EXPLORING STUDENTS AND TEACHERS’ ANXIETY IN LEARNING ENGLISH DURING EMERGENCY REMOTE TEACHING IN VOCATIONAL HIGH SCHOOL IN BANGLI Learning English in Today and

Absstrack : English is one of the languages that are used in universal and as an EFL learner learning English is not easy especially in a pandemic situation. The students change their study into emergency remote teaching (ERT). In doing ERT the students find difficulties such as they have a limited time in learning. The aimed of this study is to explore the anxiety level of students and teachers in learning English during emergency remote teaching. The method of this study was quantitative to collect the data. The data was done by doing the survey and giving a questionnaire that was develop based on FLACS. The participants of this study are 183 students of 10 th grade and 4 teachers of English language in vocational high school in Bangli. The result of this study showed, the students’ anxiety was mildly anxious and for the teachers was relaxed. It can be concluded that the students in learning English not enjoyed but not nervous, it is in the middle. For the teacher, they really relaxed in teaching English during the emergency remote teaching.


INTRODUCTION
Language is a significant source of communication. In this way, we share our ideas, opinion, feelings and views with others (Nishanthi 2018)the importance of English cannot be denied and ignored since English is the greatest common language spoken universally. To learn English requires constant practice and patience. The kind of feeling that succeeds among students is that it is not possible to achieve fluency or mastery over the English language. This kind of tendency prevents students from learning English. Most of the students study English from the examination point of view, so they are not able to produce even a single sentence without the grammatical error. Furthermore, sufficient practice is not given to students to learn a language. Knowledge of English is necessary if one wants to come up in life. It is the major window of the modern world. This is all the more true where the advanced countries have opened their doors for recruiting technically qualified persons. Made Vera Yanti, Made Hery Santosa, Gede Mahendrayana Exploring Students and Teachers' Anxiety in Learning English During Emergency Remote Teaching in Vocational High School in Bangli DOI: https://doi.org/10. 31605/eduvelop.v5i2.1493 Importance of Learning English in Today World\" Published in International Journal of Trend in Scientific Research and Development (ijtsrd.There is a thousand language in the world. Every country has a national language to use to communicate from other people with different regions. In today's global world, English is a language that is used universally. Therefore, that English is an important thing in our life. As a foreign language in school, English is one of a subjects that students learnt. It means that students must be able to master English from an early age. According to (Mahu 2012), there are a lot of benefits that we get if we understand the English language namely the first is we can easily get the a job, we can also talk with a lot of people in the world. Therefore, the English language is important in our life to learn.
As a foreign language, learning English is not easy. Therefore, we need to practice every day to improve our skills in English. There are some ways for the teachers to teach the students English in learning process. Keep up with the times, the teachers sometimes used blended learning in teaching process. It means that after the teacher teach in classroom, the teachers will share again the material trough platform that the teachers used to make sure the students more understand and help them when they do not understand in class so they can reread again the material through the platform that they use. Besides that, the teacher also can give the task to the students through online platform. Therefore, the students can learn English everywhere and anytime. Blended learning is a combination method between face to face and online learning (Bryan and Volchenkova 2016). It means that after the teachers teach in a classroom then they continue to give the students task through a platform that they use. In using blended learning also useful for the teachers and students in learning process until the virus arise and make the world change instantly from usual and make the whole people getting anxious.
The virus that arises in 2020 is COVID 19. This virus can make the economy, tourism, education down and it is effect on people's life. Therefore the whole world is doing lockdown and all people cannot do activity as usual (Zayapragassarazan 2020). With this virus, especially in the field of education, the teacher and students need change the strategy of learning from conventional to emergency remote teaching. In doing the emergency remote teaching, the teachers more used platform to support their teaching process. The teachers should understand in using the technology and besides that the teacher also need to think what strategy that suitable to use in teaching process and make the students still get the same knowledge like they learnt at school.
Sometimes not all teachers and students can understand using the technology, therefore before the teachers do the teaching process, they should understand about it. In doing emergency remote teaching the teacher and students need prepare well, but sometimes the teachers and students get anxious during the learning process, because this is the new things for the teachers and students hold emergency remote teaching in pandemic situation.
Emergency remote teaching is one of the systems established during the covid-19 pandemic, to assist in the learning process (Hodges and Fowler 2020). Emergency remote teaching is a new system that used during the pandemic situation. According to (Karakose 2021) showed that the all countries around the world closed down the all operations including the education to minimize the speared of corona virus, and change the system in teaching from face to face become emergency remote teaching.
During the transition to emergency remote teaching, the teacher were doubts in used this system, because not all students have and understand how to used some application in support their learning (Karakose 2021) In teaching emergency remote teaching during the pandemic situation is not easy for the teachers and also the students had difficulties in learning process. Therefore, it can make the teacher and students get anxiety in learning process. In learning English especially in vocational high school context, there are some challenges that will be faced by the students and teachers. The students who study at senior high school is different with the student's study at vocational high school. According to (Irwanto 2019), vocational education is a part of education that prepared person for a job or group work. It means that the students who study at vocational high school, they prepare for their self after graduated they are ready for work. Therefore, the students in vocational high school the material that learn more specific than the students learn in high school.
Besides that, the students who study in vocational high school they get training before they enter the world of work. Therefore, sometimes the teacher and student get confuse and anxious in hold emergency remote teaching in the pandemic situation.
Anxiety is the conditions of person that not comfortable in a situation (Bryan and Volchenkova 2016) (Bryan and Volchenkova 2016)It means that the person feel anxious when the mental and physical of person not comfortable in some situation such like nervous, being afraid about something and others. According to (Fachrukrozie 2018), there are two categorized of anxiety namely trait anxiety and state anxiety. Trait can happen in any situation. It means that when person feel not comfortable in the situation, they will feel anxious and cannot hide from everyone but it was different with state anxiety. State anxiety is where the condition feels not comfortable of the person but they can still handle it to be stable in this condition (Nurhaeni 2019). Therefore, as a foreign language English is not our mother tongue therefore the students when they learn English, they need practice a lot to learn English especially in a pandemic situation most of students will experience anxiety in learning process because they have to adjust the conditions in learning.
In language anxiety, there are several negative effect that has an impact on the learners such as lack of vocabulary, the lack of syntactic structures in speaking and making mistake in learning process (Aydin and Ustuk 2020) This effect not only influence in the learning process but it can happen in mind of person. There is a lot of effect that can impact to students and teachers in learning process.
According to (Horwitz, Horwitz, and Cope 1986) there are three components of language anxiety  (Kaisar and Chowdhury 2020), emergency remote teaching the system that use the teachers in teaching during the pandemic situation. In doing emergency remote teaching the teachers and the students use some platform to support the learning process. It means that, the students and teacher in attending the class through virtual meeting. Therefore, the students did not meet at school to hold the learning process.
In doing emergency remote teaching in the pandemic situation is the best way for teachers in teaching process (Hodges and Fowler 2020 The teachers who had long experience is more relaxed than younger teachers. Other the native teacher was more relaxed than non-native teachers

Respondents
The participants of this study were 183 vocational high school students and 4 English teachers of vocational high school.

Data collection procedures
In this research, the researcher used the survey method in this study. Survey method is one of method that use to collect the data of opinions, behaviors as the sample to get the quantitative data by using the questionnaire (Creswell 2012). The questionnaire will be delivered into a google form.
After that, the researcher distributed the google form into the WhatsApp group that already made before and the researcher was asked the students and the teachers to fill out the questionnaire. This research was done to know students and teachers' anxiety levels in learning English during emergency remote teaching.

Data Analysis
The data gathered from the questionnaire were analyzed by using SPSS version 21 st to get the frequency of anxiety levels of students and English teachers. The data were analyzed descriptively. The students and the English teacher who got a score of 1-2 were low anxiety level. Meanwhile, the students and English teachers who got score 3 were in intermediate anxiety level and the English teachers and students who got scores 4-5 were high anxiety level.

Students' anxiety level
The finding was an explanation of the result of this study. There are two findings of this study.
The first was the result of the students' anxiety level in learning English during the emergency remote teaching. The second is the result of teachers' anxiety in teaching English during the emergency remote teaching. The questionnaire's point was concluded and the score was categorized of students' anxiety level, frequencies, and relative frequency can be seen in the following table.  among the three components. It indicates that the students were not really nervous when they got the test or quiz but were not really enjoying it because they were afraid that they would get a bad score of the test during emergency remote teaching.

Teachers' anxiety level
The questionnaire of teachers' anxiety consists of 13 items for the teacher and was done by filled out by four teachers in teaching English in vocational high school. The following table shows the category of anxiety level adapted from Oetting's scale in (Audia, Ras, and Afrianto 2019) and also the result of frequency of teachers' anxiety level score, that analyzed using the SPSS 21 st version. It can be seen in the following below: After measuring the teachers' anxiety level score then analyzed using SPPS 21 th version. The result of the frequency of teachers' anxiety level can be seen in table 7  After getting the mean score of teachers' anxiety, the teachers' anxiety scale from three components can be seen on the table below: Source: Data Analysis Results by SPSS Version 21.
The frequency and relative frequency of the teachers' anxiety can be seen on the table 10.

DISCUSSION
The findings gathered in this research are based on anxiety components, namely communication apprehension, test anxiety, and fear of negative evaluation. From the results above, in general, the students were at a moderate level with a mean score of 3.08. It means that the students learning English during the emergency remote teaching did not really enjoy but did not really anxious, they felt in the middle in the learning process. It was supported by (Neman and Ganap 2018), who showed that the students experienced in learning English had a moderate level of anxiety. It was different with the teacher, they felt relaxed in teaching English during the emergency remote teaching, with a mean score of 2.7. It means that the teacher in low level anxiety.
It means that the teacher felt relaxed and enjoyed in teaching English during emergency remote teaching.
It was supported by (Kobul and Saraçoğlu 2020), showed that the teachers were in lower anxiety in teaching English. Therefore, the result based on three components can be seen in the following explanation.
The first component was communication apprehension. It was found that the students had a moderate level of anxiety with a mean score of 3.1. It means that the students felt in the middle. It can be anxious and sometimes it can be relaxed in learning English during the emergency remote teaching but it can also feel anxious during the learning process.
It was supported by a study by (Neman and Ganap 2018), which showed that in the communication apprehension, the students in a moderate level with a mean score of 3.17 in learning English. Meanwhile, for the teacher, it was found that teachers had in showed students were afraid of making mistakes and getting negative feedback in learning process.
Meanwhile, the teachers, they felt relaxed and enjoyed in teaching English during the emergency remote teaching with a mean score of 1.5. It means that the teacher had a low level of anxiety in teaching English. It was supported a study by (Hismanoglu 2013), showed that the teachers had a lower anxiety in teaching English because they had a long experience in the teaching English, therefore the teachers felt relaxed and did not get nervous in teaching process.
The last component of fear of negative evaluation showed, the students not really enjoyed but were also not afraid of learning English. The mean score of students was 3.0, which means the students had a moderate level of anxiety. It was supported by a study by (Neman and Ganap 2018), which showed that the students had a moderate level of anxiety in learning English, with a mean score of 3.50. Besides that, the gender of students made a difference level of anxiety in learning process during emergency remote teaching. It indicated that the students did not enjoy but anxious either. Meanwhile, for the teachers, they felt relaxed in teaching English, with the mean score of anxiety level was 2.5. It means that the teachers had a low anxiety level in teaching English during the emergency remote teaching. It was supported a study by (Aydin and Ustuk 2020)  teaching English during emergency remote teaching.
Based on the result, the students are suggested should communicate in any problems that they faced learning English during emergency remote teaching.
Besides that, the students must be active and serous in attending the meeting class, making the task and others. The teachers are suggested to give more attention for the students in learning process. Then, for the further researchers, further researcher can conduct the research with more specific subject in learning English with different proficiency levels.