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 atmosphere 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.  DOI: 10.26905/enjourme.v6i2.6128

Feedback should be beneficial to learners; it should provide information about their performance of a task or activity. This study aims to explore students' concerns and expectations toward teachers' online written feedback through photovoice. Participants involved fifteen students of a writing course. To obtain the data, a photovoice was used following Wang et al.'s SHOWeD protocols based on the theme "students' voices on teachers' online written feedback to promote discussion among participants and researchers about critical topics to generate solutions. Two instruments were used to collect the data; documentation in the form of the participants' photographs and a semi-structured interview with each participant. The result revealed that students had raised some points regarding the teacher's online written feedback. These points include: 1) online written feedback is sufficient; 2) online feedback should show the strength of students' writing; 3) students' revision will improve students writing quality; 4) students need a comfortable place, correct times, and snacks when revising. The study concludes that instead of simply making suggestions, as is customary when providing feedback, the students require the teacher's assessment of their strengths. The findings suggested that teachers and lecturers should consider the points when providing online written feedback to students.

Information and Communication Technology (ICT) has developed rapidly so that people should adjust themselves to the development. In education field, the use of technology is very needed in today era. The condition of the world due to the Pandemic of COVID-19 in the past two years forced teacher and students to have long-distance learning virtually with the help of ICT. This current study tries to explore the effect of using Google Classroom combining with WhatsApp in teaching English at SMK Tamansiswa Mojoagung on three dimensions of student engagement. This study is quasi-experimental with post-test only design since the purpose of the study is to examine whether there is a significant effect of combining Google Classroom and WhatsApp on student engagement. The research instrument used is questionnaire to get the data about student engagement in three dimensions: behavioral, cognitive, and emotional engagement based on their self-assessment. Analyzing by using SPSS software, the results reveal that there is a significant difference of student behavioral engagement between students in two groups of different media used. On the other hand, it is found that there is no significant difference of cognitive and emotional engagement.