STUDENTS AND TEACHERS’ ANXIETY LEVELS IN LEARNING ENGLISH DURING THE EMERGENCY REMOTE TEACHING IN INDONESIA

  • Ni Putu Intan Bidari Ganesha University of Education
    (ID)
  • Made Hery Santosa Ganesha University of Education
    (ID)
  • Gede Mahendrayana Ganesha University of Education
    (ID)

Abstract

The aim of this study was to investigate the anxiety level of the students and teachers in teaching and learning English during the emergency remote teaching in Indonesia. This quantitative study used Foreign Language Classroom Anxiety Scale (FLCAS) for collecting the students and teachers’ anxiety levels during the pandemic situation. The participants of the study were 199 students and 3 English teachers in a senior high school in Indonesia. The study found that the students’ anxiety level was moderate (3.04). It indicated that the students were not afraid but also did not fully enjoy learning English with the new learning system. Meanwhile, the teachers’ anxiety was categorized as low anxiety (2.2), meaning that the teachers enjoyed and did not worry about teaching English during the emergency remote teaching. In conclusion, new learning environment for EFL, the students and teachers had different anxiety levels with students needed more attentions for better assistance of optimal learning quality. The results of this study were expected to give beneficial information for the students and teachers that learn and teach English during the pandemic situation.

Downloads

Download data is not yet available.

References

Ally, M. (2004). Theory and practice of online learning. In T. Anderson & F. Elloumi (Eds.), British Journal of Educational Technology (Vol. 36). Creative Commons. https://doi.org/10.1111/j.1467-8535.2005.00445_1.x

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/http://dx.doi.org/10.7575/aiac.alls.v.11n.1-p.55

Audia, C. P., Ras, F., & Afrianto. (2019). An analysis of students’ speaking anxiety : A case study of the first year students of english study program of universitas riau. JOM FKIP, 6, 1–12. https://jom.unri.ac.id/index.php/JOMFKIP/article/download/25687/24884

Aydın, S., & Uştuk, O. (2020). A descriptive study on foreign language teaching anxiety. International Online Journal of Education and Teaching, 7(3), 860–878. https://iojet.org/index.php/IOJET/article/view/846

Bersin, J. (2004). The blended learning book: Best practices, proven methodologies, and lessons learned (R. Taff (ed.)). Pfeiffer. https://cloudflare-ipfs.com/ipfs/bafykbzacecckgkans47ay3jpgl4fzxoqcluwvexf4j7apqxpldsqaxcqpgzba?filename=Josh Bersin - The Blended Learning Book_ Best Practices%2C Proven Methodologies%2C and Lessons Learned %282004%29.pdf

Gerencheal, B., & Mishra, D. (2019). Foreign language anxiety among ethiopian university efl students. International Journal of Innovative Technology and Exploring, 8(7C), 43–48. https://files.eric.ed.gov/fulltext/ED596148.pdf

Ghirardini, B. (2011). E-learning methodologies: A guide for designing and developing e-learning courses. In Food and Agriculture Organization of the United Nations (FAO). Food and Agriculture Organizaion of the Uniited Nations. https://doi.org/I2516E/1/11.11

Guncic, A. (2017). The anxiety workbook: A 7-week plan to overcome anxiety, stop worrying, and end panic. In Althea Press. http://euv58c8uo1.pdfcloud.org/dl2.php?id=184738002&h=75fa7c272f183edfefb0cbb55de30dbc&u=cache&ext=pdf&n=The anxiety workbook a 7-week plan to overcome anxiety stop worrying and end panic

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x

Kaisar, M. T., & Chowdhury, S. Y. (2020). Foreign language virtual class room: Anxiety creator or healer? English Language Teaching, 13, 130–139. https://doi.org/https://doi.org/10.5539/elt.v13n11p130

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/http://dx.doi.org/10.7596/taksad.v8i4.2316

Mayer, D. P. (2008). Overcoming school anxiety: How to help your child deal with separation, tests, homework, bullies, math phobia, and other worries. In AMACOM. American Managament Association.

Neman, M. I. E., & Ganap, N. L. (2018). Student anxiety in learning english as a foreign language (efl). TEFLIN International Conference, July, 68–73. https://ojs.unm.ac.id/teflin65/article/download/68-73/4221

Nishanthi, R. (2018). The importance of learning english in today world. International Journal of Trend in Scientific Research and Development, 3(1), 871–874. https://doi.org/https://doi.org/10.31142/ijtsrd19061

Octaberlina, L. R., & Muslimin, A. I. (2020). Efl students perspective towards online learning barriers and alternatives using moodle/google classroom during covid-19 pandemic. International Journal of Higher Education, 9, 1–9. https://doi.org/https://doi.org/10.5430/ijhe.v9n6p1 Abstract

Organization, W. H. (2020). Coronavirus disease (covid-19): How is it transmitted? https:www.who.int/emergencies/disease/novel-coronavirus-2019/question-and-answer-hub/q-a-detail/coronavirus-disease-covid-19-how-is-it-trasmitted

Ozer, O., & Akçayoğlu, D. İ. (2021). Examining the roles of self-efficacy beliefs, self-regulated learning and foreign language anxiety in the academic achievement of tertiary efl learners. Participatory Educational Research, 8(2), 357–372. https://doi.org/http://dx.doi.org/10.17275/per.21.43.8.2

Pasaribu, T. A., & Dewi, N. (2021). Indonesian efl students’ voices on online learning during covid-19 through appraisal analysis. Language Education and Acquisition Research Network, 14, 399–426. http://repository.usd.ac.id/id/eprint/38963

Rao, P. S. (2019). The importance of english in the modern era. Asian Journal of Multidimensional Research, 8(1), 7–19. https://doi.org/https://doi.org/10.5958/2278-4853.2019.00001.6

Sham, R. M., & Azmi, M. N. L. (2018). The reliability of foreign language anxiety scale in malay version based on cronbach’s alpha. Language Literacy, 2, 37–47. https://doi.org/https://doi.org/10.30743/ll.v2i1

Swanson, D. A., & Swanson, C. S. (2019). Comparing course delivery methods, what do students prefer and what works. ASCUE Proceedings, 70–79. https://files.eric.ed.gov/fulltext/ED597110.pdf

Toyama, M., & Yamazaki, Y. (2018). Exploring the components of the foreign language classroom anxiety scale in the context of japanese undergraduates. Asian-Pacific Journal of Second and Foreign Language Education, 3. https://doi.org/https://doi.org/10.1186/s40862-018-0045-3

Published
2021-12-31
How to Cite
Bidari, N. P. I., Santosa, M. H., & Mahendrayana, G. (2021). STUDENTS AND TEACHERS’ ANXIETY LEVELS IN LEARNING ENGLISH DURING THE EMERGENCY REMOTE TEACHING IN INDONESIA. ETERNAL (English, Teaching, Learning, and Research Journal), 7(2), 395-408. https://doi.org/10.24252/Eternal.V72.2021.A11
Section
Volume 7, Number 02, December 2021
Abstract viewed = 309 times