ISSUE IN MERDEKA CURRICULUM: ANXIETY LEVELS OF EFL TEACHERS IN INDONESIAN JUNIOR HIGH SCHOOLS

Tanti Nur Khasanah; Mirjam Anugerahwati; Sari Karmina

ISSUE IN MERDEKA CURRICULUM: ANXIETY LEVELS OF EFL TEACHERS IN INDONESIAN JUNIOR HIGH SCHOOLS

Tanti Nur Khasanah, Mirjam Anugerahwati, Sari Karmina

Erudio, Vol 11, No 2 (2024), pp. 195-209

DOI https://doi.org/

Abstract | References | Current | PDF Full Text

Viewed : 36 times

Abstract

The lack of highlight on teachers’ psychological aspects in scientific study triggers the urgency to frame their teaching anxiety. In Indonesian context, educational sectors adapt new curriculum that motivates teachers to create innovations. Unfortunately, the trends center students’ aspects and exploration on teachers’ wellbeing is underexplored. Therefore, this study is objectively aimed to reveal the anxiety levels of EFL teachers in ELT practices under the influence of Merdeka curriculum in junior high schools and to scrutinize the significant differences of their anxiety levels based on the vary of demographic profiles. Quantitative research with survey design was conducted by spreading online and offline 5-points Likert scales of FLTAS (Foreign Language Teaching Anxiety Scales) questionnaire modified from Aydin & Uştuk (2020), to the 60 EFL teachers in Surakarta who professionally experienced in adapting the new curriculum. The data were analyzed by running descriptive analysis, t-test, and ANOVA on SPSS v.29.0. The results showed that teachers performed low frequent anxiety levels on language proficiency (=1.73-2.27), teaching experience (=1.65-2.07), apprehension of evaluation (=1.98-2.23), and time management (=1.93-2.08). Interestingly, they reported high frequent anxiety regarding issues of students’ interest (=2.78-3.13). The demographic backgrounds on gender, school types, and teaching experiences contributed significant variations on their anxiety. The further findings and discussions are portrayed on the following reports.

Keywords

Anxiety Levels; Foreign Language Teaching Anxiety; English Language Teaching; Junior High Schools; Merdeka Curriculum

Full Text:

PDF

References

Akbana, Y. E., & Diktilitaş, K. (2022). EFL teachers’ source of remote teaching anxiety: Insights and implications for EFL teacher education. Acta Educationis Generalis, 12(1), 157-180. https://doi.org/10.2478/atd-2022-0009.

Alrabai, F. (2014). The influence of teachers’ anxiety-reducing strategies on learners’ foreign language anxiety. Innovation in Language Learning and Teaching,1-28. http://dx.doi.org/10.1080/17501229.2014.890203.

Alsubaie, M. A. (2016). Curriculum development: Teacher involvement in curriculum development. Journal of Education and Practice, 7(9), 106-107.

Arik, S., & Bozdoğan, A. E. (2022). Teacher anxiety scale for organizing trips to out-of-school learning environment: Development and validity of the scale. Participatory Educational Research, 9(4), 111-130. http://dx.doi.org/10.17275/per.22.82.9.4.

Ashadi. (2015). Indonesian EFL teachers in the swing of curricula. Beyond Words, 3(1), 100-122.

Aydin, S., Harputlu, L, Güzel, S., Çelik, S. S., Uştuk, O., Genc, D. (2016). A Turkish version of foreign language anxiety scale: reliability and validity. Procedia – Social and Behavioral Sciences, 232(2016), 250-256.

Aydin, S., & Uştuk, Ö. (2020). A descriptive study on foreign language teaching anxiety. International Online Journal of Education and Teaching, 7(3), 860-876.

Chen, M. A., & Hwang, G. (2020). Effects of experiencing authentic contexts on English speaking performances, anxiety and motivation of EFL students with different cognitive styles. Interactive Learning Environment, 1-21. https://doi.org/10.1080/10494820.2020.1734626.

Cresswell, J. (2015), Educational research planning, conducting, and evaluating quantitative and qualitative research (5th ed). Pearson Education.

Direktorat Jenderal Pendidikan Anak Usia Dini, Pendidikan Dasar dan Pendidikan Menengah. (2023). Data pokok Pendidikan Direktorat Jenderal Pendidikan Anak Usia Dini, Pendidikan Dasar dan Pendidikan Menengah Kementerian Pendidikan, Kebudayaan, Riset dan Teknologi. https://dapo.kemdikbud.go.id/.

Dӧrnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed). Routledge Taylor & Francis Group.

Erdiana, N., Daud, B, Sari, D.F., & Dwitami, S. K. (2020). A study of anxiety experienced by EFL students in speaking performance. Studies in English Language and Education, 7(2), 334-346. https://doi.org/10.24815/siele.v7i2.16768.

García-Pastor, M. D., & Miller, R. (2018). Unveiling the needs of students who stutter in the language skills a-study on anxiety and stuttering in EFL learning. European Journal of Special Needs Education, 1-17. https://doi.org/10.1080/08856257.2019.1581400.

Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model. Peter Lang.

İpek, H. (2006). Foreign language teaching anxiety (PhD. Thesis). Anadolu University, Eskisehir, Turkey.

Iskandar, I. (2018). A study of parental perception towards the removal of English from primary schools’ local content curriculum. Advances in Social Science, Education and Humanities Research, 254(1), 111-115.

Kabigting, R. P., & Nanud, J. A. G. (2020). English language classroom anxiety and performance of senior high schools learners. International Journal of Linguistics and Translation Studies, 1(2), 58-69. https://doi.org/10.36892/ijlls.v1i2.69.

Kemendikbud., & Tohir, M. (2020). Buku panduan merdeka belajar – kampus merdeka. Direktorat Jenderal Pendidikan Tinggi Kementerian Pendidikan dan Kebudayaan.

Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2024). Kurikulum Merdeka. https://kurikulum.kemdikbud.go.id/kurikulum-merdeka/.

Kralova, Z., & Tirpakova, A. (2019). Nonnative EFL teachers’ speaking anxiety: Post-communist country context. Original Research, Sage Open, 2019, 1-13. https://doi.org/10.1177/2158244019846698.

Krashen, S. D. (2009). Principles and practices in second language acquisition. Pergamon Press Inc.

Lu, Z., Zheng, C., & Li, Z. (2017). Effects of embedded summary writing on EFL learers’ anxiety and oral production in a computer-based testing environment. Journal Computer Education, 5(2), 221-241. https://doi.org/10.1007/s40692-018-0105-1.

Mahmoodi-Shahrebabaki, M. (2016). The effect of perfectionism on burnout among English language teachers: the mediating role of anxiety. Teachers and Teaching Theory and Practice. 1-15. http://dx.doi.org/10.1080/13540602.2016.1203776.

Mahmudi, N., & Anugerahwati, M. (2021). Anxiety level of an Indonesian EFL student in a public speaking class: A narrative study. International Journal of Language Teaching and Education, 5(1), 16-28. https://doi.org/10.22437/ijolte.v5i1.13771.

Marashi, H., & Assgar, F. (2019). EFL teachers’ effective classroom management and learners’ anxiety and learning strategies. Iranian Journal of Language Teaching Research, 7(2), 65-82.

Mardhatillah., Widiati, U., Sujiatmoko, A. H. (2024). Transitioning into a professional teacher: EFL preservice teachers’ anxiety in teaching practicum. Eternal: English Teaching Journal, 15(1), 11-23. https://doi.org/10.26877/eternal.v15i1.315.

Meldia, P., & Kardena, A. (2022). The teacher’s EFL practice in implementing ELT curriculum. Journal of Academia in English Education, 3(1), 17-36. https://doi.org/10.32505/jades.v3i1.4269.

Ocak, G., & Karafil, B. (2020). Scale fevelopment study to determine the self-efficacy beliefs of university students for English. Anatolian Journal of Education, 5(1), 53-66. https://doi.org/10.29333/aje.2020.516a.

Pusparini, R., Rachmajanti, S., Anugerahwati, M., Astuti, U. P., & Arifani, Y. (2024). The beliefs of Indonesian pre-service teachers emotional strategis in the English teaching practicum. Language Related Research, 15(3), 161-193. https://doi.org/10.29252/LRR.15.3.7.

Randall, R., Sukoco, G. A., Heyward, M., Purba, R., Arsendy, S., Zamjani, I., Hafiszha, A. (2022). Reforming Indonesia’s curriculum: How Kurikulum Merdeka aims to address learning loss and learning outcomes in literacy and numeracy. INOVASI.

Restuti, M. D. (2020). Identifying the teaching of English to early young learners at stepping stones school Surabaya. Journal of English Language Teaching, 10(1), 12-20.

Rosyidah, R. U., Anugerahwati, M., Wulyani, A. N. (2020). Underlying factors of speaking anxiety across learning styles. Jurnal Pendidikan Humaniora, 8(1), 12-18.

Sajedi, R. (2017). EFL learners’ anxiety and their language achievement. International Journal Mental Health Addiction, 15, 1118-1121. DOI 10.1007/s11469-016-9685-z.

Saleh, U. (2007). Anxiety disorder: memahami gangguan kecemasan, jenis-jenis, gejala, perspektif teoritis dan penanganan. Universitas Hasanuddin.

Saunders, R. (2012). The role of teacher emotions in change: Experiences, patterns and implications for professional development. Journal of Educational Change, 14(3), 303-333. http://dx.doi.org/10.1007/s10833-012-9195-0.

Sohrabi, S., & Safa, M. A. (2020). Group dynamic assessment and EFL learners’ oral production, motivation, and classroom anxiety. English Teaching & Learning, 44, 353-376. https://doi.org/10.1007/s42321-020-00054-2.

Souheyla, B., & Nassima, B. (2022). Taking the wave of digitalization: Reflection on the psychological readiness of teachers in using information and communication technologies. Arab World English Journal Special Issue on CALL(8), 121-135. https://dx.doi.org/10.24093/awej/call8.8.

Su. Y. (2021). College students’ oral communication strategy use, self-perceived English proficiency and confidence, and communication anxiety in Taiwan’s EFL learning. Educational Studies, 1-20. https://doi.org/10.1080/00131946.2021.1919677.

Tӧth, Z. (2008). Foreign language anxiety scale for Hungarian learners of English. WoPaLP, 2, 55-78.

Trang, T. T. T., Baldauf, R. B., & Moni, K. (2013). Investigating the development of foreign language anxiety: An autobiographical approach. Journal of Multilingual and Multicultural Development, 34(7), 709-726.

Usman, M. A., & Tresnadewi, S. (2020). English teachers’ challenged in the implementation of 2013 curriculum in vocational high schools of agriculture in South Kalimantan. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 5(5), 646-657. http://dx.doi.org/10.17977/jptpp.v5i5.13493.

Yaniafari, R. P., & Rihardini, A. A. (2021). Face-to-face or online speaking practice: A comparison of students’ foreign language classroom anxiety level. JEELS: Journal of English Education and Linguistics Studies, 8(1), 49-67. http://dx.doi.org/10.30762/jeels.v8i1.3058.

Yoon, T. (2012). Teaching English through English: Exploring anxiety in non-native pre-service ESL teachers. Theory and Practice in Language Studies, 2(6), 1099-1107. https://doi.org/10.4304/TPLS.2.6.1099-1107.

Zulfikar. (2022). Reducing EFL learners’ speaking anxiety through selective error correction and group-work. ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 7(1), 69-89.