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All Journal JTechLP INTERACTION: Jurnal Pendidikan Bahasa
Amsar Ramadhan
Universitas Negeri Makassar
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Improving Deaf Students’ Interest in Learning English through 3D Animation Media Syamsiarna Nappu; Maemuna Muhayyang; Amsar Ramadhan; Aliyah Nur Khalizah; Hazah Agung Izni
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 2 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i2.5736

Abstract

This study investigates whether 3D animation media increase deaf students’ interest in learning English at SLB Negeri 1 Makassar. The study was motivated by the persistent difficulty of delivering English input to deaf learners through conventional verbal explanation and static print materials. Because deaf students depend strongly on visual access, learning media that combine movement, imagery, contextualized vocabulary, and sign-supported explanation are expected to attract attention and sustain engagement more effectively. The study employed a pre-experimental group design. Ten eleventh-grade deaf students participated in the study. Data were collected through a Likert-scale questionnaire administered before and after the treatment. The treatment consisted of English lessons supported by 3D animated videos and animated films, accompanied by guided questioning and sign language practice. Data were analyzed using descriptive statistics. The findings indicate a meaningful increase in students’ interest in learning after the intervention. The mean score rose from 87.40 before the treatment to 103.30 after the treatment, while the significance value of 0.018 showed a statistically significant difference between the two measurements. The score distribution also shifted from neutral responses toward interested and strongly interested categories. These findings suggest that 3D animation media can make English instruction more visually accessible, engaging, and motivating for deaf learners. The study contributes practical evidence that visually rich media can support inclusive English pedagogy in special-school contexts and may serve as an alternative instructional resource for teachers working with deaf students.
EXPLORING TEACHER’S PERSPECTIVE ON EFL STUDENTS’ DISRUPTIVE BEHAVIOR IN EFL CLASSROOM Amsar Ramadhan; Ahmad Talib; Hasriani G
JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 2, July (2026): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v5i2, July.88212

Abstract

This research aims to explore teachers’ perspectives on managing disruptive student behavior in EFL classrooms. It employs a qualitative approach using a case study design. Data were collected through interviews and observations. The subject of this study is an English teacher at SMAN 9 Kepulauan Selayar who deals with disruptive student behavior in EFL classrooms. The results of the research show that teachers have diverse perspectives on five types of disruptive behavior: classroom disruption, aggression, confrontation, disengagement, and wandering. Most of these behaviors, such as classroom disruption, verbal aggression, disengagement, and wandering, are perceived negatively because they disrupt students’ concentration, hinder the learning process, and create an unproductive classroom atmosphere. Meanwhile, teachers exhibit a more neutral perspective toward physical aggression, passive aggression, and confrontation due to the limited occurrence of these behaviors or differing interpretations of them.
Co-Authors Ahmad Talib Aliyah Nur Khalizah Hasriani G Hazah Agung Izni Maemuna Muhayyang Syamsiarna Nappu, Syamsiarna