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STUDENT TEACHERS’ ANXIETY DURING THEIR

PRACTICE IN INTERNSHIP PROGRAM

THESIS

By:

Ema Rizka Nur Hamida

201410100311205

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2019

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STUDENT TEACHERS’ ANXIETY DURING THEIR

PRACTICE IN INTERNSHIP PROGRAM

THESIS

This thesis is submitted to meet one of the requirements to achieve Sarjana

Degree in English Language Education

By:

Ema Rizka Nur Hamida

201410100311205

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2019

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MOTTO AND DEDICATIONS

MOTTO :

“Kesabaran itu seperti buah Shabir (sejenis tanaman obat) yang rasanya pahit,

Akan tetapi hasil yang didapatkan setelahnya lebih manis daripada madu “

والصابرين ف البأساء والضراء وحين البأس أولئك الذين صدقوا قون وأولئك هم المت

“And (those who) are patient in poverty and hardship and during the battle. Those

are the ones who have been true, and it is those who are the righteous"

(Al-Baqarah:177)

DEDICATIONS

The researcher dedicate this thesis to:

Allah SWT

The Researcher’s Beloved Family

All of Researcher’s Friends

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ACKNOWLEDGEMENTS

In the name of Allah, the most Gracious, the most Merciful. All praises be

to Allah, king of the king, the Lord of the world, and the master of the day after,

who has given his blessing and guidance. The researcher realizes that without his

blessing, mercy, and guidance, it would be possible for herself to finish this thesis.

Shalawat and salam are addressed to the final chosen religious messenger, the

Prophet Muhammad SAW.

The researcher also realized that many people had given their helps and

useful suggestion for the finishing of this thesis. Without the assistance of them,

this thesis would never have existed. Therefore, the researcher would like to express

her appreciation and sincere thanks to:

1. Rina Wahyu Setyaningrum, M.Ed., the first advisor who has helped the

researcher and gave the suggestions for this thesis.

2. Teguh Hadi Saputro, M.A as the second advisor who has spent a lot of time

to give guidance, suggestions and advice in the accomplishment of this

thesis.

3. All of lecturers of English Language Education Department whose name

cannot be mentioned one by one due to limited space. Thanks for all the

knowledge and advice given to the researcher.

4. Al-Ustadz Agus Mulyana, S.Ag., and wife, Al-Ustadz Kholid Karomy,

S.Thi., and wife, Al-Ustadz Heri Achmadi, S.Thi., and wife, Al-Ustadz

Ahmad Sukoco, S.Pd., and wife, and all Asatidz and Ustadzat in Gontor

Putri 5 who have given many advices, motivations and prayers to the

researcher in her life.

5. Researcher’s beloved parents, Imam Ribowo and Enny Upayah and

researcher’s beloved sister and brother Emma Fadhilla Rahmayani and

Ahmad Erry Fahmi Rizaldi who have prayed, motivated, encouraged,

reminded the researcher to finish this thesis as soon as possible.

6. Researcher’s best partners; Ummi Syariyani, Candra Ayu, Rafida,

Farahdiba, Lilis Sulistyaningsih, Hilda Rifada, and Sri Uthari who don’t let

her give up, and supporting her.

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TABLE OF CONTENTS

Approval ................................................................................................................. iii

Mottos and Dedication ............................................................................................. v

Author’s Declaration of Originality ....................................................................... vi

Abstract ................................................................................................................. vii

Acknowledgements .............................................................................................. viii

Table of Contents ..................................................................................................... x

List of Appendices ................................................................................................ xii

CHAPTER I : INTRODUCTION

1.1 Research Background ................................................................................. 1

1.2 Research Problem ....................................................................................... 3

1.3 Research Objectives ................................................................................... 3

1.4 Scope and Limitation ................................................................................. 3

1.5 Research Significance ................................................................................. 4

1.6 Definition of Key Terms ............................................................................. 4

CHAPTER II : REVIEW OF RELATED LITERATURE

2.1 Teacher Anxiety .......................................................................................... 6

2.1.1 Teacher Anxiety in Language Teaching ............................................ 7 2.1.2 Teacher Anxiety in Student Teachers ................................................ 9

2.2 Teaching Internship .................................................................................... 9

2.3 Teaching English in EFL Context ............................................................ 11

2.4 Teachers Strategy to Cope with the Anxiety ........................................... 12

CHAPTER III : RESEARCH METHOD

3.1 Research Design ....................................................................................... 15

3.2 Research Subject ...................................................................................... 15

3.3 Data Collection ........................................................................................ 16

3.3.1 Technique ....................................................................................... 16

3.3.2 Instrument ....................................................................................... 16

3.3.3 Procedure ........................................................................................ 17

3.3.3.1 Gathering Data from Close-Ended Questionnaires ........... 17

3.4 Data Analysis ........................................................................................... 17

3.4.1 The Results of Close-Ended Questionnaires ................................... 18

3.4.2 The Results of the Students’ Written Responses ............................ 20

CHAPTER IV : FINDINGS AND DISCUSSION

4.1 Research Findings .................................................................................... 21

4.1.1 The Significant Correlation Between Anxiety Scales (Evaluation,

Management, Pedagogy, and Staff-Relation) during Internship Program .................................................................................................................. 21

4.1.2 The Strategies of Student Teachers’ to Cope with the Anxiety

During Teaching Practice ........................................................................ 25

4.1.2.1 Preparation before Teaching .............................................. 26

4.1.2.2 Practice before Teaching ................................................... 26

4.1.2.3 Interaction with Student .................................................... 27

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4.1.2.4 Subject Materials Comprehension and Mastery ............... 27

4.1.2.5 Self-Control ....................................................................... 28

4.2 Discussion ................................................................................................ 28

CHAPTER V : CONCLUSION AND SUGGESTIONS

5.1 Conclusion ............................................................................................... 32

5.2 Suggestion ................................................................................................ 33

REFFERENCES .................................................................................................... 35

APPENDICES ....................................................................................................... 38

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APPENDICES LIST

Appendix 1 Student Teacher Anxiety Scales ......................................................... 38

Appendix 2 Close-Ended Responses of STAS ...................................................... 40

Appendix 3 Open-Ended Responses of STAS ....................................................... 47

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