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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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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.
Analysis Persuasive Sentences Advertisement Shopee on Youtube Gumelar, Surya; Dian Hartati; Sinta Rosalina
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.v12i4.4054

Abstract

This study focuses on analyzing persuasive sentences used in Shopee advertisements on YouTube. This study describes the results of analyzing persuasive sentences in Shopee advertisements. This study is based on the structure of persuasive sentences, namely Introduction to the Issue, Series of Arguments, Call to Action, and Reaffirmation, so that the influence of the advertisements presented by Shopee will be clearly seen. This type of research uses a qualitative descriptive method. The data collection technique in this study uses the observation and note-taking technique, The researcher observed Shopee advertisements on YouTube published between January and December 2024 that contained persuasive sentences. After conducting the observation, the researcher found five advertisements that contained persuasive sentences in accordance with the persuasive sentence structure. by watching Shopee advertisements on YouTube and then noting the sentences used by Shopee advertisements. The data analysis technique in this study uses three stages: data reduction, data presentation, and conclusion. The results of this study show that four Shopee advertisements meet the persuasive sentence structure. This study uses five Shopee advertising videos as data for the use of persuasive sentences in Shopee advertisements in accordance with the structure of persuasive sentences. These Shopee advertisements are long enough to explain the message thoroughly per the persuasive sentence structure. Meanwhile, one Shopee advertisement does not meet the persuasive sentence structure due to its short duration. This short advertisement aims to prevent boredom and make the message conveyed to the general public easy to remember, so it can clearly target the main message directly. The five Shopee advertisements still have at least one filled structure, namely the Invitation Statement (PA), making them effective in inviting the audience
Exploring the Use of Word Chain Game for Vocabulary Enrichment in English Language Classroom Fika Hawi Lestari; Fahmy Imaniar; Ita Eka Oktaviani
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.v12i4.4057

Abstract

One of the greatest challenges of learning English as foreign language is learning new words. The issue is that many EFL students cannot memorize new words when they are introduced with the help of rote and repetition, which can decrease motivation and interest in the process. The given research project will investigate the application of the Word Chain game as a vocabulary learning strategy in classrooms of the Indonesian junior high school. In particular, it will also explore the process of implementing the game by a teacher, and the response of students to the use of this game in classroom activities. The design used in the study was a qualitative case study design, which conducted one English teacher and 30 seventh-grade students in a junior high school in Surabaya, which is a public school. Teacher interviews, student questionnaires and classroom documentation were used to gather data which was analyzed in a thematic manner. The results have shown that the Word Chain game encourages active involvement, advances vocabulary memory and motivates students. These findings add value to the body of game-based learning research since they demonstrate that even low-tech traditional games can be useful in the EFL classroom to develop more interactive and cooperative learning activities in vocabulary.
Navigating Challenges: Educators' Perspectives on Teaching English to Inclusive Students in Regular Classrooms Meirlyn Bunga Ambar; Fahmy Imaniar; Ita Eka Oktaviani
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.v12i4.4065

Abstract

This study aims to explore how English teachers address the challenges of teaching in regular classrooms that include students with special educational needs. Employing a qualitative case study design, the research gathered data through semi-structured interviews and classroom observations in inclusive junior high school classes at SMPN 35 Surabaya. This approach allowed for an in-depth understanding of teachers’ experiences in balancing the learning needs of both regular and inclusive students. The findings reveal that teachers encounter several obstacles, including limited time, lack of specialized training, insufficient teaching resources, and rigid curriculum demands. Despite these challenges, teachers apply a range of differentiated instructional strategies such as simplifying materials, using visual and auditory media, implementing peer tutoring, and designing tailored worksheets. These strategies help inclusive students remain engaged while motivating regular students to participate actively. The study highlights the need for ongoing professional development, flexible school policies, and adequate facilities to strengthen inclusive practices. The results contribute practical insights for policymakers and teacher education programs by underscoring the importance of equipping teachers with concrete strategies such as peer collaboration, differentiated materials, and adaptive assessments to improve inclusive English language teaching.

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