SECONDARY SCHOOL LANGUAGE TEACHERS’ ONLINE LEARNING ENGAGEMENT DURING THE COVID-19 PANDEMIC IN INDONESIA

Lie, Anita and Tamah, Siti Mina and Gozali, Imelda and Triwidayati, Katarina Retno and Utami, Tresiana Sari Diah and Jemadi, Fransiskus (2020) SECONDARY SCHOOL LANGUAGE TEACHERS’ ONLINE LEARNING ENGAGEMENT DURING THE COVID-19 PANDEMIC IN INDONESIA. Journal of Information Technology Education: Research, 19. pp. 803-832. ISSN online 1539-3585; print 1547-9714

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Abstract

The purpose of this study was to explore language teachers’ online engage-ment during the Covid-19 pandemic in Indonesia. Four questions guided the inquiry in this study: 1) To what extent did teachers engage in online learning during the Covid-19 pandemic? 2) What challenges did teachers encounter while engaging in online learning during the Covid-19 crisis? 3) How has the suspension of face-to-face classroom meetings changed teachers’ practices? and 4) What were their hopes for the future of education in their respective regions? The sudden learn-from-home mode enacted since 24 March 2020 due to the Covid-19 pandemic has forced all schools to shift into online learning with no or little preparation in terms of internet access, teacher capacity, and stu-dent-parent readiness. All in all, the pandemic disruption has shed light on the widening digital divide that has serious implications for the human capital development in Indonesia. This case study involved 18 teachers from four regions in Indonesia. Data were collected through an online survey, weekly reflections, and interviews with the teachers. A group interview with five students for each of the 18 teachers was used as triangulation. To probe more deeply into a representa-tive sample for a variety of attributes, the researchers then focused on four teachers for a more in-depth analysis. This study found an interplay of five related factors of online learning pro-cesses against five levels of engagement. Those five factors are learners, teachers’ prior exposure to online learning, technological knowledge, peda-gogical knowledge, and the support system. Teachers in this study were still struggling to enhance the quality of online learning engagement. Neverthe-less, given the rising awareness of the inadequacy of their online learning de-livery and a renewed sense of commitment, these teachers had high hopes that they would be able to enhance their competence and improve their pro-fessional practices.

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