Email this article 
.png)
.png)
1.png)
Exploring Anxiety in Learning English During The Emergency Remote Teaching in Islamic Senior High School
Abstract
Abstrak: Penelitian ini bertujuan untuk mengetahui tingkat kecemasan siswa dan guru SMA islami serta cara mereka dalam mengurangi kecemasan dalam pembelajaran bahasa Inggris selama pengajaran jarak jauh darurat. Metode penelitian campuran menggunakan kuesioner dan panduan wawancara untuk memperoleh data. Peserta penelitian ini adalah 126 siswa dan empat guru bahasa Inggris di MAN 1 Jembrana. Hasil kuesioner menunjukkan skor rata-rata kecemasan siswa adalah 3,25 yang termasuk dalam kategori kecemasan sedang. Sedangkan hasil skor rata-rata kecemasan pada keempat guru bahasa Inggris yang telah disebar menunjukkan skor 1,8 dan termasuk pada kategori kecemasan rendah. Selanjutnya, hasil panduan wawancara terstruktur menunjukkan bahwa siswa merasakan cemas ringan pada pembelajaran bahasa Inggris selama emergency remote teaching sedangkan guru merasa cenderung tenang dan percaya diri.
Abstract: This study focuses on knowing the level of anxiety of Islamic high school students and teachers and how they reduce anxiety in learning English during emergency remote teaching. Mixed methods were used with questionnaires and interview guides to obtain data. The participants of this study were 126 students and four English teachers at MAN 1 Jembrana. The results of the questionnaire showed the mean score of students' anxiety was 3,25 which was included in the category of moderate anxiety. Meanwhile, the mean score of the four English teachers who have been distributed shows a score of 1,8 and is included in the category of low anxiety. Furthermore, the results of the structured guide interviews showed that students felt mild anxiety in learning English during emergency distance teaching, while teachers felt relaxed and confident.
Keywords
Full Text:
PDFReferences
Abdillah, V. (2018). Students’ anxiety factors in speaking English: A case study at the 8th grade of SMP N 16 Semarang in the academic year of 2016/2017 [Walisongo State Islamic University].
Agung, A. S. N., & Surtikanti, M. W. (2020). Students’ perception of online learning during COVID-19 pandemic: A case study on the English students of STKIP Pamane Talino. SOSHUM : Jurnal Sosial Dan Humaniora, 10(2), 225–235. https://doi.org/10.31940/soshum.v10i2.1316
Agustiana, V. (2019). Listening anxiety among Indonesian EFL students. Indonesian EFL Journal, 5(1), 13-26. https://doi.org/10.25134/ieflj.v5i1.1607
Akkakoson, S. (2016). Speaking anxiety in English conversation classrooms among Thai students. Malaysian Journal of Learning and Instruction, 13, (1), 63–82. https://doi.org/10.32890/mjli2016.13.1.4
Alibak, M., Talebi, H., & Neshat-Doost, H.-T. (2019). Development and validation of a test anxiety inventory for online learning students. The Journal of Educators Online, 16(2), 1-16. https://doi.org/10.9743/JEO.2019.16.2.2
Alnahidh, F., & Altalhab, S. (2020). The level and sources of foreign language speaking anxiety among Saudi EFL university students. Advances in Language and Literary Studies, 11(1), 55-64. https://doi.org/10.7575/aiac.alls.v.11n.1p.55
Anthoine, E., Moret, L., Regnault, A., Sébille, V., & Hardouin, J.-B. (2014). Sample size used to validate a scale: A review of publications on newly-developed patient reported outcomes measures. Health and Quality of Life Outcomes, 12(1), 176. https://doi.org/10.1186/s12955-014-0176-2
Argaman, O., & Abu-Rabia, S. (2002). The influence of language anxiety on English reading and writing tasks among native Hebrew speakers. Language Culture and Curriculum, 15(2), 143–160.
Aydın, S., & Uştuk, Ö. (2020). A descriptive study on foreign language teaching anxiety. International Online Journal of Education and Teaching, 7(3), 860-876. https://iojet.org/index.php/IOJET/article/view/846
Bhatti, N., & Memon, S. (2016). Investigating the perceptions of Pakistani English language learners on language learning anxiety in EFL classroom. Advances in Language and Literary Studies, 7(5), 23-34. https://doi.org/10.7575/aiac.alls.v.7n.5p.23
Bolderston, A. (2012). Conducting a research interview. Journal of Medical Imaging and Radiation Sciences, 43(1), 66–76. https://doi.org/10.1016/j.jmir.2011.12.002
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi.
Choi, N., No, B., Jung, S., & Lee, S. (2019). What affects middle school students’ English anxiety in the EFL context? Evidence from South Korea. Education Sciences, 9(1), 39. https://doi.org/10.3390/educsci9010039
Clark, V. L. P., Huddleston-Casas, C., Churchill, S., Green, D. O., & Garrett, A. (2008). Mixed methods approaches in family science research. Journal of Family Issues, 29(11), 1543-1566. https://doi.org/10.1177/0192513X08318251
Creswell, J. W., & Tashakkori, A. (2007). Editorial: Differing perspectives on mixed methods research. Journal of Mixed Methods Research, 1(4), 303–308. https://doi.org/10.1177/1558689807306132
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 12.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125. https://doi.org/10.2307/327317
Khan, S. M. (2015). Influence of speech anxiety on oral communication skills among ESL/EFL learners. Advances in Language and Literary Studies, 6(6), 49-53. https://doi.org/10.7575/aiac.alls.v.6n.6p.49
Kobul, M. K., & Saraçoğlu, İ. N. (2020). Foreign Language Teaching Anxiety of Non-Native Pre-Service and In-Service EFL Teachers. Journal of History Culture and Art Research, 9(3), 350-365. https://doi.org/10.7596/taksad.v9i3.2143
Kondo, D. S., & Yin-Ling, Y. (2004). Strategies for coping with language anxiety: The case of students of English in Japan. ELT Journal, 58(3), 258–265. https://doi.org/10.1093/elt/58.3.258
Kusumaningputri, R., Ningsih, T. A., & Wisasongko, W. (2018). Second language writing anxiety of Indonesian EFL students. Lingua Cultura, 12(4), 357-362. https://doi.org/10.21512/lc.v12i4.4268
Mahendra, A., Dewi, N. L., & Wahyuni, L. (2021). Analysis of the formative assessment planning during online learning: A case study. JINOTEP (Jurnal Inovasi Dan Teknologi Pembelajaran): Kajian Dan Riset Dalam Teknologi Pembelajaran, 8(2), 157–166. https://doi.org/10.17977/um031v8i22021p157
Mayer, D. P. (2008). Overcoming school anxiety: How to help your child deal with separation, tests, homework, bullies, math phobia, and other worries. AMACOM, American Management Association.
Nartiningrum, N., & Nugroho, A. (2020). Online Learning amidst Global Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials. ENGLISH FRANCA : Academic Journal of English Language and Education, 4(2), 115-140. https://doi.org/10.29240/ef.v4i2.1494
Neman, M. I. E., & Ganap, N. L. (2018). Student anxiety in learning English as a foreign language (EFL). In Proceedings Of The 65th Teflin International Conference (Vol. 65, No. 02).https://ojs.unm.ac.id/teflin65/article/viewFile/7295/4221
Nugraha, H., Rusmana, A., Khadijah, U., & Gemiharto, I. (2021). Microlearning sebagai upaya dalam menghadapi dampak pandemi pada proses pembelajaran. JINOTEP (Jurnal Inovasi dan Teknologi Pembelajaran): Kajian dan Riset Dalam Teknologi Pembelajaran, 8(3), 225–236. https://doi.org/10.17977/um031v8i32021p225
Oruç, E., & Demirci, C. (2020). Foreign language anxiety and English language achievement in higher education: The mediating role of student engagement. European Journal of Education Studies, 7(3), 199-212 https://doi.org/10.5281/ZENODO.3756910
Pasaribu, T. A., & Dewi, N. (2021). During COVID-19 Through Appraisal Analysis. LEARN Journal: Language Education and Acquisition Research Network, 14(1), 399-426.
Spielberger, C. D. (2012). State-trait anxiety inventory for adults [Data set]. https://doi.org/10.1037/t06496-000
Subekti, A. S. (2018). An exploration of learners’ foreign language anxiety in the Indonesian university context: Learners’ and teachers’ voices. TEFLIN journal, 29(2), 219-244. http://dx.doi.org/10.15639/teflinjournal.v29i2/219-244
Sugiyono. (2007). Statistika untuk penelitian (12th ed.). CV. Alfabeta Bandung.
Surahman, E. & Sulthoni. (2020). Student satisfaction toward quality of online learning in Indonesian higher education during the covid-19 pandemic. In 2020 6th International Conference on Education and Technology (ICET) (pp. 120-125). IEEE. https://doi.org/10.1109/ICET51153.2020.9276630
Wu, H.-J. (2011). Anxiety and reading comprehension performance in English as a foreign language. Asian EFL Journal, 13(2), 273–307.
DOI: http://dx.doi.org/10.17977/um031v9i12022p068
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Muhammad Ichsan Hanafie, Made Hery Santosa, Gede Mahendrayana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
======================================================================
Jurnal Inovasi dan Teknologi Pembelajaran published by Universitas Negeri Malang in collaboration with the Asosiasi Program Studi Teknologi Pendidikan Indonesia (APS TPI) and Ikatan Profesi Teknologi Pendidikan Indonesia (IPTPI) with a MoU.
Publisher Address:
Educational Technology Laboratorium, Building D5, 1st Floor
Faculty of Education, Universitas Negeri Malang
Semarang St. No. 5, Malang City, East Java Province, Postal Code 65145
Email: jinotep.fip@um.ac.id
======================================================================
1.png)
.png)
1.png)
4.png)
2.png)
1.png)
1.png)
.png)
_3.png)
JINOTEP is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
JINOTEP Statistics (Since July 13th, 2020)