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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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Meta AI for High School Students: A Suitable Tool to Improve English Writing Skills Irda Fitriana HS; Yeni Rahmawati; Sunarti
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.v12i4.2683

Abstract

In the current digital era, the integration of artificial intelligence (AI) into education has significantly reshaped how students access and engage with learning materials. Among various innovations, AI-powered tools such as Meta AI have gained attention for their potential to assist students in developing essential language skills, particularly in English writing. As writing remains a fundamental yet challenging aspect of language learning, it is important to understand how students perceive the role of AI tools in supporting their academic progress. This study investigates high school students’ perceptions of Meta AI as an accessible and affordable platform for improving their English writing skills. Grounded in the context of the growing presence of AI in education, the study examines three core dimensions: accessibility, affordability, and perceived effectiveness in writing development. A quantitative descriptive method was used, employing a structured questionnaire administered to 78 vocational high school students in Samarinda, Indonesia. The findings indicate that most students find Meta AI easy to access and use, particularly across commonly used devices and in both school and home settings. Students also perceive the platform as cost-effective, reporting no need for financial investment or expensive equipment. In terms of writing support, students agree that Meta AI helps improve grammar, expand vocabulary, and organize ideas more clearly. However, some challenges were identified, such as limited functionality under slow internet conditions and mixed perceptions when comparing Meta AI to paid writing tools. This study suggests that Meta AI holds promise as a democratizing tool in English writing instruction, especially in resource-limited educational environments. The results underscore the importance of improving digital infrastructure and developing strategies to enhance user engagement for long-term learning benefits.
Exploring Students’ Perceptions of Speaking Practice with Procedural Texts to Improve English Fluency Dwi Ayu Lestari; Yeni Rahmawati; Rani Herning Puspita
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.v12i4.2684

Abstract

English speaking skills are fundamental for success in the global era, yet many students face significant challenges in developing these abilities, particularly due to anxiety, limited vocabulary, and uninspiring instructional methods. This study explores students’ perceptions of using procedural texts as a strategy to improve their English-speaking fluency. Procedural texts, which provide structured and systematic language patterns, are believed to enhance students’ ability to articulate ideas coherently while reducing speaking anxiety. Employing a qualitative descriptive approach, data will be collected through semi-structured interviews and classroom observations involving six vocational high school students majoring in automotive engineering, who have been selected by gathering students with the highest and lowest English scores from each class. From each of the three classes, two students are chosen, one with the highest and one with the lowest score, resulting in six participants. Each of the Thematic analyses was used to identify recurring patterns in students' experiences and viewpoints. This study holds significance as it provides empirical insights into alternative pedagogical approaches aimed at addressing common challenges to speaking proficiency among vocational students, an often-underrepresented population in second language acquisition research. The implications of the study suggest that integrating procedural texts into English instruction can effectively improve speaking fluency and reduce anxiety, particularly for students in vocational settings. However, the study's limitations, including the small sample size and its focus on a specific group of students from a single vocational field, suggest the need for further research with larger and more diverse samples to explore the broader applicability and long-term effects of procedural text-based instruction.
The Role of Gamification and Interactive Learning in Deep Learning for EFL Students Rizkyka Febrianisa; Abdul Halim; Dzul Rachman
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.v12i4.2914

Abstract

This study examines the impact of gamification and interactive learning on students’ achievement and engagement in English as a Foreign Language (EFL), alongside their perceptions of the learning environment. Employing a quasi-experimental posttest-only control group design, 60 eleventh-grade students at MAN 1 Samarinda were randomly assigned to an experimental group (gamification via Baamboozle) or a control group (conventional instruction). Data collection instruments included engagement observations, achievement tests, and Likert-scale perception questionnaires. Statistical analyses comprised normality and homogeneity tests, independent t-tests, and N-Gain calculations using SPSS. Results indicate that the experimental group significantly outperformed the control group (posttest means: 91.00 vs. 85.33, p=0.005) and exhibited higher engagement levels. Positive student perceptions were reported regarding motivation, teacher-student interaction, and learning atmosphere, though vocabulary development requires further focus. The integration of gamified elements with interactive learning promotes effective, meaningful, and engaging educational experiences. Continued application and adaptation of gamification strategies are recommended, with future research advised to explore long-term effects on communication skills.
Exploring EFL Students’ Engagement and Learning Outcomes through AO3 Fanfiction: A Descriptive Study at SMAN 1 Tenggarong Aji Evita Hanifa; Khusnul Khatimah; Ade Ismail Ramadhan Hamid
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.v12i4.3072

Abstract

This study explores the influence of reading fanfiction on the Archive of Our Own (AO3) platform on students’ engagement with English narrative texts and the perceived learning benefits for English as a Foreign Language (EFL) learners. Conducted at SMAN 1 Tenggarong, East Kalimantan, the study involved 38 high school students who actively engage with fanfiction on AO3. Using a quantitative approach, data were collected through a 14-item online questionnaire and analyzed using SPSS version 26 for reliability, validity, and descriptive statistics. The findings reveal that students showed high motivation when reading content that matched their interests (M = 4.29, SD = 0.93) and reported a preference for fanfiction over textbooks (M = 3.32). Students said they enjoyed reading (M = 3.03), relevance of content (M = 3.18), and platform usability (M = 3.26) as moderate. Regarding learning outcomes, students perceived notable benefits in vocabulary development (M = 3.40) and interest in reading English (M = 3.42), while grammar exposure (M = 3.11) and confidence in reading (M = 3.08) received moderate ratings. Gender-based analysis showed that male students had slightly higher engagement, while female students reported greater gains in vocabulary and interest. These results suggest that AO3 fanfiction serves as an engaging and effective supplementary tool for EFL learners, particularly in fostering vocabulary growth, reading motivation, and reader autonomy. While it may not fully replace structured grammar instruction, its personalized and enjoyable content can enhance student interaction with English texts and promote a more meaningful reading experience in digital environments.
The Relationship Between Intercultural Communicative Competence and English Language Learning Outcomes Restuti Retno Ningrum; Abdul Halim; Ade Ismail Ramdhan Hamid
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.v12i4.3128

Abstract

This study aims to investigate the relationship between Intercultural Communicative Competence (ICC) and English learning results among 57 first-year students at a private university in East Kalimantan. ICC is viewed as an essential element in language learning since it involves cultural awareness, communication abilities, and an open attitude that promotes successful intercultural exchanges. This research employed a quantitative approach that utilized two primary tools: an ICC survey grounded in Byram’s (1997) model and an English proficiency assessment through the British Council EnglishScore application. Statistical analyses through Pearson correlation and multiple linear regression demonstrated a strong and significant positive relationship between ICC and English proficiency (r = 0.632, p < 0.001). Among the elements of the ICC, attitudes demonstrated the strongest correlation, with skills and knowledge following next. These findings underscore the significance of nurturing students’ intercultural attitudes like openness, empathy, and adaptability since they greatly improve English learning results. This study offers valuable guidance for English teachers and curriculum designers, highlighting the importance of incorporating intercultural learning experiences into language teaching to enhance learners' readiness for effective communication in varied global situations.
The Role of Teachers’ Cultural Competence in Enhancing Student Engagement in English Language Learning Siti Nor Elisa; Abdul Halim; Khusnul Khatimah
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.v12i4.3292

Abstract

Teaching English in a multicultural classroom requires teachers to have cultural competence in order to create an inclusive learning environment and encourage student engagement. This study aims to analyze the impact of teachers' cultural competence on student engagement in the English language learning process in culturally diverse EFL classrooms. This study employs a mixed-methods approach, examining not only the relationship between cultural competence and student participation but also the strategies implemented and challenges faced by teachers with cultural competence. Data collection was conducted through student questionnaires (pre-test and post-test) to measure engagement, semi-structured interviews with EFL teachers, and classroom observations. Quantitative data were analyzed using SPSS for descriptive and inferential statistics, while qualitative data were analyzed thematically. The results of the study indicate that teachers' ability to incorporate students' cultural backgrounds into the learning process can significantly enhance students' motivation, activity, and learning outcomes. This study contributes to the development of inclusive teaching practices in language learning environments rich in cultural diversity.
Elementary School Teachers’ Perceptions in Balikpapan on the Dynamics of Curriculum Changes in Indonesia Reza June Sidiq; Khusnul Khatimah; Rani Herning Puspita
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.v12i4.3367

Abstract

This study explores the perceptions of elementary school teachers in Balikpapan regarding the ongoing changes in Indonesia’s national curriculum, focusing on the shift from the 2013 Curriculum to the Merdeka Curriculum. Frequent changes in the national curriculum have led to confusion and varied responses among educators, particularly in terms of instructional adaptation and professional readiness. The purpose of this research is to understand how teachers perceive these changes, what challenges they face in implementing the new curriculum, and the extent to which they feel supported through training and resources. This study employed a qualitative descriptive design, using semi-structured interviews and classroom observations to collect data from nine teachers selected through purposive sampling. Thematic analysis was used to identify patterns and develop categories based on participant responses. Findings reveal that while teachers generally view the Merdeka Curriculum positively emphasizing its flexibility, student-centered learning, and relevance to current needs they also report significant challenges related to limited training, unclear implementation guidelines, and mismatched support systems. These results contribute to a deeper understanding of how educational reforms are received at the grassroots level and underscore the importance of teacher involvement, practical training, and contextualized guidance in successful curriculum implementation.
Students Perception of Culturally Relevant Pedagogy in English Language Learning in East Kalimantan Nurfani Yulianti; Abdul Halim; Ibrahim
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.v12i4.3456

Abstract

This research explores students’ perceptions of culturally relevant pedagogy (CRP) in English language learning to identify its benefits and challenges. CRP emphasizes integrating students’ cultural identities into the learning process to enhance understanding and engagement. This qualitative study involved 30 students from three different classes, with data collected through individual interviews and student reflection questionnaires, then analyzed using thematic analysis. The findings show that students generally have a positive view of CRP; they find it easier to understand the material and feel more motivated and emotionally connected when culture is involved. The main advantages are the relevance of the material to students’ lives and the use of cultural media such as movies and music. However, two key challenges emerge: cultural disconnect and limitations of traditional teaching methods that fail to address students’ diverse backgrounds. These results highlight the need for in-depth teacher training and the development of an inclusive, culturally informed curriculum to maximize the benefits of CRP in English language learning. The findings can guide teachers and curriculum developers to design lessons and materials that better reflect students’ cultural backgrounds and learning needs.
Exploring the Use of TikTok as An Alternative Medium for Teaching English Grammar at Junior High School Yuana Rahmaniah; Khusnul Khotimah; Dzul Rachman
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.v12i4.3613

Abstract

This study directly addresses the lack of engaging methods for teaching English grammar to junior high school students by exploring TikTok as an alternative medium for instruction. Employing a mixed methods approach, it combines a one-group pre-test and post-test experimental design with qualitative observations to assess both learning outcomes and student experiences. The participants were 25 eighth-grade students at SMP Negeri 17 Samarinda. They created group-based TikTok videos to explain assigned grammar tenses after completing a grammar pre-test. The findings revealed a significant improvement in grammar mastery, as confirmed by statistical analysis, and students demonstrated increased motivation, creativity, and collaboration. These results suggest that TikTok, when used with clear objectives and instructional support, can be a powerful supplementary tool for grammar learning.
Gender and Motivational Orientations in Second Language Acquisition: Indonesian Undergraduates Ismail; Rusdin; Norzanita Othman
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.v12i4.4021

Abstract

Although gender differences in motivation to learn English have been widely investigated, findings remain inconsistent, particularly in the Southeast Asian context. Limited research has explored how male and female Indonesian students differ in their integrative and instrumental motivational orientations, especially within international learning settings. Therefore, this study aims to examine the relationship between gender and motivational orientations; integrative and instrumental towards English learning among Indonesian undergraduate students at Universiti Utara Malaysia. A total of 89 students from various academic fields participated in a survey using a modified version of Gardner’s Attitude/Motivation Test Battery (AMTB, 2004) comprising 20 items. The findings revealed that both male and female students showed high motivation in learning English, with males slightly more motivated than females. While female students demonstrated stronger integrative motivation and males stronger instrumental motivation, these differences likely reflect distinct social and learning orientations. The results suggest that in an English Medium Instruction (EMI) environment, both genders recognise English as essential for academic and professional success. Pedagogically, teachers should design activities that accommodate both motivational orientations—integrative tasks that promote interaction and cultural awareness for female learners, and instrumental tasks related to career goals for male learners. Understanding these orientations enables educators to create more balanced and motivating learning experiences. Future studies should further investigate how motivational orientations relate to learners’ English proficiency and academic achievement.

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