STUDENTS’ ENGAGEMENT IN ENGLISH LEARNING.

STUDENTS’ ENGAGEMENT IN ENGLISH

LEARNING

A Paper

Submitted to Department of English Education of FPBS UPI as a Partial Fulfillment of the Requirement of Undergraduate Degree

Lathifah Ghoida Azhar

0807335

English Education Department

Faculty of Languages and Arts Education

Indonesia University of Education

Stude ts’ E gage e t i E glish

Learning

Oleh

Lathifah Ghoida Azhar

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

© Lathifah G. Azhar 2013 Universitas Pendidikan Indonesia

Juni 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

PAGE OF APPROVAL

STUDENTS’ ENGAGEMENT IN ENGLISH LEARNING

By:

Lathifah Ghoida Azhar 0807335

Approved by:

Supervisor I

Prof. Dr. Didi Suherdi, M.Ed 196211011987121000

Supervisor II

Drs. Prawoto S. Purnomo, M.Pd. 195110081980021002

Head of English Education Department Faculty of Languages and Arts Education

Prof. Dr. Didi Suherdi, M.Ed 196211011987121000

ABSTRACT

Main Supervisor: Prof. Dr. Didi Suherdi, M.Ed Co-Supervisor: Drs. Prawoto S. Purnomo, M.Pd.

This paper entitled Students’ engagement in English Learning is a report of qualitative study which explores characteristics of students’ engagement in English learning at one of junior high schools in Bandung. It used descriptive method to present the findings and data discussions. The data were gained using questionnaire, observation, and interview aiming to provide description on students’ engagement in English class and students’ perception on their own engagement. The result shows that students’ engagement in English learning does not yet reach the full level of engagement, but it has reached more than half of it. Students’ engagement has been believed as an essential factor in leaning, so hopefully the result of this research can help teachers in improving students’ engagement in English learning and enhancing their teaching skill.For further research, it is suggested to add other characteristics and try to conduct the research in different level of education in order to provide broader description on students’ engagement in English learning.

TABLE OF CONTENTS

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CHAPTER I INTRODUCTION

This research is a qualitative study of students’ engagement in English

learning at one of junior high schools in Bandung. First chapter provides background of the research, research questions, aim of the research, scope of the research, significance of the research, brief description of research methods, and clarification of terms. The chapter is closed by presenting the organization of the paper.

1.1 Background

English has an important role in the development of Indonesia because it

takes part as international language (Nurkamto, 2001) and half of the world’s

scientific literature is written in English (Broughton, 2003). The importance of English leads into recommendation of Indonesian government on making English as compulsory subject in secondary schools (Nurkamto, 2001). Nowadays students are expected to learn English since primary level for English has been introduced in elementary schools and it has been part of national final examination in junior high schools.

Learning is an active process (Pinter, 2006) and so is English learning. It can be done if students decide to take part in the activity, as Barkley (2010) cited

Angelo and Cross’s (1993) statement that learning can happen without teaching but teaching cannot occur without learning; without learning, teaching is just

talking. Most students will not do their best when they think teacher does not care and is not interested in them (Jones, 2008), and they also will not give their best when they do not enjoy and value what they do (Barkley, 2010). In other hand, they need to be motivated.

Students who believe that achieving, working hard, and doing task as the way to enhance their lives are more likely to be engaged in the classroom (Sullo,

2009). Shulman (2002) says that students’ engagement is the beginning of

learning (Barkley, 2010).

Students’ engagement occurs when students are motivated and actively

learning. Students will not willingly put effort in task that are meaningless and not enjoyable for them even if they could perform the tasks well, nor they willingly put effort in meaningful tasks they believe they cannot do the tasks well no matter how hard they try (Barkley, 2010). In other words, students’ motivations are influenced by what they think is important and what they believe they can accomplish (Ibid). Students who actively learn relate their learning to their past experiences and knowledge making it a meaningful learning (Brown, 2001; Barkley, 2010).

Students’ engagement has been believed as an essential factor in learning. It

has been suggested that students’ engagement can be used as an indicator of

institutional teaching quality (Kuh, 2001) in Beer et al. (2010). High motivation and engagement in learning have consistently been related to dropout rates and increased levels of student success (Blank, 1997; Dev, 1997; Kushman, 2000; Woods, 1995) as stated by Brewster and Fager (2000). It has been found that

student engagement is linked positively to desirable learning outcomes such as critical thinking and grades (Carini, 2004).

This research of student engagement entitled “Students’ Engagement in

English Learning” is conducted in order to give description on students’ engagement in English class and students’ self-evaluation on their engagement. The research focuses on students’ engagement of eight graders in English class.

1.2 Research Questions

There are two research questions addressed in this research: 1. How do students engage in English class?

2. How do students evaluate their own learning engagement in English class?

1.3 Aim of the Research

The aim of the research is to get description of: 1. students’ engagement in English class,

2. students’ self evaluation of their learning engagement in English class.

1.4 Scope of the Research

The research focuses on students’ engagement that can be seen through students’ interaction with the teacher and peers, and through their attitude towards tasks given in English classroom. Moreover, students’ mental engagement that

can be seen from students’ answer for self-checklist questionnaires and interviews is also included in this research.

1.5 Significance of the Research

The results of this research are expected to provide teachers with the

description on students’ engagement in English learning. Hopefully the result can

help teachers to enhance their teaching skill and motivate their students well.

1.6 Research Method

This part presents reseach methodology used in this paper.

1.6.1 Research Design

Qualitative approach is used in this research because there is a problem or issue which needs to be explored, it is conducted for a need to study a group or population (Creswell, 2007). The issue to be explored in this research is students’ engagement in English learning.

1.6.2 Research Participants

The participant of this research is a group of second graders from the same class of junior high school in Bandung, West Java.

1.6.3 Data Collection Method

In collecting data, questionnaires were distributed to the students in order to

get students’ self-evaluation on their engagement in English learning. The

questionnaire is adaptation of Jones’s (2009) framework. Then observation was

taken place to see how the students behaviorally engaged during the class, this way human behaviors within the contexts of their natural occurrence was able to be explored (Bogdan & Biklen, 1992; Erickson, 1986; Hammersley & Atkinson, 1983; Jacob, 1988; Lincoln & Guba, 1985) as stated by Hatch (2002). The next step was interviewing the teacher and 13 students to investigate their inner thought regarding this issue.

1.6.4 Data Analysis

The data from the questionnaires and interview are analyzed according to related literature to get the description of students’ self-evaluation on their engagements in English learning.

The observation is used to make a description of students’ behavioral

engagement based on what researcher saw, the purpose is to explore significant features of the issue and later interpreted what is observed (Bassey, 1999).

In this research, the data are analyzed using related theories to get some findings which derived to the final conclusion of the study.

1.7 Clarification of Terms

1. Students' engagement: In this research, students’ engagement refers to

combination of students’ time on task and their willingness to participate

in activities as Beer et al. (2010) cited Stovall (2003).

2. English learning: the process of getting new knowledge (of English) by studying it at school.

3. Students: the second graders of one junior high school in Bandung who belong to same class.

4. Self-evaluation: students fill out the questionnaire regarding their feelings on English learning.

1.8 Organization of Paper

The paper will be presented into five chapters:

Chapter I

The first chapter is the introduction. It consists of background of the research, research questions, aim of the research, scope of the research, significance of the research, research method, clarification of terms, and organization of the paper.

Chapter II

The second chapter talks about the framework of the study and the basis theory for the research.

Chapter III

The third chapter is about the research method of the study, data collection, and the data presentation.

Chapter IV

The forth chapter is the chapter of findings and discussions. The chapter contains the analysis of data according to related theory.

Chapter V

This fifth chapter is the conclusion of the research and suggestion for further research.

CHAPTER III

RESEARCH METHODOLOGY

The method used in this research is presented in this chapter. It includes the description of research design, the description of data collection, the description of data analysis, and the participants.

3.1 Research Design

Researchers arrive at the gate of qualitative research with topic or substantive area of investigation (Creswell, 2007). This research was started by

choosing students’ engagement in English learning as the topic. It was conducted

using qualitative approach and descriptive method.

The purpose of this research was to explore human behaviors within the contexts of their natural occurrence (Bogdan & Biklen, 1992; Erickson, 1986; Hammersley & Atkinson, 1983; Jacob, 1988; Lincoln & Guba, 1985) as stated by Hatch (2002), thus observation was used.

Qualitative research aims to understand the world from the perspective of those living in it (Hatch, 2002) and capturing their perspectives may be a major purpose of a qualitative study (Yin, 2011). In order to get the students’ perspective on their learning engagement, questionnaires were delivered and interviews were conducted.

3.2 Site and Participant

The data in qualitative research tend to be collected in the field at the site where participants’ experiences the issue or problem under study (Creswell, 2007) to get the perspectives what actors use as a basis for their actions in specific social setting (Hatch, 2002). In this research the site or social setting was one of junior high schools in Bandung, West Java. The participants were a group of eight graders who belonged to the same class.

The school was chosen because first, it was the place where researcher did her teaching internship. Second, the staff of the school gave a warm welcome toward this research. Third, the school was easily reachable because it was not too far from where the researcher stayed.

The eight graders were chosen in agreement with the teachers. It was believed that seventh graders still had the vibe of elementary students and ninth graders could not be disturbed for they were already in their preparation to face national examination.

3.3 Data Collection Methods

In collecting the data, three steps were taken in this study. First the questionnaires were distributed, and then the observation was taken place, and last interviews were conducted.

3.3.1.Questionnaire and Interview

experiences. In this study, it aimed to gather information of how students evaluated the degree of their own engagement.

There is a large range of types of questionnaire but a simple rule of thumb exists: the larger the size of the sample, the more structured, closed and numerical the questionnaire may have to be, and the smaller the size of the sample, the less structured, more open and word-based the questionnaire may be (Cohen et al, 2007). Since the participants for this questionnaire were large in number (42 students), the questionnaire was made as a rating-scale one.

There is a tendency for participants to choose for mid-point of a 5-point or 7-point scale and one of the options to overcome this is to use an even number scaling system, as there is no midpoint (Cohen et al, 2007). For that reason, the questionnaire used 4-pointed Likert Scale to make an ipsative (forced choice) measure where no indifferent option was available (Bertram, 2007).

The weakness of using questionnaire is to make sure the participants fill and then return the questionnaire (Alwasilah, 2011). To overcome it, the participants were accompanied throughout the process so they handed the questionnaires back at once after filling them.

This step was conducted anonymously in order to let the participants be honest with their answers without any pressure (Alwasilah, 2011).

Interview using Jones’s (2009) framework was also taken place for enabling participants to discuss their interpretations of the world in which they live, and to express how they consider situations from their own point of view (Cohen et al, 2007).

3.3.2.Observation

Observing the participants was performed to see how the students were engaged during the class; to explore students’ behaviors within the contexts of their natural occurrence (Bogdan & Biklen, 1992; Erickson, 1986; Hammersley & Atkinson, 1983; Jacob, 1988; Lincoln & Guba, 1985) as cited by Hatch (2002).

The observation was conducted using Students’ Engagement Observation Sheet adopted from Student Engagement Class Observation Guide (available online at wmpeople.wm.edu) that was provided with codes of on-task and off-task activities. The observation sheet was in line with Stovall’s (2003) suggestion that

the definition of students’ engagement was students’ time-on-task and their

willingness to participate in activities (Beer et al., 2010). The codes for observation sheet using in this research is displayed in Table 3.1.

Table 3.1

List of Codes in Observation Sheet

On-Task Activities Off-Task Activities

N 1

watching/listening to teaching explaining the materials

F 1

playing with their electronic gadgets such as cell phone and music player

N 2

writing materials related to the learning

F 2

doing task for another classes

N 3

reading materials related to the learning

F 3

listening to others talking about unrelated topic to the learning

N 4

asking question appropriate with the learning F 4 disturbing others N 5

sharing opinion in class discussion F 5

being passive in the learning

N 6

3.4 Data Analysis

The analysis in this research was made after collecting the data from questionnaire, observation, and interview to answer the research questions. The analysis would be presented in the form of descriptive explanation.

3.4.1 Questionnaire and Interview

The qualitative data works inductively from particulars to more general perspective, whether these perspectives are called themes, dimensions, codes, or categories (Creswell, 2007), Erickson called them assertions, a form of generalization (Stake, 1995) as cited by Bassey (1999).

Both questionnaire questions and interview questions were adaptation of Jones’ (2009) framework. Each question represented a characteristic of students’ engagement. The characteristics explored in this research using questionnaire and interview were individual attention, clarity of learning, meaningfulness of works, rigorous thinking, performance orientation, motivated in learning English, exhibiting positive body languages, consistent focus, and verbal participation.

3.4.2 Observation

Data from observation were analyzed by categorizing the codes into on-task activities and off-task activities. There were six codes belonging to on-task activities and five codes belonged to off-task activities (see Table 3.1).

by looking into on-task activities percentages in each time-slot while verbal participation was acquired from three codes in on-task activities. They were asking question appropriate with the learning (N4), sharing opinion in class discussion (N5), and sharing opinion in group work (N6).

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents conclusions of the research based on findings and

analysis. It also presents suggestions related to students’ engagement in English learning for further research, and for readers who concern about teaching English especially in secondary level.

5.1. Conclusions

This research investigates students’ engagement of secondary level in

English learning. The aim of the research is to describe students’ engagement and

students’ perception of their engagement in English learning. Observation data

findings show 76.30% of the whole activities during observation is positive. It is dominated by writing activities and no reading activity is found since the lesson is

mainly about completing sentences in written form. Consistency of students’

behavioral engagement during English class tends to go up and down in each time-slot but it never falls below 50 percent.

Questionnaire and interview data findings reveal students’ perception toward their engagement in English learning. The result of the questionnaire and

the interview show that there is positive attitude toward students’ motivation in

learning English. There are nine characteristics of students’ engagement being asked through questionnaire, and the data show that students agreed on five out of

nine of the characteristics. Unfortunately one of the interview data is at odds with the result from questionnaire data because of certain reason.

From the whole data, it can be concluded that students’ engagement in English learning does not yet reach the full level of engagement, but it has reached more than half of it.

It have been found that students’ engagement is connected positively to desirable learning outcomes such as critical thinking and grades (Carini, 2004), so hopefully the result of this research can add useful information to be a help as a

reference to improve students’ engagement in English learning.

The research only covers several characteristics of students’ engagement that are quite easy to be seen in one level of education. That is why for further research, it is recommended to add other characteristics and try to conduct the research in different level of education in order to provide broader description on

5.2. Suggestions

There are several suggestions which are derived from the data findings and discussion for the readers who concern about teaching English, especially in secondary level. The suggestions are as follows:

1. Provide learning activities that enable students to explore and to find solutions and answers themselves, such as problem-based learning.

2. Make a clear description of how students will be assessed in the beginning of the learning so they will have better understanding of what to do and what not in their performances during English learning.

3. Make English class to be as engaging as possible so students will have consistent focus.

4. Build a comfortable atmosphere to encourage students to be active in verbal participation in the class.

BIBLIOGRAPHY

Alwasilah, A. C. (2011). Pokoknya Kualitatif. Jakarta: Pustaka Jaya.

Barkley, E. F. (2010). Student engagement techniques: a handbook for college faculty. San Francisco: John Wiley & Sons.

Bassey, M. (1999). Case Study Research In Educational Settings. Buckingham: Open University Press.

Beer, C. et al. (2010). Indicators of Engagement. [Online]. Available at ascilite.org.au/conferences/sydney10/procs/Beer-full.pdf [December 27, 2012].

Bertram, D. (2007). Likert Scales. [Online]. Available at poincare.matf.bg.ac.rs/~kristina//topic-dane-likert.pdf [January 01, 2013].

Brewster, C., Fager, J. (2000). Increasing Student Engagement and Motivation:

From Time-on- Task to Homework. [Online]. Available at home.comcast.net [August 10, 2012].

Broughton, G., et. al. (2003). Teaching English as a foreign language. Taylor & Francis e-Library.

Brown, H. D. (2001). Teaching by Principles An Interactive Approach to Language Pedagogy (Second Edition). New York: Addison Wesley

Carini, R., et. al. (2004). Student Engagement and Student Learning: Testing the Linkages. [Online]. Available at nsse.iub.edu/pdf/research [August 13, 2012]

Creswell, J. W. (2007). Qualitative Inquiry & Research Design: Choosing among five approaches. California: Sage Publications.

Cohen, L., et al. (2007). Research Methods in Education. Taylor & Francis e-Library.

Harper, S. R., Quaye, S. J. (2009). Student Engagement in Higher Education. New York: Routledge.

Hatch, J. A. (2002). Doing Qualitative Research in Education Settings. New York: State University of New York Press.

Jones, R. D. (2008). Strengthening Student Engagement. [Online]. Available at www.ipsi.utexas.edu [August 06, 2012].

Jones, R. D. (2009). Student Engagement Teacher Handbook. New York: International Center for Leadership in Education.

Nurkamto, J. (2011). Problema Pengajaran Bahasa Inggris di Indonesia. [Online]. Available at www.e-li.org [March 23, 2012].

Parn, L. (2006). An In-Depth Study of Student Engagement. [Online]. Available at scimath.unl.edu/MIM/files/research/ParnL.pdf [August 06, 2012]

Pinter, A. (2006). Teaching Young Language Learners. New York: Oxford University Press.

Ryan, R. M., Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. [Online]. Available at mmrg.pbworks.com/f/Ryan,+Deci+00.pdf [August 11, 2012]

Sullo, B. (2009). The Motivated Student Unlocking the Enthusiasm of Learning. Virginia: ASCD.

Taylor, L., Parsons, J. (2011). Improving Student Engagement: Current Issues in Education, 14(1). [Online]. Available at http://cie.asu.edu/ [December 27, 2012].

Trowler, V. (2010). Student engagement literature review. [Online]. Available at www.heacademy.ac.uk [August 6, 2012].

Yin, R. K. (2011). Qualitative Research from Start to Finish. New York: The Guilford Press.

---. (2003). Student Engagement Class Observation Guide. [Online]. Available at wmpeople.wm.edu [August 06, 2012]

---. (2008). Cambridge Advanced Learner’s Dictionary. Singapore: Green Giant Press.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents conclusions of the research based on findings and analysis. It also presents suggestions related to students’ engagement in English learning for further research, and for readers who concern about teaching English especially in secondary level.

5.1. Conclusions

This research investigates students’ engagement of secondary level in English learning. The aim of the research is to describe students’ engagement and students’ perception of their engagement in English learning. Observation data findings show 76.30% of the whole activities during observation is positive. It is dominated by writing activities and no reading activity is found since the lesson is mainly about completing sentences in written form. Consistency of students’ behavioral engagement during English class tends to go up and down in each time-slot but it never falls below 50 percent.

Questionnaire and interview data findings reveal students’ perception toward their engagement in English learning. The result of the questionnaire and the interview show that there is positive attitude toward students’ motivation in learning English. There are nine characteristics of students’ engagement being asked through questionnaire, and the data show that students agreed on five out of

nine of the characteristics. Unfortunately one of the interview data is at odds with the result from questionnaire data because of certain reason.

From the whole data, it can be concluded that students’ engagement in English learning does not yet reach the full level of engagement, but it has reached more than half of it.

It have been found that students’ engagement is connected positively to desirable learning outcomes such as critical thinking and grades (Carini, 2004), so hopefully the result of this research can add useful information to be a help as a reference to improve students’ engagement in English learning.

The research only covers several characteristics of students’ engagement that are quite easy to be seen in one level of education. That is why for further research, it is recommended to add other characteristics and try to conduct the research in different level of education in order to provide broader description on students’ engagement in English learning.

5.2. Suggestions

There are several suggestions which are derived from the data findings and discussion for the readers who concern about teaching English, especially in secondary level. The suggestions are as follows:

1. Provide learning activities that enable students to explore and to find solutions and answers themselves, such as problem-based learning.

2. Make a clear description of how students will be assessed in the beginning of the learning so they will have better understanding of what to do and what not in their performances during English learning.

3. Make English class to be as engaging as possible so students will have consistent focus.

4. Build a comfortable atmosphere to encourage students to be active in verbal participation in the class.

BIBLIOGRAPHY

Alwasilah, A. C. (2011). Pokoknya Kualitatif. Jakarta: Pustaka Jaya.

Barkley, E. F. (2010). Student engagement techniques: a handbook for college faculty. San Francisco: John Wiley & Sons.

Bassey, M. (1999). Case Study Research In Educational Settings. Buckingham: Open University Press.

Beer, C. et al. (2010). Indicators of Engagement. [Online]. Available at ascilite.org.au/conferences/sydney10/procs/Beer-full.pdf [December 27, 2012].

Bertram, D. (2007). Likert Scales. [Online]. Available at poincare.matf.bg.ac.rs/~kristina//topic-dane-likert.pdf [January 01, 2013].

Brewster, C., Fager, J. (2000). Increasing Student Engagement and Motivation:

From Time-on- Task to Homework. [Online]. Available at

home.comcast.net [August 10, 2012].

Broughton, G., et. al. (2003). Teaching English as a foreign language. Taylor & Francis e-Library.

Brown, H. D. (2001). Teaching by Principles An Interactive Approach to Language Pedagogy (Second Edition). New York: Addison Wesley

Carini, R., et. al. (2004). Student Engagement and Student Learning: Testing the Linkages. [Online]. Available at nsse.iub.edu/pdf/research [August 13, 2012]

Creswell, J. W. (2007). Qualitative Inquiry & Research Design: Choosing among five approaches. California: Sage Publications.

Cohen, L., et al. (2007). Research Methods in Education. Taylor & Francis e-Library.

Harper, S. R., Quaye, S. J. (2009). Student Engagement in Higher Education. New York: Routledge.

Hatch, J. A. (2002). Doing Qualitative Research in Education Settings. New York: State University of New York Press.

Jones, R. D. (2008). Strengthening Student Engagement. [Online]. Available at www.ipsi.utexas.edu [August 06, 2012].

Jones, R. D. (2009). Student Engagement Teacher Handbook. New York: International Center for Leadership in Education.

Nurkamto, J. (2011). Problema Pengajaran Bahasa Inggris di Indonesia. [Online]. Available at www.e-li.org [March 23, 2012].

Parn, L. (2006). An In-Depth Study of Student Engagement. [Online]. Available at scimath.unl.edu/MIM/files/research/ParnL.pdf [August 06, 2012]

Pinter, A. (2006). Teaching Young Language Learners. New York: Oxford University Press.

Ryan, R. M., Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic

Definitions and New Directions. [Online]. Available at

mmrg.pbworks.com/f/Ryan,+Deci+00.pdf [August 11, 2012]

Sullo, B. (2009). The Motivated Student Unlocking the Enthusiasm of Learning. Virginia: ASCD.

Taylor, L., Parsons, J. (2011). Improving Student Engagement: Current Issues in Education, 14(1). [Online]. Available at http://cie.asu.edu/ [December 27, 2012].

Trowler, V. (2010). Student engagement literature review. [Online]. Available at www.heacademy.ac.uk [August 6, 2012].

Yin, R. K. (2011). Qualitative Research from Start to Finish. New York: The Guilford Press.

---. (2003). Student Engagement Class Observation Guide. [Online]. Available at wmpeople.wm.edu [August 06, 2012]

---. (2008). Cambridge Advanced Learner’s Dictionary. Singapore: Green Giant Press.