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.

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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.

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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

by

Lanoke Intan Paradita Students Number: 116332039

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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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

by

Lanoke Intan Paradita Students Number: 116332039

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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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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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

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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

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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…….………...

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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.

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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.

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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

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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)

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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.

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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).

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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)

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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

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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

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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.

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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:

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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

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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).

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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.

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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).

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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.

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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.

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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

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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

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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”

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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

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Table 2.1. Questionnaire Blueprint tepat waktu pada saat Edmodo digunakan baik

Q3. Saya berusaha keras untuk mengerjakan tugas inside and outside the classroom.

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Inggris, baik saat

Q10. I can communicate better with the teacher and dengan hasil belajar saya saat Edmodo digunakan inside and outside the classroom.

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maupun di luar kelas. Bahasa Inggris saya saat menggunakan Edmodo Q19. Saya lebih banyak

membuat rencana belajar

Q21. Saya bertanya pada guru maupun teman sekelas pada saat saya

tidak memahami

pelajaran atau menemui kesulitan di kelas Bahasa

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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).

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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.

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collected through interview with the students were used to find out how Edmodo engaged the students. The qualitative data served as the validation and were to provide deeper understanding on the engagement. The triangulation design implemented in this study is described in the following figure:

Figure 3.1 Triangulation Model: Convergence Design (Creswell & Plano

Clark, 2011:63)

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substantiated conclusions about a single phenomenon (Creswell & Plano Clark, 2011:65).

B. Research Setting and Participants

The research was conducted at SMA 1 Kasihan, Bantul on the second semester of academic year 2014/2015. This research involved 5 classes or 148 students as the research participants to collect the quantitative data and involved 5 students (one per each class) to obtain the qualitative data. All of the participants were third grade students from science class. They were chosen since the English subject in their classes employed Edmodo as part of their learning process.

During three months, the students intensively used Edmodo asynchronously in which time and places of the teaching-learning process took place differently. The teacher played role as the first source of materials and follow up activities to be completed individually by the students. For the materials which were mostly reading, writing, and grammar were developed according to the topic and learning objectives intended for students’ preparation for the

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C. Data Gathering Technique

As aforementioned, in order to answer the research questions, this research employed two methods of data collection that were quantitative and qualitative method. The main data were collected quantitatively through a questionnaire which was used to answer the first question. The secondary data was collected qualitatively through an interview which was used to answer the second research question.

1. Questionnaire

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Table 3.1. The Conversion of Questionnaire Scale Value

Most Likert-scale values comprise 5 responses that are “Strongly Agree”, “Agree”, “Undecided”, “Disagree” and “Strongly Disagree”. Yet, this research only provided 4 responses in the questionnaire by omitting “Undecided” in order to avoid the tendency of the participants to mostly answer this category.

In order to check the clarity of the questionnaire, it was piloted for three times to one of the target classes. After the final revision, the questionnaire was then distributed to the all five classes. Below is the categorization of the statements in the questionnaire:

Table 3.2.

Categorization of the Statements in the Questionnaire

Statement Item

I try hard to accomplish my assignment whenever Edmod is used both inside and outside the classroom.

3

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

6 Emotional

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classroom.

I love to use Edmodo as a tool to support my English learning when Edmodo is used both inside and outside the classroom.

8

I think learning English is easier when Edmodo is used both inside and outside the classroom.

9 I can communicate better with the teacher and other friends when Edmodo is used both inside and outside the classroom.

10

Learning English by using Edmodo will be useful for my future.

11 I am satisfied with my score when Edmodo is used both inside and outside the classroom.

12 I employ more learning strategies in learning English when Edmodo is used both inside and

I can understand the materials better when Edmodo is used both inside and outside the classroom.

15

I make more plans in English learning (individually and in group) when Edmodo is used both inside and outside the classroom.

19

I repeat the English materials more often after I use Edmodo

20 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.

21

2. Interview

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dig information broader and deeper (Cohen, 2007:349). In this research, the information gathered from the interview was to provide the exploration of the first research question that would be answered by the quantitative data. The qualitative data was to help answering the second research question that aimed to find out how Edmodo engaged the students in some specific types of engagement as answered quantitatively.

There were 5 students from 5 classes that were interviewed as the representative of their class. The interview served as an instrument exploring how the students were engaged in a classroom in which Edmodo was used as part of their learning process. The students were chosen by the teacher based on the students’ activeness both online and offline, cooperativeness in the classroom and also their overall English ability. After the interview was conducted, it was then transcribed to a dialog text to ease the categorization, coding and analysis process. D. Data Analysis

As described in the previous sections, the data of this research are collected through two research instruments, namely questionnaire and interview. The first instrument was to find out the score which reflected what types of student engagement that was mostly facilitated when Edmodo was incorporated into the learning process. Meanwhile, the interview was used to find out how the students were engaged which at the same time reflected how Edmodo engaged them in certain type of engagement.

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sub-constructs written in each statement of the questionnaire. The mean score was used to evaluate the tendency of each statement which helped the interpretation of what type of student engagement that the students were mostly engaged in Edmodo-facilitated English class. In order to get the mean score, the total choice of each degree of agreement (“Strongly Agree”, “Agree”, “Disagree” and “Strongly Disagree”) for each statement was multiplied with the value of the degree of agreement (Strongly Agree = 4, Agree = 3, Disagree = 2, and Strongly Disagree = 1) which was put in tally chart. The score of the multiplication is then totaled to get the total frequency. To get the mean score, the score of the total frequency was divided with the total participants. The formula was described as follow:

Where: f : Frequency SA : Strongly Agree

A : Agree

NS : Not Sure D : Disagree

SD : Strongly Disagree N : Total of Respondents

After the mean score of each statement was obtained, it was then interpreted

based on mean criteria to bring a clearer explanation on which type of student

engagement that the students were engaged. The mean criteria was defined by

calculating the ideal mean (Mi) and the ideal standard deviation (SDi). Ideal mean

(Mi) is the total of maximum and minimum score of the value of the degree of

agreement which is then divided by two. The ideal standard deviation (SDi) is the

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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) = 1/2 (Maximum score + minimum score) = 1/2 (4+1)

= 2.5

SDi (ideal standard deviation) = 1/6 (Maximum score - minimum score) = 1/6 (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

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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.

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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