Group : 5 (Faizah, Meti, and Ihsan)

Group : 5

Nur Faizah

Meti Wisma Rini

Nurul Ihsan

THE AFFECTIVE DOMAIN

                The affective domain is the emotional side of human behavior, and it may be juxtaposed to the cognitive side. Bejamin Bloom and his colleges (Krathwohl, Bloom,& Masia, 1964)provided a useful extended definition of te affective domain that is still widely used today.

1.       Receiving

2.       Responding

3.       Valuing

4.       Organization

5.       Characterized by and understand theselves in terms of their value system.

AFFECTIVE FACTOR IN SECOND LANGUAGE ACQUISITION

Self-Esteem

                Self-esteem is probably the most pervasiveaspect of any human behavior. It could easily be claimed that no successful cognitive or affective activity can be carried out without some degree of self-esteem, self-confident, knowledge of yourself , and self-efficacy. By self-esteem , we refer to the evaluation which individuals make and customarily maintain with regard to themselves ; it expresses an attitude of approval or disapproval, and indicates the extent to which individuals believe themselves  to be capable, significant, successful and worthy. In short, self-esteem  is a personal judgment of worthiness that is expressed in the attitudes that individuals hold toward themeselves. Theree general levels of self-esteem hve been described in the literature to capture its multidimensionality.

1.       General or global self-esteemis said to be relatively stable in mature adult, and is resistant to change except by active and extended therapy.

2.       Situasional or specific self-esteem refers to one’s self-appraisals in paticular life situations.

3.       Task self-esteem relates to paticular tasks within specific situations.

Willingness to Communicate

                A factor related to attribution and self-efficacy, one that has  seen a surge of recent interest in the research literature, is the extent to which learners display a willingness to communicate as they thackel a second language. Willingness to communicate (WTC) may be defined as “an underlying continuum representing the predisposition toward or away from communcating, given the choice” (Maclntyre et al., 2002, p. 538) or more simply put, “the intention to initiate communication, given a choice.” (Maclntyre et al., 2001, p. 369).