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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 485 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.
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 Abraham, Najwa Syah; Safira, Serlina Yulia Alfian; Rohmana, Wahyu Indah Mala
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.

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