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

Meaning-making choice place a significant position in written communication, as indirect contact needs a particular strategy to achieve the objective. This case study explores how female and male writers utilized their meaning-making choice through experiential meaning in their introduction part of journal article writing published in JEELL. Research articles written by five female writers and five male writers with English teachers' professional backgrounds are involved in this study. The results indicate that both female and male writers tend to use a particular process, such as material processes, to represent their real-world experiences of doing and happening. However, it is also found that there is a difference in the technique used in expressing material processes by female and male writers. The study also implies that male writers apply more verbal processes than female writers in citing or synthesizing sources. Furthermore, the investigations reveal that male writers produced more various type of mental processes than female writers.

Nowadays the educational paradigm has changed from passive learning into active learning where learners are actively involved in teaching and learning process. Internet, as one of the information and communication products, is believed to be able to facilitate an active and interactive teaching and learning process. One of the examples is the use of Learning Management System (LMS). LMS is viewed appropriate to be applied in teaching English especially the writing skill in which learners need more time and more exercises to improve their skills. The limited time of classroom meeting makes the need impossible to be fulfilled. By using LMS, the teaching and learning process can not only depend on the classroom meeting but also can be done outside the classroom anytime and anywhere. In this quasi-experimental research the researchers were eager to know the effectiveness of active learning by using LMS to improve students' writing skill, especially in argumentative writing. The data was analyzed with ANCOVA using SPSS version 20. The result shows that the value of F-value is 5.505 and the significant value is .021 which is less than .05, and the F-value is higher than F-table (3.94). It means that the alternative hypothesis (H a) is accepted. Thus, it can be concluded that teaching writing by using LMS is more effective than conventional classroom meeting.