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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 406 Documents
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Improving Speaking Skills through Animated Films Containing Character Values among Students of SD Negeri 112320 Aek Kota Batu Oom Rohmah Syamsudin; Husnul Khotimah; Khairullah; Muhammad Alfian Tuflih; Juli Yani
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.v12i1.3061

Abstract

low interest of students in storytelling activities. Many students showed reluctance to participate actively, often engaging in off-topic conversations or joking with peers during class. This behavior reflected a lack of enthusiasm and motivation toward storytelling lessons. The purpose of this research was to improve the storytelling skills of fourth-grade students (Class IV A) through the use of animated films containing character values. The research method used was Classroom Action Research (CAR). The results demonstrated that the use of character-based animated films effectively enhanced students’ storytelling abilities. Improvements were observed in the learning process, including increased student engagement, focus, enthusiasm, and confidence in speaking in front of the class. In terms of outcomes, the average storytelling score improved from 55 in the pre-action stage to 68 in Cycle I, and further increased to 76 in Cycle II, reaching a good category. These findings indicate that both the process and product of students' storytelling skills significantly improved through the use of animated films with character values.
The Character Values Instilled by the Main Character in the Novel Semesta Cinta Zahara by Fittriyu Siregaru Syamsidar, Raja; Nisa'el Amala; Muhammad Alfian Tuflih; Mayong; Juli Yani
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.v12i1.3062

Abstract

This article aims to analyze the main characters in the novel Semesta Cinta Zahara by Fittriyu Siregaru and to identify the character values instilled by the protagonist. This qualitative descriptive research focuses on two main objectives: (1) to describe the main characters in the novel Semesta Cinta Zahara, and (2) to examine the character values embedded by the protagonist throughout the narrative. The data source for this study is the novel Semesta Cinta Zahara itself. The findings reveal that the protagonist embodies and promotes several key character values, which are grouped into three categories: (a) politeness, (b) diligence in worship and prayer, and (c) responsibility. These values are consistently portrayed through the protagonist’s actions and interactions, making the novel a potential medium for character education.
A Literature Review on Virtual Reality Study in EFL Context Sylvia
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.v12i1.3148

Abstract

This literature review investigates how Virtual Reality (VR) is implemented and how it impacts learning in the context of English as a Foreign Language (EFL). With the advancement of immersive technologies, Virtual Reality (VR) has become a promising tool to foster language learning by providing engaging, authentic and interactive environments. This review scrutinizes research studied in 2025, 2024, 2023 and 2022 that explores the utilizing of VR in boosting different language skills, including listening, speaking and writing. The findings indicate that immersive technologies such as VR, AR, and AI significantly enhance EFL learners’ language proficiency, critical thinking, motivation, and transferable 21st-century skills. Yet, the review also points out several challenges, such as limited resources, large class sizes, insufficient institutional support, teachers’ low TPACK, short VR exposure time, lack of scaffolding, low realism and interactivity in VR content, occurrences of cybersickness, and the limited scope of studies. Future research should adopt rigorous experimental designs, explore underrepresented language skills, examine affective and contextual factors, and prioritize teacher professional development to ensure effective, inclusive, and sustainable integration of immersive VR in EFL instruction.
Artificial Intelligence in EFL Reading Instruction: A Systematic Literature Review Sylvia
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.v12i1.3149

Abstract

The integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) teaching represents a significant shift in the evolution of contemporary literacy education. While AI has been extensively researched in speaking and writing, its pedagogical application in reading instruction remains relatively under-researched. This systematic literature review was conducted by synthesizing empirical research published in 2025, 2024 and 2023 that investigated the use of AI-based tools and platforms in EFL reading contexts. Based on a collection of journal articles that have been reviewed, the results of the review include pedagogical implementation of artificial intelligence in EFL reading instruction, current developments in the use of artificial intelligence in EFL reading instruction, empirical findings from previous studies, research gaps, practical and theoretical directions for the use of artificial intelligence in EFL reading instruction and recommendations for future research. The findings are that AI helps to improve students' reading motivation, learner engagement, reading performance, learner autonomy, cognitive and emotional engagement, task performance, inferencing skills and self-regulated learning. Undoubtedly, there are many things that need to be considered in the use of AI, such as technological accessibility, individual learner differences, ethical concerns and teacher preparedness. Then, the results of the analysis of previous research recommend the need for teacher training, important implications for learning design, and future research directions that view AI as a transformational catalyst in EFL reading education.
Framing Transformation in Digital Political Communication: An Analysis of the Role of Political Influencer Denny Siregar on Social Media Henry Sianipar; Pritha Ayodya; Andreas Sainyakit; Miftahol Anwar; Bagus Sudarmanto
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.v12i1.3160

Abstract

This study analyzes the framing transformation carried out by Denny Siregar as a political influencer on Indonesian social media during the period of 2014–2024. Using a qualitative approach with a constructivist paradigm and Robert Entman's framing analysis model, this research explores how Denny Siregar went through three significant transformation phases: the Ahok supporter phase (2014–2017), the Jokowi supporter phase (2014–2022), and the Jokowi critic phase (2022–2024). Data were collected through social media content analysis on Facebook, Twitter, Instagram, and YouTube, as well as secondary document analysis. The findings show that the framing transformation was influenced by political, economic, social media technology factors, and audience dynamics. In the Ahok supporter phase, the framing focused on bureaucratic reform and anti-corruption narratives using good personification strategies and moral polarization. The Jokowi supporter phase featured narratives of infrastructure development and counter-framing against opposition using selective data. The Jokowi critic phase employed betrayal narratives and historical reframing with value consistency positioning. This transformation impacted follower composition changes of up to 30% and a decline in engagement of up to 40%, while increasing discussion polarization. This research contributes to the development of framing theory by adding temporal and dynamic dimensions in social media contexts and offers practical insights into digital political communication strategies and their implications for Indonesian democracy.
An Analysis of Indonesian Spelling Errors in Short Stories Written by Eleventh-Grade Students at SMA Nurul Ibrahimi Rantauprapat Juli Yani; F. Ferdiawan; Imam Tazali; Hadi Wibowo; Khoerotun Nisa Liswati
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.v12i1.3223

Abstract

This study analyzes errors in the use of Indonesian spelling in short story texts written by eleventh-grade students at SMA Nurul Ibrahimi. Common errors include the incorrect use of capital letters and punctuation that do not align with the General Guidelines for Indonesian Spelling (PUEBI). The causes of these errors include a limited understanding of spelling rules, the influence of informal language, and a lack of writing practice. This study employs a descriptive qualitative approach, with primary data consisting of students’ short story texts and secondary data from relevant literature. The results show frequent errors in the use of capital letters at the beginning of sentences, in names, and in place names. Punctuation errors often involve the use of commas, periods, and quotation marks. The study recommends practice-based learning to improve students’ skills in using correct spelling.
English Language Acquisition Challenges and Opportunities in Junior High Schools in Lampung, Indonesia Annisa Delyana; Viola Anggita Firstiani; Gita Dwi Wulandari; Cahya Rabil Saputra; Charin Gita Veronika; Nuryansyah Adijaya
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.v11i2.3286

Abstract

This study explores the language learning factors: challenges and opportunities in the acquisition of English as a Foreign Language (EFL) among junior high school learners in Lampung, Indonesia. Adopting a mixed-methods approach, it involved 120 eighth-grade students from three public schools and utilized proficiency assessments, classroom observations, and semi-structured interviews with students and teachers. Quantitative results indicated moderate proficiency, with significant weaknesses in speaking fluency and listening comprehension. Meanwhile, qualitative data revealed that grammar-focused instruction, limited English exposure, and learner anxiety were key obstacles to effective acquisition. Thematic analysis identified three major issues: the predominance of traditional teaching methods, low student confidence in communicative tasks, and limited engagement with English-language media. These findings underscore the need for more communicative and enriching classroom practices and learner-centered approaches. The study offers context-specific pedagogical recommendations and highlights directions for future research in similar EFL settings.
Enhancing Academic Writing Through Critical Thinking Learning Logs among Indonesian EFL University Students Ratu Anisa Kafur; Astri Rahma Wati; Olivia Anava; Dwi Oktaviani; Indri Lestari; Nuryansyah Adijaya
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.v12i1.3288

Abstract

Integrating critical thinking (CT) into English as a Foreign Language (EFL) writing instruction presents ongoing challenges, particularly in non-Western academic settings such as Indonesia. Therefore, this study investigates using CT-oriented learning logs to improve academic writing performance among EFL university students at STKIP PGRI Lampung. The research aimed to enhance students’ ability to develop coherent arguments and express reasoned perspectives in writing. Employing a mixed-methods design, the study involved 35 second-semester students who participated in a 14-week intervention that combined opinion writing, summary tasks, and reflective responses. Quantitative data were collected through pre- and post-tests assessed using holistic and analytical rubrics, while qualitative data were derived from thematic analysis of students’ reflective logs. Results indicated significant improvements in writing fluency, argumentative structure, and quality of reasoning. However, aspects such as the clarity of topic sentences and paragraph cohesion remained areas for development. The findings contribute to the growing literature on CT in EFL contexts and demonstrate that structured reflective practices can effectively support the development of academic writing. This study offers practical implications for EFL educators aiming to integrate critical thinking into writing pedagogy through accessible and contextualized strategies.
Students' Perception of the Effectiveness of Using Duolingo Application as a Foreign Language Learning Platform Benny Putra; Syamsu T; Nurul Faradillah; Sam Hermansyah
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.v12i1.3459

Abstract

This study aims to explore students' perceptions of the effectiveness of using Duolingo as a foreign language learning platform for first semester English education students. The researcher identified the extent to which Duolingo app is effective in assisting foreign language learning and evaluated how effective the app is in assisting students in foreign language learning. A descriptive qualitative approach was used, and data were collected through observation, questionnaires, and interviews with second-semester students of the English Education Study Program at Universitas Muhammadiyah Sidenreng Rappang. The findings show that most students have a positive perception of Duolingo. They found the app easy to use, interesting, and helpful in understanding and memorizing vocabulary. Features such as repetition, daily reminders, and interactive design were found to increase learning motivation and student engagement. However, Duolingo's effectiveness in a structured classroom setting was considered neutral due to limitations in its integration into formal teaching methods. Overall, Duolingo is considered an effective tool for self-directed English vocabulary learning.
The Influences of Using Quizizz in Student’s English Learning Outcomes Abdul Jalil Jum’uatullaila; Buhari; Syahrir L; Sam Hermansyah
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.v12i1.3526

Abstract

This research aims to examine the influence of using Quizizz, a game-based digital learning platform, on students' English learning outcomes at SMA Muhammadiyah Pangsid. This study employs a quantitative approach with a quasi-experimental design using pre-test and post-test assessments to measure the impact. The sample consisted of 20 students selected through simple random sampling. Data collection techniques included reading tests, questionnaires, observations, and statistical analysis using paired sample t-test. The results show a significant improvement in students’ English proficiency after using Quizizz, indicated by the average score increase from 26.55 (pre-test) to 38.75 (posttest). Questionnaire analysis revealed that students responded positively to the use of Quizizz, with high levels of motivation, engagement, and enjoyment. Observational data also demonstrated increased classroom participation and collaboration. These findings suggest that Quizizz not only enhances academic performance but also fosters a more interactive and engaging learning environment.

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