PERSONALITY TRAITS ON STUDENTS WITH FOREIGN LANGUAGE CLASSROOM ANXIETY ACROSS GENDERS

DEMA FINDA MARELITA, 1880510230020 and ERNA IFTANTI, 197203072009012002 and NURSAMSU, 197802042009011003 (2025) PERSONALITY TRAITS ON STUDENTS WITH FOREIGN LANGUAGE CLASSROOM ANXIETY ACROSS GENDERS. [ Thesis ]

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Abstract

Marelita, Dema Finda. Students’ Registered Number: 1880510230020. 2025. Personality Traits on Students with Foreign Language Classroom Anxiety across Genders. Master Thesis. English Education Department of Graduated Program. State Islamic University Sayyid Ali Rahmatullah Tulungagung. Advisor 1: Prof. Dr. Erna Iftanti, S.S., M.Pd. Advisor 2: Dr. H. Nursamsu, S.Pd.I., M.Pd. Keywords: FLCA, Personality traits, Gender differences, EFL, Coping strategies. This research investigated Foreign Language Classroom Anxiety (FLCA) among Indonesian EFL learners, a prevalent issue impacting English competency throughout formal education and characterized by test anxiety, communication apprehension, and fear of negative evaluation. Recognizing the influence of psychological factors like gender and personality, this study utilized the HEXACO personality model and Horwitz et al.'s FLCA framework to explore three key questions: (1) the dominant personality traits among male and female students experiencing FLCA, (2) how these traits contributed to overcoming anxiety, and (3) the strategies employed by students based on their dominant traits. A qualitative method with a descriptive approach was employed, focusing on 2 male and 5 female sixth-semester undergraduate English Education students at UIN Sayyid Ali Rahmatullah Tulungagung who reported high levels of FLCA with dominant personality across genders. Data were collected through online questionnaires and interviews to identify dominant personality traits. Subsequent interviews further explored the contribution of dominant personality traits to reducing FLCA. Finally, observations and interviews gathered information on strategies used to overcome FLCA. Data analysis followed the Miles and Hubberman approach, involving data collection, condensation, verification, and conclusion-drawing, utilizing the HEXACO personality model, FLCA framework, and various theories on overcoming FLCA. The study revealed a distinction in dominant personality traits: (1) male learners tended to exhibit higher openness, while female learners were more characterized by emotionality; (2) These dominant traits influenced coping mechanisms while also acted as the characteristic of high degree FLCA. Females with high emotionality reduced FLCA by transforming emotionality into skills like preparation and seeking assistance. In contrast, males utilized openness to boost curiosity, motivation, and incorporate art-related activities; (3) Furthermore, males with high openness employed strategies involving self-positivity, practice, relaxation, and seeking help, whereas females often incorporated preparation as an additional coping mechanism, though both genders applied similar aspects in different ways. This research suggests that understanding gender and personality in foreign language acquisition can significantly aid teachers in developing targeted interventions to mitigate FLCA and enhance learner achievement. Thisxvi understanding is crucial for both learners and educators. However, the study faced limitations, including a limited scope of undergraduate subjects, unequal male and female participant numbers, and no consideration of subjects' aptitude, economic, or social conditions. Teachers who comprehend these learning methods can more effectively manage programs and instruction, ultimately contributing to new theoretical insights.

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