The Perceptions of Teachers Regarding Digital Literacy and The English Teaching Learning Process

Abstract

The study intends to show how teachers perceive their students' progress in studying English during and after the pandemic and their digital literacy abilities. The research was conducted utilizing a case study qualitative methodology, which involved interviewing four English instructors at private junior high schools in Bandung City in addition to surveying a population and a sample of 15 English teachers. The study's findings demonstrate that: 1) The teacher can effectively convey the fundamentals
of digital literacy, including its components—understanding, skills, and initiatives to raise awareness and proficiency—in these areas. 2) The teacher can adequately describe the process of learning English during a pandemic, taking into account the learning design, problems, and benefits of learning during a pandemic, as well as the effects of digital literacy on the process. 3) The teacher is able to plan the English learning process that will take place once the pandemic is over, taking into account learning challenges after the pandemic, the effects of digital literacy on the learning process after the pandemic, and the effects of learning during the pandemic on the learning process after the pandemic.