Online Education during Covid-19: A Safeand Effective Way of Learning Research Techniques from a Mentor

: e Covid-19 pandemic has changed social mechanisms of our world causing many countries to impose either partial or complete lockdowns. Consequently, many people have resorted to online platforms for undertaking their daily business activities and jobs. Similarly, there is also an increasing trend of online education followed by both teachers and students around the world. erefore, the aim of this research paper is to explore how a mentee learnt research techniques from a mentor through online platforms. Although researchers have studied the challenges and opportunities of online education during the pandemic, this research will explore how the mentee learnt research techniques from the mentor through emails, WhatsApp interaction, and Microso Word track changes feature. In this paper, we have used experiential research methodology for carrying out research. Employing qualitative method of data analysis, we have found out that the feedback and suggestions provided by a mentor to a mentee’s research work through the online platforms have been very safe and eﬀective in improving the mentee’s research skills. Moreover, purposively selected chunks from the mentee’s six revised dras have been discussed to demonstrate how online education facilitates practical learning during the pandemic. Finally, we are of the view that online platforms may be used as eﬀective pedagogical tools because these facilitate learners to read their mentor’s feedback and suggestions as many times as they desire to improve their performance.

I. INTRODUCTION
In December 2019, the novel coronavirus started spreading infectiously from one person to another forcing many countries to impose lockdowns and to prevent the spread of the pandemic. is imposition of lockdowns disrupted social routines causing people to maintain physical distance to guard themselves against the lethal virus. Moreover, many people around the world shied their social activities and professional jobs to online platforms to sustain their needs and wants. Similarly, educational institutions also relied upon online platforms to achieve their aims and objectives. Providing education through online platforms and digital means boosted during the pandemic. Both teachers and students collaboratively interacted with each other through conference calls, zoom meetings, WhatsApp interaction, and emails to make learning happen effectively. ese online platforms made learning both safe and effective in the wake of  is emerging trend of education also provided the Pakistani mentee with a much-needed opportunity to learn research techniques from the Malaysian mentor. One day, the mentor shared a Facebook post entitled as 'For my Angels' in which there was a call from a research journal for submission of research papers on any of the given topics. e mentee was interested in one of the topics, however, his research skills needed to be polished to produce a quality research paper. erefore, he showed want and need of working on one of the chosen topics under the supervision of his mentor. In this regard, they chose to work on a joint research paper. e mentor gave him guiding suggestions on how to write a research paper which he aerwards worked on and sent her through email. Furthermore, they decided to make learning more practical which, perhaps, would not have been possible without the online communication and interaction. Both the mentor and the mentee live in two far distant countries, but thanks to the online platforms they have been able to overcome the distance. en, the mentor gave him further suggestions and feedback using the 'track changes' feature of Microso Word. ey also used different media of communication, such as email, WhatsApp, and Facebook and many online research websites including Academia, ResearchGate, and Google Scholar which facilitated their educational goals and objectives effectively. Utilizing all these online platforms along with the mentor's constructive feedback, the mentee developed six dras of the research paper all of which reflected consecutive improvement.
During the Covid-19, the educational institutions world over went off causing many of the people to stay at home and stay safe. e pandemic made them go online and thus the mentee explored many opportunities of learning online. Besides, the mentor is from Kuala Lumpur, Malaysia, and the mentee is from Sindh, Pakistan. eir countries are very distant from each other. However, they overcame the distance through the online communication in the wake of Covid-19. erefore, the aim of this research paper is to trace the consecutive improvement which the mentee embarked upon considering the mentor's feedback and suggestions. We will explore the processes of improvement by analyzing the purposively chosen chunks taken from all the dras which were modified considering the suggestions and feedback. All the dras which they collaboratively developed were about language policy and politics of languages of Pakistan.

II. Research Questions
What research suggestions and feedback did the mentor give to the mentee?
What online platforms and digital means did they use to make learning happen effectively?
How did the mentee incorporate his mentor's suggestions in the joint research paper?
How did the mentor help him in improving the six consecutive dras?

III. Conceptual Framework
We have developed a functional, conceptual framework based on the interaction and discussion the mentee and the mentor carried out throughout the systematic process of learning and hence improving the six consecutive dras. We will use this conceptual framework in discussing and analyzing the research findings. e framework of analysis is described here: Figure 1: e Improvement Process is process of learning was a continuous interaction in which both the mentor and the mentee were involved through online means such as email, and WhatsApp. Moreover, they also collaboratively made use of digital means such as track changes feature of Micro So Word which enabled them to effectively share their views and responses. e mentor used the track changes feature as a pedagogical tool through which she wrote very informative comments on the mentee's research dra which he later incorporated into the paper to improve its quality. We have classified the mentoring suggestions into ten categories based on their aims and guidelines. All these categories of suggestions which were shared through the online platforms and the digital means are described here:

A. Suggestions pertaining to theoretical amework
Almost all the suggestions which the mentee got from his mentor were given to rectify the mistakes which the mentee had made in the research paper. First, the mentee did not include the theoretical framework which he was supposed to use in the paper. is was indeed a blunder. us, the mentor told him to describe and use the known theoretical framework in his paper. e mentor also specified the place where the mentee should put the framework in the research paper. Hence, the mentor gave the mentee suggestions with respect to improving the section on the theoretical framework.

B. Suggestions pertaining to sequence
e other type of suggestions which the mentor gave to the mentee were about properly sequencing the paper, especially, the section on the data analysis. In fact, the mentee had written the data analysis section in a disorderly manner. erefore, the mentor guided the mentee to follow both geographical and temporal parameters of sequence in the data analysis section of the paper.
C. Suggestions pertaining to delimiting the scope of the research paper e mentor also suggested the mentee to delimit the scope and focus of the research paper to the country of his residence, Pakistan.

D. Suggestions pertaining to literature review
In addition, the mentor also suggested the mentee to make the literature review more relevant to Pakistan.

E. Suggestions about avoiding sweeping statements
In the earlier research dras, the mentee made sweeping statements with respect to the work of other writers. Consequently, the mentor asked the mentee to town down such words like always, never, and not to use wide sweeping statements.
F. Suggestions pertaining to discussion section e mentee had written a very short section on discussion, so his mentor suggested an elaboration and provided how this could be done.

G. Suggestions pertaining to citations and references
e mentor also suggested that the mentee should cite relevant research works where it was necessary to do it. e mentor also instructed the mentee to check in text citations against the sources mentioned in the reference list.
H. Suggestions pertaining to the tone of criticism e mentee's tone of criticism of the research work which he had reviewed was harsh, so the mentor suggested him to soen it.

I. Suggestions about proof reading
e mentor also instructed the mentee to proofread the article against errors and mistakes.

J. Suggestions pertaining to plagiarism
Since the mentee was a novice researcher, he did not know that some journals required the writer to provide data regarding similarity index. e mentor taught him about research ethics, and how the mentee can check plagiarism on the research paper using turn it in.
All the above given suggestions were given through online platforms and digital means as discussed above. Moreover, all the improvements incorporated in the six dras have been analyzed in correspondence with the respective suggestions given by the mentor. e improvement process has been traced and evaluated as shown in the figure 1 given above.

IV. Literature Review
Many researchers have studied the influence of Covid-19 on the modes of imparting education (Bhuwandeep and Das, 2020;Khezrimotlagh, 2020;Patra and Sahu, 2020). Bhuwandeep and Das (2020) have qualitatively reviewed about one hundred Scopus indexed research works on the thematic emergence of education in the wake of Covid-19. ey found out that blended learning has emerged as a widely used mode of teaching and learning online (Bhuwandeep and Das, 2020: pg. 6). ese researchers view blended learning as an emergency response adopted by educational institutes during Covid-19. However, this effective, pedagogical mode has been already used to reduce learning and communication distance even before the pandemic occurred. Furthermore, the context of experience-based learning of research techniques from a mentor through digital media and communication has not been much explored.
In addition to Bhuwandeep and Das (2020), Khezrimotlagh (2020) drew upon personal experiential methodology and qualitatively assessed the impacts of online learning during the pandemic. He argues that online education is ineffective because it does not facilitate students with required skills to face the future challenges (Khezrimotlagh, 2020: pg. 13). Instead, he suggests the use of hybrid education which he thinks "can be a reasonable solution in this pandemic. e hybrid design provides [solid] learning opportunities to experience both in-person learning and online digital learning" (Khezrimotlagh, 2020: 14). Although his suggestion is reasonable, but it is obviously not applicable when both the teacher and the learner live in two distant areas or countries and thereby in-person teaching is not possible. Additionally, Khezrimotlagh's experience-based findings generally deal with the broader area of education, however, the area of learning research skills from a mentor through hybrid means of education is yet to be explored.
Unlike Khezrimotlagh (2020), Patra and Sahu (2020) used quantitative, secondary data and analyzed it to describe the benefits of online education during the pandemic. ey found out that online education is the most popular way of teaching and learning in schools and colleges aer the pandemic disrupted the traditional ways of education (Patra and Sahu, 2020). Moreover, they also say that through online education "the regular assignment, screen shared materials and interaction between teachers and students reflects "regular" class feeling" (Patra and Sahu, 2020: 46). Online education also results in less travelling time for both teachers and students (Patra and Sahu, 2020). Patra and Sahu have demonstrated the advantages of online education, such as ease of access to education and thereby ease of dissemination of knowledge, however, the use of online educational tools for teaching and learning research techniques during Covid-19 has not been discussed in their research work.
Much more relevant than the above given findings are the research work of Nicola Byrom (2020) who employed quantitative, secondary data and qualitatively analyzed the data to illustrate the challenges faced by early-career researchers in the United Kingdom. She found out that the early-career researchers are facing issues of research impairment, and poor mental wellbeing (Byrom, 2020). Byrom's discussion is confined to the challenges posed by the new normal, however, the pandemic has also resulted in online opportunities of learning from great scholars from all over the world.
Additionally, Nusantari (2020) has qualitatively evaluated the challenges associated with digital literacy. Nusantari's research work deals with socio-emotional literacy, while the role that digital literacy is playing in the development of the research learners under the supervision of their mentors has not been discussed. erefore, it is the aim of this research paper to explore the role of online, digital platforms in facilitating novice researchers to learn from their learned mentors through email exchange, WhatsApp interaction, and other online platforms.
PDF generado a partir de XML-JATS4R por Redalyc Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto 12 V. Methodology is research is qualitative, descriptive in its design and method. It employs experiential methodology drawing upon the data from the six dras which the mentee produced under his mentor's guidance and supervision. It was through Facebook, emails, and WhatsApp that the mentee approached his mentor, and his journey of learning research techniques began online in a virtual world. ey used email for exchanging the revised dras and sharing feedforward and feedback.
If there was a further need for discussion on a point, they resorted to WhatsApp messages. When necessary, the mentor would also call the mentee on WhatsApp if a particular point in a section needed much explanation and elaboration. e process of learning and producing the six dras through the suggestions took place over a month. e purposively chosen chunks from the mentor's comments and suggestions (within track changes) and the corresponding modifications from the mentee's research dras have been thematically analyzed to illustrate and elaborate the process of learning research techniques and skills through online, digital means.

VI. Findings and their Analysis
In this section, the research findings have been analyzed based upon the mentor's suggestions and the mentee's corresponding improvements in the consecutive six research dras.

A. Analyzing the suggestion-based improvement of Dra 2
In this segment, the data has been tabulated to systematically show and analyze the research findings as shown in Table-1. PDF generado a partir de XML-JATS4R por Redalyc Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto 13 Table 1: Research Findings 1 e first research dra which the mentee produced contained many weak areas which needed to be improved. e mentee sent the dra to his mentor through email. e first dra did not clearly define the scope of the research paper. e mentee vaguely discussed in the background section that the research paper would deal with the language policies and politics of India and Pakistan. e mentor, based on her experience, gave the mentee a suggestion through email to delimit the research area and scope. Consequently, the mentee delimited the scope of his research to the context of language policies and politics of Pakistan. Additionally, the mentee had not proofread his first dra, and many of the mistakes escaped the mentee's attention. When the mentor read the dra, she turned the mentee's attention to the errors using the track changes feature of MS Word. When the mentee saw the track changes, he was able to track the errors easily. Accordingly, he rectified the mistakes and errors as suggested by his mentor.
In this way, the mentee came to understand the importance of being patient when doing research. Moreover, the mentee's research dra was written in a disorderly way, so the mentor used digitized means and gave suggestions about properly sequencing the mentee's research work. e mentee improved the sequence; however, it was aer several attempts that the mentee internalized the art of sequencing a systematic research paper. Moreover, in the literature review section of the first dra, the mentee was very harsh in criticizing the works of other scholars. Using the track changes feature the mentor emailed him the suggestion of soening the tone of his criticism.
Furthermore, much of the mentee's review of the literature was irrelevant. It did not deal with the literature on the language policies and politics in Pakistan's context. e mentee first reviewed literature on different countries' language policies and then discussed the literature on Pakistan's language policies. He was assuming that he was going from general to specific, while his assumption was misleading him to write and review irrelevant research papers. erefore, the mentor rectified the mentee's mistake and asked him to be relevant and specific.

B. Analyzing the suggestion-based improvement of Dra 3
e suggestion-based improvement of the dra 3 has been analyzed in this section using the tabulated data as shown in Table-2. All the learning process given in the table took place through online means such as email, and WhatsApp, and the track changes feature of MS Word due to the pandemic.
In the introductory section that the mentee wrote he did not use the relevant citations. He only assumed a stance without citation. He wrote: "e politics of language polarized around the Urdu-Hindi controversy which was fueled by the institutionalized 'divide and rule' policy of the British colonial government". is statement does not contain the citation which the mentee should have given. erefore, using the track changes feature of MS Word, the mentor wrote a guiding comment attached with the above quoted statement: "cite a source". Accordingly, the mentee searched through different databases and came up with a relevant citation. is comment was made by the mentor several times and almost all the time the mentee made the suggested changes. ese suggestions also taught the mentee to be careful in how he cited certain sources. When citing a source, he had to Ensure that what he said was a correct and accurate paraphrase of what the source cited had said/written. e mentee not only missed the relevant citations but also did not explain the key words which he was to use throughout the research paper. e words, for instance, critical junctures, path dependency, institutionalist traditions, and language regimes, were central to the paper but the mentee did not explain their meaning and concepts associated with them. Consequently, the mentor suggested: "Perhaps since you have mentioned them you should then go on in the next paragraph or section [and] state their approach. Also, provide definitions of the terms like critical juncture…". en, the mentee incorporated these suggestions into his introductory section and improved the section by further clarifying it. Much like the introductory section, the methodology section of the paper also needed much improvement. e mentee was unaware where to put it in the research paper. When the mentor checked the sequence of the methodology, she tracked it using the MS Word feature and engaged the mentee into rethinking the methodology and relocating it into the place where it belonged to. is MS Word track changes feature helped the mentee in learning by doing. It was through the track changes that the mentee interacted with his mentor since it was a much safer and much more effective way of learning research during the pandemic.
In addition to the incongruent way of writing methodology, the mentee also made novice attempts in writing literature review. First, he included some irrelevant paragraphs in this section which should have been embedded in the introductory segment of the paper. In one of the paragraphs the mentee gave introduction of a political leader and his policy statements. He added the paragraph in the literature review section because he thought it would clarify the beginning of the politics of languages of Pakistan. However, the mentor using the track changes suggested the mentee to exclude the paragraph, because in the section on literature the mentee was required to review research works. Only then, the mentee realized what to include and what to exclude from the literature review section. Moreover, in the section the mentee had skipped the names of the researchers like 'Ali et al.' even though he mentioned them for the first time. Using the track changes feature, the mentor suggested the mentee not to skip the names of the researchers and thus the mentee also improved the art of mentioning the names of all the researchers who had jointly published a paper.
e mentee did not describe the key concepts and took it for granted as if the readers would know those concepts. erefore, the mentor tracked those words and suggested an explanation of those words. Aerwards, the mentee explained the words in the background section. Moreover, the mentee had not mentioned the key events that were related to his research. erefore, the mentor employed track changes to suggest the mentee to include and discuss the key events in the relevant places of the data analysis section of the paper. For instance, the mentor wrote a comment: "Mention 21 February and students who were killed. Cite some from the data sources mentioned". us, the mentee incorporated the suggestion in an appropriate section of the research paper.
e sequence of the data analysis section was also not up to the mark. e mentee had followed neither geographical parameters nor temporal indicators when analyzing the data. In this regard, the mentor gave some insightful comments using the track changes feature. For instance, guiding on sequence she wrote: "Somewhere much earlier in the paper you must mention that Pakistan when formed was made up of disparate regions including Sindh, Punjab, Northwest Frontier Province and Baluchistan. Put it in the sequence. You are discussing in this paper where you start with Bangladesh first then Sindh etc... Good to have a map of these parts". Aer a few paragraphs when she noticed the same sequential issue, she said: "is information should be mentioned earlier in the [background] of the paper". In response to the section which did not deal with any geographical regions like other sections, she rhetorically suggested: "Should this not be mentioned before you move on to Sindh and other regions of Pakistan?". Also, to one other section of the same type, she persuasively commented: "you have Sindh, Baluchistan, N.W.F.P., now is this Punjab or ???". Accordingly, the mentee made the suggested changes to the research dra.
To improve the mentee's analytical skills, the mentor suggested him to make comparisons between the events and facts of the same nature. For instance, she suggested him to draw comparisons between the critical junctures which took place in Bangladesh and the critical junctures which are taking place in Sindh, a province of Pakistan. e mentee tried making the comparisons and came up with systematic findings.
Besides these suggestions, the mentor also gave the mentee more guiding suggestions on improving the quality of the data analysis section. First, she suggested the mentee to mention the ethnic identity of political leaders because it would be helpful in clarifying the research topic. Second, she told the mentee that the mentee should restrict his overuse of subjective analysis because it problematically associated some words/ideas with a person who, in fact, had never used the words. ird, she suggested the mentee to factcheck his content using authentic sources.
Finally, in the discussion section the mentee repeated some points which he later deleted as suggested by the mentor. Moreover, she also suggested him to check the citations against the references which the mentee had not done. Consequently, the mentee rectified the references and thus improved the quality of the paper.
Aer making all the suggested changes, the mentee emailed the dra naming it as 'dra 4' to the mentor.

C. Analyzing the suggestion-based improvement of dra 4
is dra was also commented on by the mentor using the track changes feature, and she sent it back to the mentee through email for further modifications. e process of learning and teaching has been tabulated in Table 3. e mentee's introductory section of the dra 4 contained unauthentic sources. He had taken maps from Wikipedia without giving second thought if it was acceptable to the research community. Besides, the mentee had included irrelevant points in the methodology section which were not required there, so the mentor asked the mentee to either remove the points or modify them to look more relevant to the context. Aerwards, the mentee applied the suggestions to the methodology section and thereby improved it.
Even in the section on the literature search, the mentee resorted to subjective assertiveness. is was, of course, not up to the research standards which the mentee learnt later from the mentor. For instance, with unrestrained confidence, the mentee wrote that some of the researchers did not even mention the specific point in their research works. en, the mentor suggested the mentee if he was sure that the scholars did not even 'mention' the points being discussed. Although what the mentee wrote was relevant, but it was much assertive in its meaning and content. erefore, using the track changes feature the mentee interacted with his mentor: "Ma'am, all through their research paper they have approached power as if it were irresistible. ey have only discussed linguistic 'marginalization'. ey have not discussed how that 'marginalization' ultimately bounces back and brings about critical junctures". is type of two-way interaction made learning research techniques very effective and safe during  Apart from the section on the literature search, the mentee made some novice attempts in the data analysis section as well. He used some words which he did not adequately define in the section. One such word was 'apparently' which he did not explain so it did not convey the impression which the mentee intended to build up. Hence, using the track changes feature, the mentor wrote a guiding comment: "Apparently? Elaborate. Are you saying in paper they were given recognition but in reality, they were not? Can you cite from any of the data mentioned earlier?". is methodology of teaching through questions with the help of track changes feature of MS Word helped the mentee in improving the section in the data analysis. Additionally, the mentee did not give background against some key points which he had included in the data analysis section. Employing the track changes as a pedagogical tool, the mentor made an instructive comment: "Interesting but you need to give some background to this. I read...distance themselves from their language and prefer to use... So, who are the commoners? And explain, elaborate on this sentence once you include the other details I have mentioned". Accordingly, the mentee made the suggested changes using the track changes feature so that the mentor could see if he made the suggested changes.
Finally, in the discussion section the mentor asked the mentee to cite the relevant sources for the highlighted statements. Earlier the mentee had removed the repetitions from the section, but this time around he missed citing the relevant sources. Moreover, the mentor also suggested to reword a few statements which were vague, hence, the mentee reworded the statements and improved the discussion section of the paper. e mentor also suggested the mentee to check the references if these were according to the style they had decided to set up. us, the mentee improved upon the dra 4 and renamed it as dra 5 and emailed it to the mentor for further suggestions.

D. Analyzing the suggestion-based improvement of dra 5
e data has been tabulated for analysis in Table 4.
In almost all sections of the dra 5 the mentee had incorporated all the suggested changes except the section on the references which still needed some improvement. Finally, the mentee made the suggested changes to the references and then emailed the dra naming it 'Dra 6' to the mentor. us, the dra was finally improved, and it was ready to be sent for publication.

VII. Discussion and Concluding Remarks
During the pandemic, the mentee learnt writing a research paper using email, WhatsApp, and MS Word track changes feature. It was a practical way of learning in which the mentor facilitated the mentee with guiding suggestions and feedback all through the process using the online platforms and the track changes tool. Under the mentor's online supervision, the mentee learnt how to write abstract, introduction, methodology, literature review, data analysis, discussion, and conclusion of a research paper. He also learnt different styles of giving citations and references in a research paper. Moreover, since the feedback was written on the mentee's paper, the mentee was able to use it at any time. Over the process of writing the research, the mentee would oen look at the feedback and successfully drew insightful guidance from it. e process of learning through the online means was both safe and effective.
e mentor systematically evaluated all the six dras which the mentee produced. She made sure he made his best efforts to improve both the content and structure of the paper. ey also used WhatsApp calls to discuss the areas which the mentee needed to improve. e process of learning through suggestions, feedback, and evaluation was a continuous process which lasted over a month. is period of continuous learning has ameliorated the mentee's research doing skills. e mentee can now write a systematic research paper in accordance with the requirements of different SCOPUS/ISI indexed journals. e mentor also taught the mentee to know his academic setting and thereby write a research paper which has much more chances of publication in the solid journals.
is research draws its inspiration from the fact that online education has been well received among students. Since research is a part and parcel of higher education, we decided to explore how effectively it can be learnt using online means. Our results build upon experiential methodology by showing that online learning is effective. e advice provided by the mentor was provided in a face-saving manner. e mentor used several rhetorical questions to save the face of the adult learner. Although there were times when the same error was repeated despite earlier advice on the same issue in polite written discourse such advise can be given in a non-threatening manner. e pandemic has resulted in much written feedback, which if diplomatically given, can encourage mentees to persevere till the mentor and mentee are fairly satisfied with the finished product.
Finally, we are of the view that in this pandemic both mentors and mentees should rely on online means and track changes feature to make learning both effective and safe. In this new normal, students and teachers should maintain physical distance and collaborate in the constructive process of learning using email, WhatsApp, track changes and other online means at their disposal. us, leaning in the times of pandemic can be made both safe and effective.


The Impact of Pandemic COVID-19 on Tourism and Hospitality Education: Case Study of Bali

This research aims to investigate the impact of pandemic COVID-19 on tourism and hospitality education sector and then design some strategies on how to handle this situation. We choose Bali as the case study. Data were collected through semi-structured interviews with hotel managers, students, university lecturers and education policy makers. Data were analyzed using qualitative research approach. The result showed that the tourism and hotel education sector have been impacted by pandemic. Government forced the internship program to shorten into only 3 months and the next internship period is unpredictable. Students and lecturers agreed that the online teaching methods do not give the best learning experience for students. Therefore, several strategies were recommended on how Tourism and Hospitality Education better coordinated to handle this situation and to give a win-win solution for the tourism industry, students, and university. Keywords—hotel, tourism, education, Covid-19 impact

I. INTRODUCTION
The world is threatened by the pandemic COVID-19 including Indonesia. The first COVID-19 case was first announced in Indonesia on March 2, 2020, and was reported in various mass media both print and online media. The pandemic is accelerating in Indonesia so that the government announced to restrict social activities. On March 17, 2020, the Indonesian government issued a Work From Home (WFH) policy which has led to significant changes in the economic sector.
The movement of people who want to school, work, official travel, and tourism has stopped. A significant decline in the use of transportation occurs in almost every mode of transportation, from air, land, water, and rail transportation. A substantial decline was then followed by the retail and tourism sectors. Travel for sightseeing is eliminated and tourist attractions are closed to an unspecified limit.
The COVID-19 pandemic has hit the tourism sector. Kompas media reported that Bali tourism loses up to Rp 9.7 trillion per month when calculated from the average length of stay of tourists [1]. Hotels in Bali have laid off more than 90% of their employees because operations have stopped starting April 1, 2020 [2]. A situation like this has had a direct impact on the economy of the Balinese people who are almost 80% are dependent on the tourism industry. Tour guides, event organizers, and wedding photographers lost their jobs and switched professions just to survive. The discontinuation of hotel, restaurant, travel and tourism object operations has had a significant impact on student internship program in the tourism and hospitality sector.
Also, the COVID-19 pandemic has hit all education systems from preschool, elementary, middle school to college [3]. UNESCO estimates that nearly 900 million students have been affected by the closure of educational institutions due to the COVID-19 pandemic [4]. The Circular of the Minister of Education and Culture Number 4 of 2020 concerning the Implementation of Education Policies in a Coronavirus Disease 2019 Emergency (COVID-19) requires that the learning process be carried out through online learning [5].
The government policy to stop the pandemic has a huge impact on Indonesia's education system. Ministry of Education urges the whole education institutions in Indonesia to organize learning from home, which can be carried out in various forms of positive activities, such as project-based learning, humanitarian volunteers, or research that is relevant to efforts to stop the spread of the COVID-19 outbreak [5]. This paper provides an empirical narrative on the impact of the COVID-19 pandemic on vocational education, especially in the tourism sector in Indonesia. This study also examines alternative activities carried out by tourism education institutions to maintain the quality of learning and the quality of their graduates.

II. METHODS
This study was conducted in a qualitative research approach. A qualitative approach is a type of scientific research that involves gathering information from the research participants and actors to uncover meanings in and understanding of the issues being researched [6][7][8]. This paper will be useful for the global context, although the assessment was conducted in the context of Bali as a single case study. Data were gathered from multiple sources during the pandemic, from Mei to July 2020. Our paper focuses on the impact of COVID-19 on Tourism Vocational Education using Bali, Indonesia as a case study.
The primary data collected through in-depth interviews. The instruments used were interview guidelines. The in-depth interview technique was employed in this research because: (1) it enables the researcher to collect rich empirical data and dense explanations of the topic being studied [9]; (2) the nature of interview can ensure its validity and accuracy [10].
There were 5 hotel managers, 6 lecturers, and 10 students involved in this study. For confidentiality purposes, respondents were given the initials R1, R2, R3, R4, R5, and so on.
A purposive sampling technique was used to identify the key informants. In purposive sampling, respondents are not selected as a representative of a larger population but for their capacity to give rich information regarding the topic being researched. There is no limit to the number of respondents to make a purposive sample, as long as the desired information can be obtained and generated. In the case study, respondents were interviewed until data saturation was reached and no new information could be obtained [8,11,].
Data obtained from in-depth interviews were analyzed by a qualitative method. The data gathered firstly needed to be transcribed and translated from a non-English language (Bahasa Indonesia) into English. The thematic approach was used to analyze the data. In the thematic analysis, once data is collected, it will be coded to search for similar themes and patterns and then to explore how the categorizations are presented by codes from case to case, from setting to setting. The rationale for choosing thematic analysis is that "a rigorous thematic approach can produce in-depth analyzes that answer specific research questions" [12]. After the data were rigorously analyzed, the researcher described the findings, according to the main themes. The following subsections present a detailed discussion of these themes mentioned by the respondents during in-depth interviews regarding the impact of Pandemic COVID -19 on vocational education on tourism in Bali, Indonesia.

III. RESULTS AND DISCUSSION
The tourism industry is a well-known leading industry sector in Bali. The importance of the tourism sector to communities makes this island vulnerable to the impact of pandemic COVID-19. Bali attracted more than 3.7 million international tourists and around 6.3 million domestic tourists in 2014 [13]. This figure rose significantly from 3.7 million international tourists in 2014 up to 6.2 million in 2019 [14] Detailed figures of international tourist arrivals in Bali can be seen in Table 1. However, international visitation suddenly stopped since government closed the international airport from April 2020. Bali has been relying on international visitation for several years. The largest international Tourist Generating Region (TGR) for Bali was Oceania, including Australia, China, Japan, Malaysia, and Singapore. Other significant international TGRs for Bali However, international visitation suddenly stops since the government closed the international airport from April 2020. Bali has been relying on international visitation for several years. The largest international Tourist Generating Region (TGR) for Bali was Oceania, including Australia, China, Japan, Malaysia, and Singapore. Other significant international TGRs for Bali were France and England (Statistic of Bali Province, 2019). Inevitably, Bali is suffering soon after the international airport closed due to pandemic COVID-19. Bali has lost more than 6 million international visitations. Without foreign tourists the prediction of economic impact of pandemic will affect the accommodation industry by 81% and the transport sector up to 98%]. The number of employees at laid off reaches millions of people throughout Indonesia. The total population of Bali alone reaches 4 million people with 80% depending on the tourism sector.
So far, this chapter has focused on the impact of pandemic COVID-19 based on secondary data. This paper presents some of the findings of empirical research based on in-depth interviews. The result of this investigation shows that the tourism stakeholders in Bali have experienced economic crises. This was reflected in the respondents' experiences on the impact of pandemic COVID-19 on the Bali economy in Table  2.
Advances in Social Science, Education and Humanities Research, volume 566 Farmers cannot sell their produce as they used to supply for hotel and restaurants "My father is a farmer. He cannot sell product because hotels and restaurants were closed. We have an oversupply. We gave it to my neighbour for a very low price. Some of the stocks still food waste. Then, we give our products to goat farm" (R10) These economic crises are predicted to become worse as the tourism sector has a multiplier effect on other sectors. This economic crisis will place the local people in vulnerable financial conditions because the poor will have no capacity to pay the food prices. Lack of preparedness to face the economic crises has put Balinese under high pressure to survive during this pandemic. Most of them rely on family help or government support. Table 2 that lots of students faced financial difficulty because their parent's income depends on the tourism industry. A range of relevant policies to support students were identified through secondary data collection. The Indonesian government has released some policies to support students financially through scholarship and school fee reduction.

As illustrated in
Vocational Education on Tourism as predicted has been heavily impacted by pandemic. Based on interviews with lecturers, there were some programs highly impacted by COVID-19. Firstly, the job training program was terminated soon after the government release a ministry circular letter. As one respondent from a state university in the north mentioned: "The internship program which was supposed to be six months for the period (December 2019 to July 2020) had to be stopped suddenly since April 2020, the impact of this sudden termination was felt by students financially because most of the students have paid the rent for accommodation until their internship period over (R1)". Similarly, another respondent reported that many students were forced to stay in Bali because they were late to go back to their home town. The student then lives in Bali with a limited budget just to survive until domestic flights are allowed by the government. Of course, it causes stress for students who experience this situation (R2)". Secondly, the practicum was inevitably disturbed by this situation. One respondent from a state university in Bali reported that the class for Food Production, Bar, Patisserie, Barista, and other courses that need practicum were disturbed by COVID-19. Online learning cannot guarantee that the students' skill has improved. The students only have limited tools for practice at home. As mentioned by one respondent as follow: "students were practice at home with limited tools and equipment, thus, far from the hotel requirement and expectation." (R2).
Moreover, it is hard to evaluate students' progress when one lecturer stated: "it is difficult to control student's progress because the assessment system is carried out online, the progress of practicum and physical presentations cannot be scored optimally (R4)". Based on the curriculum for tourism education, practicum consists of 60% and 40% of theory. Overall, 60% of subjects were impacted by COVID 19. As a respondent mentioned in the interview that "still alive and survive from COVID-19 is actually good enough. In education, it is difficult for us to maintain the quality of our graduates. Independent practice at home has reduced the quality of student practice results. Then, internship program which was not implemented optimally has reduced the quality of graduates. We cannot put a high standard in this kind of situation (R1)." Thirdly, the field project in the tourism destination management course was also impacted. Students were not allowed to go field trips to conduct their research on tourism destinations. As mentioned by one respondent from Bali Tourism Institute, as follow: "field trip was canceled this year due to pandemic COVID-19. We cannot finish the project as our plan. Therefore, students were asked to finish their proposals only. We may continue the research project next year (R4)". Similarly, the final project for MICE was also canceled as students were not allowed to make any program that will gather lots of people. As one of the students reported, "MICE project was canceled. As a result, we have to make an online meeting that invites national keynote speakers and invites students from all over Indonesia. It was a new experience for students" (R5). A virtual meeting can be an alternative for a conventional meeting. However, in terms of economic benefit for the tourism industry, the virtual meeting does not help at all. One hotel manager mentioned that: "virtual meeting cost nothing for the organizer and the participants but not good for the tourism industry. There is no need to book flights, hotels, and tours for participants. Thus, there is no income for the tourism sectors" (R9).
The fourth, overseas internship program was also impacted. As the global crisis is approaching and the tourism business all over the world is declining, the need for internship students is also drop. As mentioned by one lecturer from a private university in Bali, "In a normal situation, students will go to Japan and USA for an internship. Since the pandemic, the program to send internship students overseas has stopped temporarily. We cannot do anything as the international flight also stopped by the Indonesian government" (R5). As Advances in Social Science, Education and Humanities Research, volume 566 mentioned earlier, national and local internship program also stopped. Students were forced to stay at home with a final project without industrial experience.
Last but not least, the students who graduate this year were also heavily impacted by the pandemic COVID-19. There is no graduation ceremony and no job vacancies from the tourism industry. One respondent stated: " I apply any kind of job as long as I got a salary. Luckily, I got a job as a customer service at the bank" (R11). Another respondent mentioned: "I cannot find a job. I may help my father work at the farm until the tourism sector back to normal" (R12). Thousands of graduates this year should face difficulty in finding a job in the tourism industry.

A. Strategy to improve teaching and learning experience during Pandemic COVID -19
Some of the obstacles caused by the existence of the COVID-19 pandemic have been described above. However, some positive impacts were also felt. According to Firman [15], the online learning process provides freedom for students to plan and carry out their learning independently. Limited interaction with lecturers makes students more independent in managing study time, doing and collecting assignments, and looking for learning resources to sharpen their ability to understand the material being lectured. Similarly, research from Windhiyana [16] reveals empirical data that online learning provides opportunities for student and lecturer interaction to be more flexible because learning can be carried out in a more flexible place and time and with a wider range.
In facing the impact of the COVID-19 pandemic, several educational institutions and universities have formulated strategies to maintain the quality of learning in the tourism sector. The results of interviews with several lecturers in several universities used the following strategy: 1) Replace the internship program with "a project-based learning" model: As one respondent from a private university reported as follow: We use project-based learning as a substitute for the internship program. Our students ask to form a working group and then they make creative products, such as donuts or ice cream, which will be sold in the market. They design the product, the media for promotion, and then sell the products they make. The results are reported as well as the statistics of the promotion on social media. The assessment criteria are product quality, sales quantity, and the number of responses on social media. The better the product and the more sales that student makes the better the result that the students can get. (R2).
However, some universities that use the strategy of "switch the internship period". Students who are supposed to do an an internship from July to December 2020 period were forced to change the period to the next semester. During the COVID-19 pandemic, lecturers gave courses that could be given online while internship program would be given after the COVID situation improved. As stated by a lecturer: We really hope that Bali will be open soon for international tourists so that our students can get internship experience in hotels or restaurants. We believe that a internship certificate in the tourism industry will be very valuable for students to be able to apply for jobs in the future. So, we keep the internship program, only the schedule is changed (R1).
2) Practicum will be carried out face-to-face following strict health protocols: One of the lecturers said that: "Students get bored with online lectures. Not all subjects can be done online.
So that, for the September to December 2020, practice will be carried out in the laboratory by following strict health protocols (R1).
Another respondent from the tourism training institute also conveyed the same thing, "practicum will be carried out faceto-face so that the quality of learning can be maintained" (R3) 3) Inviting tourism practitioners to a sharing session: The number of hotels and restaurants that have been temporarily closed has caused many hotel managers and practitioners to have a lot of free time and want to share experiences with students. As stated by several respondents: We have invited hotel practitioners to share their experiences in the tourism industry. Students were very excited and many took part in the online seminars. Students from outside universities also joined these online seminars (R3).
We have invited our alumni who have been successful in the tourism industry to share their success stories. Alumni were happy to be able to meet students online. Students also enthusiastically participated in the sharing session by asking lots of questions. The interaction between students and alumni was very constructive for improving the quality of graduates even though it is held in a situation of the COVID-19 pandemic (R4).
The activity of inviting hotel practitioners through online media keeps students excited to take classes (R1) From the results of the interview, it can be concluded that the lecturers have a strong willingness to maintain the quality of learning experience, even with the pandemic situation. Lecturers create some online sharing session from hotels and alumni to motivate students to remain optimistic that the tourism industry can return to its glory as before pandemic.

IV. CONCLUSION
The tourism sector has devastated by the COVID-19 pandemic. As a result, tourism vocational education is also heavily impacted by this situation. The implementation of several programs has been disrupted, among others: internship program, work abroad program, field studies for tourism research, and practical activities in campus laboratories. The education institutions are preparing several strategies, including project-based learning program, switch internship schedule, inviting hotel / tourism practitioners to motivate students to Advances in Social Science, Education and Humanities Research, volume 566 remain optimistic that they can pass this challenge. While this research was conducted as an empirical narrative specific to Bali, the results are likely to resonate with many other tourism destinations. Finally, it is recommended to conduct further research using other tourist destination for more comprehensive results.


Effects of Plyometric Training on Technical Skill Performance of Handball Team Players at Debre Markos Town

The purpose of this study was to examine effects of twelve weeks plyometric training on technical skill performance of handball players in Debre Markos handball team players. The total subject for the study were twenty-two (n =22) male handball trainees of Debre Markos handball team players in 2019/2020. The study populations were little; all were taken as a sample by using comprehensive sampling technique. Through randomization method trainees segregated in to two groups, an experimental group (n=11) and a control group (n=11). The experimental group (EG) performed a twelve-week plyometric exercise, 3-days per week for a total of 60 minutes per day and the control group (CG) did not perform any plyometric exercise that designed for this study. To achieve the objective of this study, quantitative research approach and True experimental research design was utilized. The data was collected through field technical skill test of study participants and this data were analyzed by using Paired sample ttest and Independent sample t-test statistical tools. Based on the data analyzed, the pre-posttest performance of EG were significantly improved in shooting accuracy and speed dribbling dependent variables (SA, P=0.000, SD, P= 0.002, p<0.05), but passing accuracy was not improved at the level of significance (P= 0.457, p>0.05); similarly, the independent t-test shows the posttest performance of shooting accuracy and speed dribbling of EG where significantly more improved than posttest CG group tests (SA, P= 0.011, SD, P= 0.007, p<0.05), but not in passing accuracy (P= 0.623, p>0.05). The results of this study show that plyometric training improves shooting accuracy and speed dribbling of handball team player’s technical skill performance, whereas plyometric training has not improved passing accuracy technical skill performance of handball team players. Based on the result and conclusion of the study recommendation will be forwarded for the concerned bodies.

Background
Sport is all forms of competitive physical activity or game which have its own rule and regulation. Ball sports like basketball, football, and handball are very popular sports in the world that includes a lot of different movements [11] One branch of sport, handball, attracts great attention and generates international excitement, contributing to tourism and uniting people across different countries [9] Handball is a team sport which is played by two teams of seven players each passes a ball to shot it into the goal of the opponent team. The objective is to score more goals by shooting the ball past a goalkeeper into the net [4].
Handball consists of physical fitness parameters that are strength, speed, endurance, jumping ability, and technical skills that are throwing, passing, dribbling and shooting [23]. The combination of technical skills, tactics, and physical parameters makes this sport very attractive but tough to play. Several studies have reported that, in handball, technical skills, tactics, and physical parameters constitute the determining factors for competitive success [20].
So, handball is a game that demands a high standard of physical fitness, mastering of techniques, and tactics. Handball require various fundamental technical skill performances of players like player's stance, ball holding, passing, dribbling, shooting, pivoting, screening, and defense. These technical Handball Team Players at Debre Markos Town skill performances are performed in the game both in an attacking and defensive movements and have to be performed quickly to beat an opponent player [2].
Several characteristics have been associated with unsuccessful technical skill performance rates in Debre Markos town handball team players. Apart from these, one aspect that has been shown to have a consistent relationship with technical skill performance that determines successful playing in handball is shooting accuracy [5]. In this regard, some previous studies have shown the importance of shooting accuracy in distinguishing winning and losing handball team [12]. Even though, to achieve a high shooting percentage and win a game, every team has to have players who can accurately shot in all periods of the game and under different physiological or psychological pressures. Consequently, it can be said that shooting accuracy is one of the most important technical skills in handball [13].
Another variable that can potentially affect the technical skill performance difference in handball team players is passing accuracy. It involves passing the ball to a teammate accurately. Several investigators have studied that, it is important that players are taught to know where their teammates are by constantly looking and coaches should teach players to provide intelligent verbal cues to help with decision-making in passing [18].
Yet, still another important variable that has a profound influence to contribute to technical skill performance in handball is speed dribbling. Concerning speed dribbling, [17] contended that speed dribbling helps a player to move with the ball towards the opponent's goal under the control of the ball within the free space. Similarly, speed dribbling in handball is the skill of running as fast as possible while keeping the ball out in front, available to be closely controlled by the dribbler. Moreover, it is used offensively when there is a clear free space. It helps a player to move with the ball through open space [17].
Over the past few years, various training methods have been used by different researchers and trainers to improve the technical skill performance of handball players [8]. In connection with this, a key significant problem that has been given limited consideration is the perception and interpretation of the plyometric training that has a great effect to improve the technical skill performance of handball players [10]. Correspondingly, to improve their technical skill performance, elite handball players must engage in specific conditioning, resistance, sprint, plyometric, and endurance training [20]. Among these various training methods, plyometric training the one which includes some of the prevalent sport moves such as jumping, skipping, and throwing.
Plyometric training involves exercises that generate quick, powerful movements involving explosive concentric muscle contraction followed by eccentric muscle action. Researchers have shown that plyometric training, when used can contribute to improvements in vertical jump performance, acceleration, leg strength, and muscular power [10]. But, the effect of plyometric training related to the successful technical skill performance of handball players remains to be a challenging task for coaches and researchers. Plyometric training along with elevated technical skill performance was considered to the major factor leading to positive accomplishments of each handball team player throughout the competition season. However, there is still unconcluded interest among researchers as to what extent plyometric training better improve the technical skill performance of handball team players. Therefore, the purpose of this study was to examine the effect of plyometric training on technical skill performance of handball players at Debre Markos handball team players.

Statement of the Problem
Handball is a very attractive modern sport with fast and exciting action. Successful performance in handball requires good technical skills to be successful in the competition [20]. Some different researchers are paying attention to the effects of plyometric training on technical skill performance in team sports. For instance, [1]. conducted a study on the effect of plyometric training on shooting accuracy and dribbling skill performance of soccer players. However, as to the knowledge of the investigator of this study is concerned, no or little research investigation has been conducted on these variables or insufficient at a handball team level in Debre Markos Town. It is; therefore, highly indispensable to make a closer investigation as to how this variable affects technical skill performance of handball team players at Debre Markos, Ethiopia.
Following this, [21] conduct a study on the effect of Plyometric exercise on shooting accuracy of handball payers and proved that plyometric training has no significant effect on shooting accuracy. On the contrary, [16]. study the effects of the plyometric training program on jumping and shooting accuracy of handball players and proved that plyometric training had a significant effect on jumping and shooting accuracy of handball players. These two previous research works indicated that there is a controversial research issue about the effect of plyometric training on shooting accuracy of handball players. Subsequently, Yahya and his colloquies and Surendra had not respectively shown whether or not plyometric training has an effect on passing accuracy and speed dribbling of handball teams. Thus, this study would be conducted to fill the gap of two previous researchers finding.
In addition, [15] conducted a study on the effect of plyometric training on selected physical fitness and skill performance variables of intercollegiate level men handball players. The study was conducted on passing accuracy, speed dribbling, and speed pass ability of handball players. As the researcher said that plyometric training group had no significantly improved speed dribbling and passing accuracy of intercollegiate level men handball players due to the effect of plyometric training program. Nonetheless, the recent research work of [3] conducted a study on the impact of plyometric exercises in the development of explosive power and some basic skills of handball players. Hence, plyometric exercises had significantly developed the level of performance of passing accuracy, receiving, speed dribbling, and jumping skill of handball players. However, this previous research works also ignored the effect of plyometric training on shooting accuracy of handball team players. Therefore, to fill the gap of the above two researchers' results, this study was conducted on the effect of plyometric training on shooting accuracy, passing accuracy, speed dribbling of handball team players at Debre Markos town.
Though, generally, in Ethiopia, research into plyometric training in relation to speed dribbling, passing accuracy, and shooting accuracy of handball team players are scant compared to the multifarious problems widely observed in the context. Despite the extensiveness of the problem, this study looked into the plyometric training in relation to speed dribbling, passing accuracy and shooting accuracy in Ethiopia especially in Amhara Regional State, in Debre Markos town handball team players as a focal point, there is a very little study conducted on the effect of plyometric training on technical skill performance of handball players. For the reason that, the current research is to bridge the gap by examining in detail the effects of plyometric training on the technical skill performance of handball players at Debre Markos handball team players.

Research Hypotheses
This thesis had the following research hypotheses: -Ho.1: Plyometric training has no significant effect on shooting accuracy of handball team players.
Ho.2: Plyometric training has no significant effect on speed dribbling of handball team players.
Ho.3: Plyometric training has no significant effect on passing accuracy of handball team players.

General Objective
The general objective of the study was to scrutinize the effects of plyometric training on technical skill performance of handball team players in case of Debre Markos town handball team.

Specific Objectives
In line with the general objective, this study was organized under the following specific objectives. 1) To examine the effect of plyometric training on shooting accuracy of handball team players at Debre Markos Town. 2) To identify the effect of plyometric training on speed dribbling of handball team players at Debre Markos Town. 3) To determine the effect of plyometric training on passing accuracy of handball team players at Debre Markos Town.

Significance of the Study
This study provides different information for the concerned bodies such as, coaches, trainees, and other researchers who are motivated to research this area. So, the findings of this study may have a great contribution to add new ideas to the existing knowledge of the coach to design appropriate training program. In addition to this, the study could help the trainees as well as the coach to know their skill level and whether this training method develop their technical skill performance or not. Moreover, this study provides avail baseline information and reference data on effects of plyometric training on technical skill performance of handball players for coaches, instructors, and trainees. Furthermore, since there is a scarcity of research study on handball sport in Ethiopia and abroad, the findings of this study would be reference materials and provides evidence for future researchers on the same title in different perspectives.

Research Design
The research approach that this study used quantitative type of research approach. And, to achieve the objective of this study, a true experimental research design was utilized. There were both experimental and control groups in this study. Both groups were used for providing pre-test and post-test to identify the effects of plyometric training on the technical skill performance of Debre Markos town handball team players.

Population, Sample and Sampling Techniques
At Debre Markos town there were two handball teams, the male and female handball teams. But, the researcher has purposively selected the male handball team. So, the target population of this study was male handball players who found at Debre Markos handball team. The total numbers of players found at this team were 22. All were males and the populations were little in number, all players were taken as a sample by utilizing comprehensive sampling technique. These research participants were randomly assigned to the control and experimental group.

Data Collection Instruments
Since the research design was a true experimental research design, the data was collected through field skill test of study participants. So the data was collected through field tests of shooting accuracy, passing accuracy, and speed dribbling of handball players at Debre Markos handball team players. The data collection instruments designed by adapting skill test from researchers Umeshraj and Yogesh that already checked the validity and reliability of front shoot test from 9 m for shooting accuracy, accuracy throw test from 15 for passing accuracy and 6.1 m agility, or obstacle dribbling test for speed dribbling [19,22].

Training Protocol
After doing 10 minute warming up the experimental group did Plyometric exercise that was given for 12 weeks three days per week for 60 minute in each day. After doing the plyometric exercise, they also perform cooling down exercise.

Methods of Data Analysis
For this study, the researcher was used mean and standard deviation statistical data analysis tools. Coupled with, paired Samples t-Test data analysis method would be used to compare between pre-test and post-test results of technical skill performance of handball players of both group and independent t-test would be used to compare the pretest and posttest mean value of experimental group with the control group. The data that was collected through field tests would be analyzed by using computerized Statistical Package for Social Sciences software (SPSS) version 23 was used. The level of statistical significance for the study was set at p ≤ 0.05.

Results
The purpose of this study was to examine the effect of plyometric training on shooting accuracy, passing accuracy and speed dribbling of handball players at Debre Markos handball team players. To do this, paired sample t-test and independent sample t-test computed and the results presented in tables 1 and 2 respectively. As the above table 1 indicates that the mean values of handball skill variables with regard to the experimental group were 10.369 and 9.3109 for speed dribbling and the standard deviation was .471 and .682 of pre and posttest respectively. On the other side, in the case of shooting accuracy, the mean values and standard deviation values were 21.55 and 25 and 3.267 and 3.661 of pre and posttest respectively. And also the mean and standard deviation values of passing accuracy 18.18 and 18.82 and 2.714 and 1.834 of pre and posttest respectively. The p-value of speed dribbling of the experimental group was .002, for shooting accuracy was .000, and passing accuracy was .457. The findings of the study revealed that EG significantly improved speed dribbling and shooting accuracy (P<0.05), but has no significant improvement on passing accuracy was observed in between pre-and post-testing (P>0.05).
And also, as the above  As the above table 2, indicates that the mean values of handball skill variables with regard to experimental and control group were 10.369 and 10.51 for speed dribbling and the standard deviation was .471 and .521 respectively. On the other side in case of shooting accuracy, the mean values of the experimental and control group were 21.55 and 21.73 and the standard deviation values are 3.267 and 2.687 respectively. And also the mean values experimental and control groups were 18.18 and 18.55 and standard deviation values of passing accuracy 2.714 and 2.067 respectively. The p-value of speed dribbling of was .514, for shooting accuracy was .888 and for passing accuracy was .727. The findings of the study show that EG and CG have no significant difference in speed dribbling, passing accuracy and shooting accuracy observed in pre-testing (P>0.05).
As the above table 2, indicates that the mean values of handball skill variables of the experimental and control group were 9.31 and 10.20 for speed dribbling and the standard deviation was .682 and .695 respectively. On the other side in case of shooting accuracy, the mean values of the experimental and control group were 25 and 21.27 and the standard deviation values were 3.66 and 2.453 respectively. And also the mean values of experimental and control groups were 18.82 and 19.18 and standard deviation values of passing accuracy 1.834 and 1.537 respectively.
The p-value of speed dribbling was .007, for shooting accuracy was .011 and for passing accuracy was 0.623. The findings of the study presented that EG significantly improved speed dribbling and shooting accuracy than CG in post-testing (P<0.05), but there is no significant improvement in passing accuracy was observed between EG and CG in post-testing (P>0.05).

Discussions
This paper aimed to examine the effects of 12-weeks PT on the technical skill performance of handball players. The first purpose of this study was to examine the effect of plyometric training on shooting accuracy. To do this, paired sample t-test and independent sample t-test computed and the results of paired sample t-test demonstrated that EG significantly improved in shooting accuracy, but in the CG indicated that no significantly improved in shooting accuracy observed in between pre-and post-testing. As a result of the independent sample t-test indicated that EG significantly improved than CG as observed in post-testing. In relation to this, the data which has been found from the present study is compatible with research findings such as; Gursharan showed that the effect of 12 weeks SAQ training has a significant effect on shooting accuracy of handball players [7]. Likewise, Surendra (2018) stated that plyometric training had a significant effect on jumping and shooting accuracy of handball players. On the contrary, Yahya et al. (2014) show that plyometric training has no significant effect on shooting accuracy.
The other objective of this study was to identify the effect of plyometric training on speed dribbling. To do this, paired sample t-test and independent sample t-test computed and the results of paired sample t-test presented that EG significantly improved speed dribbling, and in the CG indicated that slightly significantly improved speed dribbling observed in between pre-and post-testing and the result of independent sample t-test indicated that EG significantly improved than CG observed in post-testing. The finding of the current study is matched with the research finding of Ezhilmaran that the specific drills with plyometric training group had significantly improved on speed dribbling and passing accuracy of school level handball players due to the effect of specific drills with the plyometric training program [6]. Similarly, Shallaby stated that plyometric exercises have an effect on the speed dribbling skillful performance basketball players [14]. likewise, Baouche et al. (2017) examined that the proposed exercises in the plyometric training method has significantly developed the level of performance of passing accuracy, receiving, speed dribbling and jumping skill of handball players. Against this, Subash (2010) identified that plyometric training had no significantly improved on speed dribbling, passing accuracy, and jumping ability of intercollegiate level men handball players.
The other objective of this study was to examine the effect of plyometric training on passing accuracy. To analyze this, paired sample t-test and independent sample t-test computed and the results of paired sample t-test presented that EG and CG had no significantly improved passing accuracy observed in between pre-and post-testing and the result of the independent sample t-test showed that there is no significant difference in EG and CG observed in post-testing. The finding of the current study is parallel with the research finding of Subash (2010) conducted a study on the effect of plyometric training on selected physical fitness and skill performance variables of intercollegiate level men handball players and the plyometric training group had no significantly improved speed dribbling, passing accuracy, and jumping ability of intercollegiate level men handball players. On the contrary, Baouche et al. (2017) conducted a study on the impact of proposed exercises in the method of plyometric training in the development of explosive power and some basic skills of handball and the proposed exercises in the plyometric training method significantly developed the level of performance of passing accuracy, receiving, dribbling, and jumping skills of handball players.

Conclusions
Based on the results of the data analyzed, the researcher could reach the following conclusions: The main conclusion to be drawn from the results of the experimental statistics is that there is a significant difference between pretest and posttest result of shooting accuracy and speed dribbling of an experimental group of handball players, but there is no significant difference in passing accuracy due to the intervention of plyometric training. Likewise, based on the major findings of the study, it was concluded that there is no significant difference between pretest and posttest of shooting accuracy and passing accuracy of a control group of handball players, but there is a slightly significant difference in speed dribbling of a control group of handball players.
In addition, based on the results of the statistics is that there is no significant difference in pretest result of passing accuracy, shooting accuracy and speed dribbling variables of handball technical skill performance between the experimental and control group, but there is a significant difference in posttest result of shooting accuracy and speed dribbling dependent variables of handball technical skill performance between the experimental and control group, but then again there is no significant difference in posttest of passing accuracy between an experimental and control group of handball players.
Therefore, according to the result of this study, plyometric training has significantly developed the level of performance of sped dribbling and shooting accuracy technical skill performance of handball players, but it has not significantly developed the level of performance of passing accuracy technical skill performance of handball team players.

Recommendations
The purpose of the current study was to examine the effects of plyometric training on technical skill performance of handball team players at Debre Markos town. Based on the conclusions drawn in light of the research findings, the subsequent recommendations are forwarded.

Recommendation for Practice
Based on the finding and conclusion of this study the following recommendation will be given: 1) Coaches should use of plyometric training method with a scientific method of training because of its importance in developing some technical skill performance of handball players, and avoid using traditional methods of training. 2) Plyometric training method should not be given more than three days per week. 3) When applying the plyometric training method, the training loads will be based on the players' physical fitness level, training age, age and gender. 4) Coaches should give both upper and lower extremities plyometric exercises for handball team players in order to develop some basic handball skills (shooting accuracy and speed dribbling). It is necessary to raise awareness of the trainers about the importance of plyometric exercises to improve some technical skill performance of handball players.