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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 Effects of Reading to Learn Pedagogy on Students’ Skills in Writing Recount Texts Rifla Zalifatun Nasika Shofa; Dwi Agustina
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.v13i2.5820

Abstract

This study investigated the effects of Reading to Learn pedagogy on students’ skills in writing recount texts and identified challenges encountered during its implementation. The study was conducted because many English as a Foreign Language students experienced difficulties in organizing ideas, controlling grammar, and constructing coherent recount texts. A pre-experimental design with one-group pre-test and post-test was employed involving the eighth-grade students at SMP Negeri 7 Pekalongan, Central Java. Quantitative data were collected through writing tests administered before and after the implementation of Reading to Learn pedagogy, while observational data were used to identify challenges during the teaching and learning process. The quantitative data were analyzed using descriptive statistics, normality testing, and paired-sample t-test analysis. The findings revealed that the students’ mean score improved from 67.0345 in the pre-test to 84.8276 in the post-test. The paired-sample t-test showed a statistically significant difference between the pre-test and post-test results with a significance value lower than 0.05, indicating that Reading to Learn pedagogy effectively improved students’ recount writing skills. The observational findings further revealed several challenges, including limited instructional time, students’ difficulties in grammar and vocabulary control, and students’ dependence on teacher scaffolding during independent writing activities. Overall, the study concluded that Reading to Learn pedagogy effectively improved students’ recount writing skills through structured and scaffolded literacy instruction.
The Influence of Storytelling Activities and Self-Confidence on the Speaking Ability of Fifth-Grade Students at SD Muhammadiyah Makkoring Abdul Rauf; Nuraini K; Yusmah; Jamaluddin Ahmad; Muhammad Hanafi; Jumiati
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.v13i1.5840

Abstract

This study aimed to determine the influence of storytelling activities and self-confidence on the speaking ability of fifth-grade students at SD Muhammadiyah Makkoring. This research employed a quantitative approach using a pre-experimental design in the form of a one-group pretest–posttest design. The population of this study consisted of all fifth-grade students at SD Muhammadiyah Makkoring, totaling 20 students. Since the population was relatively small, all students were selected as the research sample through total sampling. Data were collected through speaking ability tests, self-confidence questionnaires, observation, and documentation. The data were analyzed using descriptive and inferential statistics with the assistance of IBM SPSS Statistics software. The results showed that storytelling activities had a significant influence on students’ speaking ability. This was indicated by an increase in the students’ average speaking ability score from 61.35 in the pre-test to 79.65 in the post-test after the storytelling treatment was implemented. The t-test result showed a significance value of 0.000 < 0.05. Self-confidence also had a significant influence on students’ speaking ability, as indicated by an increase in the average score from 61.35 to 86.30 after self-confidence reinforcement was provided, with a significance value of 0.000 < 0.05. Furthermore, storytelling activities and self-confidence simultaneously had a significant influence on the speaking ability of fifth-grade students at SD Muhammadiyah Makkoring. Based on these findings, it can be concluded that storytelling activities and self-confidence can improve students’ speaking ability, both individually and simultaneously. Therefore, storytelling activities and self-confidence reinforcement can be used as alternative learning strategies to enhance elementary school students’ speaking ability
Student-Generated Daily Question Cards for ESP Speaking in Dental Nursing: A Qualitative Case Study Achmad Basir
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.v13i2.5866

Abstract

This qualitative case study examined the implementation of Student-Generated Daily Question Cards in an ESP speaking class for dental nursing students at Poltekkes Kemenkes Makassar. The study involved 48 sixth-semester students and one English lecturer, with data gathered through six classroom observation meetings, semi-structured interviews with 25 purposively selected students and the lecturer, and supporting documentation. The data were analyzed thematically using Miles and Huberman’s interactive model. The study was conducted to address the persistent difficulty many health-related EFL learners experience in speaking English meaningfully and to explore a practical, context-based strategy for improving ESP speaking instruction. The findings revealed four major themes: the cards increased classroom interaction and oral participation, supported students’ willingness to speak more freely, fostered learner-centered engagement through student-generated questioning, and strengthened contextualized communication related to dental nursing practice, including patient education, oral hygiene, and clinical routines. Rather than functioning merely as a speaking prompt, the activity helped transform classroom discourse into a more interactive and profession-oriented learning process. The novelty of this study lies in showing how student-generated question cards can combine active learning, learner autonomy, and ESP relevance within instructional format. The study concludes that Student-Generated Daily Question Cards are an effective and practical tool for encouraging meaningful speaking practice in dental nursing education. The main implication is that ESP lecturers can adapt this strategy to promote student-generated, discipline-based oral tasks that connect language practice with future professional communication needs.
Solidarity and Power in Linguistic Choice of Tidar University Students’ Interaction Sri Wulandari; Linda Eka Pradita; Rahma Ade Triana; Ilmi Nurin Nafiatur Rizqoh
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.v13i2.5876

Abstract

This study is about linguistic choice made by university students, mainly Tidar University students, when they need to interact with other interlocutors on campus. Accordingly, it aims to investigate the linguistic choice patterns done by Tidar University students. This research is delimited to a social factor in Sociolinguistics, namely participants/addressee, which is further subdivided into two specific aspects, namely solidarity and power. Mixed-method research design is employed through self-reported open-ended questions. There are 198 fifth-semester students from five faculties at Tidar University involved as respondents. To collect the data, self-report questionnaires adapted from Cohn and Ravindranath (2013) were distributed. Then, the results were analysed using Holmes’s (2013) framework of social factors. The findings reveal that in high-solidarity interactions, such as with close friends, there are 40,82% students used Javanese. In contrast, when solidarity reduces, like with distant senior students, respondents tend to switch to Bahasa Indonesia or a mix codes (vernacular and Bahasa Indonesia). Distinct from solidarity aspect, when respondents encounter interlocutors with higher perceived power, Bahasa Indonesia becomes the primary choice for interaction and the percentage reaches almost 100%. Conversely, with less than 10% of the respondents utilize Javanese when they interact with cleaning staff and security personnel. Ultimately, results substantiate that the patterns of linguistic choice within a single domain, namely university, can be diverse because of the dynamics of solidarity and power which are implicitly manifested in everyday student interactions on campus.
Personal Pronouns Usage in Sir Arthur Conan Doyle's Sherlock Holmes Short Stories Hilda Hastuti; Diah Supatmiwati; Lela Rahmawati; Nur Alfilail
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.v13i2.5898

Abstract

This study aims to identify and classify the use of personal pronouns in the collection of Sherlock Holmes short stories by Sir Arthur Conan Doyle based on the theory of Betty Schrampfer Azar. The study employed qualitative research. The data source consisted of six chapters of Sherlock Holmes short stories comprising 174 pages. The research showed there were 5,128 personal pronouns from chapter 1 to chapter 6 consisting of 2.815 with 54.89% subject pronouns, 976 with 19.03%, object pronouns, 28 with 0.55% possessive pronouns, 1.285 with 25.06% possessive adjective and 24 with 0.47% reflexive pronouns. The high frequency of subject pronouns indicates that the stories emphasize characters and narrators as the performers of actions. Therefore this study can be implied in grammar learning to improve English learner's comprehending of pronoun usage, cohesion, and coherence. It also contributes to literary texts in constructing characterization, narrative perspective, and meaning in a story.
Coastal Women in International Climate Media: Ecolinguistic Framing Analysis Dian Rahmawati Arief; Zulfiqri Saputra Samsul
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.v13i1.5899

Abstract

This study examines how international climate media constructs coastal women through grammatical choice and ecolinguistic framing. Drawing on Halliday's transitivity system and Stibbe's ecolinguistic framework, the study analyses 20 finite clauses extracted from 30 international news articles published between 2021 and 2025. The analysis asks what process types and participant roles are assigned to coastal women, what frames are produced through those choices, and what ecological meanings are foregrounded or erased. The findings show that material processes dominate the corpus: 18 of the 20 clauses contain a material component, and women appear in Actor roles in 14 clauses when dual-role structures are included. This pattern constructs coastal women mainly as workers, leaders, conservation actors, and climate-resilience agents rather than as passive victims. However, the analysis also identifies displaced agency in clauses where climate forces, institutions, or unnamed development actors occupy the active grammatical position, while women appear as affected participants, clients, or beneficiaries. Ecolinguistically, the corpus is therefore beneficial in recognising women's practical and political agency, but ambivalent in its recurring erasure of structural causes such as unequal coastal governance, exclusion from fisheries policy, and insecure land or livelihood rights. The study contributes to ecolinguistic media analysis by showing that grammatical agency alone is not enough; climate journalism must also name the power relations that make coastal women's resilience necessary.
Development of a Taokwan Qing Ping Gong Temple-Based Edu-Tourism Program for Introducing Chinese Culture in Makassar Ria Riski Marsuki; Dian Sari Unga Waru; Andi Filsah Muslimat; Fakhriawan Fathu Rahman; Leni Cahyati; Khafifa Fuji Lestari; Khairil Anwar; Rizqi Awalia Ilma Amir
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.v13i2.5933

Abstract

This community service activity aims to develop a culture-based educational tourism program at Taokwan Qing Ping Gong Temple as a medium for introducing Chinese culture to the public. This activity is a follow-up to research conducted by students of the Mandarin Language and Chinese Culture Study Program, which analyzed the symbolic meanings of architectural elements, ornaments, and ritual practices at Qing Ping Gong Temple. The method used in this activity was descriptive qualitative with a community service approach. The results show that the educational tourism program was able to improve participants’ understanding of Chinese cultural values, particularly those related to symbolism, philosophy, and ritual practices found at Taokwan Qing Ping Gong. In addition, this activity provided students with contextual learning experiences through an experiential learning approach. This program has the potential to become an innovative culture-based learning model through direct visits, while also strengthening collaboration between higher education institutions and the community in preserving local culture, particularly temples in Makassar City.
Improving Students Writing Skills Through Picture-Based Dictation Method: A Creative Approach Septita Puteri Namirta; Syamsu T; Nurhikmah; 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.v13i1.5934

Abstract

This study aims to examine the improvement of students’ writing skills through the picture-based dictation method and to explore students’ responses to this method. The main issue addressed is students’ difficulties in composing descriptive texts. This study employs a quantitative approach with an experimental design applied to eighth-grade students, A class. aThe results indicate a significant improvement in students’ writing skills, with an average score increase of 18.78 (from 69.22 to 88.00). Based on the Paired Sample T-test, the calculated t-value (6.302) is greater than the critical t-value (2.056), indicating that this method significantly improves students’ writing in terms of content, grammar, vocabulary, and organization. Students’ responses to this method were highly positive, with an acceptance rate of 96.34%. The integration of audio and visual elements proved to facilitate students in generating ideas and boost their confidence in writing English. It can be concluded that the picture-based dictation method is an effective creative approach to improving students’ learning outcomes and motivation.

Page 52 of 52 | Total Record : 518

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