Information processing (IP) is a theoretical framework that focuses on the cognitive process involved in second language acquisition (SLA) . IP arose when the behaviorist view of language learning failed to address the cognitive process involved in SLA. Although PI emphasizes learning (SLA) as an internal process, much like nativist theory, it considers that learning a language is no different from learning any other form of skills. Nativists, on the other hand, posit that certain aspects of language learning are innate; that is to say that each child has access to the language acquisition device (LAD) - Universal Grammar (UG). Based on the aforementioned hypothesis, IP views language as a hierarchical set of skills, ranging from lower-level skills to higher-level skills. The acquisition of higher skills is impossible without the prior acquisition of lower skills (Saville-Troike & Barto, 2017). Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essayAccording to IP, these skills are acquired in 3 stages: input (perception), central processing and output (production). IP beings with sensory perception of information (input). As Troika and Barto (2005) state, input is any representative sample of the target language that learners encounter. Krashen (1985) stated that language is acquired from an overall input slightly above current proficiency (i +1). However, it is essential to clarify that not all inputs become inputs. Whether an input becomes an input will depend on the attentional demand of the input. Cherry (1953) stated in his famous Cocktail Party effect that despite seeing and hearing so much information daily, people will select only necessary information and reject necessary information. remaining. True to his words, attention acts as a filter letting in only the information (inputs) that has the greatest attentional demand. Such a selective function also helps avoid information overload. Once input becomes input, the information passes through central processing. It includes controlled processing (short-term memory/STM) and automatic processing (long-term memory/LTM). Humans cannot process everything simultaneously because, by nature, we are a limited processor; therefore, the number of controlled treatments is limited because they place a higher demand on cognitive skills (Saville-Troike & Barto, 2017). If a learner hears an idiosyncratic sentence in TG, it will be analyzed semantically to try to derive meaning from it. The processed data is then transferred to automatic processing where it is stored for later retrieval. The stored data is said to be automated, that is, it becomes patterns or patterns. The diagram in simple terms can be understood as basic knowledge. Each time new information is processed in STM, it is compared to the existing schema to facilitate the learning process. Automated data is stored for a lifetime and is easily accessible on demand because it requires less cognitive skills. Saville-Troike & Barto (2017) assert that learning occurs when learners move from control to automatic processing. John Anderson in his ACT* and ACT-R theory explains a similar concept through knowledge..