Keterlibatan Siswa dalam Pembelajaran Bahasa Inggris
DOI:
https://doi.org/10.54259/diajar.v4i4.5609Keywords:
Student’s Engagement , English Learning , PedagogicAbstract
This study aims to analyze the supporting factors and challenges that influence student engagement in English learning among first graders at SDN 01 Kalisari. The research focuses on how teacher strategies, classroom interactions, and students’ emotional conditions contribute to their involvement in the learning process. A descriptive qualitative method was applied, using non-participant observation with multiple observers, supported by interviews with the subject teacher. The findings of this study indicate that students’ level of engagement varied across different indicators. Teacher–student interaction and activity variation received the highest scores, with 83.3% categorized as very good, whereas the teacher’s activeness in moving around the classroom obtained the lowest score, at 33.3% (low category). Several factors were identified as supporting engagement, including active teacher–student interaction, the use of diverse instructional media, the implementation of kinesthetic activities, the provision of verbal praise, as well as the incorporation of ice breaking activities, games, and songs that enhanced students’ enthusiasm. On the other hand, the main challenges observed were uneven learning motivation among students, limited instructional time in large classes, and the insufficient habituation of using English outside the classroom.. These findings highlight that young learners’ engagement in foreign language learning is shaped by a combination of pedagogical, emotional, and environmental factors. The study implies that developing creative and humanistic teaching strategies, as well as expanding opportunities for English use both inside and outside the classroom, is essential for sustaining student engagement
Downloads
References
I. Alfarhan, “English as a global language and the effects on culture and identity,” Am. Res. J. Engl. Lit., vol. 3, no. 1, pp. 1–6, 2017, doi: 10.21694/2378-9026.16010.
J. A. Fredricks, P. C. Blumenfeld, and A. H. Paris, “School engagement: Potential of the concept, state of the evidence,” Rev. Educ. Res., vol. 74, no. 1, pp. 59–109, 2004, doi: 10.3102/00346543074001059.
S. Nurhamidah, Problem Based Learning: Kiat Jitu Melatih Berpikir Kritis. NTB, Indonesia: Pusat Pengembangan Pendidikan dan Penelitian Indonesia, 2022. ISBN 786235490762..
U. S. Puadah, R. Hizriyani, and Danuji, “Strategi pembelajaran diferensiasi gaya belajar sebagai pendorong motivasi belajar peserta didik,” Paedagogi: Jurnal Kajian Ilmu Pendidikan, vol. 10, no. 2, pp. 160–166, Dec. 2024, doi: 10.24114/paedagogi.v10i2.64459.
I. H. Alzahrani, “The relationship between students’ L2 engagement and learning success,” J. Lang. Teach. Res., vol. 16, no. 1, pp. 266–273, 2025, doi: 10.17507/jltr.1601.27
M. Sadoughi and S. Y. Hejazi, “The effect of teacher support on academic engagement: The serial mediation of learning experience and motivated learning behavior,” Curr. Psychol., vol. 42, no. 22, pp. 18858–18869, 2023, doi: 10.1007/s12144-022-03045-7.
C. Yang and D. Xu, “An empirical study of college students’ silence in the Chinese EFL classes: Student engagement level,” in Proc. ACM Int. Conf. Proceeding Ser., Xi’an, China, Sep. 6–8, 2024, pp. 149–154, doi: 10.1145/3700297.3700323.
Rachman A, Yochanan E, Samanlagi IA, Purnomo H. Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Ismaya B, Anggraini A, Raditya M, Utamirohmahsari, editors. Karawang: CV Saba Jaya Publisher; 2024.
A. M. Glenberg, “Embodiment as a unifying perspective for psychology,” Wiley Interdiscip. Rev. Cogn. Sci., vol. 1, no. 5, pp. 586–596, 2010, doi: 10.1002/wcs.55.
L. W. Barsalou, “Grounded cognition: Past, present, and future,” Top. Cogn. Sci., vol. 2, no. 4, pp. 716–724, Oct. 2010, doi: 10.1111/j.1756-8765.2010.01115.x.
J. Ni, “Positive teacher feedback and academic emotions among primary school children in China: A study within the control-value theory framework,” Int. J. Educ. Res. Open, vol. 8, p. 100409, Jun. 2025, doi: 10.1016/j.ijedro.2024.100409.
S. Shen, T. Tang, L. Pu, Y. Mao, Z. Wang, and S. Wang, “Teacher emotional support facilitates academic engagement through positive academic emotions and mastery-approach goals among college students,” SAGE Open, vol. 14, no. 2, pp. 1–11, Apr. 2024, doi: 10.1177/21582440241245369.
Khaerunnisa, Harmilawati, and Syarifuddin, “The influence of teacher–students’ proximity towards students’ activeness in learning English,” J. Literate, vol. 4, no. 1, pp. 34–43, 2022, doi: 10.47435/jle.v1i2.
Z. Misbah, J. Gulikers, W. Widhiarso, and M. Mulder, “Exploring connections between teacher interpersonal behaviour, student motivation and competency level in competence-based learning environments,” Learn. Environ. Res., vol. 25, no. 3, pp. 641–661, Oct. 2022, doi: 10.1007/s10984-021-09395-6.
M. Navarro Pérez, “Teaching English through play: Sentence construction awareness in nursery and primary education,” Human Rev. Int. Humanit. Rev., vol. 11, pp. 2–13, Dec. 2022, doi: 10.37467/revhuman.v11.3870.
H. Din, S. Somadayo, and D. Hadi, “Membangun kreativitas siswa sekolah dasar dalam pembelajaran menulis dengan memanfaatkan media kartu huruf,” Pedagogik: Jurnal Pendidikan, vol. 7, no. 2, pp. 13–25, 2020, doi: 10.33387/pedagogik.v7i2.
D. S. Abdullah, R. N. Hadi, and M. Suryandari, “Peran media pembelajaran dalam konteks pendidikan modern,” J. Sindoro, vol. 4, no. 1, pp. 91–101, 2024, doi: 10.9644/sindoro.v4i1.
A. Rohmah and Z. Zulfitria, “Strategi pembelajaran diferensiasi berbasis aktivitas dalam meningkatkan motivasi belajar siswa SD,” J. Instr. Dev. Res., vol. 4, no. 4, pp. 214–222, Aug. 2024, doi: 10.53621/jider.v4i4.330.
P. R. Wana, M. G. Ruchiyat, and S. Nurhidayah, “Pengaruh ice breaking terhadap motivasi belajar siswa sekolah dasar,” J. Jendela Pendidik., vol. 4, no. 1, pp. 110–124, Feb. 2024, doi: 10.57008/jjp.v4i01.698.
K. M. Grønli, B. R. Walgermo, E. M. McTigue, and P. H. Uppstad, “Feedback practices on young students’ oral reading: A systematic review,” Rev. Educ. Res., vol. XX, no. X, pp. 1–44, 2025, doi: 10.3102/00346543241306070.
L. N. Hidayat, S. M. Sumantri, and E. Dallion, “Implementasi ice breaking dalam menumbuhkan antusiasme belajar pada peserta didik kelas 3 sekolah dasar,” Pendas: J. Ilm. Pendidik. Dasar, vol. 10, no. 2, pp. 478–488, Jun. 2025.
M. F. Mavilidi, R. Drew, P. J. Morgan, D. R. Lubans, M. Schmidt, and N. Riley, “Effects of different types of classroom physical activity breaks on children’s on-task behaviour, academic achievement and cognition,” Acta Paediatr., vol. 109, no. 1, pp. 158–165, Jan. 2020, doi: 10.1111/apa.14892.
M. Singh, P. S. James, H. Paul, and K. Bolar, “Impact of cognitive-behavioral motivation on student engagement,” Heliyon, vol. 8, no. 7, p. e09843, 2022, doi: 10.1016/j.heliyon.2022.e09843.
H. Lei, C. Chen, and L. Luo, “The examination of the relationship between learning motivation and learning effectiveness: A mediation model of learning engagement,” Humanit. Soc. Sci. Commun., vol. 11, no. 1, pp. 1–11, 2024, doi: 10.1057/s41599-024-02666-6.
Y. M. Lee and S. H. Sun, “The relationship between autonomous motivation of course-taking and learning engagement on college students,” J. Res. Educ. Sci., vol. 55, no. 1, pp. 155–182, 2010.
U. Faizah and Z. H. Ramadan, “Kendala guru dalam menerapkan kurikulum merdeka di sekolah dasar,” Edukatif: J. Ilmu Pendidik., vol. 6, no. 4, pp. 4157–4175, Jul. 2024, doi: 10.31004/edukatif.v6i4.7317.
R. Z. P. Panjaitan, N. V. Sinaga, F. A. Ningsih, A. Afsarini, S. Ritonga, G. Hutauruk, et al., “Analisis kesulitan belajar siswa dalam memahami kosa kata pada pembelajaran bahasa Inggris di sekolah dasar,” J. Pendidik. Tambusai, vol. 9, pp. 9829–9834, 2025, doi: 10.31004/jptam.
I. D. Nata, “Code-switching and code-mixing used by English teachers at Homy School Palangka Raya,” J. Pendidik. Indones., vol. 2, no. 3, pp. 45–55, 2021, doi: 10.52850/jpn.v23i1.
N. Hasby and L. T. Putri, “Integrating simple past tense in primary school English curriculum: A study of teaching strategies, “J. Compound, vol. 12, no. 1, pp. 1-9, 2024, doi: 10.37304/jcp.v12i1.4337.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Nur Hasanah, Maria Ulfa, Eva Oktaviana
This work is licensed under a Creative Commons Attribution 4.0 International License.
Hak cipta pada setiap artikel adalah milik penulis.
Penulis mengakui bahwa DIAJAR (Jurnal Pendidikan dan Pembelajaran) sebagai publisher yang mempublikasikan pertama kali dengan lisensi Creative Commons Attribution 4.0 International License.
Penulis dapat memasukan tulisan secara terpisah, mengatur distribusi non-ekskulif dari naskah yang telah terbit di jurnal ini kedalam versi yang lain, seperti: dikirim ke respository institusi penulis, publikasi kedalam buku, dan lain-lain. Dengan mengakui bahwa naskah telah terbit pertama kali pada DIAJAR (Jurnal Pendidikan dan Pembelajaran).
