30 may also contribute to invalidate the results to minimize the risk of one phase build
another phase. Shortly the data analysis is illustrated in Figure 3.1.
In addition, this study employed two strategies of data validation. The first
strategy was member-checking. It was to determine the accuracy of the findings through taking the final report to the participants whether they findings were
accurate or not. The second strategy was an internal auditor. The auditor was the supervisor who played a role as thesis advisor. The advisor assessed the project
throughout the process of the research or the conclusion of the study Creswell, 2003.
QUAL QUANT
Legitimation QUAN Data
Collection QUAN Data
Analysis QUAL Data
Collection QUAL Data
Analysis Interpretation of
Entire Analysis
Figure 3.1 Creswell’s Data Analysis. Creswell, 2003: 213
31
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
There are two sections in this chapter, namely the research results and discussion. In the research results, the researcher provides the data presented from
the questionnaire and the results from Focus Group Discussion FGD. In the discussion part, all data will be described.
A. Research Results
This section presents the data obtained from the questionnaire and the Focus Group Discussion.
1. Self-assessment of the Student Engagement
The purpose of the research is to find out the degree of student engagement in using online grammar exercises. It existed to facilitate the students to have more
grammar exercises and help the students to overcome their difficulties in learning grammar. This section discussed the cognitive presence formed by the student.
Figure 4.1 presented the students’ perception of the difficulties that they found in
learning grammar. Participants often found serious difficulties in learning grammar PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
