English foreign language teaching anxiety of Indonesian pre-service teachers of undergraduate internship program

Huyi Intan Sari,Choiril Anwar

doi:10.30659/e.6.2.222-237

Abstract

Anxiety is a topic mostly investigated in the field of foreign language education. Unfortunately, the main focus of the studies on the aforementioned topic has primarily been provided in relation to anxiety suffered by students not teachers. Anxiety in speaking English while teaching has been proven to be a separate obstacle to the success of the language teaching and learning. This still happens to teachers who even have years of teaching experience. This study aims to investigate the English language teaching anxiety as experienced by the pre-service teacher at the department. The FLTA questionnaire consisting of 27 out of 45 items was adopted to collect data. Since this study was carried out during the COVID-19 pandemic, the questionnaire was distributed to the participants via email. The analysis was then made by implementing the qualitative descriptive approach and simple quantification to support the description. The results show that there were five factors of anxiety occur during the program. They were teaching inexperience, self-perception of language proficiency, fear of negative evaluation, lack of student�s interest, and difficulty with time management. These findings are expected to become a reference for the efforts of developing an internship preparation program.

Highlights

Anxiety is a topic mostly investigated in the field of foreign language education
In line with research that focuses on emotional exertion language teachers, current research focuses on a particular teacher's emotion, foreign language teaching anxiety (FLTA)
Foreign language teaching anxiety (FLTA) The term anxiety in teaching foreign languages was first introduced by Horwitz (1996), which defines this as the feeling of anxiety experienced by non-native teachers in using a foreign language or target language as the language of instruction in the classroom due to the fact that they themselves are foreign language learners who still feel that they have not acquired adequate proficiency of the target language

Summary

Introduction

Anxiety is a topic mostly investigated in the field of foreign language education. the main focus of the studies on the aforementioned topic has primarily been provided in relation to anxiety suffered by students not teachers. Aydın (2016) as concluded in Tum (2012) further defines FLTA in his qualitative study as "emotional and affective states felt by teachers as tensions caused by personal, perceptual, motivational and technical problems before, during and after teaching activities." different views about FLTA must exist and the factors causing the FLTA problem deserve to be investigated in the hope that a comprehensive understanding of this phenomenon can lead to conclusions about how FLTA is closely related to the success of the teaching and learning process in foreign language classes Descriptive studies on this topic are expected to be able to produce a measuring instrument so that the components involved can show the potential and relationship between anxiety and the potential problems it causes

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