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All Journal Getsempena English Education Journal VISION Esteem Journal of English Study Programme Journal of English Teaching and Applied Linguistics (JETAL) Journal of English Education and Linguistics Bulletin of Science Education Jurnal Profesi Keguruan
Fitriani
Sekolah Tinggi Agama Islam Negeri Mandailing Natal
Education Languange, Linguistic, Communication & Media Social Sciences Other

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IMPLEMENTING AUTHENTIC ASSESSMENT OF CURRICULUM 2013: TEACHER’S PROBLEMS AND SOLUSIONS Fitriani, Fitriani
Getsempena English Education Journal Vol 4, No 2 (2017)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (287.645 KB)

Abstract

AbsractCurricullum 2013 requires English teachers to apply authentic assessment as a method of educational measurement. Authentic assessment is an evaluation process involving multiple forms of student’s performance on instructionally-classroom activities. This assessment contributes to the development of the effective classroom measurement. It encourages students to be more active and helps teacher reflect on their teaching and improve the instruction. Conversly, applying this method effectively is quite challanging. This study was conducted at one of Senior High School in Aceh Barat Daya and aimed at finding the teachers’ problems in implementing authentic assessment based on curriculum 2013 and what efforts she used to overcome the problems. The English teacher and the curriculum coordinator were interviewed and the classroom instruction was observed to gather the data. The result indicated the teachers difficulties included the excessive marking loads, managing valid assessment, monitoring academic dishonesty, and maintaining quality and consistency of marking. in other words, teacher has been implementing authentic assesment as directed in curricullum 2013. However, the English teacher still experienced some constraints during instructional activities so that the assessment process did not run effectively. Therefore, the teacher is expected to extent her insight and creativity to improve the quality of the assessment. Keywords: Authentic Assessment, Implementation, Curricullum 2013
DIGITAL TOOLS AND STUDENTS’ SPEAKING SKILL Fitriani Fitriani
VISION Vol 16, No 2 (2020)
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (619.051 KB) | DOI: 10.30829/vis.v16i2.814

Abstract

Teaching speaking to EFL learners is tremendouslychallenging. Having learned English for years at school andacquired sufficient vocabulary and grammatical features,students remain struggling to speak English effortlessly. Forthat matter, employing digital tools in teaching speaking canbe regarded as a prospective solution since some of which areparticularly designed for English language learning. Thesetools equip teachers with unlimited and up-to-date resourcesas well as facilitate students to be a lot more involved in thelearning activities and are expected to better perform theirspeaking ability. Accordingly, researcher utilized some digitaltools to teach students speaking skill to figure out the impacton their learning growth. This research employed quantitativeapproach to portray in detail the statistic descriptive ofstudents’ scores which reflects students’ speaking proficiencyprogress and their perspective and attitude regarding theelectronic devices use. From this data, further, it could beconsidered the benefits, disadvantages and follow up steps toescalate the potential application of such tools in teachingspeaking.
WHATSAPP TO TEACH ENGLISH REMOTELY IN A LOW-TECH CLASS: TEACHER’S PERSPECTIVE Fitriani Fitriani
Journal of English Education and Linguistics Vol. 1 No. 2 (2020): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v1i2.245

Abstract

This study aims at addressing English teacher’s perspective about integrating WhatsApp (WA) into a university-level English class in STAIN Mandailing Natal. The data includes interviews with the teacher and observation on class postings in WA group and student-teacher timeline for four meetings. The data were analyzed qualitatively, and interpretively, resulting in three emerging themes about the WA to teach English remotely in low-tech classroom: the implementation of WA for online teaching, managing online learning activities in WA group and teacher’s constrains in applying WA in teaching online. The result of analysis indicates that WA is considered effective to teach English remotely in a limited internet connection classroom. With some adjustments to the instructional design, teaching and learning process could run well. However, due to the lack of students-teacher direct interaction, virtual class could not go as engaging as face-to-face learning in the classroom.
English for Daily Activities: Textbook Developed for Islamic Education Study Program at STAIN Mandailing Natal Fitriani, Fitriani; Defi, Wahyu Fitrina; Pratami, Fuji
Bulletin of Science Education Vol. 3 No. 3 (2023): Bulletin of Science Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bse.v3i3.819

Abstract

This research project aims to create teaching materials in the form of textbooks specifically designed for English courses, focusing on "English for Daily Activities" within the PAI study program at STAIN Mandailing Natal. The research methodology employed in this study is research and development, utilizing the ADDIE model (Analysis-Design-Develop-Implement-Evaluate). Data collection involves three main instruments: 1) needs analysis tools, 2) validity assessment tools, and 3) practicality evaluation tools, with the practical stage serving as the project's concluding phase. The outcomes of the research and development process yielded a positive impact on both lecturers and students during the learning process. The validation results indicate high levels of validity, with a total validation percentage of 83.85%, falling within the "very valid" category. Limited trials or practicality testing of the textbooks were conducted by gathering feedback from lecturers and students. The results show strong practicality, with its total percentage of 86.09%, classifying the developed textbook as "very practical" to use by lecturers and students within the Islamic Education Study Program at STAIN Mandailing Natal. Keywords: Textbook, Teaching Materials, Islamic Studies
ASSIMILATION OF CONNECTED SPEECH: STUDENTS’ CHALLENGES IN LEARNING PRONUNCIATION Fitriani
Esteem Journal of English Education Study Programme Vol. 8 No. 1 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i1.17419

Abstract

Pronunciation plays a vital role in effective communication, ensuring that a speaker's message is clearly conveyed to the listener. This research explores the challenges faced by EFL students in pronouncing assimilation in English connected speech, particularly focusing on difficulties with various types of assimilation, including /t/, /d/, /n/, and /s/. An exploratory quantitative approach was utilized, involving students from the English Education Department at STAIN Mandailing Natal. Participants completed a pronunciation test to evaluate their ability to identify and produce assimilated sounds. The results revealed notable difficulties, with a high frequency of incorrect responses, indicating significant challenges in pronouncing certain types of assimilation. Among these, the assimilation of /d/ and /n/ sounds proved to be the most challenging, while /s/ assimilation was comparatively easier. The study emphasizes the importance of targeted pronunciation training, addressing the most problematic assimilation patterns, and integrating interactive, personalized teaching methods to enhance students' overall pronunciation skills.
Can We Trust AI to Assess Writing? An Analysis of Scoring Reliability and Feedback Consistency Fitriani, Fitriani; Eko Rini, Puput Zuli
Jurnal Profesi Keguruan Vol. 11 No. 1 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpk.v11i1.25849

Abstract

This study analyzes AI-generated writing assessments' scoring reliability and feedback consistency using ChatGPT. Adopting a mixed-methods approach, 23 student descriptive texts were evaluated across three assessment rounds. Quantitative findings showed high scoring reliability, with an Intraclass Correlation Coefficient (ICC) of 0.93, indicating excellent consistency across repeated evaluations. Qualitative analysis revealed that ChatGPT consistently addressed five core writing criteria—content, organization, vocabulary, language use, and mechanics. However, the feedback varied in focus and detail across rounds, and the absence of reference to prior feedback limited its support for revision as a recursive process. The findings suggest that although ChatGPT demonstrates reliable scoring and generally stable feedback themes, it lacks the continuity to facilitate sustained writing development. To enhance its pedagogical value, AI-based feedback systems should be designed to build upon previous responses, thereby enabling more effective support for students' progressive improvement in writing.
How Mastery of Linking, Reduction and Assimilation Predicts EFL Learners’ TOEFL Listening Proficiency Fitriani Fitriani; Akhrif Yahsya
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2051

Abstract

TOEFL is an international benchmark of academic English proficiency, yet its listening section remains the most demanding because it requires the rapid, real-time processing of natural speech. The difficulty intensifies when connected-speech features—linking, reduction, and assimilation—shift word boundaries and alter pronunciations, posing considerable challenges for test-takers. This study examined how learners’ mastery of these features relates to their listening performance, particularly in TOEFL, using a convergent mixed-method design. Learners completed a TOEFL-like listening test and a connected-speech test developed from a connected-speech analysis of the listening materials. Results indicated that connected-speech skills significantly predicted listening comprehension, with linking generally easier to process, while reduction and assimilation frequently caused misperceptions. These findings highlight that limited mastery of connected speech directly affects listening performance and underscore the need for targeted, feature-specific instruction. Pedagogically, to enhance listening instruction—especially in TOEFL preparation training—the curriculum should integrate intensive practice with authentic materials that train students to comprehend and produce connected speech, thereby improving their listening performance and maximizing their TOEFL listening outcome.
Co-Authors Ainun Mufidah Akhrif Yahsya Eko Rini, Puput Zuli Elvina Sari Lubis Fuji Pratami M.Habiburrohman Al Makky Nur Afni Nur Atika Rahmad Syafii Rico Alfarisi Sari Wulan Wahyu Fitrina Defi Zumiah Safitri