MENTIMETER AS AN INTERACTIVE LEARNING MEDIUM FOR TEACHING READING TO EIGHTH-GRADE EFL STUDENTS

Abstract

Reading presents significant challenges for junior high school students due to limited vocabulary and low classroom participation. To address these issues, the digital interactive platform Mentimeter was employed to support a more engaging learning environment. This study aimed to explore how Mentimeter was used as an interactive learning medium to teach reading to eighth-grade students, identify the challenges students encountered, and describe the solutions implemented. Conducted at a public junior high school in Surabaya with 33 eighth- grade students, this research employed a qualitative design. Data were collected via classroom observations and semi-structured interviews. The findings revealed that Mentimeter supported the reading process by activating prior knowledge during pre-teaching, promoting interactive feedback during while-teaching, and facilitating evaluation in post-teaching. Identified challenges included technical issues, unstable internet connections, limited English proficiency, and time constraints. These were effectively overcome through digital troubleshooting, peer collaboration, cognitive reading strategies, and self-regulated time management. Mentimeter proved to be a valuable tool in assisting reading comprehension and boosting engagement in EFL learning.

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