Nunung Fajaryani, Nunung
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Different Madrasah, but the Same Stories: Academic and Non-Academic Challenges Encountered by Teachers in Teaching A Foreign Language FAJARYANI, NUNUNG; MASBIROROTNI, MASBIROROTNI; NURAINI, NURAINI; NAFRIAL, NAFRIAL; NOPIANTI, NOPIANTI
Ta'dib Vol 23 No 1 (2018): Ta'dib
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

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Abstract

This qualitative case study aimed to investigate English teachers? challenges in teaching English at Madrasah Tsanawiyah. It also aimed to find out the English teachers? effort to anticipate the challenges factors in teaching English. In this research, the researchers puposefully selected all the English teachers at Madrasah Tsanawiyah Jambi Timur and Madrasah Dharma Wanita as the participants. Data were collected through a demographic questionnaire and the interviews. The demographic data were analyzed descriptively. The interviews data were analyzed using within-case and cross-case displays and analyses. The result proved that there were four major themes including academic challengeing factors (students? demotivation and low students? basic English ability), non academic challengeing factors (lack of facilities, crowded classroom, socio economic level, and school management), teachers? effort, and leader?s support.
EFL Student Teachers’ Speaking Anxiety: the Case in One English Teacher Education Program Abrar, Mukhlash; Failasofah, F; Fajaryani, Nunung; Masbirorotni, M
IJEE (Indonesian Journal of English Education) IJEE (Indonesian Journal of English Education)| Vol. 3 | No.1 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i1.3619

Abstract

ABSTRACT This present study examined student teachers’ Foreign Language Speaking Anxiety (FLSA) associated with gender and proficiency differences. The participants of the study were 72 second-year EFL student teachers at the English teacher education program of one public university in Jambi, Indonesia. A close-ended questionnaire developed from Syakur (1987) and Horwitz et al, (1986) was administered to the participants to explore their FLSA. The results indicated that EFL student teachers are highly anxious when speaking English. Furthermore, the findings revealed that there is no statistical difference between male and female student teachers on FLSA. On the contrary, proficiency does affect EFL learners’ anxiety wherein more proficient students seem to be less nervous to speak. ABSTRAK Penelitian ini membahas kecemasan berbicara bahasa asing (FLSA) siswa yang dihubungkan dengan perbedaan jenis kelamin dan kecakapan berbahasa Inggris. Jumlah peserta dalam penelitian ini sebanyak 72 mahasiswa tahun kedua pada program studi pendidikan bahasa Inggris di salah satu universitas negeri di Jambi. Kuesioner tertutup diberikan kepada peserta penelitian untuk mengetahui FLSA mereka. Hasil penelitian mengindikasikan bahwa siswa pembelajar bahasa asing (EFL) sangat cemas ketika berbicara bahasa Inggris. Selain itu, hasil juga menunjukkan bahwa tidak ada perbedaan statistik yang signifikan pada FLSA antara siswa laki-laki dan perempuan. Sebaliknya, tingkat kecakapan sangat mempengaruhi kecemasan siswa EFL dimana siswa yang mempunyai kecakapan dalam bahasa Inggris terlihat tidak terlalu cemas untuk berbicara. How to Cite: Abrar, M. Failasofah. Fajaryani, N. Masbirorotni. (2016). EFL Student Teachers’ Speaking Anxiety: the Case in One English Teacher Education Program. IJEE (Indonesian Journal of English Education), 3(1), 60-75. doi:10.15408/ijee.v3i1.3619 Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.3619