Teacher Perception of Student Reading Competence and Its Relationship to Teaching Practice: A Comparison between Pre and during Pandemic Teaching in INDONESIA

Abstract

During the pandemic, learning methods were changed to distance or hybrid learning to ensure both physical distancing as well as educational continuity. This study examines teacher perceptions of student reading competence prior to and during the pandemic in Indonesia. A total of 59 language teachers were asked about their perceptions of reading competence as well as their teaching practices, such as disciplinary climate, teacher support, teacher-directed instruction, teacher feedback, stimulation of reading, and instruction adaptation. Results revealed that Indonesian teachers believed more students would have better learning gains if face-to-face learning were implemented compared to distance or hybrid learning during the pandemic. In addition, teacher perception prior to and during the pandemic was affected by different aspects. Prior to the pandemic, teacher perception was affected by the disciplinary climate and teacher support. Meanwhile, during the pandemic, teacher perception was negatively affected by teacher-directed instruction.