ADAPTING PROGRAMS TO ASSIST TEACHERS
AND STUDENTS TO A NEW LEARNING
LUH ANIK MAYANISEAMEO QITEP IN LANGUAGE

Changes of Life Order during
COVID-19 Pandemic•First case wasconfirmed

16 March 2020
• Implementation ofworking from home(wfh) and learningfrom home

3 March 2020

• Implementation oflarge-scale social
restrictions (PSBB)(in Jakarta)

10 April—4June 2020

5 June—present• New Normal• School
reopening?
• Based on Covid19 zone

July 2020

October 2020-Now• Local government
implements local
lockdown (on-off)Changes on Education Policy
Circular Letter Number 4 of 2020 of the Indonesian Minister ofEducation and Culture (issued on 24 March 2020) on theImplementation of Education Policy amidst Coronavirus Disease(COVID-19) Outbreak:1.

The 2020 National Examination (Cancelled)

2.

Learning from home (through online/distance learning)

3.

School Examination (rearranged)

4.

Students Promotion (rearranged)

5.

School Enrollment (rearranged)

6.

School Operational Assistance Funds or Education
Operational Assistance (rearranged)

OnlineLearning orDistance
Learning
substitutes
Face-toFace
Learning.

Home
substitutes
school as aplace oflearning.

Internet
facilities
substitutephysicalfacilities ofschool.

Are students happy with the changes?
KPAI (Indonesian Child Protection Commission) conducted a survey involving 1.700
students (primary, lower and upper secondary school) on the implementation ofDistance Learning on 13—20 April 2020 in 20 provinces dan 54 districts/cities inIndonesia.
76.6% students are not happy learningfrom home.
Reason: having difficulties in doing
school tasks online

23.3% students are happy learningfrom home.
Reason: do not have to get up early anddo not have to wear school uniform
during learning from home

53.6% students have no wifi/internet
access at home.
This becomes a significant barrier in theimplementation of distance learning
during COVID-19 pandemic.

Other Data
• STUDENT• 95.4% used mobile phones for distance learning > suffer fromeye pain and tiredness.
• 79.9% said there were no interaction during theonline/distance learning.
• Types of Interactions: 87.2% chatting; 20.2% Zoom meeting;
7.6% WA video call; 5.2% telephone call• 15.6% have no adequate devices (laptop/mobile phones) tosupport online or distance learning.

How About Teachers?
Federation of Indonesian Teachers Union (Federasi Serikat Guru Indonesia) conducted asurvey related to distance learning during COVID-19 pandemic with 602 teachers(primary school—upper secondary school level) as respondents in 14 provinces and 30
districts/cities.

• Only 8% teachers were familiar with digital-based learning.
• 9.6% never implemented digital-based learning.
• 82.2% were only familiar to use social media such as WA, Line, IG, andFB.
• Only 8.8% teachers gave different assignments to students who had
limited facility for online/distance learning.

Challenges of Distance Learning

Facility inequality

Not all of teachers are
ICT literate

Existed learningmaterials/methods do
not fully support
distance learning

Not all students are
discipline andindependent

Curriculum is notadequate to“emergency” situation
caused by COVID-19

Prompt Response from MoEC Indonesia
Circular Letter of Minister of Education and Culture
Number No. 4/2020 (24th March 2020)a) Learning from home through online/distancelearning is implemented to provide a meaningfullearning experience for students, without any
requirement to complete all curriculum
materials for student promotion or graduation.
b) Learning from home can be focused on life skills
education including on the COVID-19 pandemic.
c) Learning activities and assignments for Learningfrom home programs can vary between students,
according to their interests and conditions andconsidering the gap of access/learning facilities athome.
d) Evidence or products from home learning
activities are in the forms of qualitative anduseful feedback from teacher, without any
requirement to give quantitative scores.

Ministerial Decree of Minister of Education and Culture Number
719/P/2020 on Guidelines for Curriculum Implementation in
Educational Units under Special Circumstances (4th August 2020)• The main points of Curriculum Implementation in Educational
Units under Special Circumstances:ü

Educational units can provide a curriculum that is suitable
for the needs of their students under specialcircumstances.

ü

Educational units under special circumstances in
implementing learning programs can choose one of thethree curriculum options offered, namely 1) continuing torefer to the National Curriculum; 2) using the emergency
curriculum; or 3) simplifying the curriculum
independently.

üIn the curriculum, any basic competency for each subject
will be reduced so that teachers and students can focus
on essential competency and prerequisite competency
for continuing learning at the next level of education.

Other Possible Solutions?
Learning Combination

12Internet Access3

School Operational
Assistance Funds can beused for procurement ofinternet quota/credit to
support teachers andstudents.

Variation of Learning Resources

4

Governments (i.e., learning centers) provide
learning materials suitable for distancelearning.
Changing learning medias: e.g.non-digital
into digital learning medias.

PROGRAM
ADAPTATION

Online: Learning Management System;
video conference; social media; YouTube,etc. (reliable internet access)
Offline: module/worksheet/textbook, TV,radio (unreliable internet access)
Blended: combination of online dan
offlineAssignment Adjustment
Assignments for students who has
limited facilities can be done offline(minimum internet access).
Assignments for students who has
good facilities can be done online.

BUILDING ASEAN COMMUNITY THROUGHSTORYTELLING COMPETITION: LISTENING TO ASIA
• A program to build a better cultural understanding across theregion through language• By listening and comprehending the hidden values beyond
those great stories across Southeast Asia, it is expected thatcultural barriers may break down and hence ASEAN
community becomes stronger.
• This program targeted foreign language teachers andlearners (high school level)• 6 strategic languages: English, German, France, Japanese,Arabic, and Chinese• Improving the 21st century competencies:• increasing critical thinking• enhancing creativity and communicative competence• improving ability to collaborate

BUILDING ASEAN COMMUNITY THROUGHSTORYTELLING COMPETITION: LISTENING TO ASIA
Collaboration with partners:• P4TK Bahasa; Badan Bahasa• Uiversitas Negeri Jakarta• UPI Bandung; UPI Purwakarta• Unika Atmajaya; Univ. Pamulang• Ketua Ikatan Guru Bahasa JermanIndonesia• LPK Gakushudo• Taipei Economic and Trade Office inIndonesia• Etc.

Participation
based oncountry:
1. Philippines
2. Indonesia
3. Malaysia
4. Myanmar
5. ThailandImproving foreign
languageskills/competencies

4C (criticalthinking,collaboration,creativity,communication)

Reading-writing(even multi-)
literacyInternship program
for university
students

Expanding
networks

School Literacy Club (Online Mode)
Enhancing life-skills through literacy andimproving (foreign) language
skills/competencies.

Pilot Project in Indonesia• Involving 100s schools in 11 provinces• Supported by 15 universities• Attracted >600 interns (university students)
Activities:• Book discussion• Creative writing• Poster presentation• Art performance

Target Languages:• Indonesian• English• German• French• Arabic• Japan• MandarinAdapting SEAQIL’s Programs:
On-line Courses/Trainings“Online Speaking Class for Mandarin Teachers”
Remote-internship program for abroad universitystudents
In collaboration with Global Cultural Adventurer, Chinaand Capital Normal University, Beijing
80 Mandarin teachers joined the class are fromIndonesia, Brunei Darussalam, and Thailand.

Adapting SEAQIL’s Programs:
Seminar > WebinarAdapting SEAQIL’s Products:
Vodcast and Animated Learning Videos

Adapting SEAQIL’s Modules:
Language Learning Models in Virtual Classes
Communicative Language Teaching (CLT) Model
Cooperative Language Learning (CLT) Model
Mobile Assisted Language Learning (MALL) Model
The modules are designed to apply language learning models in virtual classactivities.

Adapting SEAQIL’s Publications:
On-line Publications and Self-Learning Modules

Conclusion• The COVID-19 pandemic has reshaped the habits of the teaching
and learning process, but it is also created an opportunity for bothteachers and students to accelerate their ability and competence
to utilise technology to their benefits.
• Challenges can be overcome if stakeholders in the education
sector work together to formulate solutions and share theirexperiences as well as knowledge to jointly minimize the negative
impacts caused by this pandemic.
• SEAQIL adapts its programs, products and activities to support
language teachers and students by providing more initiatives andresources that can assist them in keeping up with the new normal.

References• https://kumparan.com/kumparanmom/survei-kpai-ini-9-usulansiswa-terkait-program-pembelajaran-jarak-jauh-1tJfIV9pllD/full• https://www.kpai.go.id/berita/kpai-fsgi-53-guru-berorientasikurikulum-saat-belajar-dari-rumah• https://mediaindonesia.com/read/detail/309647-komisioner-kpaibongkar-permasalahan-pembelajaran-jarak-jauh• https://jdih.kemdikbud.go.id/arsip/SE%20Menteri%20Nomor%20
4%20Tahun%202020%20cap.pdf• https://www.kemdikbud.go.id/main/blog/2020/08/kemendikbudterbitkan-kurikulum-darurat-pada-satuan-pendidikan-dalamkondisi-khusus

Thank you J