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All Journal Community Development Journal: Jurnal Pengabdian Masyarakat DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra La Ogi : English Language Journal INTERACTION: Jurnal Pendidikan Bahasa Edumaspul: Jurnal Pendidikan
Nurul Faradillah
Universitas Muhammadiyah Sidenreng Rappang
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Public Health Other

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Implementing Word Puzzle as Media for Teaching Vocabulary in SMP Muhammadiyah Pangsid Nur Fathain; Buhari; Nurul Faradillah; Isumarni; Sam Hermansyah
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.v13i1.5673

Abstract

This study investigated the effectiveness of word puzzles as an innovative teaching medium in improving seventh-grade students’ vocabulary mastery at SMP Muhammadiyah Pangsid, Indonesia. The research was driven by the students’ persistently low vocabulary proficiency, which stemmed from conventional, teacher-centered methods that lacked engagement and failed to promote active learning. Employing a quantitative pre-experimental design with a one-group pretest-posttest approach, the study involved 21 seventh-grade students selected through total sampling. Vocabulary mastery was assessed using a 50-item test consisting of 10 multiple-choice items and 40 word puzzle items covering syllabus-based topics (animals, school objects, occupations, parts of the body, and daily activities). Data collected from pretest and posttest were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test, given the non-normal distribution of the data. The findings demonstrated a statistically significant improvement in students’ vocabulary mastery after the intervention. The mean score rose substantially from 16.33 in the pretest to 72.62 in the posttest. The Wilcoxon Signed-Rank Test produced a significance value of 0.001 (p < 0.05), leading to the rejection of the null hypothesis. These results confirm that word puzzles effectively enhance vocabulary acquisition by increasing student motivation, participation, and retention in an EFL context. The study recommends the integration of word puzzles as a practical, low-cost, and engaging alternative to traditional vocabulary instruction, particularly in junior high schools with limited resources.
The Effectiveness of AI Chatbot-Based English Learning Methods in Improving Students’ Speaking Skills Fatmawati; Syamsu T; Nurul Faradillah; Andi Sadapotto; Sam Hermansyah
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.v13i1.5675

Abstract

This mixed-methods study examined the effectiveness of AI chatbot-based English learning methods, specifically using TalkPal AI, in improving eleventh-grade students’ speaking skills at SMAN 11 Sidrap, Indonesia. A quasi-experimental nonequivalent control group design was employed for the quantitative phase, while semi-structured interviews provided qualitative insights into students’ perceptions. The experimental group (n = 18 for post-test) engaged in interactive speaking practice with TalkPal AI, while the control group (n = 14) received conventional teacher-centered instruction. Data were collected through pre- and post-speaking tests assessed using Brown’s (2004) rubric across five components fluency, accuracy, pronunciation, vocabulary, and coherence and interviews with ten purposively selected students from the experimental group. Quantitative analysis revealed that the experimental group achieved a significantly higher post-test mean score (M = 23.17) compared to the control group (M = 12.57). The Mann-Whitney U test confirmed a statistically significant difference between groups (p < 0.001), indicating the effectiveness of the AI chatbot intervention. Qualitative findings showed overwhelmingly positive perceptions: students reported increased confidence, motivation, fluency, pronunciation, and reduced speaking anxiety, attributing these gains to the chatbot’s interactive, non-judgmental, and flexible learning environment. Minor challenges included unstable internet connections and initial familiarity with the application. The results demonstrate that AI chatbot-based methods, such as TalkPal AI, constitute an effective and innovative approach for enhancing EFL learners’ speaking proficiency in secondary education contexts. Pedagogical implications for technology-integrated language teaching and recommendations for future research are discussed.
Integrating Wordwall to Increase Student’s Enthusiasm in Learning English Vocabulary Achievement: A Study of Eighth Grade Students at UPT SMP Negeri 4 Panca Rijang Nur Aini; Sam Hermansyah; Sitti Aisa; Nurul Faradillah
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.v13i1.5703

Abstract

This study aimed to investigate the effectiveness of integrating Wordwall in enhancing students’ enthusiasm and English vocabulary achievement among eighth-grade students at UPT SMP Negeri 4 Panca Rijang. Vocabulary plays a fundamental role in language learning; however, many students experience low motivation and limited engagement due to conventional teaching methods. Therefore, the use of interactive digital media is considered a potential solution to address this issue. This research employed a quantitative approach with a quasi-experimental design involving two groups: an experimental group taught using Wordwall and a control group taught through conventional methods. The sample consisted of 45 students. Data were collected through a vocabulary achievement test (pre-test and post-test) and an observation rubric measuring students’ enthusiasm. The data were analyzed using descriptive and inferential statistics, including paired and independent sample t-tests. The findings revealed that students taught using Wordwall showed a significant improvement in both vocabulary achievement and learning enthusiasm compared to those taught using conventional methods. The experimental group demonstrated higher levels of active participation, motivation, and cognitive engagement during the learning process. The integration of Wordwall as a digital game-based learning medium is effective in improving students’ enthusiasm and vocabulary achievement. It is recommended that English teachers incorporate interactive digital tools such as Wordwall to create more engaging and meaningful learning experiences.
Enhancing Students’ Motivation in Learning English Through Wordwall at SMPN 2 Pitu Riase Nova Azis; Sam Hermansyah; Nur Hikmah; Nurul Faradillah
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.v13i1.5825

Abstract

The reason to choose this title because it was found that many students had low motivation to learn English. Most of them considered English difficult to understand and irrelevant to their daily communication. This study aimed to explore how the use of Wordwall enhances students’ motivation in learning English and to examine students’ responses toward its implementation in the classroom at SMP Negeri 2 Pitu Riase. The study focused on identifying changes in students’ motivation, participation, and engagement before and after the use of Wordwall as a learning medium. This research employed a descriptive qualitative approach. The data were collected through open-ended interviews (pre-intervention and post-intervention), classroom observations, and documentation. The participants consisted of 10 seventh-grade students selected through purposive sampling. The data were analyzed using an interactive qualitative analysis model including data reduction, data display, and conclusion drawing. The findings showed that the use of Wordwall significantly enhanced students’ motivation in learning English. Before the implementation, students tended to feel bored, less interested, and passive during the learning process. After using Wordwall, students became more enthusiastic, active, and confident in participating in classroom activities. In addition, students responded positively to the use of Wordwall as it created a more interactive, enjoyable, and engaging learning environment. Overall, Wordwall proved to be an effective digital learning medium to improve students’ motivation and participation in English learning.
The Role of Collaborative Learning on Students’ Writing Skills: A Research at English House Language Center Dhika Pratiwi Arsyad; Sam Hermansyah; Sitti Aisa; Nurul Faradillah
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.v13i2.6330

Abstract

This study investigated the implementation and role of collaborative learning in developing students’ writing skills at English House Language Center. A qualitative case study design was employed to obtain an in-depth understanding of classroom practices and students’ experiences during collaborative writing activities. The participants were six eighth-grade students selected through purposive sampling based on their active involvement and varied writing proficiency. Data were collected through non-participant classroom observation, semi-structured interviews, and documentation of students’ written work. The data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing and verification. The findings revealed that collaborative learning was implemented through small-group discussion, idea sharing, joint sentence and text construction, and peer feedback. These activities encouraged active participation and meaningful interaction throughout the stages of planning, drafting, revising, and editing. Collaboration helped students generate richer ideas, organize texts more systematically, and improve language use, particularly grammar and vocabulary. It also increased motivation, confidence, engagement, and enjoyment, although differences of opinion and unequal participation occasionally required teacher facilitation. The study concludes that collaborative learning is an effective instructional approach for supporting the cognitive, linguistic, affective, and social dimensions of writing development in a non-formal EFL context. Teachers are encouraged to establish clear group roles, provide structured writing tasks, and guide constructive peer feedback.
Students' Perception of the Effectiveness of Using Duolingo Application as a Foreign Language Learning Platform Benny Putra; Syamsu T; Nurul Faradillah; Sam Hermansyah
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (2025): 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.v12i1.3459

Abstract

This study aims to explore students' perceptions of the effectiveness of using Duolingo as a foreign language learning platform for first semester English education students. The researcher identified the extent to which Duolingo app is effective in assisting foreign language learning and evaluated how effective the app is in assisting students in foreign language learning. A descriptive qualitative approach was used, and data were collected through observation, questionnaires, and interviews with second-semester students of the English Education Study Program at Universitas Muhammadiyah Sidenreng Rappang. The findings show that most students have a positive perception of Duolingo. They found the app easy to use, interesting, and helpful in understanding and memorizing vocabulary. Features such as repetition, daily reminders, and interactive design were found to increase learning motivation and student engagement. However, Duolingo's effectiveness in a structured classroom setting was considered neutral due to limitations in its integration into formal teaching methods. Overall, Duolingo is considered an effective tool for self-directed English vocabulary learning.
Enhancing Students’ Vocabulary Mastery Through Snowball Throwing Games at MTs GUPPI Kaluppang Nur Afika; Sam Hermansyah; Nurul Faradillah; Sitti Aisa
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.v13i2.6454

Abstract

This study investigated the effectiveness of the Snowball Throwing Game in enhancing seventh-grade students’ vocabulary mastery at MTs GUPPI Kaluppang. The research employed a quantitative pre-experimental one-group pre-test and post-test design. Sixteen students were selected through purposive sampling. The main instrument was a 20-item vocabulary test consisting of 10 multiple-choice items and 10 matching-word items, administered before and after the treatment. Data collection was conducted in six meetings: a pre-test, two vocabulary teaching meetings, two Snowball Throwing treatment sessions, and a post-test. The results showed that the mean score increased from 65.00 in the pre-test to 75.63 in the post-test, producing a gain of 10.63 points. The paired sample t-test yielded t(15) = -3.686 with p = 0.002, indicating a statistically significant difference between the two tests. The effect-size analysis produced Cohen’s d = 0.922 and Hedges’ g = 0.898, both indicating a large effect. These findings show that Snowball Throwing can provide an active, repeated, and collaborative vocabulary-learning experience and is effective in enhancing students’ vocabulary mastery in the context of a rural Islamic junior secondary school.
An Investigation of Students' Interest in Learning English Pop Songs at SMAN 4 Wajo Sahrina Ahmad; Andi Sadapotto; Nurul Faradillah; Ibrahim Manda; Sam Hermansyah
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.v13i2.6510

Abstract

This study investigated the level of tenth-grade students' interest in learning English through English pop songs at SMAN 4 Wajo and identified the internal and external factors influencing that interest. The research employed an integrated mixed-method design. Quantitative data were collected through a 12-item questionnaire organized around four indicators: feeling of enjoyment, students' interest, acceptance, and students' engagement. Qualitative data were obtained through semi-structured interviews with selected students and classroom observations. Questionnaire data were analyzed using score percentages and interest-level categories, while qualitative data were analyzed through data reduction, data display, conclusion drawing and verification, and triangulation. The results showed a total questionnaire score of 694 out of a maximum of 840, producing an overall percentage of 82.62%, which was categorized as high. Feeling of enjoyment contributed the largest share of the total score (186; 26.80%), followed by acceptance (171; 24.64%), students' interest (170; 24.50%), and students' engagement (167; 24.06%). Qualitative findings identified four internal factors - enjoyment, motivation, curiosity about lyrics and vocabulary, and personal preference for pop songs - and two external factors - teachers and learning activities, and accessibility through social media and digital platforms. These findings indicate that English pop songs can provide an enjoyable and relevant learning medium that supports students' interest, motivation, and participation in English learning.
Co-Authors Aditia Guntur Agustina Agustina Ahmad Abrar Averror Abrar Averror Aliffia Putri Saharani Andi Sadapotto Benny Putra Buhari Buhari Dhika Pratiwi Arsyad Fatmawati Fenny Hasanuddin Hartati Hartati Isumarni ISUMARNI . Isumarni Isumarni Isumarni Isumarni Jusmiati Jusmiati Jusrianto Jusrianto Khalik, Suhartini Lababa Lababa M.Halil Gibran Manda, Ibrahim Muhammad Anugrah Nasruddin Muhammad Hanafi Mustanir, Ahmad Nanda Putri Nova Azis Nur Afika Nur Aini Nur Fathain Nur Hikmah Nur Hikmah Nur Hikmah1 Nur Rahma Nurhaedah Nurhaedah Nurhikmah Nurhikmah Nurjanna Ramadhani Sahrina Ahmad Sam Hermansyah Sartika Sartika Septita Puteri Namirta Sitti Aisa Syahra Alfitri Ramadani Syahrir L Syahrir L T Syamsu Winda Aprilia Yadinda Mahardika Darwis Putri Yayuk Astuti Yusmah Yusmah