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.