04. 6128-22729-1-CE.pdf EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English Jo urna l ho mep age: http: //ju rna l.u nm e r.ac .id /in dex. php /en jo u rme/ ind ex Student learning engagement in the online class Rosi Anjarwati, Lailatus Sa’adah English Language Education Department, STKIP PGRI Jombang, Jl. Pattimura III/20 Sengon, 61418, Jombang, Indonesia Corresponding author: rosi.stkipjb@gmail.com ARTICLE INFO Article history: Received 02 August 2021 Accepted 12 December 2021 Available online 28 December 2021 Keywords: Online class, paragraph writing, student engagement. DOI: 10.26905/enjourme.v6i2.6128 How to cite this article (APA Style): Anjarwati, M., & Sa’adah, L. (2021). Student learning engagement in the online class. EnJourMe (English Journal of Merdeka) : Culture, Lan- guage, and Teaching of English, 6(2) 104-114. doi: https://doi.org/ 10.26905/enjourme.v6i2.6128 ABSTRACT Learning online in the pandemic era raises a challenge for educators (lecturer). The challenge comes from the effectiveness of online media used and the good atmos- phere built in the interactions between lecturers and students. It is due to several factors that may contribute to learning success; one of them is student engagement. This research aimed to explore student engagement in Paragraph Writing online class, involving behavioral, emotional, and cognitive engagement. The participants involved in this study are second-semester students of the English Department at a private college in Jombang. Using a case study, the researchers used observation and questionnaire to obtain the data. Based on the analysis, the results revealed that students tend to be actively engaged in behavioral and cognitive engagement. Furthermore, students’ perception toward their engagement in the dimension of behavior, emotion, and cognition gained positive results. EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English Vol. 6, No, 2, Desember 2021, Page 104–114 1. Introduction The Covid-19 pa ndemi c tha t has oc curred in almost all pa rts of the world has an impa ct on various fields of life, one of which is in the field of edu cation. In Indonesi a, this requires the lea rning proc ess from elementa ry edu cation to higher edu cation level to be carried out based on the concept of Distance Learning. Distance Learning is an organized edu cationa l proc ess tha t bridges the gap be- tw een students and edu cators and is medi ated by the use of tec hnol og y, and minimal face-to-face meeting s (Pannen, 2016) . In this case, the use of tec hnolog y and the ability of edu cator s to utilize it optimally is an important key to rea lizing the success of Distance Lea rning. Basically, ther e are sev eral principles for implementi ng Distance Learning according to the M in- istry of Resea rch, Technology and H igher Education (Repu blik Indonesi a, 2016) ; these principles ©2021 The Authors. Published by University of Merdeka Malang This is an open access article distributed under the CC BY-NC-ND 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English Vol. 6, No. 2, Desember 2021, pp. 104-114 include access, equity, and quality. Implement Distance Learning based on these principles is not easy, especially in terms of quality. Implementation of Distance Learning at higher education (university) raises its challenges for educators. Besides selecting online learning media that needs to be adjusted to the effective courses, adult learners are also a separate consideration in carrying out Distance Learning. According to Esposto and Weaver (2011), students can easily feel reluctant to attend online and face-to-face lectures, where the lack of student engagement and absence from lectures can lead to poor academic performance. Therefore, the implementation of Distance Learning must be able to minimize this tendency. Spitzer et al. (2021) have investigated students’ engagement with the online learning environment Bettermark for mathematics by using survival analysis. Particularly, this re-search was done during the COVID-19 pandemic era. The study revealed that the total number of students using the online learning environment increased significantly during and after school closure, while students’ engagement decreased faster over time. Student engagement is very important in achieving the success of the learning process, espe- cially in learning foreign languages such as English. 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 to the level of motivation that they must learn and progress in learning (Anita & Susilawati, 2018). Recently, Galikyan and Admiraal (2019) found that particular levels of cognitive engagement were connected with students’ academic performance. Although the academic performance only referred to their performance in the discussion forum, it gives a strong point of the significance of student engagement in the learning process. Moreover, researchers only employed content analysis to assess students’ cognitive engagement level in the online discussion forum in their research. Educators face a bigger challenge, especially English educators, to maximize students' involvement in the learning process through online lectures. Meanwhile, in language learning, there are two types of skills: receptive and productive skills. Receptive skills include listening and reading skills, while productive skills consist of speaking and writing skills. Of course, it is possible that students’ involvement in learning these different skills also varies. Exploring students’ perception toward their engagement in the learning process is important to identify their role as learners so that the teacher or lecturer can maximize the positive role (Sari, 2020). There are three domains of student involvement mentioned by Fredericks et al. (2004), they are behavioral engagement, emotional engagement, and cognitive engagement. Behavioral involvement refers to students’ positive behavior, for example, following the rules at school, obeying the norms in class, or not taking the opposite action, such as causing trouble at school or not attending school. Students are also involved in learning and academic tasks, efforts in completing assignments, and carrying out assignments and are actively involved in extracurricular activities. In contrast, emotional engagement is defined as a student’s emotional reaction at school. This refers to the interests and values possessed by students so that students have feelings of boredom, happiness, sadness, or anxi- ety, including to friends, teachers, or the lessons given. Lastly, cognitive engagement refers to specific involvement related to psychological investment in learning, such as trying to understand learning, being flexible in problem-solving, having positive coping in the face of failure, and emphasizing learning strategies. | 105 | Student learning engagement in the online class Rosi Anjarwati , Lailatus Sa’adah Writing skills are productive skills in language, which are very important as a provision for students to write the thesis. In addition, good writing skills in English are also very much needed by students to continue their studies to a higher level, especially for studying abroad (Mustakim & Ismail, 2017). Thus, learning to write in Distance Learning must be meaningful, including the in- volvement of students in it. The online media platform used in implementing Distance Learning at the higher education level is assumed to be more diverse than the basic education level. They were starting from WhatsApp groups, Google Classroom, Zoom, Google Meet, or a combination of sev- eral of them. At STKIP PGRI Jombang itself, writing courses take advantage of various online plat- forms. In the Paragraph Writing course in class 2020-B, the online media used is a combination of Google Meet and Google Classroom so that the Distance Learning process can be carried out well even without face to face. Google Classroom is a free web service in software designed to create, distribute, and manage the delivery of learning content. Therefore, Google Classroom can be categorized as a Learning Management System because Google Classroom has a system that can help lecturers plan, manage learning materials, manage student learning activities, manage grades, recapitulate student attendance, display grade transcripts, and manage e-mail displays. Google Classroom can help educational institutions towards a paperless system (Kurniawan, 2016). In complementing the use of Google Class-room, Google meet can be used as an alternative media to support the implementation of Distance Learning. Google Meet is an online meeting or web conferencing is a video communication service developed by Google. Google meets many users because it designs, builds, and operates its products with secure connections, aiming to thwart hacker attacks and provide security for its users (Singh & Awasthi, 2020). In addition to security considerations, users of video communication services generally consider the capacity of participants in online meetings. One of the advantages of Google Meet itself is that it can accommodate a maximum of 250 people in one online meeting and share it by streaming to 100 thousand people. In addition, of course Google Meet has a share screen feature that allows sharing images from layers and displaying material to be easily used as a learning medium. The use of Google meet in learning activities is considered effective, gets students’ positive responses, and improves their abilities (Dewantara et al., 2021; Fakhruddin, 2018). Several studies have dealt with student engagement in writing; one of them is done by Prasetyawati and Ardi (2021), who implement Instagram to promote student engagement in EFL writing. The result showed that Instagram could encourage student engagement by allowing students to be more actively involved, providing a new learning environment, providing greater target readers, allowing the collaboration and interaction between the students, and facilitating students to select their learning style. Particularly, Abou-Khalil et al. (2021) investigate the engagement strategies used by higher education students in emergency online learning in a low-resource setting. This study re- veals that the effectiveness of engagement strategies varies based on the students’ gender and techno- logy access. The third previous study was conducted by Xu et al. (2020), in which they explored the three dimensions of student engagement in online discussion using the semi-synchronous tool WeChat. It was revealed that the behavioral and cognitive engagement of the experimental group (with teacher facilitation) were significantly higher than the control group (without teacher facilitation). Nevertheless, there was no significant difference between the two groups regarding emotional engagement. Differently, this current research aimed at fulfilling the gaps by investigating | 106 | EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English Vol. 6, No. 2, Desember 2021, pp. 104-114 the student engagement in an onl ine class using different research desi gn and setting. In the context of this research, the researcher intends to explore student engagement in para- graph writing lectures which are carried out using two media: Google Meet and Google Classroom. Specificall y, this study aimed to determine student engagement, which includes the domains of atti- tude (behavioral engagement) and cognitive (cognitive engagement) in Paragraph Writing lectures using a combination of Google Meet and Google Classroom. Moreover, the students’ perception toward their engagement in Paragraph Writing class was also investigated. 2. Method The resea rch design used in this resea rch is a case study. According to Ary et al. (2010), case stud ies focus on a single unit to produc e a deta iled, comprehensi ve, in-depth desc ription. The single unit, in this case, can be an individual, a group, a class, a program, or an institution. Furth ermore, Wahyuningsih (2013) states that in a case study, the researcher explores a certain phenomenon (case) at a time and activit y, such as a program, event, and collects detailed and in-depth information using various data collection procedures. In this study, the researchers investigated student engagement in the Paragraph Writing class, especially class 2020 -B. The participants were chosen since they experi- enced online lea rning in writ ing courses for two semest ers in a row due to the Covid-19 pandemic . The phenomenon that exist s is the use of Go ogle Meet and Go ogle Classroom online media in online lectures in tha t course. The data in this stud y consisted of sev eral types. First, the data is in the form of inter actions bet ween lec turers and students, and students and students in Paragraph Writing lec tures using Go ogle Meet and Go ogle Classroom. The sec ond data is in the form of students’ perceptions of their involve- ment in the online lec ture process using Go ogle Meet and Go ogle Classroom by using surv ey. These data were obtained from the Paragraph Writing lecture proc ess at STKIP PGR I Jombang, espec ially the 2020- B class. In the case of study resea rch, resea rchers use sev eral resea rch instrumen ts to obtain deta iled information about student eng agement in the lec ture process. The main instrument is the human instr ument, w here the resea rcher obser ves the phenomeno n of student involvement in the le cture process. In addition, observation sheets to observe student involvement in two domains (behavioral and cognitive engagement) are also be used. At the same time, the third instrument is a questionnaire to determine student involvement in the lecture process according to the student’s point of view. It involves behavioral, cognitive, and emotional engagement. The questionnaire was adapted from the previous research conducted by Abou-Khalil et al. (2021) about engagement strategies applied by higher education students. The data in this study were obtained through several stages, including: (1) observing the Para- graph Writing lecture process conducted online using Google Meet and Google Classroom based on predetermined indicators; (2) prepar ing a questionnaire to explore student involvement in the Paragraph Writing lecture process which is carried out online using Google Meet and Google Classroom; (3) provide questionnaires to students through google forms to obtain information on | 107 | Student learning engagement in the online class Rosi Anjarwati , Lailatus Sa’adah student involvement in the Paragraph Writing lec ture process which is carried out online using Google Meet and Google Classroom. After the first data from observation was obtained, it was analyzed quantitatively using per- centages. The result of analysis between active and passive engagement was compared to determine the tendency of student behavioral and cognitive engagement. The second data gained from the questionna ire was analyzed by using per centa ges to represent the Liker t scale of students’ eng agement from the stud ents’ poi nt of view. 3. Results and discussion 3.1. Results In this sec tion, the resea rch result s will be presen ted based on the formula tion of the problem in the form of stud ent eng agement which includes three doma ins: the doma ins of behavior (beha vioral eng agement) , emoti on (emoti ona l eng agement) , and cognitive (cog nitive eng agement) in Paragraph Writing lectures. Student involvement in the contex t of this resea rch refers to the lecture proc ess using Go ogle Classroom and Go ogle Meet as online lec ture media. Student engagement in the Paragraph Writing class Student behavioral engagement Based on the results of data analysis obtained through observations in the onl ine lecture proc ess for sev en meeti ngs, stud ent involvement in the learning proc ess in the realm of attitudes is present ed in Table 1. In this case, the scope of stud ent eng agement is focused on the inter actions tha t oc cur, both with fellow stud ents and with lecturers. Table 1. student behavioral engagement No Indicator of behavioral engagement Mean Actively engaged Passively engaged 1 4 (5 0% ) 14 (50% ) 1 2 (4 3% ) 16 (57% ) 1. Student s interacts with other students. 2. Student s interacts with other students and the lecturer. 3. Student s interact with the lecturer. 1 5 (5 4% ) 13 (46% ) The resul ts of the analysis of stud ent eng agement in the form of beha vior can be seen in the interactions during the online lec ture process. Based on the data in Table 1, there is a slig ht differen ce in the number of actively eng aged stud ents from the first to the sev enth meeti ng. On average, 50% of students are actively involved in student engagement in interacting wit h other students. Students who are actively eng aged can be seen from sev eral indicator s, including asking when other students finish pr esen ting the mater ial, respon ding to a friend’ s qu esti on, providing additional inf ormation, and sharing ideas. | 108 | | 109 | EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English Vol. 6, No. 2, Desember 2021, pp. 104-114 Mea nwh ile, students’ engagement in interacting wit h students and lec turers rea ched an avera ge of 43% of the tota l stud ents who took the Paragraph Writing lectures. Thi s is indicated by sev eral activ ities, for ex ample: giving feedba ck when students make presenta tions, clarifying ex planations in the present ation proc ess tha t invites audienc e que stions (other students) , respo nding to follow-up questions from lecturers, refuting the opi nions of other stud ents followed by a review from the lec- turer, and conc luding the mater ial tog ether (students and lecturers). From the average per centa ge of this aspec t, it can be seen tha t stud ents who are pa ssively involved are higher tha n those who are actively engage d. Third, the average percentage of students who interact with lecturers is 54%. Indicators of student engagement in this aspect can be seen from: asking questions addressed by lecturers or stud ents, respondi ng to stud ent or lecturer que stions, giving opi nions during the lecture proc ess, and adding information related to the mater ial discussed. Among the three aspec ts of behavioral eng age- ment, the inter action of stud ents and lecturers is the highest behavioral eng agement compa red to the ot her tw o aspec ts. It can happe n possibly because of the reluc tance towards the lecturer so that students inev itably try to be actively involved in interacting wit h the lec turer. Student cognitive engagement Thr ough Table 2, stud ent eng agement seen from sev eral indic ators shows varying resul ts. Activ e stud ent eng agement with the highest per centa ge can be seen in the indicator s for completing assign- ments on time (93% ). Thi s can be seen in the data in the collection of assignments throug h Goog le Classroom wh ere almost all students submit assignments on time. In the sec ond posi tion, 86% of stud ents worked on assignments according to the directions given by the lec turer. Based on the assign- ment archives rec orded in Go ogle Classroom, 26 out of 28 students did the Paragraph Writing assign- ment according to the direction of the lecturer, na mel y through the w riting process appl ication. Students start writing stages from pre-writing, drafting, revising and edi ting, to publishing, and they attach files according to instructions from the lec turer. Table 2. Student cognitive engagement No Indicator of cognitive engagement Mean Actively engaged Passively engaged 1. Answ eri ng questions or challenges from lecture r/other students. 13 (46% ) 15 (54% ) 2. Stating ide a or sol ution in group discussion or onl ine class 10 (36% ) 18 (64% ) 3. Stating argument in group of online class 15 (54% ) 13 (46% ) 4. Seei ng the lecturer or other student s who give an opi nion 17 (61% ) 11 (39% ) 5. Asking the question to the lecturer or ot her stude nts 12 (43% ) 16 (57% ) 6. Turning on the camera whe n joining an onl ine lecture 22 (79% ) 6 (31% ) 7. R espondi ng lectures 20 (71% ) 8 (29% ) 8. Giving response to other student s' op inion 12 (43% ) 16 (57% ) 9. Doing tasks based on the instruction 24 (86% ) 4 (14% ) 10. Finishing task on time 26 (93% ) 2 (7% ) Student learning engagement in the online class Rosi Anjarwati , Lailatus Sa’adah Activ e student eng agement is also seen when the lec ture process takes place online, including as many as 79% of stud ents turning on the camera during onl ine lectures. Althou gh Paragraph Writ- ing has a weig ht of 4 credits wh ich requires an idea l lec ture time of 200 minutes, some students are willing to turn on their cameras. It indicates engagement in a positive cognitive domain. In addition, 71% of students respond to lecturer calls. This fact indicates students’ positive response to the pre- sence of lecturers through online mode. Moreover, as many as 61% of students look at the lecturer or student who has an opinion. These results confirm that students are actively engaged in the cognitive domain even though obser - ving this indicator is quite difficult to do in online lectures. The last indicator that shows active student engagement is as many as 54% of students stating arguments in groups or classes. Althoug h the six observation indicator s show students are actively eng aged in the cognitive doma in, four other indic ator s rev ea l tha t student eng agement is still rela tiv ely pa ssive. For ex ample, onl y 46% of stud ents answ ered que stions/challenges from lecturers or other students; 43% of stu- dents asked que stions to lecturers or friends, and 43% of students responded to the opi nions of othe r students. M oreov er, the observations show tha t the activities of asking, answ ering questions, and respo nding to the opi nions of ot her stud ent s tend to be domina ted by certain student s. Anoth er indicator of stud ent eng agement in the cognitive doma in tha t indicates pa ssive eng agement is student participation in exp ressing idea s/alternative solutions wh en wo rking in groups or online classes. Only 36% of students seemed to be active in doi ng these activities. Students’ perception of their engagement in the online class In revealing student engagement in Paragraph Writing lectures, a closed questionnaire con- sisting of 15 statements explored students’ perceptions of their engagement. By using the Likert scale, the results of the questionnaire analysis are presented in the following subsections. Table 3 presents the result of students’ behavioral engagement questi onnaire. Meanwhile, the students’ emotional engage ment is depicted in Table 4. Table 3. Student behavioral engagement Students’ per cepti on of thei r eng agement in behavior indicates a posi tive per cepti on in which the majority of students assumed tha t they could trigger themse lves to be more analytical in the le arning process, for instance, by qu est ioning something that is not understandable. This answ er indicates the active involvement of stud ents in the lecture proc ess in the realm of attitudes. As show n in the Table 3 regarding student responses to statement number 7, most of the students considered the | 110 | No. Statement Strongly Disagree Disagree Agree Strongly Agree 1 . If there is a material that is not clear, I ask the lecture r via G oog le M eet/Google Cl assroo m. 0 2 (7 % ) 21 (7 2 % ) 6 (2 1 % ) 2 . It is bette r to chat w ith friends than to hear an explanation from the lecturer throu gh G oog le Me et. 15 (52% ) 14 (48% ) 0 0 EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English Vol. 6, No. 2, Desember 2021, pp. 104-114 importance of the lecturer’s explanation and tried to pay attention to it. It is undeniable that online lectures pose challenges for both lecturers and students, where student involvement in attitudes sig- nificantly influences achieving the success of learning objectives. Student engagement in the lecture process indicates that students feel actively involved from the two statements related to behavioral engagement. Table 4. Student emotional engagement The emotional dimension, which cannot be analyzed precisely through observation, was re- vealed from the statements in Table 4. Based on students’ responses toward negative statements re- lated to emotional engagement, most students felt engaged actively in the learning process. It can be seen from several indicators such as the absence of laziness feeling toward the lesson and positive consideration of taking the course. In other words, students perceive coursework as important and show positive emotional involvement. However, there are still 7% of students who do not think about it. It can be assumed from the students’ respond that they have positive emotional engagement toward the online class. Meanwhile, students’ cognitive engagement is presented in Table 5. Student responses to statement number 1 indicate a strong desire to complete the Paragraph Writing task. This can be seen from the student responses where 52% agree and 38% strongly agree that they are trying to complete the task even though it is late at night. However, 10% of students answered that they did not agree with the statement. The results of the analysis of statement number 2, 52% strongly agree, and 48% of students agree if they seek information in other media if they have difficulty with coursework. This shows that students are trying to find a solution if they experience problems completing their coursework. Thus, it can be concluded that students have active cognitive involvement in the lecture process. | 111 | No. Statement Strongly Disagree Disagree Agree Strongly Agree 1. I am lazy to listen to the explanation of the material from the lecturer through Google Meet. 12 (42%) 15 (52%) 1 (3%) 1 (3%) 2. I am lazy to ask lecturers when learning online using Google Meet/Google Classroom. 10 (34%) 17 (59%) 2 7%) 0 3. The group discussion (in the Paragraph Writing subject) continues without me being in it. 4 (14%) 16 (55%) 8 (28% ) 1 (3%) 4. I feel that online lectures are a waste of time 10 (34%) 16 (55%) 3 (11% ) 0 5. I prefer to play on my cell phone when the online learning process is completed. 10 (34%) 18 (63%) 1 (3%) 0 6. I am lazy every time I have to join a Paragraph Writing class (online) 17 (58%) 12 (42%) 0 0 7. I don't really think about it if my lecture assignments (Paragraph Writing) are stuck. 14 (48%) 13 (45%) 2 (7%) 0 Student learning engagement in the online class Rosi Anjarwati , Lailatus Sa’adah In ter ms of conc entr ation, 52% of stud ents agree, and 48% strong ly agree if they try to pa y attenti on to ev ery mater ial given by the lecturer through Goog le Classroom and Goog le M eet. When stud ents focus on pa ying attenti on, this indicates stud ents’ active involvement in the cognitive do- main. Similar to statement number 3, statement number 4 focuses stud ents’ attenti on on the lecture proc ess. H owever, this statement is mor e focused on the lecturer ’s ex planation. As many as 59% of stud ents agree, and 34% strong ly agree tha t they are fully concentr ated to under stand the mater ial presented by the lecturer throug h Goog le M eet. Thi s show s the active involvement of students in the cognitive doma in ev en thoug h 7% of stud ents do not agree with this statement. To under stand the lecture mater ial onl ine, 59% of students agree, and 41% think they read Paragraph Writing mater ial repea tedl y. Thi s result show s the active involvement of students in the cognitive doma in. In ter ms of completing the task, 48% of students stated tha t they do not agree, and 35% strongly disagreed tha t they del ayed on doi ng the assignments given by the lecturer. M ean- wh ile, 17% agreed . These resp onses indicate the active involvemen t of students in the cognitive do- main. 3.2. Discussion Student eng agement in onl ine classrooms has become one of educ ators’ attenti on during the pa st few years. Since it contr ibute s to learning success, espec ially in toda y ’s pa ndemi c, the learning process shoul d be done throug h the dista nce learning method by utilizing tec hnol ogy. Th is study indicates tha t the stud ent eng agement in Paragraph Writing onl ine class by using the collaboration of Go ogle Classroom and Go ogle Meet gain active beh avioral and cognitive student engagement. This finding supports Dewantara et al. (2021) and Fakhruddin (2018), who stated that one of the benefits | 112 | No. Statement Strongly Disagree Disagree Agree Strongly Agree 1. I tried to finish the Paragraph Writing assignment through Google C lassroom ev en thou gh it w as late at night. 0 3 (10% ) 15 (52 % ) 11 (38 % ) 2. I look for infor mation in ot her media if I have difficulty w ith college assignments. 0 0 14 (48 % ) 15 (52 % ) 3 . I try to pay attention to every material given by the lecturer thro ugh Goog le C lassroom and G oog le M eet. 0 0 1 5 (52 % ) 14 (48 % ) 4 . When the lecturer ex plains the material through G oog le M eet, I concentrate fully to unde rstand the material. 0 2 (7% ) 17 (59 % ) 10 (34 % ) 5 . I rea d the Paragraph Writing material that w as studied ov er and ov er again so that I could understand it better. 0 0 17 (59 % ) 12 (41 % ) 6 . I like to delay doing assignments wh en the lecturer gives an assignment (Paragraph Writing). 10 (3 4 % ) 14 (48% ) 5 (18 % ) 0 Table 5. Student cognitive engagement EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English Vol. 6, No. 2, Desember 2021, pp. 104-114 of using Go ogle Meet in lea rning is getting a positive resp onse from the students. It is also supported by the result of stud ents’ per cepti on about thei r onl ine class eng agement, which tends to be posi tive. The result of stud ents’ per cepti on of thei r eng agement through onl ine class show s the posi tive per cepti on tow ard behavioral eng agement compl ete Prasety awati and Ardi’s stud y (2021) . They found that Instagram can promote student engagement by being actively involved and improving colla bora- tion among stud ents. Even thoug h the medi a used is different, it may add the reference in the field of study. Mo reo ver, the student cognitive engagement that tends to be active wit h lec turer ’ facilitation corroborates the study done by Xu et al. (2020), who revealed that students with teacher’ or lecturer’s facilitation in using WeChat as online discussion media obtained higher behavioral and cognitive engagement compared to those wh o lea rn wit hout teacher’s facilitation. The positive result of students’ perception of their eng agement, espec ially emotiona l eng age- ment, may also determine their role as lea rners. R ecognizing the lea rners’ role can maximiz e their learning proc ess and improv e thei r learning eng agement. Thi s finding suppor ts Sa ri’s (2020) resea rch, in which she found tha t most stud ents conv ey ed posi tive responses tow ard thei r onl ine eng agement. Thus , the stud ent’ s role as the learner can be identi fied through the indicator s of ea ch eng agement dimension. 4. Conclusion To sum up, student engagement in Paragraph Writing lec tures in this study wa s obtained from lecturer observations and stud ent per cepti ons. In general, stud ent eng agement in the doma in of be- havior (behavioral eng agement ) obtained from observations during the lecture proc ess show s tha t mor e tha n 50% of stud ents have an active involvement in ter ms of inter actions betw een stud ents and other stud ents and inter actions betw een stud ents and lecturers, while for inter actions betw een stu- dent s with other students and lecturers are less tha n 50% who show active involveme nt. Student eng agement in the cognitive doma in (cog nitive eng agement) can be conc luded tha t stud ents are ac- tively involved in the Paragraph Writing lecture proc ess. In addition, stud ents’ per cepti ons of thei r engagement in the lec ture process, especially in beh avior, emo tions and cognitive, showed almost the same resul ts. In behavior (beha vioral eng agement) , most students feel tha t they are actively involved. While in the realm of emoti on (emoti ona l eng agement) , the majority of stud ents have posi tive emo- tional engagement in online Paragraph Writing lec tures using Go ogle Meet and Go ogle Classroom. M eanwhile, eng agement in the cognitive dom ain (cog nitive engagement) also indicates the active engage ment of students. By consider ing the stud y resul ts, ther e are sev eral suggestions put forwa rd. First , lec turers wh o tea ch Paragraph Writing courses are ex pec ted to increa se stud ent eng agement in various aspec ts of beh avior, emo tions, and cognitive in the lec ture process to achiev e lea rning objectives and increa se stud ent competenc e. Second, further resea rchers can resea rch student eng agement in other courses using different methods or resea rch desi gns to add to the scientific reper toi re. 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