Articles
<![CDATA[Sosialisasi Penggunaan Kinesio Taping bagi Olahragawan ]]>
<![CDATA[Galih Priyambada]]>;
<![CDATA[Nanda Alfian Mahardhika]]>;
<![CDATA[Jeane Betty Kurnia Jusuf]]>;
<![CDATA[Ade Ismail Ramadhan Hamid]]>
<![CDATA[ Jurnal Abdimas Mahakam Vol. 7 No. 02 (2023): Juli ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24903/jam.v7i02.2332
<![CDATA[Program latihan pencak silat merupakan bentuk upaya dalam peningkatan dan pencapaian prestasi. Tidak sedikit ancaman baik dari segi kondisi fisik hingga kondisi teknis lainnya. Risiko cedera yang selalu menjadi hal yang sangat menakutkan bagi atlet adalah hal yang bisa diminimalisir. Peran kinesio taping menjadi alternatif yang efektif dan perlu untuk menjadi bagian yang harus dipertimbangkan. Kegiatan sosialisasi ini merupakan bentuk kegiatan yang bertujuan untuk meningkatkan pengetahuan dan kemampuan bagi atlet dalam penerapan kinesio taping. Sosialisasi dilaksanakan pada cabang olahraga pencak silat di Provinsi Kalimantan Timur. Kegiatan ini dilakukan pada atlet yang dipersiapkan untuk menghadapi pertandingan atau dalam kata lain yang aktif mengikuti program latihan di setiap harinya. Hasil dari kegiatan ini yatu mampu memberikan tambahan pengetahuan bagi atlet dan secara langsung atlet bisa mendemonstrasikan beberapa pemasangan di bagian tubuh atlet. rekomendasi dari kegiatan ini yaitu diharapkan kinesio taping menjadi bagian yang harus diperhatikan untuk menunjang kegiatan baik atlet saat latihan dan bertanding.]]>
<![CDATA[Program Pemberdayaan Kader Kesehatan melalui Pelatihan IT di Pulau – Pulau Terluar ]]>
<![CDATA[Ferry Fadzlul Rahman]]>;
<![CDATA[Hendra Saputra]]>;
<![CDATA[Ade Ismail Ramadhan Hamid]]>
<![CDATA[ Jurnal Abdimas Mahakam Vol. 8 No. 02 (2024): Juli ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24903/jam.v8i02.2761
<![CDATA[Pengabdian ini ini bertujuan untuk mengatasi kesenjangan program pemberdayaan kader kesehatan melalui pelatihan IT serta memperkenalkan telemedicine sebagai alternatif dalam mendapatkan informasi di bidang kesehatan di pulau derawan. Kader Posyandu dapat menghadapi kesulitan dalam menggunakan aplikasi telemedicine dan perangkat lunak mobile yang dirancang untuk mendukung pekerjaan mereka. Kegiatan ini berlangsung pada tangal 16 hingga 20 februari 2024 di aula PKK pulau derawan bekerjasama dengan puskesmas Derawan. Metode yang digunakan pada tahap awal adalah Identifikasi anggota kader kesehatan yang akan berpartisipasi dalam program sehingga ditentukan 20 kader Kesehatan yang mendapat pelatihan IT dan Telemedicine. Bentuk pelatihan pelatihan intensif kepada anggota kader kesehatan tentang penggunaan aplikasi Google, termasuk Google Form, Google Sheet dan Google Calender serta simulasi telemedicine dengan melibatkan anggota komunitas sebagai pasien. evaluasi pelaksanaan program dan keberlanjutan program di lapangan yaitu anggota kader kesehatan telah mencapai kemampuan yang cukup untuk system pelaporan sederhana menggunakan google form, google sheet dalam pelaporan tumbuh kembang anak di posyandu, serta dapat mengatur jadwal kegiatan posyandu selanjutnya menggunakan google calender, sehingga seluruh peserta posyandu dapat mengetahui kegiatan posyandu. Selanjutnya menggunakan teknologi dan praktik telemedicine dengan kompeten. Melalui simulasi telemedicine yang diadakan, akan mengukur tingkat kesiapan mereka dalam mengimplementasikan teknologi dan layanan telemedicine dalam situasi sebenarnya]]>
<![CDATA[Understanding Pre-Service Teachers’ Attitudes on Inclusive Education ]]>
<![CDATA[Aji Ega Nabilla Putri]]>;
<![CDATA[Khusnul Khatimah]]>;
<![CDATA[Ade Ismail Ramadhan Hamid]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.36232/interactionjournal.v13i1.5131
<![CDATA[This study examines pre-service teachers’ attitudes toward inclusive education at Universitas Muhammadiyah Kalimantan Timur. A quantitative descriptive approach was employed to explore how future teachers perceive inclusive practices and how these perceptions may influence classroom implementation. Data were collected from 40 pre-service teachers using a 30-item questionnaire adapted from the Teacher Attitude to Inclusion Scale (TAIS). The instrument demonstrated good validity and high reliability, ensuring the accuracy and consistency of the data. Descriptive statistics and inferential analyses were conducted using SPSS to identify overall attitude trends and possible differences based on demographic factors, particularly gender. The findings indicate that pre-service teachers generally demonstrate positive attitudes toward inclusive education, reflecting an openness to accommodating students with diverse learning needs in regular classrooms. Statistical analysis reveals no significant difference in attitudes based on gender, suggesting that inclusive perspectives are shaped more by professional preparation and educational experiences than by demographic characteristics. Despite these positive attitudes, the results also highlight the need for increased practical exposure and classroom-based training to support effective implementation of inclusive practices in real teaching contexts. This study emphasizes the important role of teacher education programs in fostering not only positive attitudes but also practical competence through reflective learning, supervised practicum, and continuous professional development. The findings contribute to the growing discussion on inclusive teacher preparation and provide empirical evidence to support curriculum improvement in teacher education institutions.]]>
<![CDATA[The Effect of Using Taylor Swift’s Songs on the Improvement of Students’ Listening Skills at SMA Negeri 1 Loa Janan ]]>
<![CDATA[Indah Cahyani]]>;
<![CDATA[Ade Ismail Ramadhan Hamid]]>;
<![CDATA[Abdul Halim]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.36232/interactionjournal.v13i1.5187
<![CDATA[This study investigates the effect of using Taylor Swift’s songs on improving students’ selective listening skills at SMA Negeri 1 Loa Janan. Selective listening refers to learners’ ability to identify specific information, keywords, and main ideas from spoken texts. Songs were chosen as learning media because they provide authentic pronunciation, natural rhythm, and meaningful repetition that support focused listening practice. The study employed a pre-experimental one-group pretest–posttest design involving 32 tenth-grade students. Data were collected using a listening test consisting of ten fill-in-the-blank questions based on selected Taylor Swift songs. The test measured students’ ability to recognize keywords and accurately complete missing words and phrases from the song lyrics. The instrument was reviewed by English teachers to ensure content relevance and clarity. The treatment was conducted over four instructional sessions using structured listening activities, including lyric prediction, gap-filling, and comprehension checks. The results showed a significant improvement in students’ selective listening performance after the treatment. The mean posttest score was higher than the pretest score, and statistical analysis using a paired-sample t-test indicated a significant difference at the 0.05 level. These findings suggest that integrating English songs into listening instruction can effectively support students’ ability to focus on specific auditory information and improve listening accuracy. This study offers practical implications for English teachers to use music-based activities as supplementary listening materials to enhance learner engagement and selective listening development in secondary school contexts.]]>
<![CDATA[Improving Students’ Speaking Skills through Role-Play Technique at SMKN 1 Tenggarong ]]>
<![CDATA[Laily Nur Janah]]>;
<![CDATA[Ade Ismail Ramadhan Hamid]]>;
<![CDATA[Khusnul Khatimah]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.36232/interactionjournal.v13i1.5298
<![CDATA[Speaking proficiency is essential for vocational school students because it supports effective communication in workplace contexts. However, students at SMKN 1 Tenggarong face difficulties in English speaking due to limited vocabulary, fear of making mistakes, low confidence, and classroom practices that emphasize repetition rather than interaction. This study aimed to examine the effectiveness of the role-play technique in improving students’ speaking skills. A quasi-experimental design was applied involving two groups, each consisting of 36 students. The experimental group received instruction through role-play activities, while the control group was taught using conventional methods. Both groups completed pre-tests and post-tests to measure improvement in speaking performance. The treatment was conducted over six instructional meetings using job-related role-play scenarios. The data were analyzed using the Wilcoxon Signed Rank Test with the assistance of SPSS. The results showed a significant improvement in the experimental group, with a post-test mean score of 85.33, compared to 66.83 in the control group. The p-value of 0.000 indicated a statistically significant difference between the two groups. These findings suggest that role-play effectively enhances students’ speaking ability by increasing confidence, providing meaningful interaction, and supporting practical language use in vocational English contexts]]>
<![CDATA[Students’ Perceptions of TikTok Content Creation as a Medium to Support Speaking and Pronunciation Skills ]]>
<![CDATA[Yuricho Dafa Mahendra]]>;
<![CDATA[Dzul Rachman]]>;
<![CDATA[Ade Ismail Ramadhan Hamid]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.36232/interactionjournal.v13i1.5302
<![CDATA[This study investigates the effectiveness of using TikTok as a learning medium to improve students’ pronunciation and speaking skills. The increasing popularity of TikTok among students offers opportunities to integrate short-form video content into English language learning; however, empirical evidence on its instructional impact remains limited. This study employed a quantitative pre-experimental design using a one-group pretest–posttest approach. The participants were undergraduate students from an English education program who were selected through purposive sampling. Data were collected using pronunciation and speaking performance tests administered before and after the treatment. The treatment was implemented through structured learning activities using selected TikTok videos that modeled authentic pronunciation, intonation, and spoken interaction. Students practiced imitating pronunciation, producing short spoken responses, and recording their performances. The data were analyzed using descriptive statistics and paired-sample statistical tests to examine differences between pretest and posttest scores. The results indicate a significant improvement in both pronunciation and speaking performance after the implementation of TikTok-based instruction. Students demonstrated clearer articulation, improved fluency, and increased confidence in oral production. The findings suggest that TikTok can serve as an engaging supplementary medium to support pronunciation practice and speaking development when guided by structured instructional activities. This study contributes practical insights for language teachers seeking to integrate digital media into speaking instruction and highlights the need for further research using larger samples and comparative designs.]]>
<![CDATA[Students’ Perceptions and Experiences of Using Roblox as A Supporting Tool for English ]]>
<![CDATA[Aldi Junaidi]]>;
<![CDATA[Ade Ismail Ramadhan Hamid]]>;
<![CDATA[Yeni Rahmawati]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[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
<![CDATA[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.]]>
<![CDATA[Students’ Perceptions Toward the Use of TikTok as a Digital Learning Tool in Learning English Vocabulary At SMAN 1 Loa Janan ]]>
<![CDATA[Muhammad Zaidan Adi Putra]]>;
<![CDATA[Ade Ismail Ramadhan Hamid]]>;
<![CDATA[Rani Herning Puspita]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.36232/interactionjournal.v13i1.5344
<![CDATA[This study aims to investigate students' perceptions toward the use of TikTok as a digital learning tool in learning English vocabulary at SMAN 1 Loa Janan. The background of this study is based on the challenges students face in mastering English vocabulary despite years of formal instruction. In the digital era, TikTok has emerged as a popular social media platform among students and shows potential as an educational tool. However, students' perceptions toward using TikTok for vocabulary learning have not been clearly identified, particularly in Indonesian senior high schools. This study uses a quantitative descriptive research design with a questionnaire as the primary data collection instrument. There were 32 students from class X-3 participating in the study. Data collection was conducted through a Likert-scale questionnaire consisting of 15 items measuring students' perceptions across four dimensions: perceived usefulness, perceived ease of use, learning interest, and learning engagement. The results showed that the questionnaire was valid (Corrected Item-Total Correlation values ranging from 0.756 to 0.867, all exceeding 0.30) and highly reliable (Cronbach's Alpha = 0.970). Descriptive statistical analysis revealed a mean perception score of 49.69 (SD = 14.16), which falls within the moderate perception category. The scores ranged from 19 to 75, indicating considerable variability in students' perceptions. Thus, students generally hold moderately positive perceptions toward TikTok as a digital learning tool for vocabulary learning, though significant individual differences exist. These findings provide valuable insights for educators seeking to integrate social media platforms into language teaching practices.]]>
<![CDATA[Exploring Gender Differences in English Learning Strategies Among Students at University ]]>
<![CDATA[Najla Oktavia Efendi]]>;
<![CDATA[Dzul Rachman]]>;
<![CDATA[Ade Ismail Ramadhan Hamid]]>;
<![CDATA[Yeni Rahmawati]]>
<![CDATA[ Journal of English Language Learning Vol. 9 No. 1 (2025) ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Majalengka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31949/jell.v9i1.13916
<![CDATA[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.]]>
<![CDATA[The Influence of Fear of Making Mistakes on Students’ Self-Confidence and Engagement in English Classroom Presentations at MTs Muhammadiyah 1 Samarinda ]]>
<![CDATA[Shabrina Nur Fadillah]]>;
<![CDATA[Ade Ismail Ramadhan Hamid]]>;
<![CDATA[Abdul Halim]]>
<![CDATA[ Journal of English Language Learning Vol. 9 No. 1 (2025) ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Majalengka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31949/jell.v9i1.13972
<![CDATA[This study examines how the fear of making mistakes influences students’ self-confidence and engagement in English classroom presentations. Speaking anxiety is one of the main psychological obstacles in EFL learning, often driven by fear of negative evaluation, low language proficiency, and past negative experiences. Using a qualitative descriptive method, this research involved eighth-grade students at MTs Muhammadiyah 1 Samarinda who had participated in English speaking tasks. Data were collected through semi-structured interviews to explore their emotional responses, anxiety sources, and coping strategies. The results show that most students experience nervousness and hesitation, primarily due to fear of being judged, making errors, or lacking vocabulary. These factors reduce their confidence and lead to lower participation. However, many students attempt to overcome their fear through calming techniques and self-encouragement. The study also found that peer support and teacher involvement significantly affect student motivation and willingness to speak. These findings highlight the need for supportive classroom environments that encourage risk-taking and normalize mistakes as part of learning. Teachers are advised to provide regular speaking practice, positive reinforcement, and collaborative learning activities to reduce anxiety and enhance student engagement in English presentations.]]>
