| dc.description.abstract | This research explores the influence of online integrated learning on students’ anxiety
within the English Language Education Program at Muhammadiyah University of East
Kalimantan (UMKT). The study investigates the impact of online integrated learning in the
English General Course on students' anxiety levels. It examines significant differences in
anxiety levels between students actively using online platforms and those who do not. The
sample consisted of 117 freshmen, with data collected via questionnaires assessing
comfort with technology, perceptions of its effectiveness, and its impact on anxiety levels.
Statistical analyses, including descriptive statistics, the One-Sample Kolmogorov-Smirnov
Test, ANOVA, and Bonferroni multiple comparisons, were employed to provide a
comprehensive understanding of the findings. Key results indicate a mean anxiety score of
41.55 and a mean achievement score of 78.21, reflecting moderate anxiety and relatively
high academic performance. The One-Sample Kolmogorov-Smirnov Test confirmed the
normal distribution of the data (p > 0.05), justifying the use of parametric methods.
ANOVA results showed significant differences in anxiety levels and English scores based on
online integrated learning (F = 166.159, p < 0.001). Bonferroni multiple comparisons
revealed that lower anxiety was associated with higher English scores, with significant
mean differences observed between low, medium, and high anxiety groups (p < 0.001).
These findings suggest that online integrated learning significantly impacts students'
anxiety levels, which in turn affects their academic performance. The study provides
valuable insights for educators and policymakers on the importance of creating supportive
and anxiety-reducing learning environments in technology-enhanced settings | id_ID |
