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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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Improving Seventh Grade Students’ Vocabulary Mastery Through Total Physical Response Method at SMP Negeri 3 Pangsid Winda Aprilia; Syamsu T; Sitti Aisa; Nur Hikmah; Sam Hermansyah
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.v13i2.6453

Abstract

This study examined whether the Total Physical Response (TPR) method significantly improved the vocabulary mastery of seventh-grade students at SMP Negeri 3 Pangsid. A quantitative approach with a one-group pre-test and post-test design was used. The population comprised 78 seventh-grade students in the 2025/2026 academic year, and 25 students from Class VII A were selected through purposive sampling. The research instruments were a 20-item multiple-choice vocabulary test and a classroom observation sheet. The test measured word meaning, pronunciation, and vocabulary use, while the observation focused on attention to commands, appropriate physical responses, active participation, and enthusiasm. The treatment was conducted in three instructional meetings through teacher commands, action modeling, repetition, individual and group responses, and simple role reversal. The results showed that the mean score increased from 66.60 on the pre-test to 85.60 on the post-test. The Shapiro-Wilk results indicated that both score distributions were normal, with significance values of 0.080 and 0.067. The paired sample t-test yielded a mean difference of 19.00 points, t(24) = -5.603, and p < 0.001. Classroom observation also showed that students paid attention, responded physically, participated actively, and demonstrated enthusiasm during TPR activities. These findings indicate that TPR significantly improved students’ vocabulary mastery and supported a more active, enjoyable, and low-anxiety learning environment.
Enhancing Students’ Vocabulary Mastery Through Snowball Throwing Games at MTs GUPPI Kaluppang Nur Afika; Sam Hermansyah; Nurul Faradillah; Sitti Aisa
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.v13i2.6454

Abstract

This study investigated the effectiveness of the Snowball Throwing Game in enhancing seventh-grade students’ vocabulary mastery at MTs GUPPI Kaluppang. The research employed a quantitative pre-experimental one-group pre-test and post-test design. Sixteen students were selected through purposive sampling. The main instrument was a 20-item vocabulary test consisting of 10 multiple-choice items and 10 matching-word items, administered before and after the treatment. Data collection was conducted in six meetings: a pre-test, two vocabulary teaching meetings, two Snowball Throwing treatment sessions, and a post-test. The results showed that the mean score increased from 65.00 in the pre-test to 75.63 in the post-test, producing a gain of 10.63 points. The paired sample t-test yielded t(15) = -3.686 with p = 0.002, indicating a statistically significant difference between the two tests. The effect-size analysis produced Cohen’s d = 0.922 and Hedges’ g = 0.898, both indicating a large effect. These findings show that Snowball Throwing can provide an active, repeated, and collaborative vocabulary-learning experience and is effective in enhancing students’ vocabulary mastery in the context of a rural Islamic junior secondary school.
Intrinsic Elements and Narrative Techniques in Short Stories Written by Junior High School Students in Sidenreng Rappang Regency Musfiratul Soleha; Jumiati; Kamal; Suhartini Khalik
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.v13i2.6502

Abstract

This study describes the intrinsic elements and narrative techniques in short stories written by junior high school students who participated in the 2025 Festival Bulan Bahasa in Sidenreng Rappang Regency. The study employed a descriptive qualitative design. The data consisted of textual excerpts from 13 short stories and were examined through an objective approach rooted in New Criticism and a narratological perspective. Data were collected through documentation, repeated reading, marking, and classification, and were analyzed using content analysis. The findings show that all 13 short stories contain seven intrinsic elements: theme, character and characterization, plot, setting, point of view, language style, and moral message. The stories consistently developed the competition theme, "Youth and the Indonesian Language," through education, friendship, self-development, language awareness, and polite communication. All stories used chronological forward plots, while settings were dominated by schools, homes, libraries, and other environments familiar to students. Narrative techniques were characterized by orderly plot management, character development through action and dialogue, complementary use of dialogue and narration, consistent first- or third-person perspectives, and conflicts drawn from students' everyday lives. Several texts, however, showed compressed conflict development or rapid character change. Overall, the interaction between intrinsic structure and narrative technique enabled the students to construct coherent stories and communicate moral and linguistic values clearly.
The Use of the Fun English Learning (FEL) Application in Enhancing Students’ English Vocabulary Hasprilia Putri Shafira; Ibrahim Manda; Andi Sadapotto; Buhari; Sam Hermansyah
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.v13i2.6503

Abstract

This study examined the effectiveness of the Fun English Learning (FEL) application in enhancing the English vocabulary mastery of eighth-grade students at UPT SMP Negeri 1 Pangsid, Sidenreng Rappang. A quantitative quasi-experimental method with a pre-test-post-test control group design was employed. The participants consisted of 31 students: 16 students in the experimental group who learned vocabulary through the FEL application and 15 students in the control group who received conventional instruction. A 20-item multiple-choice vocabulary test was administered before and after the treatment. The data were analyzed using descriptive statistics, the Shapiro-Wilk test, Levene's test, and an Independent Samples t-test with SPSS version 26. The experimental group's mean score increased from 63.13 on the pre-test to 77.19 on the post-test, whereas the control group's mean score changed only from 58.00 to 58.67. The post-test comparison yielded t(29) = 5.007, p < 0.001, with a mean difference of 18.52 points. The findings demonstrate that students taught through FEL achieved significantly higher vocabulary outcomes than students taught through conventional instruction. The application's interactive games, quizzes, pronunciation practice, listening activities, multimedia support, and immediate feedback provided repeated and engaging opportunities to process vocabulary. Therefore, FEL can be considered an effective technology-assisted medium for supporting vocabulary instruction among junior high school students.
An Investigation of Students' Interest in Learning English Pop Songs at SMAN 4 Wajo Sahrina Ahmad; Andi Sadapotto; Nurul Faradillah; Ibrahim Manda; Sam Hermansyah
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.v13i2.6510

Abstract

This study investigated the level of tenth-grade students' interest in learning English through English pop songs at SMAN 4 Wajo and identified the internal and external factors influencing that interest. The research employed an integrated mixed-method design. Quantitative data were collected through a 12-item questionnaire organized around four indicators: feeling of enjoyment, students' interest, acceptance, and students' engagement. Qualitative data were obtained through semi-structured interviews with selected students and classroom observations. Questionnaire data were analyzed using score percentages and interest-level categories, while qualitative data were analyzed through data reduction, data display, conclusion drawing and verification, and triangulation. The results showed a total questionnaire score of 694 out of a maximum of 840, producing an overall percentage of 82.62%, which was categorized as high. Feeling of enjoyment contributed the largest share of the total score (186; 26.80%), followed by acceptance (171; 24.64%), students' interest (170; 24.50%), and students' engagement (167; 24.06%). Qualitative findings identified four internal factors - enjoyment, motivation, curiosity about lyrics and vocabulary, and personal preference for pop songs - and two external factors - teachers and learning activities, and accessibility through social media and digital platforms. These findings indicate that English pop songs can provide an enjoyable and relevant learning medium that supports students' interest, motivation, and participation in English learning.
Waterfall Model Inventory Information System at Alvinda Store Karawang Herlina Ferliyanti; Maman Abdurahman; Tri Haryati; Al Ghazali; Ayu Azizah
INTERACTION: Jurnal Pendidikan Bahasa Vol. 10 No. 1 (2023): 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

Stock name is a process for calculating incoming and outgoing goods by inventory bookkeeping records. Manual calculations will take a very long time, and the risk of error is very high, so the presentation of the inventory report is hampered because it does not match the predetermined time. The stock opname information system with the Waterfall method can make it easier to accurately calculate the amount of stock inventory and can minimize the counting time to be faster. So that inventory reports can be generated quickly, accurately and on time.
Lexical Cohesion and Meronymy in Selected Movie Dialogue: A Discourse Analysis of World War Z (2013) Kornelius Ferento Bhetu; 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.v13i2.5351

Abstract

This study examines lexical cohesion with particular attention to meronymy in selected dialogue excerpts from the film World War Z (2013). The revision narrows the analytical scope to lexical-semantic relations so that the research objectives, data selection, and reported findings are methodologically consistent. Using a qualitative descriptive discourse-analysis approach, the article analyzes eight reported excerpts: four illustrating repetition, near-synonymy, a superordinate-specific relation, and associative collocation, and four illustrating part-whole relations involving body parts, spatial components, object components, and group members. The analysis follows Halliday and Hasan’s account of lexical cohesion while treating meronymy as a complementary lexical-semantic relation informed by Cruse and Saeed. The findings show that lexical relations connect meanings across adjacent turns by maintaining topic continuity, specifying categories, and associating crisis-related concepts. Meronymy contributes more specifically by linking salient parts to larger entities, allowing speakers to refer economically to bodies, locations, objects, and groups while preserving contextual continuity. The study contributes a focused account of how part-whole semantics can support cohesion in cinematic dialogue and clarifies the distinction between canonical lexical-cohesion categories and meronymic relations.
The Effect of the Memorization Strategy on English Vocabulary Mastery among Second-Grade Students at SMPN 4 Patampanua Safridah; Sam Hermansyah; Sitti Aisa; Syamsu T
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.v13i2.6523

Abstract

This study examined whether the use of a memorization strategy produced a significant difference in English vocabulary mastery among second-grade students at SMPN 4 Patampanua. The study employed a quantitative approach with a quasi-experimental control-group design. The population consisted of 124 second-grade students, while the sample comprised 60 students from two intact classes selected through purposive sampling. Class VIII.2 was assigned as the experimental group and received vocabulary instruction through a memorization strategy, whereas Class VIII.3 was assigned as the control group and received a conventional teaching strategy. The instructional procedure consisted of a pre-test, three treatment meetings, and a post-test. The memorization treatment required students to work with a target vocabulary list, write the words and meanings, memorize them through repetition and rehearsal, and demonstrate oral recall. Data were collected through a written vocabulary mastery test and analyzed using descriptive statistics, Shapiro–Wilk normality testing, Levene’s test, an Independent-Samples t-test, and Cohen’s d. The experimental group increased from a pre-test mean of 49.93 to a post-test mean of 78.57, whereas the control group increased from 55.57 to 67.07. The post-test comparison produced t = 4.696, df = 58, p < .001, with a mean difference of 11.50 points. The study therefore found a statistically significant difference in vocabulary mastery in favor of the memorization group. The thesis reports Cohen’s d = 1.21, interpreted as a large effect. The findings indicate that structured memorization, when systematically combined with writing, repetition, rehearsal, and oral retrieval, can be an effective strategy for developing foundational English vocabulary among junior high school EFL learners.
The Influence of Reading Habit on Students' English Vocabulary Improvement at SMPN 1 Baranti Nabilah; Buhari; Syahrir L; Andi Sadapotto; Sam Hermansyah
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.v13i2.6543

Abstract

This study investigated the influence of reading habit activities on students' English vocabulary improvement at SMPN 1 Baranti. The research employed a quantitative approach with a one-group pre-test–post-test design. The participants were 22 eighth-grade students selected through purposive sampling. The students participated in structured reading habit activities for four weeks, and their vocabulary performance was measured through a written vocabulary test administered as a pre-test and post-test. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and the Paired-Samples t-test. The results showed that the students obtained a higher post-test mean score (74.09) than the pre-test mean score (53.18), resulting in an average improvement of 20.91 points. The Paired-Samples t-test showed a t-value of −31.480, with df = 21 and a significance value of < 0.001, indicating a statistically significant difference between the pre-test and post-test scores. Therefore, the findings showed that students' English vocabulary performance significantly improved after the implementation of reading habit activities at SMPN 1 Baranti.
The Application of Metacognition-Based Mind Mapping to Improve Junior High School Students’ Expository Writing Skills Nadia Apriyanti Felisa Barady; Masayu Gay; Idwan Djais
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.v13i2.6547

Abstract

This study aimed to improve the expository writing skills of eighth-grade students at SMP Negeri 7 Kota Ternate through the application of metacognition-based mind mapping. The study employed a classroom action research design conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were 37 students. Data were collected through a writing test, observation, and metacognitive reflection, and were analyzed quantitatively and qualitatively. The results showed an increase in the mean score from 43.25 in the pre-cycle to 59.46 in Cycle I and 78.38 in Cycle II, with mastery increasing from 43.25% to 59.46% and 78.38%, respectively. These findings indicate that metacognition-based mind mapping effectively helped students organize ideas and regulate the writing process. The contribution of this study lies in integrating idea mapping with metacognitive regulation as a learning strategy for expository writing.

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