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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 455 Documents
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Challenges and Strategies of Teachers in Teaching English to Hearing-Impaired Students: An Inclusive Education Perspective Maemuna Muhayyang; Andi Sukri Syamsuri; Herman Tahir; Syamsiarna Nappu; Andry Hasryan; Annisa Nur Hidayah
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.v13i1.5549

Abstract

Teaching English to hearing-impaired students poses a pedagogical challenge for teachers due to the dominant auditory learning orientation. Thus, this research aims to study the challenges faced by teacher when teaching English to hearing-impaired students at SLB Negeri 1 Makassar, and the strategies used to address these issues from the perspective of inclusive education. The objective of this research is achieved through the application of a qualitative approach designed as a case study. A teacher was selected purposively as the research subject, and her teaching data was collected thru classroom observations, interviews, and documentation. The research findings identified five challenges faced by the teacher, namely communication, student differences in ability, a lack of learning resources, student distractions, and the students' limited vocabulary. To address these issues, teacher used adaptive approaches, that is visual teaching materials, in-person instruction, sign language, mobile-phones as learning aids, and intensive material repetition. These strategies are examples of inclusive pedagogical practices that emphasize adaptation, responsiveness, and flexibility in learning for hearing-impaired students. This research concludes that the pedagogical skills and teaching adaptations of teachers are important components that enable deaf students to learn English effectively in the classroom.
Differentiated Assessment Practices in EFL Classrooms: Evidence from a Senior High School in Indonesia La Sunra; Nur Alya Triana; Baso Jabu
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.v13i1.5550

Abstract

Assessment plays an essential role in differentiated learning as it provides information about students' readiness, learning progress, and instructional needs. Through assessment, teachers can adjust instruction and learning activities to support diverse learners in the classroom. In English language teaching, assessment is expected to function as an integral part of the learning process rather than merely as a tool for measuring outcomes. This study aims to explore the implementation of differentiated learning assessment in an English as a Foreign Language (EFL) classroom, focusing specifically on diagnostic and formative assessment practices. A qualitative case study design was employed to gain an in-depth understanding of these practices. The study was conducted at SMAN 2 Makassar in October 2025, involving one English teacher selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis. Findings indicate that the teacher implemented diagnostic assessment at the beginning of the semester to identify students' initial abilities and employed continuous formative assessment to monitor learning progress and provide feedback. Key formative practices included real-time corrective feedback, consultation mechanisms during writing tasks, peer and self-assessment activities, and sequentially organized learning activities that supported progressive skill development. Student perceptions, gathered through questionnaires, were generally positive, with the majority appreciating teacher feedback, valuing sequential learning progression, and finding diagnostic assessment helpful for understanding their strengths and weaknesses. However, implementation of differentiated assessment remained limited in certain areas, particularly in task variation, the use of diverse assessment instruments, and systematic attention to students' interests and learning profiles. The study concludes that while principles of assessment for learning have been applied, further professional development is needed to strengthen differentiated assessment practices in responding to students' diverse learning needs, particularly in expanding beyond readiness-based differentiation to address the full spectrum of student characteristics.
Schools’ Strategies in Enhancing Students’ Self-Efficacy Related to English Language Skills Noka Sholehiya; Siminto; Akhmad Ali Mirza
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.v13i1.5568

Abstract

This study investigates school strategies in enhancing students’ self-efficacy related to English language skills at SMP Negeri 2 Palangka Raya. The research problem arises from the observation that many junior high school students experience low self-efficacy and hesitation when learning English, which affects their participation and language performance. Therefore, this study aims to examine how school programs are implemented to enhance students’ self-efficacy, how these programs are carried out in the classroom, and what obstacles the school encounters in improving students’ self-efficacy. This research employed a qualitative approach using a case study method. Data were collected through interviews with the school principal, English teachers, and students, as well as through observation and documentation. The findings reveal that the school implements several strategic programs to enhance students’ self-efficacy, including the “Student Talent Showcase” program, which provides opportunities for public speaking and English storytelling, teacher participation in professional development forums, and specialized mentoring for English competitions. At the classroom level, teachers apply role-play activities, peer modeling, culturally responsive teaching, and supportive feedback to build students’ confidence in using English. However, several obstacles remain, particularly internal psychological barriers such as fear of making mistakes, lack of intrinsic motivation, and self-doubt among students with low self-efficacy. External factors, such as differences in learning support outside school, also influence students’ self-efficacy. The findings contribute to understanding how institutional programs and classroom strategies can support the development of students’ self-efficacy in English language learning.
Exploring the Linguistic Obstacles in Mastering English Tenses: A Study of Non-English Major University Students’ Perceptions Engelina Salainti; Alfrits Roul Sinadia
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.v13i1.5572

Abstract

In the Indonesian higher education context, non-English major students often encounter difficulties in mastering English tenses. This study aims to investigate students’ perceptions of the cognitive, affective, and behavioral challenges they experience when learning English tenses. A quantitative descriptive design was employed, and data were collected through a 5-point Likert scale questionnaire administered to 65 non-English major students at Universitas Klabat (UNKLAB), representing various faculties such as Computer Science, Business, and Nursing. The findings reveal a complex interaction between linguistic and psychological factors. From a cognitive perspective, 40% of the students identified the absence of a tense system in the Indonesian language as a major obstacle, indicating L1 interference. Affectively, 63% of the participants perceived English tenses as the most difficult aspect of learning English, while 49% reported reduced confidence in speaking due to fear of making grammatical errors. Behaviorally, 65% of the students demonstrated an avoidance strategy by frequently using the simple present tense to minimize mistakes. Despite these challenges, 77% of the students recognized the importance of mastering tenses for their future professional needs. These findings highlight the need for contextualized and communicative grammar instruction that addresses both linguistic difficulties and learners’ emotional barriers in non-English major EFL classrooms.
Speaking Performance and Obstacles Encountered by University-Level English Major Students Engelina Salainti; Alfrits Roul Sinadia
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.v13i1.5574

Abstract

This study investigates the speaking difficulties experienced by English major students, addressing the limited qualitative insights into how these learners perceive and manage such challenges in real communicative contexts. Employing a qualitative case study approach, data were collected from four university students through semi-structured interviews, recorded as mobile voice notes and transcribed verbatim to ensure accuracy. The findings reveal that linguistic obstacles, particularly difficulties in vocabulary retrieval and grammatical construction, contribute to frequent use of fillers such as “ee” and “hmmm,” indicating processing challenges during speech production. In addition, psychological factors, especially anxiety and fear of negative evaluation, significantly hinder students’ speaking performance by increasing their affective filter. Environmental factors, including an overemphasis on theoretical instruction, further limit opportunities for meaningful speaking practice. Despite these challenges, students demonstrate strategic competence by employing paraphrasing, simple expressions, and non-verbal cues to maintain communication. These findings suggest that effective language instruction should balance linguistic development with psychological support and provide more opportunities for communicative practice in supportive learning environments.

Page 46 of 46 | Total Record : 455

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