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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 518 Documents
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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.
The Effect of Reading Habits at Home and the Availability of Reading Materials on the Reading Literacy Ability of Sixth-Grade Students at UPT SD Negeri 1 Kulo Asnih; Muhammad Hanafi; Yusmah; Nuraini K; Aswadi; Jamaluddin Ahmad
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.v13i1.5676

Abstract

This study investigated the influence of reading habits at home and the availability of reading materials on the reading literacy ability of sixth-grade students at UPT SD Negeri 1 Kulo. Employing a quantitative explanatory research design, the study utilized saturated sampling involving the entire population of 23 sixth-grade students. Data were collected using questionnaires to measure reading habits at home and the availability of reading materials, along with a standardized reading literacy test. Data were analyzed using descriptive statistics and multiple linear regression with SPSS software. The results revealed that: (1) reading habits at home had a positive and significant effect on reading literacy ability (t = 3.12, p = 0.005 < 0.05); (2) the availability of reading materials also exerted a positive and significant effect (t = 2.45, p = 0.021 < 0.05); and (3) both variables simultaneously had a significant influence (F = 18.76, p = 0.000 < 0.05). The coefficient of determination (R² = 0.652) indicated that 65.2% of the variance in students’ reading literacy ability could be explained by the two variables, while the remaining 34.8% was influenced by other factors. The findings underscore the critical role of home-based reading practices and resource availability in enhancing elementary students’ reading literacy. Collaboration among parents, teachers, and schools is essential to create a literacy-rich home environment that optimally supports students’ reading development.
The Effect of Interactive Video-Based Learning on Students’ English Learning Outcomes Sucipto; Sam Hermansyah; Yuliyanah Sain; Titin Rahmiatin Rahim
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.v13i1.5694

Abstract

The integration of technology in language teaching has become increasingly important to enhance student engagement and learning outcomes. This study examined the effect of interactive video-based learning on students’ English learning outcomes at SMA N 2 Kulisusu Utara, Southeast Sulawesi. Employing a one-group pretest-posttest pre-experimental design, the research involved the entire population of 17 students in Class XI. Interactive videos, developed using Canva and Edpuzzle with embedded quizzes, subtitles, and interactive tasks aligned with the 2022 Merdeka Curriculum, were implemented over eight weeks. English learning outcomes were measured through a validated achievement test covering vocabulary mastery, grammar, reading comprehension, and listening skills. Data were analysed using paired sample t-test with SPSS version 26. The results showed a significant improvement in students’ English learning outcomes after the intervention (pretest mean = 64.12, SD = 8.45; post-test mean = 81.76, SD = 7.23; t = 9.87, p < 0.001). Additionally, students reported high positive perceptions toward the learning media. These findings indicate that interactive video-based learning is an effective and engaging instructional strategy for improving English proficiency in senior high school settings, particularly in resource-limited madrasah environments. The study recommends wider adoption of interactive video technology and further research with larger samples and control groups.
Integrating Wordwall to Increase Student’s Enthusiasm in Learning English Vocabulary Achievement: A Study of Eighth Grade Students at UPT SMP Negeri 4 Panca Rijang Nur Aini; Sam Hermansyah; Sitti Aisa; Nurul Faradillah
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.v13i1.5703

Abstract

This study aimed to investigate the effectiveness of integrating Wordwall in enhancing students’ enthusiasm and English vocabulary achievement among eighth-grade students at UPT SMP Negeri 4 Panca Rijang. Vocabulary plays a fundamental role in language learning; however, many students experience low motivation and limited engagement due to conventional teaching methods. Therefore, the use of interactive digital media is considered a potential solution to address this issue. This research employed a quantitative approach with a quasi-experimental design involving two groups: an experimental group taught using Wordwall and a control group taught through conventional methods. The sample consisted of 45 students. Data were collected through a vocabulary achievement test (pre-test and post-test) and an observation rubric measuring students’ enthusiasm. The data were analyzed using descriptive and inferential statistics, including paired and independent sample t-tests. The findings revealed that students taught using Wordwall showed a significant improvement in both vocabulary achievement and learning enthusiasm compared to those taught using conventional methods. The experimental group demonstrated higher levels of active participation, motivation, and cognitive engagement during the learning process. The integration of Wordwall as a digital game-based learning medium is effective in improving students’ enthusiasm and vocabulary achievement. It is recommended that English teachers incorporate interactive digital tools such as Wordwall to create more engaging and meaningful learning experiences.
The Relation Between Students’ Frequently in Watching English Content in Social Media and Students’ Vocabulary Mastery Yadinda Mahardika Darwis Putri; Buhari; Isumarni; Syahrir L; 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.v13i1.5704

Abstract

This study aims to examine the relation between students’ frequency of watching English content on social media and their vocabulary mastery in an English as a Foreign Language (EFL) context. Employing a qualitative descriptive design, this research involved 16 eleventh-grade students of SMA Negeri 2 Sidrap. Data were collected through a vocabulary test and structured interviews. The vocabulary test was used to provide a preliminary description of students’ vocabulary levels, while interviews explored students’ exposure to English content, viewing frequency, and learning experiences outside the classroom. The findings reveal that students who frequently engage with English content on social media platforms such as YouTube, TikTok, and Instagram demonstrate higher levels of vocabulary mastery compared to those with lower exposure. The frequency of engagement ranged from daily to occasional viewing, with content types including both educational and entertainment materials. Repeated exposure to authentic and contextualized language input was found to contribute significantly to vocabulary acquisition. Furthermore, the study indicates that social media serves as an effective informal learning environment that supports autonomous learning and enhances students’ vocabulary development. These findings suggest that integrating social media-based exposure into language learning strategies can be beneficial in improving students’ vocabulary mastery.
A Comparative Analysis of Eleventh Grade Students’ Reading Comprehension of Narrative Texts Using Printed and Digital Media at SMA Negeri 9 Sidrap Rismayanti; Sam Hermansyah; Sitti Aisa; 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.v13i1.5705

Abstract

This study aims to examine the differences in eleventh-grade students’ reading comprehension of narrative texts when taught using printed and digital media, as well as to determine which medium is more effective. A quantitative approach with a quasi-experimental design was employed, involving two groups: an experimental group taught using printed media and a control group taught using digital media. The research was conducted at SMA Negeri 9 Sidrap in the 2025/2026 academic year, with a total sample of 36 students selected through purposive sampling. Data were collected using a 20-item multiple-choice reading comprehension test administered as pre-test and post-test. The data were analyzed using descriptive statistics, homogeneity testing, independent sample t-test, and effect size (Cohen’s d). The findings revealed a significant difference between the two groups, with a significance value of 0.001 (p < 0.05). The experimental group achieved a higher mean score (87.78) compared to the control group (77.50). Moreover, the effect size (d = 1.24) indicated a large effect. These results suggest that printed media is more effective than digital media in improving students’ reading comprehension of narrative texts. This study provides empirical evidence for teachers and educators in selecting appropriate instructional media in EFL classrooms.
Development of a Google Sites-Based Literacy Movement Program in Elementary Schools Isuharni Binte Idris; Muhammad Hanafi; Aswadi; Syamsu T; Jumiati; Jamaluddin Ahmad
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.v13i1.5720

Abstract

This study developed and evaluated the effectiveness of a Google Sites-based School Literacy Movement (GLS) program to improve reading comprehension skills among fifth-grade students at UPT SD Negeri 1 Rijang Panua, Indonesia. The research was driven by the moderate literacy achievement of 55.33% reported in the 2024 Education Report, stemming from suboptimal GLS implementation that emphasized routine reading without structured comprehension assessment and relied on conventional, less engaging media. Employing a Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the study produced “SIBACA SITES” (Smart Reading System Based on Google Sites), an interactive web-based platform integrating contextual reading texts, multimedia resources, comprehension exercises, and interactive features. Expert validation by material, media, instructional design, and language specialists yielded very high feasibility scores (89%, 91%, 92%, and 91%, respectively), placing the product in the “very feasible” category. Limited trials (n=10) resulted in an average N-gain score of 0.60 (moderate effectiveness), while extensive trials (n=25) demonstrated more substantial gains: 16 students in the moderate category and 9 in the high category, with no students in the low category. Questionnaire responses from students and teachers indicated highly positive perceptions regarding attractiveness, usability, and learning benefits. The findings confirm that the Google Sites-based GLS program is valid, practical, and effective in enhancing reading comprehension. Theoretically, it strengthens digital literacy, multimodal literacy, and constructivist learning principles. Practically, it offers an innovative, technology-integrated model for implementing the School Literacy Movement in elementary schools, supporting 21st-century competencies.
The Influence of Storytelling and Learning Concentration on the Narrative Text Listening Ability of Fourth-Grade Students at SD Negeri 1 Kulo Hasniati; Muhammad Hanafi; Jumiati; Yusmah; Aswadi; Jamaluddin Ahmad
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.v13i1.5751

Abstract

This study examines the influence of storytelling and learning concentration on the narrative text listening ability of fourth-grade students at SD Negeri 1 Kulo. Specifically, it analyzes (1) the partial effect of audio storytelling, (2) the partial effect of learning concentration, and (3) the simultaneous effect of both variables on students’ narrative text listening skills. Employing a quantitative ex post facto design with a correlational approach, the study involved the entire population of 34 fourth-grade students as the sample through saturated sampling technique. Data were collected using questionnaires, classroom observation, and a narrative listening test, and analyzed through descriptive statistics, normality testing (Kolmogorov-Smirnov), multiple linear regression, t-test, and F-test. Descriptive results indicated that audio storytelling (M = 35.6), learning concentration (M = 40.2), and narrative listening ability (M = 75.6) all fell into the “good” category. Normality tests confirmed that all variables were normally distributed (p > 0.05). The partial t-test revealed significant positive effects for both audio storytelling (t = 3.52, p = 0.001) and learning concentration (t = 3.38, p = 0.002). The simultaneous F-test further confirmed a significant joint influence (F = 24.381, p = 0.000). The findings demonstrate that audio storytelling and learning concentration exert positive and significant partial and simultaneous effects on fourth-grade students’ narrative text listening ability. These results offer practical implications for elementary language teachers seeking innovative, media-supported strategies to enhance listening comprehension.
Gamification as a Strategy to Enhance Learning Motivation and Argumentative Writing Skills of Eleventh Grade Students at SMA Negeri 1 Sidrap. Rosmini Kasman; Fadlina; Hamdi M. Daming
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.v13i1.5817

Abstract

The low level of learning motivation and inadequate skills in writing argumentative texts remain major challenges in Indonesian senior high school education. This study investigates the effectiveness of gamification as an innovative strategy to enhance both learning motivation and argumentative text writing skills among grade XI students at SMA Negeri 1 Sidrap. A quasi-experimental design with one-group pretest-posttest was employed. The sample consisted of 35 students from one intact class (out of nine classes/rooms in the relevant grade level). Gamification elements such as points, badges, leaderboards, levels, quests, and immediate feedback were integrated into argumentative writing lessons over eight meetings using a digital learning platform combined with classroom activities. Data were collected through a validated learning motivation questionnaire (based on the ARCS model) and an argumentative text writing test assessed using a holistic rubric covering content, organization, language use, and mechanics. Paired-sample t-test results revealed a statistically significant improvement in both variables. Students’ learning motivation scores increased substantially (p < 0.05), and their argumentative writing skills improved from an average pretest score of 64.57 to 82.86 in the posttest. Qualitative observations further indicated higher student engagement, collaboration, and persistence during gamified sessions. The findings demonstrate that gamification is an effective pedagogical strategy that simultaneously boosts affective (motivation) and cognitive (writing skills) outcomes. This approach offers practical implications for language teachers seeking to create more engaging and student-centered learning environments in senior high schools.

Page 48 of 52 | Total Record : 518

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