Feeling the importance of sets of Selly In Learning Process

Attitudes and feelings have a very important role in any lessons, as well as in foreign language learning, the impact is enormous. Inconvenience to learn a foreign language, perceived by the learner because of the traumatic circumstances that class. They considered a foreign language is a very difficult lesson, but in the classroom, they seemed not to gain anything and will quickly forget what they learned in class. In addition you can about the curriculum applied, this can also be caused by a weakness or insensitivity of teachers and teaching methods. Thus, when asked how learning a foreign language in their opinion, only one answer that diujarkan, "difficult".

George Isaac Brown (1975) in his book The Live Classroom to say that there are two kinds of state classes, classes of life and death. In the dead class, learning is mechanistic, routine, excessive rituals, passive and boring. Teachers and students like robots compared to such a container which can only receive and accommodate all the things that the teacher (in Maskowitz, 1978: 10). Classes like these will not provide any understanding of a subject instead will make the students bored and eventually hated the lessons and the teacher. Certainly there is no motivation for them to achieve satisfactory progress. While the class is full of life and learning activities in which students participate with enthusiasm. Each student is valued and treated like any human being by his teacher, so that no part of life learning (ibid).

This is what is called a humanistic approach that considers students' feelings. This approach is certainly different from the cognitive approach in which the results achieved would be very different. Mahmoudi and Snibbe (1974) conducted a comparative study in which they arranged in such a way as to make teaching a class on providing the most attention, affection, acceptance and appreciation of student-siswinya, while the other class is not. Results at the end of the semester showed increasing student achievement and decreasing the value of the class tensions at the first class is given more attention than the second class (at Chastain, 1971).

Important things to consider after knowing how the above model and its relation with the teaching are:

a. Ideally, this area is the widest Open Area / General where you and your people out to know a lot about you, so that other smaller areas. This can happen when you used to tell about yourself to others so that there will be an input or feedback you received from others. This is very good because you will more easily recognize yourself, including all the advantages and disadvantages.

b. Thus, the more people know yourself, the more narrow and small hidden area and the greater and the width of your Open Area.

c. Furthermore, the Blind Spot area will decrease when people around you give feedback about things that you do not know (about yourself).

d. When the process of story telling, sharing, and give each other feedback, then you can develop a vision (insight) yourself. And what you do not know about yourself can be revealed. Of course this will further expand Open your Area.

In this case, humanistic techniques aim to open the Open Area students to grow more confident and more familiar with him through the process of giving and receiving information about themselves and others. This technique can of course give comfort when learners interact in the classroom. Johari Window model itself is a concept that can be applied in the classroom by educators through the things that might be considered trivial, such as: do not say "wrong" for answers or opinions expressed by students, but was replaced by "good, but still 30% right "or" a little longer ", etc..; try to interact with students through small talk that goal closer social distance between teachers and students so that the tension will be greatly reduced; monitor students not from behind the teacher's desk but was immediately approached the table students; and many again.

The core of humanistic teaching is that in any teaching, learners are feeling the factors that must exist and must be considered, because these factors have a very influential role. In harmony with this, Hawley and Hawley (1972) adds that learning can not be performed well without any attention to the emotional factor and the values it carries. On the other hand, the study also can not run an information vacuum. Therefore, both must be one (in Maskowitz, 1978: 14).