PRE-SERVICE TEACHERS’ STRATEGIES FOR REDUCING ANXIETY IN TEACHING PERFORMANCE (A Study of the 6th Semester Students in Micro Teaching Class at the English Education Study Program University of Bengkulu in Academic Year 2024/2025)

Experiencing anxiety while teaching is significant obstacle commonly encountered by pre-
service teachers, especially when they are required to deliver lessons in front of peers and
lecturers using a foreign language. This research focused on exploring the strategies applied
by the sixth-semester students from the English Education Study Program at the University
of Bengkulu in overcoming anxiety during micro teaching sessions. This research used a
descriptive quantitative method, utilizing a questionnaire for data collection. The sample
consisted of the sixth-semester students selected using purposive sampling. The collected
data were analyzed quantitatively to determine the most commonly used and effective
anxiety-reduction strategies among the participants. The findings revealed that students
used a variety of strategies; Preparation, Positive Thinking, Peer Seeking, Resignation, and
Relaxation. Preparation and Positive Thinking emerged as the most dominant strategies, as
they help students build confidence and manage negative thoughts. In conclusion, pre-
service teachers apply a combination of cognitive, emotional, and behavioral strategies to
reduce anxiety and enhance their teaching performance.
Keywords: Strategy, Teaching Anxiety, Pre-service Teachers, Micro Teaching, Quantitative
Method.