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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching REMIK : Riset dan E-Jurnal Manajemen Informatika Komputer Jurnal Akuntansi, Manajemen dan Ilmu Ekonomi (JASMIEN) Yayasan Cita Cendikiawan Al Khwarizmi International Journal of English and Applied Linguistics (IJEAL)
Evan Afri
Politeknik Ganesha Medan
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Taksonomi Fintech: Klasifikasi dan Implikasi Teknologi Finansial di Era Digital Harahap, Muhammad Khoiruddin; Hariyanti, Irma; Epi, Yus; Natasya, Syarifah Fadillah; Afri, Evan
Jurnal Akuntansi, Manajemen dan Ilmu Ekonomi (Jasmien) Vol. 3 No. 03 (2023): Jasmien
Publisher : Cattleya Darmaya Fortuna

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54209/jasmien.v3i03.518

Abstract

Penelitian ini bertujuan untuk memberikan pandangan komprehensif dan terstruktur tentang ekosistem fintech melalui pendekatan taksonomi berbasis Taksonomi Bloom Revisi 2001. Penelitian ini mengidentifikasi dan mengklasifikasikan berbagai jenis fintech, termasuk aplikasi pembayaran digital, peer-to-peer lending, dan teknologi blockchain. Pendekatan taksonomi ini membantu dalam memahami konsep dan teknologi yang digunakan dalam fintech, memfasilitasi adopsi dan aplikasi praktis. Analisis hubungan dan dampak fintech terhadap ekosistem keuangan, seperti regulasi, inovasi teknologi, dan adopsi oleh pengguna, memberikan wawasan yang mendalam. Evaluasi efektivitas dan efisiensi berbagai jenis fintech mengungkapkan aspek keamanan, kemudahan penggunaan, dan biaya transaksi, yang menjadi dasar rekomendasi perbaikan. Penelitian ini juga mendorong penciptaan solusi baru dan inovatif dalam fintech, seperti strategi keamanan baru dan model bisnis inovatif. Hasil penelitian ini menawarkan wawasan dan solusi praktis yang dapat diterapkan untuk meningkatkan kualitas dan inklusi keuangan di era digital.
The Use of Question-Answer Realationship Strategy for Teaching Reading Text for English Students of Excel English Sidoarjo Saiselar, Hentriyana Dorsila; Afri, Evan
International Journal of English and Applied Linguistics (IJEAL) Vol. 4 No. 3 (2024): Volume 4 Nomor 3 Desember 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v4i3.4483

Abstract

The objectives of this research are to know and to describe the implementation of teaching reading comprehension by using the QAR strategy, to know and to describe the advantages and the disadvantages of teaching reading by using the QAR strategy for the eleventh-grade students of EXCEL ENGLISH Sidoarjo. This research used a qualitative research method. The data is in the form of the implementation of the QAR Strategy by teachers as well as the advantages and disadvantages regarding the implementation of the QAR Strategy. In collecting the data, this research used three kinds of instruments: observation, interview, and documentation. This research used three major phases of data analysis: data reduction, data display, and conclusion drawing or verification. The results of the research are as follows: The first is that the teaching and learning processes in the class ran well. It could be seen that the teacher completed the QAR step based on Margareth’s procedure of teaching reading by using the QAR strategy. In the atmosphere of teaching and learning reading by using the Question-Answer Relationship strategy, the students looked active and responsive to the teacher. Second, the QAR Strategy has been proven to have benefits in helping students improve their reading, and there are only a few disadvantages to the QAR Strategy. Namely, the teacher has to explain the existence of several types of QAR Strategy questions.
The Effect of Project-Based Learning on Students’ Speaking Ability in English Education Programs Cattleya Wahyu Pravitha; Evan Afri
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 2 (2026): Volume 6 Number 2 August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i2.9466

Abstract

This study aims to explore the effect of Project-Based Learning on students’ speaking ability in English Education Programs. The research is motivated by the continuing difficulty experienced by EFL students in developing oral communication skills, particularly in terms of confidence, fluency, pronunciation, vocabulary use, and active classroom participation. This study employed a qualitative case study approach to understand how students experienced project-based speaking activities in a specific classroom context. The participants consisted of English Education students enrolled in a speaking course and one lecturer who facilitated the implementation of Project-Based Learning. Data were collected through semi-structured interviews, classroom observations, and documentation of students’ project outputs, reflective notes, and learning materials. The data were analyzed thematically to identify recurring patterns and meanings related to students’ speaking development. The findings revealed three major themes: increased speaking confidence through repeated oral practice, development of speaking ability through authentic and collaborative projects, and continuing linguistic and psychological challenges during project implementation. These findings indicate that Project-Based Learning supports speaking development not only by improving students’ oral performance but also by creating a more communicative, collaborative, and reflective learning environment. The study contributes to the understanding of speaking ability as a socially mediated competence shaped by interaction, peer support, lecturer facilitation, and meaningful language use. The findings imply that lecturers should design project-based speaking activities with clear stages, structured feedback, and equal opportunities for student participation. Further research is recommended to examine the long-term impact of Project-Based Learning across different EFL contexts.
The Integration of Digital Technology in Vocabulary Learning For EFL Students Eka Melati; Evan Afri
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 2 (2026): Volume 6 Number 2 August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i2.9508

Abstract

This study aims to explore the integration of digital technology in vocabulary learning for EFL students, focusing on how students use, experience, and interpret digital tools in developing vocabulary knowledge. The study is motivated by the increasing use of online dictionaries, translation applications, digital flashcards, videos, learning platforms, and mobile vocabulary applications in EFL learning contexts. A qualitative case study approach was employed to examine this phenomenon within an English Education Program at a higher education institution in Indonesia. The participants consisted of EFL students who had experience using digital technology for vocabulary learning and one lecturer involved in vocabulary-related instruction. Data were collected through semi-structured interviews, classroom observations, and documentation of students’ vocabulary tasks, digital learning materials, and reflective notes. The data were analyzed thematically to identify patterns related to students’ digital vocabulary learning practices. The findings revealed four main themes: digital technology as an accessible vocabulary learning resource, multimodal input as support for vocabulary understanding and retention, learner autonomy and self-regulated vocabulary practice, and challenges related to overdependence on translation tools, distraction, and unequal digital access. These findings contribute to understanding digital vocabulary learning as a contextual and socially situated process shaped by motivation, digital literacy, teacher guidance, and learning environment. The study implies that digital technology should be integrated purposefully and pedagogically to support deeper vocabulary learning. Further research is recommended to examine the long-term impact of specific digital tools on receptive and productive vocabulary development.
Co-Authors Adelina, Fuja Ayu Wulandari Bo Wang Cattleya Wahyu Pravitha Denish Durai Diding Kusnady Eka Melati Ely Ezir Marpaung Epi, Yus G Baskaran Hantono Hantono Hariyanti, Irma Hossein Salarian Innayah, Ismi Intan Maulina, Intan Lollo Rosa lLubis Luh Sri Damayanti ., Luh Sri Damayanti Muhammad Khoiruddin Harahap Ni Luh Kadek Laksmi Wulandani Nurhasanah, Nurhasanah Nuriyandani, Reni Riati Saiselar, Hentriyana Dorsila Surya Hendra Putra Surya Hendraputra Syarifah Fadillah Natasha Zulfan Sahri