COGNITIVE ENGAGEMENT IN
COLLABORATIVE WRITING ESSAY USING
GOOGLE DOCS ON SEVENTH SEMESTER
STUDENTS OF ENGLISH EDUCATION
DEPARTMENT AT UIN SUNAN AMPEL
SURABAYA IN ACADEMIC YEAR 2014-2015
THESIS
Submitted in Partial Fulfillment of the Requirement for the Degree
Sarjana Pendidikan (S.Pd) in Teaching English
By:
Siti Maslichah
D05212032
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL
SURABAYA
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Sebagai sivitas akademika UIN Sunan Ampel Surabaya, yang bertanda tangan di bawah ini, saya:
Nama : SITI MASLICHAH
NIM : D05212032
Fakultas/Jurusan : FTK/PENDIDIKAN GURU BAHASA INGGRIS
E-mail address : smaslichah@gmail.com
Demi pengembangan ilmu pengetahuan, menyetujui untuk memberikan kepada Perpustakaan UIN Sunan Ampel Surabaya, Hak Bebas Royalti Non-Eksklusif atas karya ilmiah :
Skripsi Tesis Desertasi Lain-lain (………) yang berjudul :
COGNITIVE ENGAGEMENT IN COLLABORATIVE WRITING ESSAY USING
GOOGLE DOCS ON SEVENTH SEMESTER STUDENTS OF ENGLISH EDUCATION
DEPARTMENT AT UIN SUNAN AMPEL SURABAYA IN ACADEMIC YEAR 2014-2015
beserta perangkat yang diperlukan (bila ada). Dengan Hak Bebas Royalti Non-Ekslusif ini Perpustakaan UIN Sunan Ampel Surabaya berhak menyimpan, mengalih-media/format-kan, mengelolanya dalam bentuk pangkalan data (database), mendistribusikannya, dan menampilkan/mempublikasikannya di Internet atau media lain secara fulltextuntuk kepentingan akademis tanpa perlu meminta ijin dari saya selama tetap mencantumkan nama saya sebagai penulis/pencipta dan atau penerbit yang bersangkutan.
Saya bersedia untuk menanggung secara pribadi, tanpa melibatkan pihak Perpustakaan UIN Sunan Ampel Surabaya, segala bentuk tuntutan hukum yang timbul atas pelanggaran Hak Cipta dalam karya ilmiah saya ini.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Surabaya, 22 Agustus 2016
UNIVERSITAS ISLAM NEGERI SUNAN AMPEL SURABAYA
ABSTRACT
Maslichah, Siti. 2016. Cognitive Engagement in Collaborative Writing Essay Using Google Docs on Seventh Semester Students of English Education Department at UIN Sunan Ampel Surabaya in Academic Year 2014-2015. A Thesis. English Teacher Education Department. Faculty of Education and Teacher Training. Sunan Ampel State Islamic University. Advisor: Nur Fitriatin, Ph.D.
Key Words : cognitive engagement, collaborative writing essay, Google Docs
TABLE OF CONTENT
TITLE PAGE ... i
ADVISOR APPROVAL SHEET ... ii
APPROVAL SHEET ... iii
MOTTO ... iv
DEDICATION SHEET ... v
ACKNOWLEDGEMENT ... vi
ABSTRACT ... vii
PERNYATAAN KEASLIAN TULISAN ... ix
TABLE OF CONTENTS ... x
D. Scope and Limitation of the Study ... 12
E. Significance of the Study ... 13
F. Definition of Key Terms ... 14
CHAPTER II: REVIEW OF RELATED LITERATURE ... 17
A. Review of Related Literature ... 17
1. Cognitive Engagement ... 18
a. Definition of Cognitive Engagement ... 18
b. Definition of Engagement ... 20
c. Students’ Engagement ... 23
d. Higher Order Thinking ... 24
2. Collaborative Writing Essay ... 25
a. Definition of Collaborative Writing ... 25
b. Forms of Collaborative Writing ... 26
c. The benefits of Collaborative Writing Essay ... 27
d. Collaborative Learning ... 29
3. Writing Skills ... 31
a. Definition of Writing ... 31
b. Types of Writing Performance ... 32
c. Genres of Writing ... 34
a. Google Docs ... 37
b. Wikis... 37
c. CommentPress ... 38
B. Review of Previous Study... 39
CHAPTER III ... 44
A. Approach and Research Design ... 44
B. Research Presence... 45
C. Setting of the Study... 46
D. Data and Source of Data ... 47
E. Data Collection Technique ... 49
F. Research Instrument ... 51
G. Data Analysis Technique ... 55
H. Checking Validity of Findings ... 58
I. Research Stages ... 58
CHAPTER IV: RESEARCH FINDING AND DISCUSSION ... 62
A. Research Findings... 62
1. The Cognitive Engagement of Seventh Semester Students in Collaborative Writing Essay Using Google Docs ... 62
a. Analyzing the Cognitive Engagement of Students ... 63
1. Analyzing Group Good Essay... 64
2. Analyzing Group Moderate Essay ... 77
3. Analyzing Group Bad Essay ... 88
b. Analyzing Cognitive Engagement of Good Essay ... 99
c. Analyzing Cognitive Engagement of Good Essay ... 101
d. Analyzing Cognitive Engagement of Good Essay ... 102
2. The Benefits of Collaborative Writing Essay Using Google Docs ... 103
a. Increase Students’ Responsibility Toward the task ... 117
b. Promoting the Sharing New Information ... 118
c. Allowing the Sharing Expertise ... 118
d. Helping Narrow Down Information ... 118
e. Negotiating Successfully by Using Google Docs ... 119
f. Manage Time Well ... 119
g. Make the Sentences Become More Effective ... 119
B. Research Discussion ... 119
1. The cognitive engagement of seventh semester students in collaborative writing essay using Google Docs ... 120
CHAPTER V: CONCLUSION AND SUGGESTION ... 125 A. Conclusion ... 125 B. Suggestion ... 126 BIBLIOGRAPHY
1
CHAPTER I INTRODUCTION
This chapter discusses the area of the study that will be covered in some headings (1) research background (2) research questions (3) Objectives of the study (4) scope and limitation of the study (5) significance of the study (6) definition of the key terms.
A. Research Background
During the period, the development of technology was happened significantly. Since the technology was promoted in education, technology takes a role in education gradually. Information technology has become an inevitable part of education.1 40 % of undergraduate students in Michigan Tech satisfied with information technology.2 In another research, three out of four undergraduate students agree or strongly agree that technology helps them achieve their academic outcomes (U.S. 76%, Canada 75%, other countries 72%).3 With this fact, undergraduate students cannot be separated from technology. Chandrasekar also said that technology advancement and innovation in computer hardware, software and communication technologies have enabled more universities and
1
Latha R. Candrasekar, The Impact of Collaboration Tools on Student Engagement. Paper presented as part of her Masters Program at Memorial University, 2009
2
Walter W. Milligan. Information Technology at Michigan Tech; 2015 Survey Result by Walter W. Milligan. June 2015
3
2
schools to conduct online programs and the number is increasing rapidly.4 Over 3.9 million students were taking at least one online course during the Fall 2007 and over twenty percent of all U.S. higher education students were taking at least one online course in the Fall of 2007.5In the other word, the technology has deep influence in education by developing online programs.
In developing process of technology, many software, applications and programs have been provided by technology in education. Terms that are commonly used include e-learning, internet learning, distributed learning,
networked learning, tele-learning, virtual learning, computer-assisted learning,
Web-based learning, and distance learning.6 It can be said that the technology take important role in education by providing many programs for supporting education.
With the spreading of the technology in education, it can make the students draw their selves in using technology with the sophisticated of technology in education. When the students show their interest in learning by doing more activities, it can be said as students’ engagement.7 According to Reeve that cite from Wellborn defined that students’ engagement itself refers to
4
Latha R. Candrasekar, The Impact of Collaboration Tools on Student Engagement. Paper presented as part of her Masters Program at Memorial University, 2009
5 Ibid,.
6Mohamed, Ally. “Theory and Pract
ice of Online Learning”: Foundation of Educational theory from online learning. Athabasca university. p 4
7Fredricks, J. A., Blumfeld, P. C., & Paris, A. H. “School engagement: Potential of the concept, state
3
the extent of a student’s active involvement in a learning activity.8 Students are
engaged when they are attracted to their work, persist in despite challenges and
obstacles, and take visible delight in accomplishing their work. According to Chris, engagement is being widely recognized as critical to the learning process.9 Students who are engaged in learning process will show their interested in learning such as, have critical thinking in learning process. Chris also said that engagement has been brought to centre stage in education.10
According to Fredricks, Blumfeld and Paris, there are three distinct types of engagement: behavioral engagement, cognitive engagement and emotional engagement.11Behavioral engagement refers to students’ participation in learning and classroom activities.12 The behavioral engagement can be showed in positive conduct, effort, and participation of students. Emotional or affective engagement
refers to the relationships between students and their teachers, classmates and school.13 Emotional engagement includes: affective reactions in the classroom, such as interest, happiness; affective reactionsto the teacher. The last is cognitive engagement. Cognitive engagement can be defined as psychological investment
8
Johnmarshall Reeve. A Self-determination Theory Perspective on Students Engagement. 2012. p. 149-172.
9
Chris Reading. Recognising and Measuring Engagement in ICT- Rich Learning Environments. Vol 1. 2008 p. 3
10 Ibid,.
11Fredricks, J. A., Blumfeld, P. C., & Paris, A. H. “School engagement: Potential of the concept, state
of the evidence.” Review of Educational Research, 74(1),2004. P.59-109 12
Ibid,. 13
4
in learning.14 They try to learn what school offers. It can be inferred from the way they complete academic tasks.15 It is cover the amount of time the students spend and the intensity of students’ concentration.
According to Smiley and Anderson, cognitive engagement is an important construct to measure within the context of assessment practice.16 Besides that, the construct of cognitive engagement can be talked about in a myriad of ways. According to Appleton et al, there are several definitions of cognitive engagement and were able to classify the definitions into eight types: engagement, engagement in schoolwork, academic engagement, school engagement, student engagement, student engagement in academic work, student engagement in/with school, and participation identification.17 With those variant definitions of engagement, the researcher can know the research object that researcher wants to observe. It is students’ engagement in academic work, because the researcher
Newman, F. Students Engagement and High School Reform. Teachers college Press 16
Whitney, Smiley & Robin, Anderson. Measuring students cognitive engagement on assessment test: a confirmatory factor analysis of the short form of the cognitive engagement scale. Vol 6. Summer
engagement; behavioral, emotional, and cognitive engagement.21 But, In this research the researcher only focus on cognitive engagement.
When the students engage their selves and use their higher order thinking when do the task, it can be categorized as cognitive engagement. 22 Chris said that the indicator of cognitive engagement is higher-order thinking.23 According to King et all, defined that critical thinking as a form of higher order thinking.24 In the other word, higher order thinking is similar to critical thinking. Critical thinking can be showed in collaborative learning. Importantly, by engaging in discussion and taking responsibility for their learning, students are encouraged to become critical thinkers.25 Thus, to encourage critical thinking of the students in learning, collaborative learning has been widely used in learning process.
19
Academic skills.anu.edu.au.Academic .Skills and Learning Centre. Essay Writing Strategies for Undergraduates. P. 1
20
Lauren, Starkey. How to Write Great Essays. 2004. Learning Express: New York. P.83 21
Latha, Chandrasekar.The Impact of Collaboration Tools on Students Engagement. Fall 2009 22
Chris Reading. Recognising and measuring engagement in ICT-rich learning environments 23
Ibid,. 24
F.J King, Ph.D., Ludwika Goodson,M.S., Faranak Rohani, Ph.D. Higher Order Thinking Skills. Assessment and Evaluation. Educational Service Program.
25
6
Collaborative learning gave the benefits for the students because collaborative learning allows the students to share their idea with the other students in a group. Collaborative learning in a small group should increase the quantity and quality of comprehensible input for students because the students could have an opportunity for individualized negotiation of meaning and also because the students could work in a more comfortable environment.26
According to Hershock and Manty that cite from Johnson and Smith, in a meta-analysis of over 150 studies representing diverse disciplines and class sizes, found that students demonstrated significantly greater learning gains, in terms of recall of basic knowledge and critical thinking, when collaborating than when working independently.27 Online education and other types of technology-mediated education gives students experience of how IT can be used as support for interaction and collaboration.28 With collaborative learning, students have high motivation to share the idea or solve the problem about the assignment when working collaboratively. With this condition, students can help each other when they get difficulties in doing assignment. One of the activities of collaborative online learning is collaborative writing.
Collaborative writing describes an activity where there is a shared and negotiated decision making process and a shared responsibility for the production
26
Jue Kyong Pae, Collaborative Writing Versus individual writing: Fluency, Accuracy, Complexity and Essay Score. Multimedia-Assisted Language Learning, 14(1), 121-148. 2011
27
Chad Hershock & Mika Lavaque Manty. Teaching in the Cloud: Leveraging Online Collaboration Tools to Enhance Students Engagement.2012
28
7
of a single text.29 Learning in collaborative setting is a social interaction involving a community of learners and teachers, where members acquire and share experience or knowledge.30 Students also can learn from the other students and share their ideas during the process of collaborative writing. An innovation to do collaborative writing can improve the ability of students writing. Collaborative language learning has been claimed to be effective for language learning because it provides opportunities for interaction as well as a more comfortable environment for students.31 Same as collaborative language learning, collaborative writing activity provides the opportunities for students to help the other students who get the difficulties when writing an academic writing.
In contrast, Chisholm said that there are several problems in collaborative writing. One of them is fairness. He said that in many groups, someone will work hard and someone else will not. We all know that was not fair.32 It is difficult for monitoring the collaborative writing. Sometimes we find not all the students in a group work together. Some of them do the project and the other is not. Finally, the teacher did not know who the students do the group project and who are the students do not do the group project.
29
Neomy, Storch. Collaborative Writing in L2 Classrooms. 2013.p.3. UK: Channel View Publications. 30
Omprapat Suwantarathip & Saovapa Wichadee,. “The Turkish Online Journal of Educational Technology : The Effect of Collaborative Writing Activity Using Google Docs on Students’ Writing Abilities. 13(2).148-156.2014
31
Donato, R. Collective scaffolding in second language learning. In J. Lantolf & G. Appel. (Eds.), Vygotskian approaches to second language research. 1994. (pp. 33-56). Norwood, NJ: Ablex.
32
8
Despite the collaborative writing is difficult for monitoring, many technology in education provide collaborative writing with online system that make the monitoring of collaborative writing easy. Engaging students in written communication in a variety of forms connects learners to the international world of information in every field via electronic communication such as internet and personal correspondence across the border.33 Moreover, teacher can make collaboration the students in writing activity by using technology to enhance the students’ participation in learning.
Many tools provide the facility for students to do collaborative writing, such as: Blogs, Collaborative Writing Documents and Wikis. There are many tools type in blog such as: Blogger, Edublogs, LiveJournal, WordPress,Mixed Link, and Ficly. Collaborative writing documents also have many tools, for example: Google Docs, j2e, ThinkFree, and Zoho. Tools that included in Wikis are: Google Sites, PBworks, Wikispaces, Zoho Wiki.34 Google doc is the application from Google drive that provides the students to do collaborative online writing. Google Docs, an online word processing application, is a promising tool for collaborative learning.35 Using Google Docs is very easy. One study reported that students found Google Docs more enjoyable to use when
33
Dorit Sasson, Speaking and writing for English language learners: collaborative teaching for greater success with K-6 (2013), p. 53.
34
http://www.intel.com/education/video/collaborate/resources/Online_Collaborative_Tools.pdf diakses pada tanggal 4 januari 2016
35
9
compared to Microsoft Word.36 Additionally, when the students do collaborative writing in Google Docs, automatically they know who students edit the paragraph or essay, add new ideas, do not do anything, because every student has different color to show their identity in Google Docs. With this condition, it can be main solution to make the students work together within the group.
Besides that, Google Docs provides data about the progress of writing. This data can be exploited to gain insights on how learners’ collaborative activities, ideas and concepts are developed during the process of writing. The function of collaborative writing in Google Docs is to improve the quality of the written documents and the writing skills of learners involved.37
Based on the facts, the researcher chooses Google docs as a tool for collaborative writing activity, because this tool is easy to use and the layout of Google docs is similar to Microsoft Word layout. Besides that, the researcher has been practiced collaborative writing activity by using Google Docs.
Constructing idea together in collaborative writing is not easy. When write paragraph individually, we find the difficulties to make it coherence. With collaborative writing, the students have to combine the idea of their friends in one paragraph. They have to think critically to connect the sentences between sentences.
36
Ibid.
37
10
Basically, cognitive engagement every class is different. Students who in higher classes actually have higher order thinking. Seventh semester students of UIN Sunan Ampel Surabaya had experiences in writing. It can be shown that they have finished the conditional writing courses. Besides that, they have used collaborative writing activity by using Google Docs. Therefore, the researcher chooses seventh semester students as the objects of this research.
The previous study which has been read by researcher is about the impact of collaboration tool on students’ engagement which observes all the types of
engagement; behavioral, emotional, and cognitive engagement by Latha R. Candrasekar. This research is totally different from previous study. This research only focuses on one type of students’ engagement. It is cognitive engagement. Besides that, the other previous study that the researcher has been read is A Collaborative Writing Approach to Wikis: Design, Implementation, and Evaluation by Said Hadjerrouit and Engagement in Online Collaborative Learning: A Case Study Using a Web 2.0 Tool by Pao-Nan Chou and Ho-Huan Chen. Those researches use Wikis and Web 2.0 as a tool for collaborative writing. This research focuses on Google docs as a tool for collaborative writing activity.
11
Google Docs on Students’ Writing Abilities by Omprapat and Saovapa. Omprapat
and Saovapa in their journal compare the collaborative writing by using Google docs and not use Google docs. Both of those researches are different from this research. My study is different from those researches in term analyzing process of object. My study observes the object without pre-test and post test after use the Google Docs.
The researcher also read the other previous study. The research from Lin Siew Fong entitled “Benefits of Collaborative Writing for ESL Advanced Diploma Students in the Production of Reports”. My study is different from those
researches in term the tools that used in doing collaborative writing. My study observes the benefits of collaborative writing by using Google Docs while the other observes the benefits of collaborative writing by using facebook.
Finally, the research purpose of this research is to analyze the cognitive engagement of students in doing collaborative writing essay using Google docs on seventh semester students of English Education Department at UIN Sunan Ampel Surabaya in academic year 2014-2015.
B. Research Questions
12
Google docs. The following problems need to be found out its answer through this particular research:
1. How is cognitive engagement of seventh semester students in collaborative writing essay using Google Docs of English Education Department at UIN Sunan Ampel Surabaya in Academic Year 2014-2015?
2. What are the collaborative writing benefits that seventh semester students got by using Google Docs of English Education Department at UIN Sunan Ampel Surabaya in Academic Year 2014-2015?
C. Objectives of the study
Related to the problems above, the researcher has formulated the major objective of this study. It is to describe the students’ cognitive engagement in
collaborative writing activity using Google Docs on seven semester students of English Education Department at UIN Sunan Ampel Surabaya in Academic year 2014-2015, as follow:
13
2. To find out the benefits of collaborative writing essay using Google Docs on seventh semester students of English Education Department at UIN Sunan Ampel Surabaya in Academic Year 2014-2015.
D. Scope and Limitation of the Study
The scopes of this research are students’ cognitive engagement in
collaborative writing activity. There are types of engagement; they are behavioral, emotional and cognitive. This research focuses on cognitive engagement. Cognitive engagement covers 3 aspects, they are: self-regulation, higher order thinking and instructional discourse. Self-regulation is the using of metacognitive strategies and evaluation cognition when accomplishing the task. Higher order thinking is same as critical thinking. Instructional discourse means high level evaluation (high level communication) such as debate and so on. This research only focuses on higher order thinking of the students on essay in collaborative writing.
14
E. Significance of the Study
This research is expected to give some contribution:
1. To university that use technology in teaching and learning process. This result of this research is hoped to be source for university to develop online learning through Google Docs as the tool for applying online collaborative writing.
2. For the lecturer or the teacher who use technology especially Google Docs in teaching collaborative writing. This result of this research is hoped to give good impact for the lecturer in UIN Sunan Ampel Surabaya, because with knowing students engagement in collaborative writing using online tools especially Google Docs, the lecturer will be apply or create many collaborative writing activity for the students by using Google Docs. 3. To other researcher who are interested in conducting further research. This
15
F. Definition of Key Terms 1. Cognitive Engagement
Cognitive engagement is a student's psychological investment in their own learning.38 In this research, cognitive engagement is the way how the students have higher order thinking to do their project collaboratively in the lesson. 2. Collaborative Writing
Collaborative writing describes an activity where there is a shared and negotiated decision making process and a shared responsibility for the production of a single text.39 In this research, collaborative writing is students’ activity to construct essay together which includes sharing ideas together. 3. Google Docs
Google Docs, an online word processing application, is a promising tool for collaborative learning.40 In this research Goggle Docs is a tool to do online collaborative writing essay which can be used every time and everywhere. With this tool, students do not need to meet directly to do collaborative writing essay.
38
Fredricks, J. A., Blumfeld, P. C., & Paris, A. H. School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.2004
39
Neomy, Storch .Collaborative Writing in L2 Classroom. 40
16
4. Benefits
Benefit is a good or helpful result or effect.41In this research, benefits are the good effects that got by the students when they did collaborative writing essay through Google Docs.
41
17
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter covers both several theories and previous studies related to the research. The review or related theories are about cognitive engagement, collaborative writing essay, writing skills and tools in collaborative writing, while the review of previous studies is described in the last sub-chapter.
A. Review of Related Literature
In a research, it is important to describe the theories related to the problems of this study in order to give relevant knowledge in the field. Therefore, this chapter described some theories related to the area of interest of this research, for example engagement, writing skill, collaborative writing, and tools in collaborative writing.
1. Cognitive Engagement
a. Definition of cognitive engagement
18
investment in learning.1 They try to learn what school offers.2 It can be inferred from the way they complete academic tasks. It is cover the
amount of time the students spend and the intensity of students’
concentration. Cognitive engagement can be defined when the students engage their selves and use their higher order thinking in the lesson. It can be show when the students do more activities that related to the task.
According to Zha and Kuh, they are six key activities that related to engagement, they are:
1. Academic effort, such as preparation time, study time;
2. Higher order thinking skills required, such as synthesis of ideas; application of concepts;
3. Academic integration, such as bringing ideas together, considering diverse perspectives;
4. Active and collaborative learning, such as asking questions, working with peers;
1
Newman, F. Students Engagement and High School Reform. Teachers college Press 2
19
5. Interaction with faculty members, such as queried assessment, received prompt feedback; and
6. Diversity-related experiences, such as serious conversations with student of different ethnicity or religion
From those six key activities, they are 3 activities that related to the cognitive engagement, they are:
1. Higher order thinking skills required, such as synthesis of ideas; application of concepts;
2. Academic integration, such as bringing ideas together, considering diverse perspectives;
3. Active and collaborative learning, such as asking questions, working with peers.3
From those three key activities, There are several indicators of cognitive engagement:
1) took responsibility for content 2) learnt new applications
3) liked the opportunity to create something meaningful
3
20
4) worked independently within groups 5) wanted to learn new skills
6) more concerned about the quality of their work 7) took on roles in learning situations
8) taught teachers how to use equipment 9) took more responsibility for own learning
10) saw ICT (Information and Communication Technology) as part of learning
11) viewed ICT (Information and Communication Technology) as an option when solving problems or completing tasks4
Another indicator of cognitive engagement according to Chris is higher order thinking of the students. In the other word, teacher can know the cognitive engagement of the students from critical thinking of the students when they learn a lesson.
b. Definition of engagement.
There are many definitions of engagement. According to Chris, engagement is being widely recognized as critical to the learning
4
21
process.5 Engagement also can be defined as a complex cognitive
process, including a student’s psychological investment in their own
learning and personal learning strategies.6 Engagement is not simply about good classroom behavior or attendance, but a connection with learning.7 The term of engagement itself may be largely understood in terms of internal states such as enthusiasm, curiosity, optimism, motivation, or interest.8
Engagement happens when students are involved in activity and find out what these activities are requires some research, observation, and interaction on lesson part to ensure that students not only learn what they are required to learn, but also what they learn and can build on it in the future.9
The researcher concluded that engagement is process which show the interest of learning by doing more activity or participate in learning process. In another word, engagement is involvement process when we have been involved we will do activity that related to the learning process.
5
Chris Reading. Recognising and measuring engagement in ICT-rich learning environments, University of New England
6
Fredricks, J. A., Blumfeld, P. C., & Paris, A. H. School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), (2004),p. 59-109.
7
http://edglossary.org/student-engagement/ accessed on April 25, 2016 at 05.15 a.m. 8
Ibid,. 9
22
According to Fredricks,et al. there are three types of engagement:
1. Behavioral Engagement
The definition of behavioral engagement itself is refers to
students’ participation in learning and classroom activities. The
behavioral engagement can be showed in positive conduct,
effort, and participation of students in learning.10
2. Emotional Engagement
Emotional engagement can be define as affective
engagement that refers to the relationships between students and
their teachers, classmates and school. The examples of emotional engagement are: affective reactions in the classroom,
such as interest, happiness; affective reactions to the teacher. It
the other word, emotional engagement is what are the students’
feel when they learn a lesson in the classroom. According to Chris, there are several indicators of emotional engagement:
10
23
3. Cognitive engagement
As the explanation before, it can be concluded that cognitive engagement is refers higher order thinking of the students when they do the task.
c. Students’ engagement
There are many definitions of students’ engagement. In education,
student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.11 Student engagement focuses on the extent to which students are engaging in activities which higher education research has shown to be linked with high quality learning outcomes.12 It can be said that students’ engagement is students who are engaged in learning process, they will show their activity by doing more activities that related to the learning process.
11
http://edglossary.org/student-engagement/ accessed on April 25, 2016 at 05.15 a.m. 12
24
d. Higher order thinking
Higher order thinking skills include critical, logical, reflective, metacognitive, and creative thinking. The other researcher define
“critical thinking” as a form of higher order thinking.13
Higher order thinking is a part of cognitive engagement indicators.
Students who think critically use writing as an important tool both for communicating important ideas and for learning. They use writing to deepen their understanding of important concepts and to clarify interrelationships between concepts. They consistently write in such a way as to become more clear, precise accurate, relevant, deep, broad, logical and significant as thinker. In writing, they are able to clearly and accurately analyze and evaluate ideas in texts and in their own thinking. In other words, they use writing as important tool for learning ideas deeply and permanently.14
1313
F.J King, Ph.D., Ludwika Goodson,M.S., Faranak Rohani, Ph.D. Higher Order Thinking Skills. Assessment and Evaluation. Educational Service Program.
14
25
2. Collaborative Writing Essay
a. Definition of Collaborative Writing
Theories of collaborative learning are based on the socio-constructivist theory that knowledge is socially produced by communities of people and that individuals can gain knowledge if they join knowledge communities (Vygotsky, 1978).15 From a social constructivist point of view, learning is considered an active process in which people construct their knowledge by relating it to their previous experiences in real situations through interaction with the social environment.16 Collaborative writing has its origin from collaborative learning.17 The definition of collaborative writing is the activity of writing together to produce written texts that has been rarely used in second or foreign language writing classrooms.18 Collaborative writing describes an activity where there is a shared and negotiated decision making process and a shared responsibility for the production of a single text.19 Chisholm explained that the
15
Cornelia Brodahl, Said Hadjerrouit, and Nils Kristian Hansen. Collaborative Writing with Web 2.0 Technologies: Education Students’ Perceptions. Vol (10). (2011). p. 71-103
16 Ibid,. 17
Lin Siew Fong, Benefits of Collaborative Writing for ESL Advanced Diploma Students in the Production of Reports. US-China Education Review B 4 (2012). p. 396-407
18
Jue Kyoung Pae, Collaborative Writing versus Individual Writing: Fluency, Accuracy, Complexity, and Essay Score. Multimedia-Assisted Language Learning, (2011). 14(1),p. 121-148.
19
26
purpose of collaborative writing is to produce an integrated final report.20 It can be said that the collaborative writing is producing the written and constructing paragraphs together within a group work.
b. Forms of collaborative writing
1. Face to face collaborative writing
One of the forms of collaborative writing is face to face collaborative writing. This is the traditional form of collaborative learning which each the group has been via face-to-face groups working together.21 In the other word, the groups have to discuss material directly by meet together in the same time and same place.
2. Online collaborative writing
Online collaboration lets a group of people work together in real-time over the internet. Online collaboration can work together on word processor documents, power Point presentations and even for brainstorming, all without needing to be in the same room at
20
Richard M. Chisholm. Writing Across the Curriculum : Coping with the Problems of Collaborative Writing. Vol (11), (August 1990) P.90-108
21
27
the same time.22 Along with the development of information and communications technology, the use of computers and the internet has started to play an increasingly important role in education.23 In online collaborative writing, the students can discuss with their group every time that they want, because online collaborative writing allow the students to discuss indirectly. They can discuss through tool or applications for doing collaborative writing, such as: Google Docs, Wiki, etc.
c. Collaborative Writing Benefits
Chisholm said that in teaching collaborative writing, teachers are trying to create learning environments which the groups can move as quickly as possible to become mature, systematic, and habitual collaborative units.24 Collaborative learning can create collaborative environment, social interaction, and relation among the students.
According to Lien Siew Fong, there are several benefits of collaborative writing:
1. Increase students’ responsibility towards the task 2. Promoting the sharing of new information
22
http://mobileoffice.about.com/od/conferencing-and-collaboration/a/online-collaboration-faqs.htm accessed on May 10, 2016 at 10.30 p.m.
23
Jessie Wai-ching CHOI. The Role of Online Collaboration in Promoting ESL Writing. 1(1). (2008)p. 34-49
28
3. Allowing the sharing of expertise 4. Helping narrow down information
5. Negotiating successfully by using Facebook as a means of discussion.25
According to Omprapat and Saovapa there, are several benefits of collaborative writing by using Google Docs, they are:
1. Through Google Docs, the users allow to create, edit and store their documents online
2. Since Google Docs is easy and fast, the tool is well-suited for facilitating digital writing workshops that combine peer editing with cooperative grouping
3. Collaborative editing tools allow a group of individuals to edit a document simultaneously and easily while they can view the changes made by others in real time. This special feature makes Google Docs a powerful program that can facilitate collaborative writing in the language classroom.
4. Google Docs allows individuals to work on a common task without restrictions often imposed by traditional face-to-face contacts26
25
29
d. Collaborative Learning
1. The definition of collaborative learning
Collaborative writing is a part of collaborative learning. There are some definitions of collaborative learning by experts.
The definition of collaboration itself is often assumed as one way to efficiently allocate scarce resources while building community by strengthening interorganizational ties.27 According to Panitz (1996) in journal of Alejandro Iborra, Dolores García, Leonor Margalef et al, collaborative learning as a general approach to teaching instead of a group of possible techniques oriented towards the achievement of learning results. In collaborative learning the authorship and responsibility of the process is shared between the teacher and students.28 It can be said that the collaborative learning is teaching materials that involved two or more students in a group which each students has responsibility in their own group to get the goal of the lesson. At this stage the teacher guide the students in collaborative learning by share the ideas of materials.
26
Omprapat Suwantarathip & Saovapa Wichadee,. “The Turkish Online Journal of Educational
Technology : The Effect of Collaborative Writing Activity Using Google Docs on Students’ Writing Abilities. 13(2).148-156.2014
27
Ann Marie Thomson, James L. Perry, and Theodore K. Miller. Journal of Public Administration Research and Theory Advance Access : Conceptualizing and Measuring Collaboration. (2007). p. 1-34
28
30
Another definition of collaborative learning is from O’Malley.
According to O’ Malley studies of collaborative learning should
focus more on the processes involved in successful peer interaction, rather than learning outcomes.29At this stage, the students have to build good collaboration with each other to share the ideas or knowledge in constructing task together.
In order for doing collaborative online learning successfully, it is important that the learner feels part of a learning community where his/her contributions add to a common knowledge pool and where a community spirit is fostered through social interactions.30
The researcher can concluded that collaborative learning is the process of interaction that includes peer interaction or group interactions between teacher-students or students-students in learning process based on teacher instruction in learning process. In collaborative learning, every student within a group has to responsibility to share their ideas and work together.
29Claire O’Malley.
Computer Supported Collaborative Learning. 1989.p5 30
31
3. Writing skills
a. Definition of Writing
Language is divided into two macro skill; receptive skills and productive skills. Receptive skills are the way in which people extract meaning from the discourse they see or hear.31 The skills that included in receptive skills are reading and listening. Productive skill is language production processes which have to be gone through whichever medium we are working in.32The skills that included in productive skills are speaking and writing.
The definitions of writing are variously stated by some experts. According to Brown, written products are often the result of thinking, drafting, and revising procedures that require specialized skills, skills that not every speaker develops naturally.33 Furthermore, he states that writing is thinking process. He also stated that writing is planned by putting and developing the main idea, construct the words coherently and through several steps of revision before the written context become final product. The examples of final product of writing are: essay, report and story.
31
Jeremy Harmer. The Practice of English Language Teaching Third Edition, (UK: Cambridge University Press, 2001). p. 199
32
Ibid,. p.246 33
32
Elbow in Brown also says that writing is a two-step process. The first process is figuring out the meaning and the second process is putting the meaning into language.34 The researcher concluded that writing is representing what we think. It is because the writing process is start from find the main idea, develop the main idea into sentences, organize the sentences, revise sentences before release it which all the steps need to think to looking for the reason why they write the sentences.
b. Types of Writing Performances
According to Brown, there are four categorizes of writing performances, they are:
1. Imitative
This is basic categorizes of writing which the learner begin to write down simply English letter, words, and possibly sentences. This category includes the ability to spell correctly and to perceive phoneme-grapheme correspondences in the English spelling system.35 At this stage, the learners more focus
34 Ibid,. p. 336
35
33
on form of writing rather than the context and meaning of the writing.
2. Intensive (controlled)
This type of writing is controlling in producing appropriate vocabulary within a context, collocation and idioms, and correct grammatical features of a sentence. At this stage, the learners have to control or change the structure of the sentences.
3. Responsive
In this type the learners are required to perform at a limited discourse level, connecting sentences into a paragraph and creating a logically connected sequence of two or three paragraphs.36 T this stage, the students create, construct and connect between paragraphs. The examples of responsive writing are: brief narratives and descriptions, short reports, lab reports, summaries, brief responses to reading and interpretations of charts or graphs. At this stage, the learners more focus on discourse level and emphasis on context and meaning of the text.
36
34
4. Extensive
At this stage, the learners have produced a final writing, such as: essay paper, a major research project report or a thesis. The learners focus on focus on achieving a purpose, organizing and developing ideas logically, using details to support or illustrate ideas demonstrating syntactic and lexical variety to achieve a final product of writing.37
c. Genres of Writing
Genres of writing are divided into three parts:
1. Academic Writing
Academic writing refers to a particular style of expression that researchers use to define the intellectual boundaries of their disciplines and their areas of expertise. Characteristics of academic writing include a formal tone, use of the third-person rather than first-person perspective (usually), a clear focus on the research problem under investigation, and precise word choice.38 In the other word, the academic writing involves the rules of language. The examples of academic writing are
37
Ibid,. 38
35
:Papers and general subject reports, essay, compositions, academically focused journals, short-answer test responses, technical reports (e.g. lab reports), theses and dissertations. 2. Job-related writing
Job related writing is the final products of writing are related to job of the writer. The examples of Job-related writing are: Messages (e.g. phone messages), letters / emails, memos (e.g. interoffice), reports (e.g. job evaluations, project reports), schedules, labels, signs, advertisements, announcements and manuals
3. Personal Writing
Personal writing is writing something for personal use or personal financial gain.39 The examples of personal writing are: Letters, emails, greeting cards and invitations, messages, notes, calendar entries, shopping lists and reminders, financial documents (e.g. checks, tax forms, loan applications), form, questionnaires, medical reports, immigration documents,
39
36
diaries, personal journals, and fiction (e.g. short stories, poetry). 40
4. Tools in collaborative writing
Chisholm said that there are several problems in collaborative writing. One of them is fairness. He said that in many groups, someone will work hard and someone else will not. We all know that was not fair.41 It is difficult for monitoring the collaborative writing. Sometimes we find not all the students in a group work together. Some of them do the project and the other is not. Finally, the teacher did not know who the students do the group project and who are the students do not do the group project.
Therefore, collaborative writing needs tool for monitoring students work. Teacher can make sure that the all of the students work together within the group. There are several tools in collaborative writing, they are:
40
H. Douglas Brown. Language Assessment Principles and Classroom Practices, (California: Longman) p. 220
41
37
a. Google Docs
Google Docs is one of several online tools that allow individuals to work together on a shared document.42 Google Docs is a free online program that allows users to create documents, spreadsheets and presentations online and share them with others for collaboration. This allows educators and students to share their work with others, collaborate on assignments, and save documents online for access at school or at home.43 Google Docs is available to anyone with internet access whether through a PC, laptop or mobile device. The people have to have a Gmail account before access Google Docs. Google Docs allow the people to share documents for viewing and editing, and allows multiple users to collaborate simultaneously on a project over the web.44
b. Wikis
Wikis provide teachers with potentially significant opportunities for creating socially engaged tasks that require active
42
Cyprien Lomas, Michael Burke, and Carie L. Page. Education Learning Initiative: Collaboration Tools. Paper (2). 2008
43
Google Docs-A Tutorial. accessed on
https://onlineconnections.wikispaces.com/file/view/Google+Docs+Tutorial.pdf accessed on May 13, 2016 at 07.43 p.m
44
38
student participation and collaboration. Wikis allow students to work together to develop content on the web, giving them a sense of how writing can be carried out collaboratively.45
wiki technologies provide a number of useful functions, such as tracking of edits, comparison between different versions of edits, roll-backs to earlier versions of the wiki, threaded discussions, special and protected pages, customizable access to pages, read and edit rights, and use of different types of multimedia, e.g. images, graphics, sounds, and video.46
c. CommentPress
A plugin for WordPress, CommentPress allows post-publication marginalia on a piece of writing. This tool can be used to collect feedback on students work from a much broader public right within the confines of students own blog. While the students can certainly make a Google Doc public and can even embed one
45
Said, Hadjerrouit. Issues in Informing Science and Information Technology : A Collaborative Writing Approach to Wikis: Design, Implementation, and Evaluation. 8. 2011
39
on students own site, CommentPress can be used to offer a more fully integrated user experience.47
2.2. Review of Previous Study
The researcher provided previous studies that have been completed by the previous researchers. There are five previous studies which have been read by the researcher.
First, the research entitled “A Collaborative Writing Approach to Wikis: Design, Implementation, and Evaluation”.48 It was done by Said Hadjerrouit. This research discuss about the implications of collaborative writing approach by using Wiki as one of the application software to do collaborative writing. The objective of this research is to let students create wiki applications using the collaborative writing approach based on rapid prototyping. The subjects of this research were students that have been divided into three groups which each group have different topic in collaborative writing. This research use mix methods; qualitative methods and design-based research method which analyze design, implementation, and evaluation of the collaborative approach by using Wiki. The
result of this research is describes the students’ experiences with the collaborative
47
http://learning.instructure.com/2014/02/tools-for-collaborative-writing/ accessed on June 3, 2016 at 10.05 a.m
48
40
writing development approach to wiki and their perceptions of collaborative writing.
Second, the research entitled “Engagement in Online Collaborative
Learning: A Case Study Using a Web 2.0 Tool”. It was done by Pao-Nan Chou
and Ho-Huan Chen. This research discusses a Web 2.0 tool to promote student online collaborative learning. The objective of this study is to know the effect of
wiki use on Taiwanese college students’ collaborative learning. The subject of
this study is college students majoring in information technology and management in Taiwan. This research uses qualitative research method. The result of this research show that the technological tool motivated students to engage in collaborative learning, and its use supports student learning but they poor in instruction for peer feedback and online reflection because each team focused on the design and development of the search engine.
Third, the research from Wenyi Zhou, Elizabeth Simpson and Denise Pinette Domizi with the title “Google Docs in an Out-of-Class Collaborative Writing Activity”. This study discus about students experiences while using the Google
Docs. The objective of this research is to assess the effectiveness of using Google Docs in an out-of-class collaborative writing activity through measuring the
assignment’s influence on students’ learning experiences. The subject of this
41
research is most students were unfamiliar with Google Docs but students reported they would like to use Google Docs in the future. Besides that, 93% of students considered Google Docs a useful tool for group work. The researcher concluded that Google Docs was a useful tool for collaborative writing and influenced student learning.
Fourth, the research from Ornprapat Suwantarathip and Saovapa Wichadee with the title “The Effects of Collaborative Writing Activity Using Google Docs
on Students’ Writing Abilities”. This research discuss about the use of Google
Docs as a tool to do online collaborative learning can give effect of students writing abilities. The purpose of this research is examining undergraduate
students’ writing abilities as a result of using Google Docs for collaborative
42
Fifth, the research from Jue-Kyoung Pae with the title “Collaborative Writing versus Individual Writing: Fluency, Accuracy, Complexity, and Essay
Score”. This study discuss about the essay score between students who do
collaborative writing and students who do individual writing. The purpose of this study is to compare computer-supported collaborative and individual writing written by Korean EFL college students in the aspects of fluency, accuracy, complexity, and essay score. The subject of this study is 24 Korean EFL college students. The method of this study is quantitative method. The result of this study is collaboratively produced essays were more fluent than individually produced essays. Students produce longer essays when they worked collaboratively because they could think more about the arguments through negotiating with their team members. This previous research encourages the researcher to find more information about the differences essay between collaborative writing and individual writing.
Sixth, the research was have been done by Latha R. Candrasekar with the title “The Impact of Collaboration Tools on Students Engagement”.49 This research discussed about the impact of collaboration tools on student engagement in an online educational context. The purpose of this research was to examine the impact of collaboration tools on student engagement in an online educational context by analyzing current research and their results on the topic. The paper
49
43
explores students’ engagement and three levels of engagement namely behavior,
emotion and cognitive. This research also analyzed the impact of such tools on all the three levels of engagement. Besides that, this research also explored the
relationship between collaboration tools on each levels of students’ engagement.
The result of this research is about the kind of collaboration tools on students’
engagement. Every levels of students’ engagement have different collaboration
tools. Besides that the finding of this research is to understand the teacher’s role.
Based on the result, the researcher conclude that there are several collaboration tools that can be used in learning process that related to students engagement and
teacher can use the appropriate collaboration tools to increase students’
engagement. This previous research encourages the researcher to find more the definition of engagements.
44
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses approach and research design, research presence, research location, data and source of data, research instrument, data analysis technique, research validity of findings, and research stages. This chapter explains how the research conducted to gather the relevant data to answer the research objectives and research questions. A number of steps took to maintain the validity and reliability of this research.
A. Approach and Research Design
In this research, the researcher use descriptive qualitative approach as the design of analyzing the data. Descriptive qualitative method is used when the researcher wants to describe the condition and situation specifically.1 Qualitative research is descriptive.2 Qualitative research is concerned with subjective assessment of attitudes, opinions and behaviour.3 The main focus in qualitative research is to understand, explain, explore, discover and clarify situations, feelings, perceptions, attitudes, values, beliefs and experiences of a group of people.4 The purpose of the study is primarily to describe a situation,
1
Ary, Donald. Introduction to Research in Education, (USA:Wadsworth, 2010) p. 452 2
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, (Bandung : Alfabete, 2009) p. 14 3
C.R. Kothari. Research Methodology Methods and Techniques Second Revised Edition, (India : New Age International Publisher, 20014P.5
4
45
phenomenon, problem or event.5 In conclusion qualitative is a systematical application of the oral and written data.
The researcher described the phenomenon at the seventh semester students of English Education Department at UIN Sunan Ampel Surabaya in academic year 2014-2015 about the cognitive engagement in collaborative writing essay by using Google Docs and benefits that got by seventh semester students in collaborative writing essay using Google Docs of English Education Department at UIN Sunan Ampel Surabaya in Academic year 2014-2015
B. Research Presence
In this research, the researcher acted as the instrument and the collector of the data at once. The rubric, interview guidelines and the documentation are used in
definite function to endorse the researcher’s task as instrument. Therefore, the
researcher analyzed the data that have been done by seventh semester students in academic year 2014-2015. The researcher analyzed the collaborative essay of students through students email. The researcher analyzed the cognitive engagement every students through rubric critical thinking.
In the end, the researcher interviewed the students one by one about the difficulties faced by the students in collaborative writing essay using Google docs
5
46
of English Education Department at UIN Sunan Ampel Surabaya in Academic year 2014-2015
C. Setting of the Study
1. Research Subject
The research subject of this research is the seventh semester students who take CALL 2 course in academic year 2014-2015 in English Education Department at UIN Sunan Ampel Surabaya. In this research, the researcher uses purposive sample. Purposive samples are used if description rather than generalisation is the goal.6 This sampling method involves purposive or deliberate selection of particular units of the universe for constituting a sample which represents the universe.7 In CALL 2 course, there are two classes; A class and B class which the total of the students are 60 students from 2 classes. In collaborative writing essay, those students are divided into 15 groups which every group consist of 3-4 students. Every group produced one essay. Those essays are evaluated by using written communication rubric. Based on the result of written communication rubric, the researcher got the data about essay which have good, moderate and bad score. Based on purposive sampling as the sampling method that the researcher used in this research, the selection or criteria of the essay that would be
6
Dr. Catherine Dawson. Practical Research Method. (UK:Oxford)P. 49 7
47
observed by the researcher are 6 essays from 15 essays. Those essays are stated below:
a. 2 essays which have good score b. 2 essays which have moderate score c. 2 essays which have bad score 2. Place
The research conducted in CALL 2 class in English Education Department as the sample of this research. The researcher used CALL 2 course as the sample of this research, because in this class the students learn about how to do collaborative writing essay by using Google Docs. Besides that, the students have done created a collaborative writing essay as one of the assignments in CALL 2 course.
D. Data and Source of Data
According to Arikunto, the source of data is the place or thing in which is the researcher can observe, ask or read about related matter of the object being studied. It can be divided into person, place and documentation.8 In research, data and source of the data is the key to answer the problems in the field.
8
48
1. Types of Data
There are two types of data to answer the problems in the field. They are primary and secondary data. The primary data in qualitative research are words and action, the secondary data such as documents and others. Those data explained in detail below:
a. Primary Data
Primary data is data obtained or collected by the researcher directly from the source. The primary data of this research is data about the cognitive engagement of seventh semester students when did collaborative writing essay through Google Docs. This primary data were obtained by
collecting students’ rubric of cognitive engagement when they do
collaborative writing. In addition, to find the benefits of collaborative writing, the researcher obtained the data by doing interview for the seventh semester students in academic year 2014-2015.
b. Secondary Data
49
screenshot of the students activity in editing and sharing the ideas together when construct the collaborative writing essay.
2. Source of Data
The primary source of the data is the documentation of the students’
collaborative writing essay. In this research, the researcher took the documentations of students essay in CALL 2 course through Google Docs. It is 10 essays based on purposive sampling. The essay observed by the researcher based on the rubric of cognitive engagement that related to cognitive engagement. Besides that, the students who took CALL 2 course also as primary source of this research. They were interviewed by the researcher based on the questions that would be asked by the researcher about the benefits of collaborative writing essay
The secondary source of this research is the seventh semester students in academic year 2014-2015. It is in order to add some general information about the cognitive engagement of the students, benefits that got by the students and how they do collaborative writing by using Google Docs.
E. Data Collection Technique
Collection of data is very essential in any educational research to provide a
50
production of data.9 Quality of data determines the quality of research. In this research, the researcher used some of data collection technique as follow:
1. Documentation
Documentation is every written forms data or film which will be provided if there is request from investigator.10 Therefore, the researcher had to ask those sources from the informant. In this research, the researcher used documentation to analyze the collaborative writing essay from the students.
Documentation is used to gather and record information, especially to establish or provide evidence of facts about the cognitive engagement of collaborative writing essay that have been done by the seventh semester students of English Education Department at UIN Sunan Ampel Surabaya in academic year 2014-2015.
In this research, the documentation is used in collecting students’ essay.
Students’ essay acted as documents which represent the important information
about the research. After the researcher gather the students’ essay, the
researcher evaluate the essay by using written communication rubric to categorize which essay have good, moderate and bad essay. After the researcher chose the essay, the researcher would analyze by cognitive engagement rubric.
9 Yoges Kumar Singh.
Fundamental of Research Methodology and Statistics, (New Delhi : New Age International Publishers, 2006).p. 212
10
