Findings FINDINGS AND DISCUSSION

46 Discussion involvement 7 2.8 Emotional engagement 2.77 Positive emotion and general feeling Enjoyment in using Edmodo 8 2.8 2.8 Fair English learning becomes easier 9 2.75 Student- teacher relation Better communication with peers and teacher 10 2.62 2.62 Fair Value Positive perception on the utility of Edmodo for future 11 3.1 2.9 High Achievement satisfaction 12 2.81 Cognitive engagement 2.75 Flexible problem solving Various learning strategy 13 2.81 2.6 Fair Resilience towards problems in learning English 14 2.58 Self- regulatio n and learning strategy Better time management 18 2.71 2.9 High More planning in learning 19 2.78 Reviewing the materials outside the classroom 20 3 Asking peers and teacher to overcome problems encountered while learning English 21 3.2 Behavior engagement is constituted from several aspects that are positive conduct 3.34, work involvement 3.2, and participation 2.9 of which all aspects are categorized as highly engaged. It means that based on the survey, the students never skip the class and always submit the tasks given by the teacher. They also try harder in accomplishing the tasks and have a better concentration while Edmodo is used during their learning process, either synchronously or asynchronously. The emotional engagement covers positive emotion and general feeling 2.8 which is categorized as fair, student-teacher relation 2.62 which is categorized as fair, and values 3.1 which is categorized as high. Based on the result, overall, the students are fairly engaged 2.77 in terms of emotional PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 47 engagement. This shows that the students are fairly happy in utilizing Edmodo and feel that English learning becomes relatively easier. The result also indicates that the students and the teacher are able to maintain their communication when they had to conduct the distance learning. The result also implies that the students are fairly satisfied with the results they get in English class while Edmodo is used. In addition, the data shows that students highly agree that learning English with Edmodo will contribute to the success of their future. In short, the students are fairly engaged in terms of emotional engagement. Cognitive engagement comprises two aspects that are flexible problem solving 2.7 which is categorized as fair and self-regulation and learning strategy 2.9 which is categorized as high. The total mean score for cognitive engagement 2.75 reflects that students’ ability to solve problems in English learning is fairly higher when they incorporate Edmodo in their learning. This ability is supported by more learning strategies that the students apply during the learning process and by their harder effort in accomplishing the tasks. Moreover, the students are more encouraged to ask their teacher and their peers when they do not understand the materials. The data also show that the students have better time management which in turn affects their self-management in learning English. In addition, the students are also encouraged to review their materials more often when Edmodo is used to support their English learning. Overall, it is seen that in term of cognitive engagement the students are fairly engaged. 2. Edmodo learning environment This section is to present the qualitative data findings which serve as a supporting evidence as well as to validate the findings from the survey. It PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 48 describes how Edmodo facilitated student engagement during the learning process. The qualitative data were obtained from the interview involving five students who were chosen as the representative of each class. The interview questions comprised all types of student engagement, that are behavioral engagement, emotional engagement, and cognitive engagement, with all its aspects. Table 4.2 below is the sample of interview results that show how students were engaged in each type of student engagement. Table 4.2 Sample of Interview Results Types of Engagement Indicators Interview Samples Behavior Engagement Positive Conduct I am more diligent and on-time. There is a deadline, right so we have to submit before the deadline, so the submission on-time. ED 04 Yes, I become more diligent. It is because there are deadlines, right? It is not only fast but also correct. It has to be done conscientiously. Mainly, Edmodo helps me to improve my discipline since it makes me do my tasks on- time. SF 11 Well, honestly, whether we want it or not, we have to complete all tasks. Moreover, Mrs. Ismi always checked our works so we have to do the tasks, thus we have to study. We read new materials. We were given materials then did some exercises, materials then exercises. So, we have to read the materials first and eventually we become more diligent. RI 08 Work involvement I do my task better so that I am not embarrassed. ED12 I concentrate better because we become.. ehm.. Edmodo is different with other sites. We can have conversation with other classes and Mrs. Ismi. So, the concentration in Edmodo is higher. Mrs. Ismi also frequently posted asking how school was, what things were unclear about the materials, or other things. So we could concentrate on how to talk to her with a better and more correct grammar. CN 21 The materials given in the classroom were spoken. And in the class, Mrs. Ismi was a PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 49 humorist teacher so the concentration was divided into the materials and communication. In Edmodo, Mrs. Ismi gave us clearer explanation. When given spoken, we found it hard to understand because we haven’t memorized so many vocabularies. CN 42 Yes, we need conscientiousness in doing the tasks, to also check them. It’s unfortunate if we make mistakes because it is online. When the tasks are submitted, we could not retreat it. Or we have to redo it again. But we will do it twice. SF 18 The benefits are besides making us discipline in submitting and doing the tasks, we can also make it to have online discussion, and it helps us to be meticulous in doing the task. It makes us more conscientious. We will not submit it carelessly. We have to smart in accomplishing the tasks as required. SF 27 I am afraid that I will not be able to understand the materials posted in Edmodo, so I study harder. Because the materials were new and Mrs. Ismi was not here. MR 15 Participation Yes, I posted comments in Edmodo. I asked Mrs. Ismi how to do this. ED 40-41 I shared materials. It was about tenses. CN 10 Yes, it was like we wrote status and greeted our friends. The others will respond to the sentences, the sentences should be like this or that. CN 13 I involved in discussion more often when I used Edmodo, whether inside or outside the class. CN 24 We discussed to check our tasks. How do you do this? Did you do the task as I did? Is the task done as required or as written in the procedure? Do my friends have similar answers with me? If there are differences, what are the differences. SF 19 Before we often discuss things but not too intents, not as intents as when Edmodo is used. SF 21 If we don’t understand the materials, we discuss together. It is not necessarily a whole- class discussion with one explaining in front of the class. But those who don’t understand ask the others. But technically, how we will send 50 the tasks, we agree on this based on class discussion so that there will be no one who is wrong or left behind. MR 16-17 When we use Edmodo, the discussion becomes more often because Mrs. Ismi is not here. So we need to discuss. Those who are smarter can explain will explain to those who are less able to do the task, therefore we have class discussion. So we have a class discussion about the materials. RI 15 Emotional Engagement Value I am satisfied with my score. ED 25 Edmodo is important because we are now in globalization era. We have to be encouraged because we will compete with other countries who probably far more advanced than our country. SF 28 I am satisfied with my English ability. I had been once given materials in Edmodo and it was very new for me and I was confused. Finally I did some search and I could understand the materials. So, through Edmodo, I could add my knowledge. How can I say it? Because the materials are new and we understood nothing, and because Edmodo was online we could find references from the internet. It is beneficial. RI 28 General feeling It’s practical when we do our tasks, such as we use computer, rather than doing our quizzes printed, it does not interest me. So, I enjoy more when it is through Edmodo. MR 21 Edmodo is efficient, we only need to click on the materials. ED 51 Edmodo is more modern. ED 52 It is easy to learn English by using Edmodo because we know our mistakes better. So, when we post something we can share our experiences. The posts were also read by Mrs. Ismi and she would correct us. So I can understand better when I write it on Edmodo. if it comes to speaking, I only understand at when it is used, after that I will forget. CN 28 It is comfortable, because in Edmodo we learn English directly. We don’t learn by our own, we learn together with our friends in the class, even with some other friends from other classes who are online or with mrs. Ismi. So we could share things about English and the difficulties we face. So it is easier to learn English with 51 Edmodo. CN 45 I am more enthusiastic. Because there are deadlines. It is impossible for us to submit tasks more than the deadline. So, if it has to be now, I have to do it now. SF 35 I am happy in using Edmodo. I am more motivated in learning. I know the deadlines when I have to finish this and that. SF 60 I fell more sophisticated because there are not many who use this. So I think, wow this is cool, we can use this to learn. The teacher is abroad but we can still get the materials. MR 49 Cognitive Engagement Flexible problem solving We get additional information on the materials from the internet. So we find other related materials. ED 30 It’s rarely to find other materials before using Edmodo. ED 31 If we learn by ourselves, we do not know what mistakes we make. In Edmodo, there are other friends and Mrs. Ismi so we can get the solution. CN 39 Yes I try to find other materials. Because the materials for the 3 rd grade are a lot, from the 1 st – 3 rd grade. MR 39 Yes, I have discussion with the teacher. It was about discussion text. Discussion text is difficult to be differentiated with exposition. So I tried to search but I still didn’t understand. Finally, I asked Mrs. Ismi and she explained me what discussion text and exposition text is. Exposition text is from one point of view but discussion text has two points of view. MR 37 Self-regulation Well, it’s kind of freer, but we have to be consequent. It is okay to be noisy. ED 54 Me? Usually I do the assignments near the deadline. When Edmodo is used several days before the due date, I will do it. ED 58-59 Well, I have my concentration disturbed, but we have our deadline. It is two hours in the school during English class, so before I open other links, I have to finish my tasks. When it is finished, I will open the other links. CN 18 I review the materials. I even did the task a night before the class if Mrs. Ismi had posted it. Sometimes, I read it and did it at home. Sometimes, I did it before I brought to the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 52 class, so in the class I would have discussion with my friends. MR 45 The interview sample above shows that the use of Edmodo helped the students to engage behaviorally, emotionally, and cognitively. Moreover, the interview results also provide the information on the description of how the students were engaged in using Edmodo in English class. The in-depth analysis on this online learning platform is provided in the discussion section.

B. Discussion

In this section, the results from the survey and interview data will be elaborated. The survey results will be used to discuss the first question addressing the type of student engagement that mostly facilitated when Edmodo was used. Meanwhile, the interview results will be used to verify and support the survey results. It is also employed to discuss how Edmodo as an online learning platform engaged the students during the English learning process. In presenting the discussion, this section will initially state which type of student engagement that facilitated most in Edmodo-facilitated English class. Subsequently, it will elaborate the discussion on the nature of Edmodo which create the environment supporting student engagement in English class. 1. The level of engagement According to Fredricks, Blumenfeld, Paris 2004, student engagement is defined in three ways that are behavioral, emotional, and cognitive engagement which have multifaceted nature. This means that the constructs which represent one type of engagement may also represent the other type. Besides, two or more types of engagement are possible to happen at the same time. When the engagement occurs, however, the level of each engagement type can be different. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 53 The first aim of this research was to figure out the type of engagement that was mostly facilitated when Edmodo was employed in English class for high school students. The mean score for each construct obtained from the survey was found out that the mean score of behavior engagement was 3.14 highly engaged, while the mean score of emotional engagement was 2.77 fairly engaged and cognitive engagement was 2.75 fairly engaged. The highest mean score represented the type of engagement that was mostly facilitated by the use of Edmodo in the learning process. It can be concluded, therefore, that the students were mostly engaged behaviorally which covered positive conduct, active involvement and participation in the learning process. These aspects of behavior engagement were supported by the learning environment facilitated in Edmodo. The prominent learning environment this LMS in facilitating the students’ behavior engagement was the deadline of task assigned by the teacher. Different with the notion on deadline by Amabile et al 1976 in Gagne, 2003 who mentioned that deadline usually “decreased enjoyment and engagement”, the students were seemed to perceive the deadline set by teacher in Edmodo as a challenge to meet. Instead of postponing the task submission or even leaving them undone, the students were reported to manage their time in order to complete the tasks. This was in line with Gregory and Llyod’s 2010 report which stated that students were appeared to be on task when there was a time frame. He mentioned that “the closer the deadline was, the more on task the students appeared”. Below are the interview samples indicating that deadline served as a prominent factor to engage the students behaviorally also emotionally and cognitively. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 54 “I am more diligent and on-time. There is a deadline, right so we have to submit before the deadline, so the submission on-time.” ED 04 “Yes, I become more diligent. It is because there are deadlines, right? It is not only fast but also correct. It has to be done conscientiously. Mainly, Edmodo helps me to improve my discipline since it makes me do my tasks on-time.” SF 11 “I am more enthusiastic. Because there are deadlines. It is impossible for us to submit tasks more than the deadline. So, if it has to be now, I have to do it now.” SF 35 “I am happy in using Edmodo. I am more motivated in learning. I know the deadlines when I have to finish this and that.” SF 60 “Me? Usually I do the assignments near the deadline. When Edmodo is used several days before the due date, I will do it.” ED 58-59 “Well, I have my concentration disturbed, but we have our deadline. It is two hours in the school during English class, so before I open other links, I have to finish my tasks. When it is finished, I will open the other links.” CN 18 From the interview results above, it can be concluded that deadlines motivated the students to accomplish the assignments. The students were motivated because the teacher may lock the submission date in Edmodo so that those who were late could not submit the task. The deadlines, in turn, encouraged the students to be able to manage their time, thus they might control their own pace of learning. The ownership to devise students’ own learning including to plan and to solve problems on the learning task would create a supporting learning environment Egbert and Hanson-Smith, 1999. Given the deadlines, not only had the students to manage their time but also to employ the strategies in order to accomplish their tasks well. When managing their time, it included prioritizing the tasks which influenced their concentration. The concentration here meant to their PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI