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All Journal Register Journal IRJE (Indonesian Research Journal in Education)
HERRI MULYONO
University of Muhammadiyah Prof. DR. HAMKA, Jakarta, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Investigating the Contributing Factors to Teaching Anxiety during Teaching Practicum: A Case of Indonesian Pre-Service EFL Teachers DINDA PERMATASARI; HERRI MULYONO; FERAWATI FERAWATI
Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (835.353 KB) | DOI: 10.22437/irje.v3i2.7422

Abstract

A body of literature has shown that teaching anxiety is one among other critical issues encountered by pre-service teachers when performing classroom teaching during a teaching practicum program. The current study attempted to examine the contributing factors to this anxiety among pre-service teachers performed the teaching of English as a foreign language (EFL) during their practicum in primary and secondary schools in Indonesia. To this end, 202 pre-service EFL teachers were asked to complete Teaching Anxiety Scale (TCHAS) questionnaire. Statistical analyses were performed to the collected quantitative data. Findings of the study revealed that there was statistical difference between male and female on the anxiety factor of ‘being unable to answer students’ question’ (F = 6.724, p < .05) but not on other factors of ‘incompetent in classroom’ (F = 3.568, p>.05), ‘dislike teaching’ (F = .001, p>.05), ‘career uncertainty’ (F = 1.238, p>.05), and ‘the negative attitude of the students’ (F = 3.713, p>.05). Findings of the study also showed that teaching anxiety was experienced by pre-service EFL teachers teaching at primary school, lower secondary school and upper secondary school during the teaching practicum with similar level of anxiety.
Factors Contributing to EFL Students’ Speaking Anxiety Herri Mulyono; Ferawati Ferawati; Ratih Novita Sari; Sri Kusuma Ningsih
Register Journal Vol 12, No 1 (2019): REGISTER JOURNAL
Publisher : IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (416.011 KB) | DOI: 10.18326/rgt.v12i1.13-27

Abstract

This small-scale study aimed to factors that contribute to foreign language speaking anxiety among international tertiary students in Indonesia. The study drew on a qualitative method where seven International students studying at three universities in Indonesia were interviewed. The collected data then were transcribed and analyzed using a thematic analysis. The result revealed that the student participants experienced both facilitative and debilitative speaking anxiety when interacting with their peers during classroom learning. Language barriers, negative attitudes, intercultural communication apprehension were identified to provoke FLSA among the students. More importantly, these three factors also contributed to students’ feeling of speaking anxiety in their daily communication. Keywords: English as a Foreign Language (EFL), Foreign Language Speaking Anxiety (FLSA), Facilitative and Debilitative Speaking Anxiety 
Co-Authors DINDA PERMATASARI FERAWATI FERAWATI Ferawati Ferawati Ratih Novita Sari Sri Kusuma Ningsih