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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 Impact of Mobile Learning Applications on Students’ Motivation in Learning English in MTS Neg. 3 Konawe Selatan Ahmad Junandar; Sam Hermansyah; Maulina; Syarif Amin; Andi Rachmawati Syarif
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.v13i1.5646

Abstract

The integration of mobile learning applications has emerged as a promising strategy to enhance student engagement in English language learning, particularly in resource-limited educational settings in Indonesia. This study aimed to investigate the impact of mobile learning applications on students’ motivation in learning English at MTs Negeri 3 Konawe Selatan, Southeast Sulawesi. Employing a quasi-experimental design, the research involved 56 ninth-grade students from classes IX A, IX B, and IX C. The experimental group (n = 28) utilized mobile-assisted language learning (MALL) applications, while the control group (n = 28) received conventional classroom instruction over an eight-week period. Students’ motivation was measured using a validated questionnaire based on Keller’s ARCS model (Attention, Relevance, Confidence, and Satisfaction) as pre- and post-tests and analyzed with paired and independent sample t-tests. The results revealed a statistically significant increase in overall motivation scores in the experimental group compared to the control group (p < .05). Notable improvements were observed across all ARCS subscales, particularly in attention and satisfaction. Students reported higher engagement through interactive features, gamification, and flexible learning access. These findings indicate that mobile learning applications can effectively boost EFL learners’ motivation in Indonesian junior secondary schools. The study recommends the pedagogical integration of appropriate mobile technologies to support English teaching and learning in similar contexts.
An Analysis of the Role of Quizizz Paper Mode in Enhancing Students' English Learning Engagement and Motivation At SDN 5 Arawa Ardiansyah Putra; Andi Sadapotto; Buhari; 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.v13i1.5647

Abstract

This study examines the role of Quizizz Paper Mode an offline, printable adaptation of the gamified Quizizz platform in enhancing fifth-grade students’ engagement and motivation in English as a Foreign Language (EFL) learning at SDN 5 Arawa, a low-resource public elementary school in rural South Sulawesi, Indonesia. Amid persistent challenges of low participation and motivation in conventional paper-based EFL instruction, particularly in technology-limited settings, the research investigates whether this low-tech gamified tool can foster more interactive and motivating classroom experiences. Adopting a descriptive qualitative design, the study collected data through structured classroom observations and semi-structured interviews with five purposively selected fifth-grade students and their English teacher. Observations focused on three dimensions of engagement behavioral, emotional, and cognitive alongside indicators of intrinsic and extrinsic motivation. Interview responses provided in-depth insights into participants’ perceptions and experiences. Data were analyzed using Miles, Huberman, and Saldaña’s (2014) interactive model, with triangulation ensuring credibility. Findings revealed that Quizizz Paper Mode significantly improved all aspects of student engagement. Students exhibited greater behavioral participation and persistence, heightened emotional enthusiasm, enjoyment, and confidence, and stronger cognitive focus, effortful thinking, and strategy use. Both intrinsic motivation (interest, curiosity, and enjoyment) and extrinsic motivation (competition, scoring, and achievement orientation) increased markedly due to the tool’s game-like elements such as time limits, immediate feedback, and ranking systems. Participants and the teacher perceived the activity as more enjoyable and less anxiety-inducing than traditional assessments. The tool proved highly practical and inclusive in low-resource classrooms, requiring no internet access or personal digital devices. This research concludes that Quizizz Paper Mode is an effective, accessible, and equitable strategy for boosting engagement and motivation in primary EFL learning within resource-constrained contexts. Practical implications for teachers and recommendations for future studies are discussed.
The Integration of Digital Technology in English Language Teaching: A Study on IT-Based Innovation in Vocational High School, Kendari, Southeast Sulawesi Novi Scorpianti Amrin; Sam Hermansyah; Maulina
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.v13i1.5657

Abstract

The rapid advancement of digital technology has revolutionized English language teaching, yet its integration in Indonesian vocational secondary schools remains underexplored. This study examines the implementation of IT-based innovations in English language instruction at one of Vocational Hogh School, Kendari, Southeast Sulawesi, focusing on 29 students in Grade XII TKJ class. Employing a mixed-methods quasi-experimental design, the research integrated quantitative pre- and post-tests with qualitative data from semi-structured interviews, classroom observations, and student questionnaires collected over one semester. Digital tools including Google Classroom, Canva for Education, Quizizz, and video-based authentic materials were systematically incorporated to enhance students’ speaking, listening, reading, and writing skills. Results revealed a statistically significant improvement in overall English proficiency (p < 0.05), with post-test mean scores increasing by 28.4% compared to pre-test scores. Students reported higher motivation (M = 4.21, SD = 0.67 on a 5-point Likert scale) and greater engagement through interactive and collaborative digital activities. Qualitative findings highlighted improved learner autonomy and authentic language exposure, although challenges such as unstable internet connectivity and limited teacher digital competence persisted. This study concludes that strategic integration of IT-based innovations effectively enhances English language learning outcomes in vocational settings. The findings offer practical implications for English teachers and curriculum developers in similar Indonesian vocational high schools and contribute to the growing body of knowledge on technology-enhanced language teaching in developing contexts.
Developing Technology-Based Learning Media to Improve Students’ Listening Skills in Rural Area Sufrianti Purnama; Sam Hermansyah; Maulina; Nurul Aisyah Arif
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.v13i1.5658

Abstract

Listening comprehension continues to pose a significant challenge for vocational high school students in Indonesia, largely due to their limited exposure to authentic listening materials and the continued reliance on conventional, teacher-centred instructional practices. Addressing this issue, the present study aimed to develop and evaluate technology-based learning media designed to enhance students’ listening proficiency. This study employed a Research and Development (R&D) approach, adopting the ADDIE model, which encompasses five systematic stages: Analysis, Design, Development, Implementation, and Evaluation. The participants consisted of 20 tenth-grade students from a vocational high school in Southeast Sulawesi. Data were collected through expert validation questionnaires, student response questionnaires, as well as pre-test and post-test assessments to measure students’ listening performance. The findings revealed that the developed learning media achieved high levels of validity and practicality, as indicated by expert evaluations. Furthermore, the implementation of the media led to a notable improvement in students’ listening comprehension, reflected in the significant increase between pre-test and post-test mean scores. Students also demonstrated highly positive responses, particularly in terms of the media’s attractiveness, ease of use, and perceived usefulness in supporting their learning process. In conclusion, the technology-based learning media developed in this study is both effective and feasible for enhancing listening comprehension among vocational high school students. These findings offer valuable pedagogical implications for English teachers, particularly in promoting the integration of technology-enhanced learning tools in vocational education settings.
The Use of Learning Management Systems (LMS) to Enhance the Effectiveness of English Language Teaching in MT's Ihya Assunnah Kolaka Ahmad Dani; Sam Hermansyah; Maulina; Syarif Amin; Andi Rachmawati Syarif
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.v13i1.5659

Abstract

The rapid advancement of digital technology has transformed English language teaching, particularly through the adoption of Learning Management Systems (LMS) such as Google Classroom or Moodle. This study aimed to investigate the effectiveness of LMS in enhancing the overall quality and outcomes of English language teaching at MTs Ihya Assunnah Kolaka, Southeast Sulawesi, Indonesia. Employing a quasi-experimental pretest-posttest control group design, the research involved 23 eighth-grade students. The experimental group received English instruction integrated with LMS features for interactive materials, assignments, discussions, and feedback, while the control group followed conventional face-to-face teaching methods. Data were collected through pre- and post-tests focusing on English language skills (listening, speaking, reading, and writing) and analyzed using paired and independent sample t-tests. The findings revealed a statistically significant improvement in the experimental group’s English proficiency compared to the control group (p < 0.05), with notable gains in student engagement, motivation, and autonomous learning. Students also reported positive perceptions toward the flexibility and interactivity provided by the LMS. This study demonstrates that LMS can effectively support English language teaching in madrasah settings with limited resources. The integration of LMS is recommended to promote more student-centered and interactive learning experiences aligned with the Kurikulum Merdeka.
The Effect of IT-Based Applications on Students’ Speaking Skills in English Language Learning in Rural South East Sulawesi Nurul Aisyah Arif; Sam Hermansyah; Maulina; Sufrianti Purnama
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.v13i1.5667

Abstract

The integration of Information Technology (IT)-based applications in English language teaching has gained significant attention as a means to enhance students’ speaking skills, particularly in EFL contexts within rural areas. This study aimed to examine the effect of IT-based applications on the speaking skills of junior high school students in Rural Southeast Sulawesi. A quasi-experimental design was employed involving 82 students from grade VIII (44 students across two classes) and grade IX (38 students across two classes). The experimental group utilized various IT-based applications for interactive speaking practice, while the control group received conventional teacher-cantered instruction. Data were collected through pre-test and post-test speaking assessments and analysed using paired sample t-tests and independent sample t-tests. The findings revealed a statistically significant improvement in the speaking skills of students in the experimental group compared to the control group (p < 0.05), particularly in fluency, pronunciation, vocabulary, and grammatical accuracy. These results indicate that IT-based applications can effectively support the development of English-speaking proficiency among students in rural Indonesian schools. The study recommends the integration of technology-enhanced learning tools in the English curriculum to foster more engaging and effective language learning experiences.
Gamification in Technology-Based English Language Teaching: Enhancing Student Engagement at Baitul Qur’an Al Askar Kota Kendari Sachrul Muh. Saleh; Sam Hermansyah; Titin Rahmiatin Rahim; Yuliyanah Sain
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.v13i1.5671

Abstract

The integration of gamification into technology-based English language teaching (ELT) has emerged as a promising strategy to address low student engagement in EFL classrooms. This study investigated the effectiveness of gamification elements embedded in digital platforms to enhance student engagement among tenth-grade students at Baitul Qur’an Al Askar Madrasah Aliyah. Employing a quasi-experimental pre-test and post-test design, the research involved 36 students who participated in gamified English lessons utilizing platforms such as Kahoot! and Quizizz. Gamification elements, including points, badges, leaderboards, and instant feedback, were integrated into vocabulary, grammar, and speaking activities over a 12-week intervention period. Student engagement was measured using a validated 5-point Likert-scale questionnaire adapted from the Student Engagement Instrument, supplemented by classroom observations and semi-structured interviews. Quantitative analysis using paired-sample t-tests revealed a statistically significant increase in overall engagement scores from pre-test (M = 3.18, SD = 0.75) to post-test (M = 4.47, SD = 0.62), t(35) = -8.76, p < .001. Qualitative findings further indicated heightened motivation, active participation, and collaborative learning. The study concludes that gamification in technology-based ELT effectively boosts student engagement in Islamic senior high school settings. Practical implications for EFL teachers and suggestions for future research are discussed.
Implementing Word Puzzle as Media for Teaching Vocabulary in SMP Muhammadiyah Pangsid Nur Fathain; Buhari; Nurul Faradillah; Isumarni; 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.v13i1.5673

Abstract

This study investigated the effectiveness of word puzzles as an innovative teaching medium in improving seventh-grade students’ vocabulary mastery at SMP Muhammadiyah Pangsid, Indonesia. The research was driven by the students’ persistently low vocabulary proficiency, which stemmed from conventional, teacher-centered methods that lacked engagement and failed to promote active learning. Employing a quantitative pre-experimental design with a one-group pretest-posttest approach, the study involved 21 seventh-grade students selected through total sampling. Vocabulary mastery was assessed using a 50-item test consisting of 10 multiple-choice items and 40 word puzzle items covering syllabus-based topics (animals, school objects, occupations, parts of the body, and daily activities). Data collected from pretest and posttest were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test, given the non-normal distribution of the data. The findings demonstrated a statistically significant improvement in students’ vocabulary mastery after the intervention. The mean score rose substantially from 16.33 in the pretest to 72.62 in the posttest. The Wilcoxon Signed-Rank Test produced a significance value of 0.001 (p < 0.05), leading to the rejection of the null hypothesis. These results confirm that word puzzles effectively enhance vocabulary acquisition by increasing student motivation, participation, and retention in an EFL context. The study recommends the integration of word puzzles as a practical, low-cost, and engaging alternative to traditional vocabulary instruction, particularly in junior high schools with limited resources.
The Effectiveness of Digital Platforms in Enhancing Students’ English Vocabulary Mastery in SMA AL Quran Wahdah Islamiyah Kendari Iwan; Sam Hermansyah; Titin Rahmiatin Rahim; Yuliyanah Sain
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.v13i1.5674

Abstract

Vocabulary mastery is fundamental to English language proficiency, yet many Indonesian senior high school students continue to face challenges in acquiring adequate vocabulary due to conventional teaching methods. This study aimed to investigate the effectiveness of digital platforms in enhancing English vocabulary mastery among eleventh-grade students at SMA Al Quran Wahdah Islamiyah Kendari. A pre-experimental one-group pretest-posttest design was employed, involving 23 students from Class XI selected through purposive sampling. The intervention consisted of systematic vocabulary learning activities utilizing selected digital platforms over an eight-week period. Data were collected through a validated vocabulary achievement test administered before and after the treatment. Quantitative data were analyzed using descriptive statistics and paired-sample t-test. The findings revealed a statistically significant improvement in students’ vocabulary scores following the implementation of digital platforms (p < 0.05). Students also reported higher motivation and engagement during the learning process. This study concludes that digital platforms constitute an effective, accessible, and student-centered tool for improving vocabulary acquisition in EFL contexts. The results offer practical implications for English teachers and curriculum developers seeking to integrate technology in technology-limited or faith-based secondary schools in Indonesia.
The Effectiveness of AI Chatbot-Based English Learning Methods in Improving Students’ Speaking Skills Fatmawati; Syamsu T; Nurul Faradillah; Andi Sadapotto; 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.v13i1.5675

Abstract

This mixed-methods study examined the effectiveness of AI chatbot-based English learning methods, specifically using TalkPal AI, in improving eleventh-grade students’ speaking skills at SMAN 11 Sidrap, Indonesia. A quasi-experimental nonequivalent control group design was employed for the quantitative phase, while semi-structured interviews provided qualitative insights into students’ perceptions. The experimental group (n = 18 for post-test) engaged in interactive speaking practice with TalkPal AI, while the control group (n = 14) received conventional teacher-centered instruction. Data were collected through pre- and post-speaking tests assessed using Brown’s (2004) rubric across five components fluency, accuracy, pronunciation, vocabulary, and coherence and interviews with ten purposively selected students from the experimental group. Quantitative analysis revealed that the experimental group achieved a significantly higher post-test mean score (M = 23.17) compared to the control group (M = 12.57). The Mann-Whitney U test confirmed a statistically significant difference between groups (p < 0.001), indicating the effectiveness of the AI chatbot intervention. Qualitative findings showed overwhelmingly positive perceptions: students reported increased confidence, motivation, fluency, pronunciation, and reduced speaking anxiety, attributing these gains to the chatbot’s interactive, non-judgmental, and flexible learning environment. Minor challenges included unstable internet connections and initial familiarity with the application. The results demonstrate that AI chatbot-based methods, such as TalkPal AI, constitute an effective and innovative approach for enhancing EFL learners’ speaking proficiency in secondary education contexts. Pedagogical implications for technology-integrated language teaching and recommendations for future research are discussed.

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