Mas’ud Madhani Sanjaya. S892108009. “Pre-Service Foreign Language Teacing Anxiety during Their Teaching Practicum and the Strategies to Solve It: Narrative Inquiry” A Master’s Degree Thesis. Supervisor : Prof. Dr. Joko Nurkamto, M.Pd., Co-Supervicsor : Dr. Sumardi, M.Hum. Departement of English Education, Teacher Training and Education Faculty, Universitas Sebelas Maret Surakarta. 2024.
The present study endeavors to delve into the anxiety experienced by pre-service teachers, particularly amidst their teaching practicum within the context of teaching English as a Foreign Language in Indonesia. This study focuses on the experiences of pre-service teachers that may trigger anxiety and delve into the potential benefits and effectiveness of in enhancing language acquisition and proficiency. Conducting in-depth studies and investigations can provide additional information on FLTA, which is currently limited. 1). What are the sources of foreign language teaching anxiety by pre-service teachers during their teaching practicum?, 2). What is the impact of foreign language teaching anxiety on pre-service teaching performance?, 3). What are teachers’ strategies to overcome their teaching anxiety?. This study used a narrative strategy to investigate the pre-service EFL teachers' experiences with teaching foreign language anxiety during their teaching practice while enrolled in the teaching practicum. The participants of this study were 3 English pre-service teachers who had completed teacher professional education program in Indonesia. As a result of this study, 1). Several sources contributed to participants' experience of teaching foreign language anxiety, such as self-perception of language proficiency, leading inexperience, lack of student interest, fear of negative evaluation, and lack of time and class management. 2). Sources that cause anxiety have a significant impact on pre-service teachers while teaching EFL classes. As a result, they may use less target language in class, reduce interaction with students, and send negative messages about language learning. 3). Participants in the teaching practicum also attempt to confront and overcome their worries; the strategies are personal coping strategies, professional coping strategies, social coping strategies, and institutional coping strategies.So, leading practicum activities from one meeting to the following allowed participants to develop their abilities and overcome their concerns about teaching in the EFL classroom.
