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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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The Effectiveness of LingQ Application as Learning Media on the Student’s Reading Comprehension at Eight Grade of SMP Muhammadiyah Aimas Hayatun Nufus Rumaf; Agus Setiawan; Nursalim
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.v13i1.5076

Abstract

Reading comprehension ability is one of the most important basic skills in learning English. However, the reality is that many junior high school students still struggle to understand reading texts, which is caused by limited vocabulary, monotonous teaching methods, and low learning motivation. Therefore, innovative and engaging learning media are needed, one of which is through the use of the LingQ application. This research aims to determine the effectiveness of using the LingQ application as a learning medium on the reading comprehension ability of eighth-grade students at Muhammadiyah Aimas Junior High School. This research uses a quantitative method with a pre-experimental design in the form of a one-group pre-test and post-test design. The research sample consisted of 20 students from class VIII B. The instrument used was a multiple-choice reading comprehension test with 20 questions. Data analysis techniques include descriptive statistical analysis, normality tests, and N-Gain tests. The research results indicate an effective in students' reading comprehension after being treated using the LingQ application. The average pre-test score was 48.00, which increased to 65.20 on the post-test. The N-Gain test results showed a value of 0.33, which falls into the moderate category, meaning that using the LingQ application is quite effective in students' reading comprehension.
Enhancing Micro-Teaching Through Multimedia: EFL Student Teachers’ Perceptions of Support and Motivation Cut Eka Mutia; Azizah; Rusmiati
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.v13i1.5466

Abstract

This study investigates EFL students’ perceived support and motivation regarding the use of multimedia in micro-teaching classes. The research aimed to explore how multimedia contributes to students’ learning experiences and influences their engagement during teaching practice. A qualitative case study design was employed, involving 10 students enrolled in a micro-teaching class in an English Department of a university in Aceh. Data were collected through non-participant classroom observations and semi-structured interviews, then analyzed using thematic qualitative procedures. The findings reveal that multimedia serves as both instructional and motivational support. Students perceived that multimedia tools such as videos, images, animations, and interactive presentations facilitated clearer material delivery, enhanced conceptual understanding, and increased classroom engagement. Visual and interactive elements helped students connect abstract concepts with practical representations, making lessons more structured and easier to follow. In addition, multimedia significantly improved students’ motivation by creating a more enjoyable and less monotonous learning atmosphere, which encouraged active participation, confidence, and enthusiasm during micro-teaching sessions. The analysis further suggests that the educational value of multimedia is closely related to how it is integrated into the teaching process. These findings imply that micro-teaching courses should guide students to use multimedia in a planned and meaningful way to strengthen both their teaching skills and confidence. Overall, the results suggest that multimedia integration can enrich micro-teaching practices by supporting both cognitive and affective aspects of learning, while highlighting the importance of instructional design competence in technology-enhanced teaching.
Code Switching and Code Mixing in the Conversations of the Characters in the Film Uang Panai 2 Muhammad Rizal Hardin; Saifullah; Kamal Podding; Nuraini Kasman
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.v13i1.5591

Abstract

This study aims to describe the forms of code switching and code mixing found in conversations between the characters. This research employs a qualitative descriptive approach, which is used to identify and describe particular events or phenomena. The data collection techniques applied in this study were repeated observation and note-taking of the findings, while the data analysis used the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The source of the data in this study was the film Uang Panai 2, which is available on the Netflix application. Based on the results of the study, 41 data items relevant to this research were identified. These data were divided into 23 items in the code-switching category, consisting of 7 instances of internal code switching, 5 instances of external code switching, 5 instances of situational code switching, and 5 instances of metaphorical code switching. Meanwhile, 19 data items were categorized as code mixing, consisting of 7 instances of internal code mixing, 6 instances of external code mixing, and 6 instances of hybrid code mixing. Based on these findings, it can be concluded that the use of code switching and code mixing in the film Uang Panai 2 demonstrates a strong ability to combine various languages in order to convey the message of the film, including the Bugis language, Makassarese, English, and Korean. The mixing of languages also becomes an interesting element in the film, allowing the characters to deliver messages according to the context of the conversation and to adapt to their interlocutors through the use of code switching and code mixing as a key to communication.
An Analysis of Factors Affecting Speaking Confidence of Secondary School Students at UPT SMA Negeri 1 Sidrap Muhammad Anugrah Nasruddin; H. Syamsu T; Nurul Faradillah; Ibrahim Manda; Sam Hermansyah
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.v13i1.5594

Abstract

This study aims to identify and analyze the factors influencing the speaking confidence of secondary school students at UPT SMA Negeri 1 Sidrap. This research employed a descriptive qualitative approach focusing on students’ experiences and perceptions in the process of learning English. The participants of the study were eleventh-grade students selected through purposive sampling. The data were collected through questionnaires, semi-structured interviews, and documentation to obtain comprehensive information regarding the factors affecting students’ speaking confidence. The findings reveal that students’ speaking confidence is influenced by two main categories of factors, namely internal factors and external factors. Internal factors include language proficiency, previous speaking experience, and psychological aspects such as self-confidence, anxiety, and personality. Meanwhile, external factors include the teacher’s role, teaching methods, learning materials and media, peer support, and classroom atmosphere. The analysis demonstrates that students' speaking confidence is fundamentally influenced by the interplay of internal and external dimensions. Internally, the primary obstacles originate from linguistic deficiencies (specifically in vocabulary and grammar) alongside psychological barriers such as shyness and apprehension. Conversely, externally, the teacher's pedagogical approach and instructional methods emerge as the most impactful drivers. The integration of creative media and a supportive classroom climate significantly mitigate the fear of social judgment, thereby lowering students' internal anxiety. In conclusion, while internal readiness poses a challenge, a safe and encouraging external environment serves as the vital catalyst for improving students' confidence in oral English communication.
Exploring English Education Department Students’ Challenges in Adopting IPA for Pronunciation Accuracy Najwa Syah Abraham; Serlina Yulia Alfian Safira; Wahyu Indah Mala Rohmana
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (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.v12i1.332

Abstract

The difficulties that students in the English Education Department encounter when attempting to accurately pronounce words using the International Phonetic Alphabet (IPA) are examined in this study. Using a descriptive qualitative method, data were collected through questionnaires and interviews with students who were familiar with IPA. Significant challenges are shown by the data, such as trouble connecting symbols to sounds, a lack of practice opportunities, and a lack of instructional tools. Students recognize the value of IPA in enhancing pronunciation in spite of these obstacles, and they indicate a great desire for a more comprehensive and engaging education. To improve IPA education, suggestions include using audio-visual aids, doing more practice sessions, and utilizing collaborative learning techniques. These results offer insightful information for enhancing phonetics instruction and helping students gain self-assurance and pronunciation skills. What makes this study important is its focus on the practical challenges faced by students in mastering IPA, an area that is critical for language educators yet often overlooked in curriculum design. By identifying specific barriers and proposing targeted solutions, this research provides a unique contribution to phonetics instruction. Furthermore, it emphasizes the role of innovative teaching methods in building students' confidence and pronunciation skills, offering a foundation for future studies aimed at bridging the gap between theory and practical application in English education.
Pragmatic Elements in English as a Foreign Language (EFL) Textbooks in Senior High Schools of Pekanbaru Joko Ariyanto; Raja Syamsidar; Juswandi Juswandi; Hermanysah Hermanysah; Fitra Elia
INTERACTION: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2024): 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.v11i2.2165

Abstract

This study aims to analyze the pragmatic elements present in English as a Foreign Language (EFL) textbooks used in senior high schools in Pekanbaru, Indonesia. Specifically, it examines the coverage of speech acts, metapragmatic strategies, and contextual variables in two widely used textbooks: Buku Sarana Elektronik (BSE) and Pathway to English, for grades X, XI, and XII. The research employs a qualitative descriptive approach with document analysis techniques, drawing data from the textbooks and interviews with English teachers in Pekanbaru. The findings reveal that the coverage of speech acts in both textbooks is incomplete, with an overemphasis on directives such as commands, requests, and suggestions. These speech acts, often face-threatening, require higher pragmatic competence from learners, which the textbooks do not adequately support. Additionally, metapragmatic information provided in the textbooks is limited and focuses more on pragmalinguistics than sociopragmatic factors, leaving students underprepared for real-life communication where social norms and contextual variables such as power dynamics play a crucial role. The textbooks also lack diversity in contextual variables, with most dialogues featuring interactions between individuals of equal power and little social distance, reducing learners’ exposure to various social roles and communication contexts. The study concludes that both BSE and Pathway to English fail to provide sufficient pragmatic content and suggests that future textbook design should include a broader range of speech acts, metapragmatic strategies, and diverse social contexts to better develop learners' pragmatic competence. The findings have significant implications for improving the effectiveness of teaching materials in Indonesian EFL classrooms.
English for Informatics: Insights from Evaluating a Contextual Learning Module Fitra Elia; Devi Sospita; Ria Wuri Andary
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (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.v12i1.3906

Abstract

This research article presents the findings of the assessment of the English I Module used by students of the informatics study program. The evaluation's goal is to determine how well the module supports the students' comprehension of technical English associated with the informatics sector in terms of effectiveness, relevance, and applicability. A questionnaire covering topics like material comprehension, content relevance to the workplace, contextual learning approaches, and preferred learning activities was filled out by 27 students and used to gather data. The results show that the module has been successful in promoting learning and has helped students' technical vocabulary and reading skills. These findings provide valuable insights for the development of future English modules that are more culturally relevant and adaptable.
Hybrid Spirituality in Paulo Coelho’s Novel Al-Khīmiyāī: A Study of Lucien Goldmann’s Genetic Structuralism Sarah Khairunnisa Arifin; Rohanda; Mawardi
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.v13i1.5584

Abstract

The objective of this research is to reveal how hybrid spirituality is constructed in Paulo Coelho’s novel Al-Khīmiyā’ī using Lucien Goldmann’s Genetic Structuralism. This study employs a qualitative descriptive method. Data were collected by identifying textual units, including narratives and dialogues, that represent the interaction between Western and Eastern values. The analysis was conducted by connecting the internal structure of the story with the broader social context of the author to reach a comprehensive understanding of the text. The results indicate that the protagonist, Santiago, successfully harmonizes individual agency (the West) with spiritual surrender or maktub (the East). Paulo Coelho is identified as a representation of the collective subject of modern society seeking common ground amidst the spiritual crisis of the global era. This research concludes that the novel offers a Hybrid Spirituality as a solution to value contradictions between cultures, affirming the role of literature as a bridge for global harmony.
Increasing Students’ Listening Skills Through Missing Lyrics In English Songs Irhamsyah Idris; Sam Hermansyah; Nur Hikmah; Isumarni
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.v13i1.5626

Abstract

This study examined the effectiveness of the Missing Lyrics technique using English songs in improving eighth-grade students’ listening skills, with a specific focus on vocabulary recognition and functional word recognition. It also investigated students’ perceptions of the technique. Adopting a quantitative pre-experimental one-group pretest-posttest design, the research involved 19 purposively selected students from Class VIII A at SMP Negeri 2 Baranti, Sidenreng Rappang Regency, Indonesia. Data were collected through listening comprehension tests (pretest and posttest) and a post-treatment questionnaire, then analyzed using descriptive statistics and a paired-sample t-test in IBM SPSS Statistics. The results revealed a statistically significant improvement in listening performance. The mean score increased substantially from 16.84 (pretest) to 73.95 (posttest), with a significance value of 0.000 (p < 0.05). The correlation between pretest and posttest scores was moderate (r = 0.556). Questionnaire responses indicated that, although students had limited prior exposure to listening activities, they exhibited highly positive perceptions toward the technique. Participants reported increased motivation, greater focus, and higher engagement during lessons, attributing these gains to the enjoyable and authentic nature of English songs. The findings demonstrate that the Missing Lyrics technique is an effective, engaging, and practical strategy for enhancing listening skills in EFL contexts, particularly at the junior secondary level. The approach is recommended for teachers seeking innovative, low-cost methods to promote active listening and vocabulary development through authentic materials.
Enhancing Students’ Speaking Fluency Through Roleplaying Segmented Scenes from Inside Out 2: A Descriptive Qualitative Study Riska Dwi Apriyani; Sam Hermansyah; Isumarni; Syamsu T
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.v13i1.5627

Abstract

Speaking fluency remains a persistent challenge for EFL learners in Indonesia, where students frequently exhibit limited oral proficiency due to insufficient practice opportunities, speaking anxiety, and traditional teaching methods. This descriptive qualitative study explores the implementation of role-playing segmented scenes from the Pixar animated film Inside Out 2 as an innovative strategy to enhance senior high school students’ English speaking fluency. The research was conducted with 20 students from class X-5 at SMAN 6 Sidrap, South Sulawesi, Indonesia. Ten students were purposively selected as key informants. Data were collected through pre- and post-intervention speaking fluency tests, semi-structured interviews, and classroom documentation. Fluency was assessed using the indicators of total words attempted (TWA), total speaking time (TST), filled speaking time (FST), and total words delivered (TWD). These quantitative indicators were converted into disfluency percentage, initial speaking rate (ISR), and effective speaking rate (ESR), while qualitative data were analyzed using the Miles and Huberman model. The findings demonstrate that role-playing segmented scenes from Inside Out 2 effectively improved students’ speaking fluency. Post-intervention results showed increased speaking rates, reduced pauses and hesitations, and greater confidence and active participation. Students expressed highly positive responses, highlighting increased motivation, reduced anxiety, and a more engaging learning atmosphere through this context-rich, media-based activity. The study underscores the pedagogical value of integrating popular animated films into role-play activities as a practical and motivating approach to developing oral communication skills in EFL classrooms.

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