SAHYONO, Talitha Vania Zhafirah (2024) A Teacher’s Perception Towards Students’ Attitude In Learning English After Pandemic Covid-19 At Grade X In Smk Negeri 1 Mundu Cirebon West Java In The Academic Year Of 2023/2024. Skripsi thesis, Universitas Jenderal Soedirman.

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Abstract

The COVID-19 pandemic has changed the educational landscape around the world, including at SMK N 1 Mandu, Cirebon, West Java. English learning in this school has been severely affected due to social distancing and distance learning implemented during the pandemic. These changes impacted the classroom dynamics and interactions between teacher and students, which affected teacher’s perceptions of students’ attitudes towards learning English after the pandemic. This study used descriptive qualitative method with survey design. Data were collected through observations students’ attitudes towards learning English after the pandemic in class X of SMK N 1 Mundu, Cirebon, West Java, as well as interviews for teacher’s perceptions of students’ attitudes. Data analysis was conducted by analyzing and classifying the information collected, using inductive analysis, compiling and presenting data descriptively and making conclusions based on the data obtained. Observations showed variations in students’ abilities. Some students were enthusiastic and confident, while others struggled. Students lacked initiative in finding solutions, but understood the teacher’s instructions well. Interest was high, but confidence varied. Lack of focus, but some are consistent and dare to ask questions. Before the pandemic, students were more enthusiastic; after the pandemic, many were passive due to fatigue and lack of social interaction. Attitudes influenced by fatigue and health uncertainties. Improvement strategies: inclusive atmosphere, engaging activities, positive feedback. Constraints: online engagement and adaptation of materials to internet connection. Expectations: utilization of technology, collaboration, and inclusive environment. Attitudes of grade X students were enthusiastic, but challenging in tasks and confidence. Teachers noted significant changes before and after the pandemic, strategies are needed to support active engagement and utilize technology.

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