Class 4-B

Group 2:

- Leny Mutmafidah

- Nikita Nurul Milati

- Ahmad Ivan Fathoni

Risk Taking

            Risk takng is an important characteristic of successful learning of a second language. Learner have to be brave to be willing to try out hunches about the language and take risk of being wrong.

            Some negative ramifications that foster fear of risk taking in the classroom and outside the classroom:

-          In the classroom include a bad grade in the course, a fail on the exam, a reproach from the teacher, a smirk from the classmate, and getting punishment.

-          Outside the classroom: they fear looking ridiculous, they fear to show that they have failed to communicate, and they faer do not take care by others.

Ely (1986) assume that high risk taking will yield positive results in second language learning, however such is not usually the case.

Anxiety

            Spielberger (1983,p.1) defined anxiety as the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system.

            Scovel (1978,p.134) defined more simply that anxiety is associated with feelings of uneasiness, frustration, self-doubt, apprehension, or worry.

            A further by-product of ongoing research on language anxiety has been a debate over whether anxiety is the cause of poor performance in a second language, or the product of less than satisfactory performance.

Empathy

            Empathy is the process of putting yourself into someone else, reaching beyond the self to understand what another person is feeling. Language is one of the primary means of empathizing, but nonverbal communication facilitates the process of empathizing and must not be overlooked. Empathy is not synonymous with sympathy.

Communication erquires a sophisticated degree of empathy. In order to communicate effectively, ypu need to be able to understand the other person’s affective and cognitive states.

So in a second language learning situation, the problem of empathy becomes acute. Not only must learners-speakers correctly identify cognitive and affective sets in the hearer, but they must do so in a language in which they are insecure.

Extroversion

            Extroversion is the extent to which a person has a deep-seated need to receive ego enhancement, self-esteem, and a sense of wholeness from other people as opposed to receiving that affirmation within oneself. Introversion, on the other hand, is the extend to which a person derives a sense of wholeness and fulfillment apart from a reflection of this self from other people.

Exteroversion is commonly though to be related to empathy, but such may not be the case. The extroverted person may actually bahave an an extroverted manner in order to protect his or her ego, with exttoverted bahavior being symptomatic of devensive barries 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 pronounciation.

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 intriversion that may vary from student to student.