Tesis

Teaching anxiety levels of efl teachers in implementing emancipated curriculum in indonesian junior high schools / Tanti Nur Khasanah

Abstrak
The highlight on EFL teachers rsquo responsibility to create conducive learningenvironment for students is mushrooming since the psychological aspects in SLlearning are pivotal to boost the performance. Unfortunately the study that stressesteachers rsquo affective side and its factors is underexplored although their wellbeingcannot be neglected as teacher is the key determiner in classroom. The previousstudies in Foreign Language Teaching Anxiety Scales only focusing on the casualteachers rsquo anxiety without any contribution in curriculum aspects. Whereas Indonesia is optimizing the curriculum reform under Kurikulum Merdeka(Emancipated Curriculum) as the effort of educational development andinnovations that brings new features adapted by the educational stakeholders. Theissues on Indonesian curriculum reform and EFL teachers rsquo psychological aspectsmust be studied for the educational optimization. Therefore this study is conductedto reveal the anxiety levels of Indonesian EFL teachers in ELT practices under thecurriculum rsquo s implementation in junior high schools and to investigate its influentialfactors.The explanatory sequential mixed methods was used as the research designsince the need of the quantitative data from FLTAS questionnaire through surveywere explained by the qualitative data from interview that focused on FLTASfactors. It gave the researcher the space to understand the phenomenon deeply bygathering the data from both quantitative and qualitative. The setting of thisresearch was in Surakarta city Central Java Province of Indonesia. It was chosen toincrease the research feasibility since it is a small city and there were 69 junior highschools implementing Emancipated Curriculum. It depicted the high attention inthe curriculum reform that was in line with the research purposes. The subjects were60 EFL teachers from 22 public and private junior high schools who implementedthe curriculum with more than 3 years of teaching experience. They were appointedas the result of the three phases of multistage cluster sampling to specify the largepopulation of EFL junior high schools rsquo teachers in the city into the distinct sample.The first research phase was conducted by spreading the closed ended questionnairewith 5 Likert frequency scales (never rarely sometimes usually and always) to thesubjected teachers. The descriptive analysis was used to analyze the quantitativedata by utilizing SPSS 29.0 version to capture the mean of teachers rsquo FLTAS inindicating their teaching anxiety levels. After attaining the mean the researcherdesignated two EFL teachers with the highest anxiety level and two of them withthe lowest teaching anxiety. The chosen EFL teachers were involved in semistructured interview as the second research phase that focused on explaining the questionnaire rsquo s results and scrutinized deeply the causalities that build theirteaching anxiety levels. The qualitative data were analyzed using thematic analysis(Braun amp Clarke 2009) and NVivo utilization in managing the data analysis.The findings showed that EFL teachers performed low frequent anxietylevels on four out of five main domains which were their self-perception on theforeign language proficiency (x 1.73-2.27) teaching inexperience (x 1.65-2.07) apprehension of negative evaluation ( x 1.9 -2.23) and difficulties on timemanagement in ELT and classroom activities (x 1.93-2.0 ). Interestingly theyreported high frequent anxiety regarding the issues of students rsquo lack of interest inEFL learning (x 2.1 -3.13). Although the mean score indicated that most of theirteaching anxiety levels were low in some domains the researcher could not neglectthe fact that there were 20-30% of them experienced moderate teaching anxiety inclassrooms and there were 3.3% of them felt it frequently which interpreted assometimes anxious when taught EFL in Emancipated Curriculum era. Thisphenomenon needed further investigation. Generally after being investigated andanalyzed deeply the researcher found that the influential factors that could triggervarious levels of teaching anxiety in this research were the teachers rsquo context(teachers rsquo personalities beliefs authority anxiety management and teachingmethodology) the students rsquo issues (students rsquo engagement learning motivation lackof EFL understandings lack of digital literacy and attitudes) the demands onEmancipated Curriculum (priority on students rsquo emancipation automatic gradepromotion material preparation the Pancasila Student Profile StrengtheningProject as students rsquo soft-skills optimization project students rsquo literacy and numeracy and differentiation) the schools rsquo systems (schools rsquo policy infrastructures supports and teachers rsquo evaluation system) and the external authority (city policy anddemands from Subject-Teachers Discussion Forum/MGMP). The furtherelaboration of these findings is presented in this thesis along with intensivediscussion.

Informasi Detail

DDC

Rt 420.76 KHA t

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xvi, 139 lembar : ilus. ; 30 cm.

Bahasa

No Reg

00082/RT/25

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - STUDI DAN PENGAJARAN
2. BAHASA INGGRIS - KURIKULUM
3. ENGLISH - STUDY AND TEACHING

Pembimbing

1. Dr. Mirjam Anugerahwati, M.a.;2. Sari Karmina, S.pd, M.pd, Ph.d

Lampiran Berkas