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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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The Word Hunt Game as a Tool for Improving Vocabulary Mastery in EFL Learners Elias Lasarus Kararbo; Doni Sudibyo
INTERACTION: Jurnal Pendidikan Bahasa Vol. 9 No. 1 (2022): 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.v9i1.4236

Abstract

Vocabulary is a fundamental component of language proficiency that supports all aspects of communication. However, many junior high school students still face difficulties in mastering English vocabulary due to limited exposure, low motivation, and monotonous teaching methods. This study aimed to investigate the effectiveness of the Word Hunt Game in improving students’ vocabulary mastery among seventh-grade learners at SMP Negeri Persiapan Yenbeser. A pre-experimental quantitative design was employed using a one-group pre-test and post-test model. Twenty-five students participated in this study and received four sessions of Word Hunt Game activities designed to enhance vocabulary retention and engagement. The vocabulary test, consisting of 30 items, was administered before and after the treatment to measure improvement. Data were analyzed using descriptive statistics and a paired sample t-test. The findings revealed a significant increase in students’ vocabulary scores after the implementation of the Word Hunt Game. The mean score improved from 55.60 in the pre-test to 76.48 in the post-test, with a significance value of 0.000 (p < 0.05), indicating that the game had a substantial positive effect on students’ vocabulary mastery. The results suggest that the Word Hunt Game not only helps students memorize and recall new words more effectively but also increases their motivation and participation during learning activities. Therefore, it is recommended that English teachers incorporate game-based learning strategies like Word Hunt to make vocabulary instruction more interactive, enjoyable, and effective in EFL classrooms.
Assessing Students’ Readiness for Online Learning during the COVID-19 Pandemic Kadex Nugrah Dwi Purwani; Rizqi Claudia Wardani. H
INTERACTION: Jurnal Pendidikan Bahasa Vol. 9 No. 1 (2022): 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.v9i1.4237

Abstract

The COVID-19 pandemic brought significant changes to the education system, forcing schools to transition from face-to-face learning to online instruction. This sudden shift required students to adapt to a new learning environment that depends heavily on digital literacy, self-regulation, and motivation. This study aimed to assess the level of students’ readiness for online learning during the COVID-19 pandemic at a junior high school in Aimas District. Using a quantitative descriptive design, the research involved 30 eighth-grade students who participated in online learning activities during the pandemic. Data were collected through a questionnaire focusing on key indicators of readiness, including self-directed learning, learner control, motivation, computer and internet self-efficacy, and online communication. The data were analyzed using descriptive statistics to determine the overall readiness level. The results showed that the students’ overall readiness for online learning was at a moderate level. The highest score was found in the motivation aspect, indicating that most students had a positive attitude toward online learning. However, the lowest scores were observed in computer self-efficacy and online communication, suggesting that technical limitations and lack of interaction hindered students’ participation. These findings highlight the need for schools to strengthen digital skills training, provide adequate learning support, and develop strategies that promote active engagement in online environments.
Development of Digital Learning Media Based on Folktales in Indonesian Language Learning for Fifth-Grade Students at UPT SD Negeri 2 Timoreng Panua Sulistinayanti; Nuraini Kasman
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.v12i3.4263

Abstract

This research aims to develop and test the effectiveness of digital learning media based on folklore in teaching Indonesian language to fifth-grade students at UPT SD Negeri 2 Timoreng Panua. The background of this study lies in the pedagogical gap between conventional, passive teaching methods and the characteristics of students who are predominantly audio-visual and kinesthetic learners. Therefore, an interactive and context-based medium grounded in local wisdom is needed to enhance students’ engagement and literacy skills. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The product produced is an Interactive Learning Multimedia (ILM) based on local folklore, which was systematically developed and validated by experts. The validation results indicate a very high level of feasibility: material expert 92%, media expert 80%, and instructional expert 90%, with an overall category of “very feasible.” A limited trial involving 10 students showed an average gain score of 0.45, categorized as moderate effectiveness according to Hake’s criteria. Of these, 1 student had a low gain score (≤0.30), 9 students achieved moderate gain scores (0.30–0.70), and none were in the high category (>0.70). In the broader trial involving 30 students, the average gain score was 0.44, also categorized as moderate effectiveness. Among them, 7 students fell into the low category (g ≤ 0.30), 22 in the moderate category (0.30 < g ≤ 0.70), and 1 student (S-25) in the high category (g > 0.70). This indicates that most students experienced significant improvement after using the developed media. The student response questionnaire also showed high levels of attractiveness (4.6) and ease of use (4.2) on a 5-point scale. These findings demonstrate that the developed digital learning media based on folklore is valid, engaging, and effective in improving students’ literacy. Theoretically, this research reinforces the application of Mayer’s Multimedia Learning Theory and Bruner’s Constructivist Theory in primary education, while practically, it serves as an innovative model for integrating local wisdom into digital learning. Thus, this study contributes to the development of contextual, interactive, and culturally relevant learning media.
Lecturers' Strategies for Overcoming the Digital Divide in Online Learning of English Language Teaching (ELT) Nur Halima Tahir; Andi Sadapotto; Syahrir L; Buhari; Sam Hermansyah
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.v12i3.4265

Abstract

This study examines the strategies used by lecturers to address the digital divide in online English language learning in the English Language Education Study Program at Muhammadiyah University of Sidenreng Rappang. A qualitative approach was employed, and data were collected through structured interviews with lecturers and students. The findings show that lecturers apply several strategies, including designing inclusive learning activities, promoting student collaboration, offering technical support, and facilitating the development of digital skills. The implementation of these strategies is supported by the availability of digital platforms and institutional facilities. However, limitations in internet access, varying levels of student digital literacy, and challenges in maintaining focus during online learning continue to pose obstacles. Overall, the study highlights the importance of lecturer readiness, institutional support, and student initiative in reducing the digital divide and improving the quality of online English language learning.
Multimodal Podcast Learning to Build L2 Listening Self-Efficacy in Gen Z EFL Learners Suci Amaliah
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.v12i3.4267

Abstract

Gen Z learners are predominantly audio-visual, yet most educational podcasts remain audio-only, constraining their potential to support learners who depend on visual cues for comprehension. Addressing this limitation, the present mixed-methods study investigates how multimodal podcast learning combining audio, subtitles, and interactive transcripts enhances L2 listening self-efficacy among Gen Z EFL learners. Drawing on Bandura’s social cognitive theory and Mayer’s multimedia learning framework, sixty undergraduate students from Universitas Negeri Makassar participated in an eight-week intervention comparing multimodal and audio-only podcast instruction. Quantitative analyses indicated a significant improvement in listening self-efficacy for the multimodal group (M = 4.02, SD = 0.68) relative to the audio-only group (M = 3.25, SD = 0.70), t(58) = 7.91, p < .001, with a large effect size (Cohen’s d = 1.15). Qualitative findings identified three recurrent themes: strengthened confidence through repeated mastery experiences, increased motivation through authentic topics, and greater learner autonomy fostered by multimodal scaffolds. Collectively, the results demonstrate that multimodal podcast learning not only reinforces listening competence but also cultivates the psychological confidence required for self-regulated learning. The study advances theoretical and pedagogical understanding of how multimodality transforms podcast-based instruction into an inclusive and empowering practice for contemporary EFL education.
The Influence of the Storytelling Method and Picture Media on the Speaking Skills of Fifth-Grade Students at SDN 5 Tanrutedong Sitti Masdaniah; Nuraini Kasman; Aswadi
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.v12i3.4310

Abstract

The purpose of this study is (1) To analyze the influence of storytelling on the speaking ability of fifth grade students at SD Negeri 5 Tanrutedong (2) To analyze the influence of image media on the speaking ability of fifth grade students at SD Negeri 5 Tanrutedong (3) To analyze the influence of storytelling and image media on speaking ability. This type of research is descriptive quantitative with a correlation approach. The population in this study was all fifth grade students at SD Negeri 5 Tanrutedong totaling 30 students. Data collection was carried out by means of questionnaires and documentation. Validity test using Bivariate Person correlation technique and reliability test using Cronbach alpha technique. Data analysis technique was carried out by descriptive analysis and inferential statistical analysis. The results of this study indicate that (1) There is a positive and significant influence of storytelling on the speaking ability of fifth grade students at SD Negeri 5 Tanrutedong with a significance value of 0.00<0.05 and a correlation value of 43.8% (2) There is a positive and significant influence of image media on the speaking ability of fifth grade students at SD Negeri 5 Tanrutedong with a significance value of 0.01<0.05 and a correlation value of 32.1% (3) There is a positive and significant influence of storytelling and image media on the speaking ability of fifth grade students at SD Negeri 5 Tanrutedong with a significance value of 0.00<0.05 and a correlation value of 60.9%.
Students’ Perspectives on DeepSeek as a Learning Aid for Enhancing English Writing Skills Maharani Sofha Nabilla; Yeni Rahmawati; 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.v12i4.2682

Abstract

In today’s digital era, students are constantly seeking new ways to improve their academic writing, especially in learning English as a Foreign Language (EFL). One tool gaining attention nowadays is DeepSeek, an AI-powered writing assistant that helps students organize ideas, correct grammar, and improve writing quality. While tools like Grammarly and ChatGPT have been widely researched, studies on students’ views of DeepSeek are still limited. This research explores students’ perspectives on using DeepSeek to improve their English writing skills. A mixed-methods approach was used, involving 55 second-semester English Education students from Universitas Muhammadiyah Kalimantan Timur who completed a questionnaire. Five students were then selected for in-depth interviews. The results show that students generally view DeepSeek as a helpful and easy-to-use tool that increases their confidence and motivation in writing. Many students reported improvements in grammar and spelling checks. However, some students raised concerns about becoming too dependent on AI and noted that DeepSeek sometimes lacks context in its corrections. The study implies that AI tools like DeepSeek can be valuable for supporting writing development in EFL learners. Still, students should be guided to use these tools wisely as assistance, not as a replacement for their thinking. A key limitation of this study is its small and localized sample, which may not reflect broader educational settings. Future research with larger and more diverse participants is recommended to better understand the wider impact of AI writing tools.
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.

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