The Process of Improving Student Learning Engagement in Grade III Indonesian Language Lessons through the Question-and-Answer Method

Abstract

This study aims to analyze students’ low learning engagement. The lack of interest among third-grade students at SD 23/VII Padang Jering 1 in participating in Indonesian language lessons served as the background for this study. Classroom learning was dominated by the lecture method, causing students to feel reluctant to speak, ask questions, or express their ideas. A total of 40 students participated in this Classroom Action Research (CAR), which was conducted over two semesters to improve classroom participation through the implementation of a question-and-answer method. Data were collected through interviews, questionnaires, observations, and documentation. The average student engagement questionnaire score increased from 121.47 (75.9%) to 146.07 (91.3%), representing an increase of 15.4% and indicating a significant improvement from Cycle I to Cycle II. In addition, teacher engagement increased by 91.7%, while student activity reached 100%. A significant difference in student learning engagement was found between Cycle I and Cycle II, as confirmed by a paired-sample t-test, which yielded a significance value of 0.000 (p < 0.05). The method for improving student engagement in learning was refined through the systematic application of various techniques, including tiered questioning, a three-to-five-second wait time, random name selection, the think-pair-share strategy, the Question Formulation Technique (QFT), and the provision of specific reinforcement.