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All Journal Edukasi: Jurnal Pendidikan Linguistic, English Education and Art (LEEA) Journal Journal on Education Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Jurnal Pesut : Pengabdian untuk Kesejahteraan Umat Borneo Educational Journal (Borju) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP TEKIBA : Jurnal Teknologi dan Pengabdian Masyarakat Linguistic, English Education and Art (LEEA) Journal JELL (Journal of English Language Learning SocioEdu: Sociological Education Journal of Empowerment and Community Service INTERACTION: Jurnal Pendidikan Bahasa
Yeni Rahmawati
Universitas Muhammadiyah Kalimantan Timur
Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Public Health Social Sciences Other

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The Effectiveness of YouTube Video-Based Learning in Enhancing Vocabulary Development Among Vocational High School Students Olivia Julianti; Sunarti; Yeni Rahmawati
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.v13i1.5212

Abstract

This study aimed to investigate the effectiveness of YouTube videos in improving vocabulary acquisition among vocational EFL students. A mixed-methods within-subject design was employed involving 32 third-year vocational students in Indonesia. Quantitative data were collected through pre-test and post-test vocabulary assessments and analyzed using paired-samples t-tests, while qualitative data were obtained from semi-structured interviews to explore students’ learning experiences. The results showed a significant improvement in students’ vocabulary achievement, with the mean score increasing from 56.84 (SD = 8.21) in the pre-test to 78.12 (SD = 7.65) in the post-test (p < .001), indicating a large effect size (Cohen’s d = 1.32). These findings confirm a substantial gain in vocabulary mastery after the integration of YouTube videos in instruction. Qualitative analysis revealed that YouTube-based learning enhanced students’ motivation and engagement through audiovisual input, contextualized examples, and varied learning materials. Students reported that visual support, pronunciation models, and repeated exposure helped them understand and retain new vocabulary more effectively. Nevertheless, several challenges were identified, including fast speech rates, occasional subtitle inaccuracies, and the need to verify vocabulary correctness. Overall, the study concludes that YouTube video-based learning is an effective instructional tool for supporting vocabulary development in vocational EFL contexts when supported by structured instructional design and appropriate teacher guidance.
The Relationship Between Auditory Learning Strategies and English Achievement of English Education Students Abdi Aldio Saputra; Sudarman; Rani Herning Puspita; Yeni Rahmawati
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.v13i1.5236

Abstract

Listening is a fundamental skill in English Education programs, as it enables students to understand lectures, follow instructions, and participate effectively in academic discussions. However, many students still experience difficulties in achieving satisfactory listening performance, which may be related to how they apply learning strategies during listening activities. Among various learning strategies, auditory learning strategies are particularly relevant because they emphasize learning through spoken input. This study aimed to examine the application of auditory learning strategies and their relationship with English listening achievement among English Education students. A quantitative correlational design was employed, involving 63 students from Universitas Muhammadiyah Kalimantan Timur. Data on auditory learning strategies were collected using a questionnaire with a four-point Likert scale, while listening achievement data were obtained from students’ official listening course scores. Descriptive statistics and Pearson Product–Moment correlation analysis were used for data analysis. The findings indicate that students actively apply auditory learning strategies across several strategy categories, with specific items achieving the highest total points in each section. The results also reveal a very strong and statistically significant positive relationship between auditory learning strategies and English listening achievement. These findings suggest that consistent engagement in auditory learning strategies is closely associated with better listening achievement in academic contexts.
Students’ Perceptions and Experiences of Using Roblox as A Supporting Tool for English Aldi Junaidi; Ade Ismail Ramadhan Hamid; Yeni Rahmawati
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.v13i1.5311

Abstract

This study explores students’ perceptions and experiences of using Roblox as a supporting tool for developing English-speaking skills at Universitas Muhammadiyah Kalimantan Timur. Employing a qualitative descriptive research design, the study involved ten participants selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings reveal that students generally hold positive perceptions toward the use of Roblox for English-speaking practice, reporting improvements in fluency, confidence, vocabulary, and willingness to communicate in English. Students highlighted that Roblox’s interactive and game-based environment provides authentic opportunities to engage in spontaneous communication with international players, thereby reducing speaking anxiety and increasing motivation. However, challenges such as limited vocabulary, unfamiliar slang, and technical issues were also identified. Despite these obstacles, most participants agreed that integrating Roblox into English learning activities creates a low-pressure, immersive, and enjoyable environment that supports language development. The study concludes that Roblox can serve as an effective supplementary platform for enhancing English-speaking competence and fostering learner autonomy in EFL contexts.
The Correlation Between Students’ Vocabulary Mastery and Their English Speaking Fluency at SMKN 1 Tenggarong Mirza Alfarizi; Ade Ismail Ramadhan; Yeni Rahmawati
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.v13i1.5324

Abstract

Speaking fluency is a fundamental skill for vocational students, particularly those in hospitality programs where effective oral communication is essential for professional interaction. Vocabulary mastery plays a crucial role in supporting students’ ability to express ideas clearly, accurately, and confidently in spoken English. This study aims to examine the correlation between students’ vocabulary mastery and English speaking fluency among eleventh-grade Hospitality students at SMKN 1 Tenggarong. A quantitative correlational design was employed, involving 36 students selected through cluster random sampling. Data were collected using two instruments: a vocabulary mastery test and a speaking fluency test assessed through a standardized scoring rubric. The speaking test evaluated students’ fluency, accuracy, and clarity of expression during oral performance. The collected data were analyzed using SPSS, including descriptive statistics and Pearson Product–Moment correlation analysis. The results revealed a very strong and statistically significant positive correlation between vocabulary mastery and speaking fluency (r = 0.972, p < 0.05). This indicates that students who possess a higher level of vocabulary knowledge tend to demonstrate greater fluency and confidence in spoken communication. The findings suggest that vocabulary development contributes substantially to students’ ability to produce smooth, meaningful, and comprehensible speech. For vocational education contexts, especially hospitality programs, strong vocabulary mastery supports students in performing workplace communication tasks such as interacting with customers, delivering information, and responding appropriately in service situations. Therefore, strengthening vocabulary instruction may enhance students’ speaking performance and better prepare them for professional communication demands. This study provides empirical evidence supporting the integration of vocabulary-focused instruction as a foundation for improving speaking fluency in vocational English learning environments.
Influence Of Video Games on Expressive Skills For English Learners Among College Students Alviansyah Nugraha; Yeni Rahmawati
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.12880

Abstract

This study investigates the influence of playing video games on the development of English language skills, with a particular focus on expressive abilities among college students. The research explores how video games, as interactive and immersive environments, enhance learners’ confidence, motivation, and communication skills in English. Using a quantitative approach, data were gathered through questionnaires distributed to respondents with varying gaming habits and language proficiency levels. The findings reveal that video games positively influence language acquisition. A significant portion of respondents reported improvements in articulating thoughts clearly, understanding idiomatic expressions, and engaging in real-life English conversations. Over 80% agreed that video games make learning English more enjoyable and interactive, while 54% acknowledged increased confidence in using English after playing. Moreover, multiplayer games provided opportunities for real-time communication and quick linguistic responsiveness, further developing expressive and social language skills. Video games could be a powerful language learning tool by addressing societal misconceptions and technical challenges. The research concludes that video games are not only a source of entertainment but also a valuable medium for fostering English language proficiency, particularly in expressive communication. This underscores the need for further exploration of gamified learning to unlock its full educational potential.
Exploring Gender Differences in English Learning Strategies Among Students at University Najla Oktavia Efendi; Dzul Rachman; Ade Ismail Ramadhan Hamid; Yeni Rahmawati
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.13916

Abstract

This study investigates gender-based differences in the use of English language learning strategies among students at Universitas Muhammadiyah Kalimantan Timur. Employing a mixed-methods design, the research gathered quantitative data through a modified Strategy Inventory for Language Learning (SILL) questionnaire and qualitative data via semi-structured interviews. Forty students (20 males and 20 females) participated in the survey, while four were interviewed to explore their learning experiences in depth. The findings indicate that female students employ a wider variety of strategies, particularly in metacognitive, affective, and social domains. Male students showed a preference for cognitive and compensation strategies. The study highlights the importance of gender-sensitive pedagogical approaches to enhance English learning outcomes.
The Implementation of Interactive Learning Through ICT in English Language Education for Junior High School Students Alvina Damayanti; Dzul Rachman; Yeni Rahmawati
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.13921

Abstract

This study investigates the implementation of interactive learning through Information and Communication Technology (ICT) in English language education for junior high school students. Employing a mixed-methods approach, the research aims to explore how ICT is applied in English classrooms, the challenges faced by teachers and students, and its effectiveness in enhancing students’ understanding and motivation. Data were gathered through interviews with English teachers and questionnaires completed by students. The findings reveal that teachers use various digital platforms such as Quizizz, Padlet, YouTube, and Word wall to create engaging and interactive learning environments. These tools are effective in increasing students’ participation, improving comprehension, and supporting vocabulary acquisition. Students responded positively, indicating that ICT-based learning made lessons more enjoyable and easier to follow. However, several challenges were identified, including classroom management difficulties and the need for continuous teacher training in digital pedagogy. The study concludes that while ICT integration offers substantial benefits in motivating students and improving learning outcomes, its success relies on teachers’ digital competence and institutional support. The results highlight the need for strategic implementation, regular professional development, and appropriate infrastructure to ensure sustainable and effective use of ICT in English language education.
The Perception of Morphological Awareness on Reading Comprehension in EFL Students: A Study on University-Level Strategies for Morphological Processing in Reading Zidan Erky; Dzul Rachman; Rani Herning Puspita; Yeni Rahmawati
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.14409

Abstract

This study investigates the perception of morphological awareness and its relationship to reading comprehension among EFL university students using a mixed-methods approach. A total of 57 participants completed questionnaires and reading comprehension tests, followed by interviews with 5 selected respondents. The quantitative findings revealed that students generally held positive perceptions of morphological awareness, with mean scores ranging from 2.84 to 3.28, and demonstrated strong reading comprehension performance (M = 80.24, SD = 6.014). A Pearson correlation analysis showed a statistically significant but modest positive relationship between morphological awareness and reading comprehension (r = 0.293, p = 0.027), and the questionnaire used had acceptable internal consistency (Cronbach’s Alpha = 0.744). The qualitative results reinforced these findings by illustrating that students frequently used morphological strategies such as word decomposition and contextual guessing to make sense of unfamiliar words. Participants also expressed that these strategies enhanced their reading confidence and reduced reliance on dictionaries or translation tools. Furthermore, many students advocated for greater emphasis on morphological instruction in English reading classes, especially in academic settings. These results suggest that morphological awareness contributes meaningfully to EFL learners’ reading development and supports the integration of morphology-based strategies in language education curricula.
Students’ Reading Comprehension of English Textual Literacy Among Zillenial Generation Yeni Rahmawati; Khusnul Khatimah; Dzul Rachman; Sunarti Sunarti
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 1 (2024): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v11i1.10985

Abstract

According to the Indonesian new curriculum which is generally called Kurikulum Merdeka reading comprehension of text becomes a fundamental skill of learning outcomes.  However, a long time before the new curriculum was released reading skills, especially in learning a foreign language particularly English have always been the main thing. Starting from this condition, this study aimed to describe the students’ reading comprehension of English textual literacy among the Zillenial generation. Another goal, of this study, was to identify the students’ reasons related to their reading in textual comprehension. This study applied mixed methods both quantitative and qualitative. The design used descriptive statistics and interviews. the instrument used was a test and a list of interviews. the population in this study was 99 students of Public Vocational Schools in Samarinda whereby, overall, this population also became the sample.  The result was the students in the fair category. The majority of students got a score around 70 which was included as a fair category. This is in line with the school policy of considering minimum passing grades in English subjects. From qualitative data, it was found that the students were helped by the test which was considered as lower-order thinking (LOT). The test was in multiple choice and the topic was familiar. Surprisingly, based on the findings, this Zillenial generation has low literacy as they acknowledged that they don’t have any specific time for doing English literacy except only the teacher’s command. If the topic of the text is considered difficult usually, they will use translator apps to comprehend the text easily.
Exploring the Influence of Students' Anxiety on English Language Learning in Online Integrated Instruction Naila Luna Az Zahra; Sunarti Sunarti; Yeni Rahmawati
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 7 No. 1 (2024): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v7i1.2250

Abstract

This research explores the influence of online integrated learning on students’ anxiety within the English Language Education Program at Muhammadiyah University of East Kalimantan (UMKT). The study investigates the impact of online integrated learning in the English General Course on students' anxiety levels. It examines significant differences in anxiety levels between students actively using online platforms and those who do not. The sample consisted of 117 freshmen, with data collected via questionnaires assessing comfort with technology, perceptions of its effectiveness, and its impact on anxiety levels. Statistical analyses, including descriptive statistics, the One-Sample Kolmogorov-Smirnov Test, ANOVA, and Bonferroni multiple comparisons, were employed to provide a comprehensive understanding of the findings. Key results indicate a mean anxiety score of 41.55 and a mean achievement score of 78.21, reflecting moderate anxiety and relatively high academic performance. The One-Sample Kolmogorov-Smirnov Test confirmed the normal distribution of the data (p > 0.05), justifying the use of parametric methods. ANOVA results showed significant differences in anxiety levels and English scores based on online integrated learning (F = 166.159, p < 0.001). Bonferroni multiple comparisons revealed that lower anxiety was associated with higher English scores, with significant mean differences observed between low, medium, and high anxiety groups (p < 0.001). These findings suggest that online integrated learning significantly impacts students' anxiety levels, which in turn affects their academic performance. The study provides valuable insights for educators and policymakers on the importance of creating supportive and anxiety-reducing learning environments in technology-enhanced settings
Co-Authors Abdi Aldio Saputra Abdul Halim Ade Annisa Aulia Ade Hermawan Ade Ismail Ramadhan Ade Ismail Ramadhan Hamid Agustiani Wijayanti Agustiyani Wijayanti Aldi Junaidi Alviansyah Nugraha Alvina Damayanti Amin, Khoirul Atikawati Fadhillah Devi Andreawati Dzul Rachman, Dzul Januar Abdilah Santoso Januar Abdillah Santoso Karina Putri Alamanda Khusnul Khatimah M. Jordan Pratama Mirza Alfarizi Muhammad Haider Ali Muhammad Hikmal Abrar Muhammad Rio Satriananta Muhammad Yusril Setya Nugraha Naila Luna Az Zahra Najla Oktavia Efendi Nak Mas Ashim Hanif Nur Aminullah Olivia Julianti Rani Herning Puspita Rifa Azmi Fadhillah Riza Fadilla Wahyuningtias Shamila Bashayeva Sudarman Sunarti Syarifah Fitri Tasa Salsabilah Zidan Erky