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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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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.
Exploring Learners’ Experiences with Tactile and Interactive Materials in Mandarin Language Learning for Visually Impaired Students Sukma; Dian Sari Unga Waru; Leni Cahyani; Andi Filsah Muslimat; Rizqi Awalia Ilma; Asmuliyati Nahnu
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.v12i3.4071

Abstract

Visually impaired students continue to encounter persistent barriers in foreign language learning because instructional practices often rely heavily on visual input, which limits their motivation and equitable participation in the learning process. This study addressed this gap by exploring whether multisensory Mandarin lessons could enhance engagement and motivation among visually impaired learners. A qualitative descriptive design was applied with 24 students at SLB A YAPTI Makassar. Data were collected through participant observation, semi-structured interviews, and a motivation questionnaire, then analysed thematically using Braun and Clarke's framework with triangulation to ensure credibility. The findings revealed three major outcomes: students expressed heightened interest and enjoyment, describing the lessons as novel and stimulating; they reported an increased sense of competence and confidence, though many requested slower pacing and more practice to master tonal distinctions; and they showed greater participation and peer interaction, fostering a more inclusive classroom environment. These results highlight the potential of multisensory approaches to reduce barriers in foreign language education, emphasising the need for teachers and policymakers to design adaptive strategies that support both accessibility and sustained motivation for visually impaired learners.
Teacher Strategies for Enhancing Senior High School Students’ Motivation in English Learning: A Case Study at SMAN 1 Barru La Sunra; Riska Amalia; Fitri Radhiyani; Suci Amalia
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.v12i3.4073

Abstract

This study examines the strategies employed by teachers to enhance the motivation of senior high school students in learning English at SMAN 1 Barru, Indonesia. Student motivation is a crucial factor influencing learning outcomes; yet, many learners struggle with low engagement, limited confidence, and anxiety when using English. Addressing this issue is essential for enhancing language proficiency and supporting national education objectives. A qualitative descriptive design was adopted, with data collected through semi-structured interviews involving six tenth-grade students. The interviews were analysed using Miles and Huberman's (2014) framework to identify recurring themes and patterns. The results revealed that two primary strategies — Active Learning and Reward Systems — significantly boosted student motivation. Active learning, through techniques such as group discussions, gamified quizzes, and brainstorming, created opportunities for collaboration, participation, and self-expression. Reward Systems, including praise, certificates, and bonus points, provided reinforcement that encouraged effort and perseverance. Together, these strategies not only increased enthusiasm but also reduced learning anxiety, making English learning more enjoyable and meaningful. The novelty of this study lies in highlighting how the combination of intrinsic and extrinsic approaches can sustain motivation in Indonesian EFL classrooms. This context has often been overlooked in prior research. The findings offer practical insights for teachers seeking to balance innovative methods with culturally relevant motivational practices. Future research involving larger and more diverse samples, along with teacher perspectives, is recommended to strengthen the applicability of these strategies across different educational contexts.
The Effectiveness of Using Powtoon-Based Learning Media on Learning Motivation and Listening Skills of Upper-Grade Students at UPT SD Negeri 2 Batu Linayanti; Muhammad Hanafi; Rustam Efendy Rasyid
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.v12i3.4087

Abstract

This study aims to determine the effect of using PowToon learning media on improving elementary school students' learning motivation and listening skills compared to conventional learning methods. The study used a quasi-experimental design with two classes: a control class and an experimental class. The population and sample in this study were all 81 upper grade students divided into a control class of 29 students and an experimental class of 52 students. Data collection techniques in this study included tests, observations, questionnaires, and documentation. The data analysis technique used the IBM Statistics application with the N-Gain Score formula. The analysis results showed that the experimental class using PowToon experienced a significant improvement in listening learning outcomes with an average N-Gain score of 0.79 (79.80%), which is considered high. In contrast, the control class only achieved an average N-Gain of 0.18 (18.67%), which is in the low category. Student learning motivation in the experimental class also showed significantly better results, with 96% of students in the excellent category, compared to the control class, where the majority (87%) were in the poor category. Furthermore, students' listening skills in the experimental class improved significantly, as evidenced by observations and questionnaires that recorded increased activity, focus, and understanding of the material. The data also showed that PowToon media was able to create a more interactive and enjoyable learning environment, encouraging students to be more active in asking questions, discussing, and expressing their opinions. Overall, the results of this study indicate that the use of PowToon learning media is effective in significantly increasing students' learning motivation and listening skills compared to conventional learning methods. Therefore, PowToon is recommended as an alternative innovative learning medium in elementary schools to create more meaningful and enjoyable learning.
The Transformation of Folklore into Digital Form: Innovation in Literature Learning in the Era of Generative AI Iis Aprinawati; Nurmalina
INTERACTION: Jurnal Pendidikan Bahasa Vol. 11 No. 1 (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.v11i1.4094

Abstract

This study aims to describe the process and impact of transforming local folklore into digital formats using generative AI technology as an innovation in literature education at the Elementary School Teacher Education Program (PGSD), Universitas Pahlawan Tuanku Tambusai. This research uses a Research and Development (R&D) methodology with a mixed-methods approach, encompassing a needs survey, product development, and effectiveness testing among PGSD students. The developed digital product consists of folklore reimagined through generative AI (including text, voice narration, automatic illustration, and interactivity) to enhance literary appeal and comprehension. The results indicate that the transformation achieved high satisfaction and readability scores among students, while also improving motivation, literary appreciation, and digital literacy skills. The findings also reveal several technical and conceptual challenges, such as content originality, quality of voice and illustrations, and readiness of lecturers and infrastructure. In conclusion, utilizing generative AI to transform folklore into digital learning materials is an innovative, feasible, and effective strategy for enhancing literature learning in the PGSD program at Universitas Pahlawan Tuanku Tambusai.
Teacher Strategies in Fostering Children's Empathy through Moral Story Learning in Lower Grades Iis Aprinawati; Nurmalina
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.v11i2.4095

Abstract

This study aims to describe teachers’ strategies in fostering children’s empathy through moral story-based learning in lower elementary grades. Empathy is a crucial aspect of children’s socio-emotional development that can be nurtured through literary literacy activities. This research employed a descriptive qualitative method involving grade 1–3 teachers in a public elementary school. Data were collected through classroom observations, in-depth interviews, and analysis of instructional materials. The findings reveal three main strategies: (1) selecting moral stories relevant to children’s daily lives; (2) implementing interactive storytelling with value reflection; and (3) conducting follow-up activities such as empathetic discussions and role-playing. These strategies effectively enhance students’ social awareness, emotional understanding, and prosocial behavior in lower grades. The study recommends ongoing literary literacy training for teachers to integrate empathy values into Bahasa Indonesia learning sustainably.
Integration of Literature Learning and Technology Through the Creation of Student Poetry Podcasts Iis Aprinawati; Nurmalina
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.v12i1.4096

Abstract

The development of digital technology has created new opportunities for literature learning in higher education, particularly in enhancing students’ creativity and literary appreciation skills. This study aims to describe the integration of literature learning and technology through the creation of poetry podcasts as a medium for expression and literary appreciation. The research employed a qualitative descriptive approach involving students from the Indonesian Language Education study program. Data were collected through observation, interviews, and documentation of students’ podcast projects. The findings indicate that producing poetry podcasts increases students’ interest in reading literary works, deepens their understanding of poetic aesthetics, and improves their speaking and creative thinking skills. The integration of technology in literature learning has proven effective in fostering contextual, interactive, and digitally relevant learning experiences.
The Students’ Perception and Satisfaction in the Kampus Mengajar Program at Seventh Semester of Universitas Pendidikan Muhammadiyah Sorong Martha Rosina Gefilem; Rizqi Claudia Wardani.H; Raisa Anakotta
INTERACTION: Jurnal Pendidikan Bahasa Vol. 10 No. 2 (2023): 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.v10i2.4200

Abstract

This study examines students’ perceptions and satisfaction toward the Kampus Mengajar program among seventh-semester students at Universitas Pendidikan Muhammadiyah Sorong. The program, part of the Merdeka Belajar Kampus Merdeka (MBKM) initiative, aims to provide students with teaching experience and opportunities for professional growth beyond the classroom. Employing a mixed-method approach, the study combined quantitative and qualitative data. Eight students from different study programs participated, representing those who had joined Kampus Mengajar. Data were collected through a questionnaire consisting of 25 close-ended items to measure satisfaction and an interview with seven open-ended questions to explore perceptions. The findings indicate that students generally perceive Kampus Mengajar as a valuable and meaningful program. They reported gaining teaching experience, improving communication and classroom management skills, developing self-confidence, and expanding professional networks. Despite these benefits, some students noted challenges such as delayed stipends, school placements that did not match their study fields, and limited credit conversions. Quantitative data revealed an average satisfaction rate of 76.3%, categorized as high satisfaction. Overall, Kampus Mengajar is considered an effective program that enhances students’ academic and professional readiness, though improvements in administrative and placement systems are still needed.
Repeated Reading Technique and Its Role in Enhancing Students’ Reading Comprehension Yokbeth Sirwa; Nursalim
INTERACTION: Jurnal Pendidikan Bahasa Vol. 10 No. 2 (2023): 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.v10i2.4227

Abstract

This study investigates the effect of the repeated reading technique on students’ reading comprehension at the tenth grade of MA Muhammadiyah Aimas during the 2021/2022 academic year. The research used a pre-experimental design with one group receiving a pre-test and post-test. The participants consisted of 10 students selected through purposive sampling. Data were collected using a multiple-choice reading comprehension test and analyzed quantitatively using descriptive statistics and a normalized gain (N-Gain) formula. The results showed that the students’ mean score increased from 36.00 in the pre-test to 72.50 in the post-test, with an N-Gain score of 57.03%, indicating a “quite effective” category. These findings suggest that repeated reading helps students improve their understanding of descriptive texts by increasing their reading fluency and comprehension accuracy. The study concludes that repeated reading is an effective technique for teaching reading comprehension and recommends its use as an alternative strategy in English classrooms.
A Cognitive Approach to Teaching Pronunciation through Tongue Twisters Maria Monika Balinayan; Nurteteng
INTERACTION: Jurnal Pendidikan Bahasa Vol. 11 No. 1 (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.v11i1.4229

Abstract

This study examines the effectiveness of a cognitive approach in teaching pronunciation through tongue twisters among seventh-grade students at SMPTK Diaspora, Sorong. Indonesian EFL learners often face pronunciation problems caused by first language interference and limited exposure to authentic English sounds. Previous studies have shown that tongue twisters improve pronunciation accuracy, but few have explored how they support pronunciation from a cognitive perspective. This research aims to determine whether tongue twisters can enhance students’ pronunciation by engaging attention, memory, and self-monitoring processes. A pre-experimental design with a one-group pretest–posttest model was employed. The participants were 26 seventh-grade students selected from a total population of 37. Data were collected through pronunciation tests administered before and after treatment and analyzed using the Paired Sample T-test in SPSS 20. The results showed a significant improvement in students’ pronunciation scores, with the mean rising from 46.92 in the pretest to 65.88 in the posttest (p = 0.001 < 0.05). This indicates that tongue twister practice had a positive effect on pronunciation performance. The findings suggest that tongue twisters help learners internalize correct sound patterns by promoting focused attention, memory activation, and articulatory awareness. Applying a cognitive approach through tongue twisters effectively improves students’ pronunciation and creates an engaging learning experience. This study contributes to pronunciation pedagogy by linking cognitive theory with classroom practice and offers practical insights for teachers in similar EFL contexts.

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