kelas 4B 

Kelompok 2 

dyah nuraini 

emilia nur febrilianti 

meti wismarini

Risk taking

Risk taking is an important characteristic of successful learning of a second language. Learners have to be able to gamble a bit, to willing to try out hunches the language and take the risk of being wrong.

Risk-taking variation seems to be factor in a number of issues in a second language acquisition and pedagogy. The silent student in the class room is one who is unwilling to appear foolish when mistakes are made. Self-esteem seems to be closely connected to a risk-taking factor. Most of time our problem as a teachers will be to encourage students to guess somewhat more willingly than the usual student is prone to do, and to value themas person for those risk that they take.

Anxiety

Intricately inter wind with self-esteem, self-efficacy, inhibition, and risk taking, the construct of anxiety plays a major affective role in a second language acquisition. Event though we all know what anxiety is and we all have experienced feelings of anxiousness, anxiety is still not easy to define in a simple sentence.

The research on anxiety suggests that anxiety, like self-esteem can be experienced at various levels

1.      Trait anxiety is a more permanent predisposition to be anxious.

2.      State anxiety is experienced in relation to some particular event or act.

3.      Language anxiety as it has come to be known, focuses more specifically nature of state anxiety.

Even with some controversies about causes and effects of language anxiety, and some questions about how to avoid or ameliorate anxiety in foreign language classes, some progress has been made over the last few years towards a better understanding of the phenomenon.

Empathy

The human being is a social animal, and the chief mechanism for maintaining the bounds of society is language. In common terminology, empathy is the process of putting yourself into someone else’s shoes of reaching beyond the self to understand what another person felling. Language is one of the primary means means of empathizing, but nonverbal communication facilities the process of empathizing and must not be overlooked.

Empathy implies more possibility of detachment, sympathy connotes an agreement or harmony between individuals. Certainly one of the more interesting implications of the study of empathy is the need to define empathy cross-cullturally to understand how different cultures express empathy.

Extroversion

Extroversion is the extent to which a person has a deep-seated need to receive ego enhancement. Self-esteem, and sense of wholeness from other people as apposed to receiving that affirmation within oneself. Extroverts actually need other people in order to feel good, but extrovert are not necessarily loudmouthed and talkative. They may be relatively shy but still need the affirmation of others. Introversion, on the other hand, is the extant to which a person derives a sense of wholeness and fulfillness apart from a reflection of this self from other people.

Extroversion is commonly though to be related to empathy, but such may not be the case. The extroverted person may actually behave an an extroverted manner in order to protect his or her ego, with extroverted behavior being symptomatic of defensive barriers and high ego boundaries. In a comprehensive study on extroversion hypothesized that extrovert students would be more proficient than introverts. In fact, introverts were significantly better than extroverts in their pronunciation.

We need to be sensitive to cultural norms, to a student’s willingness to speak out in the class, and to optimal points between extreme extroversion and introversion that may vary from student to student.