Student’s Cognitive Engagement in Learning Process

Students’ engagement becomes essential factors in learning process because students have to participate in learning process. Not only the students but also the teachers have to make a good atmosphere during classroom activities. They have to create lesson, assignment and also project that interested to the students. Students’ cognitive engagement involves the students to think during academic task, they have to have motivated to improve their ability in learning and also they have to participate and active in the classroom. This paper is literary study. Keywords— Cognitive engagement; Learning process.


I. INTRODUCTION
Student Engagement is an important thing in learning process especiallly in learning English because it can improve the students" ability about the material. Nowadays, teacher only as instructor in the class when students interactive on learning process. It is hopefully that students are engaged and participate in the classroom. It is supported by Christenson et al (2012:162) that the student engagement is further important because it affords teacher the moment to moment feedback they need during the lessons to assess how well their efforts to motivate students are working to give feedback during learning prosess. It means that, the teachers are not only to be instructor but also they have to give feedback by motivating the students during teaching and learning process in order that they know of improving the ability of their students.
Student engagement as student willingness to participate in routine school activities, such as attending classes, submitting required work, and following teachers instructions in class. It includes participating in the classroom activities in learning English. Futhermore, to increase students" engagement, the teachers may create lessons, assignments, or projects that motivate to student interests or that stimulate their curiosity. For example, teachers can give students choice about the topics they are asked to write about or they may let students choose the way they will investigate about a topic or demonstrate what they have learned. Student engagement has been defined as participation in educationally effective, both inside and outside the classroom. It means that the students not only participate in classroom but also they have to be active outside of the classroom.
In learning English, students should be following the subject matter to get the high score of education in the classroom. With cognitive engagement, students can be motivated, interest and interactive to follow studying in the classroom. Moreover, in students" engagement, teacher gives opportunity to students to participate during they are learning.

A. STUDENT'S ENGANGEMENT
Students engagement is one of things that has been included in teaching learning process. The students have to participate in learning process and they also have to have creativity in making the task because of that they have to improve their ability in learning material. According to Riley and Louis (2000:56) student engagement is quite similar to the "social cohesion" variable as a dependent measure for her test of the effects of community like school qualities on students. It means that, students engagement is the thing to see the qualities of students" in the classroom. In other hand, student engagement in the classroom considers how students do in learning, and how engaged students in participation, communicative and interactive between teacher and students in the classroom. Student engagement also refers to student"s willingness, need, desire and active to participate in, and be successful in the learning process.
According to Abbott (2016) there are some forms of students" engagement, it can be seen below: 1. Intellectual engagement: To increase student engagement in a course or subject, teachers may create lessons, assignments, or projects that appeal to student interests or that stimulate their curiosity. For example, teachers may give students more choice over the topics they are asked to write about (so students can choose a topic that specifically interests them) or they may let students choose the way they will investigate a topic or demonstrate what they have 2. Emotional engagement: Educators may use a wide variety of strategies to promote positive emotions in students that will facilitate the learning process, minimize negative behaviors, or keep students from dropping out. 3. Behavioral engagement: Teachers may establish classroom routines, use consistent cues, or assign students roles that foster behaviors more conducive to learning.

1) DEFINITION of COGNITIVE ENGANGEMENT
Cognitive engagement is the extent to which students" are able to take on the learning task. This includes the amount of effort students are willing to invest in working on the task. Clarke (2002:133) states that cognitive engagement involves the thinking that students do while engaged in academic learning task. It means that, cognitive engagement is engaged students in learning task which related students thinking and knowledge in learning.
Furthermore, Sharan and Than (2008:41) describes that cognitive engagement is related to motivational goals and self regulated learning. It means that, how the students classroom do in learning which purpose to motivation for their self and how to arrange their strategy in learning to get a good mark in English learning. In addition, in teaching and learning process, the teachers have motivate the student in order that they can participate or active in the classroom. Christenson et al. (2012:161) states that cognitive in students engagement is related to strategic learning strategies, and active self regulation. This type can be seen with investment in learning, flexible problem solving, independent work styles and so on. In this case, the students and the teachers have to have their own strategy in learning to make good atmosphere in that learning.

2) FORMS of COGNITIVE ENGANGEMENT
The researcher had better discuss about the forms of cognitive engagement. Clarke (2002:133) states that four forms of cognitive engagement: a. Self regulated learning Where students cognitive processing is driven by higher-order or metacognitive component. b. Task focus Where students use task-specific planning and self monitoring, for task where information rather than acquisition is required. c. Resource management Which students garner help from external sources. d. Recipience In which student respond passively with little mental investment, often to instruction which has short circuited their self-regulatory cognitive process. This theory explains the forms of cognitive engagement, if students active in the learning, so that cognitive engagement is maximally and interaction between teacher and student be positive in learning English.
Furthermore, Robb (2004:15) describes that students who are cognitively engaged in the learning process think deeply about the newly presented information and use self regulated learning strategies that increase their understanding of the material. The self-regulated student is able to differentiate between facts and skills they do or do not know and possess. He/she is able to assess the academic task and set goals for studying. In addition, the self-regulated learner monitors and regulates his/her cognitions and behaviours, and implements adjustments to the learning approach when needed to ensure academic success.
In addition, Evertson and Weinstein (2011:224) explain that self-regulated learning is the highest forms of cognitive engagement. Engagement in self regulated learning is somewhat taxing. When task make cognitive demands, student may engage in self regulated learning. They may also shift the mental burden by calling upon available external resources such as willing and knowledgeable peer. Self regulated learning will be shown to consist of specific cognitive activities, such as deliberate planning and monitoring, which learners carry out as they encounter academic tasks.

C. LEARNING PROCESS
Learning is a process of someone in developing their knowledge, behaviour; experience in life. According to Bianco et al (2009:206) state that English learning is unlike the teaching and learning of other foreign language in ways beyond issues of scale or size. It means that learning English is not the same with other language because students learn English as foreign language . The students will learn English as a foreign language to use as way to communication in the world. Furthermore, English learning is not only learning about the language, but also it is way to communication. Littlejohn and Hicks (2003:07) suggest that English learning is tremendous energy and imagination, in which the students feel that a whole new world is opening up for them as they learn to express themselves in another language. It can be said that English learning is learning English as foreign language to make the students able to communicate to other in expressing their ideas.
In addition, Toohey (2000:14) states that learning is a process that takes place in a participation framework, not in an individual is the community, or at least those participating in the learning context. It means English learning process is a process of learning English as foreign language in the school. Learning English language, the students can use to communicate with the other. Then it also can increase their knowledge. In conclusion, English learning process is the process of teaching and learning of the students to develop their ability in English language. In learning process the teacher will teach them about the materials to increase their knowledge. Then, the teacher will give them some exercises that occur with materials to know their understanding and to get value of them. So that the teacher know what will do to the future to teach them well.

III. DISCUSSION
Cognitive engagement is really important to influencing a learner"s active use of purposeful in classroom learning and by using this engagement the students can be motivated, interested and interactive to follow studying in the classroom. Thus, students engagement is really significant in learning process because they want to get feedback from instruction who give from their teacher, and known students effors to learn and also to motivate students work in classroom activity.

IV. CONCLUSION
The literary study shows students engagement gives opportunity to students active maximally in learning and can applicant their learning in real life situation. In learning process especially in learning English, the students should be following the subject matter to get the high score of education in the classroom. With students"s engagement, students can be motivated, interest and interactive to follow studying in the classroom. Moreover, in students" engagement teacher gives opportunity to the students to participate while they are learning. So that, the teachers have to create the lesson, assignment, project in learning that can make the students interested in learning process.