Senior High School Students’ Perceptions Of The English Learning During & The Post-Covid-19 Outbreak Times Through A Metaphorical Lens

This study was carried out to explore students' perceptions of learning while and post-Covid-19 outbreak times from the metaphorical lens. In doing so, this study employed conceptual metaphor theory (CMT) developed by Lakoff & Johnson. This study used the metaphor elicitation sheet and content analysis to collect and analyze data. The main result of this research indicated that in English online learning, students conveyed the teacher as a "Boss," "stranger," "judge," and "debt collector." They also reflected their role as "empty book, bird, and viewer." While during English offline learning of post-Covid times, students used the metaphors of "mentor," "coach," "tour guide," "library," and "parent" to determine the English teacher's role. In terms of representing their role, they used the metaphors "detective," "secretary," and "football player". In conclusion, from metaphors generated by students, they are not prepared enough to face online learning that demands them to be independent and have self-regulated learning since they have been learning traditionally for many years by relying on teachers as a center. The metaphors that developed also showed that online learning can change students’s conceptions even when offline learning is implemented again.