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All 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 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 Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics 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.
Co-Authors Abdi Aldio Saputra Abdul Halim Ade Annisa Aulia Ade Hermawan Ade Ismail Ramadhan Ade Ismail Ramadhan Hamid Aldi Junaidi Amin, Khoirul Dzul Rachman, Dzul Januar Abdilah Santoso Karina Putri Alamanda Khusnul Khatimah M. Jordan Pratama Mirza Alfarizi Muhammad Haider Ali Muhammad Hikmal Abrar Muhammad Yusril Setya Nugraha Naila Luna Az Zahra Olivia Julianti Rani Herning Puspita Riza Fadilla Wahyuningtias Shamila Bashayeva Sudarman Sunarti Syarifah Fitri