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INTERACTION: Jurnal Pendidikan Bahasa
Published by Universitas Pendidikan Muhammadiyah Sorong
ISSN : 24069558     EISSN : 24069566     DOI : https://doi.org/10.36232/interactionjournal
Core Subject : Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Other
The focus of INTERACTION: Jurnal Pendidikan Bahasa is to provide a platform for researchers, educators, and practitioners to share innovative research and practical insights within the realm of language teaching and literature. The journal particularly emphasizes studies that explore effective teaching methodologies, language acquisition, curriculum design, and the integration of technology in language education. In addition, it welcomes research on applied linguistics, sociolinguistics, and psycholinguistics, as they relate to language teaching practices. The scope of the journal also includes a focus on literary analysis, interpretation, and criticism, especially how literature can be incorporated into the classroom to foster critical thinking and cultural understanding. Specific topics of interest range from the teaching of literature in multicultural settings, literary pedagogy, and comparative literature to the role of literature in language development and intercultural competence. The journal seeks contributions that address contemporary challenges and propose creative solutions within these areas, aiming to bridge theory and practice in language education and literary studies.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 385 Documents
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The Analysis of English Teachers Teaching Style and Their Effect on Students Interest at SMP Negeri 3 Sorong City Peter Manuputty; Lusia Hadia; Agustinus Lia Masan
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.v11i2.80

Abstract

The objective of the research (1) the teaching styles applied by the English teachers at SMP N 3 Sorong City (2) the effects of English teachers teaching styles on students’ interest in learning at SMP N 3 Sorong City. This research uses Descriptive qualitative method. Subject of this research are seventh grade, eighth grade and ninth grade of SMPN 3 Sorong City. Respondents consisted of 3 English teachers and six students. The data gathered through observation, interview and documentation. The results of this research showed that (1). The English teacher at SMPN 3 Sorong City applied 3 teaching style namely expert formal authority, and facilitator (2) the researcher elaborated student’s interest into 5 categories which are based on Slameto theory are attention, willingness, feeling happy, teaching materials and teachers’ attitude and participation.
Exploring the Stages of Project-Based Learning for Enhancing Speaking Skill in Indonesian EFL Classroom Ahsan Muzri. S; 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.v11i2.92

Abstract

The objective of this research is to know the stages of project-based learning in Indonesian EFL classroom in order to enhance students’ speaking skill. This study used experimental design. The sample of this study was twelfth grade students of SMAN 2 Sidenreng Rappang in academic year 20023/2024. The researcher used random sampling technique to get the sample, the students of XII MIPA 6 was selected to be the sample of the research. The researcher used speaking test which conducted in pretest and posttest as research instrument to know the progress of students’ speaking skill after implementing project-based learning in the treatment. The research results show that there are seven stages of project based learning which the researcher implemented in this research such as: The formulation of expected learning outcomes, Understanding the concept of teaching material, Skills training, Designing the project theme, Making the project proposal, Executing the project task, and Presentation of the project report. In implementing project-based learning in teaching speaking in Indonesian EFL classroom has significantly enhanced students’ speaking skill. The results demonstrated that the students' mean score increased from 15.88 in the pre-test to 18.81 in the post-test, indicating an improvement. This reflects 18.5% enhancement in the students' speaking performance from pre-test to post-test.
Assessing Pre-Service Teachers' Competence in Teaching English to Young Learners Jumrah, Jumrah; Sunra, La
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.v11i2.110

Abstract

The purpose of this study is to assess pre-service teachers' competency in teaching English to young learners, with a focus on essential pedagogical and communicative skills. A mixed-methods approach was applied, utilizing quantitative surveys, standardized tests, semi-structured interviews, focus groups, and classroom observations. Data were gathered from 24 pre-service teachers in the English Education Department at the Faculty of Education and Teacher Training, UIN Mataram. Quantitative findings from Likert-scale questionnaires and standardized assessments indicate moderate confidence in pedagogical skills but reveal significant gaps in practical application, especially in lesson planning, classroom management, and adapting teaching strategies. The study highlights the need for comprehensive training in crafting age-appropriate lesson plans, employing diverse teaching styles, and establishing effective classroom management. Regarding communication, pre-service teachers were generally comfortable giving instructions and promoting participation but needed improvement in clarifying complex topics, providing constructive feedback, and adapting communication to varied student needs. Qualitative insights reveal that pre-service teachers often feel unprepared for real-world classroom challenges, underscoring the importance of hands-on training that mirrors classroom dynamics. Classroom observations confirm these findings by reflecting variation in instructional and communicative effectiveness. These results emphasize the need for teacher education programs to intensify practical, hands-on training, enhancing readiness for teaching English to young learners and contributing to a more robust foundation in pre-service teacher preparation.
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.
Cartesian Doubt Encourages Critical Thinking in Education Wesly Baan
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (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.v12i1.172

Abstract

Critical thinking is a fundamental competency in modern education, enabling students to filter information, evaluate arguments, and make logical decisions. René Descartes, through the method of doubt (Cartesian Doubt), offers a systematic approach to building solid knowledge. This article analyzes the relevance of Descartes' method of doubt to education through three steps: theoretical, reflective, and applied. The study found that the principle of "Cogito, ergo sum" encourages students to think independently, be healthily skeptical, and reflect on information. Descartes' method of doubt can be applied through inquiry-based learning, reflective curriculum design, and critical analysis-based evaluation. These findings provide important contributions to educational strategies oriented toward the development of critical thinking skills in the era of globalization.
Developing English Speaking Materials for Islamic High School Students: Learning Needs and Practicality Purwati, Diana; Yasin, Ilyas; Karmila; Arifudin
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.v11i2.215

Abstract

The development of English speaking materials that meet with students’ learning specific needs of Islamic high school students is essential for enhancing their communicative competence while aligning with their cultural and educational contexts. Even though learning resources for speaking skill have been developed, the learning resource, textbook, that design for enhancing EFL students’ speaking skill and meet with their learning needs at Islamic Institution is still rare. This study aims to design, validate, and assess the practicality of English speaking materials that support the speaking skill of these learners. Using Research and Development study (R&D) consisting of four stages: define, design, develop, and dessiminate. Thirty students were involved in this study at one of Islamic Senior High Schools in West Nusa Tenggara Provinces, Indonesia. A comprehensive needs analysis was conducted through surveys and classroom observations to identify students’ linguistic requirements, preferences, and challenges. The findings showed that the majority of the students aim to master the speaking skill that incorporating Islamic themes and communicative activities as it meets with their context and culture. Expert evaluations confirmed the validity of the learning materials, highlighting their linguistic accuracy, relevance, and cultural appropriateness which clearly showed 93%, and 90% respectively. The study concludes that the development of learning resources that integrating Islamic values and communicative language teaching principles is fundamental for Islamic senior high school students to support their speaking skill. Keywords: English speaking materials, Islamic high schools, needs analysis, validity, ESP
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).
Google Drive as Instructional Media to Facilitate Students’ Assignment Submission: Opportunities and Challenges Andi Bulkis Magfirah Mannong
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.v11i2.278

Abstract

In the 21st century of learning, the usage of technology has become an important role in education. Google drive, as media in collecting assignment, is able to improve the effectiveness and efficiency of student assignment management. This study aims to explore the use of Google Drive in the submission of student assignments in English language learning. This study used a descriptive qualitative method by using questionnaire as a technique in data collection. The subjects of this study were 50 English department students. The results showed that besides assisting students in assignment collection management and increasing technological literacy, the use of technology also helps improve student collaboration and independent learning.   However, it also found that the challenges faced by the students are not only related to accessibility, but also the lack of understanding Google Drive features, thus it makes some students are errors in uploading assignments. This study concluded that Google Drive can help to improve the quality of English language learning with some adjustments related to technical constraints and understanding of Google Drive features need to be overcome to make the assignment collection process goes smoothly and effectively.
Exploring English Education Department Students’ Challenges in Adopting IPA for Pronunciation Accuracy Abraham, Najwa Syah; Safira, Serlina Yulia Alfian; Rohmana, Wahyu Indah Mala
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (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.v12i1.332

Abstract

The difficulties that students in the English Education Department encounter when attempting to accurately pronounce words using the International Phonetic Alphabet (IPA) are examined in this study. Using a descriptive qualitative method, data were collected through questionnaires and interviews with students who were familiar with IPA. Significant challenges are shown by the data, such as trouble connecting symbols to sounds, a lack of practice opportunities, and a lack of instructional tools. Students recognize the value of IPA in enhancing pronunciation in spite of these obstacles, and they indicate a great desire for a more comprehensive and engaging education. To improve IPA education, suggestions include using audio-visual aids, doing more practice sessions, and utilizing collaborative learning techniques. These results offer insightful information for enhancing phonetics instruction and helping students gain self-assurance and pronunciation skills. What makes this study important is its focus on the practical challenges faced by students in mastering IPA, an area that is critical for language educators yet often overlooked in curriculum design. By identifying specific barriers and proposing targeted solutions, this research provides a unique contribution to phonetics instruction. Furthermore, it emphasizes the role of innovative teaching methods in building students' confidence and pronunciation skills, offering a foundation for future studies aimed at bridging the gap between theory and practical application in English education.
English Speaking Instructional Model for the 8th Grade Students: A Single Case Study at SMPN 2 Blitar Sofansyah, Nurma Atalsa; Supriyono; Aini, Miza Rahmatika
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (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.v12i1.429

Abstract

English speaking has become a central focus in public school language instruction as a response to the increasing demand for global communication skills. To improve students' speaking proficiency, various instructional models have been implemented, one of which is the English-Speaking Instructional Model. This study aims to investigate how the model is applied to eighth-grade students at SMPN 2 Blitar. Employing a qualitative descriptive research design, data were collected through classroom observations, teacher interviews, and documentation analysis. The findings indicate that English teachers utilized instructional approaches such as ICARE (Introduction, Connect, Apply, Reflect, Extend) and Project-Based Learning to promote student engagement in communicative tasks. These tasks were carefully structured based on the annual and semester teaching plan, in alignment with the Merdeka Curriculum's emphasis on student-centered learning. Additionally, teachers integrated various digital and printed resources, including materials from the Internet and official platforms provided by the Ministry of Education to enrich the teaching and learning process. The study concludes that the effective application of this model, supported by appropriate instructional planning and resource selection, plays a significant role in enhancing students’ speaking abilities. It also underscores the need for ongoing teacher development to support innovative and adaptive English language instruction.

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