PRE-SERVICE TEACHERS' ANXIETY IN THE FIRST TEACHING PRACTICE IN MICROTEACHING CLASS (PPL 1) IN ENGLISH TEACHER EDUCATION DEPARTMENT UIN SUNAN AMPEL SURABAYA.

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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


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MOTTO………. V

DEDICATION……….. Vi

ABSTRACT……… Vii

ACKNOWLEDGEMENT……… Viii

DECLARATION………. Ix

TABLE OF CONTENTS………... X

LIST OF TABLES……… Xi

LIST OF CHARTS………... Xii

THE EXPERT’S VALIDATION FINDINGS………..…... Xiii

LIST OF ABREVATIONS ………..

LIST OF APPENDICES ……….. Xiv Xv

CHAPTER I : INTRODUCTION

A. Background of the Study………... 1

B. Research Questions ……….. 8

C. Objectives of the study………. 8

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


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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

REFERENCES APPENDICES


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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.

Anxiety is one of internal factor that can affect in pre-service teachers’ anxiety, especially in the first teaching practice. Every pre-service teacher did a teaching practice in microteaching class during twenty minutes with nine other classmates as students and two students as observers. Here, the pre-service teachers in English Teacher Training department in UIN Sunan Ampel Surabaya must totally perfect in their performance, showing their teaching ability and applying teaching theoretical in the class. They may affect anxiety when performance in the class. The purpose of this research is to find of the causing factors of pre-service teachers’ anxiety in the first teaching practice in microteaching class and the way how pre-service teachers manage their anxiety. This research uses a qualitative approach and case study as the research design. Moreover, the instruments of the research are questionnaire there are 15 statements for causing factor of pre-service teacher’s anxiety and 12 statements for anxiety management also interview guideline there are 16 questions. The researcher had been taken object of the research at English Teacher Education Department in UIN Sunan Ampel academic year 2015. There are 35 participants from 7 classes as questionnaire objects and 7 pre-service teachers from 35 participants as interviewees. This research found that the causing factors of pre-service teachers’ anxiety in the first teaching practice in microteaching class (PPL 1) are teaching experience (86%), worrying about language includes giving instruction in the class (80%) and controlling speaking pace and modifying the language in the class (60%), implementing lesson plan (69%), worrying to make mistake in performance (66%), sawing reaction of supervisor (60%). Besides, The anxiety managements of pre-service teachers in the first teaching practice in microteaching class (PPL 1) are (a) Developing teaching skill strategy includes ; prepared well lesson plan and media, tried to practice the lesson plan before perform, tried to give clear instructions, used good media, and used communication strategies. (b) Self control strategy includes thinking positively, praying to God, and trying to calm down in every situation (c) Let-it – be strategy includes accept and let the situation go with the flow. (d) Handle-it strategy includes asking and consulting wHandle-ith pre-service teachers’ partner in microteaching class. Finally, the researcher hopes the pre-service teachers can prepare well before perform in the class and manage their anxiety before, while and after teaching in the class.


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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


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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

Intensive Tutorial Service. Introduction on Microteaching- ( www.intensivetutorial.com>doc>file) accessed on May 3, 2015


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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


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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

David P. Ngidi and Patrick T. Sibaya.Student teacher anxieties related to practice teaching.South African Journal of Education. 2003.Vol 23(1) 18 – 22


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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

Hyesook Park-Adam R. Lee. L2 Learners’ Anxiety, Self Confidence and Oral Performance” (www.paaljapan.org>pdfs>hyesook) accessed on April 5, 2015


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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

Harry K. Wong-Rosemary T. Wong. How to be effective teacher “The First Days of School”. (Singapura: Harry K. Wong Publication Inc, 2005), Pp 3


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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.

From some reasons above, the researcher wants to find out the causing factors of pre-service teachers’ anxiety in the first teaching practice and how the pre-service teachers managed their anxiety when they practice teaching in the class in order to measure the teaching skill and repair their teaching practice to be better in the next teaching practice in the real class.


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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:

1. Find of the causing factors of pre-service teachers’ anxiety in first teaching practice in microteaching class (PPL 1) of 6th semester students of English Teacher Education Department at UIN Sunan Ampel Surabaya 2. Find of the ways of how pre-service teacher manage their anxiety in the first teaching practice in microteaching class (PPL 1) of 6th semester students of English Teacher Education Department at UIN Sunan Ampel Surabaya


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D.

Scope and Limitation of the Study

The scope of this research is pre-service teachers’ anxiety. The researcher was interested in causing factors of pre-service teachers’ anxiety in the first teaching practice that divide on three stages. They are before teaching hour, during teaching hour and after teaching hour. Besides how they can manage their own anxiety during they are teaching practice in microteaching class (PPL class). For this reason, the researcher believed that the first teaching is a first measure to the next teaching practice or in the real class. The researcher limited the research to the pre-service teachers’ anxiety in the first teaching practice in microteaching class (PPL 1) of 6th Semester in English Teacher Education Department at UIN Sunan Ampel Surabaya academic year 2014/2015. The object of this research was pre-service teachers (the students of 6th semester of English Teacher Education who take PPL 1 Subject) who never had experience in teaching whether academic education or non-academic education. The researcher would gave questionnaire and interview the some pre-service teachers to get data about causing factors of pre-service teachers’ anxiety and the way of pre-service teacher manage their anxiety during teaching practice.


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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

To avoid misinterpretation in understanding this research, several key terms are clarified as below:


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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

Roger gower, Diana Philips and Steve Walters. Teaching Practice .A handbook for teachers in training. Macmillan books for teacher page vi


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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

Vahide Can, A microteaching application on a teaching practice course. Cypriot Journal of Educational Sciences.Vol.4, 2009 Page 126


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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

really teach in the real class, they need an exercise for their skill. The exercise can be described a teaching practice. Teaching practice is informal practice of a particular technique, perhaps with other


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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

Roger Gower, Diana Philips and Steve Walters. Teaching Practice .A handbook for teachers in training. Macmillan books for teacher Page 1-2


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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

According to Gower that the way teaching practice is organized depends on the particular course of training scheme of


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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

4

Ibid page 188

Trainess: Activities and

grouping

Source of students

Observers Feedback Comments

1. trainess, as whole groups or in small groups, teach specific for short periods (eg. Five to ten minutes) Other trainess sometimes assuming predetermi ned roles (eg. A quiet students, slow to

participate) Course tutor; peers

Usually immediately after someone

has ―taught‖;

possibly

leading to the same trainee trying to teach the point again. The sessions

may be

videoed and analyzed.

Allow everyone to concentrate

closely on

specific techniques (eg. Gesture)

2a. Three to eight

trainess per group. Each trainee take part of lesson (the students receive a whole

lesson) 2b. Individual

trainees teach

a whole

lesson

groups of volunteer students

From course tutor andpeers, either

immediatelyaft er each teacher has taught or after the whole

― lesson‖ re

-teaching not normally possible unless two groups of students

available.

As above but with real learners allows for real teaching tasks and enables one to judge the effectiveness of the teaching.

―real‖ teaching

points with the

students’ need in

mind give

trainees a greater sense of whole lesson and how learners response and develop. A more systematic use coursebook is


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also possible. 3a. Individual

trainees or pairs of trainees take part of a whole lesson 3b. Individuals

teach whole lesson Real class taking place at usual time Normal class

teacher ; possibly course tutor(s) or peer (s)

Usually after lesson,

normally no re-teaching is possible but interruption, demonstration and re-teaching possible

provided it is acceptable to any students paying for their classes and to the intuition.

Observation by an experienced teacher combined with practice and

help can

encourage the teaching to be more meaningful. Difficulty of trainee fitting in with problems of planning and co-ordination with class teacher. Feedback by class teacher more individual but trainees can miss the support of colleagues.

Teaching an entire lesson to a real class is very close to real situation but can discourage

experimentationa nd not be very

helpful in

learning specific teaching


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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

Shahriar Rawshon at.al Micro Teaching in Teachers Training: A Tool to Improve Craft of Tertiary Level Teachers (Bangladesh:2001)


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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

Anxiety could be defined as the uncomfortable feeling of nervousness or worry about something that is happening or might happen 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


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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


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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


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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


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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

Management during the First Encounter with Students in EFL Classroom.Journal of Education and Practice.Vol.4, No.2, 2013 page 84-85


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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


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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


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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

Stephen Cox and Ruth Heames. 2005. Managing the Pressures in Teaching: Practical Ideas for Tutors and Their Students. UK Falmer Press: London page 36-46


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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

Self-awareness is the process of attending to and noticing what we are doing. Self-awareness is therefore a process of self-monitoring; that is being focused on our actions, both verbal and non-verbal. The self is a complex concept. Each of us has a public self and a private self. The public self is how others see us, our body and our behavior (verbal and nonverbal). Therefore, in


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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.

c. Engage in the use of student presentations and student-led seminars where peer observation and feedback can be used to contribute as the feedback mechanism from significant others. d. Provide assertiveness skills training.


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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

Management during the First Encounter with Students in EFL Classroom.Journal of Education and Practice.Vol.4, No.2, 2013


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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

David P. Ngidi and Patrick T. Sibaya.Student teacher anxieties related to practice teaching.South African Journal of Education. 2003.Vol 23(1) 18 – 22


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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

Hyesook Park-Adam R. Lee. L2 Learners’ Anxiety, Self Confidence and Oral Performance” (www.paaljapan.org>pdfs>hyesook) accessed on April 5, 2015


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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

TuranPaker. Student Teacher Anxiety related to the Teaching Practicum”. Eurasian Journal of Educationnal research, Issue 42, winter 2011. Page 207-224


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between L2 students’ anxiety with self confidence and oral presentation. The researcher believes that this study is different with other research above.


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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

John W. Creswell. Educational Research. Planning, Conducting, and Evaluating Quantitative and Qualitative Research (Lincoln: Pearson, 2007) page 465


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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

Dr. Kevin Laws-Robert McLeod. Case Study and Grounded Theory ( The University of Sydney NSW: Sidney, 2006)


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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

No DAY TIME

(WIB)

CLASS ROOM LECTURE

1.

Tuesday

09.10-10.50

A Microteaching 1

2

10.15-11.55

F B.3 3

3

12.30-14.10

G B.3 3

4

Wednesday

07.50-09.30

B Microteaching 1

5

12.30-14.10

D B.3 2

6

Thursday

07.30-09.10

E B.3 2

7

07.50-09.30

C Microteaching 1

7

Lecturing Schedule of event semester in English Teacher Education Department of SunanAmpel Surabaya State Islamic University Academic Year 2015


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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

practice in microteaching class (PPL 1) in English Teacher Education Department. They were data of analyzing questionnaire and interview.


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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

To make the data collection easier to do, the researcher needed some instruments. The instruments were:


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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

This factor included confidence and uncertainly. It means that pre-service teachers’ anxiety increased when they met


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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

This strategy included positive thinking, self talking, and try to calm down. The statements that conduct with this strategy were on the statements 1, 2 and 3.


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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

fulfilled dominantly, it automatically indicated that the pre-service teacher not infected the factor and not used the strategy to manage their anxiety. The questionnaire had been given to 35 pre-service teachers


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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

Margaret C. Harrell-Melissa A. Bradley, Data Collection Methods: Semi-Structured Interviews and Focus Groups (National Defense Research Institute: USA), 35-35


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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


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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

Robinson Ullin- McNeill Tolley, Qualitative Methods: A Field Guide for Applied Research in Health (Research Triangle Park: Family Health International, 2002), 203


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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

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 anxiety management of pre-service teacher clearly.


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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


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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

Michael Quinn Patton. Qualitative Evaluation Methods (London: Sage Publications, 1990) pp 331


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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,

while, the second question is How do pre-service teacher manage their anxiety in the first teaching practice in microteaching class. To present the result of this study suitably, the researcher sorts them based on the research questions.


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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

fulfilled dominantly, it automatically indicated that the pre-service teacher not infected the factor. The questionnaire had been given to 35 pre-service teachers from all the class (A, B, C, D, E, F, and G) that every class was taken five pre-service teachers randomly. To answer the first research question, the researcher displays the result of questionnaire by this graphic below:


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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

ST=Statement of causing factor


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Table 4.1

Displaying of questionnaire result that indicated causing factor of

pre-service teachers’ anxiety

No

Statements of causing

factor of PSTs’ anxiety in

the first teaching practice (ST) Fulfillment about causing factors of PSTs’ anxiety Percentage of “yes”

choices Conclusion Yes No

1. I felt nervous when teaching performance in the first teaching practice microteaching class before

30 5 86%

Indicated as causing factor

of PSTs’

anxiety 2. I felt Tremble in my hands

or other part of body when I will practice teaching in the first teaching practice in microteaching class

16 19 46%

Not indicated as causing factor

of PSTs’

anxiety 3. I felt Tremble in my hands

or other part of body when practice teaching in the first teaching practice in microteaching class

9 26 26% Not indicated as

causing factor

of PSTs’

anxiety 4. I worried that I would

pronounce the words incorrectly when teaching

performance in

microteaching class

28 7 80%

Indicated as causing factor

of PSTs’

anxiety

5. I worried about making mistakes in my first teaching practice in microteaching class

23 12 66%

Indicated as causing factor

of PSTs’

anxiety 6 I did not know how to

balance the interactions between teacher talk and student talk appropriately

20 15 57%

Indicated as causing factor

of PSTs’


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in the first teaching practice in microteaching class

7 I realized the rationale of

selection and

implementation of classroom activities with confidence in the first teaching practice in microteaching class

24 11 69%

Indicated as causing factor

of PSTs’

anxiety

8 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.

21 14 60%

Indicated as causing factor

of PSTs’

anxiety 9 I was worried that the

students did not understand what I explained particular concepts to them in English in the first teaching practice in microteaching class

11 24 31% Not Indicated as causing factor

of PSTs’

anxiety 10 I felt anxious that my

teaching process in the first time of teaching practice in microteaching class unsuitable with RPP that prepared before

15 20 43%

Not Indicated as causing factor

of PSTs’

anxiety 11 I felt anxious that in

teaching process in the first time of teaching practice in microteaching class, I could not do it fluently

16 19 45%

Not Indicated as causing factor

of PSTs’

anxiety 12 I worried that most of the

students kept silent while I

was drawing the

interactions in the first teaching practice in microteaching class

18 17 51%

Indicated as causing factor

of PSTs’


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82

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

In this last chapter, the researcher presents the conclusion and suggestion of the research relating the study which had been done.

A. Conclusions

Reflecting on the research findings which were presented in chapter IV, there are several points that can be concluded from each research question:

1. The causing factors of pre-service teachers’ anxiety in the first teaching practice in microteaching class (PPL 1) are feeling nervous in the first teaching practice performance (86%), worrying about language includes giving instruction in the class (80%) and controlling speaking pace and modifying the language in the class (60%), implementing lesson plan (69%), worrying to make mistake in performance (66%), sawing reaction of supervisor (60%)

2. The anxiety managements of pre-service teachers in the first teaching practice

in microteaching class (PPL 1) are (a) Developing teaching skill strategy includes ; prepared well lesson plan and media, tried to practice the lesson plan before perform, tried to give clear instructions, used good media, and used communication strategies. (b) Self control strategy includes thinking positively, praying to God, and trying to calm down in every situation (c) Let-it – be strategy includes accept and let the situation go with the flow. (d)


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83

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Handle-it strategy includes asking and consulting with pre-service teachers’ partner in microteaching class.

B. Suggestions

Based on the result of this study, there are several significant suggestions from the researchers as follow:

1. For Lecturer

a. The lecturer of PPL1 should motivate the pre-service teachers to always positive thinking and giving the best performance as well in teaching in the class.

b. Also, the lecturer should creatively to manage atmosphere for

microteaching class in order to the pre-service teacher can manage their anxiety in class for example always smile, it can make them more relax in the class.

c. In other hand, the lecturer should ask the pre-service teachers to make reflection in their performance in order to they can repair their mistake and in the next teaching practice, they can better more than before.

2. For pre-Service Teachers

Considering the result of this research, they are the causing factor of

pre-service teachers’ anxiety and anxiety management, it is important for the pre -service teacher to prepare well all of everything that conducted with teaching practice. To manage the anxiety in the class, the pre-service teachers should


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always positive thinking and let the situation in the class go with the flow and also be confidence with you. The pre-service teachers also should make reflection after perform in the class. Thus, after they finish the microteaching class (PPL1) they will be more ready to face PPL 2.

3. For Further Researcher

Recognizing the result and the significance of this study, the researcher suggest to further researchers who are interested to conduct the research about causing factor of pre-service teachers anxiety and anxiety management. As this research too general, the further research can more focus on one causing factor of pre-service teachers in microteaching class. In addition, the next researcher can also conduct a research not only in microteaching (PPL 1) class, but also in EYL class or in PPL 2 program.


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REFERENCES

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Can, Vahide. A microteaching application on a teaching practice course. Cypriot Journal of Educational Sciences. Vol .4, 2009

Cox, Stephen – Heames, Ruth. Managing the Pressures in Teaching: Practical Ideas

for Tutors and their Students. UK Falmer Press: London. 2005

Coombe, C. Burnout in ELT: Strategies for Avoidance and Prevention. TESOL Arabia Perspective. 2008

Creswell, John W. Educational Research. Planning, Conducting and Evaluating

Quantitative and Qualitative Research. Lincoln: Pearson. 2007

Goldberg, Joseph, Anxiety MD . Journal of Psychology Vol.3 No 4 on February 2008

Gower, Roger, Diana Philips and Steve Walters. Teaching Practice . A handbook for

teachers in training. Macmillan books for teacher

Harrel, Margaret C – Bradley, Melissa A. Data Collection Methods: Semi Structured

interviews and focus groups. National Defence Research Institute: USA

Intensive Tutorial Service. Introduction on Microteaching

(www.intensivetutorial.com>doc>file) accessed on May 3, 2015

Kim, S. Y.- Kim, J. H.“When the Learner Becomes a Teacher: Foreign Language Teaching Anxiety as an Occupational Hazard”, English Teaching, Vol. 59, No. 1, 2004

Laws, Kevin Dr- McLeod, Robert. Case Study and Grounded Theory. The University of Sidney: Sidney. 2006


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Maleong, J. Lexy. Metodologi Penelitian Kualitatif (Remaja Rosda Karya: Bandung, 2005

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