Factors Influencing Teachers’ Anxiety in EFL Classroom
Factors Influencing Teachers’ Anxiety in EFL Classroom
A THESIS
Submitted to English Education Department as Partial Fullfillment of
Requirement for S. Pd Degree
By:
HARTINI
1301050058
ENGLISH EDUCATION DEPARTMENT
UNIVERSITY OF MUHAMMADIYAH PURWOKERTO
2017
APPROVAL
Title : Factors Influencing Teachers’ Anxiety in EFL Classroom
Name : Hartini NIM : 1301050058 Faculty : Teacher Training and Education Department : English Supervisor : Lutfi Istikharoh, M. Pd
Approval by: Supervisor
Lutfi Istikharoh, M. Pd NIK. 2160428
SKRIPSI BERJUDUL
FACTORS INFLUENCING TEACHERS’ ANXIETY IN EFL
CLASSROOM
Dipersiapkan dan disusun oleh:
HARTINI
1301050058
Telah dipertahankan di depan dewan penguji pada tanggal 04 Agustus 2017 dan dinyatakan telah memenuhi syarat untuk diterima sebagai kelengkapan mendapat gelar Sarjana Pendidikan Program Studi Pendidikan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan
SUSUNAN DEWAN PENGUJI:
Ketua : Aulia Nisa Khusnia, S.S., M.A. NIK. 2160505 _______________________ Anggota I : Dra. Hj. Titi Wahyukti, M.Pd. NIP. 19530325 198312 2 001 _______________________ Anggota II : Lutfi Istikharoh, M.Pd. NIK. 2160428 _______________________ Anggota III : Listiani, M.Pd NIK. 2160448 _______________________Purwokerto, 07 Agustus 2017 Universitas Muhammadiyah Purwokerto
Fakultas Keguruan dan Ilmu Pendidikan Dekan,
Drs. Pudiyono, M. Hum.
NIP. 19560508 198603 1 003 Saya yang bertanda tangan di bawah ini : Nama : Hartini NIM : 1301050058 Program Studi : Pendidikan Bahasa Inggris Fakultas : Keguruan dan Ilmu Pendidikan
Menyatakan Bahwa: skripsi dengan judul
Factors Influencing Teachers’
Anxiety in EFL Classroom merupakan hasil karya saya sendiri dan bukan
dibuatkan oleh orang lain atau jiplakan atau modifikasi karya orang lain.Bila pernyataan ini tidak benar, maka saya bersedia menerima sanksi termasuk pencabutan gelar kesarjanaan ketika saya sudah peroleh.
Purwokerto, 07 Agustus 2017 Yang menyatakan,
Hartini
NIM. 1301050058
MOTTO
“Everything is possible even anyone else said impossible” “It’s time to make new dreams when your dreams have reached” First of all, the writer gives praise and thankfullness to Allah S.W.T. of His blessing who has granted the writer to finish this thesis, and also our prophet, Muhammad S.A.W. The writer dedicates this thesis to :
My beloved parents who have given their prayer and support. Thank you for your advices and nicesct home whenever i feel i have no power. Your big support encourages me to finish this thesis, i love you all.
My beloved husband, Muhammad Husnan who always supports me in any condition, you give motivation, thank’s for your big love that you have given. Thank’s for coming in my life, your present makes me more alive and happier. May Allah give us succes.
My lovely sisters and brothers who have given me much support and motivation to finish this study earlier.
My supervisor, Lutfi Istikharoh, M. Pd who has given me guidance, direction, advices and support to finish this thesis just in time.
My beloved parents-in-law far accross the island, i love you and thank you so much for always praying me. Thank’s for always asking me to finish this thesis soon. Your support gives me motivation.
My lovely friends Hanifah, Riyani, Ike, Gia, and Puput who always support me, thank’s for your cheerful, happiness, laughter and power. I can not finish my thesis without your help. All my great friends in English Department of UMP ’13, your togetherness
makes my life more colorful.
PREFACE
All praises to Allah S.W.T the Almighty, for the presence of plenty of mercy and His grace, so that the writer cam complete the thesis with the title: “EFL Teachers’ Anxiety in Using English in the Classroom”. This is to meet the partial fullfillment for the requirement of a Bachelor of Education Degree Course of English Department, Teacher Training Education Faculty, Muhammadiyah University of Purwokerto.
Appreciation and thanks to sincere my beloved parents who have given love, affection and attention to moral as well as material. May Allah SWT give always bestow grace, health gifts, and blessing in the world and in the yearafter. Appreciation and thanks the author gave to Lutfi Istikharoh, M. Pd as the supervisor who has given gudance and helped this thesis writing, as well as thank you to : Dr. H. Syamsuhadi Irsyad, M. H., as the rector of Muhammadiyah University of Purwokerto, Drs. Pudiyono, M. Hum, as the Dean of Teacher Training and Education Faculty of Muhammadiyah University of Purwokerto, Aulia Nisa Khusnia, S.S., MA as the Chairman of English Department, all lecturers who have given advices and guidance, and all teachers who have participated in this research.
Appreciation and big thanks to my great friends (Hanifah, Riyani, Ike, Puput, and Feni, mba Kasilem, Chica, and Lina) and fellow student Undergraduate courses especially English Department who always support the writer, give laughter, friendship and happiness. The writer also thanked for all the people that the writer can not mention one by one and have helped the writer in the process of thesis writing.
The final word the writer realized that in the writing of this thesis is still far from perfection. Therefore, the writer invokes suggestions and criticisms which is buid for the sake of perfection and may be useful for all of us. Ameen
Purwokerto, July 2017 The Writer
ABSTRACT
FACTOR INFLUENCING TEACHERS’ ANXIETY IN EFL CLASSROOM
HARTINI
1301050058
The purpose of this study was to investigate the sources of foreign language anxiety experienced by EFL teachers in the classroom. Two teachers were enrolled in a public school of Purwokerto, participated in this study during their teaching. The subject’s anxiety was investigated using interview and classroom observation. The instruments constituted the focus in this study, and it was described through three stages of data analysis, there were data reduction, data display and conclusion drawing and verification. The result provided evidence that the participants had experienced anxiety when they used English to their students in certain conditions. The research findings showed that there were four factors causing anxiey among teachers when they used English in the classroom. The factors were as follows: 1) class preparation (classroom management, teaxhing procedures and teaching and learning management), 2) students and cl assroom profile (students’s attitude toward learning English and the number of students), 3) self-confidence (worry about making mistakes and fear of English speech in the classroom), and 4) physical condition (teacher in a bad health).
TABLE OF CONTENTS
TITLE .............................................................................................................. i APPROVAL .................................................................................................... ii HALAMAN PENGESAHAN ......................................................................... iii SURAT PERNYATAAN ................................................................................ iv MOTTO ........................................................................................................... v MY DEDICATION ......................................................................................... vi PREFACE ....................................................................................................... vii ABSTRACT ..................................................................................................... ix TABLE OF CONTENTS ................................................................................. x LIST OF TABLE ............................................................................................. xii LIST OF CHART ............................................................................................. xiii LIST OF APPENDICES .................................................................................. xiv CHAPTER I INTRODUCTION .....................................................................
1 A. Background of the Study .....................................................................
1 B. Problem of the Study ............................................................................
3 C. Aim of the Study .................................................................................
3 D. The Objective of the Research ............................................................
3 E. The Significance of the Study ..............................................................
3 CHAPTER II LITERATURE REVIEW ..........................................................
4 A. Anxiety .............................................................................................. 4 B. Types of Anxiety ..................................................................................
5 C. Anxiety and English Language Teaching ...........................................
7 D. Impact of Foreign Language Anxiety .................................................
8 E. Factors Contributing Teachers’ Anxiety ............................................. 10 F. Previous Research on Teachers Foreign Language Anxiety ................
15
CHAPTER III RESEARCH METHODOLOGY ...........................................
18 A. Reaseach Design .................................................................................
18 B. Time and Place ....................................................................................
18 C. Population ............................................................................................
19 D. Sample ............................................................................................ 19 E. Sampling Technique ............................................................................
19 F. Data Collection Technique ..................................................................
20 1. Interview .......................................................................................
20 2. Observation ..................................................................................
21 G. Data Analysis and Data Validity .........................................................
22 1. Data Reduction .............................................................................
23 2. Data Display .................................................................................
24 3. Conclusion Drawing and Verification ..........................................
24 CHAPTER IV RESULT AND DISCUSSION ................................................
26 A. Data Description ..................................................................................
26 1. The Result of interview ................................................................
26 2. The Result of Observation ............................................................
27 B. Discussion ...........................................................................................
28 1. Class Preparation ..........................................................................
28 2. Students of Classroom Profile ......................................................
30 3. Self-confidence .............................................................................
32 4. Physical Condition .......................................................................
33 CHAPTER V CONCLUSION AND SUGGESTION .....................................
35 A. Conclusion ...........................................................................................
35 B. Suggestion ...........................................................................................
35 REFERENCES ................................................................................................
38 APPENDICES ............................................................................................ 40
LIST OF TABLE
Table 1. Indicators and Instruments of Interview .......................................21 Table 2. Indicators and Instruments of Observation ..................................
22 Table 3. List of Codes ................................................................................
24 Table 4. Factors Contribute Anxiety ..........................................................
26 Table 5. Factors Contribute to Anxiety ......................................................
27
LIST OF CHART
Chart 1. Stages of Data Analysis ................................................................23
LIST OF APPENDICES
Appendix 1. ................................................................................................40 Appendix 2. ................................................................................................
43 Appendix 3. ................................................................................................
51 Appendix 4. ................................................................................................
64