DEVELOPING GUIDELINES FOR TEACHER TO REDUCE STUDENT’S ANXIETY IN LISTENING LEARNING PROCESS AT JUNIOR HIGH SCHOOL
| Main Author: | Icha Ramadani, |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2022
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| Subjects: | |
| Online Access: |
http://repository.syekhnurjati.ac.id/9412/1/1.%20HALAMAN%20DEPAN.pdf http://repository.syekhnurjati.ac.id/9412/2/2.%20BAB%20I.pdf http://repository.syekhnurjati.ac.id/9412/3/5.%20BAB%20IV.pdf http://repository.syekhnurjati.ac.id/9412/4/6.%20DAFTAR%20PUSTAKA.pdf http://repository.syekhnurjati.ac.id/9412/ |
Daftar Isi:
- There are four critical skills when learning English. Namely speaking, listening, writing, and reading. However, the reality is that Indonesian students find it hard to cope with English learning. It is possible for students to experience anxiety when learning these four skills. Especially for learning listening, that most of students have difficulties. This difficulty and complexity cause anxiety among second or foreign language learners. Guidelines for teachers are extremely important in order to carry out learning. The purposes of the research were intended to develop guidelines for teacher to reduce student's anxiety in listening learning process. Using ADDIE qualitative methods. This research was conducted through three steps; Analyzing, designing, and developing the product. The study relied on diverse articles and book resources as data sources and involved several phases of choosing, reviewing, synthesizing, writing, and elaborating review about the characteristics of guidelines for teaching. The analysis was carried out by looking at the relevant keywords from the research questions that reveal essential areas; guidelines, listening skill, student’s anxiety, and teaching. The revealed area which played as the study’s findings was analyzed as attempts to develop characteristics and develop guidelines that are appropriate for the teacher. The findings of analysis data were obtained through several techniques like interview and questionnaire. The findings found several points of characteristics. There are; guideline itself, student’s anxiety in listening learning, and listening learning.