journals that are shown in this research show the majority of positive relationships between Field Independency and Field Dependency and language acquisition/language learning. It is said that Field Independent language learners are more benefitted than their Field Dependent counterparts. Several studies revealed that Field Independent individuals tend to score higher in vocabulary knowledge; this leads to conclusion that Field Independent learners may be a better language learner and have a bigger success in their second language learning. Further studies may be needed to investigate more of relationships between Field Independency-Dependency and SLA.