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iii

DEDICATION

I lovingly dedicate this thesis to my husband, family and friends who supported me each step of the way.

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Acknowledgement

Foremost, I would like to express my sincere gratitude to my supervisor Dr

Azizah Rajab for the continuous support of my master study and research, for her

patience, motivation, enthusiasm, and immense knowledge. Her guidance helped me

in all the time of research and writing of this project work

I am also would like to thank my family for supporting me spiritually

throughout my life.

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TABLE OF CONTENT

CHAPTER TITLE PAGE

DECLARATION ii

DEDICATION iii

ACKNOWLEDGEMENT iv

ABSTRACT v

ABSTRAK vi

TABLE OF CONTENTS vii

LIST OF TABLES x

LIST OF APPENDIXES xii

1 INTRODUCTION

1.1 Introduction 1

1.2 Background of the study 4

1.3 Statement of the problem 5

1.4 Purpose of the study 6

1.5 Objective of the study 8

1.6 Research questions 9

1.7 Significance of the study 9

1.8 Scope of the study 10

2 LITERATURE REVIEW

2.1Introduction 12

2.2 Second Language Anxiety 13

2.2 Contributing factors of second language anxiety 14

2.3 Teachers and Second Language Anxiety 16

2.3.1 Gender 19

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2.3.2 Teachers’ English Proficiency 20

2.4 Discussion 24

CHAPTER TITLE PAGE

3 METHODOLOGY

3.1Introduction 26

3.2 Participants of the study 27

3.3 Instrumentations of the study 27

3.3 Data Collection Procedure 29

3.4 Data Analysis 31

4 FINDINGS AND DISCUSSION

4.1Introduction 33

4.2Respondents Background 34

4.2.1 Gender 34

4.2.2Teaching Experience 35

4.2.3 SPM 36

4.2.4 MUET 37

4.3 Analysis of Anxiety Level for Each Factor 38

4.4Teachers’ Level of Language Anxiety 40

4.4.1Teachers’Level of Anxiety for Communication

Apprehension 40

4.4.2 Teachers’ Level of Anxiety for General Feeling

Of Anxiety 44

4.4.3 Teachers’ Level of Anxiety for Fear of Negative

Evaluation 48

4.5Comparison of Anxiety Level in Second Language Group 51

4.5.1 Analysis of t-Test for Gender in

Second Language Group 51

4.5.2 Comparison analysis for English Anxiety and

Teaching Experience 52

4.5.3 Comparison analysis for SPM Grade 53

4.5.4 Comparison analysis for MUET result 54

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CHAPTER TITLE PAGE

5 DISCUSSION, CONCLUSION, IMPLICATIONS AND

RECOMMENDATION 56

5.1Introduction 56

5.2 Overall Level of Anxiety 57

5.3 Level of Anxiety for three factors 59

5.3.1Communication Apprehension 59

5.3.2 General Feeling of Anxiety 61

5.3.3 Fear of Negative Evaluation 63

5.3 Gender 64

5.5 Teaching Experience 65

5.6 Teachers proficiency 67

5.7 Conclusion 69

5.8 Implications of the findings 70

5.8.1 Polytechnic 70

5.8.2Teachers 71

5.8.3 Students 71

5.9 Limitations of the Study 72

5.10 Recommendations 72

5.10.1 Polytechnic 72

5.10.2 Teachers 73

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LIST OF TABLES

TABLE NO. TITLE PAGE

3.1 Number and division items (FLACS) 28

3.2 The Likert Scale 29

3.3 The Cronbach Alpha 30

3.3.1 Reliability Statistics 30

4.1 Frequency and percentage according to gender 34

4.2 Frequency and Percentage according to

teaching Experience 35

4.3 Frequency and percentage according to SPM result 36

4.4 Frequency and percentage according to MUET 37

4.5 Anxiety Level for Each Factor 38

4.6 Teachers’ Level of Anxiety for Communication

Apprehension 40

4.7 The Contributing factors of Communication

Apprehension 41

4.8 Teachers’ Level of Anxiety for General Feeling of

Anxiety 44

4.9 The Contributing Factors of General Feeling

Of Anxiety 45

4.10 Teachers’ Level of Anxiety of Negative Evaluation 48

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TABLE NO. TITLE PAGE

4.11 The Contributing Factors of Fear of Negative Evaluation 49

4.12 Analysis of t-Test 51

4.13 Statistical Analysis Correlation 52

4.14 Statistical Analysis SPM (ANOVA) 53

4.15 Statistical Analysis MUET (ANOVA) 54

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LIST OF APPENDIXES

APPENDIX TITLE PAGE

A Foreign Language Classroom Anxiety Scale 76

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CHAPTER 1

INTRODUCTION

1.1 Introduction

The implementation of English as a medium of instruction in the process of teaching

and learning in Malaysian polytechnics has been fully running since 2008. All Technical and

Commerce are expected to be taught in English. As teachers, they play an important role to

carry out the new system in educating the students.

A teachers’ role involves more than simply standing in front of a classroom and

teaching. There are many elements to consider achieving the goal that is to use English

as the means of communication in the classroom. Teaching in English, however, is well

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known as one of the most challenging parts as an educator, especially to those who have

not mastered the language. Therefore, it is critical for the teachers to prepare themselves

for the challenge that is to use the second language when giving the input to the students

in the classroom.

Being a teacher means carrying overwhelming responsibilities. As cited by Szucs

in Sens Public (Hargreaves & Fullan : 1992, Falus : 1998) teachers need to come up with

the importance of content knowledge (teachers' subjects), pedagogic content knowledge

(how to adapt content to the learners), general pedagogic knowledge (e.g. classroom

management), curricular knowledge, contextual knowledge (the context of teaching :

community expectations) and process knowledge (learning skills, observation skills,

etc.). In other words, teacher should present themselves as an individual who is full of

knowledge and is confident while teaching in the classroom.

However, there are many teachers who are reluctant and not confident to use the

English language in the classroom. One of the many reasons that can cause these

teachers to experience such anxiety is their lack of English language proficiency. This

factor can affect the teachers’ performance as well as their confidence to conduct the

lessons in English. Generally, the second language anxiety can be described as the

feelings of worry, nervousness, fear and apprehension of using the target language

which can affect how one feels and behaves. In a classroom context, due to the second

language anxiety, a teacher might feel nervous and is worried about using English as the

medium language and this will definitely affect their teaching.

Horwitz (1996) states that teachers who suffer higher levels of foreign language

anxiety are likely to employ minimum use of the target language in the classroom.

Therefore anxiety seems to be a factor in why language classroom slips so easily from

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target language discussion to the first language. These teachers might think that by not

applying the second language in their teaching, the two-way communication and

learning process with the students will be more effective.

In addition, foreign language anxiety can slow down a teacher’s ability to

effectively present the target language, interact with students and serve as a positive role

model to the students. When the teachers are not comfortable using the target language,

they may unconsciously choose instructional strategies that protect themselves from

having to use the English language openly and actively with the students. It is probably

because these teachers are more concerned with the content lesson that should be taught,

and not how the lesson should be conveyed or what medium should be used.

Furthermore, teachers with higher levels of language anxiety may also

communicate negatives messages with their students. If the teacher does not appear to

be comfortable speaking the second language, it is comical to expect the students to

speak the language in the classroom. What could be worse is that the students’

confidence towards the teacher is also likely to be affected due to this situation. They

may underestimate the teachers’ ability and question the input they receive from the

teacher. This will definitely cause appalling consequence in the teacher’s image and

credibility.

A teacher’s anxiety due to the lack of proficiency in the target language should

be seen as a serious problem because it will consequently affect the students’

performance. As teachers are always seen as a role model to the students, it is crucial

for them to set a good example to the students. If a teacher is expected to use English as

the medium of instruction and fails to do so, students will not see the importance of

using the language in their content subjects. The students will be unwilling and

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uncomfortable to use the language in classroom because as they have been conveniently

taught in their first language.

Turula () states that teachers or educators should set up a good teaching and

learning environment to their students. The classroom concept can be changed in

accordance to students’ need in order to boost their self motivation in learning the

second language. If a teacher keeps avoiding the active use of the second language in

classroom, the students in return will only use their mother tongue when communicating

in the classroom.

1.2Background of the study

English as a second language has been widely used for many purposes. We use

this second language to communicate with others in many conditions such as in doing

business at international level. We are urged to learn this second language since primary

school so that it can be used later in our daily communication. Jamil (2002) states that

English is also known as the world language. People from different countries around the

world learn English to make it possible for them to interact among each other. Its status

as the second language in Malaysia makes it crucial for one to master the language.

In 2008, the Ministry of Education made it compulsory for all schools to start the

use of English in the teaching and learning of Science and Mathematics. This

implementation is also extended to the classrooms in polytechnics where all subjects

must be taught in English. As for Politeknik Sultan Haji Ahmad Shah Kuantan, there are

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five different fields of study available namely civil engineering, mechanical engineering,

electrical engineering, food technology and commerce. Since polytechnics are offering

diploma courses for adult students, the content lecturers are expected to be not only

skillful and knowledgeable in their field but also in communication skills. With the

implementation of the use of English in the teaching and learning process, these

lecturers are also expected to be proficient in English and able to teach using the

language.

According to Abdullah and Ainon (2002), teachers’ communication skills will

indirectly affect students’ communication skills as they are part of the communication

sessions. Thus a good communication between teachers and students could help the

teaching and learning process run efficiently. The learning process should be a two-way

communication where input from the teacher is successfully delivered and students

manage to gain the information given.

1.3Statement of the problem

The implementation of English to be taught in each course in polytechnic is to

ensure that the polytechnic graduates will be able to use and communicate in English

once they start working. The current situation reveals that there are many complaints

received from the potential employers about polytechnic graduates who have low self

esteem due to poor communication skills and not being well-versed in English. There

are also complaints about how polytechnic graduates fail their job interview simply due

poor English language proficiency. Such complaints indicate that the implementation of

using English in teaching at the polytechnics is not quite effective or does not work

properly.

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One of the many factors that could have caused this situation is the teacher’s

inability in implementing the use of English language in the classroom. An English

teacher might not have such problem but this might not be the case among non- English

language teachers. These non-English language teachers may have been comfortable

learning their content subject in their mother tongue, therefore are comfortable teaching

the subject in the same language. Such anxiety is also common among teachers who

have low English language proficiency. For these teachers, daily English language use is

uncommon, therefore teaching in English might sound impossible. This, as a result,

could cause teaching anxiety among these teachers.

1.4 Purpose of the study

This study is carried out for some purposes. Firstly, this study is carried out to

identify the problems occurred in implementing the English language at the polytechnic.

Besides, it is very important to know the reasons that make the teachers avoid

themselves from using English language in the teaching and learning process. It is also

crucial to identify whether language proficiency has major influence on the teachers’

ability to teach in English or it could be due to other factors that make teaching in

English not viable.

In addition, this study is set to investigate the severity of the feeling of anxiety

by referring to the anxiety level of different gender, teaching experience as well as the

teachers’ English proficiency. It is necessary to know if gender and/or teaching

experience play a role that causes teaching anxiety among teachers.

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Besides the teachers level of anxiety, there is also a need to find out the reason

why teachers are reluctant to use English in teaching. It is important such reasons so

further actions can be taken in future to overcome this problem. Based on the purposes

that have been mentioned earlier, this study hopes to find the reasons why teachers do

not teach their content subjects in English and what is their level of confidence when it

comes to teaching in English. Such information will enable us to identify the factors or

variables such as English language proficiency and level of second language anxiety,

and therefore the problems occurred while implementing the use of English language in

the teaching process.

Apart from that, this study also attempts to identify the teachers’ perceptions

while teaching in a second language. This is because, being ready to implement the

policy is important as it will affect their motivation level to teach and satisfaction of

delivering the content to students.

Additionally, to investigate the severity of the feeling of anxiety by referring to

the anxiety level of different gender, teaching experience as well as the teachers’ English

proficiency. Thus the language proficiency influenced the teachers’ ability teaching in

English or it could be because of other factors that make the teachers avoiding

themselves to use English in classroom.

Besides the teachers level of anxiety also need to be determined which to find

out the reason why the teachers reluctant to use English in teaching. So the action can

be taken in future to overcome this problem. Due the purpose that mentioned earlier,

this study hopes to find the reasons why teachers do not teaching their subject in English

and level of confident among the teachers towards teaching in English. So, by knowing

the factors or variables such as English language proficiency and level of second

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language anxiety, it will tell us about what are the problems occur in implementation of

English in teaching process.

Apart from that, this study also attempts to identify the teachers’ perceptions

while teaching in a second language. This is because, being ready to implement the

policy is important as it will affect their motivation level to teach and satisfaction of

delivering the content to students.

1.5Objectives of the study

The first objective of this study is to identify the overall second language anxiety

among the technical teacher in polytechnic. Is the technical teacher faces an anxiety

teaching in English?

Besides, this study also will determine the level of anxiety regarding the factors

that contribute to the feling of anxiety which are the communication apprehend, test

anxiety and Fear of Negative Evaluation according to FLCAS,Horwitz and Cope (1986).

Furthermore, this study aims to study the relationship or correlation between

some variables such as gender, teaching experience and English result either can cause

to teachers’ anxiety.

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1.6 Research questions

1) What is the overall anxiety of the technical teachers in polytechnic regarding the

factors that contribute to the feeling of anxiety which are the Communication

Apprehension, General feeling of anxiety and Fear of negative evaluation?

2) What is the level of teachers’ anxiety based on the three components, Communication

apprehension, Test anxiety and Fear of Negative Evaluation?

3) Is there any relationship or correlation between gender, English Proficiency and Fear

Negative Evaluation with the teachers’ anxiety teaching in English?

1.7Significance of the study

The second language anxiety is always become the main issue which influences

the second language acquisition. This is because, those who have anxiety will not be

able to control their self, nervous and worry when they have to use the second language

anxiety. Therefore this situation definitely cans give a negative effects towards

someone’s performance when they using the second language.

This kind of anxiety can happen to any individual and because of many reasons

and causes . Somehow the educated people also have this kind of anxiety, as they may

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be expect in their field but maybe low proficiency in using English. So they will feel

anxiety too when they were ask to speak in English. This situation can relate with the

teachers who feel anxiety to use English in their teaching process.

As a teacher who is giving and sharing the information and knowledge with the

students, they should not have anxiety since that this profession require them to look

confident in delivering the content to the students. It is because the situation will give a

bad influence to the students when they found that their teachers teaching is not

convincing.

1.8 Scope of the study

The respondents of the study were the technical teachers of Sultan Haji Ahmad

Shah Polytechnic. The technical lecturers refer to the group of lecturers who are

teaching technical courses in polytechnic. They are chosen from six different

departments which are Civil, Mechanical, Electric and Food Technology

The respondents chosen are the technical teachers from different field of

education background. .This particular group of teachers also acknowledge as non

English options’ teachers. Meaning that, they do not have qualification in teaching

English subject.

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This study is concerned with possible relationships between general foreign

language classroom anxiety (FLCAS), gender, proficiency and experience. Base on the

future data, the possible relationships between the theoretical constructs of foreign

language classroom anxiety (FLCAS) and the variables of gender, second language

proficiency and experience can be explored