Student engagement in edmodo-facilitated English class.

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ABSTRACT

Paradita, Lanoke Intan. 2016. Student engagement in Edmodo-facilitated English class. Yogyakarta: English Language Studies, Graduate Program of Sanata Dharma University.

The prolific use of ICT has brought a significant change to the way students learn as well as at how the students are engaged to their learning. When engagement is believed as essential to students’ learning process (Reeve, 2002), a supporting learning environment becomes even more prominent to facilitate the development of student engagement. The abundant choice of technological tools that can be integrated into the learning process provides options for teacher to find a suitable device to be employed into the class. Edmodo is one of the learning platforms that is now widely chosen for its safety, interactivity, and collaboration among teachers, students, and parents. Edmodo is also used in this study for the same reasons. This study was to find out, among the three types of student engagement, which type of student engagement occurred most when Edmodo was integrated during the English learning process. It also aimed to find how Edmodo facilitated the engagement. Therefore, the formulated research questions were: 1) Which type of student engagement was supported most in Edmodo-facilitated English class? 2) How did Edmodo facilitated student engagement during the learning process?

This study was a mix-method study employing a survey and interview in order to gather the quantitative and qualitative data. The quantitative data were used to find the level of engagement which portrayed the type of engagement that occurred most. The qualitative data was employed in order to find out how the students were engaged while the English learning process incorporated Edmodo. The subjects of the study were 148 third grade high school science students who had their English class asynchronously.

The result showed that students were engaged during Edmodo-facilitated English class in three ways that were behavioral engagement (x̄= 3.14), emotional engagement (x̄= 2.77), and cognitive engagement (x̄= 2.75). Based on this result, it was seen that the students were mostly engaged behaviorally. From the interview, it was found out that Edmodo had created a learning environment needed by the students to a sustained engagement, not only within the online learning platform but also during the offline class. Edmodo facilitated the interactivity among students, teacher and the authentic audiences, and also the ideal level of stress and anxiety during the learning process.

This study also found out that deadlines were not seen as burden that decreased enjoyment and engagement as proposed by Amabile (1976 in Gagne, 2003). Rather, the students found deadlines as the contributory factor to increase their engagement toward the learning process.

Keywords: student engagement, Edmodo, behavioral engagement, emotional engagement, cognitive engagement

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ABSTRAK

Paradita, Lanoke Intan. 2016. Keterlibatan Siswa di Kelas Bahasa Inggris yang Menggunakan Edmodo. Yogyakarta: Kajian Bahasa Inggris, Program Pascasarjana Universitas Sanata Dharma.

Maraknya penggunaan Teknologi Informasi dan Komunikasi (TIK) membawa perubahan yang signifikan terhadap cara belajar siswa dan keterlibatannya dalam pembelajaran. Apabila keterlibatan siswa dipercaya sebagai hal yang penting dalam proses belajar siswa (Reeve, 2002), lingkungan belajar yang mendukung menjadi suatu hal yang sangat dibutuhkan untuk memfasilitasi terbentuknya keterlibatan siswa. Banyaknya pilihan alat teknologi yang dapat digunakan dalam proses pembelajaran menawarkan pilihan bagi guru untuk menggunakanya di dalam kelas. Edmodo merupakan suatuplatform pembelajaran yang telah dipakai secara luas karena aman, interaktif, dan fasilitatif terhadap interaksi antar guru, siswa, dan orang tua. Edmodo digunakan dalam penelitian ini karena memiliki alasan tersebut. Penelitian ini bertujuan untuk menemukan jenis keterlibatan siswa yang paling sering terjadi, diantara tiga jenis keterlibatan siswa, pada saat Edmodo digunakan selama kelas Bahasa Inggris. Penelitian ini juga bertujuan untuk menemukan cara siswa terlibat di dalam kelas. Untuk itu, pertanyaan penelitian yang dirumuskan adalah: 1) Apakah jenis keterlibatan siswa yang paling terfasilitasi di kelas Bahasa Inggris yang menggunakan Edmodo? 2) Bagaimana Edmodo memfasilitasi terjadinya keterlibatan siswa selama proses belajar?

Penelitian ini merupakan penelitian campuran dengan menggunakan survei dan wawancara untuk mendapatkan data kuantitatif dan kualitatif. Data kuantitatif digunakan untuk menemukan tingkat keterlibatan siswa yang mencerminkan jenis keterlibatan siswa yang paling sering terjadi. Data kualtatif dipakai untuk mengetahui cara siswa terlibat dalam proses belajar Bahasa Inggris yang menggunakan Edmodo. Subjek atas penelitian ini adalah 148 siswa kelas tiga sekolah menengah atas dengan jurusan IPA yang melaksanakan kelas Bahasa Inggris secara tidak langsung (asynchronously).

Hasil penelitian menunjukkan bahwa tipe keterlibatan siswa pada saat Edmodo digunakan adalah keterlibatan sikap (behavioral engagement) sebesar x̄=3.14, keterlibatan emosi (emotional engagement) sebesar x̄=2.77 dan keterlibatan kognitif (cognitive engagement) sebesar x̄=2.75. Hasil ini menunjukkan bahwa siswa paling terlibat dalam hal sikap. Berdasarkan hasil wawancara, ditemukan bahwa Edmodo mampu membentuk lingkungan belajar yang dibutuhkan siswa untuk terus terlibat tidak hanya di dalam Edmodo pada saat online tetapi juga pada saat Edmodo tidak digunakan atau offline. Edmodo memberikan fasilitas yang menunjang interaksi, pembagian materi belajar, dan kolaborasi.

Penelitian ini juga menemukan bahwa batas waktu (deadline) tidak dianggap sebagai beban yang mengurangi kesenangan (dalam belajar) dan keterlibatan sebagaimana yang disampaikan oleh Amabile (1976, dalam Gagne, 2003). Sebaliknya, siswa menganggap batas waktu sebagai suatu faktor yang meningkatkan keterlibatan mereka dalam proses pembelajaran.

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Kata kunci: keterlibatan siswa, Edmodo, keterlibatan sikap, keterlibatan emosi, keterlibatan kognitif

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STUDENT ENGAGEMENT IN EDMODO-FACILITATED

ENGLISH CLASS

A THESIS

Presented as A Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum) Degree

in English Language Studies

Lanoke Intan Paradita Students Number: 116332039

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

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STUDENT ENGAGEMENT IN EDMODO-FACILITATED

ENGLISH CLASS

A THESIS

Presented as A Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum) Degree

in English Language Studies

Lanoke Intan Paradita Students Number: 116332039

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2016

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A IreSIS

STT}DENT EIWAGEMENT IN

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ENGLISq,

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epera'eA$

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F. X. Muhrto. Ph.D.

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A THESIS

STTTI}ENT ENGAGEMENT IN EDMODO'FACILITATED ENGLISH

CLASS

Lanoke Intan P

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Was Defended in front ofthe Thesis Committee and Declared Acceptable

[lrcsis Committee Chairperson: Dr. B. B. Dwijatmoko, M.A

Secretary : F. X. Mukarto, Ph.D

Member

: Jasglin Ikhsan, Ph.D

Member : Dr. J. Bismoko

f>,*f

Yogyakarta 23lune20l6

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TO MY MOTHER AND MY FATHER,

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STATEMENT OF ORIGINALITY

This is to certify that all the ideas, phrases, and sentences, unless otherwise stated, are the ideas, phrases, sentences of the thesis writer. The writer understands the full consequences including degree cancellation if she took somebody else's idea, phrase, or sentence without a proper reference.

Yogyakarta, 23 June 2016

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN

AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswi Universitas Sanata Dharma:

Nama : Lanoke Intan Paradita

Nomor Mahasiswa : 116332039

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

STUDENT ENGAGEMENT IN EDMODO-FACILITATED ENGLISH CLASS

Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa meminta ijin dari saya maupun memberi royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal: 23 Juni 2016

Yang menyatakan,

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ACKNOWLEDGMENT

First and foremost, I must thank Allah SWT for His blessings and grace that I finally complete my thesis.

My deepest gratitude also goes to the following people who have given encouragements, constructive feedback, and unending helps during the process of my thesis writing. I would like to send my deepest gratitude to my advisor, Bapak F. X. Mukarto, Ph.D. who never stops giving support and the one who always ensures me that I will reach this point. His feedback, guidance, and assistance were the most valuable parts of this thesis. I would also like to extend my gratitude to the lecturers of KBI who have spent their time reviewing the thesis and giving fruitful inputs to the betterment of my work. I am indebted to Dr. B.B. Dwijatmoko, M.A., Dr. J. Bismoko, and Jaslin Ikhsan, Ph.D.

I must thank my English teacher, Ibu Ismi Fajarsih, M.Pd for letting me conduct the research in her classes and also the students who became cooperative respondents for my research. My thankfulness also goes to Ibu Noor Qomaria, M.Hum as the Head of Language Training Center, Universitas Muhammadiyah Yogyakarta who has given me permission to conduct my thesis and to leave work more than I should do. I would also like to send my appreciation to my colleagues in LTC UMY for giving me supports throughout the writing process and also to my co-workers at SAC UMY who are always full of creative muse and joy.

This accomplishment of this thesis happens because of my family. Here, I would like to deeply thank my parents and my family for never lose faith on me. My thesis would be a lot harder to finish without the presence of my best friend, the Rye family: Ningsih, Stale, and Karl Noah. I must thank for the sanctuary they provide, eye-opening discussions, rich arguments, and positive feedback. My thankfulness is also for my SEAMOLEC friends, especially Daniel who fights along with me in managing the time for thesis writing. Also to Mbak Siska, Dias, Hebi, Pak Joko, Mbak Dita, and Risang who have spent time together with me during the study. Last, I would like to express my gratitude for Gagad-senseiwho have been resourceful for my personal development both during training and outside the mats.

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TITLE PAGE ………….………...

APPROVAL PAGE ……..………...

DEFENSE APPROVAL PAGE .………...

DEDICATION PAGE………

STATEMENT OF WORK ORIGINALITY ……….

LEMBAR PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS………...

ACKNOLEDGEMENTS ……….. TABLE OF CONTENTS ………... LIST OF TABLES ………. LIST OF FIGURES ………

LIST OF APPENDICES………

ABSTRACT ………... ABSTRAK ………. i ii iii iv v vi vii viii x xi xii xiii xiv

CHAPTER I. INTRODUCTION………

A. Background of the Study ……….

B. Problem Limitation………..

C. Problem Formulation………...

D. Research Objectives ……….

E. Research Benefits………

1 1 7 8 8 8

CHAPTER II. LITERATURE REVIEW………..

A.Student Engagement ………

1. Definition of Student Engagement………..

2. The Three Dimensions of Student Engagement………..

3. Student Engagement and Motivation……………....

4. Measurement of Student Engagement………..………

B. Computer Assisted Language Learning (CALL) and Online Learning

C. Edmodo………..……….………..

10 10 10 12 14 15 17 22

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a. Interaction……… b. Collaboration and Sharing………... c. Monitoring and Encouragement………... 2. The Use of Edmodo and Its Features………

D.Theoretical Framework………

23 23 24 24 28

CHAPTER III. METHODOLOGY………

A. Research Methods………

B. Research Setting and Participants…..……….………….

C. Data Gathering Techniques………...…………...

1. Questionnaire……….. 2. Interview………..

D. Data Analysis………...

33 33 36 37 37 39 40

CHAPTER IV. FINDINGS AND DISCUSSIONS……….………

A. Findings………. ………...

1. Types of Student Engagement in Edmodo-Facilitated English Class…...... 2. Edmodo learning environment…….……….……….

B. Discussions ………..

1. TheLevel of Engagement………………..

2. The Nature ofEdmodo………..……….

a. Interaction among students and authentic audience …...……...

b. Sufficient time and feedback for student..………. c. The ideal level of stress and anxiety..……… d. The occurrence of learner autonomy.………

44 44 44 47 51 52 59 60 61 65 67

CHAPTER V. CONCLUSION AND SUGGESTIONS………

A. Conclusion………...

B. Suggestions………..

70 70 72 BIBLIOGRAPHY……….. APPENDICES ……… 74 81

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LIST OF TABLES

Table 2.1 Table 3.1 Table 3.2 Table 3.3 Table 4.1

Table 4.2

Questionnaire Blueprint………. …………

The Conversion of Questionnaire Scale Value…………..

The Categorization of the Statements in the Questionnaire

The Mean Criteria……….…..

The Questionnaire Result on Types of Student Engagement in Edmodo-facilitated English Class……….

Sample of Interview Results………..

29 36 37 41

45 48

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LIST OF FIGURES

Figure 2.1 Figure 2.1 Figure 2.2 Figure 3.1

Figure 3.2

Teacher’s Home onEdmodo………

Badges Awarded from Teacher to Student………..… Student’s Home on Edmodo ……….…...

Triangulation Model: Convergence Design (Creswell & Plano Clark, 2011:63)………...

The Mean Criteria Formulation (Sudijono, 2009: 175)…...

25 26 27

34 41

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LIST OF APPENDICES

Appendix 01.

Appendix 02. Appendix 03. Appendix 04.

Questionnaire for Student Engagement in Edmodo-Facilitated English Class…….………....

InterviewGuideline…….………... Questionnaire Blueprints…….………...

Interview Result (Mapped) in Bahasa Indonesia..……..

81 79 80 84

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ABSTRACT

Paradita, Lanoke Intan. 2016. Student engagement in Edmodo-facilitated English class. Yogyakarta: English Language Studies, Graduate Program of Sanata Dharma University.

supporting learning environment becomes even more prominent to facilitate the development of student engagement. The abundant choice of technological tools that can be integrated into the learning process provides options for teacher to find a suitable device to be employed into the class. Edmodo is one of the learning platforms that is now widely chosen for its safety, interactivity, and collaboration among teachers, students, and parents. Edmodo is also used in this study for the same reasons. This study was to find out, among the three types of student engagement, which type of student engagement occurred most when Edmodo was integrated during the English learning process. It also aimed to find how Edmodo facilitated the engagement. Therefore, the formulated research questions were: 1) Which type of student engagement was supported most in Edmodo-facilitated English class? 2) How did Edmodo facilitated student engagement during the learning process?

Keywords: student engagement, Edmodo, behavioral engagement, emotional engagement, cognitive engagement

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ABSTRAK

Paradita, Lanoke Intan. 2016. Keterlibatan Siswa di Kelas Bahasa Inggris yang Menggunakan Edmodo. Yogyakarta: Kajian Bahasa Inggris, Program Pascasarjana Universitas Sanata Dharma.

Hasil penelitian menunjukkan bahwa tipe keterlibatan siswa pada saat Edmodo digunakan adalah keterlibatan sikap (behavioral engagement) sebesar

x̄=3.14, keterlibatan emosi (emotional engagement) sebesar x̄=2.77 dan keterlibatan kognitif (cognitive engagement) sebesar x̄=2.75. Hasil ini menunjukkan bahwa siswa paling terlibat dalam hal sikap. Berdasarkan hasil wawancara, ditemukan bahwa Edmodo mampu membentuk lingkungan belajar yang dibutuhkan siswa untuk terus terlibat tidak hanya di dalam Edmodo pada saat online tetapi juga pada saat Edmodo tidak digunakan atau offline. Edmodo memberikan fasilitas yang menunjang interaksi, pembagian materi belajar, dan kolaborasi.

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Kata kunci: keterlibatan siswa, Edmodo, keterlibatan sikap, keterlibatan emosi, keterlibatan kognitif

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CHAPTER 1 INTRODUCTION

This chapter is to elaborate the background of the study which serves as the general overview of the issues discussed in this study. It also elaborates the justification of the subject taken based on the previous studies. Moreover, this chapter also provides the limitation of the study, problems formulation, research objectives, and the research benefits.

A. Background of the Study

Incorporating ICT in language teaching and learning process has brought

significant results to students’ achievement since it was first employed. It offers the students with more opportunities to be more engaged in their learning through the facilities it provides such as quick access and affordable updated sources, information, and exercises. Through ICT, students are also able to find authentic resources related to their own need as well as to work based on their own pace (Rennie and Morrison, 2013; Floris, 2014) which impacts on students’ skills of reading, writing, speaking, listening (McGraill and Rozema, 2005 in Roblyer and Doering, 2010). The utilization of ICT is also proven to be able to motivate students, to make students and teachers work more productively, to enhance instruction and to help students learn and sharpen their information age skills (Roblyer and Doering, 2010; Hubbard, 2009). Moreover, it provides a vast opportunity for students to be independent that they are encouraged to control and manage their own learning (Lee and McLoughlin, 2011:28).

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Moreover, the use of ICT is able to tap the needs of students who are characterized as digital natives or the net generations who learn differently when compared to those who are regarded as digital immigrants. Digital natives are the generations born and living in the digital era when technological tools are widely exposed and used including computer and internet. Consequently, they shape different ways to communicate, socialize, create, and learn (Helsper and Enyon, 2009).

Prensky (2001 in Helsper and Enyon, 2009) concludes that the consequence mentioned above brings significant change to education since the students have different ways of thinking and learning. He argues that

“digital natives are used to receiving information really fast. They like to

parallel process and multi-task. They prefer their graphics before their text rather than the opposite. They prefer random access (like hypertext). They function best when networked. They thrive on instant gratification and frequent rewards. They prefer games to“serious” work.” (pp. 1-2)

From his argument, it is clear that students nowadays require different methods of learning in order to best accommodate their needs and to engage them in the learning process of which methods can be facilitated by the use of ICT. In Indonesia context, moreover, where English serves as a foreign language, the demand to make English classroom meet the students’ need is imperative. While English as a foreign language is only seen “as enrichment rather than a matter of

crucial importance for academic success” (Roblyer and Doering, 2010), students are needed to be engaged so that they can experience the learning itself. ICT, therefore, is suitable to be incorporated within the learning process to cater the

students’ characteristic in order to make the learning process can be best experienced.

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As described above, ICT tool that is now becoming prolific is not only the use of computer but also its integration and connection to the internet. It enables a distance learning to happen in which students and teachers are not limited by time and space to interact and to conduct the learning process, either synchronously or

asynchronously. Synchronous distance learning is “the situation where teacher

and students meet at the same time but in different places”, while asynchronous distance learning is “the circumstances in which both time and place are different”

(Newby et al, 2011:188).

In conducting the distance learning, a Web 2.0 is now commonly used to support the learning process. Web 2.0 is “a term for second-generation Web technologies that allow for communication and collaboration of people in

Web-based communities” (Newbyet al,2011:189). Lee and McLoughlin (2011:24-25) add that Web 2.0 is characterized by the lenience that the end-user get to access, create, disseminate, and share information. The features are most likely user-friendly and in an open environment. Also, it is usually built on simple software and free or very low cost of use. Some examples of Web 2.0 tools are blogs, wikis, social networking, multimedia archives, synchronous communication tools, 3-D virtual worlds, multiplayer games, mobile learning, and open content.

In this research, the Web 2.0 tool mainly discussed is social networking which is generally defined as “a term for various Internet applications that allow individuals to share information and interests in an online community”(Newby et al, 2011:188). Social networking such as Facebook, Twitter, LinkedIn, Flickr, YouTube, Tumblr, Path, Instagram and others allow the users to connect and to

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collaboration does always exist. It means that social networking sites or social media are potential to extend the learning process that the students can engage with the materials longer and have broader opportunity to relate them to the

students’ daily life through discussion and sharing (Notley, 2009 in Collin et al, 2011:14). This, in turn, will enable the process of deeper learning to happen to the students. In addition, Boettcher (2007) in Rennie and Morrison (2011:6) mention that

“Social networks are all excellent tools for allowing learners to clarify concepts, establish meaning links and relationships, and test their metal models. Furthermore, they provide a public forum in which the cumulative process of concept formation, refinement, application and refinement, application and revision is fully visible to student peers and teachers.”

While learning, including language, is a matter of knowledge construction through interaction and collaboration, the integration of social network during the language learning process will highly facilitate the learning process to happen. However, the social network sites pose significant problem that include the security of the students in terms of bullying and exposure to advertisement and inproper info-sharing. For these reasons, a safer environment of the social network sites are needed to accommodate the learning process with less risk of the security issue (Education Week, June 15, 2011).

One of many social network sites that is now becoming widely used by teachers is Edmodo which was established since 2008 and has been growing with more than 56 million members, including teachers, students and parents, around the world. Edmodo is the most used K-12 social learning network which dedicates itself in giving the opportunity for especially teachers and students to connect and to be accessible to the materials they need in developing their learning

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(www.edmodo.com/about). It is noted as one of the top twenty five educational networking platforms fostering “the qualities of innovation, creativity, active

participation, and collaboration” (Kongchan, 2012 in Al-Kathiri, 2015; Enriquez, 2014). One that is distinct from Edmodo, besides serving as a costless social learning platform, is that it strives in giving the security to its members that all activities are only accessible to the members registered on the classess. Each member is given particular entry codes to the classes so that it prevents outsiders to access the class.

Besides ensuring the security for its members, Edmodo is designed to be user friendly. Its interfaces are similar to Facebook so that the users are easily familiar with the features. More importantly, the features provided by Edmodo are designed to promote the connection among teachers, students, and parents. The features enable the members to share contents that promote exploration and thus independent learning. This interaction will create a friendly environment for the members and reduce their anxiety level. The content sharing and room for

discussion will encourage “affective support among peers to increase, especially,

students’ motivation toward L2 learning” (Lee, 2005; Taylor & Parsons, 2008; Beer, Clark & Jones, 2010).

The motivation created by these learning environments becomes the source of engagement (Reeve, 2012) which is essential to student learning process. Student engagement was an aspect which as a result would improve

student participation at school and thus influence students’ outcome including

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“engagement helps to develop habits of the mind and heart that enlarge the

students’ capacity for continuous learning and personal development” since engagement is the key to lead the students to invest academically and socially to their subjects of learning, to the institutions, and to others they are working with. Student engagement involves various constructs which most of the time overlap one to another. Fredricks, Blumenfeld, & Paris, 2004), however, propose that there are mainly three types of student engagement that are behavior engagement, emotional engagement, and cognitive engagement.

Edmodo, in relation with student engagement, is seen as a tool which is potential to increase the level of engagement through the features it provides. It was proven by Sanders (2012) who examined student engagement and responsible learning in Edmodo. In his dissertation, Sanders aimed to determine whether a teaching strategy which incorporated Edmodo, which he categorized as an academic networking site, impacted on student engagement and responsible learning. His study was a mix method study which employed close ended survey for his quantitative data and open-ended survey questions and document analysis of student entries on Edmodo as his qualitative data. His research found out that particular features on Edmodo impacted on student engagement and responsible learning. He noted in his study that other research should be conducted to examine how Edmodo is used to encourage student engagement and responsible learning.

The results of the research by Sanders were in line with Olson’s (2014)

finding out that Edmodo was “a flexible and user-friendly environment that

encourages student learning and engagement”. Olson examined one mixed-level ability of Environmental Science class in which Edmodo was used during the

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teaching and learning process. He used students’ posts both quantitatively and

qualitatively using three rubrics he adapted from varied existing rubrics. The data he collected were to answer how the students were engaged seen from the quality and quantity of the posts, to assess the usefulness of the rubrics, to find out

students’ attitude while using Edmodo, and to see if the quantity and/or the quality

of the posts correlate with students’ grade. As he analyzed, it was found out that

the students had more diverse posts as Edmodo was used and the rubrics characterizing students’posts were useful.Olson also found out that students’ had

positive manner since they maintained their interest and engagement when Edmodo was used. The last, he discovered that students who posted more often with greatest variety of posts mostly got higher score than those who did not.

As seen from the previous research by Sanders (2012) and Olson (2014), Edmodo significantly correlates to the students’ engagement to their learning.

While student engagement is proven essential to bring positive impacts to the learning process and eventually the learning result, this research is to find out the types of engagement that occurred most in senior high school English classes and also to elaborate Edmodo engaged the students.

B. Problem Limitation

The notion of student engagement and also social network for learning platform comprises wide aspects and constructs. This research is limited in exploring the types of student engagement occurred when Edmodo was used in English class and the way Edmodo engaged the students during the learning process. The research was also conducted by involving only the third grade

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students of senior high school in various level of English ability in which Edmodo was mainly used in distance learning for three weeks.

C. Problem Formulation

This research attempted to answer the following questions:

1. Which type of student engagement was supported most in Edmodo-facilitated English class?

2. How did Edmodo facilitate student engagement during the learning process? D. Research Objectives

This research had two objectives. The first, it aimed to finding out the types of student engagement that were mostly facilitated while Edmodo was being utilized during English class. A questionnaire developed based on National Survey of Student Engagement (NSSE) and Fredricks’s notions on student

engagement was used to find out what types of student engagement that mostly occurred when the students used Edmodo. Second, this research aimed to find out how Edmodo facilitated the engagement in their learning process. It was done through depth interview with the students.

E. Research Benefits

As it is has been noted previously, ICT is proven to significantly bring an

increase to students’ learning process. Numerous researches have also examined how ICT tools, particularly social media, give impact to students’ outcome. Yet, the exploration of how students are engaged in the chosen ICT tool is still limitedly discussed. Because engagement will serve as a prior tenet to students’

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language, this research is expected to give both scientific and practical benefits for students and teachers.

Scientifically, this research will enrich the discussion on how social media is potential to enhance students’ learning and bring positive outcomes to the students. Particularly in the use of Edmodo, this research will provide an explanation of what types of engagement that are mostly supported by Edmodo in English classroom.

Practically, the result of this research will benefit not only students to how optimally use Edmodo to support their autonomous learning, but it will also beneficial to teachers and school administrators to gain a broader ideas on how to maximize the utilization of Edmodo in order to enhance students engagement that will help them to enrich their learning experience in improving their learning outcome. School administrator will also gain benefits in a way that it can build Edmodo as a platform that can be used as a learning tool for school-wide online learning.

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CHAPTER II LITERATURE REVIEW

This chapter is intended to discuss the theoretical basis used in this research. It covers the constructs of student engagement, Computer Assisted Language Learning (CALL) and online learning, and Edmodo. Besides the theoretical basis, this chapter also discusses the theoretical answer to the research questions through the theoretical framework.

A. Student Engagement

1. Definition of Student Engagement

Believed to be one significant factor to reduce school dropout rate, student engagement starts to receive more attentions. Schools begin to implement curriculum to improve the engagement. Recently, more studies focus not only in

leveraging the dropout rate but also in examining and proofing that students’

attitude toward their learning process gives positive effect to the students’

involvement and achievement or in other way, to reach school completion (Christenson, Reschly & Wylie, 2012). Astin (1984) mentioned that student involvement, which later he mentioned as student engagement, has positive correlation to the student learning and personal development. It is also in line with Kuh (2009 in Junco, 2012) who asserts that student engagement expedite the desired outcomes of college education.

In its early study, student engagement was closely linked to the frequency

of students’ involvement in an effective educational practices and activities both

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engagement was formerly assessed based on student attendance (Douglass and Alemanne, 2008 in Beer, Clark, & Jones, 2010) which is one of its significant

indicators to reflect students’ participation in class and school activities (Natriello,

1984 in Mosher and Gowan, 1985). However, it did not necessarily describe the quality of student participation that evidently is an important aspect of student engagement (Beer, Clark, & Jones, 2010).

To provide a broader understanding on student engagement, Newmann (1992) defined it as the opposite of student disengagement and mentions that an engaged student makes psychological investment in learning “by putting efforts to their learning and aiming not only for grades but also to the understanding of the

materials.” Yet psychological investment is mostly associated only with academic aspect while students are not engaged limitedly in term of cognitive engagement. When the students, for example, accomplish the tasks on time and never skip the class, it means that the students indicate positive attitude and behavior which is defined as being engaged behaviorally.

In a more recent definition, Chapman (2003) proposes student engagement

as a construct to depict “students’ willingness to participate in routine school

activities, such as attending classes, submitting required work, and following

teachers’ directions in class”. Moreover, Christenson, Reschly, and Wylie (2012:816-817) comprise the understanding of student engagement in a more complete constructs as follow:

“Student engagement refers to the student’s active participation in

academic and co-curricular or school-related activities, and commitment to educational goals and learning. Engaged students find learning meaningful, and are invested in their learning and future. It is a multidimensional construct that consists of behavioral (including academic), cognitive, and affective subtypes.

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Student engagement drives learning; requires energy and effort; is affected by multiple contextual influences; and can be achieved for all learners.”

Referring to the understanding above, student engagement is defined in three ways based on engagement constructs that are behavior engagement, emotional engagement, and cognitive engagement (Fredricks, Blumenfeld, and Paris, 2004). While other scholars categorize student engagement into four constructs that are academic, professional, intellectual, and social engagement (Pittaway, 2012) or behavior, emotional, cognitive, and psychological engagement (Anderson, et al., 2004 in Parsons and Taylor, 2011), the frequently referred by most research and review on student engagement to define, understand, and measure student engagement is one proposed by Fredricks, Blumfeld, and Paris (Christenson, Reschly, and Wylie, 2012:813).

2. The Three Dimensions of Student Engagement

In general, the term engagement is defined as commitment or investment of which level or degree of engagement may differ in quality along each component of engagement. Consequently, engagement is highly possible to vary in terms of intensity and duration. A student is possibly engaged for short term and situation specific or long term and stable (Fredricks, Blumenfeld, and Paris, 2004). In their review on student engagement, Fredricks, Blumenfeld, and Paris (2004) rationalize the concepts of student engagement which in fact is multidimensional and meta-constructs by comparing and evaluating the concepts with other overlapping concepts such as motivation and participation that are often used to describe engagement.

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The first type of student engagement is behavioral engagement. This type of engagement is closely related to participation which includes the involvement in academic, social, or extracurricular activities. Behavioral engagement entails positive conduct such as following the rule, adhering to classroom norms, and avoiding disruptive behavior (skipping school and getting in trouble); behaviors such as effort, persistence, concentration, attention, asking questions, and contributing to class discussion (Fredricks, Blumenfeld, and Paris, 2004). Behavior engagement is considered crucial for achieving positive academic outcomes and preventing dropping out (Connell, 1990; Finn, 1989 in Fredricks, et al.,2003).

The second type of student engagement is emotional engagement. This type of engagement includes students’ affective reactions both positive and

negative reactions to the classroom covering interest, boredom, happiness, sadness, and anxiety (Connel and Wellborn, 1991; Skinner and Belmont, 1993 in Fredricks, Blumenfeld, and Paris, 2004). It also includes their reaction towards their teachers and peers as well as their identification with school like and valuing. Belonging refers to the feeling of being important to the class or school and valuing is the appreciation of success in school-related outcome (Finn, 1989; Voekl, 1997 in Fredricks et al., 2003).

The last type of student engagement is cognitive engagement. Cognitive engagement is often referred as academic investment during the learning process.

It includes “being thoughtful, willing to exert the necessary effort for

comprehension of complex ideas and mastery of difficult skills” (Corno and

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2003). The conceptualization of cognitive engagement also includes the flexible problem solving, psychological investment which draws similarly from the idea of motivation, and strategic or self-regulation (Fredricks, Blumenfeld, and Paris, 2004).

3. Student Engagement and Motivation

In a learning process, both terms: motivation and student engagement are linked closely since both of them serve as a significant construct to keep the students to continue their learning. Studies have shown that students who are highly motivated and engaged most likely perform better achievement and are better learners (Schlechty, 2011; Woofolk & Margetts, 2007 in Saeed & Zyngier, 2012).

To be motivated, according to Ryan and Deci (2000), means “to be moved

to do something”. Further, they explain that motivated students are characterized by the energy and enthusiasm they perform toward an end (of a task or project). While students who are engaged are characterized such as by their effort in learning, involvement in their own learning, persistence to achieve goals in spite of the difficulties the students have, ability to work together and creatively solving problems (Newmann, 1992; Schlechty, 2001 in Saeed & Zyngier, 2012).

In general, motivation becomes the source of student engagement while student engagement is an outcome of a motivational process (Reeve, 2012; Saeed & Zyngier, 2012). Reeve (2012), in detail, differentiates motivation and student engagement as a private and unobservable psychological, neural and biological process for the first one and an observable behavior that is performed publicly for the later construct.

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4. Measurement of Student Engagement

As mentioned in early part of this chapter, student engagement was

primarily assessed based on students’ attendance to school and its activities,

particularly their attitudes and involvement, because the measurement result was utilized to determine the actions to reduce school dropout. Since engagement has

now covered not limitedly to students’ behavior, the concepts of emotion and

cognitive aspects have to be included into the measurement of student engagement.

The meta-construct of student engagement consequently defines on how it is measured. Therefore, it has to be noted that one concept of engagement may also describe the other type of engagement. For example, behavior engagement is

observed through students’ positive behavior such as completing homework and

adherence to school rules. Yet, it is also observed through students’ work-related behavior such as effort, attention, and persistence (Fredricks, Blumenfeld, and Paris, 2004).

The measurement of emotional engagement is observed based on the

students’ positive and negative feeling as well as their interaction toward the

school, academics, teachers, and peers such as being happy, interested, sad, bored, frustrated, anxious, and angry. The measurement of this engagement often involves values and orientation toward school, whether the students are satisfied with their achievement and how they perceive the importance of the school subjects to their future (Fredricks, Blumenfeld, and Paris, 2004).

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observed through students’ flexible problem solving, willingness to comprehend complex ideas by implementing meta-cognitive strategy such as regulating attention, persistence, relating new information to existing knowledge, and actively monitoring comprehension, and self-regulation (Fredricks, Blumenfeld, and Paris, 2004; Fredricks and McColskey, 2012).

There are various instruments that have been developed to measure student engagement with specific aims of measurement or emphasize on particular type of engagement, such as Engagement vs. Disaffection with Learning—Student Report and Identification with School Questionnaire (ISQ) or instruments which cover all constructs of engagement such as School Engagement Measure (SEM) and School Engagement Instrument (Fredricks and McColskey, 2012). The data are collected through various methods such as student and teacher report, observation, interview, questionnaire, experience sampling, and focus case studies (Chapman, 2003; Fredricks, and McColskey, 2012). One instrument that is broadly used and has served numerous schools and universities is NSSE (National Survey of Student Engagement) which survey is used to find data that educational institution may use to improve its students and institutional performances, to discover and to document effective educational practice, and to encourage the educational institutions to report their performance publicly (Kuh, 2009).

Most of the instrument to measure student engagement is built for school-wide engagement. Barkley (2010:5), however, mentioned that student engagement is very possible to be observed and measured in classroom wide of which result is

used to create the best learning environment to improve the students’ performance

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context. For this reason, the instruments to measure and analyze student engagement are often developed based on the specific information on learning, school, or family context (Christenson, Reschly, and Wylie, 2012).

B. Computer Assisted Language Learning (CALL) and Online Learning Computer Assisted Language Learning or briefly acknowledged as CALL is the use of computer in order to support the learning process. Computer, in this

field, is not limited to only desktop and laptop devices but it also includes “the

network connecting them, peripheral devices associated with them, and a number of other technological innovations such as PDAs, mp3 players, mobile phones, electronic whiteboards, and even DVD players which have a computer of sorts

embedded in them” (Levy & Hubbard, 2005 in Hubbard,2009).

Generally, ICT is defined as “any process in which a learner uses a

computer and, as a result, improves his or her language” (Beatty, 2003 in

Hubbard, 2009). The improvements are in terms of learning efficiency, learning effectiveness, access, convenience, motivation, and institutional efficiency (Hubbard, 2009). ICT promotes learning efficiency and effectiveness that the students may obtain language knowledge or skills faster or with less effort and make deeper associations thus retain the knowledge or skills longer. When ICT is used, the students have broader access to collect materials and to interact more. It is convenient since the students are in their own choice to learn in term of time and place.

In integrating ICT for distance learning, there are two settings of ICT use for classroom communication that are synchronous and asynchronous setting. The

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at the same time but in different place” while the second one is “the circumstances

in which both time and place are different.” (Newby et al, 2011). Synchronous

computer mediated communication (CMC) is noted to provide “more balanced

participation than a face-to-face discussion” (Reed, 2003; Warschauer, 1995/1996 in Hubbard 2009) because the students do not have visual cues on who is holding the floor. It also happens because the students can type and review their messages before being sent which means that the students can participate in the discussion without having to interrupt or being interrupted. This situation allows the students to be less stressed thus supporting them to build a comfortable learning environment for them. In asynchronous class, the activities are mainly the use of email and discussion board. Since the students are given ‘a delay’ in sending the

messages, they can be more reflective and create more complex discourse as well as focus on form and meaning rather than in fast-paced synchronous setting (Sotillo, 2000 in Hubbard, 2009).

As previously mentioned, in order to promote student learning, CALL activities nowadays are not limited to the installed computers in the classroom, but it also incorporates mobile gadgets which both are connected to a network. This enables the teachers and students to have online classroom instruction and

interaction “through the use of email, blogs, online social network, and other

interactive website and services” (Beatty, 2010). Having the computer and other

technological tools connected to the internet, students and teachers have a greater

opportunity “to access learning materials; interact with the content, teachers, and

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acquire knowledge, to construct personal meaning, and to grow from the learning

experience” which by Ally (2004) is explained as online learning.

He further explains in his definition that online learning is meant to promote the quality of learning. When it is used alone, it serves only as the

medium “to bring real-life models in which students can interact, link new info to

old, and acquire meaningful knowledge” (Beatty, 2010). The tools that are utilized

for the learning process, both offline and online, have to be intended to create a meaningful learning environment and to make sense and meaning of the

curriculum being taught which facilitate the students to have “higher order,

creative thinking skills”. The supporting environment will likely help the students

to engage and optimize the knowledge acquisition (Jones, 2009).

A meaningful learning environment in term of language learning, according to Egbert and Hanson-Smith (1999), will occur within a classroom which complies with a general set of environment. The first is the opportunities to build interaction. Learning is believed to be a social process which means that interactions with others such as peers, teachers and experts are needed (Egbert and Hanson-Smith, 1999). Interaction will help the students to construct their knowledge and build their understanding. Interaction also means a good relationship among student-teacher which is needed by the students to develop their ability to survive in term of social relation and their own perception as a learner. Good interaction among students and teachers as well as positive

classroom climate fosters the students’ social engagement that prevents dropout

and “more likely increase students’ high level of interest, motivation, and

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The second environment to support language learning is an environment that supports the opportunities to interact with authentic audience with the target language. In building the interaction, students will need more than the opportunities to practice their language skill in the target language with their peers and teachers. It is also important for them to build purposeful social interaction

“in the target language with a knowledgeable source” that will improve their

language acquisition (Egbert and Hanson-Smith, 1999).

The third environment is an environment where learners are involved in authentic task. Besides having authentic audience, the students also need authentic tasks in order to inspire them. The students are given the opportunities not to only interact with real audience but are also challenged to complete the tasks which require the students to perform authentic communication. Therefore, their learning experience becomes meaningful and relevant because the students are working within a context. This learning environment will engage the students as they most likely engaged in a way that they find their time and attention are worth spend to learn things that are relevant, meaningful, and authentic (Wills, et al, 2009 in Taylor & Parsons, 2011).

The forth supporting environment for language learning is the exposure and encouragement for the learners to produce varied and creative language. Learners require the large amount and varied exposure in the target language in order to maximize their language acquisition. Therefore, it is not only authentic tasks that learners need but also a broad variety of language input. Given this opportunity, learners can be encouraged to produce output in the target language

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in more varied styles, thus encouraging their creativity (Egbert and Hanson-Smith, 1999).

The fifth is sufficient time and feedback for learners. In regard to learner differences such as in ability, motivation, learning style, anxiety and other factors that influence the process of learning, each learner may need different amount of time in order to complete the given tasks successfully. Therefore, flexibility of learning is required to cater the learners need. In addition, feedback is also helpful

for learners’ process of learning to assist them in reaching the tasks’ goals (Egbert

and Hanson-Smith, 1999).

The sixth environment to support the language learning is an environment where learners are guided to attend mindfully to the learning process. In

producing the outcome, the learners have to be mindful, that is being “motivated

to take opportunities presented to them and to be cognitively engaged as they

perform the production” (Egbert and Hanson-Smith, 1999). The learning environment has to be accommodative so that the learners are encouraged and guided to employ various meta-cognitive strategies during their learning process.

The seventh environment is the atmosphere with ideal level of stress or anxiety. The ideal level of stress and anxiety should be first created before the learners are able to perform the mindful process of learning. This can be achieved by forming group discussion which provides the learners with the sense of control over their own learning. Besides, creating a student-centered learning environment is also required to keep the learners within their stress/anxiety level during their process of learning (Egbert and Hanson-Smith, 1999).

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The eight is the support to the occurrence of learning autonomy. Learners’

autonomy means that the learners are given the ownership to devise their own learning including to plan and tosolve problems of their learning task. Teacher’s presence is to challenge the students’ critical thinking and guide them to decide

their own learning goal. Learning autonomy can occur when the learning environment supports the learner-centered class (Egbert and Hanson-Smith, 1999).

C. Edmodo

Edmodo is a private microblogging platform which is utilized to accommodate teaching and learning practices in order to foster the interactions among teachers and students. Edmodo as a microblogging platform, such as Twiter and Facebook, has been widely used by teachers to set up and manage their classes online, thus Edmodo is also classified as a Learning Management System (LMS) (Witherspoon, 2011 in Kongchan, 2012).

Edmodo was invented by Jeff O’Hara and Nicolas Borg on 2008 who work for a different school as web administrator and web developer. They develop Edmodo as an educational technological tool to share with and engage the students online by posting resources, assignments, polls, and through other activities embedded in it.

Edmodo is provided for free in the internet and is available for Android and iOS powered smartphones which eases both students and teachers with internet connectivity to access Edmodo at anywhere and at any time. Edmodo shares similar interfaces with Facebook so that it has familiar navigation features and easy-to-use design, yet it has a safer environment for the teachers and students

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to interact and collaborate because it requires unique codes to sign up for every class and school, reducing outsiders from joining the network (Kumar, 2012).

Moreover, Edmodo also allows parents to access the class to monitor the students’

progress.

In its implementation, Edmodo promotes the application of social constructivism pedagogy where students are active in making meaning of their own learning through collaborating with their peers and with other teachers, authentic task in a meaningful context, internalize their knowledge from various resources, and teacher-student interaction; in which all aspects form a social activity which is the nature of learning (Fernandez-Ulloa, 2013).

1. The Basic Nature of Edmodo a. Interaction

The most prominent functionality of Edmodo is its interactivity for teachers, students, and parents. Through Edmodo, all users may interact within one platform in any convenient time which can be both done synchronously and asynchronously. The interaction among students is done in the classroom wall or

in a group created by the teacher therefore teachers can monitor the students’

interaction. Meanwhile, teachers can have direct interaction to each student. This encourages shy student who is not active in the classroom to be more active in online classes.

b. Collaboration and Sharing

Edmodo enables teachers and students to work on the same class and share ideas. On the class wall in Edmodo, teachers and students can post educational materials in a form of links, media, and documents that can be downloaded and

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accessed by the other members of the class. The classroom wall also facilitates interactive discussion among students by enabling the students to give comment

on others’ posts and comments. Moreover, teachers may network their classes to

other teachers’ classes so that the students can work together with other teachers and students from other classes under the same topic. It also opens the opportunity for the students to get authentic or real audience in a safer environment.

c. Monitoring and Encouragement

Edmodo helps teachers to manage their online classes easily by providing the assignment tool which allow them to post quizzes and homework online.

Teachers can grade the students’ works online, give feedback, post and manage

the score, and at the same time monitor the submission of the works. Besides reducing the use of paper, it is easier for the teachers to keep and manage

students’ work without losing them. The grading feature is therefore helpful for the parents to monitor the progress of their children. Edmodo also feature student

badges that are created and given by the teachers for students’ achievement. Each

student may receive the badges for any accomplishment they make. This encourages the students to work better on their projects or assignments.

2. The Use of Edmodo and Its Features

Edmodo, as does other online learning platform, can be utilized for a distance learning classroom both synchronously and asynchronously. Asynchronous learning is often referred as a learning process which uses media such as video-conferencing and chat that enable teachers and learners to connect and communicate at a real time. Asynchronous learning, on the other hand, does not happen in a real time. Teacher and students may access the materials, post

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questions and feedback and do other activities using the tools in their convenient time. Therefore, an asynchronous learning is mostly accommodated by tools such as email and discussion board (Harstinski, 2008).

Edmodo is completed with features of which interface is intuitive (Thien et al., 2015) that most likely is because of its similar design with Facebook. It has a classroom wall that both teachers and students may share accessible contents that are downloadable for everyone. The formats of the content are also vary that are documents, audio, video, and also links. All posted contents are open for feedback which is publicly posted.

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Figure 2.2. Badges Awarded from Teacher to Student

Figure 2.1. above shows the features that teacher can use in Edmodo.

Teachers can create and send quizzes and assignments via “Quizzes” and

“Assignment”, receive the completed assignments and grade the works that are

transferrable to other format (.xlx) and can be directly posted to the parents via

“Grade Book” represented by the icon of book in the top left corner. Teachers

may also create polls via “Poll” and send notes also text (SMS) alerts to individual

students or to the entire class, and maintain class calendar through “Planner”

represented by the icon of calendar in the right side of the screen. The teacher can create and award badges to students based on challenges the students will also to receive award from Edmodo as seen in Figure 2.2. Teachers also have a great opportunity to connect with other teachers and educators in a larger community

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and are able to access the contents when they are enrolled in teacher communities available in Edmodo.

Figure 2.3. Student’s Home on Edmodo

Edmodo, however, has limited features for the students. Unlike teacher who can build the course by creating assignments, quizzes, and polls, the students

are basically ‘users’ of what are designed by their teacher. The students do not

have the feature that enables them to connect with other communities as teacher can do. One other limitation that Edmodo has for students is the less interactivity. While teacher has a broad connectivity with other teachers and interact, students on the other hand are able to limitedly interact with their teachers and classmates in the same class code. Unless sending messages to their teachers, the students cannot send private chat to other peers. This limitation is to prevent the students from cyber bullying since all posts can only be sent in classroom wall in which teacher can also manage and monitor what are posted by the students. In order to

broaden students’ network, the teacher may connect their classes into one

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with. The teacher may also connect the students to other teachers so that they may

join other teacher’s classes.

D. Theoretical Framework

Based on the literature reviewed on the previous sections, this theoretical framework is to help answering the research questions on the types of engagement occurred during English class facilitated by Edmodo and how this online learning platform engaged the students during the learning process. As explained by Fredricks, Blumenfeld, and Paris (2004), student engagement consists of varied meta-constructs that they put into categories of behavior engagement, emotional engagement, and cognitive engagement. These types, in fact, are very likely to overlap because one construct of the type may derive from similar construct of the other type and all of the constructs are “dynamically embedded within a single individual and are not isolated processes” (Fredricks et al., 2003). Thus, the level of engagement for each type can be different even though two or more engagement types are processing in the same time. One type of engagement may be the result or consequence of the other type. The descriptions of the types of student engagement proposed by Fredricks, Blumenfeld and Paris are used as the main source to categorize the occurrence of student engagement in Edmodo-facilitated English class. It is also used to help the researcher in analyzing how Edmodo engaged the students in the class and during the learning process. The categorization of the types of student engagement that was analyzed in this research was reflected in Table 2.1.

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Table 2.1. Questionnaire Blueprint Type of

Engagement Indicators Phenomena Gathering Items Behavior

Engagement

Positive conduct

Q1. Saya selalu hadir di kelas Bahasa Inngris baik saat Edmodo digunakan atapun tidak.

Q1. I always come to English class whenever or not Edmodo is used.

Q2. Saya selalu

mengumpulkan tugas tepat waktu pada saat Edmodo digunakan baik di dalam maupun di luar kelas.

Q2. I always submit any tasks on time whenever Edmodo is used both inside and outside the classroom.

Work involvement

Q3. Saya berusaha keras untuk mengerjakan tugas saya saat Edmodo digunakan baik di dalam maupun di luar kelas.

Q3. I try hard to

accomplish my

assignment whenever Edmod is used both inside and outside the classroom.

Q4. Saya bisa

berkonsentrasi lebih baik saat belajar Bahasa

Inggris dengan

menggunakan Edmodo baik di dalam maupun di luar kelas.

Q4. I can concentrate better when I am learning English with Edmodo both inside and outside the classroom.

Q5. Saya mengerjakan tugas yang diberikan guru saat menggunakan Edmodo baik di dalam maupun di luar kelas.

Q5. I do the assignments given by my teachers when Edmodo is used both inside and outside the classroom.

Participation Q6. Saya bertanya kepada guru atau teman lain untuk mendapatkan lebih banyak informasi saat Edmodo digunakan baik di dalam maupun di luar kelas.

Q6. I ask the teacher or other friends to get more information when Edmodo is used both inside and outside the classroom.

Q7. Saya lebih banyak terlibat dalam diskusi kelas baik saat Edmodo digunakan di dalam maupun di luar kelas.

Q7. I involve myself in the discussion more when Edmodo is used both inside and outside the classroom.

Emotional Engagement

Positive emotion and

Q8. Saya senang

menggunakan Edmodo untuk membantu saya

Q8. I love to use Edmodo as a tool to support my English learning when

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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.

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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).

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Correlating the features and the learning environment that they could support and enforced, the possible type of engagement could also be analyzed.

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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

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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

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belajar. Secara nggak sadar kita membaca materi supaya bisa nggarap tugasnya. Nah, itu ya mau nggak mau belajar to akhirnya.

(lebih mudah materinya) Saya lebih ke online, sih. Karena, misalkan materinya belum jelas tapi sudah dikasih latihan soal. Nah, itu biasanya sekalian browsing. Apa sih materinya? misalkan expression. Nanti nyari, apa sih expression? Nyari referensi lain. Jadi, tidak cuma dari materi yang dikasih di edmodo.

RI 23

Ya, jadi kalau metode pembelajaran sebenarnya sih jadi lebih mudah karena online. Jadi referensinya lebih banyak. Kalau buat kayak ditinggal-tinggal tadi jadi lebih mudah, jadi tetap terkontrol istilahnya. Terkontrol ngumpulin tugas, dsb, kan bisa lewat edmodo. Jadi lebih terkontrol gitulah, meskipun ditinggal kemana kita tetap buka. Karena ada tugas, kita belajar juga akhirnya.

RI 26

Ya, jadi lebih semangat (belajarnya) nih. Hehe.

RI 32

Cognitive Engagement

Flexible problem solving

Kan kita ngambilnya dari internet, mbak. Kita cari-cari materi yang lain yang berhubungan dengan itu.

ED 30

Belajar materi dulu, terus kita latihan soal.

ED 27

Ya, kalau enggak tahu ya tanya, ini gimana.

ED 28

Menemukan (metode lain untuk belajar bahasa Inggris).

ED 29

Kan kita ngambilnya dari internet, mbak. Kita cari-cari materi yang lain yang berhubungan dengan itu.

ED 30

Jarang (mencari materi sendiri sebelum menggunakan Edmodo).

ED 31

Ya (mencari materi sendiri setelah menggunakan Edmodo).

(2)

Ya, semangat (belajar) ED 42

Kalau enggak pakai (Edmodo) jarang belajar (Bahasa Inggris).

ED 43

Ya, gitulah. Paling cuma buka buku terus materinya kemarin apa, cuma gitu kalau enggak pakai edmodo.

ED 44

Ya, cari materi tambahan. ED 45

Kalau belajar sendiri kan kita tidak tahu kesalahannya apa. Kalau di edmodo ada teman yang lain dan ada mam Ismi. Jadi, bisa langsung dapat solusinya.

CN 39

Kalau pakai edmodo jadi sering, karena waktu pakai edmodo itu kan ditinggal sama mam Ismi jadi kita mau enggak mau rembukan lah yang bisa jelasin yang nggak bisa, jadi kita diskusi satu kelas lah. Jadi, pada diskusi menjelaskan materinya, misalkan ada yang nggak dong yang bagian ini, nah itu dia jelasin ke yang nggak bisa.

RI 15

Self-regulation Agak bebas, tapi kita harus konsekuen ngerjainnya, walaupun rame nggak apa-apa.

ED 54

Kalau saya mbak? Biasanya kalau saya (mengerjakan tugas) akhir-akhir banget.

ED 58

Iya, H-min berapa langsung ngerjain (apabila menggunakan Edmodo).

ED 59

Malemnya. Misalkan senin ada tugas mam Ismi, minggunya baru ingat terus langsung ngerjain (apabila tidak menggunakan Edmodo).

ED 60

Pernah sih (terganggu konsentrasinya), tapi kan kita di deadline jam pelajaran hanya dua jam pelajaran dan sebelum membuka link yang lain itu sebisa mungkin ngerjain yang itu dulu. Kalau sudah selesai baru buka yang lain.

CN 18

Ask teacher

Overlap with BE

Iya (lebih sering berkomunikasi dengan guru).

(3)

Malah sering ketika memakai edmodo. Didalam maupun diluar, iya.

CN 24

Cepet, sih. Kemarin setiap kali ada pelajaran edmodo langsung ke Lab. Kalau disana cuma download file tugasnya, lalu dikerjakan. Tapi kalau aku lebih sering download, lalu pahamin teksnya yang disuruh sama mam Ismi itu apa dan dikerjain. Habis itu untuk sisa waktunya aku lebih sering memposting kepada mam Ismi untuk menanyakan kabar. Jadi lebih ingin berkomunikasi daripada mengerjakan soalnya.

CN 30

Pakai edmodo. Kalau pakai edmodo, mam Ismi kan juga ngasih tugasnya nggak langsung semua. Sehingga mau nggak mau setelah download file itu ya harus dikerjain supaya nggak bertumpuk.

CN 46

Iya. (lebih baik dalam mengatur waktu)

CN 47

Iya (materi dipelajari lagi), soalnya bahasa Inggris itu yang penting ngerti artinya dan setiap satu kata itu maknanya berbeda-beda. Jadinya kalau dirumah kita lebih sering ke contoh-contoh soalnya dan kita menganalisis. Seumpama mengenai tenses dan argumennya.

CN 49

Nggak sih, enggak. Saya kalau misalnya lagi tugas, ya tugas. Kalau misalnya mau browsing yang lain ya nanti ada waktunya sendiri, gitu.

SF 17

Sering diskusi tapi nggak terlalu intens, nggak terlalu banyak kayak pas di edmodo.

SF 21

Diulangin. Soalnya, apa ya, kalau disekolah itu ya apa yang aku dapet terus dirumah karena aku suka banget sama bahasa Inggris, jadi aku bakal ulang-ulang terus sampai aku ngerti, sampai aku

(4)

tahu bedanya ini sama ini apa, atau sama yang lain itu apa, jadi sampai get itunya, apa namanya, intinya dari materinya itu apa sih, biar aku nggak kayak salah salah arah gitu lho, mbak. Kadang kan juga masih bingung kan, “lho

yang itu kok jawabannya hampir

sama sama ini?” kayak gitu.

Bikin lebih rajin, soalnya itu ada batas waktu buat ngerjain, terus setiap hari materinya nggak ganti sih, cuma ada tugas lagi.

MR 09

Pernah, hehe. Pernah buka itu, apa namanya, google translate buat translate-in itu, itu doang sih mbak, cuma lainnya nggak. Soalnya, ehm, apa, takutnya ntar kalau disambi-sambi sama yang lainnya malah nggak selesai-selesai.

MR 13

Lebih sering yang edmodo, cuma, tetap diskusi, cuma kayaknya pas ada pakai edmodo jadi lebih sering.

MR 16

Cuma pas edmodo itu takutnya nggak ngerti-ngerti, jadi apa ya, coba memahaminya itu lebih keras gitu, soalnya itu materinya itu materi baru dan mam Ismi-nya nggak ada.

MR 15

Lebih sering yang edmodo, cuma, tetap diskusi, cuma kayaknya pas ada pakai edmodo jadi lebih sering.

Dua-duanya. Kalau kita mau apa, kalau materinya nggak ngerti kita diskusi bareng, gitu. Tapi ya nggak benar-benar sekelas ada yang jelasin gitu nggak, cuma beberapa yang nggak tau nanya sini, nanya sana, gitu. Terus kalau soal teknisnya, ngirimnya kaya gimana, kita sepakati sekelas supaya nanti nggak ada yang salah, nggak ada yang ketinggalan, gitu.

MR 16

MR17

(5)

Discussion text kan susah, susah bedain antara discussion sama exposition. Habis itu aku searching tapi masih agak nggak ngerti juga. Akhirnya nanya mam Ismi. Terus dijelasin kalau discussion itu gini, kalau exposition itu Cuma dari satu sudut pandang, kalau discussion itu dua. Biasanya kayak gitu. Iya, (mencari materi) sendiri. Soalnya materinya udah banyak. Jadinya kelas tiga itu ngulangin materi dari awal, kelas satu sampe kelas tiga, jadi sering buka.

MR 39

Kalau bahasa Inggris iya, cuma yang lainnya nggak, hehe.

MR 42 Jadi, ehm, jadi kayak gimana ya,

sebelum pas ada mata pelajaran bu Ismi selalu buka edmodo itu lho, mbak, buat nyari tugas. Terus kalau iya malemnya udah tak kerjain. Jadi, kadang kalau di sekolah nggak ngerjain lagi, tinggal memahami sama nyamain pengertian sama teman-teman. Jadi kalau belajarnya lebih sering sih.

MR 43

Ngulangin (materi) mbak, malah sebelum dikelasnya itu malamnya kalau udah dikirim sama mam Ismi udah di post, cuma mam Ismi ngaturnya kadang tak baca dulu, terus nanti ngerjainnya di rumah. Apa kadang tak kerjain dulu, nanti di sekolah tinggal diskusi sama teman-teman, kayak gitu.

MR 45

Goal – overlap with positive conduct

Sebenernya, kalau jujur kan kasarnya kita mau nggak mau harus nggarap terus. Apalagi kalau mam Ismi kan terus dicek kan, jadi mau nggak mau kita harus mengerjakan dan mau nggak mau kita belajar juga, jadi baca materi baru. Kita baca materi baru, biasanya kan dikasihnya itu materi terus latihan soal, materi

(6)

terus latihan soal, nah itu biasanya materi. Jadi, mau nggak mau baca materi dulu. Jadi, akhirnya rajin belajar juga.

Ya, biasanya kalau misalkan kita belajar nggarap soal terus ada yang enggak ngerti. Misalkan expression-nya ini apa? Biasanya kan ditanyain disoal itu. Nah, itu bisa searching karena online. Kan kalau pakai edmodo dulu sering online. Jadi tambah enak aja kalau online itu jadi udah dapat gambaran, begini hasilnya. Karena dulu pakai edmodo sering searching, online, browsing-browsing maksudnya.

RI 30

Kan kalau misalkan kita kan les segala gitu ya, ada deadline tugas dikumpul hari ini. Padahal kita habis ini harus ngapain? Jadi harus pinter manage lah istilahnya, manage waktu. Jadi, supaya pas mau malas-malasan gitu inget kalau ada tugas deadline, jadi nggarap.

RI 41

Ya, karena kalau dikasih tugas dari edmodo kita mau nggak mau buka lagi, buka lagi, gitu.

RI 43

]strategi] Satu yang jelas deadline tugas. Paling ya, karena edmodo itu kan online jadi kita bisa sambil buka yang lain. Misalkan kita lagi jenuh, buka yang lain dulu. Nanti akhirnya kita balik lagi ke edmodo. Karena online kan enak. Jadi, enaknya kan online. Kalau saya sih gitu.

Student engagement in edmodo-facilitated English class.

ABSTRACT

ABSTRAK

STUDENT ENGAGEMENT IN EDMODO-FACILITATED

ENGLISH CLASS

STUDENT ENGAGEMENT IN EDMODO-FACILITATED

ENGLISH CLASS

W

cllrss

C\d

Member

f>,*f

TO MY MOTHER AND MY FATHER,

STATEMENT OF ORIGINALITY

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN

AKADEMIS

ACKNOWLEDGMENT

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

LIST OF APPENDICES

ABSTRACT

ABSTRAK

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Dukungan

Links

Student engagement in edmodo-facilitated English class.

ABSTRACT

ABSTRAK

STUDENT ENGAGEMENT IN EDMODO-FACILITATED

ENGLISH CLASS

STUDENT ENGAGEMENT IN EDMODO-FACILITATED

ENGLISH CLASS

W

cllrss

C\d

Member

f>,*f

TO MY MOTHER AND MY FATHER,

STATEMENT OF ORIGINALITY

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN

AKADEMIS

ACKNOWLEDGMENT

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

LIST OF APPENDICES

ABSTRACT

ABSTRAK

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Dokumen yang terkait

The Relationship between Students Enrollment in English Course and Students' English Achievement (A Correlational Study in the Ninth Grade Students of 293 Junior High School Jakarta Selatan)

STUDENTS’ ENGAGEMENT IN ENGLISH LEARNING.

Student`s motivation in english learning process in class 8B SMP Muhammadiyah 3 Mlati in academic year 2013-2014.

Learning techniques in english reading class.

MOTIVATING STUDENTS THROUGH EDMODO (A Blended Learning in Grammar Class).

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Anderson - Role Plays for Today

PEMETAAN SMP BAHASA INGGRIS KELAS 8

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