42
subtraction of the maximum score and minimum score of the value of the degree of agreement which is then divided by six. The formula is described as follow:
Mi ideal mean = 12 Maximum score + minimum score
= 12 4+1 = 2.5
SDi ideal standard deviation = 16 Maximum score - minimum score
= 16 4-1 = 0.5
Munadi, 2014 To get the mean criteria, the calculation of ideal mean Mi and ideal standard
deviation SDi were converted into quantitative data conversion Sudijono, 2009 as described in the following figure.
Very High Mi + 1.5 SDi
High Mi + 0.5 SDi
Fair Mi - 0.5 SDi
Low Mi - 1.5 SDi
Very Low
Figure 3.1 The Mean Criteria Formulation Sudijono, 2009: 175
The mean criteria for each statement, therefore, are described in the table below.
Table 3.3 The Mean Criteria
Score Range
Criteria 3.3
Very High Mi + 1.5 SDi
= 2.5+1.5 0.5 = 3.25
2.8 – 3.25 High
Mi + 0.5 SDi = 2.5+0.5 0.5
= 2.75 2.3 – 2.75
Fair Mi - 0.5 SDi
= 2.5-0.5 0.5 = 2.25
1.8 – 2.25 Low
Mi - 1.5 SDi = 2.5-1.5 0.5
= 1.75 1.75
Very Low PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43 The score range of the mean criteria above was used to interpret the
tendency of each statement in the questionnaire which represents the indicators of student engagement in an Edmodo-facilitated English class. The criteria at the
same time portray in which type of student engagement that the students are mostly engaged as indicated in each questionnaire statement. The “very high”
criterion represented the most favorable opinion given by the participants which subsequently inferred that the students were highly engaged in the classroom
under the indicators. The “fair” criterion indicated that the participants were not sure whether they were engaged under the indicators. The “low” criterion meant
that the participants disagreed with the statement and indicated low engagement. The “very low” criterion represented that the participants were totally disagree
with the statement which then also meant that the participants were not engaged. The interpretation of the numerical data was then described and triangulated with
the qualitative data obtained from the interview. In order to triangulate the quantitative data, the interview was first
transcribed and then categorized to make it into analyzable data. The interview transcript was categorized based on the construct of students’ engagement. It was
made into categories which corresponded to the indicators of student engagement in a technology rich classroom. The category was then coded to ease the
researcher in triangulating the quantitative and qualitative data. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44
CHAPTER IV FINDINGS AND DISCUSSION
This chapter is to elaborate the discussions based on the research questions. The first part presents the results obtained from survey which aims to find out the
student engagement facilitated most when Edmodo is employed during the teaching-learning process. It also presents the interview result which is conducted
in order to verify the survey result as well as to provide deeper explanation on how Edmodo engaged the students during English class. These results are then
discussed based on the related theories and other similar research.
A. Findings
In order to present the results, this section is divided into two parts that are the type of student engagement based on survey result and the description of
student engagement which occurred by the use of Edmodo which was resulted from the interview. The survey was conducted through questionnaire distribution
into the students from all five classes employing Edmodo in their English learning. The interview, on the other hand, involved five students randomly
selected by the teacher. There was one student selected from each class. 1. Type of student engagement in Edmodo-facilitated English class
In conducting the survey, a questionnaire consisting of 21 sentences about student engagement and the use of Edmodo in English learning process was
distributed to the students. There were 148 students who completely filled the questionnaire. There were four questionnaires that were not calculated since the
answers were incomplete. This survey method was utilized because this research would like to figure out which type of student engagement among the three types
45 that was supported most in Edmodo-facilitated English class based on the opinion
of the students. The responses of the questionnaire were calculated through a statistical
computation. Each response of the statements in the questionnaire was given scale value based on Likert-scale values that were “Strongly agree” which value was 4,
“Agree” which value was 3, “Disagree” which value was 2, and “Strongly disagree” which value was 1.The statements were categorized into the aspects of
student engagement which fell into certain categories that were behavior engagement, emotional engagement, and cognitive engagement. After all aspects
were calculated, the mean score from each type of engagement was obtained. The highest mean score reflected the type of engagement mostly facilitated in
Edmodo-facilitated English class. According to the result seen in Table 4.1., the mean score for students’ behavior engagement was 3.14. Meanwhile, the mean
score for emotional engagement was 2.77 and the mean score for emotional engagement was 2.75. It means that based on the survey result, behavior
engagement was the type of engagement mostly supported in English class which employed Edmodo into the teaching learning process.
Table 4.1. The Questionnaire Result on Types of Student Engagement in Edmodo-facilitated English Class
Types of Engagement
Aspects Items
Item No.
x̄
Ʃ x̄ Inter
pretat ion
Behavior engagement
3.14 Positive
conduct Class attendance
1 3.33
3.34 High
Task submission
punctuality 2
3.35 Work
involvem ent
Students’ effort 3
3.2 3.2
High Better concentration
4 2.8
Task accomplishment 5
3.5 Participa
tion Asking for information to
other peers and teacher 6
3.1 2.9
High PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46 Discussion involvement
7 2.8
Emotional engagement
2.77 Positive
emotion and
general feeling
Enjoyment in
using Edmodo
8 2.8
2.8 Fair
English learning becomes easier
9 2.75
Student- teacher
relation Better
communication with peers and teacher
10 2.62
2.62 Fair
Value Positive perception on the
utility of Edmodo for future
11 3.1
2.9 High
Achievement satisfaction 12
2.81
Cognitive engagement
2.75 Flexible
problem solving
Various learning strategy 13
2.81 2.6
Fair Resilience
towards problems
in learning
English 14
2.58
Self- regulatio
n and learning
strategy Better time management
18 2.71
2.9 High
More planning in learning 19
2.78 Reviewing the materials
outside the classroom 20
3 Asking peers and teacher
to overcome
problems encountered while learning
English 21
3.2
Behavior engagement is constituted from several aspects that are positive conduct 3.34, work involvement 3.2, and participation 2.9 of which all
aspects are categorized as highly engaged. It means that based on the survey, the students never skip the class and always submit the tasks given by the teacher.
They also try harder in accomplishing the tasks and have a better concentration while Edmodo is used during their learning process, either synchronously or
asynchronously. The emotional engagement covers positive emotion and general feeling
2.8 which is categorized as fair, student-teacher relation 2.62 which is categorized as fair, and values 3.1 which is categorized as high. Based on the
result, overall, the students are fairly engaged 2.77 in terms of emotional PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
