An Exploration of Anxiety Factors and Coping Strategies in Teaching Practicum: A Study of Sixth-Semester Student Teachers in microteaching classes

Abstract

The purpose of this study is to explore and find anxiety factors that occur during teaching practicum in microteaching classes experienced by English education students in the Unisma English Department study program. In addition, the researcher also explored several coping strategies that the participants used when teaching anxiety occurred. The data were collected in June 2024 from 3 students of the English Department at Unisma. This research uses a Qualitative Research approach, focusing on a case study design, and the instruments used are observation and interviews. The findings of this study are that the source of anxiety during teaching practice is multifaceted, stemming from both internal and external factors. Internal factors include overthinking, nervousness, and self-doubt, while external factors involve pressure from observers and peers and the need to adhere strictly to lesson plans. The coping strategies students use are also very diverse and can effectively reduce the anxiety that occurs during teaching practice in microteaching classes. These strategies include self-practice, religious approaches, and psychological strategies such as intelligent prospection and learning from others' mistakes. This study concludes that effective coping strategies can help student teachers manage their anxiety levels and perform more confidently and professionally during their teaching practicum. The insights gained from this research provide valuable guidance for future student teachers in preparing for and overcoming anxiety in their microteaching experiences. This preparation is crucial for shaping their perceptions and enhancing their readiness for the teaching profession.

Keywords: Anxiety factors; coping strategies; teaching practicum; and microteaching.