30 Inggris,
baik saat
Edmodo digunakan di dalam maupun di luar
kelas. inside and outside the
classroom.
Q9. Saya
merasa pelajaran Bahasa Inggris
menjadi lebih mudah saat Edmodo digunakan baik
di dalam maupun di luar kelas.
Q9. I
think learning
English is easier when Edmodo is used both
inside and outside the classroom.
Student- teacher
relation Q10.
Saya berkomunikasi lebih baik
dengan guru dan teman saya
saat Edmodo
digunakan di
dalam maupun di luar kelas.
Q10. I can communicate better with the teacher and
other friends
when Edmodo is used both
inside and outside the classroom.
Values
Q11. Belajar
Bahasa Inggris
dengan menggunakan
Edmodo akan
bermanfaat bagi
masa depan saya. Q11. Learning English by
using Edmodo will be useful for my future.
Orientation toward class
Q12. Saya merasa puas dengan hasil belajar saya
saat Edmodo digunakan baik di dalam maupun di
luar kelas. Q12. I am satisfied with
my score when Edmodo is used both inside and
outside the classroom.
Cognitive Engagement
Flexible problem
solving Q13. Saya menggunakan
lebih banyak
strategi belajar Bahasa Inggris
saat Edmodo digunakan baik di dalam maupun di
luar kelas. Q13.
I employ more learning
strategies in
learning English when Edmodo is used both
inside and outside the classroom.
Q14. Saya lebih mampu mengatasai kesulitan saya
dalam belajar
Bahasa Inggris
saat Edmodo
digunakan baik di dalam maupun diluar kelas.
Q14. I can overcome my problems
in learning
English better
when Edmodo is used both
inside and outside the classroom.
Goal Q15. Saya lebih mampu
memahami materi yang saya dapat saat Edmodo
digunakan baik di dalam maupun di luar kelas.
Q15. I can understand the materials
better when
Edmodo is used both inside and outside the
classroom.
Q16. Saya
selalu mencoba menyelesaikan
tugas-tugas saya dengan lebih baik saat Edmodo
digunakan baik di dalam Q16.
I always try to accomplish
my tasks
better when Edmodo is used both inside and
outside the classroom. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
31 maupun di luar kelas.
Quality of
instruction
Q17. Menurut
saya, instruksi pembelajaran
yang diberikan melalui Edmodo menjadi lebih
jelas. Q17. I think the learning
process is clearer when Edmodo is used both
inside and outside the classroom.
Self- regulation
and learning strategy
Q18. Saya lebih mudah mengatur
jam belajar
Bahasa Inggris saya saat menggunakan
Edmodo baik di dalam maupun di
luar kelas. Q18. It is easier to
manage the study time in learning English when
Edmodo is used either inside or outside the class.
Q19. Saya lebih banyak membuat rencana belajar
Bahasa Inggris secara pribadi dan berkelompok
pada
saat Edmodo
digunakan baik di dalam maupun di luar kelas.
Q19. I make more plans in
English learning
individually and
in group when Edmodo is
used both inside and outside the classroom.
Q20. Saya mengulang
kembali pelajaran Bahasa Inggris
yang sudah
diberikan saat Edmodo digunakan.
Q20. I repeat the English materials more often after
I use Edmodo
Q21. Saya bertanya pada guru
maupun teman
sekelas pada saat saya tidak
memahami pelajaran atau menemui
kesulitan di kelas Bahasa Inggris
yang menggunakan
Edmodo baik di dalam maupun di
luar kelas. Q21. I ask teacher or
other friends when I do not
understand the
materials or when I find difficulties in learning
English both
when Edmodo is used both
inside and outside the classroom.
In order to answer the second question on how Edmodo engaged the students in a technology-rich English class, the researcher analyzed the features
used by both the teacher and students during the class either offline or online. The features were analyzed based on primarily the theory of effective learning
environment in ICT rich classroom by Egbert and Hanson-Smith 1999. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
32 Correlating the features and the learning environment that they could support and
enforced, the possible type of engagement could also be analyzed. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33
CHAPTER III RESEARCH METHODOLOGY
This chapter is intended to elaborate how the research was carried out. It comprises the method and design of the research, the research setting and
participants, the techniques to gather the data and the method in analyzing the data.
A. Research Method
This research was a mixed method research in which there were two types of data used to answer the research questions namely quantitative and qualitative
data. Mixed method research is the combination of quantitative approach which data is usually numeric and quantitative approach which data is usually in a form
of text that are collected either concurrently or sequentially to best understand research problems. The numerical information quantitative data can be obtained
through traditional surveys and the text information qualitative data can be obtained from observation and interview Creswell, 2012:18; Punch, 2009: 288-
289. Mixed method research is used when the researcher aims at confirming
and explaining, verifying and generating theory, in one single study Teddlie and Tashakkori, 2003 in Gorard Taylor, 2004. Combining the methods is preferred
because the quantitative data rest on measurement that would provide objectivity to the research and is open for generalization. The qualitative data, on the other
hand, gives a holistic understanding upon an issue within a context. This approach is less formalized than that in quantitative approach, thus it is said flexible to
study naturally occurring real-life situations. Qualitative approach also PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34 accommodates local groundedness that is important to study an issue or cause
embedded in its context deeper. Through qualitative approach, the researcher might find out the insider’s perspective or ‘actor’s definition on the situation’, the
meaning people attached to things and events Punch, 2009: 293-294. In this study, both qualitative and quantitative data were employed. The
first was used because it would provide the objective measurement in a form of numerical data and the later would verify the quantitative data. The design of the
data collection, analysis, and interpretation was a triangulation mixed method research design. Triangulation design is “a one-phase design in which researchers
implements the quantitative and qualitative methods during the same timeframe and with equal weight” and it is used in order to directly compare and contrast
quantitative statistical results with qualitative findings or to validate or expand quantitative results with qualitative data”
Creswell, 2012:63-64. It means that the qualitative and quantitative data in triangulation design are taken concurrently
yet collected separately. Different with other type of mixed method research which puts one type of data to be the primary thus leaves the other secondary,
triangulation design treats the data in equal weight. It is equal because it brings together different strengths of the quantitative and qualitative method; therefore
both types of data complement one another. The quantitative data, in this study, was used to answer the first research
question which sought for the type of engagement that is mostly facilitated in an English class employing Edmodo into the teaching-learning process. A
measurement among the three types of student engagement proposed by Fredricks was needed to take one that stood out amongst all. Meanwhile, the qualitative data
35 collected through interview with the students were used to find out how Edmodo
engaged the students. The qualitative data served as the validation and were to provide deeper understanding on the engagement. The triangulation design
implemented in this study is described in the following figure:
Figure 3.1 Triangulation Model: Convergence Design Creswell Plano Clark, 2011:63
As seen in Figure 3.1. there are five steps implemented in this research. The first was quantitative and qualitative data collection. The quantitative data
was obtained through a survey to the entire population in order to “describe the attitudes, opinions, behaviors, or characteristics of the population” Creswell,
2012. In the same time, interview was also conducted in order to collect the qualitative data. Then, both of the data were then analyzed separately. In the third
step, the results and findings of quantitative and qualitative data were compared and contrasted. During this process, the qualitative findings were also used to
validate, confirm, and corroborate the quantitative results Creswell Plano Clark, 2011:65. The comparison of the data was used to produce the
interpretation that would help the understanding on how Edmodo worked in relation to supporting student engagement. This is in line with the results of a
triangulation mixed-method research design which would produce valid and well- PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI