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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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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%).
Moral Values in the Character of Ale in Brian Krisna’s Novel A Bowl of Chicken Noodles Before Death Fitri Wulansari; Adinda Permata; Agil Purwitasari; Didimus Yanto; Salsa Billa; Shela Dwi Ananda
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.v13i2.5752

Abstract

This study aims to describe the ethical values embodied in the character of Ale in Brian Khrisna’s work titled A Bowl of Chicken Noodles Before Death by applying a qualitative descriptive method based on a literature review. Research data were drawn from narrative excerpts, dialogues, and the main character’s behavior, analyzed using content analysis techniques. The findings reveal various moral values, such as gratitude, compassion, empathy, honesty, patience, a never-give-up spirit, the ability to forgive, and self-acceptance, which reflect positive human interactions with God, one another, and oneself. Ale’s character development shows a shift from a state of depression and despair toward a more positive understanding of life through the experiences and social interactions he undergoes. This novel serves not only as a form of entertainment but also as a tool for moral education that can shape the reader’s character and provide insight into the meaning of life.
The Resilience of the Main Character in the Film Farha (2021): A Structuralist Analysis Wafa Fatimatuzzahra; Irfan Addriadi; Khomisah
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.v13i2.5763

Abstract

This study aims to analyze the forms of resilience exhibited by the main character in the film Farha (2021) by Darin J. Sallam, as well as to examine how the film’s intrinsic elements work together to construct the meaning of that resilience. This film was selected because it depicts the traumatic experiences of a Palestinian teenage girl living amidst the 1948 Nakba tragedy, while also showcasing the protagonist’s struggle in facing psychological pressure, fear, and alienation during the war.  This study was conducted by integrating Wellek and Warren’s structuralism with Michael Ungar’s multisystemic resilience theory. The research method used is qualitative descriptive, with research data consisting of scenes, conflicts, and visual elements that demonstrate the main character’s resilience process. Data was collected through the watch and note technique by watching the film repeatedly, then selecting scenes relevant to the research focus. The results of the analysis show that the character Farha’s resilience is constructed through three main forms adaptive negotiation, ecological resilience, and meaning-making, which evolve alongside changes in the conflict and the character’s psychological state. Additionally, intrinsic elements such as characterization, plot, setting, conflict, and visual symbols such as confined spaces and the sky play a crucial role in reinforcing the portrayal of the protagonist’s resilience.  Through this approach, the researcher asserts that resilience in the film Farha is a process of adaptation and transformation rooted in the character’s inner strength and the social and cultural values that underpin it, thereby enriching film studies through an interdisciplinary approach that bridges literary structuralism and contemporary psychosocial perspectives.  
Using the Semantic Mapping Technique in Improving Students’ Writing Procedure Text at Vocational High School Yudi Christo; Muhamad Yahrif; Sujarwo
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.v13i2.5774

Abstract

This research aimed to investigate the effectiveness of the Semantic Mapping Technique in improving students’ writing ability of procedure text at a vocational high school. This research employed a quantitative method using a quasi-experimental design involving an experimental class and a control class. The population of this research consisted of tenth-grade students at SMK Darussalam Makassar in the academic year 2025/2026. The sample consisted of 42 students divided into two classes, namely 21 students in the experimental class and 21 students in the control class. The instrument used was a writing test in the form of a pre-test and a post-test. The data were analyzed using descriptive and inferential statistics with the assistance of SPSS version 25. The results showed that the mean score of the experimental class improved from 70.24 in the pre-test to 91.00 in the post-test, while the control class improved from 76.05 to 84.10. The result of the independent samples t-test showed that the significance value (Sig. 2-tailed) was lower than 0.05, indicating that there was a significant difference between students taught using the Semantic Mapping Technique and those taught using conventional teaching techniques. Therefore, the Semantic Mapping Technique was effective in improving students’ writing ability of procedure text, particularly in organizing ideas, arranging procedural steps systematically, and developing vocabulary.
Gamification in Language Learning: The Effect of Using Wayground on Students’ Understanding of the Simple Past Tense Alya Nabilah; Sri Suci Suryawati; M. Nawawi
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.v13i2.5778

Abstract

Mastering the simple past tense is a significant challenge for English as a Foreign Language (EFL) learners, often due to the limitations of traditional, teacher-centered instructional methods. This study investigates the effect of Wayground, the latest evolution of the Quizizz platform, as a digital learning medium to improve students' understanding of the simple past tense. A quasi-experimental design was employed with 65 tenth-grade students, who were divided into an experimental group (n = 35) and a control group (n = 30). Data were collected through pre- and post-tests and analyzed using nonparametric statistical measures: the Wilcoxon signed-rank test and the Mann–Whitney U test. The results revealed a statistically significant difference in learning outcomes favoring the gamified intervention (p = 0.000). Despite individual learning variances, the findings confirm that Wayground fosters a highly interactive and motivating environment that significantly accelerates grammatical competence. These results suggest that integrating modern gamification tools can effectively overcome learning constraints and substantially improve structural grammar pedagogy in English as a Foreign Language (EFL) context.
An Analysis of the Accuracy of Google Translate in Translating Academic Sentences: A Literature Review Chuzaimah; Dian Fera Pratiwi; Agus Setiawan; Nurdin Noni; Mersi Axelina
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.v13i2.5779

Abstract

The increasing use of machine translation tools in academic contexts has raised concerns about their accuracy in translating complex academic language. This study aims to analyze the accuracy of Google Translate in translating academic sentences through a qualitative literature review. The review synthesized findings from 16 selected studies published between 2014 and 2025 that examined Google Translate or machine translation in academic, educational, and language learning contexts. The studies were selected based on their relevance to translation accuracy, error types, user perceptions, and the use of Google Translate in EFL settings. The data were analyzed using thematic categorization, focusing on grammatical accuracy, lexical and terminological accuracy, contextual and semantic accuracy, translation performance across language pairs, and educational implications. The findings indicate that Google Translate performs relatively well in translating simple and general sentences, especially those with clear structures and common vocabulary. However, its accuracy decreases when translating complex academic sentences, technical terms, culture-bound expressions, and context-dependent meanings. The review also shows that translation accuracy varies across language pairs and is influenced by sentence complexity, linguistic structure, and the availability of language resources. In educational contexts, Google Translate can support students’ comprehension, vocabulary learning, and academic writing, but excessive dependence on the tool may reduce students’ critical language awareness. Therefore, Google Translate should be used as a supportive tool accompanied by critical evaluation and human post-editing. Future studies are recommended to test Google Translate using real academic sentences written by Indonesian EFL students.

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