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All Journal Briliant: Jurnal Riset dan Konseptual Indonesian Journal of Educational Science (IJES) Indonesian Journal of Community Services Klasikal: Journal of Education, Language Teaching and Science Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Indo-MathEdu Intellectuals Journal Media Bina Ilmiah English Language, Linguistics, and Culture International Journal (ELSTIC-IJ)
Heri Alfian
Universitas Sembilanbelas November Kolaka
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INDONESIAN EFL LEARNERS’ LEARNING STYLE AND THEIR IMPACTS ON THEIR SELF-EFFICACY Alfian, Heri; Muhammad Basri; Sultan
elstic : english language linguistics culture Vol 3 No 2 (2023): Volume 3, Number 2, August 2023
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v3i2.42998

Abstract

The objectives of the study were to find out (1) the kinds of learning style of Indonesian EFLlearners, (2) the impacts of Indonesian EFL learners’ learning style towards their self-efficacyin terms of their stress, and (3) the impacts of Indonesian EFL learners’ learning styletowards their self-efficacy in terms of their self-confidence.This study employed a case study design. The participants of this study consisted of 30students of the second semester of English Department, Unismuh Makassar academic year2016-2017. The data were obtained through questionnaire, observation, and interview. Thedata of questionnaire were analyzed, tabulated and dropped into percentage while the data ofobservation and interview were analyzed based on procedure of data analysis that consistedof the data collection, the data display, data condensation and conclusion: drawing/verification.The results of the study indicated that among 30 participants, 10 students (33.33%) are visual,8 students (26.66%) are auditory, 8 students (26.66%) are kinesthetic, 3 students (10%) arevisual and kinesthetic, and 1 student (3.33%) is auditory and kinesthetic. Indonesian EFLlearners’ learning style impacted their self-efficacy through information of self-skill as one ofsix factors influenced self-efficacy. In terms of stress and self-confidence learning styleimpacted Indonesian EFL learners’ self-efficacy through selection and motivation process,mastery experience, and dimension of strength as the features of self-efficacy. In addition,learners’ learning style could not match with every method used by the teacher/lecturer in theclass. Also, stress is appeared when the method did not engage the needs of the learners’learning style and learners show their self-confidence when the method used by theteacher/lecturer supports their learning style.Keywords: Learning style, self-efficacy, stressful, self-confidence
THE EFFECTIVENESS OF ICE-BREAKER ACTIVITY TO IMPROVE STUDENTS' SPEAKING SKILL Alfian, Heri; Kaimuddin; Azis, Awalia
elstic : english language linguistics culture Vol 3 No 1 (2023): Volume 3, Number 1, April 2023
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v3i1.42999

Abstract

This research was aimed at investigating the effectiveness of Ice-Breaker Activity in improving students’ Speaking skill. A quasi experimental design was employed with two classes of the eighth graders at one school in Paccinongang, Gowa selected with total sampling as sample. The data were obtained through a pre-test, a post-test and an questionnaire. The Speaking assessment was covering pronunciation, vocabulary, grammar, fluency and self-confidence. The findings were analyzed statistically using independent t-test procedure. The findings shown that the value of t-test in experimental class was higher than the value of t-table(value of t 3,57 > value of t table 2.021). Furthermore, the students‘ perception towards Ice-Breaker Activity was 95,2% students agreed that this technique could help them to increse their Speaking skill. The statistical computation shown that Ice-Breaker Activity was not effective in improving the students’ Speaking skill but the students have positive perception towards the used of Ice-Breaker Activity. Designing the learning purpose appropriately which considers students’ needs and language level may ease teachers to use the the Ice-Breaker Activity in improving students’ Speaking skill. The teachers may try to take advantage of Ice-Breaker Activity to be utilized in their classroom activities to conduct an effective and interesting learning atmosphere in the classroom. Key words: Ice-Breaker activity, teaching speaking, junior high school
IMPLEMENTATION OF A MOBILE APPLICATION BASED ON MULTIMEDIA AND AI FOR INTERACTIVE LEARNING IN HIGHER EDUCATION Kadaruddin; Muh. Nurtanzis Sutoyo; Heri Alfian; Karman; Hariadi Syam; Hendri Yawan; Alifiah Pratiwi; Marhamah
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 2 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i2.2725

Abstract

The advancement of technology in education has led to the development of interactive and personalized learning tools. This research focuses on creating mobile learning application with multimedia and AI support to improve student engagement, motivation, and academic performance in higher education. This research aims to answer the question: How effective is an AI-based mobile learning app with multimedia support in enhancing student interactivity, motivation, and performance in higher education? The research follows the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data was collected from expert validators (media and material experts) and student feedback. A quantitative descriptive analysis was done using Likert-scale instruments to measure user experience, interactivity, motivation, and learning outcomes. The application was tested on 38 students, and their feedback was used to assess its effectiveness. The results show that the AI-based mobile learning app significantly improved student interactivity, motivation, and academic performance. The post-test results showed an average score of 81.82%, indicating an improvement in learning outcomes. Students expressed high satisfaction with the app’s interactivity, multimedia content, and personalized learning paths. The AI-driven real-time feedback contributed to a more engaging learning experience. In conclusion, the AI-based mobile learning app with multimedia support effectively enhances student engagement, motivation, and academic performance. The integration of personalized learning paths and real-time feedback makes learning more interactive and adaptive. These findings highlight the need to design future mobile learning apps that prioritize accessibility and adaptability.
Gamifikasi Pembelajaran Menyimak: Efektifitas Permainan “Simon Says” dalam Meningkatkan Kemampuan Auditori Siswa Dakka, Litha Nesidekawati; Alfian, Heri
Indo-MathEdu Intellectuals Journal Vol. 6 No. 5 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i5.3897

Abstract

This study investigated the effectiveness of the "Simon Says" game in improving students' listening skills, specifically focusing on their auditory comprehension abilities. Employing a pre-experimental design with pretest and posttest, the research involved first-year students at SMP Negeri 1 Tirawuta. Data were collected using listening tests administered before and after implementing the "Simon Says" game as a teaching intervention over eight meetings. The results demonstrated a significant improvement in students' listening skills. The mean score increased from 6.43 to 7.93 for comprehension of spoken statements and from 3.8 to 6.5 for comprehension of dialogues. Statistical analysis using a t-test confirmed the significance of these improvements (t-test values of 5.884 and 6.825 for spoken statements and dialogues, respectively, both exceeding the t-tabel value of 2.045 at df=29 and p<0.05). These findings indicated that the "Simon Says" game is an effective gamification strategy for enhancing students' auditory skills in English language learning, making the learning process more engaging and less stressful. It is recommended that English teachers incorporate this game into their listening lessons.
The Feedback-Motivation Connection: Driving Better Speaking Outcomes for Students Alfian, Heri; Dakka, Litha Nesidekawati; Khartha, Aqzhariady; A. Bohang, Muthmainnah Bahri
Indonesian Journal of Educational Science (IJES) Vol 7 No 2 (2025): Indonesian Journal of Educational Science (IJES)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v7i2.4846

Abstract

This study was aimed to find out the correlation between corrective feedback, students' motivation, students’ speaking performance, and how they interplay with each other. The researcher used a mixed-method, a qualitative and quantitative design. The sample of this study was 34 third grade students of SMAN 1 Tirawuta. In collecting data, questionnaires, observation, and interviews were used. The findings showed that (1)there is a significant correlation between corrective feedback and students’ speaking performance, indicated by sig 2-tailed 0.005. (2) There is a significant correlation between students’ motivation and students’ speaking performance, indicated by sig 2-Tailed 0.003. (3) There is also a significant correlation between corrective feedback and students’ motivation and students’ speaking performance simultaneously, indicated by sig 2-tailed 0.003. The correlation between corrective feedback, students’ motivation, and students’ speaking performance were in the gravity of moderate level, R 0.559, and the R square was 0.313. This implies that 31.3 % variation of students’ speaking performance can be predicted through corrective feedback and students’ motivation, while 68.7% can be predicted through other factors. Last but not least, (4) Teacher’s feedback motivated students through their errors in improving their speaking performance
INDONESIAN EFL LEARNERS’ SELF-EFFICACY TOWARD THEIR LEARNING ACHIEVEMENT Alfian, Heri; Khartha, Aqzhariady; A. Bohang, Muthmainnah Bahri
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 3 (2024): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v6i3.1242

Abstract

This study aimed to find out how the self-efficacy impact Indonesian EFL learners’ learning achievement. This study was conducted at Sembilanbelas November University of Kolaka. The subjects were six 7th students of English Education Department. The study was employed a case study design. The instrument used to gather the data was interview guidelines to explore the sources of self-efficacy. Data of interview were analyzed based on procedure of data analysis that consisted of the data condensation, data display, and drawing conclusion/data verification. The results of the study shown that students who have high index achievement have high self-efficacy, judging by their confidence in answering questions and viewed from the sources of self-efficacy students who have high index achievement have high self-efficacy in mastery experiences and physiological states. Students who have middle index achievement have high self-efficacy because they have high confidence in answering questions, and viewed from the source of self-efficacy students who have middle index achievement have high self-efficacy in vicarious experiences and physiological states. Students who have low index achievement have low self-efficacy because they do not have high confidence in their ability to answer questions. So, students who have low index achievement have low self-efficacy in mastery experiences and physiological states. Based on the findings, the researcher recommends that it is important to the students to identify their self-efficacy because self-efficacy is essential for learners to facing the problems in academic colleges. Also, students with high levels of academic self-efficacy are more likely to persist at challenging academic tasks and put effort to achieve success in academic college, while students with low self-efficacy tend to give up easily and not confident of being able to perform given assignment
CONTEXTUAL TEACHING AND LEARNING (CTL) IN OFFLINE SETTINGS: ENHANCING BUSINESS ENGLISH FLUENCY FOR WOMEN ENTREPRENEURS THROUGH REAL-WORLD SCENARIOS A. Bohang, Muthmainnah Bahri; Khartha, Aqzhariady; Alfian, Heri; Marhamah, Marhamah; Reskiawan, Bimas; Hustiana, Hustiana; Mustari, Sri Hariati
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1289

Abstract

This study investigated the effectiveness of Contextual Teaching and Learning (CTL) in enhancing business English fluency among 30 Women micro-entrepreneurs in Makassar, Indonesia, through offline simulations of real-world business scenarios. A mixed-methods approach was employed, combining pre/post-tests (modified IELTS Speaking Test) with qualitative data from interviews and observations to assess improvements in linguistic proficiency and confidence. Participants engaged in eight sessions of CTL-based activities, including negotiation role-plays, product presentations, case studies, and collaborative proposal writing, aligned with Kolb’s Experiential Learning Theory and ESP principles. Quantitative results revealed significant gains: mean IBECT scores increased from 5.2 to 7.0 (Cohen’s d = 1.46, large effect), while self-reported confidence rose by 35% (p < 0.05). Qualitative insights highlighted enhanced critical thinking and strategic negotiation skills through simulations (e.g., adapting to non-verbal cues, tactical decision-making) and vocabulary expansion via peer collaboration. However, time constraints in role-plays were noted as a challenge, albeit fostering adaptability under pressure. Despite limitations such as a small sample and short intervention period, the findings underscored CTL’s potential to bridge theoretical knowledge and practical application, offering actionable strategies for inclusive, context-specific training programs. The study recommended flexible practices—like dual-role-play formats—to balance realism and pedagogical depth, ultimately empowering women entrepreneurs in global business contexts.
BELAJAR BAHASA INGGRIS MENYENANGKAN DAN MANDIRI BERBANTUAN ARTIFICIAL INTELLEGENT UNTUK PELAJAR PEMULA Alifiah Pratiwi; Ray Suryadi; Netty Huzniati Andas; Heri Alfian; Aqzhariady Khartha; Sultan, Sultan; La Ode Hasnuddin S. Sagala
Media Bina Ilmiah Vol. 19 No. 5: Desember 2024
Publisher : LPSDI Bina Patria

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk membantu para mahasiswa pembelajar non Bahasa Inggris di Indonesia untuk mengurangi tingkat kecemasan mereka saat berbicara di depan orang lain. Penelitian ini membantu mengembangkan suasana yang mendorong siswa untuk berlatih berbicara secara mandiri. Penelitian ini memanfaatkan teknologi kecerdasan buatan atau artificial intelegent (AI) dimana suasana belajar mandiri dan menyenangkan dapat diperoleh dengan menggunakan Pengenalan Ucapan Otomatis atau Automatic Speech Recognition (ASR) sehingga mahasiswa dapat berlatih berbicara secara individu tanpa merasa cemas atau tertekan, karena mereka bisa berlatih secara mandiri di depan laptop atau gadget. Penelitian ini menggunakan desain penelitian pengembangan ADDIE mulai dari mengalisis kebutuhan belajar mahasiswa, Analisis Produk, Desain Produk, melakukan validasi produk Pengembangan Produk, Implementasi Produk, dan Evaluasi Produk yang dapat digunakan oleh mahasiswa untuk berlatih secara mandiri. Setelah produk diuji dan dipastikan berfungsi dengan baik, produk kemudian diimplementasikan kepada para peserta. Hasil pengujian pertama menunjukkan bahwa aplikasi berfungsi dengan baik sesuai dengan tujuannya. Aplikasi memberikan skor 7 (tujuh) berdasarkan ucapan pengguna. Peserta 1, 2, dan 3 menerima skor dan umpan balik mereka tanpa kendala sama sekali. Dalam hal ini, para peserta menggunakan produk di ruangan yang tenang, di mana hanya ucapan mereka yang dikenali oleh aplikasi. Sementara itu, pada pengujian kedua, aplikasi memberikan skor 0 (nol) berdasarkan ucapan pengguna. Peserta 4 menerima skor 0 (nol) pada aspek akurasi, sementara peserta 5 mendapatkan skor 0 (nol) pada aspek akurasi dan kelancaran (fluency). Produk tidak dapat mengenali masukan ucapan dengan benar, sehingga menghasilkan skor dan umpan balik yang tidak akurat. Selain belajar bahasa Inggris teknik berbasis suara ini sangat bermanfaat dalam berbagai bidang, seperti membantu penyandang disabilitas, mengemudikan mobil dengan tangan, panggilan darurat, dan banyak lagi.
Next-Gen Vocabulary Tools: How Chatbots Elevate Technical English for Computer Science Students Alfian, Heri; Putra, Eko; A. Bohang, Muthmainnah Bahri; Mustari, Sri Hariati; Pratiwi, Alifiah
BRILIANT: Jurnal Riset dan Konseptual Vol 10 No 4 (2025): Volume 10 Nomor 4, November 2025
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/briliant.v10i4.2367

Abstract

This study examined how well chatbot-enhanced training can help computer science students understand technical vocabulary. Semi-structured interviews were combined with a pre-test and post-test design as part of a mixed-methods strategy. With a substantial effect size (Cohen's d = 1.59) and a mean increase of 12.7%, quantitative data showed a statistically significant improvement in vocabulary scores, suggesting major practical implications. A thematic analysis of qualitative responses identified three main themes: usability limits, motivation and involvement, and perceived benefits. Students commended the chatbot's ability to offer real-time, contextual feedback and promoted deeper learning by using examples that are interwoven with coding situations. The conversational tone, individualized contact, and emotional engagement of the chatbot were credited with increasing motivation. However, some students pointed up issues including repeating outputs, overuse of synonyms, and complex instances, highlighting the necessity of adaptive content calibration. These results demonstrated that, with careful integration, AI-powered chatbots can function as efficient, customized vocabulary instructors; nevertheless, wider adoption will require enhancements to content delivery systems.
Enhancing Women's Entrepreneurial Competencies through Intensive English Training Integrated with the DreamBuilder LMS Khartha, Aqzhariady; Alfian, Heri; Bohang, Muthmainnah Bahri A.; Suryadi, Ray; Pratiwi, Alifiah; Dakka, Litha Nesidekawati; Marhamah, Marhamah
Indonesian Journal of Community Services Vol 7, No 2 (2025): November 2025
Publisher : LPPM Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/ijocs.7.2.247-254

Abstract

Program ini memperkenalkan pelatihan Bahasa Inggris intensif yang diintegrasikan dengan DreamBuilder Learning Management System (LMS) untuk meningkatkan keterampilan komunikasi bisnis dan kompetensi kewirausahaan bagi pengusaha perempuan. Pelatihan ini menggabungkan pembelajaran bahasa yang terarah dengan konten kewirausahaan melalui workshop interaktif, latihan peran, dan pembelajaran mandiri. Hasil evaluasi melalui pre-test, post-test, dan survei peserta menunjukkan peningkatan rata-rata sebesar 35,4% dalam kemahiran berbahasa Inggris, khususnya pada kosa kata bisnis, komunikasi tertulis, dan presentasi lisan. Peserta juga melaporkan peningkatan kepercayaan diri dalam memahami materi DreamBuilder serta dalam menggunakan Bahasa Inggris pada interaksi bisnis. Program ini menegaskan pentingnya integrasi antara pendidikan bahasa dan platform pembelajaran digital untuk mengatasi hambatan bahasa serta memberdayakan perempuan agar mampu bersaing secara efektif dalam lingkungan bisnis global.This program introduced an intensive English training initiative integrated with the DreamBuilder Learning Management System (LMS) to enhance the business communication skills and entrepreneurial competencies of women entrepreneurs. The training combined targeted language instruction with entrepreneurship-focused content through interactive workshops, role-playing, and self-directed learning. Evaluation through pre- and post-tests and participant surveys showed an average improvement of 35.4% in English proficiency, particularly in business vocabulary, written communication, and oral presentation. Participants also reported increased confidence in understanding DreamBuilder materials and using English in business interactions. The program underscores the importance of integrating language education with digital learning platforms to overcome language barriers and empower women to compete effectively in the global business environment.
Co-Authors A. Bohang, Muthmainnah Bahri Alifiah Pratiwi Aqzhariady Khartha Azis, Awalia Bohang, Muthmainnah Bahri A. eko putra, eko Hariadi Syam Hustiana, Hustiana Kadaruddin Kaimuddin Karman La Ode Hasnuddin S. Sagala Litha Nesidekawati Dakka Marhamah Marhamah Marhamah Muh. Nurtanzis Sutoyo Muhammad Basri Mustari, Sri Hariati Netty Huzniati Andas Pratiwi, Alifiah Ray Suryadi, Ray Reskiawan, Bimas - sultan Sultan Sultan Yawan, Hendri