English Education &

Applied Linguistics
Journal

STUDENTS’ ENGAGEMENT IN ENGLISH LANGUAGE

COURSE

Niken Hasdina1, Eva Devi Sofyawati 2, Sinta Dewi3, Hanifah Oktarina4

Institut Pendidikan Abstract.

Indonesia Garut, This study aims to analyze the types of student
Indonesia1,2,3 engagement shown by students in the English Language
STAIN Mandailing Course. The second objective is to find out the factors
Natal, Indonesia4 that influence student engagement. This research was
conducted on 8th grade students at Garut High School.
Email: To achieve these objectives, qualitative research with a
[email protected] case study design was used with observation and
[email protected] interview data collection techniques. The sample for this
[email protected] study consisted of 35 students. Out of all the
[email protected] participants, three participated in the interview. The
results showed that there were three types of student
Article History
engagement found, namely cognitive engagement,
Submitted 24 February 2024 behavioral engagement, and affective engagement. It
Revised 25 March 2024 was found that the most dominant type was cognitive
Published engagement. The results also show that the five factors
presented by Fredricks, Blumenfeld, and Paris (2004)
influence student engagement in English language
courses. The five factors are: school level, teacher
support, peers, classroom structure, and task
characteristics.

Keywords: Student Engagement, Behavioral Engagement,

Cognitive Engagement, Affective Engagement

INTRODUCTION
Learning English at school is important to improve students' language skills. One of the keys
that influences students' progress in learning English is the level of student involvement in
the learning process. According to Brown and Lee (2015), students' involvement in the
learning process is needed so that they can be more active and involved in the learning
process, leading to higher levels of achievement, motivation, and retention. Student
engagement in English learning can improve student motivation and learning outcomes.
When students are actively involved in learning, they are more likely to understand the
material better and feel more motivated to learn Wang and Eccles (2012). Meanwhile,

English Education and Applied Linguistics (EEAL) Journal Vol. 7 No. 1 23

according to research conducted by Johnson and Johnson (2014), students who are actively
involved in learning tend to have better understanding and higher learning outcomes. This is
also supported by research conducted by Hattie (2009) which shows that students'
engagement in learning has a significant positive impact on their learning outcomes. Student
engagement in learning has a positive impact on academic outcomes, motivation,
understanding and learning outcomes. This emphasizes the importance of creating a learning
environment that encourages active student engagement in the learning process.
The study of student engagement is needed because students’ level of engagement is
one of the important factors for students’ learning. Students’ low engagement is considered
the main reason for dissatisfaction; negative experiences and dropping out of courses in some
previous research studies (Kuh, 2009). Trowler and Trowler (2010), point out that many
students drop out of school not because they are weak, but because they are uninterested
and dissatisfied with their learning process. It is identified that the effort to increase student
engagement with learning material and improve student satisfaction with the course has
been an important goal for schools and teachers in delivering material. According to
Christianty and Cendana (2021), Student engagement is proportional to student interest in
learning. When students have an interest in learning, this is reflected in their active
involvement in learning. By being involved in learning, students can experience the learning
through cognitive, affective, and psychomotor types so that they are able to find the
relevance of the lesson to their own lives.
In this regard, many researchers have examined student engagement. Some of them
focus on efforts to increase student engagement (Appleton, J, J.; Christenson, S, L.; Furlong,
M, J., 2008; Lemke, C. 2006). Furthermore, other researchers focus on exploring student
engagement (Barus, I, S.; Fadlia, F.; Devira, M., 2022; Andriani, F, I., 2020; Arifman, 2021).
Afterward, researchers who focus on Improving student engagement (Taylor, L.; Parsons, J.,
2011; (Zepke & Leach, 2010), Mathew, C., 2022). In addition, there are those who focus on
methods to determine student engagement (Firdaus, F.; Fatimah, S., 2021; Ginting, D., 2021).
In addition, there are studies that focus on factors that affect student engagement (DeVito,
2016); ( Ali & Hassan, 2018)). Another studies, investigating the types of student engagement
that exist in schools (Torto, G, A., 2020; Nurhayati, 2021)
Based on the research results above, it shows that research on student engagement
has been conducted by several researchers. This research is an extension of previous research
studies on student engagement. This study examines what types of student engagement are
found in the learning interactions between teachers and students during learning.
Furthermore, the latest contribution in this study is to find factors that influence student
engagement.

LITERATURE REVIEW
Student engagement in the learning process refers to the level of attention, curiosity, interest,
optimism, and passion shown by students when they are learning or being taught, which can
develop into the level of motivation that they must learn and progress in learning (Anita and
Susilawati, 2018). Furthermore, another study said student engagement refers to the degree
to which students are actively involved in their learning and the extent to which they are
motivated to learn (Fredricks, Blumenfeld, dan Paris, 2004). Students who are engaged in
class are more likely to participate, finish their assignments, and succeed academically.
Disengaged students, on the other hand, are more likely to miss class, submit incomplete
assignments, and exhibit low academic performance. According to Trowler (2010), student

English Education and Applied Linguistics (EEAL) Journal Vol. 7 No. 1 24

engagement as the willingness and efforts of students to be effectively involved in school
activities that contribute to successful outcomes. Meanwhile, Reeve (2012) provides a
definition of student engagement as the behavioral intensity, emotional quality, and personal
effort of students' psychological involvement during academic activities at school. The active
involvement of students can be seen in students responding to teacher questions and
instructions, paying attention to and listening to teacher explanations, expressing opinions,
and actively working on assignments or questions from the teacher.
Student engagement consists of positive and negative engagement. Positive
engagement is characterized by involvement in the form of beliefs, emotions, and student
behavior towards teachers, classes, peers, and academic and non-academic activities in a
positive direction (Fredricks, Blumenfeld, and Paris, 2004). Negative engagement is
characterized by indifference, a lack of attention, and disinterest in the learning process.
Students who have high engagement show better achievement than students who are not
engaged. Disengaged students will tend to have less satisfactory academic achievement and
experience behavioral problems (Wang and Halcombe, 2010).
Student engagement consists of three types, namely affective, cognitive, and
behavioral engagement (Fredricks, Blumenfeld, and Paris, 2004). According to Wang and
Pekrun (2016), affective engagement is the key component of student engagement and refers
to students' emotional experiences in the learning environment. It includes students' feelings
of pleasure, interest, and curiosity, as well as their emotional reactions to challenges and
difficulties. While cognitive engagement is the psychological investment students have in
academic assignments, It can be identified by how seriously students take ideas and concepts,
as well as by how invested they are in truly knowing the subject matter (Barlow et al., 2020).
Behavioral engagement is the physical involvement of students in learning. This participation
is shown in task-related behaviors such as finishing reading, asking questions, and paying
attention to directions. It can also be observed in behaviors that are more general, such as
participation in extracurricular activities, homework completion, and class attendance
(Fredricks, Blumenfeld, and Paris, 2004). Student engagement is a product of these three
dimensions as a whole, not as individual components. For example, a student who engages
behaviorally by posing thoughtful questions about a concept is probably also cognitively
engaged.

METHODOLOGY
The study utilized a qualitative research design approach. Qualitative research proved
valuable in comprehensively understanding a complex phenomenon or experience. Through
qualitative approaches, researchers were able to explore and understand the context,
process, and meaning behind the phenomenon under investigation (Creswell & Creswell,
2018).
The selection of informant objects to be studied was carried out using the purposive
sampling technique, which meant that sampling was deliberately done, not randomly, based
on specific criteria considered capable of aiding in understanding a phenomenon (Creswell,
2012). Participants were selected based on several criteria that had been determined in
relation to the research focus on engagement. The criteria for the selected participants were
individuals who were active in cognitive, behavioral, and affective engagement observed in
the interaction between teachers and students in the classroom. Additionally, teachers were
chosen from those who always paid attention to their students and provided enthusiasm and
positive encouragement for the process of students' personal development, learning, and

English Education and Applied Linguistics (EEAL) Journal Vol. 7 No. 1 25

social interactions.
This research was conducted on high school students in Garut, West Java, during the
2023/2024 school year. The researcher had chosen a class that was considered a large class
to conduct the research. The school was located in Sukawening District, Garut Regency.The
participant in this study was one teacher and the population data of all students studied were
35 students containing 23 females and 12 males. The participants of this study were class XII
students.
Non-participant observation was used in this study. According to Yin (2009), non-
participant observation was a form of observation in which the researcher observed the
phenomenon being studied without being directly involved in the interaction or activity being
observed. In this research, the interview method used was semi-structured interviews to
gather more profound or detailed information from respondents. This approach allowed
interviews to directly extract information from research participants that couldn't be
obtained through observation.
This data analysis used an inductive qualitative method, namely an analysis based on
the data obtained, which was then developed into a hypothesis. Based on the hypothesis
formulated based on the data, the data is searched repeatedly so that conclusions can be
drawn (Miles and Huberman, 1992). Analysis consists of three streams of activities that occur
simultaneously, namely; data reduction, data persentation, drawing conclusions or
verification

FINDINGS AND DISCUSSION

With regard to the various themes that emerged from the data collected, the types of student
engagement that emerged from the data collected were Behavioral engagement, cognitive
engagement, and affective engagement. While the factors that influence student
engagement are School-level, teacher support, peers, class structure, and task characteristics.
The results, which correspond to the outlined factor groups, are reported based on
the main categories and themes and discussed from the perspective of the research
questions.

1. Types of Student Engagement Found in the English Language Course

a. Behavioral Engagement
Behavioral engagement in this study focuses on the behavior of students who are actively
involved in the learning process. Behavioral engagement includes visible student activities
such as participating actively, following instructions, working hard, and demonstrating
behaviors that support learning in the classroom environment (Reeve and Lee, 2014). Based
on the observation results in this study, it shows that students' behavioral engagement can
be seen in following instructions and following rules. This is evidenced by the conversation
between teachers and students in English courses.
(Student A)
Teacher : Yeah, now before discussing about this song I would like you to
stand up. Come on! everybody stand up.
Student #1 : Siap, stand up Guys!

In the conversation above, students are behaviorally engaged by following the

teacher's instruction to stand up. Behavioral engagement refers to observable actions and

English Education and Applied Linguistics (EEAL) Journal Vol. 7 No. 1 26

behaviors, such as standing up when asked by the teacher.
(Student D)
Student #4 : Bu maaf saya mau izin sebentar. Ada orang tua saya dateng. (a
student make an excuses to ditch the class)

Student D engaged behaviorally by communicating with the teacher and giving

reasons why he had to leave the class temporarily. The student's behavior involved requesting
permission to leave the class due to the arrival of parents.
(Student G)
Teacher : Okay! You still have four minutes left. Empat menit lagi!
Students #14 : Yes!
Based on the conversation above, students are behaviorally engaged by providing a
brief response to the information provided by the teacher. This action involves a physical
response from the student in response to the instructions or information given. Judging from
the data described in the findings section above, students are behaviorally involved by giving
a brief response to the information given by the teacher on the English language course. This
action involves physical responses from students in following instructions, responding to the
information provided, and following the rules. This is also reinforced by previous research
conducted by Pianta (2016); Karmila (2021); Gibbs and Poskitt (2010), Fredricks et al. (2004),
which states that behavioral engagement is shown by students in the learning process, such
as students who are full of effort, perseverance, intensity, and determination to participate
in learning activities.

b. Cognitive engagement
Cognitive engagement in this study focuses on students' involvement in paying attention to
the teacher's explanation, having the willingness to try to answer questions, and trying to
understand and master the material (Gibbs and Poskitt, 2010).This finding emerged when
students answered questions from the lecturer regarding the English material presented. This
is evidenced by the conversation between teachers and students in English language course.
(Student A)
Teacher : Ya, as we planned before that today we will do the exercise. The
topic is tell about understanding a song. Jadi, hari ini kita berlatih masih topik yang terakhir
yaitu tentang memahami lagu, ya?
Students #1 : Understanding song yang verse, chours,coda gitu bu ? (asking
Directly to the teacher).

From the questions asked by the students, it can be seen that the students have strong
memories related to the topics that have been taught before. They can relate previously
acquired information about understanding songs. This reflects students' cognitive
engagement in learning. Strong memory and students' ability to relate information are
indicators of active cognitive engagement in learning.
Student A
Teacher : “Coba yang lain siapa yang mau menjelaskan chours?”
Student #1 : “Saya bu! Chorus is a series of lyrics that are repeated after each
verse of a song. It meant to be the most memorable part, containing the ultimate message
of the piece”.

English Education and Applied Linguistics (EEAL) Journal Vol. 7 No. 1 27

 Based on the conversation above, students are cognitively engaged by actively
participating in explaining concepts. Students provide clear and detailed responses that
involve information processing. This engagement shows students' cognitive involvement in
understanding and communicating the topic.
(Student C)
Teacher : Jadi pertama ada yang Namanya Verse, ada yang bisa jelaskan
lagi apa itu verse?
Student #3 : Saya bu! Verse is a series of lyrics that tell the main story of the
song and keep the action or thoughts moving forward. It is a repeated section of a song
that typically features a new set of lyrics on each repetition. There can be more than 1 or
2 verses in one song.
Student C is cognitively engaged by providing a clear definition and understanding of
the concept of "verse" in music. Students formulate a brief explanation that describes the
role of the verse in carrying the main story of the song as well as maintaining the progression
of action or thought in the song. This answer involves information processing and an
understanding of the musical concept. Therefore, this engagement is related to the cognitive
type, where students are involved in thinking about and understanding the concepts taught.
(Student E)
Teacher :Jadi apa verse itu artinya ada yang tau?
Student #5 : Verse itu kaya awalan lagi, sebagai pengantar sebelum kebagian
yang lain.

Student E engaged cognitively by responding to the teacher's question and providing

an explanation of the concept of a verse.
(Student F)
Teacher : Ada juga coda. Kalau Coda apa? Melodi nya beda dengan verse,
beda juga dengan Refrain. Apa itu coda?
Student #8 : Coda is a passage at the end of a piece of music that brings the
music to a close.
In the interaction above, student F engage cognitively by responding to the teacher's
question and providing an explanation of the concept of coda in music. This engagement
shows students' cognitive engagement in understanding the topic and communicating their
understanding.
Based on the results of the study, it is found that cognitive engagement is the type
that is mostly shown by students in learning English. This is in line with Fredricks and
Appleton's theory which explains that cognitive engagement serves to build students'
attention to the explanation given by the teacher regarding learning materials, increase
students' concentration and focus, and see how students' efforts can try to understand and
master English materials to achieve the expected abilities. This is also reinforced by previous
research conducted by (Gibbs and Poskitt, 2010) (Connel and Werborn, 1990) (Taylor,
Pearson, Peterson, and Rodriguez, 2003) that in every learning there is cognitive engagement
shown by students and there is also an influence on the learning process.

c. Affective engagement
In this study, affective engagement refers to students' emotional reactions when interacting
with the teacher. These emotional reactions can be positive or negative and can affect
students' overall engagement in the learning process (Fredricks, et al. 2004).

English Education and Applied Linguistics (EEAL) Journal Vol. 7 No. 1 28

 (Student B)
Teacher : Iya nyari pikiran utama/ pokok pikirannya
Student #8 : Iya bu makasih.
Saying "thank you" usually falls under affective engagement. It is an expression of
gratitude and appreciation that shows an emotional connection and a positive attitude
towards others. Affective engagement refers to an individual's emotional involvement,
attitudes, and values.
Based on the results obtained, it is found that affective engagement is an type that is
less shown by students in learning. This is also corroborated by previous research conducted
by (Reeve and Tseng (2011) which states that affective engagement is also shown by students
in the learning process. In addition, the research results found on affective engagement are
in accordance with Fredricks and Appleton's theory which states that emotional engagement
refers to students' interaction when participating in English learning. The results of
observations made by researchers found three types of engagement shown by students in
learning English. Among them are behavioral engagement, cognitive engagement, and
affective engagement. And the most dominant engagement shown by students is cognitive
engagement. This is proven by the many occurrences of cognitive engagement in learning
meetings. This finding is the same as previous findings conducted by Lam et al. (2014) on
student engagement variables, which obtained the highest score on reliability with the most
dominant cognitive engagement component. Further findings conducted by Gunuc and Kuzu
(2015) and Nurhayati (2021) show that the cognitive engagement score is the most dominant
factor in the classroom. The reason cognitive engagement is considered dominant by
researchers is because learning methods often require deep understanding and analytical
thinking in students. As found in this study, the teacher often asked questions to students,
thus forcing students to answer and explain the teacher's questions. This is what causes
cognitive engagement more dominant.

2. Factors influence student engagement in English Language Course

This section outlines the research findings from the interviews that focus on the
factors that influence student engagement as demonstrated by the most engaged students
in the classroom in the previous observations.The focus of this research was obtained from
the interviews. In this case, the factors are divided into five factors based on Fredricks,
Blumenfeld, and Paris (2004), including; School-level, teacher support, peers, class structure,
and task characteristics.
a. School-Level
In the interview regarding school-level factors, Participant 1 said that the physical
environment of the school greatly affects engagement in the classroom. A comfortable school
environment and adequate facilities make informants more eager to attend school. In
addition, school policies and regulations, Participant I was able to follow policies from the
school, such as school hours. One of the most important factors affecting school engagement
is the physical area of the school (Gunuc and Kuzu, 2014). Similarly, Participant II said that the
physical environment of the school, including the size of the school, class size, and available
facilities, greatly influenced her engagement in class. A comfortable environment with
adequate facilities makes her feel more comfortable and enjoy the learning process more.
The interviewed participants stated that she complied with the policies or regulations at
school. Participant II stated that the policies in her school are quite strict, which shows that
she respects the school rules and tries to maintain order and regularity in the school

English Education and Applied Linguistics (EEAL) Journal Vol. 7 No. 1 29

environment. Similarly, Fredricks et al (2004) stated that some of the characteristics that can
improve schools are the size of the school, consistent and understandable educational goals,
management procedures and policies, student interactions with teaching staff, and academic
procedures that can enhance student talent.

b. Teacher support
In terms of teacher support, Participant II described the relationship with her English teacher
as very close, which indicated that they had a positive relationship with her teacher. The
participant stated that the support from the teacher greatly influenced her engagement in
class. The teacher always gives appreciation in the form of praise and encouragement to
students, which makes participants more enthusiastic about the learning process. According
to Hughes (2018), teachers who provide recognition and praise for students' efforts and
achievements can increase their motivation and engagement. Students feel valued and
motivated to keep trying.
Furthermore, Participant I explained that she had a good relationship with her English
teacher. The participant described her relationship with the teacher as like that with her own
mother. In addition, the participant said that the material taught was very easy to understand.
In addition, the teacher often used English in explaining the material, then translated it into
Indonesian. This helped participants understand English little by little. Similarly, as stated by
Furlong et al. (2009), feedback from teachers helps students understand the extent to which
they have achieved learning objectives. It gives them an understanding of their achievements
and can motivate them to keep trying.
The same thing was also conveyed by Participant III, who stated that the teacher's
support affected his involvement in the class. According to her, interest and enjoyment in the
subject can make her feel that the lesson becomes easier. According to Fredricks (2004),
teacher support is crucial in creating a supportive learning environment and motivating
students to learn. This shows that a positive relationship with the teacher can increase
students' engagement in learning. Participant III argued that the support from the teacher
greatly affected his activity in class. According to him, no matter how difficult the subject is,
if the teacher explains it in an interesting and fun way, it will feel easier. According to
Kustiawati (2019), if the classroom environment allows students to feel comfortable
expressing opinions, sharing ideas, and taking risks to answer questions, then the classroom
has a positive environment for students' feelings of equality.

c. Peers
In terms of peers, participant III revealed that socialization and communication with friends
at school had a positive influence on his engagement in class. Participants felt that
interactions with classmates affected their level of engagement in learning. Participant III
views his friends as learning partners rather than competitors. They often share tasks and
help each other understand difficult lessons. The same thing was stated by Healthy
competition with friends can be a motivational factor for students. They may feel motivated
to achieve higher goals (Wang and Eccles, 2012). In addition, Participant III felt supported by
his classmates and stated that they supported each other.
Similarly to Participants I and II, Participant I explained that her relationship with her
friends in class was as friends and not as competitors. The participant added that his
relationship with friends in class had an effect on his engagement in class. In line with previous
research, social engagement with friends can increase their confidence and make them feel

English Education and Applied Linguistics (EEAL) Journal Vol. 7 No. 1 30

more enthusiastic about participating in class (Frdericks, 2004). Participant II revealed that
the effect of socialization and communication with friends at school depends on the extent
of comfort he feels in class. If his friends make him feel comfortable, then his enthusiasm for
learning increases. Furthermore, in Participant II's view of friends in class, participants see
their colleagues as competitors in terms of academic achievement, such as competing to
come forward or answer questions from the teacher. However, this competitor focuses more
on the academic type and is not negative.

d. Task characteristics
For task characteristics, Participants I, II, and III had the same response regarding the tasks
given by the teacher. They stated that the teacher gave them English tasks that were
appropriate to their abilities. When students feel that the task is relevant to their level of
understanding, they are more likely to participate with enthusiasm (Fredricks, 2004). In
addition, they added that the teacher had given examples of the tasks, making them easier to
do. This shows that the teacher has considered the students' ability level when giving
assignments. They also confirmed that teachers give feedback on the assignments. Teachers
usually explain answers or give feedback at the next meeting. Positive and constructive
feedback can increase students' motivation. When they see that their efforts are recognized
and assessed, they tend to be more motivated to work harder and do their best in the next
task (Dharmayana et al., 2012).

e. The most influential factor in student engagement

Regarding the most influential factors among school-level, teacher support, peers, class
structure, and task characteristics, all three students responded that the most influential
factor in the school environment is teacher support. They argue that teachers have an
important role in classroom learning. Based on the results of the interviews with students,
there are several types of teachers who have a major influence on student engagement during
the learning process. First, teachers who build strong personal relationships: this type of
teacher emphasizes the importance of close personal relationships between teachers and
students outside of class hours. Building strong bonds and creating a sense of trust can help
increase student engagement in the learning process. Second, engaging learning: The
teacher's ability to deliver material in an interesting and fun way makes learning a more
enjoyable experience for students, encouraging them to engage more actively. Third,
teachers who provide feedback: teachers who provide feedback on student work can help
students understand their strengths and weaknesses in learning. This allows students to
continuously improve the quality of their work.

CONCLUSION
Based on the research question, this study aims to identify the types of student engagement
shown by students in English languge course. In conclusion, it was found that there are three
types of student engagement shown by students in learning, namely cognitive engagement,
behavioral engagement, and affective engagement. In addition, based on the research
results, cognitive engagement is the most dominant type of engagement shown by students
in learning, followed by behavioral engagement and emotional engagement. Based on the
description of the findings from the interviews of the three students, it can be concluded that
the five factors presented by Fredricks, Blumenfeld, and Paris (2004) have an influence on
student engagement in the classroom. Furthermore, based on the interview results, the

English Education and Applied Linguistics (EEAL) Journal Vol. 7 No. 1 31

factor that most supports the improvement of student engagement is the teacher support
factor. As for the types of teachers who have a great influence on student engagement
include; teachers who build strong personal relationships, deliver material in an interesting
way, provide feedback on student work. Based on these results, English teachers are strongly
advised to identify factors that can increase student engagement because it is very useful to
overcome problems in the teaching and learning process, such as lack of participation and
negative behavior. Students are advised to respect the rules imposed by teachers and schools
to create a comfortable learning environment. Finally, other researchers are advised to
investigate what teachers should do to increase student engagement in English classes.
Like any other research, this study also has its flaws. This research may interpret things
in a biased and unvalidated way. Therefore, future research is needed to build on these
findings. To improve these findings, researchers need to provide in-depth results. in addition,
researchers should provide a larger sample so that the results obtained are more diverse. To
gain a deeper understanding of Student Engagement theories, researchers can read more
books or recent works factors that might give different results should be elaborated and studied
in depth.

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