THE IMPORTANCE OF AFFECTIVEDOMAIN IN LANGUAGE LEARNING:

STUDIES ON SELF-ESTEEM

PSYCHOLINGUISTICS

PRESENTED BY:KINKIN SUSANSI

ENGLISH EDUCATION PROGRAMUHAMKA GRADUATE SCHOOL

2015

OVERVIEW★�Introduction★�Affective domain★�Affective domain and language learning★�Negative self-concept★�The definition of self-esteem★�The importance of self-esteem★�Reasoner’s model of self-esteem

INTRODUCTION

Learning a new language is:★ �Complicated and takes time to learn. ★ �It needs a lot of exposure and practicing.★ �Learning for years but cannot gain fluency make students frustrated.★ �Effective teaching and learning are demanded to make students learn

faster and in fact, it is hard to get.★ �Unsupportive learing environment can inhibit students learning. If they

are mocked as making mistakes, they can lose self-esteem and motivation to learn. It can cause failure on certain subject, and even worse students might reject to learn.

�The reasons of students failure are NOT always lacking of intelligence but more to MENTAL BLOCKS such as SELF-ESTEEM and MOTIVATION issues. The truth is, during language exposures and practicing self-esteem and motivation are needed.

AFFECTIVE DOMAIN

�Affectivity is a stimulus for an action, a monitor and controller of cognitive processing. Therefore, if the affective domain is not working, the cognitive activities will not run. Knowledge will not be processed well and it will be difficult for learners to learn.

The emotional and the thinking brains are inseparable. They are connected and support each other. The affective and cognitive domain determine someone’s successful in learning foreign language

(LeDoux, 1996)

AFFECTIVE DOMAIN AND LANGUAGE LEARNING

Affect is an intrinsic motivator. (Rodriguez, plax and kearney,1996: 297)

�

�It is hard to study without motivation. In this case, the affect can be positive or negative, to motivate or ruin motivation . Positive affect can bring success in learning language and negative affect can cause failure. �

Oral communication in the foreign language is anxiety provoking and associated with low self-esteem.

(Horwitz et al., 1991; McCroskey et al., 1977)

The success of language learning depends “less on materials, techniques and linguistic analysis and more on what goes on inside and between people in the classroom.

(Stevick,1980: 4)

�Speaking becomes the uneasiest subject for students who worry about making mistakes and judge by their peers and teacher. If we concern “on what goes on inside and between people in the classroom” we need to provide conducive and supportive learning environment to help learners lessening their affective filter. The higher the filter, the more difficult students to learn.�

NEGATIVE SELF-CONCEPT

�What learners think about themselves determine their self-esteem, build or ruin their motivation.

The enemies of self-esteem in the classroom are labelling, criticism, sarcasm, put downs, comparisons,

and evaluating the person rather than the behavior. (Hoffman, 1999)

The perceptions one has of self significantly affect attitudes, behaviors, evaluations, and cognitive

processes. (McCroskey et al.,1997: 269)

��

★ What we think sometimes influenced by the environment. If students treat badly like in class as teachers and peers label them, hard criticize, being sarcastic and compare students to their competent friends it might put learners self-esteem to the lowest level that will cause them fail in the class.

★ It is important to help students change negative mental concept about themselves. It helps lowering their affective filter. If not, their cognitive process will not work optimally.

THE DEFINITION OF SELF-ESTEEM

In short, self-esteem is a personal judgment of worthiness that is expressed in the attitudes that individuals hold toward themselves.

(Coopersmith, 1967, cited in Brown, 2000)

★Self-esteem defines as feeling meaningful and worthy as human, have something inside, feel the pride, how we appreciate ourselves, the weaknesses and strengths.

�★ �In learning context, self-esteem is an outcome of learning

achievement. It can be reached through the developing of competence.

����

SELF-ESTEEM DEFINITIONS:- Competence and worthiness- Cognition and affect- Stability and openness

�The developing of competence will grow the sense of worthiness that refers to self-esteem. Self-esteem will smooth the process of cognition and affect that lead to the stability of skill, openess (receiving) to knowledge or lesson (the continuity of learning) and open for changing .�

THE IMPORTANCE OF SELF-ESTEEM

If the classroom atmosphere is not supportive it will be much more difficult for students to communicate. (Arnold, 1999)

�If we correct students’ error in unsensitive manner, students will perceive themselves

worthless (lack of ability) and they may become unwilling to try again.(Arnold, 1999)

�The fear of judgment, making mistakes, and unable to express the language fluently can confine students language exposure, lower their self-esteem and cause them lose motivation to learn. Supportive learning environment can lessen students anxiety and arouse motivation.

�����

★ �Boosting self-esteem artificially by giving student unobjective and inaccurate evaluation of their competence will develop unhealthy self-esteem.

★ �If we try to make students happy without giving them enough skill, it means that we developed unhealthy or fake self-esteem for our students.

★ �We need to grow a healthy self-esteem through the developing positive beliefs about themselves and abilities with commitment and growing the sense of responsibility.

�★ �We can use a model of self-esteem proposed by

Robert W. Reasoner to develop healthy self-esteem in the classroom.

�★ �Reasoner’s model of self-esteem consists of five

components: security, identity, belonging, purpose, and competence.

REASONER’S MODEL OF SELF-ESTEEM

1. SECURITYEstablishing respectful environment to make students feel safe with clear rules; encouraging in a consistent manner without intimidating or degrading; grow the sense of responsibility through behaviors and fulfilment of tasks because we want to accommodate students with language skills and reach competence before self-esteem.

2. IDENTITYDevelop a sense of personal worth; accept and value their unique strengths and weakness so they can value the uniqueness of others. Do not give empty praise. Praise is earned through efforts or fulfilment of tasks. �

3. BELONGINGTo feel accepted and supported by others; to feel that they are a part of a group; provide opportunities for students to connect or bound with others and being cooperative with others. Another good point, learn together means they can learn more from others.

4. PURPOSEStrengthen students’ values; to feel what they are doing have meaning and purpose; focus on achieving specific goals, create visions of what they want and what kind of person they wish to become; ask them to think what the most important thing to achieve and the advantage for them. For example: I want to be able to write well in English because writing is my hobby and I want to be a professional writer someday.

5. COMPETENCEAs we know competence results in self-esteem. To grow the sense of personal competence, the efforts to make make it happen include providing encouragement, support, and constructive feedback.

THE IMPLICATIONS FOR TEACHING

★ �We need to provide a conducive and supportive learning atmosphere to develop self-esteem, to motivate students, and make learning new language more effective and faster.

★ �We should develop a healthy self-esteem in the classroom by accomodating students with skills and competency.

��

REFERENCES

Arabski, J. and Wojtaszek, A. (eds). (2010). Neurolinguistic and psycholinguistic perspectives on SLA. Bristol: Multilingual Matters.

Brown, D. H. (2000). Principles of language learning and teaching. 4th ed. New York: Longman.

Rubio, F. (Ed). (2007). Self-esteem and foreign language learning. Cambridge Scholars Publishing.

KEEP UP THE GOOD WORK !!