This study aims to determine the sources of anxiety of pre-service teachers in
teaching English during teaching practice at school. Then, this study also examines
appropriate strategies to reduce teaching anxiety of pre-service English teachers. The
subjects of this study were students who had carried out teaching practice at the English
Language Education Department at UIN Antasari Banjarmasin. The subjects of this
study used purposive sampling consisting of 5 participants who experienced anxiety
during teaching. This study used a narrative inquiry research method and data
collection techniques using interviews and interactive models as data analysis methods.
The findings of this study indicate several factors that cause teaching anxiety which are
divided into 2, namely internal factors (lack of self-confidence, inadequate teaching
experience, limited mastery of teaching materials) and external factors (difficulty in
managing the class, fear of evaluation, and inability to answer student questions).
Furthermore, pre-service teachers apply personal (relaxation and calming down,
positive thinking and accepting mistakes as a process), professional (learning from
mistakes and making careful preparations, adapting to classroom conditions and
changing teaching methods), social (discussion and mutual help among colleagues,
building good relationships with students), and institutional (assistance from
supervisors and mentor teachers) strategies to reduce their teaching anxiety according
to the causes of their anxiety. Overall, this study highlights the importance of knowing
the causes and appropriate coping strategies related to teaching anxiety. With proper
identification and solutions, pre-service English teachers will be able to improve not
only their self-confidence but also their ability to teach.