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This study explores the implementation of interpersonal communication between tutors and students in speaking class activities at the Kind English Course by applying DeVito’s Interpersonal Communication Theory. Interpersonal communication plays a vital role in English language learning, especially in speaking classes where real-time interaction directly shapes students’ engagement and learning outcomes. Using a qualitative literature review method, this research examines how the five key components of interpersonal communication—openness, empathy, supportiveness, positiveness, and equality—are applied within instructional practices. The analysis reveals that tutors who demonstrate openness and empathy foster stronger emotional connections with students, which encourages them to speak more confidently. Supportive and positive communication behaviors further create a safe and motivating learning environment where students feel valued and understood. Additionally, the principle of equality helps reduce hierarchical barriers, enabling more collaborative and interactive learning dynamics. Overall, the findings indicate that the consistent application of interpersonal communication principles significantly enhances students’ participation, confidence, and speaking proficiency. This study contributes to a deeper understanding of how communication quality influences language learning and underscores the importance of interpersonal competence among tutors in developing effective and engaging speaking class experiences.

This study aims to improve the quality of learning at SD Negeri 060915, Medan Sunggal District, through the implementation of a participatory learning approach using Participatory Action Research (PAR). The background of the study is based on the low level of student engagement in classroom activities and the teacher’s reliance on traditional lecture methods, which hinder active student participation. This classroom action research was carried out in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through observation, interviews, documentation, and formative assessments. The results showed that the participatory learning approach had a positive impact on increasing student engagement, collaboration in group work, and academic performance, as indicated by an increase in the average student score from 66.4 in the first cycle to 77.2 in the second cycle. Teachers also improved their role as facilitators, and the classroom environment became more interactive and student-centered. The study concludes that the participatory approach is effective in creating an active, collaborative, and meaningful learning environment in elementary education.

This study aims to identify the determinant factors in implementing innovation in the field of education in Makassar City, using qualitative research. Based on the source, the types of data used are primary and secondary. Data obtained through interviews with the education office and principals, while secondary data is data obtained from various literature such as books, laws and other related sources. The results of the study indicate that there are 3 main determinant factors in implementing innovation in the field of education, namely a). Leadership that plays an important role in implementing innovation wisely and encouraging the enthusiasm of teachers, students and stakeholders, with the commitment of visionary leaders playing a very important role in building a culture of innovation in the midst of educational transformation. Leadership can ensure that schools face future challenges and maximize technology to improve student learning outcomes. b) A conducive school culture is important for innovation and technological development in the world of education, school culture is interpreted as the quality of school life that continues to grow and develop based on a hard work ethic and certain values ​​​​held by the school. c) Resources as the fulfillment of the need for adequate resources are important so that innovation can be implemented effectively. Educational innovation strategies involve collaboration and involvement of stakeholders, such as teachers, students, parents, school administrators, and policy makers.