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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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EFL Learners’ Responses to Teacher questions: A Case Study in an Indonesian Junior High School Ana Maemanah; Agung Ginanjar Anjaniputra
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.v13i2.5679

Abstract

This study looks at how teacher questioning methods influence classroom interaction in an English as a Foreign Language (EFL) situation. Its goal is  to identify the types of questions used by teachers and to investigate how these questions shape interactional patterns during classroom conversation. Using a qualitative descriptive methodology, data were collected from classroom observations during three lessons, yielding 132 instructor questions. The data were transcribed, coded, and classified into four types: display questions, referential questions, procedural questions, and checking comprehension questions. The findings show that display queries were the most common and consistently produced short, predictable responses, resulting in interactional sequences that swiftly ended. Although allowed for more personalized responses they were not expanded through follow-up methods. Procedural and verifying comprehension questions were primarily used to manage classroom flow and confirm comprehension, with little contribution to interactional growth. Overall, classroom engagement was described as teacher-led, short, and with limited discourse expansion. According to the study, the efficiency of questioning is determined not only by the type of question employed but also by how teachers handle interactional sequences, which includes their ability to encourage student responses and facilitate deeper discussions. It proposes that more follow-up tactics should be used to generate more meaningful and student-centered classroom on their answers and facilitating peer discussions.
Cognitive Strategies and Vocabulary Retention in Islamic Boarding School EFL Contexts Miftahul Rahma; Magdahalena Tjalla; Arqam; Abdul Haris Sunubi; Ambo Dalle
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.v13i2.5687

Abstract

This study investigates the effect of cognitive learning strategies on vocabulary retention and retrieval among EFL learners in an Islamic boarding school context. While previous studies have explored cognitive strategies in general EFL settings, limited research has specifically examined their combined effects on both vocabulary retention and retrieval within Islamic boarding school contexts. The research addressed two main questions: to what extent cognitive learning strategies influence students’ vocabulary retention and how these strategies affect vocabulary retrieval. The study employed a quantitative pre-experimental design using a one-group pre-test and post-test approach. The participants consisted of 30 third-grade students at Pendidikan Diniyah Formal Ulya Putri Sengkang. Data were collected using a structured vocabulary test measuring both retention (recognition and recall) and retrieval (productive use). The data were analyzed using descriptive statistics and paired sample t-tests to determine the significance of improvement. The findings showed a substantial increase in both vocabulary retention and retrieval scores, with the mean retention score improving from 29.47 to 42.83 and retrieval from 25.43 to 42.10. The results also indicated that retention gains were slightly more consistent than retrieval improvements, although both were statistically significant (p < 0.05). These findings suggest that cognitive learning strategies effectively enhance both the storage and active use of vocabulary. The study contributes to cognitive learning theory by reinforcing the role of encoding, storage, and retrieval processes, and offers practical implications for integrating structured cognitive strategies into EFL instruction to improve vocabulary learning outcomes.
Self-Empathy in TikTok Comments: A Thematic Analysis of Responses to “Mirrorball” Nova Karina; Zurriyati; Ainol Mardhiah
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.v13i2.5717

Abstract

This study examines how listeners express self-empathy in TikTok comments responding to Taylor Swift’s song Mirrorball. While previous research has explored emotional responses to music on digital platforms, limited attention has been given to how individuals direct empathy toward themselves through brief online expressions. Drawing on Neff’s self-compassion framework, this study focuses on three aspects of self-empathy: self-reflection, emotional awareness, and self-validation. Using a qualitative descriptive approach, twelve TikTok comments were purposively selected and analyzed through thematic analysis. The findings reveal that each aspect of self-empathy is equally represented in the data, with four comments categorized under self-reflection, four under emotional awareness, and four under self-validation. These findings show that listeners use the song as a reflective space to recognize themselves, become aware of their emotional states, and validate their feelings through everyday language. These findings suggest that TikTok functions not only as a platform for music consumption but also as a space where individuals articulate and process self-related emotions through brief digital expressions.
A Structural and Semantic Analysis of English Loanwords in Mandarin on Weibo Cicik Arista; Harisa Ismi Dina
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.v13i2.5722

Abstract

This study presents a structural and semantic analysis of English loanwords in Mandarin on Weibo. Although previous research has extensively investigated phonological adaptation and etymological origins, the structural patterns and semantic meanings of English loanwords in Mandarin in digital communication remain underexplored. This study aims to describe the structural formation based on Xing's classification and denotative/connotative meanings based on Barthes' semiotic framework. A qualitative descriptive approach was employed. Data were collected from Weibo posts in the fourth quarter of 2025 through non-participatory observation and web scraping, resulting in 150 English loanwords in Mandarin for analysis. The findings reveal three structural patterns. Full phonetic translation dominates, followed by phonetic translation with a Mandarin morpheme, while mixed sound-meaning translation occurs least often. This distribution indicates that phonological adaptation is the primary strategy for loanword formation on social media. Regarding meaning, connotative meaning was identified through contextual analysis of metaphorical, slang, or culturally charged expressions within each post, such as 披萨 (pīsà/pizza) used to express romantic feelings in fan community posts. Denotative meaning was assigned when the loanword referred literally to its dictionary definition. Denotative use is more prevalent than connotative use, suggesting that Weibo users primarily employ loanwords for referential purposes. Connotative meanings, though fewer, are significant as they demonstrate creative repurposing for emotional and cultural expression. The study contributes to Mandarin language teaching by showing how English loanwords can serve as accessible vocabulary and how understanding connotation helps learners grasp cultural nuances in digital communication.
Understanding Multilingualism and Code-Switching among English Department Students Across Home, Campus, and Social Media Maemuna Muhayyang; Andi Sukri Syamsuri; Muh. Fakhrul Armas; Nayla Putri Humairah; Nurmutya Annisa
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.v13i2.5734

Abstract

This study investigates multilingualism and code-switching practices among English Department students across three communication domains: home, campus, and social media. Students in Indonesia regularly interact in multiple languages, Indonesian, English, and regional languages yet limited research explores how these linguistic resources are managed across different social contexts. This study aims to describe (1) how students employ multilingualism and code-switching in their daily communication, and (2) what factors influence their language choices across these domains. Using a descriptive qualitative design, data were collected through open-ended questionnaires and semi-structured interviews with undergraduate English Department students. Participants were selected through purposive sampling, and data were analyzed thematically to identify recurring patterns of language use and switching functions. Findings reveal that students display domain-dependent multilingual behaviour. At home, regional languages and Indonesian are dominant due to family norms and cultural identity. On campus, Indonesian is primarily used for peer interaction, while English appears in academic tasks and lecturer communication. On social media, students frequently mix Indonesian and English for stylistic purposes, identity expression, and wider audience engagement. Code-switching functions include clarifying meaning, maintaining conversational flow, expressing identity, and adapting to interlocutors. Language choice is further shaped by context, topic, proficiency, and social relationships. Overall, the study shows that students use their linguistic repertoire flexibly rather than separating languages into fixed systems. These findings contribute to understanding multilingual behaviour in higher education and highlight code-switching as a meaningful communicative strategy in academic and digital contexts.
How do English Teachers Apply Layered Vocabulary Teaching Strategies in Indonesian Junior Secondary EFL Classroom? Maemuna Muhayyang; Nur Syafa Malik; Muh. Fakhrul Armas
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.v13i2.5735

Abstract

This qualitative descriptive study explores how English teachers apply vocabulary teaching strategies in EFL classrooms at the junior secondary level. Data were collected through semi-structured interviews with three experienced English teachers at SMP Negeri 1 Wasuponda, South Sulawesi, Indonesia. The findings reveal that teachers employed a diverse repertoire of strategies encompassing de-contextualizing (word lists, flashcards, dictionary use), semi-contextualizing (word grouping, association, imagery, keyword method, physical response, semantic mapping), fully contextualizing (reading, listening, speaking, writing), and adaptable approaches (structured reviewing). These strategies were implemented through both planned instruction—deliberate preparation of materials and activities—and incidental teaching, in which teachers spontaneously explained unfamiliar words arising during classroom interaction. Although implementation varied according to individual preferences and contextual demands, the integration of multiple strategies effectively supported students’ vocabulary acquisition, retention, and meaningful use. The study underscores the pedagogical value of flexible, layered strategies in resource-variable multilingual settings and carries important implications for teacher professional development, curriculum design aligned with Indonesia’s Merdeka Curriculum, and policy initiatives that promote strategic sequencing and learner autonomy in outer-circle EFL contexts.
Improving Deaf Students’ Interest in Learning English through 3D Animation Media Syamsiarna Nappu; Maemuna Muhayyang; Amsar Ramadhan; Aliyah Nur Khalizah; Hazah Agung Izni
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.v13i2.5736

Abstract

This study investigates whether 3D animation media increase deaf students’ interest in learning English at SLB Negeri 1 Makassar. The study was motivated by the persistent difficulty of delivering English input to deaf learners through conventional verbal explanation and static print materials. Because deaf students depend strongly on visual access, learning media that combine movement, imagery, contextualized vocabulary, and sign-supported explanation are expected to attract attention and sustain engagement more effectively. The study employed a pre-experimental group design. Ten eleventh-grade deaf students participated in the study. Data were collected through a Likert-scale questionnaire administered before and after the treatment. The treatment consisted of English lessons supported by 3D animated videos and animated films, accompanied by guided questioning and sign language practice. Data were analyzed using descriptive statistics. The findings indicate a meaningful increase in students’ interest in learning after the intervention. The mean score rose from 87.40 before the treatment to 103.30 after the treatment, while the significance value of 0.018 showed a statistically significant difference between the two measurements. The score distribution also shifted from neutral responses toward interested and strongly interested categories. These findings suggest that 3D animation media can make English instruction more visually accessible, engaging, and motivating for deaf learners. The study contributes practical evidence that visually rich media can support inclusive English pedagogy in special-school contexts and may serve as an alternative instructional resource for teachers working with deaf students.
The Use of the Tic-Tac-Toe Game-Based Learning on Students’ Vocabulary Mastery Syamsiarna Nappu; Risnawati; Hasnawati
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.v13i2.5737

Abstract

The research aimed to analyze improvements in English vocabulary mastery among eighth-grade students through game-based learning using the Tic-Tac-Toe. One of the fundamental elements in learning the target language, English as a Foreign Language (EFL), is vocabulary, but quite often junior high school students are not able to identify words by their meanings or word classes, or even use them properly in simple communicative contexts. This research used a one–group pre–test–post–test design involving 30 VIII students from a Junior High School in Gowa Regency, Indonesia. The rationale for selecting these participants is based on preliminary classroom observations indicating that these students need extra assistance with vocabulary acquisition. A teacher-made vocabulary test consisting of multiple-choice and fill-in-the-blank vocabulary assessment was administered prior to the start of and following 6 Tic-Tac-Toe meetings. The intervention only included nouns, verbs, and adjectives from words referring to topics with which students already had some familiarity. The results showed that the overall mean score increased from 34.50 on the pre-test to 80.50 on the post-test, with gains that take on greater meaning when examining nouns, verbs, and adjectives, respectively. At the level, the t-test value (5.51) was greater than the t-table value (2.045). 05 significance level, suggesting a statistically sound improvement. This analysis demonstrates that Tic-Tac-Toe can serve as an affordable and interactive classroom strategy to reinforce vocabulary mastery, especially when teachers are seeking non-digitally dependent, offline learning activities.
Improving Students’ Writing Skills Through ICT-Based Learning: A Classroom Action Research Helen Moneka
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.v13i2.5741

Abstract

Writing remains one of the most demanding productive skills for EFL learners in Indonesian secondary schools, where instruction has traditionally been teacher-centered and insufficiently supported by meaningful technology integration. This Classroom Action Research (CAR) study examines how ICT-based learning affects the writing skills of eleventh-grade students at SMA Negeri 2 Pagar Alam, South Sumatra. A mixed-methods design was applied across two action research cycles, each covering three instructional meetings followed by a writing assessment. The 25 student participants were evaluated on five writing componentscontent development, organization, grammar, vocabulary, and mechanics using an analytic rubric adapted from Jacobs et al. (1981). Quantitative data came from pre-test and post-test scores, while qualitative data were drawn from observation checklists and field notes. Results showed that the overall class mean rose from 57.44 at pre-test to 67.70 after Cycle I and reached 77.22 after Cycle II, a total gain of 19.78 points. The student passing rate climbed from 12% at pre-test to 80% at the conclusion of Cycle II, surpassing the 75% threshold required for the study to be considered successful. Qualitative findings pointed to stronger student participation, more consistent use of ICT tools, and a gradual shift toward process-oriented writing behavior. These outcomes suggest that a carefully scaffolded, multi-tool ICT approach integrating Google Docs, Canva, and Grammarly within a process writing framework can meaningfully improve EFL writing competence at the secondary school level.
A Morphological Analysis of Inflectional Morphemes in the Song Lyrics of Chase Atlantic “Chase Atlantic” Album Inna Mustafida; Robby Satria
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.v13i2.5745

Abstract

This study examines the use of inflectional morphemes in the Song Lyrics of Chase Atlantic “Chase Atlantic” Album. Inflectional morphemes are important linguistic elements that indicate grammatical information such as tense, number, comparison, and possession without changing the lexical category of a word. The purpose of this research is to identify the types of inflectional morphemes used in the song and to analyse the grammatical functions in communication. This research applies a qualitative descriptive approach as proposed by Creswell (2014). The data were collected through a close analysis of selected lines taken from the song lyrics. There are fourteen songs were selected and analysed to support the analysis in this article. To support the analysis, this study uses the theory of inflectional morphemes by Fromkin et al. (2013). The data are classified based on the eight types of English inflectional morphemes. The findings reveal that only seven types of inflectional morphemes appear in the song. There are present participle (-ing) appears most frequently with 81 occurrences (37.50%), followed by plural (-s) with 61 occurrences (28.24%), past tense (-ed) with 34 occurrences (15.74%), past participle (-en / -ed) with 18 occurrences (8.33%), and third person singular (-s) with 17 occurrences (7.87%). Meanwhile, comparative (-er) appears 4 times (1.85%) and superlative (-est) appear once (0.46%), while possessive (-’s) does not appear in the data (0.00%).

Page 51 of 59 | Total Record : 583

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