Wordwall in Teaching English to the Eleventh-Grade Students at SMAN 2 Palopo (Fredericks, et al.’s Perspective Of Students’ Engagement). (Supervised by Sri Damayanti Rahmawati Upa)
The purpose of this research was to analyze students’ responses toward the use of Wordwall in teaching English to the eleventh-grade students at SMAN 2 Palopo based on the three dimensions of Student Engagement proposed by Fredricks, Blumenfeld, and Paris (2004), namely behavioral engagement, emotional engagement, and cognitive engagement. This research employed a descriptive quantitative method. The population consisted of 308 eleventh-grade students of SMAN 2 Palopo, and 30 students were selected as the sample through a simple random sampling technique. The instruments used in this research were a questionnaire and documentation. The questionnaire was administered after the implementation of Wordwall in English learning activities. The descriptive statistical analysis showed that the minimum score was 64, the maximum score was 94, the mean score was 78.53, and the standard deviation was 6.725. Based on the criteria of students’ response categories, the mean score fell into the good category. The findings indicated that students responded positively to the use of Wordwall in English learning. Most students selected the Agree and Strongly Agree categories in the questionnaire. The findings also indicated positive behavioral engagement, as students actively participated in learning activities; positive emotional engagement, as students showed interest, enjoyment, confidence, and positive attitudes toward learning English; and positive cognitive engagement, as students made efforts to understand the learning materials and think carefully while completing learning tasks. Therefore, it was concluded that Wordwall received positive responses from the eleventh-grade students of SMAN 2 Palopo and supported students’ engagement by creating a more interactive, enjoyable, and meaningful English learning experience.