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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 602 Documents
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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.
Enhancing Students’ Motivation in Learning English Through Wordwall at SMPN 2 Pitu Riase Nova Azis; Sam Hermansyah; Nur Hikmah; 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.v13i1.5825

Abstract

The reason to choose this title because it was found that many students had low motivation to learn English. Most of them considered English difficult to understand and irrelevant to their daily communication. This study aimed to explore how the use of Wordwall enhances students’ motivation in learning English and to examine students’ responses toward its implementation in the classroom at SMP Negeri 2 Pitu Riase. The study focused on identifying changes in students’ motivation, participation, and engagement before and after the use of Wordwall as a learning medium. This research employed a descriptive qualitative approach. The data were collected through open-ended interviews (pre-intervention and post-intervention), classroom observations, and documentation. The participants consisted of 10 seventh-grade students selected through purposive sampling. The data were analyzed using an interactive qualitative analysis model including data reduction, data display, and conclusion drawing. The findings showed that the use of Wordwall significantly enhanced students’ motivation in learning English. Before the implementation, students tended to feel bored, less interested, and passive during the learning process. After using Wordwall, students became more enthusiastic, active, and confident in participating in classroom activities. In addition, students responded positively to the use of Wordwall as it created a more interactive, enjoyable, and engaging learning environment. Overall, Wordwall proved to be an effective digital learning medium to improve students’ motivation and participation in English learning.
Development of a Deep Learning-Based Short Story Listening Learning Model for Fifth-Grade Students at SD Negeri 2 Kulo Mariani Binti Aripin; Muhammad Hanafi; Aswadi; Jamaluddin Ahmad; Nuraini Kasman; Yusmah
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.v13i1.5826

Abstract

This study aims to develop a deep learning-based instructional model for teaching short story listening skills to be utilized by teachers in classroom learning. The type of research employed is Research and Development (R&D) using the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. The product developed is a Deep Learning Lesson Plan (Rencana Pembelajaran Mendalam/RPM) for a short story listening instructional model, which was systematically designed and validated by experts. The validation results indicate a high level of feasibility: content experts scored 96%, language experts 81%, and instructional experts 88%, all categorized as “highly feasible.” A limited trial involving 10 students resulted in an average gain score of 0.40, which, according to Hake, falls into the moderate effectiveness category. A wider trial involving 25 students showed that 6 students were in the low category (g ≤ 0.30), 19 in the moderate category (0.39 < g ≤ 0.70), and none in the high category (g > 0.70). This indicates that the majority of participants experienced significant improvement after the implementation of the instructional model. The results of teacher and student response questionnaires also indicate a high level of effectiveness, with both obtaining an average score of 4.65, categorized as “very good.” In conclusion, the developed deep learning-based instructional model for teaching short story listening skills is effective, valid, and engaging in improving students’ listening skills in an active, critical, and reflective manner, and contributes to the development of innovative and contextual Indonesian language learning in elementary schools.
Students' Ability in Writing Stories Via Picture Card Mulkan Andika Situmorang; Mimi Rosadi; Mastari Ramadhani; Ridho Kurniawan
INTERACTION: Jurnal Pendidikan Bahasa Vol. 11 No. 1 (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

Abstract

The purpose of this research is to describe the application of picture card media to the ability to write stories for elementary school students. This research was conducted in class V at the Bintaro Alam School. The strategies used are reading stories with pictures, arranging picture cards in sequence, and writing stories using picture cards. The results obtained through implementing this strategy are students' ability to write stories better. This can be proven that the ability to write stories using picture cards is said to be very good with a percentage of 90% of students able to write stories coherently. The presence of media helps students to write stories according to intrinsic elements.
The Efficacy of Applying the Repeated Reading Technique in Teaching Reading Comprehension Eka Susilawati
INTERACTION: Jurnal Pendidikan Bahasa Vol. 9 No. 2 (2022): 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.v9i2.2274

Abstract

This classroom action research study investigates the efficacy of applying the repeated reading technique in enhancing reading comprehension among seventh-grade students at SMPS IT Al Izzah Sorong. The sample consists of 32 students, and the research design involves two cycles of interventions using a reading test comprising 20 multiple-choice questions as the primary instrument for data collection. The findings reveal a mean score of 70.85 in the pretest, indicating the baseline level of students' reading comprehension abilities. Following the implementation of the repeated reading technique, the posttest results show a notable improvement in students' comprehension levels, with a mean score of 79.62 in Cycle I and a further increase to 84.76 in Cycle II. The progressive trend in students' mean scores across the two cycles highlights the positive impact of the repeated reading technique on students' ability to comprehend and analyze descriptive texts. These results underscore the effectiveness of incorporating interactive and repetitive strategies in language arts instruction to support students' reading comprehension development. The study provides valuable insights into the benefits of utilizing the repeated reading technique as a pedagogical approach to enhance students' reading comprehension skills and promote academic success in language arts education.
The Implementation of Find Someone Who Games on the Students Speaking Ability Eka Susilawati
INTERACTION: Jurnal Pendidikan Bahasa Vol. 9 No. 1 (2022): 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.v9i1.2278

Abstract

This study aims to investigate the impact of implementing Find Someone Who games on the speaking ability of students in the 8A class of SMP IT Al Izzah Sorong. The research employed a Classroom Action Research (CAR) design to observe the effectiveness of using interactive and engaging language learning activities in improving students' speaking skills. The participants of the study were 30 eighth-grade students from 8A class who were involved in the Find Someone Who games during English language lessons. The research was conducted over a period of six weeks, with data collected through speaking assessments, observations, and student feedback. The findings of the study revealed a significant improvement in the students' speaking ability after the implementation of Find Someone Who games. It can be seen from the pretest mean score was 70.58. In cycle one posttest, the score improved becoming 78.67 and in cycle two posttest become 82.45. The interactive nature of the games encouraged students to engage in meaningful conversations, practice speaking in English, and build confidence in expressing themselves orally. The results suggest that incorporating interactive language learning activities such as Find Someone Who games can be an effective strategy to enhance students' speaking skills in the language classroom.
A Learning Scenario on Figurative Language in Gita Savitri Devi's Novel Rentang Kisah Mulkan Andika Situmorang; Izmawal Pebriani Nasution; Meliana Br Gultom; Mastari Ramadhani; Muji Endah Palupi
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.v12i1.3766

Abstract

The purpose of this study is to explain that a novel can be used as a learning scenario for figurative language that is easy to understand. This research employs a qualitative approach using descriptive methods. The data in this study is derived from a novel titled Rentang Kisah written by Gita Savitri Devi. The data source comes directly from the novel Rentang Kisah by Gita Savitri Devi. The results of this study indicate that a novel is not only meant to be enjoyed as a literary work but can also be developed into a learning scenario. By creating a learning scenario, it becomes easier to explain the figurative language found in Rentang Kisah by Gita Savitri Devi.
Conversational Implicature in Political Discourse: A Pragmatic Analysis of YouTube Podcast How America Lost Faith Jesika Wati Patrisia Purba; Afriana
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 2 (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.v13i2.5379

Abstract

This study examines how conversational implicature operates within the YouTube podcast How America Lost Faith in Everything, exploring how implied meanings reflect political distrust and shape audience interpretation. Drawing on Grice’s Cooperative Principle and Levinson’s pragmatic framework, this research analyses selected segments from the podcast to identify implicatures used to express criticism toward institutional authority. Using a qualitative descriptive method, the researcher transcribed episodes and conducted thematic coding to uncover implicit messages embedded in the discourse. The findings reveal that implicature serves as a subtle rhetorical tool for shaping socio-political narratives expressing scepticism, irony, and ideological stance without direct confrontation. This study contributes to understanding how digital political communication constructs meaning through indirectness and how YouTube discourse influences public perception of trust in institutions.

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