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All Journal INTERACTION: Jurnal Pendidikan Bahasa
Jumiati
Universitas Muhammadiyah Sidenreng Rappang
Education Environmental Science Languange, Linguistic, Communication & Media Other

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Development of a Google Sites-Based Literacy Movement Program in Elementary Schools Isuharni Binte Idris; Muhammad Hanafi; Aswadi; Syamsu T; Jumiati; Jamaluddin Ahmad
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.v13i1.5720

Abstract

This study developed and evaluated the effectiveness of a Google Sites-based School Literacy Movement (GLS) program to improve reading comprehension skills among fifth-grade students at UPT SD Negeri 1 Rijang Panua, Indonesia. The research was driven by the moderate literacy achievement of 55.33% reported in the 2024 Education Report, stemming from suboptimal GLS implementation that emphasized routine reading without structured comprehension assessment and relied on conventional, less engaging media. Employing a Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the study produced “SIBACA SITES” (Smart Reading System Based on Google Sites), an interactive web-based platform integrating contextual reading texts, multimedia resources, comprehension exercises, and interactive features. Expert validation by material, media, instructional design, and language specialists yielded very high feasibility scores (89%, 91%, 92%, and 91%, respectively), placing the product in the “very feasible” category. Limited trials (n=10) resulted in an average N-gain score of 0.60 (moderate effectiveness), while extensive trials (n=25) demonstrated more substantial gains: 16 students in the moderate category and 9 in the high category, with no students in the low category. Questionnaire responses from students and teachers indicated highly positive perceptions regarding attractiveness, usability, and learning benefits. The findings confirm that the Google Sites-based GLS program is valid, practical, and effective in enhancing reading comprehension. Theoretically, it strengthens digital literacy, multimodal literacy, and constructivist learning principles. Practically, it offers an innovative, technology-integrated model for implementing the School Literacy Movement in elementary schools, supporting 21st-century competencies.
The Influence of Storytelling and Learning Concentration on the Narrative Text Listening Ability of Fourth-Grade Students at SD Negeri 1 Kulo Hasniati; Muhammad Hanafi; Jumiati; Yusmah; Aswadi; Jamaluddin Ahmad
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.v13i1.5751

Abstract

This study examines the influence of storytelling and learning concentration on the narrative text listening ability of fourth-grade students at SD Negeri 1 Kulo. Specifically, it analyzes (1) the partial effect of audio storytelling, (2) the partial effect of learning concentration, and (3) the simultaneous effect of both variables on students’ narrative text listening skills. Employing a quantitative ex post facto design with a correlational approach, the study involved the entire population of 34 fourth-grade students as the sample through saturated sampling technique. Data were collected using questionnaires, classroom observation, and a narrative listening test, and analyzed through descriptive statistics, normality testing (Kolmogorov-Smirnov), multiple linear regression, t-test, and F-test. Descriptive results indicated that audio storytelling (M = 35.6), learning concentration (M = 40.2), and narrative listening ability (M = 75.6) all fell into the “good” category. Normality tests confirmed that all variables were normally distributed (p > 0.05). The partial t-test revealed significant positive effects for both audio storytelling (t = 3.52, p = 0.001) and learning concentration (t = 3.38, p = 0.002). The simultaneous F-test further confirmed a significant joint influence (F = 24.381, p = 0.000). The findings demonstrate that audio storytelling and learning concentration exert positive and significant partial and simultaneous effects on fourth-grade students’ narrative text listening ability. These results offer practical implications for elementary language teachers seeking innovative, media-supported strategies to enhance listening comprehension.
The Influence of Storytelling Activities and Self-Confidence on the Speaking Ability of Fifth-Grade Students at SD Muhammadiyah Makkoring Abdul Rauf; Nuraini K; Yusmah; Jamaluddin Ahmad; Muhammad Hanafi; Jumiati
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.v13i1.5840

Abstract

This study aimed to determine the influence of storytelling activities and self-confidence on the speaking ability of fifth-grade students at SD Muhammadiyah Makkoring. This research employed a quantitative approach using a pre-experimental design in the form of a one-group pretest–posttest design. The population of this study consisted of all fifth-grade students at SD Muhammadiyah Makkoring, totaling 20 students. Since the population was relatively small, all students were selected as the research sample through total sampling. Data were collected through speaking ability tests, self-confidence questionnaires, observation, and documentation. The data were analyzed using descriptive and inferential statistics with the assistance of IBM SPSS Statistics software. The results showed that storytelling activities had a significant influence on students’ speaking ability. This was indicated by an increase in the students’ average speaking ability score from 61.35 in the pre-test to 79.65 in the post-test after the storytelling treatment was implemented. The t-test result showed a significance value of 0.000 < 0.05. Self-confidence also had a significant influence on students’ speaking ability, as indicated by an increase in the average score from 61.35 to 86.30 after self-confidence reinforcement was provided, with a significance value of 0.000 < 0.05. Furthermore, storytelling activities and self-confidence simultaneously had a significant influence on the speaking ability of fifth-grade students at SD Muhammadiyah Makkoring. Based on these findings, it can be concluded that storytelling activities and self-confidence can improve students’ speaking ability, both individually and simultaneously. Therefore, storytelling activities and self-confidence reinforcement can be used as alternative learning strategies to enhance elementary school students’ speaking ability
Co-Authors Abdul Rauf Aswadi Aswadi Hasniati Isuharni Binte Idris Jamaluddin Ahmad Muhammad Hanafi Nuraini K T Syamsu Yusmah Yusmah