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All Journal INTERACTION: Jurnal Pendidikan Bahasa
Isumarni
Universitas Muhammadiyah Sidenreng Rappang
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Increasing Students’ Listening Skills Through Missing Lyrics In English Songs Irhamsyah Idris; Sam Hermansyah; Nur Hikmah; Isumarni
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.v13i1.5626

Abstract

This study examined the effectiveness of the Missing Lyrics technique using English songs in improving eighth-grade students’ listening skills, with a specific focus on vocabulary recognition and functional word recognition. It also investigated students’ perceptions of the technique. Adopting a quantitative pre-experimental one-group pretest-posttest design, the research involved 19 purposively selected students from Class VIII A at SMP Negeri 2 Baranti, Sidenreng Rappang Regency, Indonesia. Data were collected through listening comprehension tests (pretest and posttest) and a post-treatment questionnaire, then analyzed using descriptive statistics and a paired-sample t-test in IBM SPSS Statistics. The results revealed a statistically significant improvement in listening performance. The mean score increased substantially from 16.84 (pretest) to 73.95 (posttest), with a significance value of 0.000 (p < 0.05). The correlation between pretest and posttest scores was moderate (r = 0.556). Questionnaire responses indicated that, although students had limited prior exposure to listening activities, they exhibited highly positive perceptions toward the technique. Participants reported increased motivation, greater focus, and higher engagement during lessons, attributing these gains to the enjoyable and authentic nature of English songs. The findings demonstrate that the Missing Lyrics technique is an effective, engaging, and practical strategy for enhancing listening skills in EFL contexts, particularly at the junior secondary level. The approach is recommended for teachers seeking innovative, low-cost methods to promote active listening and vocabulary development through authentic materials.
Enhancing Students’ Speaking Fluency Through Roleplaying Segmented Scenes from Inside Out 2: A Descriptive Qualitative Study Riska Dwi Apriyani; Sam Hermansyah; Isumarni; Syamsu T
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.v13i1.5627

Abstract

Speaking fluency remains a persistent challenge for EFL learners in Indonesia, where students frequently exhibit limited oral proficiency due to insufficient practice opportunities, speaking anxiety, and traditional teaching methods. This descriptive qualitative study explores the implementation of role-playing segmented scenes from the Pixar animated film Inside Out 2 as an innovative strategy to enhance senior high school students’ English speaking fluency. The research was conducted with 20 students from class X-5 at SMAN 6 Sidrap, South Sulawesi, Indonesia. Ten students were purposively selected as key informants. Data were collected through pre- and post-intervention speaking fluency tests, semi-structured interviews, and classroom documentation. Fluency was assessed using the indicators of total words attempted (TWA), total speaking time (TST), filled speaking time (FST), and total words delivered (TWD). These quantitative indicators were converted into disfluency percentage, initial speaking rate (ISR), and effective speaking rate (ESR), while qualitative data were analyzed using the Miles and Huberman model. The findings demonstrate that role-playing segmented scenes from Inside Out 2 effectively improved students’ speaking fluency. Post-intervention results showed increased speaking rates, reduced pauses and hesitations, and greater confidence and active participation. Students expressed highly positive responses, highlighting increased motivation, reduced anxiety, and a more engaging learning atmosphere through this context-rich, media-based activity. The study underscores the pedagogical value of integrating popular animated films into role-play activities as a practical and motivating approach to developing oral communication skills in EFL classrooms.
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 Relation Between Students’ Frequently in Watching English Content in Social Media and Students’ Vocabulary Mastery Yadinda Mahardika Darwis Putri; Buhari; Isumarni; Syahrir L; 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.v13i1.5704

Abstract

This study aims to examine the relation between students’ frequency of watching English content on social media and their vocabulary mastery in an English as a Foreign Language (EFL) context. Employing a qualitative descriptive design, this research involved 16 eleventh-grade students of SMA Negeri 2 Sidrap. Data were collected through a vocabulary test and structured interviews. The vocabulary test was used to provide a preliminary description of students’ vocabulary levels, while interviews explored students’ exposure to English content, viewing frequency, and learning experiences outside the classroom. The findings reveal that students who frequently engage with English content on social media platforms such as YouTube, TikTok, and Instagram demonstrate higher levels of vocabulary mastery compared to those with lower exposure. The frequency of engagement ranged from daily to occasional viewing, with content types including both educational and entertainment materials. Repeated exposure to authentic and contextualized language input was found to contribute significantly to vocabulary acquisition. Furthermore, the study indicates that social media serves as an effective informal learning environment that supports autonomous learning and enhances students’ vocabulary development. These findings suggest that integrating social media-based exposure into language learning strategies can be beneficial in improving students’ vocabulary mastery.
A Comparative Analysis of Eleventh Grade Students’ Reading Comprehension of Narrative Texts Using Printed and Digital Media at SMA Negeri 9 Sidrap Rismayanti; Sam Hermansyah; Sitti Aisa; Isumarni
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.v13i1.5705

Abstract

This study aims to examine the differences in eleventh-grade students’ reading comprehension of narrative texts when taught using printed and digital media, as well as to determine which medium is more effective. A quantitative approach with a quasi-experimental design was employed, involving two groups: an experimental group taught using printed media and a control group taught using digital media. The research was conducted at SMA Negeri 9 Sidrap in the 2025/2026 academic year, with a total sample of 36 students selected through purposive sampling. Data were collected using a 20-item multiple-choice reading comprehension test administered as pre-test and post-test. The data were analyzed using descriptive statistics, homogeneity testing, independent sample t-test, and effect size (Cohen’s d). The findings revealed a significant difference between the two groups, with a significance value of 0.001 (p < 0.05). The experimental group achieved a higher mean score (87.78) compared to the control group (77.50). Moreover, the effect size (d = 1.24) indicated a large effect. These results suggest that printed media is more effective than digital media in improving students’ reading comprehension of narrative texts. This study provides empirical evidence for teachers and educators in selecting appropriate instructional media in EFL classrooms.
Co-Authors Buhari Buhari Irhamsyah Idris Nur Fathain Nur Hikmah Nurul Faradillah Riska Dwi Apriyani Rismayanti Sam Hermansyah Sitti Aisa Syahrir L T Syamsu Yadinda Mahardika Darwis Putri