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c. Dimension of Engagement
According to Harper and Quaye 2009, engagement is more than involvement or participation
– it requires feelings and sense making as well as activity p. 5. The feelings of the students are essential to know whether they are
satisfied with their engagement or not. Acting without feeling engaged is just involvement or even compliance; feeling engaged without acting is dissociation.
According to Fredricks, Blumenfeld and Paris 2004, drawing on Bloom 1956, usefully identify three dimensions to student engagement, as discussed below:
1 Behavioural Engagement
Students who are behaviourally engaged would typically fulfil in behavioural norms, such as attendance and involvement, and would demonstrate
the absence of disruptive or negative behaviour.
2 Emotional Engagement
Students who engage emotionally would experience affective reactions such as interest, enjoyment, or a sense of belonging. Petrick et al. 2007 state that
emotional engagement is liable to focus on the psychological aspects of student to student relationships, student and teacher relationships, student feelings and
attitudes, and student perceptions of the social environment including affiliation, cohesion, fairness, mutual respect, and support from the teacher p. 83. This
means that emotional engagement is closely related to the psychology of the students, including the students’ feelings, attitudes, and perception on their social
environments. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
3 Cognitive Engagement
Cognitively engaged students would be invested in their learning, would seek to go beyond the requirements, and would relish challenge.
d. The Purpose of Engagement
Being engaged in group discussion might help the students improve their speaking English skills. Coates 2005 states that this is fundamental: The concept
of student engagement is based on the constructivist assumption that learning is influenced by how an individual participates in educationally purposeful activities
in group discussion p. 26.
1 Engagement to Improve Learning
The majority of literature on student engagement is concerned directly or indirectly with improving student learning. For Coates 2005, this is
fundamental: The concept of student engagement is based on the constructivist assumption that learning is influenced by how an individual participates in
educationally purposeful activities in a classroom p. 26. In essence, therefore, student engagement is concerned with the extent to which students engage in a
range of educational activities through group discussion method used by the lecturer.
While for Graham et al. 2007 state that the centrality of improving student learning through engagement is not a new-fangled idea introduced with
the concept of student engagement, but one with a long history p. 233-234. The idea that students must be actively engaged in the learning process in order for it
to be effective is not new. A various body of educational research has shown that PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22 academic achievement is positively influenced by the amount of active
participation in the learning process. According to Kuh 2009, engagement increases the odds that any student educational and social background not with
standing that will attain his or her educational and personal objectives, acquire the skills and competencies demanded by the challenges of the twenty-first century,
and enjoy the intellectual and monetary advantages associated with the completion of the baccalaureate degree p. 698.
B. Theoretical Framework
This section connects all major relevant theories which have been already reviewed by the researcher above. The use of those theories is aimed to help the
researcher in conducting the research to solve the research problems which are stated in chapter 1. In this research, the researcher attempts to answer two research
questions. The first research question is about students’ perceptions on the use of group discussion to increase their engagement in the speaking sessions of CLS I.
The second research question is about students’ perceptions on their engagement in the speaking sessions of CLS I.
The researcher employs the theory of perception, group discussion, and engagement to answer the first and the second research questions. The researcher
needs to know the definition of perception, group discussion, and engagement in order to acknowledge what perception, group discussion, and engagement are.
According to Altman et al. 1985 “perception is the way stimuli are selected and
grouped by a person so that they can be meaningfully interpreted ” p. 85. The
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