Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Journal of Educational Studies JEELL (Journal of English Education, Linguistics and Literature)
Ima Chusnul Chotimah
Universitas PGRI Jombang
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Using Mentimeter in Action Research to Enhance Students' Engagement in Online Learning Ima Chusnul Chotimah; Dian Anik Cahyani; Maskurin Fajarina; Abdullah Farih
JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 2 (2025): JEELL Volume 12 Number 2 June 2025
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v12i2.69

Abstract

In online learning, improving student participation in EFL classes is still a growing concern. Fortunately, several studies have demonstrated a favorable relationship between using technology to increase student engagement. This action research study investigated the effect of using a mentimeter on the student’s engagement in online learning. The study used a classroom cyclic action-research approach to enhance student engagement over a month. The participants were 22 second-year-undergraduate students from the local university in Indonesia, consisting of 7 males and 15 females. Findings revealed that engaging students in engaged discussion enhances their engagement and achievement in the word cloud and open-ended questions model using a mentimeter. The students gave positive responses after being taught by using a mentimeter. The findings support the enhancement of the students’ engagement in English as a Foreign Language (EFL) learning context and suggest useful implications for educators.
Developing a LOTS and HOTS-Based Reading Comprehension Instrument for Lower Secondary Students Ima Chusnul Chotimah; Utami Widiati; Nunung Suryati; Mirjam Anugerahwati
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i2.3066

Abstract

To assess students’ reading comprehension, both low-level and high-level thinking tests are needed. However, the majority of lower secondary school test emphasize memorization of facts rather than offering enough information about critical thinking. This study offers a novel approach by developing a balanced reading comprehension test integrating both lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS) within Barrett’s Taxonomy framework. The instrument was designed with an equal proportion LOTS and HOTS items. Employing Mardapi’s Research and Development (R&D) model, the instrument was administered to 39 lower secondary students through pre- and post-test trials. The result of item analysis revealed validity for both pre-test and post-test instruments, with 27 of 30 items retained and 3 items excluded for invalidity. Reliability levels were very high (? = 0.888 for the pre-test and ? = 0.867 for the post-test). Item difficulty analysis showed that, in the pre-test, 43.33% of items were moderate, 30% difficult, and 26.67% easy; while in the post-test, 46.67% were moderate, 43.33% difficult, and 10% easy. Item discrimination analysis indicated that 56.67% of pre-test items were excellent, 26.67% were good, 6.67% mediocre, and 10% poor; whereas in the post-test, 66.67% were excellent, 13.33% good, 6.67% mediocre, and 13.33% poor. These results show the instrument’s robus psychometric qualities and its effectiveness in differentiating students’ comprehension. Theoretically, this study contributes a validated model for integrating Barrett’s taxonomy with balanced LOTS–HOTS assessment, while practically offering teachers and researchers a tool for aligning reading assessment with students’ cognitive skill development in EFL contexts.
Co-Authors Abdullah Farih Dian Anik Cahyani Maskurin Fajarina Mirjam Anugerahwati Nunung Suryati Utami Widiati