Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal IALLTEACH (Issues In Applied Linguistics & Language Teaching) Inspiring: English Education Journal Journal of Language Education, Linguistics, and Culture
Fajriansyah, Syukron
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
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.
Creating an English-Speaking Community: A Qualitative Case Study of Students’ Experiences of Using English Beyond the Classroom Wulandari, Amelia; Fajriansyah, Syukron; Tjalla, Magdahalena
J-LELC: Journal of Language Education, Linguistics, and Culture Vol. 6 No. 2 (2026): J-LELC: Journal of Language Education, Linguistics, and Culture
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/j-lelc.2026.30332

Abstract

English clubs are widely studied in Indonesian EFL research, yet most existing studies frame such clubs primarily as instruments for producing measurable gains in speaking competence, leaving the social and experiential processes through which an English-speaking community is created comparatively unexamined. This qualitative case study explored students’ experiences of using English beyond the classroom through the English Club of the English Education Study Program, Faculty of Tarbiyah, IAIN Parepare, using Communities of Practice as an interpretive lens. Data were collected through a semi-structured written questionnaire distributed to English Club members; following screening against the study’s inclusion criteria, sixteen of twenty original responses (P1–P16) were retained for reflexive thematic analysis. Findings showed that students experienced English use in the club as a progression from initial nervousness to gradually increasing confidence, facilitated by a relaxed, non-judgmental atmosphere and by learning mediated through peers rather than pursued individually. English use was encouraged by peer support, peer modelling, tutor encouragement, and habitual practice, and discouraged by fear of mistakes, limited vocabulary, classroom-carried evaluation apprehension, and a social concern about being perceived as showing off; language choice was managed through flexible, situation-dependent code-switching. Participation contributed to the creation of an English-speaking community through newcomers’ peripheral participation, internalized shared expectations, and a shared improvement goal sustained by peer and tutor relationships, although the sense of community was not uniformly stable across members or sessions. The study extends the Communities of Practice framework to a student-run, extracurricular English-speaking community within an Islamic higher education context and offers a process-oriented alternative to outcome-oriented framings of English clubs in prior research.
Co-Authors Amelia Wulandari Kalsum Magdahalena Tjalla, Magdahalena Mukarrama, Asma Saraswati, Niken