DEPARTMENT IN UIN SUNAN AMPEL SURABAYA
THESIS
Submitted in partial fulfillment of the requirement for the degree of
Sarjana Pendidikan (S.Pd) in Teaching English
UIN SUNAN AMPEL
S U R A B A Y A
By:
Ta’linaya Aminah
NIM. D95211090
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
MOTTO………. V
D. Scope and Limitation of the study……… 9
E. Significances of the study ……… 10
F. Definition of Key Term……… 10
CHAPTER II : REVIEW OF RELATED LITERATURE A. Review of Related Literature 1. Teaching Practice a. Definition of Teaching Practice……….. b. Ways to provide teaching practice ………. 13 15 2. Anxiety a. Definition of Anxiety ………. b. Indicators of Anxiety ………. c. Category of Causing Factors of Anxiety ……… d. Anxiety Management ………. 19 20 22 25 B. Review of Previous Study………. 29
CHAPTER III : RESEARCH METHODOLOGY A. Research Approach and Design………... 34
B. Research Setting ………... 35
F. Data Analysis Technique
1. Data Reduction ………. 44
2. Data Display………..
3. Drawing Conclusion and interpretation ………
46 46
G. Checking Validation of Findings ……… 46
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. Research Findings
1. The causing factors of Pre-service teachers’ anxiety in the first teaching practice in microteaching class (PPL 1) English Teacher Education
Department UIN Sunan Ampel Surabaya ……… 49 2. Anxiety management of pre-service teachers in the first teaching
practice in microteaching class (PPL 1) English Teacher Education
Department in UIN Sunan Ampel Surabaya ………... 60
B. DISCUSSION
1. The causing factors of Pre-service teachers’ anxiety in the first teaching practice in microteaching class (PPL 1) English Teacher Education
Department UIN Sunan Ampel Surabaya ………
68
2. Anxiety management of pre-service teachers in the first teaching practice in microteaching class (PPL 1) English Teacher Education
Department in UIN Sunan Ampel Surabaya ………. 75
CHAPTER V : CONCLUSION AND SUGGESTION
A. Conclusion……… 81
B. Suggestion……… 82
ABSTRACT
Aminah, Ta’linaya (2016), Pre-Service Teachers’ anxiety in the First Teaching
Practice in Microteaching Class (PPL1) in English Teacher Education Department.
English Teacher Education Department, Faculty of Education and Teacher Training, State Islamic University of Sunan Ampel Surabaya. Advisor: Rakhmawati M.Pd. Key Words: Anxiety, Pre-service Teachers’ Anxiety, Pre-Service Teacher, Anxiety Management, First Teaching Practice, Microteaching.
CHAPTER I
INTRODUCTION
This chapter consists of research background that explains about the problem and why the writer chooses the topic, the statement of the problem, the significance of the study and objectives of the study, scope and limitation of the study and definition of key terms.
A.
Research Background
As the students of English Teacher Training Program, teaching practice cannot be separated for them before they teach in the real class. Teaching practice is the important component to the students of teacher training program to get the first teaching experience, which will be useful for them.1 Through teaching practice, the quality and development of students’ knowledge, skills and attitudes can be improved. Besides, the pre-service teachers are expected that can develop and apply the theory of teaching when they practice teaching in microteaching class.
Vahide stated that more effective practice teaching is, the better the opportunities for the student teachers to develop their teaching knowledge and skills at the practice schools.2 It means that the much they practice to teach,
1
Vahide Can, A microteaching application on a teaching practice course. Cypriot Journal of Educational Sciences.Vol.4, 2009 page 125
2
they will be able to develop their teaching knowledge and skills when they are teaching in the real class.
In the teaching practice, the pre-service teacher will learn how to administered teaching-learning process in the class, how to manage the time effectively and how to resolve the classroom problem. For this reason, teaching practice cannot be separated to microteaching. Microteaching is the first step for the teacher candidate to practice teaching before they teach in the class with the classmate as their students who are ten until twelve students in the class.3 The pre service teacher will demonstrate of the teaching practice in the class during 35-40 minutes.
Microteaching is an idea with three essential propositions. Firstly, microteaching lessens the complexity of normal classroom teaching so that class size, scope of context and time are all reduced. Secondly, microteaching focuses on training for accomplishment of specific tasks such as practice for instructional skills, demonstration of teaching method, practice of techniques of teaching and others. Thirdly, microteaching allows for the increased control of practice. The ritual of time, students, supervision, and many other factors can be manipulated and greatly expands the feedback dimensions in teaching.4 The success of teaching practice of pre-service teacher not only determined by
3
Anupama Bhargava. Teaching Practice for Student Teacher of B.ED Programme Issues, Predicaments & Suggestions.Turkish Online Journal of Distance Education-TOJDE April 2009 Vol.10 No: 2 Article 3, page 112
4
academic factors but also by non-academic factors. Whether in external or in internal factor. The external factors of teaching practice are such as the support or resistance of environment (such as parenting support, classmate and lecturer), facility (such as media and building), and system of social economy. Besides the internal factor is pre-service teachers’ health condition whether physically or psychologically or emotionally condition. One of it is anxiety. The internal factor is so important in the success of teaching practice, because the condition of pre-service teacher’s psychology can be changed according to condition of environment.
As mention before, anxiety is one of internal factor that can affect in pre-service teachers’ performance in teaching practice. Anxiety could be defined as the uncomfortable feeling of nervousness or worry about something that happen or might be happened in the future. Anxiety is a normal human emotion that everyone experiences at times. Many people feel anxious, or nervous, when faced with a problem at work, before taking a test, or making an important decision.5
Anxiety can be happened to everyone, also to the pre-service teacher. In English Teacher Training Program in Tarbiyah Faculty UIN Sunan Ampel, pre-service teacher had twice teaching practices in microteaching class (PPL 1). Every pre-service teacher did a teaching practice during twenty minutes with nine other classmates as students and two students as observers. Here,
5
they must totally perfect in their performance, showing their teaching ability and applying teaching theoretical in the class. in microteaching class (PPL 1), the pre-service teacher can be infected anxiety during they practice of teaching, especially in the first teaching practice.
In previous study, the researcher reviewed some researchers related to the topic in pre-service teachers’ anxiety in teaching practice. The first was by Sammephet and Wanphet entitled “Pre Service Teachers’ Anxiety and Anxiety
Management during the First Encounter with Students in EFL Classroom.”6
The aims of this study were to investigate possible causes of pre-service
teachers’ anxiety and to study how the teachers managed their anxiety
effectively. From this research can be known that that pre-service teachers’ anxiety occurred in three times in teaching practice. Those were anxiety before teaching practice, anxiety during teaching practice and anxiety after teaching practice.
The second was by Ngidi and Sibaya entitled “Student teacher
anxieties related to practice teaching.”7 The aim of this study was
investigated anxieties experienced by student teachers with regard to practice teaching. The results showed significant three-way interaction effects of
student teachers’ biographical variables (gender, age and grade placement) on
6
Banchakarn Sammephet and Phalangchok Wanphet. Pre-Service Teachers’ Anxiety and Anxiety
Management during the First Encounter with Students in EFL Classroom.Journal of Education and Practice.Vol.4, No.2, 2013
7
practice-teaching related factors such as evaluation and an unsuccessful lesson. The third was by Park and Lee entitled “L2 Learners’ Anxiety, Self
-Confidence and Oral Performance.”8 The aims of this study were examined
the relationship between L2 learners’ anxiety, self-confidence and oral
presentation. The result of this study showed that there were significant effects of anxiety and self confidence on L2 learners’ oral performance.
Meanwhile what made this research different from the researches above was that this research about the causing factor of pre-service teachers’ anxiety in the first teaching practice and how they managed their anxiety during teaching practice in microteaching class. This study aims to found out the causing factors of pre-service teachers’ anxiety in the first class in microteaching class and to know how they can manage their anxiety when they taught in the class. Some previous studies above explained about the relation between pre-service teachers’ anxiety with teaching practice. The
other studies analyze the relation between L2 students’ anxiety with self
confidence and oral presentation. The researcher believed that this study was different with other research above.
In preliminary research, the researcher has found the problem about pre-service teachers’ anxiety. The researcher asked some students of 7th semester academic year 2011 in English Teacher Education Department about
8
their experience when they practiced of teaching in microteaching class (PPL 1) in 6th semester, their semester before. The researcher found that pre-service teachers had some problems when practiced of teaching such as; they felt afraid and unconfident when they stand up in front of the students, they also worried about their lesson plan not suitable with the objective of study. Besides, they also worried that they could not apply the teaching technique and classroom management technique in the class. In other hand, from all of the problems, feeling anxiety in teaching practice was the most problem of the pre-service teacher especially in the first teaching practice. The first teaching practice in microteaching class was new environment for pre-service teacher who never teach in academic or non-academic institution before.
The first teaching practice for the students of 6th semester of English Teacher Training and Education was their own problem to be their performance. Besides, the first teaching practice was the first references for them and it can be a media to know how much they can develop their own teaching skill in the class. According to Wong and Wong that the first practice is important for the success of teaching practice.9 The pre-service teacher can measure their teaching skill and through feedback they can repair their mistake in the further teaching practice.
9
As candidate of English teacher, the pre-service teachers should know how to perform well in front of class. Through speaking English fluently and confidently, and giving clear instruction. Besides, they should know themselves, how to manage their emotion when taught in the class and how to reduce their anxiety when they taught the students in the class.
The researcher had been taken object of the research at English Teacher Education Department in UIN Sunan Ampel Surabaya especially to 6th semester who now are taking microteaching subject (PPL 1). In this semester there are 7 classes of microteaching but the researcher took the subject of research randomly from all the classes. The researcher took 5 pre-service teaches in every class so there are 35 pre-pre-service teachers as object of this research classes. The researcher had chosen them to find out the teaching practice experience of pre-service teachers from different lecturers and other information which were related to pre-service teachers’ anxiety in the first teaching practice and anxiety management from different lecturers.
B.
Research Questions
This research especially focused in the area of psychological education. Therefore, the problems of this research are mentioned as below:
1. What are the causing factors of pre-service teachers’ anxiety in their first teaching practice in microteaching class (PPL 1) of English Teacher Education Department at UIN Sunan Ampel Surabaya? 2. How do pre-service teacher manage their anxiety in the first teaching
practice in microteaching class (PPL 1) of English Teacher Education Department at UIN Sunan Ampel Surabaya?
C.
Objectives of the Study
Considering the research question above, thus this research aims to:
D.
Scope and Limitation of the Study
E.
Significances of The Study
This research was expected to give contribution to educational area, especially in English teaching and learning. For details, the significances were broken down as below:
1. For pre-service teachers, as the candidate of English teachers this research is expected to give view about how to manage their anxiety in the first teaching practice in microteaching class (PPL 1). Hopefully the pre-service teachers will prepare before teaching practice, during teaching practice in the class and after teaching practice so the pre-service teachers will ready to teach for real classroom, especially in PPL 2 program. 2. For lecturers, this research can be basic to promote the pre-service teacher
to prepare well and give them motivation in order to prepare well and teach in PPL 1 class.
3. For future researchers, this research is expected to enrich literature about
students’ anxiety management to teach in first teaching practice. In
addition, this research is expected to be one of references for other researcher who wants to conduct further research in the same topic.
F.
Definition of Key Terms
1. Anxiety
According to McDonald in the research Paker, anxiety classified the source of anxiety as follow:
a. The anxiety mainly generated by inconsistencies in the way students are evaluated by mentors.
b. Varying expectation of students performance conformity among mentors
c. Marked variations in the quality of feedback given to students by their mentors10
While anxiety in this research means that the pre-service teachers’ worry, nervous, afraid and unconfident when they are doing teaching practice (perform) in microteaching class (PPL 1) in English Teacher Department in UIN Sunan Ampel Surabaya. Besides, it also means that the pre-service teacher’s worry about what the lesson plan and classroom management are suitable with the situation of the class and the objectives of the research.
2. Teaching practice:
Teaching practice is informal practice of a particular technique, perhaps with other training as students, to a formally assessed lesson.11
10
Turan Paker. Student Teacher Anxiety related to the Teaching Practicum”. Eurasian Journal of Educationnal research, Issue 42, winter 2011. Page 209
11
While teaching practice in this research means that teaching performance of pre-service teacher in English Education Department. There have two times to practice of teaching in the class. This research only focuses on their first teaching practice.
3. Microteaching:
Microteaching as a process providing pre-service teachers with audio-visual materials which demonstrate the teaching sessions, and which can be used as the basis for further discussions with the supervisors.12 While microteaching of this research means that it is one way to present of teaching practice of pre-service teacher in 6th semester as a subject in English Education Department that their friends as the students and actually only 20 minutes in every practice.
12
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter review some theories and previous studies related to the topic. Theories related to the topic are about the definition of teaching practice, definition,
indicator and causes of students’ anxiety. The previous studies consist of the studies
related to the students’ anxiety in the first teaching practice.
A. Review of Related Literature
This chapter reviewed some theories and previous studies related to the topic. Theories related to the topic are about the definition of teaching practice, definition, indicator and causing factor of pre-service teachers’ anxiety. The previous studies consist of the studies related to the pre-service teachers’ anxiety in the first teaching practice.
1.Teaching Practice
a. Definition of teaching practice
Teaching not only can learn by discussing it or just talking about materials and techniques, but teaching likes a skill that you
cannot really learn it without doing it. Before students’ teachers can
training as students, to a formally assessed lesson.1 Teaching practice is considered to be an important component of teacher training program since it allows student teachers gain their first teaching experience, which will be useful during their professional life.2
Teaching practice focuses on four areas. The first, sensitivity in problems of language use of learners, the second, sensitivity how learners learn, they skills they need, the strategies they employ and the problems they have. The third, sensitivity how develop classroom
management skills. The fourth, sensitivity how develop students’
teaching techniques in the class.
The objectives of teaching practice as follow:3
1. To allow the students to simulate or approach the real teaching situation under sympathetic supervision.
2. To provide the students with an opportunity to try out techniques.
3. To provide an area for assessment
4. To provide the students with an opportunity to have their teaching evaluate and constructively criticized.
1
Roger Gower, Diana Philips and Steve Walters. Teaching Practice .A handbook for teachers in training. Macmillan books for teacher page vi
2
Vahide Can, A microteaching application on a teaching practice course. Cypriot Journal of Educational Sciences.Vol.4, 2009page 1
3
5. To provide an opportunity for the students to get used to being observed (an observation often forms part of teacher appraisal in many teaching instructions)
6. To encourage development of criteria for self-evaluation and self awareness.
7. To create a situation of gradually increased freedom so that the students become increasingly more independent –able to make decision about what the students’ teach and how they teach. 8. To help the students develop their teaching style.
9. To provide the students with exposure to real learners, their learning problems and the factors which influence their learning
10.To expose the students to pupils at a range of levels and to develop an understanding of the differences of approach required.
11.To develop students’ sense of responsibility for their pupils.
b. Ways to provide teaching practice
which it forms of part. This table below demonstrates some of the ways in which trainees can obtain teaching practice.4
2.1: Table of the Ways of Teaching Practice
Observers Feedback Comments
Teaching practice can be organized in different way. Here there are some common the term that used with an explanation of how they are usually employed as follow:5
1. Apprenticeship
In this way, the teacher as a centre who is responsible for teaching a group of students has one or two trainers as apprentices. They usually observe the teacher teaching the students and then teach part or all of some of the lesson.
They can be guided by on observed by the group’s teacher by another person
acting as teaching practice tutor or supervisor. 2. Peer teaching
In this way, one trainee takes that role of the teacher and the part of the students is taken by his or her follow trainers.
3. Microteaching
This way usually refers to a time when the trainers are not teaching what is normally regarded as a whole lesson, either in term of time or content, but where the focus is on one particular teaching techniques or aspects of a lesson, for example illustrating word stress, setting up pair work activity etc.
According Allen and Ryan in Rawshon at.al research, microteaching has the e following characteristics:6
5
Ibid Page 190
6
1. It is a real teaching situation.
2. It reduces the complexity of the real classroom teaching situation in terms of the number of students, the amount of time and the amount of learning contents
3. It emphasizes training for mastery of teaching activities such as skills, techniques, methods, and curriculum selection
4. It offers better control over practicing teaching activities because many factors easily can be manipulated to attain this greater degree of control in the training program
5. The feedback dimension is expanded considerably because the student can receive meaningful feedback immediately after his performance, and with the help of a variety of technological teaching media as well as observation and interaction-analysis instruments can take the opportunity to improve his performance in light of the feedback provided.
2. Anxiety
a. Definition of Anxiety
an important decision.7 Barlow viewed anxiety as a future-oriented mood state associated with preparation for possible upcoming negative events. Anxiety could also be seen as the apprehension or excessive fear about real or imagined circumstances.8
According to McDonald in the research of Paker, anxiety classified the source of anxiety as:9
a. The anxiety mainly generated by inconsistencies in the way students are evaluated by mentors.
b. Varying expectation of students performance conformity among mentors
c. Marked variations in the quality of feedback given to students by their mentors.
b. Indicators of anxiety
Anxiety can be infected to everyone. It can be indicated by some indicators, for instance by body language that be appearance and the way of speaking. Based on Goldberg, the general indicators of anxiety can be classified as follow:10
1.Feelings of panic, fear, and uneasiness
2.Problems sleeping
7
Joseph Goldberg, Anxiety MD. Journal of Psychology Vol.3 No 4 on February 2008, page 201 8
American National Association of School Psychologists, (http//www.nasponline.org/anxiety) accessed on April 6, 2015
9
Turan Paker. Student Teacher Anxiety related to the Teaching Practicum”. Eurasian Journal of Educationnal research, Issue 42, winter 2011. Page 209
10
3.Cold or sweaty hands and/or feet
4.Shortness of breath
5.Heart palpitations
6.An inability to be still and calm
7.Dry mouth
8.Numbness or tingling in the hands or feet
9.Muscle tension
10. Dizziness
Besides Nevid et,al. classified indicators of anxiety if it is seen by physical indicators, behavioral indicators and cognitive indicators. The indicators as follow:11
1. Physical indicators of anxiety a. Nervousness or worry
b. Tremble in the hands or other part of body
c. Be sweaty in the palm of hand or other part of body d. Dry mouth
e. Cold or sweaty hands and/or feet f. Shortness of breath
g. Speechless h. Breathless i. Diarrhea
11
j. Urinate involuntarily k. Heart palpitations
2. Behavioral indicators of anxiety a. Behavior to pull
b. Dependent behavior c. Shock behavior
3. Cognitive indicators of anxiety a. Worried about something b. Afraid if lost control
c. Afraid if cannot solve the problem d. Worried about little things
e. Difficult to concentrate or focus of mine c. Category of Causing Factors of Anxiety
According to the students’ anxiety in this literature review,
there are some categories of causes of anxiety that can be seen from some result of research. Berry classified the categories of causes of anxiety as below:12
1. Telling and growth (giving a chance to self- reflect and
accepting student teachers’ concerns to develop ability)
2. Confidence and uncertainty
12
Kim, S. Y.- Kim, J. H.“When the Learner Becomes a Teacher: Foreign Language Teaching Anxiety
3. Working with and against 4. Discomfort and challenge
5. Acknowledging and building upon experience 6. Planning and being responsive
Sammephet and Wanphet also classified the categories of
causes of student teachers’ anxiety as follow:13
1. Student teacher’s own Personality
In this category includes confidence and uncertainly. Here the pre-service teachers’ anxiety increased when they met the new students and classroom situation because they had no experience before about teaching. Therefore all these determinants decreased pre-service teachers’ confidence in taking a role in front of class. 2. Teaching context
The pre-service teacher had anxiety when confronted with the complexity in implementing the lesson plan for the first class. Besides anxiety increased when the pre-service teachers cannot follow lesson plan procedure and they had to change the plan immediately to survive in the first class.
3. Supervision context
13
Banchakarn Sammephet and Phalangchok Wanphet. Pre-Service Teachers’ Anxiety and Anxiety
In this category the pre-service teachers were concerned about being observed in their first class by supervisors. Because of the fear of making mistakes, they worried that they would make serious mistakes while the supervisors were observing, and then the supervisors would notice their mistakes.
4. Others
There were other factors that caused anxiety for the pre-service teachers in the first class such as lesson planning and managing tasks and time. To elaborate more, the pre-service teachers felt anxious when they had to select and design activities to serve all aspects of the students.
. They also divide the pre-service teachers’ anxieties according to three stages.14 There are (1) before teaching hour; (2) while teaching hour and; (3) after teaching hour. During before teaching hour, the pre-service teachers are worried about planning lesson or preparing materials because a success of the first lesson can support teaching and learning for the overall achievement of the course. Moreover the pre-service teachers feel worried when they have inadequate time to create the lesson plan.
During while teaching hour, the pre-service teachers are worried about unexpected situations, for example the pre-service
14
teachers’ anxiety over interaction with the students, overtime
management, and over classroom management etc. in after teaching hour, the pre-service teachers feel worried about feedback from the another students and supervisor.
d. Anxiety Management
Pre-service teacher need know how to manage their anxiety when they perform in teaching practice. Sammephet and Wanphet indicated strategies to manage anxiety when the pre-service teachers are doing teaching practice.15 There are (1) self-control strategy; (2) let-it-be strategy; and (3) face-it and handle-it strategy.
Self-Control Strategy includes positive thinking, self talking, and try to calm down. Who suggested that to control the anxiety, the teachers had to understand how anxious situations impact real life, then they needed to control their personality, behavior, attitude, and thought in order to generate pleasure and well-being in the classrooms. In let-it-be strategy, when pre-service teachers are facing with anxiety for example acknowledging and releasing the situations, they should make it to go with the flow. This strategy can increase relaxation by accepting the situation of having anxiety and letting them go tin particular moment.
15
The last strategy is face-it and handle-it strategy. In this strategy student teachers were able to use this strategy through two patterns which included immediate and delayed solutions. Immediate solution means student teachers needed to face up to anxiety and handled the difficult situations in the class immediately by using individual techniques. Whereas delayed solution means student teachers did not acquaint themselves with the techniques to cope with the anxiety at that time since they needed time to digest the problems. They searched for methods to cope with the causes of anxiety by consulting with co-teachers and supervisors.
According to Cox and Heames, there are some strategies to manage anxiety problem to become effective tutor in the class,16 there are:
1. Relaxation
Relaxation is the best way to reduce anxiety in the class. Students who suffer from panic attacks or other forms of anxiety can learn to stay in control by relaxing and slowing down their breathing. They can become with using relaxation exercise, for instance; before perform in front of class, the students close their eyes if they wish to do so. Put their hands on their thighs. Take a deep breath, and
16
count one to five, then now breathe out gradually. With time, everyone will come to enjoy and even to look forward before they perform in front of class.
2. Developing presentation skill
Many students find that the prospect of having to make an oral presentation is very threatening, whether they are due to perform alone or in groups. Sometimes the anxiety can be so uncontrolled that individuals become physically ill—so nervous that it inhibits clear thoughts and effective delivery. One way to improve this tendency in students is to give them practice before hand. It can be become with doing exercise is practice to allow them to develop some of the necessary skills prior to their formal assessed presentations, beside they can prepare of their presentation well, deliver their excellent presentation and debrief others.
3. Developing self awareness
developing self awareness we need to recognize the feedback others offer or give/impose on us.
The private self refers to our feelings, thoughts and intuitions. If we do not reflect on these aspects of self then we deny ourselves the opportunity to learn from current experiences and therefore test/establish a strategy for handling the next experience more comfortably or effectively. The development of self-awareness enhances not only personal skills; it can enhance the quality of interpersonal relationships, which is an intrinsically satisfying element of work and life roles. It can also help us to be more productive because, with it, we are more effective as people.
Some activities that can encourage self-awareness are follows: a. Making reflection.
b. Encourage the use of journals and diaries in a reflective way, to note critical events and the feelings and thoughts surrounding them.
e. Encourage students to consider a balanced lifestyle to include sporting activities that enhance the physical awareness of self in movement and activity.
In this research, the researcher used theory from Sammephet and Wanphet to categorize causing factor of pre-service teachers’ anxiety;
students teachers’ own personality, teaching context and supervision context
that were divided to three stages; before teaching hour, during teaching hour and after teaching hour. Although to know the way of pre-service teacher to manage their anxiety, the researcher used theory also from Sammephet and Wanphet, there were self-control strategy, let-it-be strategy and, face-it and handle-it strategy.
B. Preview of Previous Study
In this part, the researcher reviews some previous studies related to the topic in pre-service teachers’ anxiety in teaching practice.
The first is by Sammephet and Wanphet entitled “Pre Service
Teachers’ Anxiety and Anxiety Management during the First Encounter with
Students in EFL Classroom.”17 The aims of this study were to investigate
possible causes of pre-service teachers’ anxiety and to study how the teachers managed their anxiety effectively. This research uses qualitative method that
17
Banchakarn Sammephet and Phalangchok Wanphet. Pre-Service Teachers’ Anxiety and Anxiety
uses interview to collect data. Focus group interviews were conducted to interrogate participants three times during this study: a few days before first teaching, a few days after first teaching, and in the middle of the semester. Each interview took 30-45 minutes and was tape-recorded. From this research can be known that the causes of anxiety were grouped into four categories;
teacher’s own personality, teaching context, supervision context, and others.
Another important finding is that there were successfully anxiety management techniques; self-control, let-it-be, and face-it and handle-it.
The second is by Ngidi and Sibaya entitled “Student teacher anxieties
related to practice teaching.”18 The aim of this study was investigated
anxieties experienced by student teachers with regard to practice teaching. This study used The Student Teacher Anxiety Scale (STAS) and Eysenck Personality Questionnaire (EPQ) to determine the relationship between
student teachers’ personalities and their anxiety levels. Three-way analysis of
variance (Anova) was used to analyze the mean scores obtained on student
teachers’ biographical variables. The results also showed significant
three-way interaction effects of student teachers’ biographical variables (gender,
age and grade placement) on practice-teaching related factors such as evaluation and an unsuccessful lesson.
18
The third is by Merc entitled ―Sources of Foreign Language Student
Teacher Anxiety: A Qualitative Inquiry.―19 The aim of this study was to find
out the sources of foreign language student teacher anxiety experienced by Turkish EFL student teachers. This study uses qualitative method through 150 student teachers completing their teaching practicum as part of their graduation requirement at Anadolu University Faculty of Education English Language Teaching Program participated in the study as the subject of the study. The finding of this study was that there were six main categories as the sources of foreign language student teacher anxiety: students and class profiles, classroom management, teaching procedures, being observed, mentors, and miscellaneous.
The fourth is by Park and Lee entitled ―L2 Learners’ Anxiety, Self
-Confidence and Oral Performance.”20 The aims of this study were examined
the relationship between L2 learners’ anxiety, self-confidence and oral
presentation. The participants were 132 Korean collage students who enrolled the English conversation. The researcher uses questionnaire to collect data. The result of this study showed that there were significant effects of anxiety
and self confidence on L2 learners’ oral performance. The higher anxious the
19
Ali Merc. Sources of Foreign Language Student Teacher Anxiety: A Qualitative Inquiry. Turkish Online Journal of Qualitative Inquiry, October 2011, 2(4)
20
students were about speaking English and the lower scores the gained on their oral performance.
The fifth is by Paker entitled ―Student teacher anxiety related to the
teaching practicum.”21
This study aims to find out student teacher anxiety regarding the teaching practicum, what the possible sources of anxiety for student teachers are, and how different genders are affected. For this purpose, a student teacher anxiety scale has been used for data collection as well as
student teachers’ interviews. Participants are 101 student teachers in an
English Language teaching department of a faculty of education. The findings reveal that student teachers are anxious about factors such as evaluation, classroom management pedagogy and staff relations.
Meanwhile what makes this study different from the researches above is that this research about the causing factors of pre-service teacher anxiety in the first teaching practice and how they manage their anxiety during teaching practice in microteaching class. This study aimed to find out the causes of
pre-service teachers’ anxiety in the first class in microteaching class and to know
how they can manage their anxiety when they teach in the class. Some previous studies above explain about the relation between pre-service
teachers’ anxiety with teaching practice. The other studies analyze the relation
21
between L2 students’ anxiety with self confidence and oral presentation. The
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methodology that is going to be used in this research. It consists of approach and research design, research setting, data and source of data, data collection technique, research instrument, data analysis technique and checking validation of finding.
A. Approach and Research Design
The design of this research used case study. Case study is a kind of qualitative research which makes an individual or a certain unit as the research object.1 Based on Sukmadinata, Qualitative research is a research which has a purpose to describe and analyze the real phenomenon, social
activity, attitude, belief, perception, and people’s thought individually or in
a group.2 Although a case study differs from an ethnography (focus on
culture) and phenomenological study (focus on a phenomenon).3 Case study
aims to investigated a bounded system (e.g., activity, event, process, or
individuals) based on extensive data collection.4―Bounded‖ means that the
case is separated out for research in terms of time, place, or some physical
1
Lexy J Maleong. Metoologi Penelitian Kualitatif (PT Remaja Rosda Karya : Bandung, 2005), 6 2
Prof. Dr. Nana Syaodih Sukmadinata, Metode Penelitian Pendidikan (Bandung: Remaja Rosda Karya, 2007).
3
Scoot W. Vanderstoep and Deirdre D. Johnston. Research Method for Everyday Life (San Francisco: Jossey-Bass, 2009) page 209
4
boundaries.5 In this study, the researcher used boundary system of the first
teaching practice of pre-service teachers.
In short, this researcher represented the issue of pre-service
teacher’s anxiety in their first teaching practice and the way of pre-service
teacher to manage their anxiety in the first teaching practice through instrumental case studies. Thus, type of qualitative case study with descriptive approach was used in this research with aims to investigate the phenomenon about particular boundary of pre-service teacher’s anxiety in the first teaching practice in microteaching class (PPL 1). Specifically, the kind of case study in this research was explanatory case study. Yin states that explanatory case study explains how event occurred and reflects a cause and effect relationship. 6 The researcher chose this study as explanatory case study since the aims of this study were to explain the causing factors of pre-service teacher in the first teaching practice and how the pre-service teacher managed their anxiety in teaching practice in microteaching class.
B. Research Setting
In conducting this research, Researcher was going to take pre-service teacher who are 6th semester in English Teacher Education Department Academic year 2014-2015 who enroll in microteaching class (PPL 1), approximately held from March up to June. There are 7 classes of microteaching which taught by three lecturers. The classes are A, B, C
5 ibid
6
which taught by lecture 1; D and E which taught by lecturer 2 and also F and G which taught by lecture 3. Microteaching classes (PPL 1) are specified in this schedule:7
3.1 Table of Schedule of Microteaching Class in English Teacher Department
Each class consists of 12 students who will be pre-service teacher to do teaching practice at least twice within one semester. The researcher had been taken some pre-service students from all class randomly. Every class was taken 5 pre-service students as participants. The researcher took sample randomly to find the causing factor of anxiety and the way of anxiety management from pre-service students because anxiety can be affected to every pre-service student when they practice teaching in the microteaching class and they had their own way to manage their anxiety in their performance.
C. Data and Source of Data
The researcher collected data to answer the research questions. There were 2 research questions firstly, what are the causing factors of
pre-service teachers’ anxiety in their first teaching practice in
microteaching class (PPL 1) of English Teacher Education Department at UIN Sunan Ampel Surabaya?, And the second is how do pre-service teacher manage their anxiety in the first teaching practice in microteaching class (PPL 1) of English Teacher Education Department at UIN Sunan Ampel Surabaya? It was primary data which the data forms of pre-service
teachers’ causes and how they managed their anxiety when teaching
D. Data Collection Technique
In this research, data had been collected by giving questionnaire and conducting interview. First, the researcher gave questionnaire to pre-service teacher randomly from all of class. Then the researcher did interview for pre-service teacher. Basically, the process of collecting data is specified below:
1. To answer research question 1 about what are the causing factors of
pre-service teachers’ anxiety in their first teaching practice in
microteaching class, the researcher analyzed the questionnaire in point
A (see appendix 1) that contained yes no statements. The researcher
only focused on yes choice. Next, after finished the researcher conducted with interview guideline in point A (see appendix 2) to got data deeply.
2. To answer research question 2 about how do pre-service teacher managed their anxiety in the first teaching practice in microteaching class (PPL 1), the researcher analyzed the questionnaire in point B
(see appendix 1) that contained ―yes‖ or ―no‖ statements. The
researcher only focused on yes choice. Next, after finished the researcher conducted with interview guideline in point B (see
appendix 2) to got data deeply.
E. Research Instrument
1. Open-Ended Questionnaire
A questionnaire is a research instrument are consisting a series of questions and other prompts for gathering information from respondents. The researcher used questionnaire as a tool for collecting the data, because by giving some questionnaires for pre-service teachers, the researcher got data about the causing factors of pre-service
teachers’ anxiety in first teaching practice and anxiety management of
pre-service teachers in the first teaching practice.
In this research the questionnaire was designed using ―yes‖ or ―no‖ choices. In point A to answer research question 1 about causing factors of pre-service teachers’ anxiety in their first teaching practice in microteaching class. There were 16 statements that contained of 3 items. Firstly, about causing factors of pre-service teachers’ anxiety focused on before teaching hour. It was on the statement 1 and statement 2. In this item could categorize as causing factor of
pre-service teachers’ anxiety when making lesson plan and managing task.
Secondly, about causing factors of pre-service teachers’ anxiety focused on while teaching hour. It was on the statement 3 until statement 13. In this item could categorize as causing factor of pre-service teachers’ anxiety as follow:
a. Pre-service teachers’ own personality
their friends who as the students in the first class on microteaching class and classroom situation because the pre-service teacher had no experience before about teaching.
b. Teaching context
The pre-service teacher had anxiety when confronted with the complexity in implementing the lesson plan. Besides, anxiety increased when the pre-service teacher cannot follow lesson plan procedure in the class.
The last items about causing factors of pre-service teachers’ anxiety focused on after teaching hour. It was on the statements 14 until 16. In this item could categorize as causing factor of pre-service
teachers’ anxiety by supervision context. It means the pre-service
teacher worried that would make serious mistake while the supervisor were observing and the supervisor would notice their mistake.
Although point B in this questionnaire is used to answer research question number 2 about anxiety management of pre-service teachers in their first teaching practice in microteaching class. In this questionnaire, there were 10 statements that described 4 strategies, those were:
a. Self control strategy
b. Let-it-be strategy
This strategy makes the problem in the class to go with the flow, for example facing recognizing and releasing situation in the class. The statement that conducts with this strategy was on the statement 4.
c. Face it and handle-it strategy
The pre-service teacher needed to face up to anxiety and handled the difficult situation. The statements that conduct with this strategy were on the statements 5 and 6.
d. Developing presentation skill strategy
The pre-service teacher needed to prepare their presentation well, deliver clear instruction and use good instructional media to apply teaching technique. The statements that conduct with this strategy were on the statements 7, 8, 9 and 10.
In fulfilling the questionnaire, if the column ―yes‖ had been
fulfilled dominantly, it indicated that those factors that causing factors of pre-service teachers’ anxiety in point A although in point B that the pre-service teacher used those strategies to manage their anxiety in
microteaching class. On the other hand, if the column ―no‖ had been
from all the class (A, B, C, D, E, F, and G) that every class was taken five pre-service teachers randomly.
2. Interview Guideline
To get data deeply and personally, the researcher provided some questions to interview some pre-service teachers. Interview was a research instrument that consist a series of questions, and to get the data the researcher directly asked face to face with the target. In this research, the researcher interviewed personally 7 pre-service teachers from all classes and in every class, the researcher taken one pre service teacher as interviewee from every class to get data deeply and personally about the causing factor of their anxiety and how they would manage their anxiety when they taught in microteaching class. This interview question ready to support the questionnaire to get data of this research.
In this research, the questions of interview were designed as semi structured interview. This kind of interview collected detailed information in a style that was somewhat conversational. 8 The interviewer had some discretion about the order in which questions were asked, but the questions were standardized. Semi structured interview used in this research was to ask for causing factors of
pre-service teachers’ anxiety and how the pre-service teacher could manage
8
anxiety in order to gain the board description and deep information from respondents. The questions was designed as continue that described the causing factor in beginning question and anxiety management in the next question. For example
(7) What did you felt anxious with your lesson plan in the first
teaching practice in microteaching class?
(8) What did you do if you felt it?
The question number 7 asked causing factor of pre-service
teachers’ anxiety and in the next question asked the strategy to manage
of pre-service teachers’ anxiety immediately. Therefore, there are 16 questions that had been given for seven pre-service teachers as this following:
a. Plan, prepare and practice
It related to lesson plan, prepare media and practice to use instructional strategy before teaching performance.
b. Mastery experience
It related to how the pre-service teachers’ experience in their first cycle of teaching and what the efforts to improve their second cycle of teaching.
c. Social persuasion
It was about how the lecturer and supervisors’ comment
It was asking about pre-service teachers’ nervousness during event and about how they would manage it to limit anxiety in the class. F. Data Analysis Technique
Since this research used qualitative approach, the researcher analyzed the data descriptively. Descriptive method was defined as involving collection of data in order to answer questions concerning the current status of the subject of the research. The researcher made a result from the questionnaire, interview and also field notes. In the final findings of the questionnaires the researcher uses all of the data from the research findings. The researcher just used the data related to the topic and reduce the data do not relate to the topic, in order to focus on the specific information. In brief, the data from questionnaire and interview were analyzed though these following techniques:
1. Data Reduction
Data reduction involves selecting, focusing, simplifying and transforming the unprocessed data into summaries which is organized into themes or patterns based on the original objectives of the research to distinct between primary and secondary theme of data.9 Therefore, in this process the researcher coded the data to obtain the classification by doing these following steps:
a. Categorizing causing factors of pre-service teachers’ anxiety from questionnaire result point A (see appendix 1) and
9
interview result (see appendix III). In this process, the researcher summed up the pre-service teacher in questionnaire
result point A who choose ―yes‖ and ―no‖ choices. If the
column ―yes‖ had been fulfilled dominantly, it indicated that
those factors that cause pre-service teachers’ anxiety. On the
other hand, if the column ―no‖ had been fulfilled dominantly, it
automatically indicated that the pre-service teacher not infected those factors that cause pre-service teachers’ anxiety. After finish, the researcher categorized the description of the interview result to know the causing factors of pre service
teachers’ anxiety clearly.
b. Categorizing anxiety management of pre-service teacher from questionnaire result point B (see appendix II) and interview result (see appendix III). In this process, the researcher summed up the pre-service teacher in questionnaire result point
B who choose ―yes‖ and ―no‖ choices. If the column ―yes‖ had
been fulfilled dominantly, it indicated that those factors that cause pre-service teachers’ anxiety. On the other hand, if the
column ―no‖ had been fulfilled dominantly, it automatically
2. Displaying data
After reducing the data by doing several categorizations, the researcher subsequently displayed the data to make them more compact and accessible for readers. Data display is defined as an organization of gathered information that allows conclusions to be drawn by presenting the data as narrative text, matrix, graph and chart which requires
researcher’s ability in processing the information.10
In this research, the researcher displayed data by presenting data as graph than explain by table and describing by narrative text.
3. Drawing conclusion and interpretation
Drawing conclusion or interpretation refers to the process of deciding what things mean, noting themes, regularities, patterns, and explanations.11 Thus, in this last step of data analysis, the researcher decided and interpreted the conclusion of the data finding based on the regularities and similarity pattern of data displayed to answer the research questions of this study.
G. Checking Validation of Finding
To check validation of conclusion of this research, the researcher used the Triangulation technique. This technique also used to check the validation of conclusion of this research. The researcher used triangulation data source to check the validation of this research.
10
Huberman Milles, Qualitative Data Analysis: An Expanded Sourcebook Second Edition
(California: Sage Publications, 1994), 204
11
Huberman Milles, Qualitative Data Analysis: An Expanded Sourcebook Second Edition
Triangulation data source means comparing and cross-checking consistency of information derived at different times and by different means within qualitative method.12
In this technique, the researcher compared source data as follow:
1. Comparing the result of preliminary research with questionnaire result data
For the first step, the researcher compared between the results of preliminary research with questionnaire result whether both of them were connected to check validation of this research.
2. Comparing the result of preliminary research with interview result data After then, the researcher compared between the results of preliminary research with interview result data. This step did to support data, whether both of them also connected to check validation of this research.
3. Comparing the result of questionnaire data and interview result data. The last step, the researcher also compared result of questionnaire with interview result whether both of them also connected to get more valid of this research.
12
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents the research findings and discussion of the study. The researcher described the data result in findings part. While in discussion, the researcher deduced the findings about the causing factors of pre-service teachers’ anxiety in the first teaching practice in microteaching class and the anxiety management of pre-service teachers in microteaching class in English Teacher Education Department at UIN Sunan Ampel Surabaya.
A. Research Finding
This research has been conducted by the researcher in Practice Teaching class from 7th of May 2015– 21st of May 2015 by employing the techniques of collecting the data as stated in the research method. The data collected were utilized subsequently to answer two research questions of this study. The first question is dealing with what are the causing factors of
pre-service teachers’ anxiety in their first teaching practice in microteaching class,
1. The Causing Factors of Pre-Service Teachers’ Anxiety in the First Teaching Practice in Microteaching Class (PPL 1) English Teacher Education Department UIN Sunan Ampel Surabaya
To determine the causing factors of pre-service teachers’ anxiety in the first teaching practice in microteaching class, the researcher used questionnaire and interview. In fulfilling the questionnaire, if the column ―yes‖ had been fulfilled dominantly, it indicated that those factors that causing factors of
pre-service teachers’ anxiety. On the other hand, if the column ―no‖ had been
Chart 4.1
The result of questionnaire of causing factor of pre-service teachers’ anxiety
Then, the researcher determines the factor that indicated as causing factor of pre-service teachers’ anxiety by displaying the result of questionnaire that only the column ―yes‖ had been fulfilled dominantly, it indicated that those factors that causing factors of pre-service teachers’ anxiety. The result had been displayed in this table.
0 5 10 15 20 25 30 35
ST1 ST2 ST3 ST4 ST5 ST6 ST7 ST8 ST9 ST10ST11ST12ST13ST14ST15ST16 YES
NO
Table 4.1
Displaying of questionnaire result that indicated causing factor of
pre-service teachers’ anxiety the first teaching practice microteaching class before
or other part of body when I will practice teaching in the first teaching practice in microteaching class
13 I was concerned about the ways to help the students to reach the goals through result of observation after finished of my first indicated as causing factor of pre-service teacher’ anxiety in the first teaching practice in microteaching class, they are:
1. ST1 - I felt nervous when teaching performance in the first teaching practice microteaching class (86%)
2. ST4 - I worried that I would pronounce the words incorrectly when teaching performance in microteaching class(80%)
4. ST6 - I did not know how to balance the interactions between teacher talk and student talk appropriately in the first teaching practice in microteaching class (57%)
5. ST7 - I realized the rationale of selection and implementation of classroom activities with confidence in the first teaching practice in microteaching class (69%)
6. ST8 - I felt anxious when I had to control my speaking pace and modify language in order to use the language as a language teacher in the first class(60%)
7. ST12 - I worried that most of the students kept silent while I was drawing the interactions in the first teaching practice in microteaching class (51%)
Table 4.2
Interview Result of Causing Factor of Pre-Service Teachers’ Anxiety
No Behavior Pattern Questions
Interview result about with your lesson plan in the first teaching practice in microteaching class?
5 PSTs felt anxious with lesson plan that used in the first teaching practice. you are when you taught in the first teaching practice in microteaching class?
3 PSTs worried and afraid when supervisor observe the performance in the first teaching practice.
3 PSTs not worried and not afraid
practice? 1 PST felt shortness of microteaching class in first teaching practice?
you are when you are doing practice
teaching in microteaching class in first teaching interview result specifically. The researcher describes their answer one by one based on the questions given for respondents as these following descriptions
a. Plan, Prepare and Practice
1. Feeling anxious with lesson plan
The pre-service teachers (PST) had anxiety when they implemented the lesson plan in the first teaching practice. For example they felt worried about using a poor lesson plan that led them to face difficulty while teaching. Five pre-service teachers (PST3, PST4, PST5, PST6, PST7) had anxiety about it. One participant expressed that “I felt anxious that my lesson plan would
that “I felt anxious with my lesson plan because I thought my lesson
plan not good to implement in the class”. There are two pre-service
teachers (PST 1, PST2) who did not have anxious with lesson plan. 2. Worried with Language that are used
Pre-service teacher worried with their language that used to give instruction in the class, for example make grammatical mistake and pronounce the words incorrectly. From this interview result, there are six pre-service teachers (PST2, PST3, PST4, PST5, PST6, PST7) had worried about their language to give instruction in the class. One participant said that “My pronunciation is not well, so I worried my students in the class not understand with my
instruction”. Another expressed that ―I felt anxious when I had to
control my speaking pace in the class”. In other hand, “I was
worried that the students did not understand what I explained
particular concepts to them”. Althought only one pre-service
teacher (PST1) had unworried about language teacher to give instruction in the class..
3. Afraid to make mistake when teaching practice in microteaching class
PST5, PST6) who afraid making mistake in their performance. One participant said that “I was really worried if I will make mistake in
my first teaching practice because I was so nervous”. Other
participant also said that “I was nervous and afraid making mistake in my performance because this teaching practice was my first
teaching experience”. Although, only one pre-service teacher
(PST7) who not felt afraid to make mistake in the first teaching practice in microteaching class.
b. Mastery Experience
This point focuses on pre-service teachers’ experience in teaching in formal or non formal institution before. The researcher identifies four pre-service teachers (PST4, PST5, PST6, PST7) who ever taught in informal institution before they were practice teaching in microteaching class. Although, there are three pre-service teachers (PST1, PST2, PST3) who never taught in formal or informal institution before practice teaching in microteaching class so this teaching practice is the first teaching practice for them.
c. Social Persuasion
supervisor while observing their class. One participant said that ―I had
anxiety when I saw the reactions of the supervisors while observing my
first teaching practice, I saw my supervision wrote down on
observation check sheet while I did something wrong”. Although there
are 3 pre-service teachers (PST4, PST6, PST7) who unworried about reaction of supervisor while observing their teaching practice..
d. Psychology Factor
In this point, the researcher asked the pre-service teachers to describe what they felt while they were teaching practice in microteaching class. From the interview result, the researcher find out the indicator of pre-service teachers’ anxiety, they are:
a. Panic
From this result, there are four pre-service teachers who felt panic while they practiced teaching in microteaching class. They are PST 1, PST 2, PST5, and PST 6. One participant said that “…it was my first teaching experience so I was so panic about all that conducted it…”
b. Nervous
There are six pre-service teachers who felt nervous while practiced in microteaching class. They are PST1, PST2, PST3, PST4, PST5, and PST6. One participant expressed that “I was
c. Unconfident
For this indicator, there is only one pre service teacher who felt unconfident while practiced teaching in microteaching class. He is PST 5, he said that “I felt unconfident to practice teaching in microteaching class, because it was same with a
really class”.
d. Breathless
From the interview result, there are two pre-service teachers who felt breathless while practiced teaching in microteaching class. They are PST4 and PST6. One participant said that “my breath felt up and down,, I was so breathless while before I
practiced teaching in the class”.
2. Anxiety Management of Pre-service Teachers in the First Teaching Practice in Microteaching Class (PPL 1) English Teacher Education Department UIN Sunan Ampel Surabaya
To determine anxiety management of pre-service teachers in the first teaching practice, the researcher used questionnaire and interview result. In
fulfilling the questionnaire, if the column ―yes‖ had been fulfilled dominantly,
it indicated that pre-service teacher use those anxiety managements. On the
other hand, if the column ―no‖ had been fulfilled dominantly, it automatically
