THE EFFECT OF AN INTERACTIVE LEARNING PLATFORM ON ENGLISH LEARNING ENGAGEMENT OF GRADE XI STUDENTS AT MAHA BODHI SCHOOL
Abstract
This study investigates the effectiveness of an interactive learning platform in enhancing English learning engagement among Grade XI students at Maha Bodhi School. Although students demonstrate high digital familiarity, classroom practices remain largely teacher-centered, resulting in low behavioral, emotional, and cognitive engagement. Previous studies have highlighted the potential of digital platforms to improve engagement; however, limited research has focused on developing context-specific platforms aligned with students’ needs and curriculum objectives. To address this gap, this study employed a Research and Development (R&D) approach involving needs analysis, product design, expert validation, limited trial, and revision. The participants included 36 students, one English teacher, and experts in digital pedagogy and instructional design. Data were collected through interviews, observations, questionnaires, and documentation, and analyzed using qualitative and quantitative techniques. The findings indicate that the developed platform, which integrates multimedia content, interactive tasks, and engagement-oriented features, effectively improves student engagement. Quantitative results show a shift in engagement levels from low–moderate to high across behavioral, emotional, and cognitive dimensions. Students also reported positive perceptions in terms of usability, attractiveness, and learning effectiveness.These findings suggest that a context-based interactive learning platform can serve as an effective tool to enhance student engagement in English learning. This study contributes to digital pedagogy by providing a practical and empirically supported model for technology-enhanced language learning in secondary education.
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