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Engelina Salainti
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Education Environmental Science Languange, Linguistic, Communication & Media Other

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Understanding Students' Views on English as the Medium of Instruction: Insights from Non-English Majors Alan Hubert Frederick Sanger; Engelina Salainti
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 3 (2025): 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.v12i3.4066

Abstract

This study explores the perceptions of non-English major students toward the use of English as a medium of instruction (EMI) in a general English class. The growing implementation of EMI in higher education aims not only to enhance students' English proficiency but also to prepare them for the academic and professional demands of a globalised context. However, for students outside English-related disciplines, this practice often presents both opportunities and challenges that require closer investigation. Using a qualitative approach, semi-structured interviews were conducted with four first-year students from various majors at a higher education institution in Manado, Indonesia. The interviews focused on students’ experiences, perceptions, difficulties, and motivation when taught in English. The findings revealed that while most students initially faced comprehension difficulties, particularly in understanding unfamiliar vocabulary and complex grammatical structures, they also recognised the long-term benefits of EMI. Students reported increased motivation, greater exposure to English in authentic contexts, and improvements in communication skills. Nonetheless, several participants emphasised the importance of employing adaptive strategies, such as incorporating bilingual explanations, interactive activities, and practical examples, to support understanding and alleviate anxiety. The study demonstrates that EMI has the potential to influence students' language development and learning attitudes positively. However, its effectiveness depends on how well teaching strategies address the diverse needs of learners with varying levels of proficiency. These insights provide valuable implications for lecturers and educational institutions in designing inclusive instructional models that balance English exposure with accessibility, ultimately fostering both language acquisition and academic success among non-English major students.
Digital Challenges for the Teaching Profession: An Analysis of English Education Students' Perceptions of AI's Potential as a Competitor to Teachers Engelina Salainti; Boy Lumoindong
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 3 (2025): 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.v12i3.4070

Abstract

The rapid advancement of artificial intelligence (AI) has created new opportunities and challenges in education, especially for future English teachers. While AI has been widely applied in language learning through adaptive platforms, chatbots, and mobile applications, concerns remain about its potential to compete with or even replace teachers. This study seeks to analyze the perceptions of English education students regarding AI’s role in English language learning and its implications for the teaching profession. The research employed a qualitative approach using semi-structured interviews with senior students of the English Education Department at Klabat University, who are preparing to graduate and enter the teaching field. Data were analyzed using content analysis to identify key themes. The results indicate that students generally view AI as a supportive tool that makes learning more accessible, flexible, and engaging. They recognize AI's strengths in providing practice opportunities, quick feedback, and personalized learning experiences. However, participants unanimously stressed that AI cannot replace teachers due to its lack of human qualities such as empathy, motivation, and emotional understanding. They emphasized the importance of teachers in guiding, inspiring, and addressing students' personal and affective needs, which remain beyond the capacity of AI to fulfill. The findings also reveal two major challenges: the need for teachers to continually adapt to technological changes and the risk of students becoming overly dependent on AI. This study contributes to the growing discussion on digital challenges in teacher education, offering insights into how prospective teachers envision striking a balance between AI and human educators in the digital era.
A Comparative Analysis of ELT Curriculum Approaches: Traditional vs Digital Material Integration Engelina Salainti; La Sunra; Syarifuddin Dollah
INTERACTION: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2024): 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.v11i2.111

Abstract

ABSTRACT This study examines the comparative effectiveness of traditional and digital material integration within English Language Teaching (ELT) curriculum, focusing on their respective impacts on student engagement, language proficiency, and learner autonomy. Traditional ELT approaches, grounded in structured, teacher-led instruction using textbooks and printed resources, have provided stability and reliability in language learning. However, the advent of digital materials has introduced interactive, personalized learning experiences through multimedia and online platforms, enhancing flexibility and student engagement. Employing a mixed-methods approach, the research collected data via surveys and interviews from a sample of pre-intermediate English students to explore preferences, challenges, and perceived benefits of each approach. Findings indicate that while traditional materials excel in delivering organized content and structured practice, digital materials significantly boost engagement, autonomy, and real-world application of language skills. Notably, learners expressed a preference for a blended approach, where traditional resources provide foundational knowledge and digital tools supplement with interactive exercises and multimedia exposure. Despite the advantages, digital integration also presented challenges, such as technological access issues and potential cognitive overload. This study concludes that a balanced integration of both traditional and digital materials can address diverse learner needs, supporting structured language acquisition while promoting engagement and adaptability in dynamic educational contexts. The results offer practical insights and best practices for curriculum developers and educators aiming to enhance language learning outcomes by combining traditional and digital methods.
Investigating Learner’s Experiences with AI-Enhanced Interactive Materials in Developing English Language Proficiency Engelina Salainti; La Sunra
INTERACTION: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2024): 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.v11i2.242

Abstract

This study investigates two aspects: the English language learners' experiences and perceptions when using AI-enhanced interactive materials to develop their English language proficiency. Learning experience using AI in today's modern era is a common thing and is commonly used by students, especially English learners. The rapid development of technology has created several tools that help several fields, especially in English Education. AI-powered tools are created, and digital technologies continue to transform language learning environments. It is crucial to understand how emerging AI-powered tools impact the learner experience. The study explores the affordances and challenges of AI-enhanced interactive materials from the perspectives of language learners. Using a mixed-methods approach, by doing interviews and giving questionnaires the research collects and analyzes data on learners' engagement, motivation, skill development, and overall satisfaction with AI-powered learning resources. The results provide important preliminary information about the use of AI to improve interactive language learning materials in English learner classrooms and suggest directions for using these technologies effectively to build students' ability with oral academic English. This article is part of the thematic collection: Pedagogical Applications of AI In SLA (Second Language Acquisition).
Analyzing Student Perceptions of Gamified Assessment: A Case Study of Quizizz in Higher Education English Classes Engelina Salainti; Gabriella Alleid Dian Baureh
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 4 (2025): 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.v12i4.4366

Abstract

A higher education landscape that has been digitized encourages the need for an assessment method that is more interesting and effective. This background is in contrast to the classic problems, where the traditional assessment method often triggers anxiety and the lack of students’ engagement. As a solution, gamification, especially through platforms such as Quizizz, was proposed to transform the assessment experience. However, empirical research that has students’ specific perceptions in the context of English classes in higher education institutions is still limited. To address this gap, mixed-methods research with a case study approach is conducted. Data gathered through a survey questionnaire (quantitative) covering cognitive, conative, and affective aspects of perceptions, and semi-structured interviews (qualitative) from the students who use Quizizz. The key findings revealed that overall, the students’ perceptions of Quizizz were positive. This study emphasized that Quizizz is an effective assessment tool and is liked in the context of English class in higher education institutions. This study not only provides practical insight to educators on implementing more engaging assessments but also contributes to the theoretical understanding of the impact of gamification on students’ learning perceptions.
Co-Authors Alan Hubert Frederick Sanger Boy Lumoindong Gabriella Alleid Dian Baureh La Sunra Syarifuddin Dollah