INTERACTION: Jurnal Pendidikan Bahasa
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.
Articles
583 Documents
<![CDATA[The Effect of Poster Media on Fourth-Grade Students’ Learning Interest in Indonesian Language at MIS Babul Ilmiy Rumbia ]]>
<![CDATA[Resti]]>;
<![CDATA[Nurhaedah]]>;
<![CDATA[Andi Dewi Riang Tati]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong ]]>
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DOI: 10.36232/interactionjournal.v13i1.5007
<![CDATA[This study was conducted to examine the effect of poster media on fourth-grade students’ learning interest in Indonesian Language at MIS Babul Ilmiy Rumbia, Jeneponto Regency. This research employed a quantitative approach using a pre-experimental one-group pretest-posttest design. The population and sample consisted of 13 fourth-grade students selected through saturated sampling. Data were collected using observation sheets and a learning interest questionnaire based on four indicators: attention, interest, enjoyment, and participation. The results of descriptive analysis showed that the implementation of poster media was categorized as good (87%), indicating that the learning process was carried out effectively. The average score of students’ learning interest increased from 66.62 (pretest) to 82.31 (posttest). Inferential analysis using a paired-sample t-test revealed a significant difference between pretest and posttest scores (t = 17.139; Sig. = 0.000 < 0.05). These findings indicate that the use of poster media has a significant positive effect on students’ learning interest. Therefore, poster media can be considered an effective instructional tool to enhance student engagement and create a more interactive learning environment in elementary education.]]>
<![CDATA[Gimkit: An Effective Digital Learning Media for Teaching Vocabulary at an Islamic Junior High School ]]>
<![CDATA[Imaniar Nur Syahadah]]>;
<![CDATA[Mukminatus Zuhriyah]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong ]]>
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DOI: 10.36232/interactionjournal.v13i1.5030
<![CDATA[Vocabulary mastery is a fundamental component of English language proficiency, yet instruction in many Indonesian EFL classrooms often lacks engagement due to a heavy reliance on traditional rote memorization. This study aims to examine the effectiveness of Gimkit, a digital game-based learning platform, in improving students’ vocabulary mastery specifically within an Islamic junior high school context. Employing a quantitative pre-experimental one-group pre-test and post-test design, the research involved 32 seventh grade students at an Islamic Junior High School in Jombang. The research instrument was a 20-item multiple-choice vocabulary test focused on the topic “Telling Time, “Which was administered before and after the two-session treatment. Data were analyzed using a Paired Sample t-Test through SPSS version 27 to determine statistical significance and Cohen’s d to measure effect size. The results revealed a significant improvement in students’ vocabulary mastery, with the mean score increasing from 73.28 in the pre-test to 86.25 in the post-test. Statistical analysis showed a Sig. (2-tailed)value of 0.000 (p < 0.05) and a large effect size of 1.379. These findings indicate that Gimkit is an effective digital learning medium for enhancing vocabulary mastery by promoting active engagement, competitive gameplay, and instant feedback. Consequently, English teachers are encouraged to integrate such game-based platforms to create more interactive and student-centered learning environments.]]>
<![CDATA[Perceptions of English Use and Cultural Identity in Non-Native Contexts ]]>
<![CDATA[Diva Pangestu Ispriadi]]>;
<![CDATA[Khusnul Khatimah]]>;
<![CDATA[Dzul Rachman]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong ]]>
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DOI: 10.36232/interactionjournal.v13i1.5039
<![CDATA[English plays an increasingly important role in shaping communication practices and identity negotiation in non-native contexts. This study aims to explore how English is used in daily life and how it relates to cultural identity among non-urban Indonesian university students. Employing a qualitative case study design, data were collected through semi-structured interviews with four English education students (N1–N4) from different universities in Samarinda, East Kalimantan. The data were analyzed using thematic analysis involving coding, categorization, and theme development. The findings show that English is regularly used in academic, social, and digital contexts, extending beyond formal classroom settings. Students generally expressed positive emotional attitudes toward English, describing it as enjoyable and useful, while also acknowledging challenges related to confidence and vocabulary. Importantly, English use was not perceived as threatening Indonesian cultural identity. Instead, participants demonstrated active negotiation between global communication and local cultural affiliation, viewing English as an additional communicative and identity resource rather than a replacement for local culture. This study contributes to English as a Lingua Franca and identity research by highlighting global–local identity balance in a non-urban Indonesian context, an area that remains underexplored in previous studies.]]>
<![CDATA[Exploring Pre-Service English Teachers’ Sentiments and Concerns Toward Inclusive Education ]]>
<![CDATA[Sheilamitha Amanda]]>;
<![CDATA[Khusnul Khatimah]]>;
<![CDATA[Dzul Rachman]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong ]]>
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DOI: 10.36232/interactionjournal.v13i1.5095
<![CDATA[This study explores pre-service English teachers’ sentiments and concerns toward inclusive education in the Indonesian EFL context. Grounded in the Theory of Planned Behavior, the study examines affective readiness by focusing on two dimensions measured through the SACIE-R instrument: sentiments and concerns, which provide more specific insights into emotional acceptance and perceived implementation challenges than general attitude measures. A descriptive quantitative design was employed, involving 40 pre-service English teachers from Universitas Muhammadiyah Kalimantan Timur who had completed the Inclusive Education course. Data were collected using a modified version of the SACIE-R questionnaire and analyzed using descriptive statistics. The findings indicate that pre-service teachers demonstrated low to moderate positive sentiments toward inclusive education, suggesting cautious acceptance accompanied by lingering emotional discomfort and uncertainty when interacting with students with disabilities. In addition, a moderate level of concern was identified, particularly related to pedagogical competence, classroom management, peer acceptance, and availability of instructional resources. These patterns reveal a gap between cognitive awareness of inclusive principles and emotional as well as practical readiness for classroom implementation. The study highlights the need for stronger experiential learning opportunities, structured practicum exposure, and institutional support within teacher education programs to strengthen affective readiness and build confidence in managing inclusive classrooms.]]>
<![CDATA[Understanding Pre-Service Teachers’ Attitudes on Inclusive Education ]]>
<![CDATA[Aji Ega Nabilla Putri]]>;
<![CDATA[Khusnul Khatimah]]>;
<![CDATA[Ade Ismail Ramadhan Hamid]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong ]]>
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DOI: 10.36232/interactionjournal.v13i1.5131
<![CDATA[This study examines pre-service teachers’ attitudes toward inclusive education at Universitas Muhammadiyah Kalimantan Timur. A quantitative descriptive approach was employed to explore how future teachers perceive inclusive practices and how these perceptions may influence classroom implementation. Data were collected from 40 pre-service teachers using a 30-item questionnaire adapted from the Teacher Attitude to Inclusion Scale (TAIS). The instrument demonstrated good validity and high reliability, ensuring the accuracy and consistency of the data. Descriptive statistics and inferential analyses were conducted using SPSS to identify overall attitude trends and possible differences based on demographic factors, particularly gender. The findings indicate that pre-service teachers generally demonstrate positive attitudes toward inclusive education, reflecting an openness to accommodating students with diverse learning needs in regular classrooms. Statistical analysis reveals no significant difference in attitudes based on gender, suggesting that inclusive perspectives are shaped more by professional preparation and educational experiences than by demographic characteristics. Despite these positive attitudes, the results also highlight the need for increased practical exposure and classroom-based training to support effective implementation of inclusive practices in real teaching contexts. This study emphasizes the important role of teacher education programs in fostering not only positive attitudes but also practical competence through reflective learning, supervised practicum, and continuous professional development. The findings contribute to the growing discussion on inclusive teacher preparation and provide empirical evidence to support curriculum improvement in teacher education institutions.]]>
<![CDATA[An Analysis of Politeness Strategies Used by the Main Characters in the Intern (2015) ]]>
<![CDATA[Ardi Yansyah Yakub Langoday]]>;
<![CDATA[Nurma Dhona Handayani]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong ]]>
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DOI: 10.36232/interactionjournal.v13i1.5157
<![CDATA[This research aims to analyze the use of politeness strategies used by the main characters in the movie The Intern (2015) based on Brown and Levinson’s politeness theory (1987). This study applies a qualitative descriptive method, and the data are taken from the movie dialogues. The data analysis focuses on four types of politeness strategies, namely bald on-record, positive politeness, negative politeness, and off-record strategies. The findings show that all four strategies are used in the movie with different functions depending on the context and the relationship between the speakers. Bald on-record is mostly used in direct and urgent situations, positive politeness is used to build closeness and solidarity, negative politeness is applied to show respect in formal interactions, and off-record strategy is used to express meaning indirectly to avoid conflict. This study concludes that politeness strategies play an important role in creating effective communication in workplace interactions. This research is expected to contribute to the study of pragmatics, especially in understanding politeness strategies in professional communication.]]>
<![CDATA[The Effect of Using Taylor Swift’s Songs on the Improvement of Students’ Listening Skills at SMA Negeri 1 Loa Janan ]]>
<![CDATA[Indah Cahyani]]>;
<![CDATA[Ade Ismail Ramadhan Hamid]]>;
<![CDATA[Abdul Halim]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong ]]>
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DOI: 10.36232/interactionjournal.v13i1.5187
<![CDATA[This study investigates the effect of using Taylor Swift’s songs on improving students’ selective listening skills at SMA Negeri 1 Loa Janan. Selective listening refers to learners’ ability to identify specific information, keywords, and main ideas from spoken texts. Songs were chosen as learning media because they provide authentic pronunciation, natural rhythm, and meaningful repetition that support focused listening practice. The study employed a pre-experimental one-group pretest–posttest design involving 32 tenth-grade students. Data were collected using a listening test consisting of ten fill-in-the-blank questions based on selected Taylor Swift songs. The test measured students’ ability to recognize keywords and accurately complete missing words and phrases from the song lyrics. The instrument was reviewed by English teachers to ensure content relevance and clarity. The treatment was conducted over four instructional sessions using structured listening activities, including lyric prediction, gap-filling, and comprehension checks. The results showed a significant improvement in students’ selective listening performance after the treatment. The mean posttest score was higher than the pretest score, and statistical analysis using a paired-sample t-test indicated a significant difference at the 0.05 level. These findings suggest that integrating English songs into listening instruction can effectively support students’ ability to focus on specific auditory information and improve listening accuracy. This study offers practical implications for English teachers to use music-based activities as supplementary listening materials to enhance learner engagement and selective listening development in secondary school contexts.]]>
<![CDATA[AI-Powered English Learning Platforms: A User Experience Evaluation ]]>
<![CDATA[Muhammad Hikmal Abrar]]>;
<![CDATA[Abdul Halim]]>;
<![CDATA[Yeni Rahmawati]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong ]]>
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DOI: 10.36232/interactionjournal.v13i1.5190
<![CDATA[The rapid development of artificial intelligence (AI) has transformed English language learning through adaptive and personalized platforms such as Duolingo, ELSA Speak, and ChatGPT. While previous studies have focused mainly on learning outcomes and motivation, limited attention has been given to learners’ holistic user experience (UX). This study examines learners’ perceptions of usability, enjoyment, and accessibility in AI-powered English learning platforms and explores how contextual factors, including digital literacy, learning styles, and prior AI experience, influence user engagement. A mixed-methods design was employed. Quantitative data were collected using a User Experience Questionnaire (UEQ) from 77 Indonesian EFL university students with at least three months of experience using AI-based platforms. Qualitative data were obtained through semi-structured interviews with five purposively selected participants. Descriptive statistics and correlational analysis were applied to quantitative data, while thematic analysis was used for qualitative data. The findings indicate positive perceptions across all UX dimensions, with accessibility receiving the highest rating (83%), followed by usability (81%) and enjoyment (80%). Task efficiency (76%) and visual design (73%) emerged as areas requiring improvement. Digital literacy and prior AI experience significantly influenced perceived usability and overall satisfaction. Qualitative findings highlight the importance of immediate feedback, adaptive features, and flexible learning environments, while also revealing concerns about reduced human interaction. These results underline the need for user-cantered design to ensure sustainable and inclusive AI-supported language learning.]]>
<![CDATA[The Effectiveness of YouTube Video-Based Learning in Enhancing Vocabulary Development Among Vocational High School Students ]]>
<![CDATA[Olivia Julianti]]>;
<![CDATA[Sunarti]]>;
<![CDATA[Yeni Rahmawati]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong ]]>
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DOI: 10.36232/interactionjournal.v13i1.5212
<![CDATA[This study aimed to investigate the effectiveness of YouTube videos in improving vocabulary acquisition among vocational EFL students. A mixed-methods within-subject design was employed involving 32 third-year vocational students in Indonesia. Quantitative data were collected through pre-test and post-test vocabulary assessments and analyzed using paired-samples t-tests, while qualitative data were obtained from semi-structured interviews to explore students’ learning experiences. The results showed a significant improvement in students’ vocabulary achievement, with the mean score increasing from 56.84 (SD = 8.21) in the pre-test to 78.12 (SD = 7.65) in the post-test (p < .001), indicating a large effect size (Cohen’s d = 1.32). These findings confirm a substantial gain in vocabulary mastery after the integration of YouTube videos in instruction. Qualitative analysis revealed that YouTube-based learning enhanced students’ motivation and engagement through audiovisual input, contextualized examples, and varied learning materials. Students reported that visual support, pronunciation models, and repeated exposure helped them understand and retain new vocabulary more effectively. Nevertheless, several challenges were identified, including fast speech rates, occasional subtitle inaccuracies, and the need to verify vocabulary correctness. Overall, the study concludes that YouTube video-based learning is an effective instructional tool for supporting vocabulary development in vocational EFL contexts when supported by structured instructional design and appropriate teacher guidance.]]>
<![CDATA[The Relationship Between Auditory Learning Strategies and English Achievement of English Education Students ]]>
<![CDATA[Abdi Aldio Saputra]]>;
<![CDATA[Sudarman]]>;
<![CDATA[Rani Herning Puspita]]>;
<![CDATA[Yeni Rahmawati]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong ]]>
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DOI: 10.36232/interactionjournal.v13i1.5236
<![CDATA[Listening is a fundamental skill in English Education programs, as it enables students to understand lectures, follow instructions, and participate effectively in academic discussions. However, many students still experience difficulties in achieving satisfactory listening performance, which may be related to how they apply learning strategies during listening activities. Among various learning strategies, auditory learning strategies are particularly relevant because they emphasize learning through spoken input. This study aimed to examine the application of auditory learning strategies and their relationship with English listening achievement among English Education students. A quantitative correlational design was employed, involving 63 students from Universitas Muhammadiyah Kalimantan Timur. Data on auditory learning strategies were collected using a questionnaire with a four-point Likert scale, while listening achievement data were obtained from students’ official listening course scores. Descriptive statistics and Pearson Product–Moment correlation analysis were used for data analysis. The findings indicate that students actively apply auditory learning strategies across several strategy categories, with specific items achieving the highest total points in each section. The results also reveal a very strong and statistically significant positive relationship between auditory learning strategies and English listening achievement. These findings suggest that consistent engagement in auditory learning strategies is closely associated with better listening achievement in academic contexts.]]>
