Learning Loss Mitigation: The Perspectives of Senior High School English Teachers in Indonesia

Diana Hildianti; Puji Rahayu

doi:10.31764/leltj.v12i1.24803

Learning Loss Mitigation: The Perspectives of Senior High School English Teachers in Indonesia

Diana Hildianti, Puji Rahayu

Abstract

Teachers play a critical role in addressing the learning loss due to the COVID-19 school disruption by creating various strategies to overcome the loss. This paper aims to investigate several factors which impact student’s performance and teachers’ efforts in overcoming learning loss during the Covid-19 pandemic. In a qualitative method with an open-ended survey and interview, 35 high school English teachers with at least 3 years of experience shared their experiences to overcome the learning loss. 10 teachers are clarifying their strategies to cope with learning loss due to COVID-19 school disruption by being interviewed. The thematic analysis of the data found that the teachers' strategies to overcome learning loss were in line with Arsendy, et al's themes (2020), teacher-student interaction, curriculum adaptation, and support from the government and school. Most of the English teachers perceived that learning loss happened due to the lack of teacher-student interaction, inadequate facilities, lack of speaking practice, and inauthentic writing skills during the COVID-19 pandemic. To overcome this, teachers adapted English modules with media technology to simplify English lessons and build learning independence despite the incomprehensive lessons. The support from the government and school training, technology teaching tools, the internet, and E-learning sources - helps teachers lessen the learning loss possibility. The findings indicated the importance of supportive and adaptive English teachers in mitigating learning loss due to Covid-19 school disruption.

@font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;}@font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-536859905 -1073732485 9 0 511 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin-top:0cm; margin-right:0cm; margin-bottom:8.0pt; margin-left:0cm; line-height:107%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri",sans-serif; mso-fareast-font-family:Calibri; mso-bidi-font-family:"Times New Roman"; mso-ansi-language:EN-US; mso-fareast-language:EN-US;}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-size:10.0pt; mso-ansi-font-size:10.0pt; mso-bidi-font-size:10.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-fareast-font-family:Calibri; mso-hansi-font-family:Calibri;}div.WordSection1 {page:WordSection1;}

Keywords

Learning loss mitigation; Covid-19; Adaptive English Teachers; E-learning resources

References

UNESCO. (2020). COVID-19 Educational Disruption and Response. Retrieved from https://en.unesco.org/covid19/educationresponse

Ministry of Education and Culture. (2020). Data Covid-19 Pendidikan. Retrieved from https://www.kemdikbud.go.id/main/blog/2020/05/data-covid-19-pendidikan

World Bank. (2021). Learning Losses in Indonesia

UNESCO. (2020). What’s next? Lessons on education recovery: findings from a survey of ministries of education amid the COVID-19 pandemic. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000379117.

Tarkar, P. (2020). Impact of COVID-19 pandemic on education system. International Journal of Advanced Science and Technology, 29(9), 3812-3814..

Setyosari, P., Wibawati, D. O. A., Fitriyah, C. Z., & Wardani, R. P. (2023, January). Learning loss: How does technology facilitate learner learning?. In AIP Conference Proceedings (Vol. 2679, No. 1, p. 070016). AIP Publishing LLC.

Donohue, N. C., & Miller, B. M. (2008). Stemming Summer Learning Loss. New England Journal of Higher Education, 23(1), 19-20

Engzell, P., Frey, a., & Verhagen, M. d. (2021). learning loss due to school closures during the CoVid-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), e202237611.

Rahayu, S. D. (2022). Learning Loss In The Teaching Of English Subjects At A Vocational School In Tanjung Jabung Barat: Teachers’ Perception. Langue (Journal of Language and Education); Vol. 1 No. 1 (2022): Langue (Journal of Language and Education); 1-19.

Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher education for the future, 8(1), 133-141.

Kristiana, I. F., Widayanti, C. G., Widodo, P. B., & Indriana, Y. (2022). Learning loss during the pandemic: Views of Indonesian teachers and parents. International Journal of Education and Learning; Vol 4, No 3: December 2022; 179-190 ; 2684-9240.

Hennink, M., Hutter, I., & Bailey, A. (2020). Qualitative research methods. Sage.

Maba, W., Widiastuti, I. A. M. S., Mantra, I. B. N., Suartama, I. K., & Sukanadi, N. L. (2023). Learning Loss: Impact of the COVID-19 Pandemic on the Students' Psychosocial Condition. Journal of Education and E-Learning Research, 10(2), 209-214.

Gustiani, S. (2020). STUDENTS MOTIVATION IN ONLINE LEARNING DURING COVID-19 PANDEMIC ERA: A CASE STUDY. Holistics (Hospitality and Linguistics): Jurnal Ilmiah Bahasa Inggris, 12(2).

Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of effective teacher–student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system—secondary.School Psychology Review,42(1), 76–98.

DOI: https://doi.org/10.31764/leltj.v12i1.24803