INDONESIAN STUDENT TEACHERS’ ANXIETY DURING TEACHING PRACTICUM AT A PRIVATE SHS IN CENTRAL JAVA

Authors

  • Yohana Joifani Rambu Djawamara
  • Listyani Listyani Universitas Kristen Satya Wacana, Salatiga

DOI:

https://doi.org/10.37147/eltr.v5i1.102

Keywords:

teaching practicum, student teachers, anxiety, contributing factors, strategies to cope with anxiety.

Abstract

Teaching practicum is a compulsory course for students majoring in education program. Through teaching practicum, student teachers can gain experiences before becoming real teachers. However, there are some students who still feel anxious towards teaching practicum. Therefore, this study aimed to find out the factors contributing to student teachers’ anxiety during teaching practicum and the strategies to cope with the anxiety. The participants of this study were six student teachers who had done their teaching practicum at a private senior high school in Central Java. The data were collected qualitatively by using semi-structured interviews to get in-depth information from the participants. The findings revealed that facing a new environment, school teachers and students’ attitudes, lesson plans and teaching materials, the ways of presenting the materials, time management, availability of AVAs, and observation by mentor teachers and the supervisor were the factors that contributed to student teachers’ anxiety during teaching practicum. The strategies used by student teachers to cope with their anxiety were adapting themselves with the new environment, preparing well before teaching, building good rapport with school teachers and students, creating a good learning environment, prioritizing the most crucial teaching part, and doing relaxation.

Downloads

Download data is not yet available.

References

Agustiana, V. (2014). Pre-service teachers’ anxiety during teaching practicum. English Review: Journal of English Education, 2(2), 174-182. Retrieved from http://www.journal.uniku.ac.id/index.php/ERJEE/article/download/104/65

AlZboon, S. O. (2013). Social adaptation and its relationship to achievement motivation among high school student in Jordan. International Education Studies. 6(10), 63–69. doi: 10.5539/ies.v6n10p63. Retrieved from https://files.eric.ed.gov/fulltext/EJ1068713.pdf

Angella., & Listyani, L. (2019). Freshmens anxiety in an intensive listening class: A qualitative study. Educational Research and Review. 14(12):443-457. doi: 10.5897/ERR2018.3624. Retrieved from https://www.researchgate.net/publication/334778049_Freshmens_anxiety_in_an_intensive_listening_class_A_qualitative_study

Bannister, S. L., Hanson, J. L., Maloney, C. G., & Dudas, R. A. (2015). Practical framework for fostering a positive learning environment. Official Journal of American Academy of Pediatrics. 136(1) 6-9. doi: https://doi.org/10.1542/peds.2015-1314. Retrieved from http://pediatrics.aappublications.org/content/136/1/6.full-text.pdf

Brosan, L., Hogan, B., Flight, E., Freyland, J., Kult, F., Lightning, E., & Heeswyk, R. V. (2010). Coping with anxiety. Manual of Improving Access to Psychological Therapies (IAPT). Retrieved from https://www.ohwellbeing.com/wp-content/uploads/2017/06/Coping-with-Anxiety-IAPT.pdf

Brown, T. M., DiBenedetti, D. B., Danchenko, N., Weller, E., & Fava, M. (2016). Symptoms of anxiety and irritability in patients with major depressive disorder. Journal of Depression & Anxiety, 5(3). doi: 10.4172/2167-1044.1000237 Retrieved from https://pdfs.semanticscholar.org/d002/22eb6a01fce696a3b5e18000fdb8f38376c4.pdf

ÇEL?K, M. (2008). Pre-service Efl teachers’ reported concerns and stress for practicum in Turkey. Education and Science, 33(150), 97-109. Retrieved from https://www.researchgate.net/publication/285936338_Pre-Service_Efl_Teachers'_Reported_Concerns_and_Stress_for_Practicum_in_Turkey

Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches (4th ed.) [e-book]. Retrieved from https://www.researchgate.net/file.PostFileLoader.html?id=5901dad84048541d6c2b1fc3&assetKey=AS%3A487723636137986%401493293784496

Ek?i, Y. G., & Yak???k, B. Y. (2016). To be anxious or not: student teachers in the practicum. Universal Journal of Educational Research 4(6): 1332-1339. doi: 10.13189/ujer.2016.040610. Retrieved from https://www.researchgate.net/publication/309709872_To_Be_Anxious_or_Not_Student_Teachers_in_the_Practicum

Ellis, R. (2005). Principles of instructed language learning. Asian EFL Journal, 33(2). 209-224. doi: https://doi.org/10.1016/j.system.2004.12.006. Retrieved from Principles of Instructed Language Learning

Jusoh, Z. (2013). Teaching practicum: student teachers’ perspectives. Retrieved from http://litu.tu.ac.th/FLLT2013/www.fllt2013.org/private_folder/Proceeding/865.pdf

Mahmoudi, F., & Özkan, Y. (2016). Practicum stress and coping strategies of pre-service English language teachers. Procedia - Social and Behavioral Sciences 232. 494 – 501. doi: 10.1016/j.sbspro.2016.10.067. retrieved from https://www.sciencedirect.com/science/article/pii/S187704281631299X

Mental Health Foundation. (2014). Living with anxiety: understanding the role and impact of anxiety in our lives. Retrieved from https://www.mentalhealth.org.uk/publications/living-with-anxiety

Merç, A. (2011). Sources of foreign language student teacher anxiety: a qualitative inquiry. Turkish Online Journal of Qualitative Inquiry, 2(4), 80-94. doi: 10.17569/tojqi.08990. retrieved from https://www.researchgate.net/publication/289537888_Sources_of_Foreign_Language_Student_Teacher_Anxiety_A_Qualitative_Inquiry

Merriam-Webster Online Dictionary. (1934). Retrieved from https://www.merriam-webster.com/dictionary/physical

Mortensen, R. (2014). Anxiety, work, and coping. The Psychologist-Manager Journal, 17(3), 178-181. http://dx.doi.org/10.1037/mgr0000020. Retrieved from https://www.apa.org/images/mgr-0000020_tcm7-194120.pdf

Moussaid, R., & Zerhouni, B. (2017). Problems of pre-service teachers during the practicum: an analysis of written reflections and mentor feedback. Arab World English Journal (AWEJ), 8(3), 135 -153. doi: https://dx.doi.org/10.24093/awej/vol8no3.10. Retrieved from https://www.academia.edu/34854742/Problems_of_Pre-service_Teachers_during_the_Practicum_An_Analysis_of_Written_Reflections_and_Mentor_Feedback?auto=download

Paker, T. (2011). Student teacher anxiety related to the teaching practicum. Egitim Arastirmalari-Eurasian Journal of Educational Research, 42, 207-224. Retrieved from https://www.researchgate.net/publication/255754622_Student_Teacher_Anxiety_Related_to_the_Teaching_Practicum

Pasaribu, T. A., & Harendita, M. E. (2018). English language anxiety of pre-service teachers:causes and coping strategies. LLT Journal: A Journal on Language and Language Teaching, 21(2), 134-147. doi: doi.org/10.24071/llt.2018.210202 Retrieved from https://e-journal.usd.ac.id/index.php/LLT/article/view/1261/pdf

Pozzi, G., Frustaci, A., Tedeschi, D., Solaroli, S., Grandinetti, P., Nicola, M. D., and Janiri, L. (2015) Coping strategies in a sample of anxiety patients: factorial analysis and associations with psychopathology. Brain and Behavior, 5(8), 1-10. doi: 10.1002/brb3.351. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4559016/

Rahayuningsih, D. (2016). Student teachers’ challenges in developing teaching materials during teaching practicum in vocational school. Journal of English and Education, 4(2), 24-34. Retrieved from http://ejournal.upi.edu/index.php/L-E/article/view/4629/3228

Ryan, R., & Wilson, J. (2015). The importance of establishing rapport with your students. NOBA Blog. retrieved from https://nobaproject.com/blog/2015-04-23-the-importance-of-establishing-rapport-with-your-students

Sammephet, B. & Wanphet, P. (2013). Pre-service teachers’ anxiety and anxiety management during the first encounter with students in EFL classroom. Journal of Education and Practice, 4(2), 78-88. Retrieved from https://pdfs.semanticscholar.org/1880/df1a97c290e261f3a247beb848152df425ba.pdf

Sariçoban, A. (2010). Problems encountered by student-teachers during their practicum studies. Procedia - Social and Behavioral Sciences, 2, 707-711. doi: 10.1016/j.sbspro.2010.03.088. Retrieved from https://www.researchgate.net/publication/248607392_Problems_encountered_by_student-teachers_during_their_practicum_studies

Ugwulashi, C. S. (2013). Time management: essential tool for teaching and learning improvement in challenging resource period in Nigeria. Educational Research International, 1(2), 61-68. Retrieved from https://pdfs.semanticscholar.org/3638/7b9e5c3e4215657815c3256ffe52a0d2699f.pdf

Yusof, N., Yusof, A., Ali, A. B. M., Yusoff, C. M. N. B. C. M., Farza, M. N. S. B. M., & Nawai, N. B. M. (2014). Student teachers perception towards teaching practicum programme. International Journal for Innovation Education and Research, 2(10), 121-130. Retrieved from https://ijier.net/ijier/article/download/253/173

Wiedemann, K. (2015). Anxiety and anxiety disorders. International Encyclopedia of the Social & Behavioral Sciences, 1, 804-810. doi: 10.1016/B978-0-08-097086-8.27006-2. Retrieved from http://www.imhlk.com/wp-content/uploads/2018/03/Anxiety-and-Anxiety-Disorders-1.pdf

Downloads

Published

2021-01-04

How to Cite

Djawamara , Y. J. R., & Listyani, L. (2021). INDONESIAN STUDENT TEACHERS’ ANXIETY DURING TEACHING PRACTICUM AT A PRIVATE SHS IN CENTRAL JAVA . ELTR Journal, 5(1), 1-18. https://doi.org/10.37147/eltr.v5i1.102

Issue

Section

Articles