KEMENTERIAN RISET, TEKNOLOGI DAN PENDIDIKAN TINGGI

UNIVERSITAS SILIWANGI
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
Jalan Siliwangi No. 24 Tlp. (0265) 323532 Fax. 323532 Tasikmalaya-46115
E-mail : [email protected] Web Site : fkip.unsil.ac.id

Lembar Penetapan Proyek Tugas Akhir S-1 dan Tim Dosen Pembimbing

Kepada Yth. Bapak/Ibu Dosen Prodi Pendidikan Bahasa Inggris

Kami Dewan Bimbingan penulisan Tugas Akhir Studi Pendidikan Bahasa Inggris menyatakan
bahwa

Nama Mahasiswa : Iffah Sumayyah

NPM : 192122141

Telah mengajukan usulan proyek tugas akhir S-1 (Skripsi) dengan informasi berikut:

Tema Penelitian (Maksimal 5 Kata Kunci)

English teaching, Student Engagement, Elementary School

Judul Riset Tentatif (Maksimal 21 Kata)

Student Engagement in Learning English: A Case Study in an Elementary School

Rasional (40-70 Kata)

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 English is a subject that is "feared" by students in the school environment. It is
common for students to call in sick to skip class to avoid this lesson. Curriculum 2013 has
actually offered a solution and hope for every educator and student in Indonesia.
Curriculum 2013, which is the perfection of the previous curriculum, promises solutions to
every problem that existed in the last curriculum. However, with the existence of the
2013 curriculum, it becomes the cause of English learning is the reduction of lesson hours
by 2 hours. Even at the elementary school level, English was abolished and only
considered a Mulok (muatan Lokal) subject which means that schools can choose to teach
English in elementary school or not.
In essence, English Language Learning in primary schools is the right time for the
implementation of English Language Learning. Because at this stage, students have a
golden period for their brains so that they can absorb English well.
Student engagement is defined as the level of effort or interaction between the time
or the learning resources that develop learning outcome and experience. When students
are highly engaged in their learning, they can improve their academic achievement, such
as critical thinking and grades, and then apply the acquired knowledge to real life. Student
engagement is also an indicator of the quality of education and whether active learning is
taking place in classes. In other explanation “Student engagement is 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 430 motivation they have to learn
and progress in their education. (Hidden Curriculum dalam Nelson, 2016)”.
Based on research conducted by Aprianti (2018) that student involvement in the
learning process in class can be seen through three dimensions, including behavioral
engagement, cognitive engagement, and emotional engagement. Therefore, Reeve (2005)
explains that student engagement is important because it has an important role in the
learning process. Among them, student engagement makes the learning process possible.
The development of knowledge or skills is impossible without attention, effort,
persistence, positive emotions, commitment, and active interaction with others in the
learning process. In addition, student engagement is a requirement for a productive
learning experience.

Rumusan Masalah (20-40 Kata)

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 “How do the elementary student engage in english learning in the classroom?”

Landasan Teori dan Konsep (20-40 Kata)

The literature review that will be discussed in this research is Students' English Learning
Engagement in Elementary School. Mann (2001, 7) contrasted engagement with
alienation, proposing the engagement– alienation dyad as a more useful framework to
understand students’ relationships to their learning than the surface–strategic–deep triad
(Marton and Säljö, 1976), since both ‘surface’ and ‘strategic’ approaches to learning are
responses to alienation from the content and the process of study. Engagement is more
than involvement or participation – it requires feelings and sensemaking as well as activity
(see Harper and Quaye, 2009a, 5). Acting without feeling engaged is just involvement or
even compliance; feeling engaged without acting is dissociation. Although focusing on
engagement at a school level, Fredricks, Blumenfeld and Paris (2004, 62- 63), drawing on
Bloom (1956), usefully identify three dimensions to student engagement, as discussed
below: Behavioural engagement, Emotional engagement and cognitive engagement.

Desain Penelitian (20-30 kata)

The case study method was applied in this research by the researcher. "An empirical
inquiry that analyzes contemporary events in real-life circumstances, especially when the
borders and context are not obvious," Yin (2014). The usage of case study approach was
chosen since it makes it easiest to develop a thorough understanding of the subject under
investigation. Case study analysis can take into account the intricacy of actual events
(Stake, 1995). Furthermore.

Metode Pengambilan Data dan Analisis Data (20-30 kata)

The data collected was by observation and interview. Observation is an empirical research
method for generating accounts of first-hand, real-world naturalistic events to gain insight
into their defining characteristics, and contextual and time-sensitive qualities (Berg, 2004.

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 As for the definition of an interview, interviews give interviewees the freedom to explain
their thoughts and draw attention to particular areas of interest and expertise they
believe they possess. In addition, the questioning technique is intended to elicit a fully
comprehensive description of the experience of the phenomenon (Howwit, 2016).
Interviews were conducted with three participants from grade five at an elementary
school in Tasikmalaya. The interview consisted of seven main questions to be answered,
adapted from Laili and Nashir (2020) and Dang (2020).

Tujuan dan Kontribusi (20-40 Kata)

The present study aims to to find out and to know the influence student background from
the students' engagement when english learning in classroom.
Emprical: This study will provide empirical insights into students' engagement in learning
English in terms of cognitive engagement.

Theoretical: This study will enrich a reference as well as a resource for teachers about
student engagement in English language learning.

Practical: This study will be very helpful for teachers to be able to achieve goals in English
learning by paying attention to student engagement.

Acuan Bacaan dan Jadwal Pelaksanaan Tugas Akhir

Ahmad, S. R. (2016). Importance of English communication skills. International Journal of

Applied Research, 2(3), 478-480.
Ahmadi, D., & Reza, M. (2018). The use of technology in English language learning: A
literature review. International Journal of Research in English Education, 3(2), 115-125.
Axelson, R. D., & Flick, A. (2010). Defining student engagement. Change: The magazine of
higher learning, 43(1), 38-43.
Dakhi, S., & Damanik, I. S. (2018). Students' Motivation in Reading English Text: A Qualitative
Study in EFL Context. Online Submission, 4(2), 81-93.

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Dimitroff, A. R., Dimitroff, A. J., & Alhashimi, R. (2018). Student motivation: A comparison
and investigation of ESL and EFL environments. International Journal of Curriculum
and Instruction, 10(2), 1-13.
English. PROJECT (Professional Journal of English Education), 2(4), 539.
Ferrer, J., Ringer, A., Saville, K., A Parris, M., & Kashi, K. (2020). Students’ motivation and
engagement in higher education: The importance of attitude to online learning. Higher
Education, 1-22.
Haes Alhelou, H., Hamedani-Golshan, M. E., Njenda, T. C., & Siano, P. (2019). A survey on
power system blackout and cascading events: Research motivations and
challenges. Energies, 12(4), 682.
Khaydarova, U., Mustafaeva, N., & Abdurakhmonov, B. (2020). Issues on encreasing
motivation in language learning process. International Journal of Advanced Science
and Technology, 29(05), 1479-1482.
Malone, T. W., & Lepper, M. R. (2021). Making learning fun: A taxonomy of intrinsic
motivations for learning. In Aptitude, learning, and instruction (pp. 223-254).
Routledge.
Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the
elementary, middle, and high school years. American educational research
journal, 37(1), 153-184.
McGehee, N. G. (2012). Interview techniques. In Handbook of research methods in tourism.
Edward Elgar Publishing.
Nisa, I. F. (2020). Kebijakan dan Pelaksanaan Pembelajaran Bahasa Inggris untuk SD di
Indonesia.
Papi, M., & Hiver, P. (2020). Language learning motivation as a complex dynamic system: A
global perspective of truth, control, and value. The Modern Language Journal, 104(1),
209-232.
Park, S., & Yun, H. (2018). The influence of motivational regulation strategies on online
students’ behavioral, emotional, and cognitive engagement. American Journal of
Distance Education, 32(1), 43-56.
Purnama, N. A., Rahayu, N. S., & Yugafiati, R. (2019). Students’ motivation in learning

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Saito, K., Dewaele, J. M., Abe, M., & In'nami, Y. (2018). Motivation, emotion, learning
experience, and second language comprehensibility development in classroom
settings: A cross‐sectional and longitudinal study. Language Learning, 68(3), 709-743.
Santana-Monagas, E., Putwain, D. W., Núñez, J. L., Loro, J. F., & León, J. (2022). Do teachers’
engaging messages predict motivation to learn and performance?. Revista de
Psicodidáctica (English ed.), 27(1), 86-95.
Seven, M. A. (2020). Motivation in Language Learning and Teaching. African Educational
Research Journal, 8, 62-71.
Shin, M. H. (2018). Effects of Project-Based Learning on Students' Motivation and Self-
Efficacy. English Teaching, 73(1), 95-114.
Sigvardsson, T. (2021). Motivation: A study of the importance of motivation for upper
secondary students in Sweden to learn the English language successfully.
Sugita McEown, M., & Takeuchi, O. (2014). Motivational strategies in EFL classrooms: How
do teachers impact students' motivation?. Innovation in Language Learning and
Teaching, 8(1), 20-38.
Tran, V. D. (2019). Does Cooperative Learning Increase Students' Motivation in
Learning?. International Journal of Higher Education, 8(5), 12-20.
Trowler, V. (2010). Student engagement literature review. The higher education
academy, 11(1), 1-15.
Ulfa, M., & Bania, A. S. (2019). EFL student’s motivation in learning English in Langsa,
Aceh. Studies in English Language and Education, 6(1), 163-170.
Wijaya, I. K. (2015). Pembelajaran Bahasa Inggris di Sekolah Dasar. BAHTERA: Jurnal
Pendidikan Bahasa dan Sastra, 14(2), 120-128.
Zheng, C., Liang, J. C., Li, M., & Tsai, C. C. (2018). The relationship between English language
learners’ motivation and online self-regulation: A structural equation modelling
approach. System, 76, 144-157.

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Berdasarkan informasi di atas, Kami Dewan Bimbingan Skripsi program Studi Pendidikan
Bahasa Inggris menyetujui usulan proyek penelitian atas nama mahasiswa yang
bersangkutan. Untuk penyelesaian proposal penelitian secara lengkap serta bimbingan
penelitian dan penulisan skripsi sampai selesai, Kami menyerahkan tugas dan kewajiban ini
kepada Tim Dosen Pembimbing. Untuk itu, Kami mohon kesediaan Bapak/Ibu untuk menjadi
dosen pembimbing utama dan dosen pembimbing pendamping.

Tanda Tangan Kesediaan

Nama : …. sebagai Pembimbing Utama

(_________________)

Nama : …. sebagai Pembimbing Pendamping

(_________________)

Terima kasih atas kesediaan Bapak/ Ibu atas kesediaan untuk memberi bimbingan kepada
mahasiswa yang bersangkutan.

DBS PRODI PEND. B. INGGRIS

)* Ketua/Sekretaris/Anggota

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 NIDN

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