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.