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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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Lecturers’ Practices in Using AI-Powered Tools to Support Academic Writing in EFL Classrooms Hadijah; Hariadi Syam; Nurdin Noni
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.v13i2.5786

Abstract

Artificial intelligence (AI) has increasingly influenced academic writing instruction in English as a Foreign Language (EFL) classrooms. This study aims to explore lecturers’ practices in using AI-powered tools to support academic writing, with attention to their pedagogical use, stages of integration, instructional roles, and perceived challenges. This study employed a qualitative design involving ten lecturers from two Indonesian universities. Data were collected through semi-structured interviews and document analysis and were analyzed using thematic analysis. The findings show that AI-powered tools, including Grammarly, QuillBot, and ChatGPT, are mainly used for grammar correction, paraphrasing, vocabulary improvement, and idea generation. The use of these tools is mostly directed toward the revision stage, while planning and drafting remain largely student-driven. Lecturers play an important role in controlling and guiding AI use to maintain students’ authorship and academic integrity. However, AI integration is still limited by lecturers’ digital competence, lack of institutional training, unclear guidelines, and concerns about student dependency on automated outputs. The study implies that responsible AI integration in EFL academic writing requires clear institutional guidelines, lecturer training, and ethical writing policies.
Syntactic Deviations and Semantic Oddities in Cody Fry’s Pictures of Mountains Album Ana Maria Jati Aryani; Made Frida Yulia
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.v13i2.5814

Abstract

This study identified the syntactic deviations and semantic oddities in the song lyrics of the Pictures of Mountains album by Cody Fry. The lyrics of the songs were pleasant to listen to. However, there were some intentional deviations, which could catch the listeners’ attention. In order to explore that phenomenon, this research employed qualitative content analysis to analyze the lyrics of eleven songs in the Pictures of Mountains album. One song out of twelve was not included as the object of this research due to the absence of lyrics in it. The analysis revealed that this album showed two types of syntactic deviations. Those were 44 instances of omission and 2 types of addition, which varied from parts of speech, clauses, and particles. Nevertheless, misordering and misformation, as other types of syntactic deviations, did not appear in the album. On the other hand, 10 occurrences paradox and an example pleonasm recognized as forms of semantic oddities in the album. Meanwhile, periphrasis and oxymoron were nonexistent in all the song lyrics of the mentioned album. The findings of this research contribute to linguistic study by pointing out how syntactic deviations and semantic oddities serve as intentional linguistic variations in song lyrics. Moreover, it offers new insights on the contributions of the songwriter’s works to the discussion about language and its creativity. Lastly, it serves as proof that linguistic phenomena vary across literary works, such that language can be modified to enhance the unique expression and emotional portrayal.
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.
An Analysis of Archetypal Images in Mary Shelley's Frankenstein Gracesila Hanna Caroline Turnip; Nurma Dhona Handayani
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.v13i2.5835

Abstract

This study aims to identify and analyze the archetypal images represented in Mary Shelley’s Frankenstein using the archetypal image classification proposed by Guerin et al. (2005). This research employed a qualitative descriptive method. The primary data source was Frankenstein novel by Mary Shelley, while the data consisted of words, phrases, clauses, sentences, and narrations containing archetypal images. The data were collected through close reading and note-taking techniques and analyzed using an archetypal approach. The findings revealed ten data categorized into seven archetypal images, namely water, sun, colors, serpent, archetypal woman, wise old man, and tree. Among these categories, colors appeared most frequently, followed by water, while the remaining archetypal images appeared once each. The identified archetypal images symbolically represent themes of life, death, transformation, morality, knowledge, human relationships, and personal responsibility. The findings demonstrate that archetypal images function as universal symbols that enrich the thematic and psychological dimensions of the novel. This study contributes to the field of literary criticism by providing a deeper understanding of symbolic representations in Frankenstein and by demonstrating the applicability of archetypal image theory in revealing hidden meanings within literary texts.
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.
The Construction of Social Values of Darun Nadwah in the Film Omar: A Roland Barthes Semiotic Study Siti Qurotul Aenia Ramadhani; Rohanda Rohanda; Yadi Mardiansyah
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.v13i2.5869

Abstract

The film Omar presents a historical Islamic narrative containing various symbols that represent social values in Arab society during the early period of Islam. This study aims to examine the construction of social values in the Darun Nadwah scenes of the film Omar by Hany As'ad using Roland Barthes' semiotic approach. This study employs a qualitative descriptive method with data sources consisting of the Darun Nadwah scenes found in the film Omar. Data were collected through the observation method and note-taking technique, focusing on the characters' utterances, facial expressions, costumes, and visual symbols appearing in the selected scenes. Data analysis was conducted through three levels of meaning, namely denotation, connotation, and myth. The results of the study indicate the existence of myths related to titles (laqab), clothing, statues, and characters' expressions that represent the construction of social values in the form of social honor, recognition of social status, reverence for ancestral tradition, and the maintenance of prestige and social influence. The Darun Nadwah scenes represent the social structure of Quraysh society and reveal ideological meanings constructed through both visual and verbal elements in the film. The findings of this study indicate that Roland Barthes' semiotic approach can be used to uncover the representation of social values and ideology hidden behind the signs in audiovisual media.
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.

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