“Keep On Trying”: A Narrative Inquiry of Indonesian Vocational Students on Resilience Post the COVID-19 Pandemic
DOI:
https://doi.org/10.21512/lc.v17i1.9751Keywords:
resilience, post pandemic, narrative inquiryAbstract
The research aimed to find out what Indonesian vocational students’ constructions of resilience in relation to academic achievement and improvement of English writing skills post the COVID-19 pandemic. A narrative inquiry method was adopted in order to make sense of the unique and common vocational students’ experiences. Specifically, narrative inquiry informed the whole research process by focusing on three aspects of the research process: data collection, data transcription, and data analysis. Excerpts from semi-structured and focus group interviews with 11 participants from three provinces on Java Island were analyzed. Research results indicate that academic resilience is reinforced by personal qualities, such as the capacity to keep trying, the ability to handle hard circumstances, and self-discipline. It also reveals that teachers’ support, students’ hope and optimism appear to play a protective role in assisting the students to cope with available English writing challenges. Finally, the research concludes with pedagogical implications, mainly for vocational school teachers.
Plum Analytics
References
Ainscough, L., Stewart, E., Colthorpe, K., & Zimbardi, K. (2018). Learning hindrances and self-regulated learning strategies reported by undergraduate students: Identifying characteristics of resilient students. Studies in Higher Education, 43(12), 2194-2209. https://doi.org/10.1080/03075079.2017.1315085.
Akbari, T. T. (2022, Maret 23). Model pendidikan masa depan: Pendidikan jarak jauh dan tantangan. Retrieved from https://www.kompas.com/edu/read/2022/03/23/055000971/model-pendidikan-masa-depan-pendidikan-jarak-jauh-dan-tantangan?page=all.
Al-Obaydi, L. H. (2021). Humanistic learning elements in a blended learning environment: A study in an EFL teaching context. Interactive Learning Environments, 29(2), 1-14. https://doi.org/10.1080/10494820.2021.1919717.
Alipour, P. (2020). A comparative study of online vs. blended learning on vocabulary development among intermediate EFL learners. Cogent Education, 7(1), 1-21. https://doi.org/10.1080/2331186X.2020.1857489.
Ashraf, M. A., Yang, M., Zhang, Y., Denden, M., Tlili, A., Liu, J., Huang, R., & Burgos, D. (2021). A systematic review of systematic reviews on blended learning: Trends, gaps and future directions. Psychology Research and Behavior Management, 14, 1525-1541. https://doi.org/ttps://doi.org/10.2147/PRBM.S331741.
Brewer, M. L., van Kessel, G., Sanderson, B., Naumann, F., Lane, M., Reubenson, A., & Carter, A. (2019). Resilience in higher education students: A scoping review. Higher Education Research and Development, 38(6), 1105-1120. https://doi.org/10.1080/07294360.2019.1626810.
Cronje, J. C. (2020). Towards a new definition of blended learning. Electronic Journal of E-Learning, 18(2), 114-121.
Dewart, G., Kubota, H., Berendonk, C., Clandinin, J., & Caine, V. (2019). Lugones’s metaphor of “World Travelling” in narrative inquiry. Qualitative Inquiry, 26(3-4), 369-378. https://doi.org/https://doi.org/10.1177/10778004198385.
El Rizaq, A. D. B. (2021). Education post covid-19 pandemic: Teachers and learners construction. Al-Ta Lim Journal, 28(2), 180-190. https://doi.org/10.15548/jt.v28i2.699.
Elharake, J. A., Akbar, F., Malik, A. A., Gilliam, W., & Omer, S. B. (2022). Mental health impact of COVID-19 among children and college students: A systematic review. Child Psychiatry and Human Development, 54, 913-925. https://doi.org/10.1007/s10578-021-01297-1.
Foley, T., Dinan-Thompson, M., & Caltabiano, N. (2020). Interreligious learning and teaching: unfolding layers of meaning in lived experience to inform possibilities for students in Catholic schools. Journal of Religious Education, 68(2), 141-160. https://doi.org/10.1007/s40839-020-00099-2.
Hennig, L. C., Schaefer, L., Bennie, A., & Gleddie, D. (2022). Physical health education preservice teachers’ experiences with autobiographical narrative inquiry and transformative pedagogies. Physical Education and Sport Pedagogy, 1-13. https://doi.org/10.1080/17408989.2022.2039613.
Higgins, P. J., & Misawa, M. (2022). A narrative study of refugee adult learners’ experiences in a Southeastern U.S. Community College. Community College Journal of Research and Practice, 46(3), 189-201. https://doi.org/10.1080/10668926.2021.1910596.
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63, 564-569. https://doi.org/10.1007/s11528-019-00375-5.
Husband, G. (2020). Ethical data collection and recognizing the impact of semi-structured interviews on research respondents. Education Sciences, 10(8), 1-12. https://doi.org/10.3390/educsci10080206
Irawan, A. W., Dwisona, D., & Lestari, M. (2020). Psychological impacts of students on online learning during the pandemic Covid-19. Konseli: Jurnal Bimbingan dan Konseling (E-Journal), 7(1), 53-60. https://doi.org/10.24042/kons.v7i1.6389.
Jin, M., Ding, L., Fan, J., Sheng, X., Luo, B., Hang, R., Feng, L., & Huang, L. (2022). Moderating role of resilience between depression and stress response of vocational middle school students during the Covid-19 pandemic. Frontiers in Psychiatry, 13, 1-7. https://doi.org/10.3389/fpsyt.2022.904592.
Kasih, A. P. (2021, Januari 31). PJJ berlangsung 10 bulan, siswa berpotensi alami "Learning Loss". Retrieved from https://www.kompas.com/edu/read/2021/01/31/204931471/pjj-berlangsung-10-bulan-siswa-berpotensi-alami-learning-loss.
Kurniawati, A. (2021). The impact of Covid-19 pandemic on learning in Indonesia. Jurnal Media Komunikasi Pendikan Teknologi dan Kejuruan, 8(2), 16-21. https://doi.org/10.26858/mekom.v8i2.22696.
Lohner, M. S., & Aprea, C. (2021). The resilience journal: Exploring the potential of journal interventions to promote resilience in university students. Frontiers in Psychology, 12, 1-12. https://doi.org/10.3389/fpsyg.2021.702683.
Noori, A. Q. (2021). The impact of Covid-19 pandemic on students’ learning in higher education in Afghanistan. Heliyon, 7(10), e08113. https://doi.org/10.1016/j.heliyon.2021.e08113.
Nurtjahjanti, H., Prasetyo, A. R., & Ardhiani, L. N. (2021). The role of resilience and readiness for change on students’ interest in learning: E-learning implementation during Covid-19. Cakrawala Pendidikan, 40(3), 750-761. https://doi.org/10.21831/cp.v40i3.3908.
O'Toole, J. (2018). Institutional storytelling and personal narratives: reflecting on the "value" of narrative inquiry. Irish Educational Studies, 37(2), 175-189. https://doi.org/10.1080/03323315.2018.1465839.
Perdani, Y. D. (2022). Enhancing the students’ grammar comprehension by utilizing the video-based instruction. ACM International Conference Proceeding Series, 1(1), 316-321. https://doi.org/10.1145/3572549.3572600.
Poole, A. (2020). Narrative inquiry and relational ethics: negotiating the lived experiences of international school teachers in China. International Journal of Research & Method in Education, 44(2), 113-124. https://doi.org/10.1080/1743727X.2020.1755247.
Rosina, H., Virgantina, V., Ayyash, Y., Dwiyanti, V., & Boonsong, S. (2021). Vocational eduscation curriculum: Between vocational education and industrial needs. ASEAN Journal of Science and Engineering Education, 1(2), 105-110. https://doi.org/10.17509/ajsee.v1i2.33400.
Safar, M. P., Mulyasa, H. E., & Fauzi. (2022). Independent Learning Curriculum Development based on Green School Concept. Journal of Positive School Psychology, 6(3), 5352-5362.
Schleicher, A. (2020). The impact of COVID-19 on education: Insights from education at a glance 2020. Retrieved from https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf.
Sidupa, C. (2019). Learning effectiveness of blended learning in higher education context. Journal of English Education, 4(2), 89-96.
Sidupa, C., Luke, J. Y., Perdani, Y. D., & Rusgowanto, F. H. (2022). The implications of web-driven diary writing on students’ well-being: A piloting study among university students. Borneo Educational Journal (BORJU), 4(2), 31-41. https://doi.org/https://doi.org/10.24903/bej.v4i2.1005.
Sonday, A., Ramugondo, E., & Kathard, H. (2020). Case study and narrative inquiry as merged methodologies: A critical narrative perspective. The International Journal of Qualitative Methods, 19, 1-5. https://doi.org/10.1177/1609406920937880.
Süt, H. M., & Öznaçar, B. (2021). Effects of Covid-19 period on educational systems and institutions. International Journal of Curriculum and Instruction, 13(1), 537-551.
Tadesse, S., & Muluye, W. (2020). The impact of Covid-19 pandemic on education system in developing countries: A review. Open Journal of Social Sciences, 8(10), 159-170. https://doi.org/10.4236/jss.2020.810011.
UNESCO. (2020a). Education in a post covid world: In ideas for public action international commission on the futures of education. Retrieved from https://en.unesco.org/news/education-post-covid-world-nine-ideas-public-action.
UNESCO. (2020b). Rallies international organizations, civil society and private sector partners in a broad coalition to ensure #LearningNeverStops. Retrieved from https://en.unesco.org/news/unesco-rallies-international-organizations-civil-society-and-private-sector-partners-broad%0A.
Wijaya, C. (2021, Februari 18). COVID-19: 'Stres, mudah marah, hingga dugaan bunuh diri', persoalan mental murid selama sekolah dari rumah. Retrieved from https://www.bbc.com/indonesia/indonesia-55992502.
Williams, M., & Moser, T. (2019). The art of coding and thematic exploration in qualitative research. International Management Review, 15(1), 45-55.
Zhang, Z. (2020). Learner engagement and language learning: A narrative inquiry of a successful language learner. The Language Learning Journal, 50(3), 378-392. https://doi.org/10.1080/09571736.2020.1786712.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Christiana Sidupa
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License - Share Alike that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
USER RIGHTS
All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows: Creative Commons Attribution-Share Alike (CC BY-SA)