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All Journal Journal on English as a Foreign Language (JEFL) Tell : Teaching of English Language and Literature Journal Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Langkawi: Journal of The Association for Arabic and English MetaCommunication; Journal Of Communication Studies Logista: Jurnal Ilmiah Pengabdian Kepada Masyarakat Mega Aktiva: Jurnal Ekonomi dan Manajemen Klasikal: Journal of Education, Language Teaching and Science Jounal of Education and Teaching (JET) Jurnal Ilmu Manajemen Sosial Humaniora (JIMSH) Journal of English Language and Education Decode: Jurnal Pendidikan Teknologi Informasi Amaliah: Jurnal Pengabdian Masyarakat Tamaddun Realisasi: Ilmu Pendidikan, Seni Rupa dan Desain INTERACTION: Jurnal Pendidikan Bahasa
Rahmiatin, Titin
Universitas Muhammadiyah Kendari
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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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.
IMPROVING EFL SPEAKING SKILLS THROUGH TRADITIONAL LENGKO-LENGKO GAMES Arviani, Vivin; Rahmiatin, Titin; Nasrullah, Rahmat; Indah, Tri Rusli
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i3.1759

Abstract

Developing English speaking skills, particularly in fluency, comprehension, and vocabulary, remains a significant challenge for many English as a Foreign Language (EFL) learners, often compounded by low student motivation. This study investigates the efficacy of integrating a traditional game, Lengko-Lengko, as a culturally relevant pedagogical tool to address this issue. A one-group pretest–posttest pre-experimental design is employed with seventh-grade students (N=29, Class F) at a stated junior high school in Kendari. Quantitative data are collected through pre- and post-intervention speaking tests, assessed via a standardized rubric measuring fluency, vocabulary, grammar, and comprehension. Before conducting inferential analysis, a normality test using the Kolmogorov–Smirnov and Shapiro–Wilk methods indicates that both pre-test and post-test data are normally distributed (p > 0.05). The results also show a statistically significant improvement in overall speaking performance, with the mean score increasing from 23.31 (pre-test) to 33.97 (post-test), yielding a mean difference of 10.66 (p < .001). All assessed speaking sub-skills demonstrate notable gains, with vocabulary showing the highest improvement. These findings strongly suggest that the Lengko-Lengko game is an effective, engaging, and culturally grounded strategy for enhancing speaking proficiency in EFL classrooms. The study concludes by advocating for the incorporation of traditional games as interactive learning strategies to boost both motivation and oral communication skills.
Gamification in Technology-Based English Language Teaching: Enhancing Student Engagement at Baitul Qur’an Al Askar Kota Kendari Sachrul Muh. Saleh; Sam Hermansyah; Titin Rahmiatin Rahim; Yuliyanah Sain
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.v13i1.5671

Abstract

The integration of gamification into technology-based English language teaching (ELT) has emerged as a promising strategy to address low student engagement in EFL classrooms. This study investigated the effectiveness of gamification elements embedded in digital platforms to enhance student engagement among tenth-grade students at Baitul Qur’an Al Askar Madrasah Aliyah. Employing a quasi-experimental pre-test and post-test design, the research involved 36 students who participated in gamified English lessons utilizing platforms such as Kahoot! and Quizizz. Gamification elements, including points, badges, leaderboards, and instant feedback, were integrated into vocabulary, grammar, and speaking activities over a 12-week intervention period. Student engagement was measured using a validated 5-point Likert-scale questionnaire adapted from the Student Engagement Instrument, supplemented by classroom observations and semi-structured interviews. Quantitative analysis using paired-sample t-tests revealed a statistically significant increase in overall engagement scores from pre-test (M = 3.18, SD = 0.75) to post-test (M = 4.47, SD = 0.62), t(35) = -8.76, p < .001. Qualitative findings further indicated heightened motivation, active participation, and collaborative learning. The study concludes that gamification in technology-based ELT effectively boosts student engagement in Islamic senior high school settings. Practical implications for EFL teachers and suggestions for future research are discussed.
The Effectiveness of Digital Platforms in Enhancing Students’ English Vocabulary Mastery in SMA AL Quran Wahdah Islamiyah Kendari Iwan; Sam Hermansyah; Titin Rahmiatin Rahim; Yuliyanah Sain
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.v13i1.5674

Abstract

Vocabulary mastery is fundamental to English language proficiency, yet many Indonesian senior high school students continue to face challenges in acquiring adequate vocabulary due to conventional teaching methods. This study aimed to investigate the effectiveness of digital platforms in enhancing English vocabulary mastery among eleventh-grade students at SMA Al Quran Wahdah Islamiyah Kendari. A pre-experimental one-group pretest-posttest design was employed, involving 23 students from Class XI selected through purposive sampling. The intervention consisted of systematic vocabulary learning activities utilizing selected digital platforms over an eight-week period. Data were collected through a validated vocabulary achievement test administered before and after the treatment. Quantitative data were analyzed using descriptive statistics and paired-sample t-test. The findings revealed a statistically significant improvement in students’ vocabulary scores following the implementation of digital platforms (p < 0.05). Students also reported higher motivation and engagement during the learning process. This study concludes that digital platforms constitute an effective, accessible, and student-centered tool for improving vocabulary acquisition in EFL contexts. The results offer practical implications for English teachers and curriculum developers seeking to integrate technology in technology-limited or faith-based secondary schools in Indonesia.
The Effect of Interactive Video-Based Learning on Students’ English Learning Outcomes Sucipto; Sam Hermansyah; Yuliyanah Sain; Titin Rahmiatin Rahim
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.v13i1.5694

Abstract

The integration of technology in language teaching has become increasingly important to enhance student engagement and learning outcomes. This study examined the effect of interactive video-based learning on students’ English learning outcomes at SMA N 2 Kulisusu Utara, Southeast Sulawesi. Employing a one-group pretest-posttest pre-experimental design, the research involved the entire population of 17 students in Class XI. Interactive videos, developed using Canva and Edpuzzle with embedded quizzes, subtitles, and interactive tasks aligned with the 2022 Merdeka Curriculum, were implemented over eight weeks. English learning outcomes were measured through a validated achievement test covering vocabulary mastery, grammar, reading comprehension, and listening skills. Data were analysed using paired sample t-test with SPSS version 26. The results showed a significant improvement in students’ English learning outcomes after the intervention (pretest mean = 64.12, SD = 8.45; post-test mean = 81.76, SD = 7.23; t = 9.87, p < 0.001). Additionally, students reported high positive perceptions toward the learning media. These findings indicate that interactive video-based learning is an effective and engaging instructional strategy for improving English proficiency in senior high school settings, particularly in resource-limited madrasah environments. The study recommends wider adoption of interactive video technology and further research with larger samples and control groups.
Co-Authors A Halim Abd Aziz Muthalib Ahmad Muhlis Nuryadi Analiza Tanghal Andriani, Willy Angelica Ordanza Cortez Anwar Said Anwar Said Apriani Safitri Arviani, Vivin Cahyani, Adisthy Citra Prasiska Puspita Tohamba, Citra Prasiska Puspita Desi Zabidin elsa, elsa Fajriah Fajriah Fajriah Fajriah Faridawati Faridawati Faridawati Faridawati, Faridawati Fatnalaila, Fatnalaila Flores, Rosenell B. Hadriani, Hadriani Hijra Hijra, Hijra Indah, Tri Rusli Irmawati Irmawati Isamu, Kobajashi Togo Iwan Khairunnisa, Ulfah Maulina Maulina Maulina, Maulina Maulina, Maulina Muflihun, Muflihun Muhammad Ilham Nasrullah, Rahmat Nur Risky Alfiany Osabel, Arnie C. Pertiwi, Ratih Rahmat Nasrullah Rusli, Tri Indah Sachrul Muh. Saleh Sain, Yuliyanah Salim, Rahmawati Sam Hermansyah Sanhas, Tasman Sheryl Ann V. Narciso Sitti Nurfaidah Sucipto Syarief, Andi Rachmawati Syarif, Andi Rachmawati Syenja Aradhanawaty, Syenja Tanghal, Analiza Tanghal, Analiza B. Thomas . Tohamba, Citra Prasisca P. Villaflor, Mark Ren D. Wati, Renita Setia Willy Andriani Wirastin, Yulia