ENGLISH LANGUAGE ANXIETY OF PRE-SERVICE TEACHERS:  CAUSES AND COPING STRATEGIES

Truly Almendo Pasaribu; Monica Ella Harendita

doi:10.24071/llt.v21i2.1261

ENGLISH LANGUAGE ANXIETY OF PRE-SERVICE TEACHERS: CAUSES AND COPING STRATEGIES

Truly Almendo Pasaribu^(1*), Monica Ella Harendita⁽²⁾,

(1) Sanata Dharma University, Orcid ID: 0000-0003-4243-6673
(2) Sanata Dharma University
(*) Corresponding Author

Abstract

Teaching practice gives students opportunities to learn from their teaching experience in real schools. However, some may experience anxiety because they lack teaching experience. This feeling can pose potential problems to their learning and teaching process. Although anxiety is not considered a new issue, there has been little information as to how Indonesian pre-service teachers experience and overcome anxiety in teaching English as a foreign language. The research aimed at addressing two questions: 1) what are the possible causes of Indonesian pre-service teachers anxiety in teaching English? And 2) how do Indonesian pre-service teachers manage anxiety when teaching English? This research employed both quantitative and qualitative methods. The data were collected from questionnaires and focus group discussion. The results show that several factors contributing to pre-service teachers anxiety, namely: confidence, English skills, preparation, lesson delivery, students profiles, evaluation and classroom management. In tackling the problems, the participants applied personal, professional, social, and institutional coping strategies. Recognizing the causes of anxiety and strategies to face it can be one step forward to reduce teaching anxiety.

Keywords

English language teaching, anxiety, pre-service teachers

Full Text:

PDF

References

Astika, G. (2014). Reflective teaching as alternative assessment in teacher education: A case study of Pre-Service Teachers. TEFLIN Journal, Volume 25(1).

Bradford, A. (2007). Motivational orientations in under-researched FLL contexts: Finding from Indonesia. RELC Journal, 38(3), 302323.

Buchler, R. K. (2013) Anxiety-Reducing Strategies in the Classroom. Online Dissertation. Accessed on 12 October 2016 at http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1182&context=dissertations

Celik, M. (2008) Pre-Service Efl Teachers Reported Concerns and Stress for Practicum in Turkey. Education and Science, Vol. 33, No 150

Chen, T. Y., and Chang. G. B. (2004). The relationship between foreign language anxiety and learning difficulties. Foreign Language Annals, 37(2), 278-289.

Costa, A. L. & Kallick, B., (2000). Getting into the habit of reflection. Educational Leadership, April, 60-62.

Creswell, John W. (2013). Research design: Qualitative, quantitative, and mixed method approaches. California: Sage Publication

Gregersen, T. S. 2005. Nonverbal cues: Clues to the detection of foreign language anxiety. Foreign Language Annals, 38(3), 388-400.

Horwitz, E.K and Young, D.J. (Eds.). 1991. Language Anxiety: From Theory and Research to Classroom Implications. Englewood Cliffs: Prentice Hall.

Horwitz, M.B., Horwitz, E.K., and Cope, J.A. 1986. Foreign language classroom anxiety. The Modern Language Journal, Vol. 70(2), 125-132.

Kim, S. Y., & Kim, J. H. (2004). When the learner becomes a teacher: Foreign language teaching anxiety as an occupational hazard. English Teaching, 59(1), 165-186.

Yoon, T. (2012). Teaching English though English: Exploring Anxiety in Non-native Pre-service ESL. Teachers Theory and Practice in Language Studies, Vol. 2, No. 6, pp. 1099-1107, June 2012

Ronan, R. K. & Kenall, C. P. (1997). Self-talk in Distressed Youth: Sates-of-Mind and

Content Specificity. Journal of Child Psychology, 4, 330337.

Krashen, S. (1981). Second Language Acquisition and Second Language Learning. California: Pegamon Press Inc.

Kuswandono, P. (2013). The journey of becoming a teacher: Indonesian Pre-Service Teachers Reflecting on Their Personal Learning. (Unpublished Dissertation) Monash University

Mapfumo, J. S. & Chitsiko, N. (2012). Teaching Practice generated stressors and coping mechanisms among student teachers in Zimbabwe. South African Journal of Education. Vol 32:155-166

Martin, R. A., & Yoder, E. P., (1985).Clinical teaching analysis: A procedure for supervising teachers. The Journal of the American Association of Teacher Educators in Agriculture, 26(4), 16-21, 33.

Marwan, A. 2008. The exploration of factors triggering foreign language anxiety: Learners voice. TEFLIN Journal, Volume 19, Number 2, August 2008 p: 119-126

Merc, A. (2011). Sources of foreign language student teacher anxiety: a qualitative inquiry. Turkish Online Journal of Qualitative Inquiry, October 2011, Vol. 2(4)

Murray-Harvey, R., Slee, P. T., Lawson, M. J., Silins, H. C., Banfield, G., & Russell, A. (1999). Under Stress: The concerns and coping strategies of teacher education students. Third International Conference on Teacher Education, Beit Berl College, Israel. 27 June 1 July.

Norris, R. J., Larke, A., Jr., & Briers, G.E. (1990). Selection of student teaching centers and cooperating teachers in agriculture and expectations of teacher educators regarding these components of a teacher education program: A national study. Journal of agricultural Education, 31(1), 58-63.

Rieg, S. A., Paquette, K. R., & Chen, Y. (2007). Coping with stress: An investigation of novice teachers stressors in the elementary classroom. Education, 128(2), 211-226.

Riesky. (2013). How English student teachers deal with teaching difficulties in their teaching practicum. TEFLIN Journal, 2(2), 250261.

Sammephet, B. & Wanphet, P., (2013). Pre-Service Teachers anxiety and anxiety management during the first encounter with students in EFL classroom. Journal of Education and Practice. 4(2), 78-87.

Sulistiyo, U. (2009). Learning English in an Indonesian university: A study of learners preferred activities. La Trobe University.

Suryati, N. (2013). Developing an effective classroom interaction framework to promote lower secondary school students English communicative competence in Malang, East Java, Indonesia (Unpublished dissertation). The University of Newcastle, NSW.

Takahashi, H. (2014). Nonnative English-speaking Teachers Self-perceived Language Proficiency Levels, Anxieties, and Learning Strategies. International Journal of Christianity and English Language Teaching, Volume 1 (2014), pp. 24-44.

White, S. (2009). Articulation and re-articulation: Development of a model for providing quality feedback to Pre-Service Teachers on practicum. Journal of Education for Teaching: International Research and Pedagogy, 35(2), 123132.

Zareil, A. A. & Sharifabad, N. A. (2012). Experienced and novice Iranian teachers perceptions as to the effect of intrinsic factors on teacher efficacy. Basic Research Journal of Education Research and Review, Vol. 1(1) pp. 04-14

DOI: https://doi.org/10.24071/llt.v21i2.1261

Refbacks

There are currently no refbacks.

Indexed and abstracted in:

LLT Journal Sinta 1 Certificate (S1 = Level 1)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 1 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 169/E/KPT/2024. Validity for 5 years: Vol ... No 1, 20... till Vol ... No 2, 20...

Sinta 1 certificate to post here asap. Thank you for your patience and understanding.

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.

Username
Password
Remember me