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All Journal IALLTEACH (Issues In Applied Linguistics & Language Teaching) Inspiring: English Education Journal SeLEC
Fajriansyah, Syukron
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Profile of Wisdom and Knowledge Character on EFL Students Fajriansyah, Syukron; Saraswati, Niken
Inspiring: English Education Journal Vol 6 No 2 (2023): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v6i2.5658

Abstract

In the character of the virtues of wisdom and knowledge contained in the five which include knowledge and wisdom, namely creativity, curiosity, love of strength, love of learning and perspective. The objective of this study is to provide a description of the strength of the character of the virtue of wisdom and knowledge of students who are also prospective English teachers. This study uses a survey method involving 91 respondents of prospective English teachers at one of university in Bandung, Indonesia. The data was gathered through the utilization of the Values in Action Inventory of Strengths (VIA-IS) instrument which was then analyzed using the Rasch Model. The results of the study indicate that the activity of reading scientific books to fill spare time is a character that is difficult for students to do. Meanwhile, the character will continue to find out about the information that is of interest, which is a character that is easy to implement. There are about 50.5% of respondents who tend to have a strong character in wisdom and knowledge, about 36.2% tend to be simple and 13.1% tend to be weak. Therefore, it is necessary to improve the process of strengthening the character of the virtue of wisdom and knowledge for prospective English teachers.
Video-assisted Instruction for Pronunciation Improvement: An Intervention Study with Indonesian EFL Students Mukarrama, Asma; Kalsum; Fajriansyah, Syukron
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 1 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i1.10417

Abstract

This study examined the effectiveness of video-based instruction in improving the English pronunciation skills of 32 second-year students at a public senior high school in South Sulawesi. Using a one-group pre-test–post-test design over one month, students participated in eight sessions incorporating video materials that modeled vowels, consonants, stress, intonation, and rhythm. Quantitative data from pre- and post-tests were analyzed using SPSS. Results showed a significant improvement in pronunciation scores—from an average of 48.50 (“poor”) to 65.75—with a paired-samples t-test (t = –10.213, p = 0.000) confirming the statistical significance. Students made notable gains in producing unfamiliar phonemes and recognizing word stress, though intonation and rhythm remained more challenging. These findings suggest that video-assisted learning can enhance pronunciation outcomes in EFL classrooms. Practically, this implies that teachers should integrate multimedia tools into instruction to increase student engagement, provide authentic models, and foster more effective and inclusive pronunciation learning environments.
Exploring the Influence of Technology on EFL Learning: A Comparative Analysis of Introverted and Extroverted Students Fajriansyah, Syukron
Studies in Language, Education, and Culture (SeLEC) Vol. 1 No. 1 (2025): Studies in Language, Education, and Culture (SeLEC)
Publisher : Media Publikasi Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56303/selec.v1i1.453

Abstract

This study examines the impact of technology on English as a Foreign Language (EFL) learning, specifically focusing on the utilization of technology by introverted and extroverted students. The objective is to provide a comprehensive overview of how technology is employed as a learning tool and to identify potential disparities between the two student groups. A descriptive research design was adopted, and qualitative analysis was used for data interpretation. The participants included introverted students and extroverted students, who were interviewed online using WhatsApp media. The findings indicate that both introverted and extroverted students employ technology, particularly learning videos, to enhance their language skills. However, introverted students tend to prefer using technology alone compared to their extroverted counterparts. These results offer insights into the differences between introverted and extroverted learners in utilizing technology for EFL learning. The study contributes to the existing literature on individual learner differences, with a specific focus on the use of technology by introverted and extroverted students in the EFL context.
Co-Authors Kalsum Mukarrama, Asma Saraswati, Niken