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All Journal INTERACTION: Jurnal Pendidikan Bahasa Jurnal ComunitA Servizio INTERACTION: Jurnal Pendidikan Bahasa Tekila: Journal of Language Teaching and Literature
Agus Setiawan
Universitas Pendidikan Muhammadiyah Sorong
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Nursing Social Sciences Other

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The Influence of The Arabic Curriculum on Students’ Motivation and Perception in English Learning Abdul Rahman Dzulhijah Sofyan; Agus Setiawan; Nurteteng
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 4 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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This study investigates the influence of an Arabic-oriented curriculum on students’ motivation and perceptions in learning English at a modern Islamic boarding school. English learning in multilingual educational contexts often presents unique challenges, particularly when another foreign language dominates daily instruction. This research aims to explore how the Arabic curriculum shapes students’ motivation and perceptions toward English learning. A qualitative case study design was employed. The participants were ten male students of Grade 3 TMI at Al-Ghuroba Modern Islamic Boarding School. Data were collected through questionnaires, in-depth interviews, and documentation. The questionnaire was used to identify students’ levels of motivation, while interviews explored students’ perceptions and learning experiences. The data were analyzed using descriptive qualitative analysis and thematic analysis to identify recurring patterns and meanings. The findings reveal that most students demonstrate moderate to high motivation in learning English, particularly when learning activities involve vocabulary practice and game-based tasks. These activities make English learning more enjoyable and meaningful for students. However, students still experience difficulties in grammar, translation, and sentence construction. Students’ perceptions of the influence of Arabic on English learning vary, indicating that multilingual exposure affects learners differently. Despite these challenges, students generally perceive English as useful for school activities and future opportunities. This study suggests that maintaining interactive learning strategies and providing clearer guidance in challenging areas can enhance English learning in Arabic-oriented educational settings
The Influence of Papuan Folklore to Improve Speaking and Self-Confidence With Show and Tell Method in SMK Modellink Sorong Janet Marlon Yoseph Marisan; Rizqi Claudia Wardani.H; Agus Setiawan
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 4 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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The purpose of this study was to determine whether the integration of Papuan folklore could improve students’ speaking skills and self-confidence through the show and tell method at SMK Modellink Sorong. Speaking is widely recognized as one of the most challenging skills for EFL learners because it requires the simultaneous use of vocabulary, grammar, pronunciation, and fluency (Rizky & Suharmoko, 2019). In addition, affective factors such as self-confidence strongly influence students’ willingness to communicate (Akbari & Sahibzada, 2020). Preliminary classroom observations revealed that many students experienced hesitation, anxiety, and limited vocabulary when asked to speak in English. To address this issue, this study implemented culturally responsive instruction by integrating Papuan folklore into the show and tell learning method. The research employed a quantitative pre-experimental design using a one-group pretest–posttest model. The participants were 20 students of class X TKJ. Data were collected through speaking tests, self-confidence questionnaires, and classroom observations. Speaking performance was assessed based on comprehension, vocabulary, grammar, pronunciation, and fluency. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired sample t-test with SPSS version 31. The findings showed that the significance value was 0.000 < 0.05, indicating a significant difference between pretest and posttest scores. The mean score increased from 49.15 to 68.70. Questionnaire results also showed that most students reached the confident category after the treatment. These findings suggest that Papuan folklore combined with the show and tell method is effective in improving both speaking performance and self-confidence among vocational high school students, although future studies with control groups are recommended.
The Effectiveness of LingQ Application as Learning Media on the Student’s Reading Comprehension Hayatun Nufus Rumaf; Agus Setiawan; Nursalim
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 4 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Reading comprehension ability is one of the most important basic skills in learning English. However, the reality is that many junior high school students still struggle to understand reading texts, which is caused by limited vocabulary, monotonous teaching methods, and low learning motivation. Therefore, innovative and engaging learning media are needed, one of which is through the use of the LingQ application. This research aims to determine the effectiveness of using the LingQ application as a learning medium on the reading comprehension ability of eighth-grade students at Muhammadiyah Aimas Junior High School. This research uses a quantitative method with a pre-experimental design in the form of a one-group pre-test and post-test design. The research sample consisted of 20 students from class VIII B. The instrument used was a multiple-choice reading comprehension test with 20 questions. Data analysis techniques include descriptive statistical analysis, normality tests, and N-Gain tests. The research results indicate an effective in students' reading comprehension after being treated using the LingQ application. The average pre-test score was 48.00, which increased to 65.20 on the post-test. The N-Gain test results showed a value of 0.33, which falls into the moderate category, meaning that using the LingQ application is quite effective in students' reading comprehension.
Technology-Enhanced Vocabulary Learning: The Use of Canva and Quizizz in PrimaryEducation Madhulika Sevwandi Dissanayaka; Agus Setiawan
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 3 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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This study investigates the effectiveness of integrating Canva and Quizizz as technology-enhanced learning tools to improve English vocabulary mastery among fifth-grade students at SD Inpres 14 Kabupaten Sorong. The study employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The participants consisted of 11 students who participated in six learning sessions using Canva-based instructional materials and Quizizz as a gamified assessment tool. Data were collected through vocabulary tests administered before and after the instructional intervention. The test consisted of 20 items, including multiple-choice and matching questions designed to measure students’ vocabulary knowledge. The results showed a clear improvement in students’ vocabulary performance after the implementation of the learning strategy. The mean score increased from 44.55 in the pretest to 70.00 in the posttest, indicating a substantial improvement in students’ vocabulary mastery. The N-Gain score of 0.45 suggests that the intervention had a moderate level of effectiveness in improving students’ vocabulary learning outcomes. These findings indicate that the integration of Canva and Quizizz can create a more engaging and interactive learning environment for young learners. Canva supports vocabulary learning through visually rich instructional materials, while Quizizz reinforces learning through gamified practice and immediate feedback. The combination of visual presentation and interactive assessment helps students retain vocabulary more effectively and increases their participation during the learning process. Therefore, Canva and Quizizz can be considered practical and effective digital tools for supporting vocabulary instruction in elementary EFL classrooms.
Co-Authors Abdul Rahman Dzulhijah Sofyan Adrianus Eban Lamadoken Anis Rahmawati Hayatun Nufus Rumaf Janet Marlon Yoseph Marisan Jusmin Madhulika Sevwandi Dissanayaka Mersi Axelina Nursalim Nursalim Nursalim Nurteteng Nurteteng, Nurteteng Raharja, Endra Putra Refly R. Woisiri Rizqi Claudia Wardani. H Rizqi Claudia Wardani.H Siti Tamamala Sudibyo, Doni Yosafat Watem