This narrative believes deeply in the untapped potential of introverts, who often outshine their extroverted peers when given the right tools. One overlooked issue is the struggle many students face with extensive reading materials like books, journals, or articles. They often find themselves lost, not necessarily because of language barriers, but because their minds are not trained to focus deeply on long and complex information.

This challenge points to a larger problem. Our educational methods have not adequately prepared students to process and understand detailed, lengthy content.

Many introverts naturally lean into deep thinking, introspection and carefully adopting new processes. This tendency is particularly pronounced among students in Indonesia, where cultural factors play a significant role.

Hildred Geertz suggests that most children in Java are taught to venerate isin (shame), wedi (fear) and sungkan (a concept that goes beyond respect) during their childhood. This cultural upbringing may explain why traits typical of introverts are predominant, not necessarily in Bandung but notably in Yogyakarta.

When these students are introduced to structured ways of learning, such as in communication, critical thinking, or success strategies, they dive in headfirst, practicing with dedication and applying these methods effectively.

On the other hand, some extroverts, despite having a natural ease with communication, might not advance as far due to a lack of disciplined practice and openness to evolving their knowledge. Highlighting that success in communication and leadership is not just about being sociable or outgoing, it is about a willingness to learn, adapt and apply structured thinking and problem-solving strategies.