The Teaching and Learning Practice Performed by Pre-School Teachers During Covid 19 Outbreak

Abstract

Covid 19 outbreak have made all sectors to switch their performance from face to face interaction to virtual ones; from massive gathering and meetings to social distancing. This is also applied in education sector. This study was intended to describe how teaching and learning process took place during the Covid 19 outbreak. This study focused on the teaching and learning process in pre-school level as the researchers wondered how teachers facilitated learning for young learners. From the interview, the researchers noticed that all teachers used WhatsApp to get themselves connected to their students. In addition, they also send the student work book to their students’ houses. Next, two teachers needed to teach some students in the classroom as learning from home did not work for few students, the numbers of the students and the meetings of course were limited. The findings of this studies were expected to give insights to stake holders, policy makers, education experts, and scientist to help teachers and learners at pre-school level so that they still can achieve the teaching and learning objectives during the Covid 19 outbreak

Experiences and Challenges of Distance Learning During Covid-19 Pandemic From Educators’ Point of View: A Review

“…Participation problems mainly arose because parents didn't have Internet, computer, laptop, or gadget, printer, and inquired platforms or were unaware of how to use them (Dayal and Tiko 2020, Kruzewska et al 2020, Yildirim 2021, Hartatik and Bia'yuni 2020, Kuset et al 2021. Limitations also appeared from working parents where their children had to use their gadgets and this can be done once the parents were home (Hartatik andBia'yuni 2020, Kuset et al 2021). They also reported that some parents didn't have props to perform necessary at home activities (Yildirim 2021).…”

The Impact of Covid-19 on English Language Teaching and Learning Process: A Review

“…Firstly, the researchers have observed that the implementation of translingual orientation has facilitated communication and language learning in a classroom (Yi & Jang, 2020) relating the focus of the specific lesson to the learners' L1. Alternatively, collaborative teaching was suggested to be implemented in two ways taking the learners' L1 into consideration which are native and nonnative teachers in EFL contexts (Yi & Jang, 2020) or two teachers of the same field of expertise collaborating to conduct classes together (Hartatik & Bia'yuni, 2020). By the same token, coursebook designers and material developers should incorporate more motivational and self-regulated learning strategies by providing clear, practical examples in future teacher's books in order to use in online classrooms while researchers are encouraged to investigate motivational strategies, reflective teaching, criticism of online classrooms (Khatoony & Nezhadmehr, 2020).…”

“…Digital technology was viewed positively among EFL learners at preschool in Indonesia (Hartatik & Bia'yuni, 2020), a primary school in Malaysia (Chin Nee et al, 2020), an elementary school in South Korea (Yi & Jang, 2020) and universities in Indonesia and Saudi whereby the instructional mediums used were Learning Management System (LMS), social networking sites, video conference, online learning provider, chat and message, content maker, assessment, video streaming and sharing, and supplementary resources . Adding to this, in Indonesia, the social networking sites used are such as Facebook, YouTube, Instagram , WhatsApp (Hartatik & Bia'yuni, 2020), while in Malaysia, Twitter, WeChat, Tumblr and the recent craze among youngsters these days, Tiktok (Nee et al, 2020). Hand in hand with 21st-century learning where learners are expected to be tech-savvy, utilizing social networking sites is a brilliant step to engage learners (Sivagnanam & Yunus, 2020).…”

“…Therefore, to begin with, the government should provide funds for the implementation of Virtual Learning (VT) all over the country (Shahzad et al, 2020). In favour of upskilling teachers' skills in remote learning, policymakers need to readjust the teaching and learning policy (Hartatik & Bia'yuni, 2020). Consequently, education experts should be appointed to help teachers to upgrade their teaching skill so that they do not only use WhatsApp as a means of delivering online teaching and learning process but also use any other digital platforms (Hartshorn & McMurry, 2020).…”

“…The widespread of the disease results in many losses of life and the work required to fight the virus dramatically increased with an effect on various sectors such as education, business and travel (Hartshorn and McMurry, 2020). As a result of the virus being declared a pandemic, many countries decided to implement the stay-at-home movement as a way to minimise the spread of the virus (Hartatik and Bia'yuni, 2020). Under those circumstances, the teaching and learning process was interrupted when it took a sudden switch from face-to-face to online learning in most countries affected by With the rapid evolvement of technology, the English language teaching and learning process moves beyond the classroom whereby the process is designed as such that it hopes to keep the teaching and learning ongoing effectively.…”