LECTURER ASSISTANTS’ ANXIETY IN TEACHING GENERAL ENGLISH TO THE NON-ENGLISH MAJOR STUDENTS OF THE UNIVERSITY OF BENGKULU

Anxiety has become a significant concern in many disciplines, including English.
Several studies have found that teachers also experience anxiety when teaching
English. In response to this phenomenon, researchers decided to conduct additional
research in the field of lecturer assistants. The purpose of this study is to look at the
level of teaching anxiety experienced by English lecturer assistants and the factors
that contribute to their anxiousness. This study employs a mixed method of
sequential explanatory type. This study included 51 lecturer assistants at the
University of Bengkulu who enrolled in General English teaching to non- English
major students from the 2022/2023 and 2023/2024 periods as the research
participants. The instruments used in this study were questionnaires and interviews.
The questionnaire was adapted from FLTAS and TCHAS. The interview was used
type of in-depth interview. Based on the questionnaire results data, only a few
assistants had high (3.45%), moderately high (17,24%), and moderate (17,24%)
anxiety levels, while others had moderately low (48,27%) and very low (13.80%)
anxiety levels. Based on the findings of interviews, several additional factors
contributed to their anxiety, including a lack of confidence in using English while
teaching, taking more time when teaching, requests for material from students, a
lack of teaching preparation, student achievement, and a fear of negative evaluation
from their supervisors. It can be concluded that the majority of assistants experience
little anxiety, with a total of 62,07%. Then, the most influential aspect triggering
their concern is the teaching competency factor associated with preparation.
Keywords: Anxiety, Teaching Anxiety, English Teaching, Lecturer Assistants.
General English Subject.