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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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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.
The Influence of Using the Beelinguapp Application on Students’ Pronunciation Mastery Nadhila Arufah Chafshah; Dewi Kurniawati; Hasanul Misbah
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.v12i4.4072

Abstract

This study examines the effect of the Beelinguapp application on students’ pronunciation mastery in an EFL context. A quasi-experimental design was employed with two classes of eleventh-grade students at SMK Al-Huda Jati Agung. One class was assigned as the experimental group using Beelinguapp, while the other served as the control group receiving conventional instruction. Data were collected through pre-tests and post-tests and analyzed using paired sample t-tests and independent t-tests. The findings revealed that the experimental group's mean score improved from 62.71 to 81.19, with a mean difference of 18.48 (p = 0.000). In contrast, the control group's mean score increased from 61.72 to 67.19, with a smaller mean difference of 5.47 (p = 0.006). The independent t-test confirmed that the experimental group achieved significantly greater gains than the control group (p < 0.05). These results demonstrate that Beelinguapp is effective in enhancing pronunciation mastery, particularly by providing students with authentic pronunciation models, multimodal input through audio and text, and opportunities for interactive practice. The study highlights the value of integrating mobile-assisted language learning applications into classroom instruction to foster more engaging and effective pronunciation learning. It also suggests that digital tools like Beelinguapp can help overcome common challenges in pronunciation teaching, where traditional approaches often provide limited exposure and practice.
Exploring Students' Common Errors in Writing Recount Texts: A Case Study at Junior High School Yahrif, Muhamad; Sirajuddin, Suharti; Dahniar
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.v12i4.4076

Abstract

Writing recount texts remains a challenging task for many junior high school students in Indonesia, particularly because it requires an accurate use of grammar, sentence organization, and vocabulary mastery. Previous studies have shown that learners frequently commit errors in tense usage, sentence structure, and word choice, yet limited research has connected these issues to students’ dependency on translation tools and their overall writing competence. This study, therefore, aimed to explore the common errors made by eighth-grade students in writing recount texts and to identify the underlying causes of those errors. The research involved 25 eighth-grade students at SMP Negeri 1 Liliriaje, Soppeng, and data were collected through students’ written tasks supported by semi-structured interviews with both students and their English teacher. Employing a qualitative descriptive approach, data were collected through students’ written tasks and supported by interviews with both students and their English teacher. The analysis revealed four dominant error categories: verb tense misuse, subject–verb agreement errors, sentence structure problems, and spelling mistakes. Among these, verb tense errors—especially the inappropriate use of the present tense instead of the past tense—emerged as the most frequent, indicating students’ limited mastery of narrative conventions. In addition, interviews showed that students’ reliance on Google Translate contributed significantly to structural inaccuracies and hindered their grammatical development. The findings contribute to the field of English language teaching by highlighting the urgent need for explicit grammar instruction, vocabulary enrichment strategies, and guided use of translation technology. Pedagogically, this research offers insights into designing targeted writing instruction that addresses students’ recurring difficulties and fosters greater writing accuracy and independence in EFL contexts.
Deconstructing the Learning Styles Myth in English Language Learning from the Perspective of Santrock's Educational Psychology for Evidence-Based Practice Wesly Baan; Dylmoon Hidayat
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.v12i4.4107

Abstract

This literature review deconstructs the learning styles myth in English language teaching through Santrock's educational psychology framework. Many English teachers believe that aligning instruction with students’ dominant learning styles (visual, auditory, kinesthetic) improves the students' academic achievement. However, empirical evidence does not support this practice. This study employs a narrative literature review method to examine existing research on learning styles and evidence-based practices. This article deconstructs the learning styles myth by comparing it with evidence-based practices such as retrieval practice, spaced learning, formative assessment, and collaborative learning. Findings from global and Indonesian studies consistently highlight that evidence-based strategies consistently enhance retention, engagement, and achievement in English language learning. These insights are expected to encourage teachers in Indonesia to shift from myth-based paradigms toward more scientific, contextual, and effective teaching practices.
Moral Values Found in the Movie “Avengers 1&2” by Joss Whedon Gilang Lukito Permatasari; Tanti Nur Annisa; Tahrun
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.v12i4.4185

Abstract

This research aims to explore the moral values shown in two Marvel Cinematic Universe films: The Avengers (2012) and Avengers: Age of Ultron (2015). The study uses a qualitative descriptive method and content analysis to identify important moral messages in the characters’ actions, dialogues, and storylines. The results show that both films highlight key moral values such as teamwork, responsibility, selflessness, personal growth, and ethical decision-making. The Avengers often work together to solve problems, showing the value of collaboration. The theme of responsibility is seen in how their actions, especially the creation of Ultron, lead to serious consequences. Characters also show moral strength by making sacrifices for the greater good. Their struggles and growth reflect lessons about doing what is right. These values help the audience understand moral behavior and support character education.
Applying the Problem-Driven Iterative Adaptation (PDIA) Approach to Address Teacher Absenteeism and Improve Early Childhood Learning Quality in Pegunungan Arfak, West Papua Nursalim; Pria Santri Beringin; Yeni Witdianti; Firman; Muhammad Akbar Hidayat
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.v12i4.4279

Abstract

Teacher absenteeism remains a major challenge in remote and underdeveloped regions of Indonesia, particularly in the highlands of West Papua. The phenomenon has significant implications for the quality of early childhood and primary education. Drawing on findings from the Strategic Action Workshop on Reducing Teacher Absenteeism held in Pegunungan Arfak (UNIMUDA–UNICEF Partnership, 2025), this study analyzes the effectiveness of the Problem-Driven Iterative Adaptation (PDIA) approach in identifying root causes and designing locally relevant solutions. Using qualitative descriptive methods, data were collected through Gallery Walk observations, focus group discussions, and iterative reflections with participants. Results show that teacher absenteeism in Pegunungan Arfak is influenced by geographic inaccessibility, socio-cultural norms, and weak institutional coordination between education authorities and customary leaders. The most significant outcome of the PDIA process was the increase in teacher attendance that emerged after participants co-created feasible actions rooted in local conditions. Through PDIA, participants developed solutions such as customary education forums, teacher support groups, and community-based monitoring systems. This study offers practical guidance for district officials, school leaders, and community stakeholders seeking to strengthen accountability and improve learning continuity in remote education settings.
The Effect of Canva-Based Learning Media on Students’ Learning Outcomes in Writing Procedural Texts Fitriani; Rizki Lestari; Rahmi Syafriyeti
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.v12i4.4327

Abstract

This study aims to evaluate the effect of using Canva-based learning media on students’ learning outcomes in writing procedural texts at the eleventh-grade level. The research employed a quantitative approach with a quasi-experimental design using a nonequivalent control group. The participants consisted of two classes, XI A and XI B, totaling 58 students. Sampling was conducted through a purposive technique to ensure comparable characteristics between the two groups. Data were collected through observation, written tests, and documentation to measure students’ mastery of procedural text writing. The findings showed that the average score of the experimental class reached 85.68, while the control class obtained an average of 79.31. The hypothesis test produced a calculated t-value of 4.584, which was higher than the t-table value of 2.003, indicating a significant difference in learning outcomes between the two classes. These results suggest that Canva-based learning media effectively improved students’ ability to organize ideas, use appropriate vocabulary, and structure procedural texts coherently. The novelty of this study lies in the integration of Canva not merely as a visual design tool but as an instructional medium that supports writing skill development through creative, technology-enhanced learning experiences aligned with modern classroom needs.
The Effect of the Read Aloud Method on Students’ Reading Interest at the Elementary Level Rominah; Yuannisah Aini Nasution; Rizki Lestari
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.v12i4.4328

Abstract

This study aims to determine the effect of the Read Aloud method on the reading interest of third-grade students at SD Negeri 02 Sei Baru. The research was motivated by the low reading interest among students, which has led to limited participation in literacy activities at school. A quantitative approach with a quasi-experimental design was used by comparing pretest and posttest results between the experimental and control classes. Class IIIA served as the experimental group that received treatment using the Read Aloud method, while class IIIB acted as the control group taught with conventional methods. Data were collected using a Likert-scale questionnaire on reading interest. The results showed a significant difference between the posttest averages of the experimental and control classes. The experimental class achieved an average posttest score of 82.15, higher than the control class’s 68.85. The independent t-test produced a significance value of 0.002 (p < 0.05), indicating a significant effect of the Read Aloud method on students’ reading interest. The novelty of this study lies in its focus on implementing the Read Aloud method as a structured literacy intervention within the elementary school curriculum, emphasizing student emotional engagement and interactive storytelling an approach that previous studies have rarely explored in early-grade classroom contexts.

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