THE IMPACTS OF MENTIMETER-BASED ACTIVITIES  ON EFL STUDENTS’ ENGAGEMENT IN INDONESIA

Angela Bayu Pertama Sari

doi:10.24071/llt.v24i1.3025

THE IMPACTS OF MENTIMETER-BASED ACTIVITIES ON EFL STUDENTS’ ENGAGEMENT IN INDONESIA

Angela Bayu Pertama Sari^(1*),

(1) Universitas Bina Sarana Informatika Indonesia
(*) Corresponding Author

Abstract

The effort to enhance students’ engagement in the EFL classroom is still becoming an issue. Fortunately, some studies have shown a positive correlation between technology utilization to elevate the students’ engagement. Based on that potential finding, this study aims at digging out the impact of Mentimeter, as one of the popular tools in this recent time, on EFL students’ engagement. It is a descriptive qualitative study. There are 70 respondents of the non-English students that were selected by using purposive sampling. The results of the study reveal that there are three most prominent students' positive perception towards the implementation of Mentimeter in the EFL classroom, namely practicality, anonymity, and freedom. Those three aspects foster the students to be engaged in the process of English learning. Then, most students perceive that no reason makes them dislike Mentimeter usage in the EFL classroom. The next finding depicts a significant impact of Mentimeter on the students’ engagement in English learning by giving opinions and discussion activities. It was proven with the percentage of students’ participation, reaching 82% and 91%, above the average of Mentimeter participants’ contribution.

Keywords

Mentimeter, engagement, giving opinion, EFL

Full Text:

PDF

References

Crump, V., & Sparks, J. (2018, January). Game of phones: Integrating mobile technology into science and engineering classrooms. In 4th International Conference on Higher Education Advances (HEAd), pp. 247–255. doi: 10.4995/head18.2018.7971.

Hill, D. L., & Fielden, K. (2017). Using Mentimeter to promote student engagement and inclusion. Retreived from http://insight.cumbria.ac.uk/id/eprint/3473/.

Emma, M. (2018). No longer a silent partner: How Mentimeter can enhance teaching and learning within political science. Journal of Political Science Education, 15(4), 546–551. doi: 10.1080/15512169.2018.1538882.

Funnell, P. (2017). Using audience response systems to enhance student engagement and learning in information literacy teaching. Journal of Information Literacy, 11(2), 28–50.

Gregersen, T. S. (2005). Nonverbal cues: Clues to the detection of foreign language anxiety. Foreign Language Annals, 38(3), 388–400. doi: https://doi.org/10.1111/j.1944-9720.2005.tb02225.x.

Harunasari, S. Y., & Halim, N. (2019). Digital backchannel: Promoting students’ engagement in EFL large class’. International Journal of Emerging Technologies in Learning, 14(7), 163–178. doi: 10.3991/ijet.v14i07.9128.

Heaslip, G., Donovan, P., & Cullen, J. G. (2014). Student response systems and learner engagement in large classes. Active Learning in

Higher Education, 15(1), 11–24. doi: 10.1177/1469787413514648.

Henter, R. (2014). Affective Factors involved in learning a foreign language’, procedia. Social and Behavioral Sciences: Elsevier B.V., 127, 373–378. doi: 10.1016/j.sbspro.2014.03.274.

Irvin, J. L., Meltzer, J., & Dukes, M. (2007). Taking action on adolescent literacy: An implementation guide for school leaders. Ascd.

John, I. (2018). Mentimeter. School Librarian, 66(3), 153. Retrieved from https://go.galegroup.com/ps/anonymous?id=GALE%7CA555409973&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=00366595&p=AONE&sw=w.

Jung, I., Kudo, M., & Choi, S. K. (2012). Stress in Japanese learners engaged in online collaborative learning in English. British Journal of Educational Technology, 43(6), 1016–1029.

Jurgen, R. (2018). A brief review of Mentimeter – A student response system. Journal of Applied Learning & Teaching, 1(1), 35–37. doi: 10.37074/jalt.2018.1.1.5.

Kawulich, B. (2015). Qualitative data analysis techniques.

Lin, X., & Lin, C. (2020). Communication theories applied in mentimeter to improve educational communication and teaching effectiveness. In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020), 870–875. doi: 10.2991/assehr.k.200316.191.

Lina, & Annika. (2015). Active learning of information literacy with gamification and Mentimet. In The Third European Conference on Information Literacy (ECIL), Tallinn, Estonia, p. 132.

Mayhew, E. (2019). No longer a silent partner: How Mentimeter can enhance teaching and learning within Political Science. Journal of Political Science Education, 15(4), 1–6. doi: 10.1080/15512169.2018.1538882.

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data

analysis. Washington DC: SAGE Publications, Inc.

Morrison, J. (2015) The effects of electronic response systems on student learning. Western Michigan University. Retrieved from: https://scholarworks.wmich.edu/masters_theses/575.

Mulia, N. A. (2020). Indonesian EFL students’ engagement in online languange learning platform. Retain, 8(2), 154–163. Available at: https://jurnalmahasiswa.unesa.ac.id/index.php/retain/article/view/34159.

Pappamihiel, N. E. (2002). English as a second language students and English language anxiety: Issues In the mainstream classroom. Proquest Education Journal, 36(3), 327–355. Retrieved from: https://www.jstor.org/stable/40171530.

Parsons, D., Thomas, H., & Wishart, J. (2016). Exploring mobile affordances in the digital classroom. Proceedings of the 12th International Conference on Mobile Learning 2016, 43–50.

Puspa, A., & Imamyartha, D. (2019). Experiences of social science students through online application of Mentimeter in English Milieu. IOP Conference Series: Earth and Environmental Science, 243(1), 1–6. doi: 10.1088/1755-1315/243/1/012063.

Quang, P. (2018). Utilizing electronic devices in English-speaking Vietnamese university classrooms. In The Proceedings of the 5th International Foreign Language Learning and Teaching Conference (FLLT 2018), pp. 121–129.

Randong, F. A., Marbun, R., & Novita, D. (2013). Improving students ability in speaking about asking and giving opinion through guided conversations. Jurnal Pendidikan dan Pembelajaran, 2(1).

Vallely, K., & Gibson, P. (2018). Engaging students on their devices with Mentimeter. Compass: Journal of Learning and Teaching, 11(2). doi: 10.21100/compass.v11i2.843.

Walker, K. W., & Pearce, M. (2014). Student engagement in one-shot library instruction. Journal of Academic Librarianship, 40(3–4), 281–290. Retrieved from https://www.sciencedirect.com/journal/the-journal-of-academic-librarianship/vol/40/issue/3.

Wong, A. (2016). Student perception on a student response system formed by combining mobile phone and a polling website. International Journal of Education and Development using Information and Communication Technology, 12(1), 144–153. Available at: https://files.eric.ed.gov/fulltext/EJ1099594.pdf.

Wong, P. M., & Yunus, M. M. (2020). Enhancing Writing vocabulary using mentimeter. International Journal of Learning, Teaching and Educational Research, 19(3), 106–122. doi: 10.26803/ijlter.19.3.7.

Worde, R. V. (1998). An investigation of students’ foreign language anxiety’, (ERIC Document Reproduction Service). Retrieved from http://www.eric.ed.gov/ERICWebPortal.

DOI: https://doi.org/10.24071/llt.v24i1.3025