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All Journal Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Pendas : Jurnah Ilmiah Pendidikan Dasar FOSTER: Journal of English Language Teaching Inspirasi Ekonomi : Jurnal Ekonomi Manajemen GANESHA: Jurnal Pengabdian Masyarakat Jurnal Riset dan Pengabdian Masyarakat International Journal of Economic, Business, Accounting, Agriculture Management and Sharia Administration (IJEBAS) Tsaqila Jurnal Pendidikan dan Teknologi Jurnal Pengabdian Masyarakat Medika Jurnal Genesis Indonesia Jurnal Pengabdian Kolaborasi dan Inovasi IPTEKS CONTENT: Journal of Communication Studies INTERACTION: Jurnal Pendidikan Bahasa
Maulina
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Medicine & Pharmacology Public Health Social Sciences Other

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Parenting Styles and EFL Motivation: A Phenomenological Study in Indonesian Vocational Education Julianti; Maulina; Sain, Yuliyanah; Hermansyah, Sam; Narciso, Sheryl Ann V.
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.420

Abstract

This study investigates how parenting styles shape students’ motivation to learn English in an Indonesian vocational high school. Adopting a qualitative phenomenological approach, the study involved seven students, seven parents, and two English teachers. Data were gathered through semi-structured interviews, classroom observations, and field notes, and analyzed using thematic analysis. The findings indicate that students’ motivation was dynamic and context-dependent, with stronger engagement at school than at home. In the classroom, motivation was reflected in active participation, peer interaction, persistence, and future-oriented goals. At home, motivation tended to weaken because of limited parental monitoring and the lack of structured learning routines. Although parents provided little direct academic supervision, they influenced motivation indirectly through reminders, encouragement, recognition of effort, and support for study time and space. These practices supported students’ needs for autonomy, competence, and relatedness. In addition, teacher support, classroom climate, peer interaction, and future aspirations played a compensatory role when home support was limited. The study contributes to the EFL motivation literature by showing that motivation is both psychologically experienced and behaviorally observable, emerging through the interaction of family practices, school environment, and personal goals.
Exploring ICQs as a tool for effective English language teaching: A systematic literature review Khairunnisa, Ulfah; Maulina; Rahmiatin, Titin; Nurfaidah, Sitti; Sain, Yuliyanah; Halim, Abdul; Osabel, Arnie C.; Villaflor, Mark Ren D.
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 19 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv19i1.12306

Abstract

This systematic literature review examines empirical studies on ICQ in EFL classrooms. Guided by PRISMA 2020, eleven peer-reviewed articles published between 2016 and 2025 were selected from Google Scholar, Taylor & Francis Online, and ERIC. The review identifies ICQ types, methodological trends, and pedagogical contributions to instruction-giving and understanding-check practices. Findings indicate that ICQs are mainly used as comprehension checks, confirmation checks, and clarification requests. Form-based ICQs commonly appear as yes/no and Wh-questions, while display questions dominate the purpose-based category. Methodologically, qualitative studies dominated, followed by mixed-methods and limited quantitative research. The review concludes that effective ICQs should be specific, task-based, and evidence-seeking to strengthen instructional clarity and classroom interaction in EFL contexts.
The Impact of Mobile Learning Applications on Students’ Motivation in Learning English in MTS Neg. 3 Konawe Selatan Ahmad Junandar; Sam Hermansyah; Maulina; Syarif Amin; Andi Rachmawati Syarif
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.v13i1.5646

Abstract

The integration of mobile learning applications has emerged as a promising strategy to enhance student engagement in English language learning, particularly in resource-limited educational settings in Indonesia. This study aimed to investigate the impact of mobile learning applications on students’ motivation in learning English at MTs Negeri 3 Konawe Selatan, Southeast Sulawesi. Employing a quasi-experimental design, the research involved 56 ninth-grade students from classes IX A, IX B, and IX C. The experimental group (n = 28) utilized mobile-assisted language learning (MALL) applications, while the control group (n = 28) received conventional classroom instruction over an eight-week period. Students’ motivation was measured using a validated questionnaire based on Keller’s ARCS model (Attention, Relevance, Confidence, and Satisfaction) as pre- and post-tests and analyzed with paired and independent sample t-tests. The results revealed a statistically significant increase in overall motivation scores in the experimental group compared to the control group (p < .05). Notable improvements were observed across all ARCS subscales, particularly in attention and satisfaction. Students reported higher engagement through interactive features, gamification, and flexible learning access. These findings indicate that mobile learning applications can effectively boost EFL learners’ motivation in Indonesian junior secondary schools. The study recommends the pedagogical integration of appropriate mobile technologies to support English teaching and learning in similar contexts.
The Integration of Digital Technology in English Language Teaching: A Study on IT-Based Innovation in Vocational High School, Kendari, Southeast Sulawesi Novi Scorpianti Amrin; Sam Hermansyah; Maulina
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.v13i1.5657

Abstract

The rapid advancement of digital technology has revolutionized English language teaching, yet its integration in Indonesian vocational secondary schools remains underexplored. This study examines the implementation of IT-based innovations in English language instruction at one of Vocational Hogh School, Kendari, Southeast Sulawesi, focusing on 29 students in Grade XII TKJ class. Employing a mixed-methods quasi-experimental design, the research integrated quantitative pre- and post-tests with qualitative data from semi-structured interviews, classroom observations, and student questionnaires collected over one semester. Digital tools including Google Classroom, Canva for Education, Quizizz, and video-based authentic materials were systematically incorporated to enhance students’ speaking, listening, reading, and writing skills. Results revealed a statistically significant improvement in overall English proficiency (p < 0.05), with post-test mean scores increasing by 28.4% compared to pre-test scores. Students reported higher motivation (M = 4.21, SD = 0.67 on a 5-point Likert scale) and greater engagement through interactive and collaborative digital activities. Qualitative findings highlighted improved learner autonomy and authentic language exposure, although challenges such as unstable internet connectivity and limited teacher digital competence persisted. This study concludes that strategic integration of IT-based innovations effectively enhances English language learning outcomes in vocational settings. The findings offer practical implications for English teachers and curriculum developers in similar Indonesian vocational high schools and contribute to the growing body of knowledge on technology-enhanced language teaching in developing contexts.
Developing Technology-Based Learning Media to Improve Students’ Listening Skills in Rural Area Sufrianti Purnama; Sam Hermansyah; Maulina; Nurul Aisyah Arif
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.v13i1.5658

Abstract

Listening comprehension continues to pose a significant challenge for vocational high school students in Indonesia, largely due to their limited exposure to authentic listening materials and the continued reliance on conventional, teacher-centred instructional practices. Addressing this issue, the present study aimed to develop and evaluate technology-based learning media designed to enhance students’ listening proficiency. This study employed a Research and Development (R&D) approach, adopting the ADDIE model, which encompasses five systematic stages: Analysis, Design, Development, Implementation, and Evaluation. The participants consisted of 20 tenth-grade students from a vocational high school in Southeast Sulawesi. Data were collected through expert validation questionnaires, student response questionnaires, as well as pre-test and post-test assessments to measure students’ listening performance. The findings revealed that the developed learning media achieved high levels of validity and practicality, as indicated by expert evaluations. Furthermore, the implementation of the media led to a notable improvement in students’ listening comprehension, reflected in the significant increase between pre-test and post-test mean scores. Students also demonstrated highly positive responses, particularly in terms of the media’s attractiveness, ease of use, and perceived usefulness in supporting their learning process. In conclusion, the technology-based learning media developed in this study is both effective and feasible for enhancing listening comprehension among vocational high school students. These findings offer valuable pedagogical implications for English teachers, particularly in promoting the integration of technology-enhanced learning tools in vocational education settings.
The Use of Learning Management Systems (LMS) to Enhance the Effectiveness of English Language Teaching in MT's Ihya Assunnah Kolaka Ahmad Dani; Sam Hermansyah; Maulina; Syarif Amin; Andi Rachmawati Syarif
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.v13i1.5659

Abstract

The rapid advancement of digital technology has transformed English language teaching, particularly through the adoption of Learning Management Systems (LMS) such as Google Classroom or Moodle. This study aimed to investigate the effectiveness of LMS in enhancing the overall quality and outcomes of English language teaching at MTs Ihya Assunnah Kolaka, Southeast Sulawesi, Indonesia. Employing a quasi-experimental pretest-posttest control group design, the research involved 23 eighth-grade students. The experimental group received English instruction integrated with LMS features for interactive materials, assignments, discussions, and feedback, while the control group followed conventional face-to-face teaching methods. Data were collected through pre- and post-tests focusing on English language skills (listening, speaking, reading, and writing) and analyzed using paired and independent sample t-tests. The findings revealed a statistically significant improvement in the experimental group’s English proficiency compared to the control group (p < 0.05), with notable gains in student engagement, motivation, and autonomous learning. Students also reported positive perceptions toward the flexibility and interactivity provided by the LMS. This study demonstrates that LMS can effectively support English language teaching in madrasah settings with limited resources. The integration of LMS is recommended to promote more student-centered and interactive learning experiences aligned with the Kurikulum Merdeka.
The Effect of IT-Based Applications on Students’ Speaking Skills in English Language Learning in Rural South East Sulawesi Nurul Aisyah Arif; Sam Hermansyah; Maulina; Sufrianti Purnama
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.v13i1.5667

Abstract

The integration of Information Technology (IT)-based applications in English language teaching has gained significant attention as a means to enhance students’ speaking skills, particularly in EFL contexts within rural areas. This study aimed to examine the effect of IT-based applications on the speaking skills of junior high school students in Rural Southeast Sulawesi. A quasi-experimental design was employed involving 82 students from grade VIII (44 students across two classes) and grade IX (38 students across two classes). The experimental group utilized various IT-based applications for interactive speaking practice, while the control group received conventional teacher-cantered instruction. Data were collected through pre-test and post-test speaking assessments and analysed using paired sample t-tests and independent sample t-tests. The findings revealed a statistically significant improvement in the speaking skills of students in the experimental group compared to the control group (p < 0.05), particularly in fluency, pronunciation, vocabulary, and grammatical accuracy. These results indicate that IT-based applications can effectively support the development of English-speaking proficiency among students in rural Indonesian schools. The study recommends the integration of technology-enhanced learning tools in the English curriculum to foster more engaging and effective language learning experiences.
Co-Authors , Ardhia, , Dara A Halim Adhe Mira Ulfa Adhiana Afifah, Nurul Huda Ahmad Dani Ahmad Junandar Andre Rifandi Arfin Septahara Avicena Azizatul Maula Butar-butar, Charles Dhia Ul Khalis Dwi Danesty Deccasari Ebni Umar Fadhil Aulia Syahputra Febrina, Zulia Hartini, Sri Nabilla Husnul Nazirah Ida Ayu Putu Sri Widnyani Jabbar Al-Ghifari Khalil Jamhir Julianti Jumat Barus Khairunnisa, Ulfah M. Amhar Ridha Marli Mindarina Mutmainna Nurul Damri Nanda Narciso, Sheryl Ann V. Novi Scorpianti Amrin Nucifera, Prima Nur Ilmi Nurul Aisyah Arif Osabel, Arnie C. Putri, Mayang Yunita Rahima, Siti Nurkhaliza Rahmiatin, Titin Raisa Chairunnisa Riani Sain, Yuliyanah Sam Hermansyah Sambul Bahri Septiana, Nenty Sitti Nurfaidah, Sitti Sri Deviana Siska Sufrianti Purnama Sultan Julinurhata Syarif Amin Syarif, Andi Rachmawati Teuku Baihaqi Alamsyah Villaflor, Mark Ren D.