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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 583 Documents
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A Critical Discourse Analysis: Harvey Specter’s Power and Authority in the TV Series Suits Season 1 Fakhrozi Muslim; Zia Hisni Mubarak
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): 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.v13i1.5282

Abstract

This study examines how power and authority are linguistically constructed in the television series Suits, focusing on the character of Harvey Specter in Season 1. The study aims to identify linguistic strategies used to establish professional authority within a legal workplace setting. The data consist of selected spoken dialogues depicting professional interactions between Harvey Specter and other characters in the law firm. Employing a qualitative approach, the research applies Fairclough’s Critical Discourse Analysis framework, supported by theories of workplace discourse by Holmes and Stubbe and Weber’s concept of legal-rational authority. Data were collected through observation and transcription of relevant scenes and analyzed by identifying utterances that reflect power relations. The findings reveal that Harvey’s authority is constructed through strong modality, material processes, and direct commands that position him as the primary decision-maker. You're not a lawyer until I say you are" demonstrates the use of high modalities that place Harvey as a determinant of professional identity, while imperatives such as "Now get to work" function as direct commands with no negotiation space, which linguistically reinforces asymmetrical power relations. Additionally, his control over conversational flow and task distribution reinforces hierarchical relations, while expectations of autonomy reflect merit-based professional values. The study concludes that spoken discourse in television series can effectively represent institutional power dynamics similar to those found in real professional environments.
The Effectiveness of Artificial Intelligence–Based Videos in Improving the English Speaking Skills of Sixth-Grade Elementary School Students Ika Sastrawati; Hilda Hafid; Sujariati
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): 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.v13i1.5284

Abstract

Since traditional teaching techniques frequently offer few opportunities for active oral practice, the purpose of this study was to investigate the efficacy of employing an artificial intelligence (AI) application to enhance students' English speaking abilities. Two groups—an experimental group of 18 students and a control group of 16 learners—were used in the study's quasi-experimental design. To measure the students' speaking abilities both before and after the intervention, speaking pre-tests and post-tests were distributed to both groups. While the control group was instructed using traditional techniques, the experimental group was taught utilizing an AI-based application that enabled interactive speaking practice, pronunciation modeling, and continuous oral engagement. With the mean score rising from 59.14 on the pre-test to 81.47 on the post-test and 83.33% of students meeting the Minimum Mastery Criteria (KKM), the experimental group's speaking ability was found to have significantly improved. The control group, on the other hand, only slightly improved, with 37.50% of students meeting the KKM and mean scores rising from 58.62 to 66.38. These results show that incorporating artificial intelligence into English training improves students' speech performance, confidence, and engagement.
Meronymy as a Lexical Cohesion Device in the Film Final Destination: Bloodlines: A Discourse Analysis Harris Ramadhan; Zia Hisni Mubarak
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): 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.v13i1.5297

Abstract

This study examines the use of meronymy as a form of lexical cohesion in the dialogue of the film Final Destination: Bloodlines, based on Paltridge’s (2022) theory of lexical cohesion. The study aims to identify the types of meronymic relations found in the dialogue and to explain their role in maintaining coherence of meaning in audiovisual discourse. A qualitative descriptive approach was employed, with data collected through documentation by observing and transcribing the film dialogue. The data were analyzed by identifying utterances that contain part–whole relationships and interpreting their functions within the context of the scenes. The findings reveal seven instances of meronymy, which are realized through references to body parts, parts of buildings, and institutional elements. These meronymic expressions are predominantly found in scenes involving danger, injury, and critical situations. The analysis shows that meronymy functions not only to clarify specific references but also to connect smaller linguistic units to broader narrative contexts, thereby supporting coherence in dialogue. This study demonstrates that meronymy plays a strategic role in organizing meaning and enhancing the continuity of discourse in film dialogue. It contributes to the understanding of lexical cohesion in audiovisual texts by highlighting how part–whole relationships help construct meaning in context.
Improving Students’ Speaking Skills through Role-Play Technique at SMKN 1 Tenggarong Laily Nur Janah; Ade Ismail Ramadhan Hamid; Khusnul Khatimah
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): 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.v13i1.5298

Abstract

Speaking proficiency is essential for vocational school students because it supports effective communication in workplace contexts. However, students at SMKN 1 Tenggarong face difficulties in English speaking due to limited vocabulary, fear of making mistakes, low confidence, and classroom practices that emphasize repetition rather than interaction. This study aimed to examine the effectiveness of the role-play technique in improving students’ speaking skills. A quasi-experimental design was applied involving two groups, each consisting of 36 students. The experimental group received instruction through role-play activities, while the control group was taught using conventional methods. Both groups completed pre-tests and post-tests to measure improvement in speaking performance. The treatment was conducted over six instructional meetings using job-related role-play scenarios. The data were analyzed using the Wilcoxon Signed Rank Test with the assistance of SPSS. The results showed a significant improvement in the experimental group, with a post-test mean score of 85.33, compared to 66.83 in the control group. The p-value of 0.000 indicated a statistically significant difference between the two groups. These findings suggest that role-play effectively enhances students’ speaking ability by increasing confidence, providing meaningful interaction, and supporting practical language use in vocational English contexts
Flouting of Gricean Maxims and Conversational Implicature in the Podcast Rio Meets Cristiano Ronaldo Juan Felix Sirait; Nurma Dhona Handayani
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): 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.v13i1.5299

Abstract

Conversational implicature, as defined by Grice (1975), denotes a speaker's intended meaning that is conveyed implicitly, rather than explicitly, and must be derived by the recipient. Speakers often utilize oblique language, humour, exaggeration, or selective information in podcast interviews. Rio Meets Cristiano Ronaldo audio verbal implicatures are the focus of this investigation. Grice's Cooperative Principle and the four conversational maxims of quality, quantity, relation, and manner are used to discover maxim breaches that cause implicatures. This study used qualitative descriptive methods. Data collection involved transcribing a 42-minute YouTube audio video, identifying statements with implicit meanings, and evaluating them with the pragmatic identification method established by Sudaryanto (2015). Nine utterances had conversational implicatures, with Maxims of Quality and Quantity breaches dominating. In interviews with public personalities, conversational implicature appears to be crucial to meaning creation, indirect expressing of opinions, and media discourse civility.
Students’ Perceptions of TikTok Content Creation as a Medium to Support Speaking and Pronunciation Skills Yuricho Dafa Mahendra; Dzul Rachman; Ade Ismail Ramadhan Hamid
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): 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.v13i1.5302

Abstract

This study investigates the effectiveness of using TikTok as a learning medium to improve students’ pronunciation and speaking skills. The increasing popularity of TikTok among students offers opportunities to integrate short-form video content into English language learning; however, empirical evidence on its instructional impact remains limited. This study employed a quantitative pre-experimental design using a one-group pretest–posttest approach. The participants were undergraduate students from an English education program who were selected through purposive sampling. Data were collected using pronunciation and speaking performance tests administered before and after the treatment. The treatment was implemented through structured learning activities using selected TikTok videos that modeled authentic pronunciation, intonation, and spoken interaction. Students practiced imitating pronunciation, producing short spoken responses, and recording their performances. The data were analyzed using descriptive statistics and paired-sample statistical tests to examine differences between pretest and posttest scores. The results indicate a significant improvement in both pronunciation and speaking performance after the implementation of TikTok-based instruction. Students demonstrated clearer articulation, improved fluency, and increased confidence in oral production. The findings suggest that TikTok can serve as an engaging supplementary medium to support pronunciation practice and speaking development when guided by structured instructional activities. This study contributes practical insights for language teachers seeking to integrate digital media into speaking instruction and highlights the need for further research using larger samples and comparative designs.
Students’ Perceptions and Experiences of Using Roblox as A Supporting Tool for English Aldi Junaidi; Ade Ismail Ramadhan Hamid; Yeni Rahmawati
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): 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.v13i1.5311

Abstract

This study explores students’ perceptions and experiences of using Roblox as a supporting tool for developing English-speaking skills at Universitas Muhammadiyah Kalimantan Timur. Employing a qualitative descriptive research design, the study involved ten participants selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings reveal that students generally hold positive perceptions toward the use of Roblox for English-speaking practice, reporting improvements in fluency, confidence, vocabulary, and willingness to communicate in English. Students highlighted that Roblox’s interactive and game-based environment provides authentic opportunities to engage in spontaneous communication with international players, thereby reducing speaking anxiety and increasing motivation. However, challenges such as limited vocabulary, unfamiliar slang, and technical issues were also identified. Despite these obstacles, most participants agreed that integrating Roblox into English learning activities creates a low-pressure, immersive, and enjoyable environment that supports language development. The study concludes that Roblox can serve as an effective supplementary platform for enhancing English-speaking competence and fostering learner autonomy in EFL contexts.
Public Mask Versus Inner Darkness: An Analysis of Persona and Shadow in “Taxi Driver” (1976) Movie Mulyadi; Robby Satria
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): 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.v13i1.5319

Abstract

Travis Bickle in Taxi Driver (1976) exhibits increasingly unstable behavior marked by social withdrawal, moral obsession, and escalating violence, raising questions about the psychological forces behind his breakdown. This study examines the Persona and Shadow of Travis which influence his behavior and eventual breakdown. Although the film and Jungian theory have been widely discussed, Travis Bickle’s psychological development has not been systematically examined through the interaction of Carl Jung’s Persona and Shadow archetypes, resulting in a limited understanding of his inner conflict. This study employs a qualitative design using library research, with the film as primary data and scholarly works on Jungian psychology and film analysis as secondary sources. Data were collected through close and repeated viewing, focusing on key scenes, character behavior, and visual symbolism related to the Persona and Shadow, and analyzed descriptively through thematic categorization. The findings indicate that Travis’ Persona is reflected in his attempts to remain polite and socially functional, while his Shadow manifests as repressed anger and moral hostility. As social rejection and isolation intensify, the tension between these aspects leads to psychological instability and violence. This study demonstrates the usefulness of Jung’s archetypal theory in explaining psychological conflict and character development in film narratives.
Host Control in Turn-Taking: A Conversation Analysis of Jimmy Fallon’s Interview with Jesse Eisenberg Ghina Mayona Shanef; Zia Hisni Mubarak
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): 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.v13i1.5323

Abstract

This article investigates how host control is interactionally achieved through turn-taking mechanisms in a late-night talk show interview. The data are drawn from an interview between Jimmy Fallon and Jesse Eisenberg on The Tonight Show Starring Jimmy Fallon. Using Sacks, Schegloff, Jefferson, (1974) theory of turn-taking as the sole analytical framework, this study employs qualitative conversation analysis to examine how the host manages speaking rights, regulates turn transitions, and maintains conversational structure. The findings indicate that host control is realized through strategic turn allocation, timely interruptions, cooperative overlaps, and the manipulation of Transition Relevance Places (TRPs). These practices allow the host to sustain conversational flow while preserving an informal, humorous atmosphere. The study demonstrates that host control operates as an interactional accomplishment rather than an explicit exercise of authority.
The Correlation Between Students’ Vocabulary Mastery and Their English Speaking Fluency at SMKN 1 Tenggarong Mirza Alfarizi; Ade Ismail Ramadhan; Yeni Rahmawati
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): 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.v13i1.5324

Abstract

Speaking fluency is a fundamental skill for vocational students, particularly those in hospitality programs where effective oral communication is essential for professional interaction. Vocabulary mastery plays a crucial role in supporting students’ ability to express ideas clearly, accurately, and confidently in spoken English. This study aims to examine the correlation between students’ vocabulary mastery and English speaking fluency among eleventh-grade Hospitality students at SMKN 1 Tenggarong. A quantitative correlational design was employed, involving 36 students selected through cluster random sampling. Data were collected using two instruments: a vocabulary mastery test and a speaking fluency test assessed through a standardized scoring rubric. The speaking test evaluated students’ fluency, accuracy, and clarity of expression during oral performance. The collected data were analyzed using SPSS, including descriptive statistics and Pearson Product–Moment correlation analysis. The results revealed a very strong and statistically significant positive correlation between vocabulary mastery and speaking fluency (r = 0.972, p < 0.05). This indicates that students who possess a higher level of vocabulary knowledge tend to demonstrate greater fluency and confidence in spoken communication. The findings suggest that vocabulary development contributes substantially to students’ ability to produce smooth, meaningful, and comprehensible speech. For vocational education contexts, especially hospitality programs, strong vocabulary mastery supports students in performing workplace communication tasks such as interacting with customers, delivering information, and responding appropriately in service situations. Therefore, strengthening vocabulary instruction may enhance students’ speaking performance and better prepare them for professional communication demands. This study provides empirical evidence supporting the integration of vocabulary-focused instruction as a foundation for improving speaking fluency in vocational English learning environments.

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