Penggunaan Mentimeter dalam Pembelajaran Bahasa Inggris di SMK: Kajian Literatur Naratif

Abstract

This study examines the use of Mentimeter—a student response digital platform—through the prism of English Language Teaching (ELT) at the Vocational High School level. Utilizing a narrative literature review as its methodological approach, this research synthesizes a diversity of academic writings to determine the effectiveness of Mentimeter in enhancing student engagement, motivation, and collaborative learning. In the context of vocational education, where students often require practical and interactive stimuli, such digital tools are increasingly essential. Findings show that Mentimeter is a vital means for promoting interactive forms of student-centred teaching by supporting real-time feedback, promoting active involvement, and aiding formative evaluation. Additionally, the technology is found to be highly beneficial in large-scale and hybrid learning environments, where its functionalities serve to promote inclusivity and autonomy among learners. Despite limitations such as a dependence on stable internet connections and a lack of individual tracking features, the study finds that Mentimeter forms a worthwhile learning technology that can enrich ELT practices. It specifically addresses the needs of vocational learners by lowering anxiety and encouraging participation. Ultimately, it is suggested that further studies be undertaken to examine its long-term impacts on language proficiency and compare its effectiveness with other digital learning technologies.