Foreign Language Teaching Anxiety of Pre-service Teachers in Public and Private Schools: A Comparative Study

Putri Qurotu Aini, Dzurriyyatun Ni'mah, Henny Rahmawati

Abstract


Keywords: Teaching practicum, Factor of FLTA, Public and Private schools

Foreign Language Teaching Anxiety (FLTA) is an emotional and affective state experienced by educators related to professionalism, and techniques before, during, and after teaching. Additionally, FLTA has five factors including evaluation anxiety, class control anxiety, professional preparation anxiety, school and staff anxiety, and unsuccessful lesson anxiety. This study aimed to differentiate the level of FLTA experienced by pre-service teachers who teach in public and private schools. The most dominant factors experienced by those who teach in public or private schools also examined deeply in this study. The research design in this study used descriptive quantitative method. The researcher took 50 samples from the population to equalize the amount of data between public and private schools. The 25 participants were pre-service teachers who had teaching practicums in public schools and the other 25 had teaching practicums in private schools. The researcher distributed questionnaires via WhatsApp group and the data obtained was analyzed using IBM SPSS version 20. The finding of this study indicated that there is no significant difference between FLTA pre-service teachers who teach in public and private schools with the Sig.(2-tailed) 0.946. The most dominant factor that contributes to FLTA of pre-service teachers in public school is class control anxiety with an average 2.95, and the dominant factor that contributes to FLTA in private school is unsuccessful lessons anxiety with an average 3.02. The most dominant factor of FLTA experienced by pre-service teachers, both those who teach in the public and private schools, is unsuccessful lessons anxiety with an average of 2.94.


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