INTERACTION-BASED ENGLISH LEARNING IN A BOARDING SCHOOL: SOCIOCULTURAL AND INTERACTIONIST PERSPECTIVES AT SMAN 2 SEKAYU

Abstract

This study explores the implementation of sociocultural and interactionist approaches in learning English through interaction at SMAN 2 Sekayu, a boarding school in Indonesia. Using a qualitative descriptive method, the study involved tenth grade students. Data were collected through classroom observations, student interviews, and documentation of speaking activities. The findings show that interactive learning activities, such as pair work, group discussions, and role plays, significantly improve students’ participation, confidence, and speaking skills. Students become more active and willing to communicate when engaged in collaborative tasks. The boarding school environment also provides additional opportunities for informal language practice through peer interaction. However, challenges such as inconsistent use of English outside the classroom and differences in students’ proficiency levels remain. The study concludes that sociocultural and interactionist approaches are effective in enhancing English learning and recommends maximizing interaction both inside and outside the classroom.