Jurnal Ilmu Pendidikan (JIP) Vol.
Issue 2.
December 2022, pp.
ISSN: 0215-9643
e-ISSN: 2442-8655 Exploring Student Engagement in Online Learning Hafizah P.
Pratiwi1,*.
Joko Priyanab,2 Universitas Negeri Yogyakarta.
Jl.
Colombo No.
1 Sleman Yogyakarta 55281.
Indonesia 2020@student.
priyana@uny.
* corresponding author
ARTICLE INFO
Article history Received August 10, 2022 Revised Dec 19, 2022 Accepted Dec 19, 2022 Keywords Student Engagement (Intensity.
Barriers, and Effort.
Online Learning Secondary School
ABSTRACT
This survey study aimed to capture the actual student engagement in online learning, including the intensity of engagement, the barriers that prevent the students from engaging, and the efforts to stay engaged during online learning.
It determined the studentsAo and English teachersAo perspectives to identify the differences in engagement variables among them.
There were 424 participants consisting of students and English teachers from 2 Senior High Schools, 1 Vocational High School, and 2 Junior High Schools in South Sumatera.
Indonesia.
The online questionnaire was distributed through Google Forms and divided into three parts.
The questionnaire items were adopted from Online Student Engagement Scale (OSE) to measure the intensity of engagement and Microsystem Factors Influence Student Engagement Scale to investigate the studentsAo barriers and efforts in engaging in online learning.
Further, all the garnered data were computed through SPSS 25.
0, facilitating an easier data presentation.
The results of this study unveil the moderate intensity of student engagement in online learning, low barriers, and high efforts to stay engaged during online learning from both students and English teachers' perspectives.
Addition-ally, these results are expected to be used as the basis of reflection and evaluation of the online learning program in Indonesia.
This is an open access article under the CCAeBY license.
Introduction Online learning is a solution for 1.
5 billion students who are not able to attend school (UNESCO, 2.
In Indonesia, online learning has been fully implemented since the Ministry of Education and Culture decided to suspend all school activities and use online learning through the issuance of Circular Letter No.
4/2020 (Kemendikbud.
Online learning has become an emergency remote learning alternative due to the spread of COVID-19 (Adedoyin & Soykan, 2.
Emergency remote learning is described as the quick transformation from face-to-face learning to an online system during a pandemic situation.
Online learning is applied because there is no other way to conduct the education process since most outdoor activities are shut down.
As the online learning implementation was suddenly implemented, the stakeholders had no sufficient preparation.
It results in many problems and obstacles.
One of the impacts of this situation is studentsAo low engagement during online learning (Aliyyah et al.
, 2.
Student engagement is seen as student involvement in every activity related to the learning process (Kuh, 2.
as well as a variable in educational research that is aimed at understanding, explaining, and predicting student behavior in learning environments (Axelson & Flick, 2.
http://dx.
org/10.
17977/um048v28i2p66-82 It is taken as a process of learning (Boekaerts, 2.
and also an indicator of successful teaching and learning process (Fredricks et al.
, 2.
NSSE (National Survey of Stu-dent Engagemen.
also defined student engagement as student involvement inside and outside the classroom.
includes the way students invest their time in learning as well as the benefits they obtain from learning and attending class (NSSE, 2.
However.
Trowler .
stated that engagement is more than just involvement since it requires both involvement and internal feeling.
Dixson .
curtails the definition of engagement into the teacher-learner-content interaction in the classroom.
The students must think, talk, and interact with the content of a course, the other students in the course, and the instructor.
Meanwhile, (Bolliger & Martin, 2018.
Mukhtar et al.
Wang & BrckaLorenz, 2.
also include school environment and student-faculty interaction as part of student engagement.
Many factors can affect student engagement, such as technical barriers and teacher intervention.
There are also internal factors, such as gender and ability (Peng, 2.
According to McNaught et al.
, teachers also carry substantial effects on student engagement.
The way teachers design and plan their learning content is an important ISSN: 0215-9643 e-ISSN: 2442-8655 Jurnal Ilmu Pendidikan (JIP) Vol.
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point in engaging students in the classroom activity.
Teachers can promote student engagement through appropriate learning methods, tasks, and feedback.
Those elements should be carefully determined to encourage studentsAo participation in the classroom.
Milligan et al.
also positioned learnersAo motivation, online learning experience, and self-confidence as the main factors influencing student engagement in online learning.
In line.
Mandernach et al.
also believed that studentsAo internal factors, such as attitude, personality, motivation, effort, and self-confidence, were affective factors affecting student engagement.
Generally, the influencing factors of student engagement can be divided into internal and external factors.
Bond & Bedenlier, .
unveil detailed factors that influence student engagement by adapting the bioecological model of influences on student engagement (Bronfenbrenner, 1979, 1986.
Bronfenbrenner & Ceci.
The influencing factor is divided into macrosystem, exosystem, mesosystem, and microsystem levels.
From the smaller factor, the microsystem factor includes the student, as the center of the learning process, along with the institution, teacher curriculum, technology, peers, and The mesosystem level represents the interactions between microsystems, as well as between the micro and The exosystem includes the wider social structures that affect the learner, such as institutional policy, institutional governance, national curriculum, the more extensive community, media, social service, extracurricular activities, employment, family social networks, and extended family.
Meanwhile, the macrosystem is the largest system, consisting of power, policy, economics, political and social environment, history, digitalization, and culture of a country or even worldwide.
In fact, various measures have been carried out to prevent problems that might occur during online learning, starting from the government to the school and teachers.
As an emergency curriculum implemented through the Circular Letter of the Ministry of Education and Culture No.
719/P/2020 about curriculum implementation guidelines in education units in special conditions, online learning in Indonesia still encounters issues in student engagement.
The teaching and learning process still uses student center as the main principle.
The emergency curriculum also articulates that the school has the freedom to choose the best curriculum to be applied according to the studentAos learning needs, so they can use the national curriculum, emergency curriculum, or construct an independent curriculum simplification (Kemendikbud, 2.
On the other hand, the online system requires several tools and an internet connection.
Besides, learning media also has an essential role in online learning than in traditional ones.
Previous research has confirmed that the use of media increases studentsAo motivation, engagement, and achievement in learning (Gil-Domynech & BerbegalMirabent, 2019.
Ratminingsih et al.
, 2018.
Tsai et al.
Additionally, since online learning is a new system, especially in Indonesia, it offers a new learning experience for students and a more attractive learning atmosphere.
Even though some schools and students are unfamiliar with online learning, it does not automatically translate into low participation.
Some studies revealed a high level of engagement in online learning during the pandemic situation (Oraif & Elyas, 2021.
Rojabi, 2020.
Suharti et al.
Some also suggested an evaluation of online learning since it did not promote student engagement (Dumford & Miller, 2018.
Mukhtar et al.
, 2.
However, student engagement is regarded as a crucial part of online learning.
Maintaining studentsAo active engagement and great learning motivation remains to be the leading issue in both online and traditional classrooms (Bolliger & Martin.
In addition, since online learning has become a new trend in the educational field, many researchers express great interest in exploring online learning, especially in its relation to student engagement.
Many of those studies focused on promoting studentsAo engagement in online learning by using several technologies such as Blackboard and Facebook (Rekhter & Morlet, 2.
Game-based Digital Quiz (Nuci et al.
, 2.
, and WeChat (Xu et al.
, 2.
Other studies implemented some interactive teaching methods such as web-mediated activity-based learning and meaningful learning (Tsai et al.
, 2.
, mobile-based inter-active teaching model (Lim, 2.
, learning analytics (Lu et al.
, 2.
, and created harmonious classroom environment (Luo et al.
, 2.
to increase studentAos engagement in online learning.
Those studies generally suggested low student engagement in online learning.
A study investigating the reasons for studentsAo low engagement is necessary to determine the aspects of student engagement that require improvement.
Generally, the most common issue in online learning is technology barriers.
According to Adedoyin & Soykan .
, technology and the internet become the main challenges of online learning since learning relies on them.
Aside from technology and internet connection, socio-economic factors, human and pet intrusions, digital competence, assessment and supervision, heavy workload, and compatibility are also re-ported as challenges in online learning.
In addition.
Dumford & Miller .
found that online learning did not promote effective teaching practices and quality of interactions.
Consequently, students feel isolated and disconnected.
When a teacher is aware of the difficulties associated with online learning, they can make the best decisions for fostering student involvement.
In addition, most recent studies on engagement in online learning only explored studentsAo perspectives (Oraif & Elyas, 2021.
Rojabi, 2020.
Suharti et al.
, 2.
and some faculty members (Bolliger & Martin, 2018.
Mukhtar et al.
, 2020.
Wang & BrckaLorenz, 2.
, with only a few studies explored from both teachersAo and studentAos perspective.
As teachers also carry a substantial role in Hafizah P.
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This study used a quantitative approach with a survey In detail, we used a cross-sectional survey that was carried out at a single point in time.
We specifically aimed this study for specific Eng-lish subject in the areas affected by the pandemic, but still considered the accessibility.
therefore, we involved English teachers and students who ex-perienced online learning during the pandemic at Lubuklinggau City.
South Sumatera.
Indonesia for the data There were 404 students and 20 English teachers in total taken from a stratified ran-dom sampling of five schools, including two Senior High Schools, one Vocational High School, and two Junior High Schools.
In collecting the data, the close-ended online questionnaire was distributed through Google Forms.
The questionnaire was divided into three parts, with a total of 90 items for students and 91 items for teachers.
In the first part of the questionnaire, we examined the intensity of student engagement in online learning using Dixson .
Online Student Engagement Scale (OSE).
It attempted to measure studentsAo activities .
ctively and in their thought processe.
, their feeling about the learning, and their connections with the learning content, the instructor, and other students in terms of skills, participation, performance, and In the second and third parts.
Microsystem Factors Influence Student Engagement, as stated in Bond & Bedenlier .
taken from the Bioecological Model of Influences on Student Engagement by Bronfenbrenner and colleagues (Bronfenbrenner, 1979, 1986.
Bronfenbrenner & Ceci, 1.
was used to investigate studentAos barriers and efforts of engagement in online learning.
We examined studentsAo barriers and efforts using the microsystem factors affecting studentsAo engagement.
School Teachers Male Female Junior High School A Junior High School B Senior High School A Senior High School B Vocational High School Total Students Male Female i.
Results and Discussion The Intensity of Student Engagement in Online Learning Table 2 shows that many of the students .
%) believe that they have sufficiently engaged in online learning.
However, the highest number of students answered Aosometimes,Ao indicating that they did not always present high engagement during English online learning.
Among the sub-dimensions, the students were highly engaged in the performance activities.
They also expressed positive responses on the item AuDoing well on the English tests/exercises.
Ay Consequently, the students were also positively convinced that they were AuGetting a good score in English lessons.
Ay Contradictory, most of the participants gave negative responses on the participation engagement There were 53 and 106 students who answered never and seldom on the item AuPosting in the English class discussion forum regularly .
haring/ comment/ giving respons.
Ay Table 2.
Student Perspective of the Intensity of Student Engagement in Online Learning Sub-Dimensions Items Always II.
Method Table 1.
Demographic Information of Participants Often This current study, therefore, aimed to identify authentic student engagement in online learning, including the intensity of engagement, the barriers that prevent the students from engaging, and their effort to stay engaged during online learning.
It also examined student engagement from the perspective of the teacher and student.
Sometimes Since the worldwide pandemic, there has been more focus on the trend of online learning replacing face-to-face Online learning has become the only possible solution for educational institutions to keep conducting their educational processes during a pandemic.
During this pandemic, many Indonesian schools have just implemented online learning for the first time.
Considering their limited preparation, problems and obstacles are unavoidable.
As Rasmitadila et al.
have reported, online learning in Indonesia still needs evaluation.
One of the evaluation aspects should focus on studentsAo engagement during online learning.
consisting of the factors of a student, teacher, curriculum, technology, peers, family, and institution.
In the questionnaires, we used five points Likert scale.
Before distributing the instrument, the item validity and reliability test were carried out.
The result revealed that all items of the questionnaires were valid .
observed > rtabl.
at a significant level of 5%, r = .
Linearly, the reliability coefficients were .
949 for the intensity scale, .
for the barriers scale, .
941 for the barriers scale, .
830 for the intensity scale, as well as .
961 and .
904 for the scale of the effort on the studentAos and teacher questionnaires, respectively.
Therefore, the entire questionnaire was highly reliable ( > .
Seldom classroom learning, their perspective will widen the description regarding student engagement in online learning.
ISSN: 0215-9643
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Present high to learn English Participatio Enjoy the English engagement online class chats with the teacher or other Participatin g actively in English small-group Helping students in English Engaging in ns during the English online class .
Posting in the English .
haring, comment or Getting to know other students in the class Performanc Getting a good score engagement in English Doing well on English tests or Total Always Often Sometimes Always Staying up to read English text Looking English class notes learning to make sure the English Listening or reading the English Being English Taking notes when readings the listening to s and the learning Putting great effort English Finding ways to English relevant to Applying English material to Finding ways to English Items Seldom Often Sub-Dimensions Never Sometimes Emotion Items Seldom Sub-Dimensions Jurnal Ilmu Pendidikan (JIP) Vol.
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Putting great effort into English Finding ways to make English relevant to daily activity Applying English material to daily activity Finding ways to make English Present high motivation to learn English Enjoy the English online class and personal chats with the teacher or Participating actively in English small-group Helping students in English Engaging in s during English classes .
Posting in the English .
haring, or giving Getting to know other Always Study English lessons on a regular basis Staying up to read English Looking over English class notes before learning to make sure the English Listening or reading the English Being English Taking notes readings the text, listening to teacher and watching the learning Often Skills Sometimes Items Seldom Sub-Dimensions Never Table 3.
Teacher Perspective of the Intensity of Student Engagement in Online Learning Participatio Hafizah P.
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Always Emotion Often Items Sometimes Sub-Dimensions Seldom Like the studentAos responses, most of the teachers admit that the students did not always engage during English online learning, as illustrated by 51% of them answering Aosometimes.
Ao Following Aosometimes,Ao most teachers answered Aooften,Ao then AoseldomAo, to our questionnaire items.
Interestingly, none of the teachers answered AoneverAo to all the questionnaire items.
Based on the teachersAo perspective, the students showed high engagement in the term of skills engagement while barely engaged in emotional engagement.
Besides, some students also always Austudy English lessons on a regular basisAy and often Aucarefully listen or read the English material.
Ay However, the teachers felt that the students did not really Auapply English material to their daily activity,Ay leading to studentsAo lowest engagement in the emotional category compared to other categories.
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Both studentsAo and teachersAo viewpoints suggested that students do not always present great engagement during online learning, but their engagement cannot be considered low.
The students tend to show high engagement in certain aspects of the learning process.
Our data in the skills engagement aspect showed that the students believed they were Aualways carefully listening to or read the English material delivered carefullyAy but did not always Aulook over their notes before attending the online learning.
Ay Similarly, the teachers also express the same perspective as the students.
Thus, this result of skills engagement supported the previous study by Suharti et al.
which reported that students show highly positive responses in listening or reading English material and studying regularly, but they rarely study their notes.
In this case, the use of technology while delivering the content and material via an online platform is proven to increase studentsAo interest in learning (Tsai et al.
, 2.
as they read or listen to the material carefully.
In emotional engagement, the teachers did not show positive answers.
Contradictorily.
Suharti et al.
reported mostly positive responses in the emotional engagement aspect.
However, studentsAo responses are in line with a study by Bolliger & Halupa .
, showing that students exhibit great efforts in learning and always search for ways to make English relevant.
Furthermore, in participation engagement, our finding is the opposite of the study conducted by Bolliger & Halupa .
as well as Buelow et .
Those previous studies attained low engagement in the aspect of Auhelping fellow students in learning EnglishAy and Augetting to know other students in the class.
Ay However, our data suggested that both teachers and students mostly have a neutral but relatively positive response to those two statements compared to other statements.
Lastly, the students expressed that they got good scores and were doing well on the test, linear with the study by (Bolliger & Halupa, 2018.
Buelow et al.
, 2.
on performance engagement.
The effect of technology and media intervention (Gil-Domynech & Berbegal-Mirabent, 2.
, the application of new teaching techniques (Lu et al.
Previous studies reported different intensities of student engagement in online learning.
Some reported high student engagement (Oraif & Elyas, 2021.
Rojabi, 2020.
Suharti et al.
, 2.
, but some claimed online learning does not promote student engagement (Dumford & Miller.
Mukhtar et al.
, 2.
Meanwhile, our data suggested that student engagement in online learning is in the middle of high and low.
In general, despite being low in certain areas, student participation is high in others.
According to Saputra et al.
, some students present positive responses since they perceive online learning as an enjoyable activity, while those with negative responses regard it as unpleasant activity.
StudentsAo Barriers to Engaging in Online Learning Following their positive perspective on engagement intensity in online learning, our data also showed that the students face minimum problems during English online There were 59% of positive responses, with most of the students .
%) answering Aoalways.
Ao The data showed that the students were more satisfied with curriculum, family, and institutional factors.
Successful English curriculum in online learning was confirmed by 254 students who agreed that the Auoutcomes are aligned to the English learning activities.
Ay Meanwhile, 159 students thought that English online learning always Auused active and collaborative learning techniques.
Ay The students also admitted that family and school were supportive of their English online learning.
The 206 students stated that they had no problems communicating with family during English online learning, and 178 agreed that their school constantly strives to make online learning simpler than face-to-face learning.
On the other hand, as predicted, the technology factor attained the highest negative responses along with the student factor.
Table 4.
Student Perspective on the Barriers of Engagement in Online Learning Sub-Dimensions Items Student Present high enthusiasm to English online class Taking English online classes Feeling a strong sense Always Often Sometimes Seldom Always 2.
, and even the quality of teacher-student communication (Laksana & Tanduklangi, 2.
lead to studentsAo better performance in English online learning.
Meanwhile, the teachers conveyed studentsAo moderate engagement in the aspect of performance, like the study from (Suharti et , 2.
Never Often students in the class Performanc Getting a good score in engagement an English Doing well on the English tests or exercises Total Sometimes Items Seldom Sub-Dimensions Jurnal Ilmu Pendidikan (JIP) Vol.
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Curriculu Technolog Always Often Familiar with some ICT Delivering the online English Being with studentsAo during online English Providing a design in line with the role of the Enhancing studentsAo Relating English to studentsAo Outcomes are aligned with the English Using active Having no problem with the internet Having no problem with ICT tools and Choosing the best internet provider and ICT tools to English Having no problem in using ICT during online Sometimes Always Often Sometimes Seldom Items Seldom of being part of the online Showing responses to English Feeling being active English Have excellent time during online have no because of Providing Giving guidance in English Providing time for asking and Having no problem in using ICT during online English Showing towards the use of technology in English Integrating ICT in online English Sub-Dimensions ISSN: 0215-9643 e-ISSN: 2442-8655 Never Teacher Items Never Sub-Dimensions Jurnal Ilmu Pendidikan (JIP) Vol.
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Family Always Always Often Sometimes Often English Familiar with some ICT Having good on with Institution Paying full attention to during online English Providing (BOS) funds to support English Provide learning than Following the instruction of Total Sometimes Items Seldom English Showing towards the use of technology in English Familiar with some ICT Learning with others Respect the opinions and presence of Knowing how to support each other as a Familiar with Exchanging ideas related to online English Getting from some English Getting support and help during English learning from Having no using ICT Showing towards the use of technology in Sub-Dimensions Never Peers Items Seldom Sub-Dimensions Jurnal Ilmu Pendidikan (JIP) Vol.
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Never
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e-ISSN: 2442-8655 Consistent with studentsAo perspectives, teachers also admitted that the students did not encounter many difficulties during English online learning, as shown by their 49% positive responses.
Also, analogous to teachersAo perspectives on studentsAo engagement intensity during online learning, none of them answered AoneverAo on the studentsAo barriers to engaging in online learning questionnaires.
Based on Table 5, most teachers were certain that institutional and teacher factors were the two least factors that prevented the students from engaging in English online learning.
Referring to the teacherAos perspective, the school encountered no issues in providing support and facility for studentsAo online learning, such as examining student difficulties, providing BOS funds, and following the government instruction in realizing simpler online learning than face-to-face learning.
The teacher also faced no issues in delivering the material and identifying studentsAo Hafizah P.
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Curriculum Technolog Hafizah P.
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Always during online English Showing towards the use of technology in online English Integrating ICT in online English Familiar with some ICT Delivering the online English Being with studentsAo during online English Providing a design in line with the role of the Enhancing studentsAo thinking skills Relating English to studentsAo daily Outcomes are aligned with the English Using active Having no problem with the internet Having no problem with ICT tools and Often Teacher Always Present high enthusiasm to attend English online class Taking English online Feeling a strong sense of being part of the online Showing good responses to English online Feeling being active during English online learning Have excellent during online have no because of online learning Providing Giving guidance in online English Providing additional time for asking and Having no problem in using ICT Often Student Sometimes Items Seldom Sub-Dimensions Never Table 5.
Teacher Perspective on the StudentsAo Barriers in Engaging in Online Learning Items Sometimes Sub-Dimensions Seldom progress during English online learning.
In addition, in line with studentsAo viewpoint, the teachers also regard technology as the biggest challenge in English online learning.
The teacher frequently found students having problems with the internet connection, along with the ICT tools and devices to support English online learning.
The teachers added that the family factor also affected the technology factor, such as in operating the ICT and being familiar with some ICT tools, contributing to studentsAo barriers to engaging in online learning.
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Family towards the use of technology in online English Familiar with some ICT Having good n with family Institution Paying full attention to during online English Providing (BOS) funds to support online English Provide simpler online learning than Following the instruction of Total Always Often Sometimes Items Seldom Always Sub-Dimensions Never Often Choosing the best internet provider and ICT tools to support online English Having no problem in using ICT during online English Showing towards the use of technology in online English Familiar with some ICT Learning with others Respect the opinions and presence of Knowing how to support each other as a Familiar with Exchanging ideas related to online English Getting from some during English online learning Getting support and help during online English learning from Having no problem using ICT tools Showing Sometimes Peers Items Seldom Sub-Dimensions Jurnal Ilmu Pendidikan (JIP) Vol.
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Never
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There were 148 students who perceived that they were not really Aufamiliar with some ICT tools.
Ay Further.
Milligan et al.
positioned online learning as one of the main influencing factors for student engagement in online learning, along with learnersAo motivation and self-confidence.
This conclusion is derived from the fact that online learning is a recent addition to IndonesiaAos educational system, having been used since COVID-19 began to spread quickly in March 2020.
Online learning was just implemented in Indonesia since the issuance of the Ministry of Education and Culture Circular Letter No.
4/2020.
In a face-to-face class, students attend the AurealAy class and sit together in one room, while in online learning, they need some ICT tools to conduct the learning, such as a laptop or smartphone and some applications or online learning platforms.
As students do not Hafizah P.
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e-ISSN: 2442-8655 need those tools previously in face-to-face learning, they are still unfamiliar with ICT-integrated learning.
Consequently, they experienced minimum issues during English online learning.
Like the teachersAo viewpoint, the students also expressed that they face problems with the internet connection.
ICT tools, and devices during English online classes, so the technology factor is the greatest barrier to student engagement in online learning.
From the teachersAo perspective, the issues may result from the studentsAo family backgrounds, who may also be having issues utilizing ICT and may not be very Aufamiliar with the ICT instrument.
Ay The family factor is the second barrier to online learning that attain the highest vote from the students and teachers.
Linearly.
Rasmitadila et al.
explained that internet factors were the obstacles to the implementation of learning, especially in Indonesia.
Further, they also explained that online learning required more parent involvement since their assistance is essential for students during their online Among all the factors, technology and student factor are the top factors preventing students from engaging in English online learning, as illustrated by the positive score on items representing these factors.
There were 232 students who were always Autrying to solve the problems related to ICT infrastructure during English online learningAy and Auwilling to learn new features of some ICT instruments.
Ay In the student factor, more than half of the students admitted that they were happy attending English online classes and really tried always to ignore the distraction during the learning process.
Meanwhile, there were no factors that attained significantly negative.
Even the peer factor, which attained the most negative responses, gained relatively sufficient positive responses.
In conclusion, the students did not face significant barriers in student factor in online learning.
Both teachers and students mostly showed positive answers on each item in the student factor.
Institution and teacher support carry substantial effects in enhancing studentsAo engagement during online learning.
The result of this research is an example of the successful implementation of the emergency curriculum offered by the government during the pandemic era.
Hence, this result can be taken as a consideration of studentsAo low engagement in online learning.
However, technological factors still being the most significant barriers to student engagement in online learning.
Besides, the National Survey of Student Engagement (NSSE) proposes the enrichment of studentsAo educational experiences as it affects student engagement, especially in online learning.
The StudentsAo Efforts to Stay Engaged in Online Learning The data suggested that 60% of students stated that they had already put big efforts into engaging in English online learning.
Meanwhile, 33% of them claimed that they always do the activities mentioned in the Curriculu Always Setting goals and plans for English Ignoring English Attending English classes with Getting involved in English class Having no hesitation in being active during online English Having a schedule for English Maintaining eye and back health during Focusing only on the essential base , in line with Often Student Sometimes Items Seldom Sub-Dimensions Never However, only 6% of 404 students expressed that they faced those problems, while 31% claimed they never went through those problems.
Following the studentsAo perspective, the teachers also expressed the same idea, reflected by the positive response that shows students face no issues in engaging in online learning.
Besides, none of the teachers answered AoneverAo on all the questionnaire items.
The students stated that they face most issues in the curriculum, family, and institutional factors.
Linearly, teachers also put family factors as one of the major studentsAo problems during online learning.
Furthermore, most of the teachers were confident in positioning institutional and teacher factors as the two least factors that prevent the students from engaging in English online learning.
Table 6.
Student Perspective of the Efforts of Student Engagement in Online Learning Hafizah P.
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Peers Family Always Always Often Sometimes Often Using ICT regularly in daily life Taking the to cooperate Using words in Willing to provide help when being Having no reluctance to greet people and introduce Sharing related to English Helping a without being Inquiring into the progress challenges of English Getting help from family members to related to ICT during online English Supporting during online English Introducing some ICT Maintain on with Sometimes Items Seldom Giving or questions that studentsAo Giving based on real Choosing activities that support the of English learning goals Using group discussion to student active Finding a location with a good Ensuring that the ICT tools and devices before the Identifying the best and most suitable provider and ICT tools to English Trying to solve the related to ICT during online English Willing to learn the new features of ICT Sub-Dimensions Never Technolog Items Seldom Sub-Dimensions Jurnal Ilmu Pendidikan (JIP) Vol.
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Always Analogous to the obtained studentsAo viewpoint, most teachers agreed that some factors mentioned in the questionnaire help students maintain engagement in English online learning, as 59% of teachers gave positive responses.
Further, none of the teachers responded AoneverAo to all the questionnaire items.
The negative response was also low.
As observed from the responses to every questionnaire item, they obtained positive responses, except for the factor of technology.
Additionally, the teachers also affirmed that the relevant stakeholders had provided sufficient efforts and consideration to studentsAo engagement during online learning, primarily the teacher, institution, and curriculum.
More than half of the teachers participated in this research gave their positive perspective for these factors.
Most of the teachers .
out of 20 teacher.
were Auwilling to help studentsAo resolve difficulties related to online English learning.
Ay For the technical factors, as the teachers aspired that student had presented adequate effort in fixing their technological issues, the number of favourable responses in the technical forum was still greater than the total of negative ones.
It meant the teachers were aware of the efforts given by the students in the technical factors.
Always Checking every studentAos assignment and progress in online English Willing to help related to online English Willing to questions or online after class ended Often Teacher Sometimes Items Seldom Sub-Dimensions Never Table 7.
Teacher Perspective of the Efforts of Student Engagement in Online Learning Curriculum Hafizah P.
Pratiwi et.
al (Exploring Student Engagement in Online Learnin.
Always Trying to solve the problems faced related to the use of ICT during online English Willing to learn new features of ICT Using media in English content or Using ICT tools regularly in daily life Properly prepare the English Providing for the student to contact the when they need them Focusing only on the essential in line with the Giving or questions that studentsAo Giving based on real Choosing activities that English learning goals Using group discussion to student active Often Often Sometimes Items Sometimes Sub-Dimensions ISSN: 0215-9643 e-ISSN: 2442-8655 Seldom Total Seldom Items Never Sub-Dimensions Jurnal Ilmu Pendidikan (JIP) Vol.
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Never Peers Institution Using BOS funds to solve the problems and improve the quality of ICT instruments in the school to support the teacher in online English Adjusting the middle and to online Giving freedom to the teacher in designing the English Total Always Often Sometimes Items Seldom Sub-Dimensions Never Always Locating a place with a Ensuring that the ICT tools and devices work before using them Knowing the best and most provider and ICT tools to support online English Trying to solve the problems related to the use of ICT during online English Willing to learn new features of ICT Using ICT tools regularly in daily life Using the opportunity to Using words in Willing to help Presenting no hesitation in greeting people Sharing related to English Helping a friend without being asked Evaluating online English learning in the Often Technolog Sometimes Items Seldom Sub-Dimensions Jurnal Ilmu Pendidikan (JIP) Vol.
Issue 2.
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Never
ISSN: 0215-9643
e-ISSN: 2442-8655 Both studentsAo and teachersAo viewpoints suggested that students do not always present great engagement during online learning, but their engagement cannot be considered low.
The students tend to show high engagement in certain aspects of the learning process.
Our data in the skills engagement aspect showed that the students believed they were Aualways carefully listening to or read the English material delivered carefullyAy but did not always Aulook over their notes before attending the online learning.
Ay Similarly, the teachers also express the same perspective as the students.
Thus, this result of skills engagement supported the previous study by Suharti et al.
which reported that students show highly positive responses in listening or reading English material and studying regularly, but they rarely study their notes.
In this case, the use of technology while delivering the content and material via an online platform is proven to increase studentsAo interest in learning (Tsai et al.
, 2.
as they read or listen to the material carefully.
In emotional engagement, the teachers did not show positive answers.
Contradictorily.
Suharti et al.
reported mostly positive responses in the emotional engagement aspect.
However, studentsAo responses are in line with a study by Bolliger & Halupa .
, showing that students exhibit great efforts in learning and always search for Hafizah P.
Pratiwi et.
al (Exploring Student Engagement in Online Learnin.
Jurnal Ilmu Pendidikan (JIP) Vol.
Issue 2.
December 2022, pp.
ways to make English relevant.
Furthermore, in participation engagement, our finding is the opposite of the study conducted by Bolliger & Halupa .
as well as Buelow et al.
Those previous studies attained low engagement in the aspect of Auhelping fellow students in learning EnglishAy and Augetting to know other students in the class.
Ay However, our data suggested that both teachers and students mostly have a neutral but relatively positive response to those two statements compared to other statements.
Lastly, the students expressed that they got good scores and were doing well on the test, linear with the study by (Bolliger & Halupa, 2018.
Buelow et al.
, 2.
on performance engagement.
The effect of technology and media intervention (Gil-Domynech & Berbegal-Mirabent, 2.
, the application of new teaching techniques (Lu et al.
, and even the quality of teacher-student communication (Laksana & Tanduklangi, 2.
lead to studentsAo better performance in English online learning.
Meanwhile, the teachers conveyed studentsAo moderate engagement in the aspect of performance, like the study from (Suharti et , 2.
Previous studies reported different intensities of student engagement in online learning.
Some reported high student engagement (Oraif & Elyas, 2021.
Rojabi, 2020.
Suharti et al.
, 2.
, but some claimed online learning does not promote student engagement (Dumford & Miller.
Mukhtar et al.
, 2.
Meanwhile, our data suggested that student engagement in online learning is in the middle of high and low.
In general, despite being low in certain areas, student participation is high in others.
According to Saputra et al.
, some students present positive responses since they perceive online learning as an enjoyable activity, while those with negative responses regard it as unpleasant activity.
In the aspect of technology, both teachers and students perceive it as the biggest challenge to student engagement in online learning.
There were 148 students who perceived that they were not really Aufamiliar with some ICT tools.
Ay Further.
Milligan et al.
positioned online learning as one of the main influencing factors for student engagement in online learning, along with learnersAo motivation and self-confidence.
This conclusion is derived from the fact that online learning is a recent addition to IndonesiaAos educational system, having been used since COVID-19 began to spread quickly in March 2020.
Online learning was just implemented in Indonesia since the issuance of the Ministry of Education and Culture Circular Letter No.
4/2020.
In a face-to-face class, students attend the AurealAy class and sit together in one room, while in online learning, they need some ICT tools to conduct the learning, such as a laptop or smartphone and some applications or online learning platforms.
As students do not need those tools previously in face-to-face learning, they are still unfamiliar with ICT-integrated learning.
Like the teachersAo viewpoint, the students also expressed that they face problems with the internet
ISSN: 0215-9643
e-ISSN: 2442-8655 connection.
ICT tools, and devices during English online classes, so the technology factor is the greatest barrier to student engagement in online learning.
From the teachersAo perspective, the issues may result from the studentsAo family backgrounds, who may also be having issues utilizing ICT and may not be very Aufamiliar with the ICT instrument.
Ay The family factor is the second barrier to online learning that attain the highest vote from the students and Linearly.
Rasmitadila et al.
explained that internet factors were the obstacles to the implementation of learning, especially in Indonesia.
Further, they also explained that online learning required more parent involvement since their assistance is essential for students during their online learning.
However, only 6% of 404 students expressed that they faced those problems, while 31% claimed they never went through those problems.
Following the studentsAo perspective, the teachers also expressed the same idea, reflected by the positive response that shows students face no issues in engaging in online learning.
Besides, none of the teachers answered AoneverAo on all the questionnaire items.
The students stated that they face most issues in the curriculum, family, and institutional factors.
Linearly, teachers also put family factors as one of the major studentsAo problems during online learning.
Furthermore, most of the teachers were confident in positioning institutional and teacher factors as the two least factors that prevent the students from engaging in English online learning.
In conclusion, the students did not face significant barriers in student factor in online learning.
Both teachers and students mostly showed positive answers on each item in the student factor.
Institution and teacher support carry substantial effects in enhancing studentsAo engagement during online learning.
The result of this research is an example of the successful implementation of the emergency curriculum offered by the government during the pandemic era.
Hence, this result can be taken as a consideration of studentsAo low engagement in online learning.
However, technological factors still being the most significant barriers to student engagement in online learning.
Besides, the National Survey of Student Engagement (NSSE) proposes the enrichment of studentsAo educational experiences as it affects student engagement, especially in online learning.
In addition, we also concluded that studentsAo minimum issues in some factors are caused by their and the teachersAo tremendous efforts in resolving their problem.
As many as 33% of 404 students stated that they always put big efforts into staying engaged during online learning, while only 4% of them expressed no maximum efforts.
Meanwhile, 59% of the teachers also often tried to give their best.
StudentsAo effort was included as one of the indicators that affected student engagement (Mandernach et al.
, 2.
the other hand, our analysis of studentsAo answers indicated their high awareness of their deficiencies.
As previously discussed, the use of and familiarity with ICT instruments Hafizah P.
Pratiwi et.
al (Exploring Student Engagement in Online Learnin.
ISSN: 0215-9643 e-ISSN: 2442-8655 Jurnal Ilmu Pendidikan (JIP) Vol.
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December 2022, pp.
are considered the biggest barriers to student engagement in online learning.
Thus, 232 students claimed they were always Autrying to solve the problems related to using ICT instruments during online English learningAy and Auwilling to learn new features of ICT tools.
Ay The teachers also appreciated studentsAo significant efforts, as seen by most of them responding favourably to the technical issues.
Among the teachers, their greatest effort was observed in the curriculum and teacher factors.
Consequently, the students encounter minimum issues in the teacher, curriculum, and institution factors.
To increase student engagement, it is crucial that the instructor create and prepare their instructional materials as well as select appropriate learning strategies, tasks, and feedback (McNaught et al.
Additionally, the school, as the executor of the government policy related to the implementation of online learning in Indonesia, also demonstrated positive attempts to maintain student engagement during online learning.
articulated in the emergency curriculum by Circular Letter of Ministry of Education and Culture No.
719/P/2020
about curriculum implementation guidelines in education units in particular conditions, schools are given the freedom to choose the curriculum they use, while the teachers can design the lesson following the circumstances and needs of students.
Thus, most teachers gave positive responses to the items in the teacher, curriculum, and institution factors, along with 243 students who agreed that online learning was Aufocusing only the essential base competencies as in line with the emergency curriculum.
Ay In the end, this study revealed the great effort of teachers and students in maintaining and promoting student engagement in online learning.
The students presented their best efforts to solve the barriers to technical factors.
Besides, they also stated that they attained sufficient assistance from their family in solving problems and maintaining good communication as well as monitoring the progress during online learning.
This study also revealed that 19 of 20 teachers were Auwilling to help students solve their difficulties related to online English learning.
Ay Lastly, the school was also Augiving freedom to the teacher in designing the English learning following the emergency curriculumAy as a form of support for the online learning process.
Accordingly, students face low barriers to engaging in online learning.
Ministry of Education and Culture also expected the cooperation of all parties, including schools, teachers, and parents, to realize success online learning during the Covid-19 pandemic (Kemendikbud, 2.
In some factors, the students and teachers articulated studentsAo high engagement, such as in listening or reading English material, studying their lesson notes, learning attempts, searching ways to make English relevant, getting to know and helping classmates, as well as in all performance engagement.
Further, technological factors still hold as the biggest obstacle in online learning, especially in maintaining student engagement.
However, both teachers and students revealed that they did not face significant problems.
Following the mini-mum problems, this study demonstrates that each component, such as school, instructor, student, and family, contributed positively and supported the online learning program.
Thus, the students attain sufficient support to stay engaged in online learning.
Nonetheless, some factors remain to be unavoidable barriers that require more significant efforts.
Those barriers are expected to be the basis of teachersAo and studentsAo reflections in evaluating the online learning program, specifically in Indonesia.
References