Teaching practice is an activity that must be carried out by the pre-service teacher, without the readiness to face real teaching activities, pre-service teachers have a high probability of experiencing anxiety in teaching because they are still language learnerd. Although several researchers have investigated the anxiety of pre-service teachers, in previous studies only a few have discussed the strategies used to reduce the anxiety during internship program. The aim of this study is to investigate the strategies to reduce anxiety among pre-service teachers in the internship program. This research uses quantitative and qualitative methods. The quantitative data was collected from a questionnaire using the Foreign Language Teaching Anxiety Scale (FLTAS) consisting of 27 items adopted by DeVellis (2016). The researcher used a Likert scale questionnaire to determine the preservice teachers level of anxiety and the causes of anxiety. The qualitative data used interviews containing five questions to determine the strategies used to reduce anxiety. The results showed that the level of anxiety experienced by pre-service teachers a relatively low level of anxiety in general. Some preservice teachers have high levels of anxiety cause of teaching inexperience in the highest percentage (38.66%) in the scale “sometimes”, self-perception of language proficiency in the percentage (29.71%) in the scale “sometimes” and (20.56%) in the scale “often”, and fear of negative evaluation (26.66%) pre service teachers “sometimes” feel anxious, (23.33%) often anxious, and (12.23%) always anxious. There are five strategies for dealing with anxiety, such as personal, professional, social, and institutional coping strategies. Knowing the causes of anxiety and coping strategies can be one way to help reduce teaching anxiety levels of pre�service teachers.

imam , nabella .   (2023). Strategies In Reducing Anxiety Among EFL Pre-Service Teachers Of Iain Kediri During Internship Program. IAIN Kediri