STUDENTS ENGAGEMENT PROFILES IN ENGLISH FOREIGN LANGUAGE CLASS

Authors

  • Mimin Aminah English Education Study Program, Universitas Subang, Subang

Keywords:

Engagement Profiles, English Foreign Language, Grade Point Average

Abstract

Engagement is an important aspect to increase learning outcomes. No matter how great the teaching methods or media are, they will not be optimal without students involvement in the learning process. Data shows that the level of student engagement influences students' grade point average, hereafter GPA. Data was obtained from university students in their second year of undergraduate education who tried to explore the relationship between the GPA obtained by students by comparing it with observation data on their level of engagement with the learning they received. Data shows that students with GPAs at high, moderate and low levels are directly proportional to the level of student engagement in learning. Based on research findings, the factor that could be behind the increase in GPA is that students' learning engagement influences students' level of awareness, curiosity and persistence in learning. So that students with good learning engagement will be aroused by curiosity about a topic, try to find additional information and solutions to solve problems, and be able to persist with the challenges they are trying to solve

References

Aminah, M., Maulida, I., Supriadi, T.F., 2023. “Project Based Learning in Promoting Learner Autonomy”. Jurnal Bina Patria 17 (7): 1511-1516. doi: https://doi.org/10.33578/mbi.v17i7.279.

Archambault, I., M. Janusz, J.-S. Falu, and L. S. Pagani. 2009. “Student Engagement and Its Relationship with Early High School Dropout.” Journal of Adolescence 32 (32): 651–670. doi:10.1016/j.adolescence.2008.06.007.

Carine, R. M., G. D. Kuh, and S. P. Klein. 2006. “Student Engagement and Student Learning: Testing the Linkages.” Research in Higher Education 47 (1): 1–32. doi:10.1007/s11162-005- 8150-9.

Fredrickson, B. L., and M. A. Cohn. 2008. “Positive Emotions.” In Handbook of Emotions, edited by M. Lewis, J. M. Haviland-Jones, and L. F. Barrett, 777–796. 3rd ed. New York: Guilford Press.

Fredricks, J. A., P. C. Blumenfeld, and A. H. Paris. 2004. “School Engagement: Potential of the Concept, State of the Evidence.” Review of Educational Research 74 (1): 59–109. doi:10.3102/ 00346543074001059.

Kahu, E. R., and K. Nelson. 2018. “Student Engagement in the Educational Interface: Understanding the Mechanism of Student Success.” Higher Education Research & Development 37 (1): 58–71. doi:10.1080/07294360.2017.1344197.

Gay, L. R., Mills, G. E., & Airasian, P. W. (2009). Educational research, competencies for analysis and applications. United States: Pearson International.

Gay, L. R., Geoffrey E. Mills, and Peter W. Airasian. 2012. Educational Research: competencies for analysis and applications. New York: Pearson Education, Inc.

Satu Nidhyathi , Johanna Annala & Marita Mäkinen (2021): Student engagement profiles in vocational education and training: a longitudinal study, Journal of Vocational Education & Training, DOI: 10.1080/13636820.2021.1879902

Schunk, D. H., and F. Pajares. 2004. “Self-efficacy in Education Revisited: Empirical and Applied Evidence.” In Big Theories Revisited, edited by D. M. McInerney and S. Van Etten, 115–138. Greenwich: Information Age Publishing.

Silverman, D. (2005). Doing qualitative research: A practical handbook (2 nd Ed.). London: Sage Publications Ltd

Sugiyono. 2010. Metode Penelitian Pendidikan Pendekatan Kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta

Thomas, L. 2012. Building Student Engagement and Belonging in Higher Education at A Time of Change: Final Report from the What Works? Student Retention and Success Programme. London: Paul Hamlyn Foundation.

Downloads

Published

2024-01-31

Issue

Section

Articles