32 and grammar practices. They said that they needed more grammar exercises to
overcome the difficulties.
Figure 4.1 showed that, among 20 students who were being the respondents,
there was 80 of the students who admitted that they often found difficulties in learning grammar. The difficulties partly arose from the fact that they knew the
rules but were incapable of applying the rules. It was shown in Figure 4.1 that 85 of students admitted that they experienced difficulties in practice. All of the students
agreed that they need more grammar exercises to overcome their difficulties.
100 85
15 80
20
Agree Disagree
20 40
60 80
100 120
Grammar is difficult Difficult in practice
Need more grammar exercises
Figure 4.1 Students Perception about Themselves
95 5
95 5
Agree Disagree
50 100
Group support through social media Digital learning preference
Figure 4.2 Students Preference to Digital Learning
33 Grammar practices were given in the form of online exercises. The data
showed that the students’ preference to digital learning was high. In addition, the participants mentioned that online exercises were easily shared using social media.
They really learned a lot from them. It was viewed in Figure 4.2.
2. Cognitive Engagement in Utilizing the Online Grammar Exercises
In Figure 4.3, the data showed that the degree of students’ cognitive
engagement through the online grammar exercises.
As it was shown in Figure 4.3, students’ effort rate was high. It was shown
that the learning commitment and learning creativity in utilizing online exercises, the importance of online exercises, home learning continuity, and learning
integration of multi-sources were scored above eight. It meant that the students were really engaged in utilizing online grammar exercises. The highest score was
Figure 4.3 Students’ mental effort in using online grammar exercises
8.06 8.19
8.19 8.06
8.61
Learning commitment
Learning creativity
Importance of online grammar
exercises Home learning
continuity Learning
integration of multi sources
34 learning integration of multi sources. The students admitted that they tried to
integrate their prior knowledge if they found new information from the exercises. 3.
Social Presence of the Students
Figure 4.4 Social Presence Formed by Students in Learning Grammar
The next criteria to measure the student engagement was the social presence. It was how the students communicate purposefully with their peers using
social media. The social media was used to build good interaction and sometimes to share online grammar exercise links from the lecturer during the distance
learning. As shown in Figure 4.4, the social engagement which was formed by the students was not really good. The social engagement was scored under eight. There
was a gap between the cognitive presence and the social presence formed by the students. It meant that the students were cognitively good and socially moderate.
The highest score of the social presence was 7.89. It was the students’ enjoyment
to communicate with friends using classroom group. The lowest score of social presence was the
students’ willingness to share information with their friends, it
7.24 7.50
7.63 7.76
7.89
6.80 7.00
7.20 7.40
7.60 7.80
8.00
Willingness to share
information to friends
Social help in learning
grammar Desire to share
difficulty Social support in
learning grammar
Enjoyment to communicate in
classroom group
35 was scored 7.24. Then, it was followed by the second position which was social
help in learning grammar. It obtained 7.50. The desire to share difficulties was 7.63, and the social support in learning grammar was 7.76. This gap would be discussed
on the second phase of the discussion. It was the result of the focus group discussion held by the researcher.
4. Lecturer Presence to Support the Student Engagement in learning
Grammar
Figure 4.5 Teacher Presence to Student Engagement
Figure 4.5 showed that the lecturer presence to the student engagement. It was clear that the
lecturer’s role to engage student in learning grammar was high. The lecturer
’s facilitation of online exercises using web and social media showed high number, i.e. 8.29. It was followed by the lecturer
’s support through social media, i.e. 8.95. It meant that the lecturer
’s role to engage the students in learning grammar was good. The lecturer was not only providing the online exercises but
7.24 8.16
8.29 8.95
6.00 6.50
7.00 7.50
8.00 8.50
9.00 9.50
Lecturers feedback in classroom
Lecturer delivers course goals
Lecturers facilitation of online exercises
through social media Lecturers support
through social media
