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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Langkawi: Journal of The Association for Arabic and English REiLA: Journal of Research and Innovation in Language Klasikal: Journal of Education, Language Teaching and Science IJECA (International Journal of Education and Curriculum Application) FOSTER: Journal of English Language Teaching JOLLT Journal of Languages and Language Teaching Journal of English Language and Education KREATIF: Jurnal Pengabdian Masyarakat Nusantara Journal of Administrative and Sosial Science (JASS) Cendekia: Jurnal Ilmu Sosial, Bahasa dan Pendidikan Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Proceeding of the International Conference on Global Education and Learning INTERACTION: Jurnal Pendidikan Bahasa KREATIF: Jurnal Pengabdian Masyarakat Nusantara
Sain, Yuliyanah
Universitas Muhammadiyah Kendari
Arts Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Exploring ICQs as a tool for effective English language teaching: A systematic literature review Khairunnisa, Ulfah; Maulina; Rahmiatin, Titin; Nurfaidah, Sitti; Sain, Yuliyanah; Halim, Abdul; Osabel, Arnie C.; Villaflor, Mark Ren D.
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 19 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv19i1.12306

Abstract

This systematic literature review examines empirical studies on ICQ in EFL classrooms. Guided by PRISMA 2020, eleven peer-reviewed articles published between 2016 and 2025 were selected from Google Scholar, Taylor & Francis Online, and ERIC. The review identifies ICQ types, methodological trends, and pedagogical contributions to instruction-giving and understanding-check practices. Findings indicate that ICQs are mainly used as comprehension checks, confirmation checks, and clarification requests. Form-based ICQs commonly appear as yes/no and Wh-questions, while display questions dominate the purpose-based category. Methodologically, qualitative studies dominated, followed by mixed-methods and limited quantitative research. The review concludes that effective ICQs should be specific, task-based, and evidence-seeking to strengthen instructional clarity and classroom interaction in EFL contexts.
Gamification in Technology-Based English Language Teaching: Enhancing Student Engagement at Baitul Qur’an Al Askar Kota Kendari Sachrul Muh. Saleh; Sam Hermansyah; Titin Rahmiatin Rahim; Yuliyanah Sain
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (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.v13i1.5671

Abstract

The integration of gamification into technology-based English language teaching (ELT) has emerged as a promising strategy to address low student engagement in EFL classrooms. This study investigated the effectiveness of gamification elements embedded in digital platforms to enhance student engagement among tenth-grade students at Baitul Qur’an Al Askar Madrasah Aliyah. Employing a quasi-experimental pre-test and post-test design, the research involved 36 students who participated in gamified English lessons utilizing platforms such as Kahoot! and Quizizz. Gamification elements, including points, badges, leaderboards, and instant feedback, were integrated into vocabulary, grammar, and speaking activities over a 12-week intervention period. Student engagement was measured using a validated 5-point Likert-scale questionnaire adapted from the Student Engagement Instrument, supplemented by classroom observations and semi-structured interviews. Quantitative analysis using paired-sample t-tests revealed a statistically significant increase in overall engagement scores from pre-test (M = 3.18, SD = 0.75) to post-test (M = 4.47, SD = 0.62), t(35) = -8.76, p < .001. Qualitative findings further indicated heightened motivation, active participation, and collaborative learning. The study concludes that gamification in technology-based ELT effectively boosts student engagement in Islamic senior high school settings. Practical implications for EFL teachers and suggestions for future research are discussed.
The Effectiveness of Digital Platforms in Enhancing Students’ English Vocabulary Mastery in SMA AL Quran Wahdah Islamiyah Kendari Iwan; Sam Hermansyah; Titin Rahmiatin Rahim; Yuliyanah Sain
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (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.v13i1.5674

Abstract

Vocabulary mastery is fundamental to English language proficiency, yet many Indonesian senior high school students continue to face challenges in acquiring adequate vocabulary due to conventional teaching methods. This study aimed to investigate the effectiveness of digital platforms in enhancing English vocabulary mastery among eleventh-grade students at SMA Al Quran Wahdah Islamiyah Kendari. A pre-experimental one-group pretest-posttest design was employed, involving 23 students from Class XI selected through purposive sampling. The intervention consisted of systematic vocabulary learning activities utilizing selected digital platforms over an eight-week period. Data were collected through a validated vocabulary achievement test administered before and after the treatment. Quantitative data were analyzed using descriptive statistics and paired-sample t-test. The findings revealed a statistically significant improvement in students’ vocabulary scores following the implementation of digital platforms (p < 0.05). Students also reported higher motivation and engagement during the learning process. This study concludes that digital platforms constitute an effective, accessible, and student-centered tool for improving vocabulary acquisition in EFL contexts. The results offer practical implications for English teachers and curriculum developers seeking to integrate technology in technology-limited or faith-based secondary schools in Indonesia.
The Effect of Interactive Video-Based Learning on Students’ English Learning Outcomes Sucipto; Sam Hermansyah; Yuliyanah Sain; Titin Rahmiatin Rahim
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (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.v13i1.5694

Abstract

The integration of technology in language teaching has become increasingly important to enhance student engagement and learning outcomes. This study examined the effect of interactive video-based learning on students’ English learning outcomes at SMA N 2 Kulisusu Utara, Southeast Sulawesi. Employing a one-group pretest-posttest pre-experimental design, the research involved the entire population of 17 students in Class XI. Interactive videos, developed using Canva and Edpuzzle with embedded quizzes, subtitles, and interactive tasks aligned with the 2022 Merdeka Curriculum, were implemented over eight weeks. English learning outcomes were measured through a validated achievement test covering vocabulary mastery, grammar, reading comprehension, and listening skills. Data were analysed using paired sample t-test with SPSS version 26. The results showed a significant improvement in students’ English learning outcomes after the intervention (pretest mean = 64.12, SD = 8.45; post-test mean = 81.76, SD = 7.23; t = 9.87, p < 0.001). Additionally, students reported high positive perceptions toward the learning media. These findings indicate that interactive video-based learning is an effective and engaging instructional strategy for improving English proficiency in senior high school settings, particularly in resource-limited madrasah environments. The study recommends wider adoption of interactive video technology and further research with larger samples and control groups.
Mapping Traditional Games as Ethnopedagogical Resources for Cultural Sustainability in Southeast Sulawesi, Indonesia Rusli, Tri Indah; Sain, Yuliyanah; Rohmiati, Rohmiati; Zanzali, Noor Azlan Ahmad
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i1.38303

Abstract

Traditional games represent an important repository of local wisdom and serve as ethnopedagogical resources that transmit cultural values, social norms, and indigenous knowledge across generations. Their decline therefore poses a serious threat not only to cultural continuity but also to culturally grounded learning practices. In Southeast Sulawesi (Bumi Anoa), Indonesia, the increasing dominance of digital play has significantly reduced children’s engagement with traditional games, weakening ethnopedagogical transmission. This study addresses this gap by examining: (1) The distribution and currenct status of traditional games in South east Sulawesi, (2) Their embedded ethnopedagogical values and (3) their continuity in children’s practices. Employing a qualitative multiple-site case study design, data were collected across 17 regencies and cities through field observation, semi-structured interviews with 20 cultural practitioners and community members, educator, researcher and document analysis. The data were analyzed thematically to reveal cultural meanings, pedagogical values, and transmission patterns embedded in the games. The results show that 38 traditional games were identified across 17 regencies and cities in Southeast Sulawesi, with approximately 90% no longer actively played by children, indicating a significant disruption in ethnopedagogical transmission. While many games share structural similarities with traditional games from other regions, linguistic variations reflect strong localized cultural identities. Only about 10% of the games persist, primarily through adult-led cultural performances or competitions, and institutional documentation remains fragmented and limited. This study contributes a comprehensive regional mapping that bridges cultural documentation and integration of Traditional games into culturally responsive learning to sustain local wisdom in digitalized context. 
Co-Authors A Halim Aliah, Nuraziza Aliah, Nurazizah Amin, Syarif Aradhawaty , Syenja Arsita, Dita Aynun Andriani Diyan Adyanti Eka Setyowati Ervin Ervin Faridawati Faridawati Fatnalaila, Fatnalaila Filandari, Frizka Idhayani, Nurul Iwan Julianti Kamsinah Kamsinah Khairunnisa, Ulfah Maulina Muflihun, Muflihun Nahla Nurhidayah Narciso, Sheryl Ann V. Nasrullah, Rahmat Nufus, Siti Hayatun Nur Cahaya Osabel, Arnie C. R, Novita P Rahmat Nasrullah Rahmiatin, Titin Rohmiati, Rohmiati Rusli, Tri Indah Sachrul Muh. Saleh Sam Hermansyah Sanhas, Tasman Sarjaniah Zur Sitti Nurfaidah, Sitti Sucipto Syarief, Andi Rachmawati Syarif, Andi Rachmawati Titin Rahmiatin Rahim Tohamba, Citra Prasisca P. Tri Indah Rusli Villaflor, Mark Ren D. Wa Ode Sari Amalia Wulandari, Yolanda Zanzali, Noor Azlan Ahmad