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Rahmah Fithriani

UNIVERSITAS ISLAM NEGERI SUMATERA UTARA

Author-ID : 2859669

Religion Aerospace Engineering Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Transportation Other

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CULTURAL INFLUENCES ON STUDENTSâ€™ PERCEPTIONS OF WRITTEN FEEDBACK IN L2 WRITING Fithriani, Rahmah
Journal of Foreign Language Teaching and Learning Vol 3, No 1 (2018): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3124

One of significant topics to discuss in studies about feedback in L2 writing is the influence of students? culturally constructed view of the feedback process. Research has shown that the cultures of hierarchical relationship and face-saving strategy have significant influence on students? perceptions of feedback process in L2 writing, particularly in Asian societies. Aiming to investigate whether these findings resonate in Indonesian EFL context, this study collected data through writing drafts, reflective journals, questionnaires and interviews with seven students who took an after-class writing course. Findings suggested that students valued teacher feedback more than peer feedback, however they were not concerned about practicing face-saving strategies to maintain group harmony and cohesion.

Grammatical Errors in Madrasah Aliyah Students’ Narrative Texts: An Error Analysis of the Surface Strategy Rahmah Fithriani
Ta'dib: Jurnal Pendidikan Islam Vol 25 No 1 (2020): Ta'dib
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/td.v25i1.5098

Framed by Error Analysis (EA) approach, this study aimed at analyzing grammar errors in writing narrative text, with a special focus on the differences of errors made by the students of Mathematics & Natural Science (MNS) and Social Studies (SS) streams at a Madrasah Aliyah (Islamic senior high school). This study used 60 narrative essays as the data corpus, which was analyzed using the adoption of Coder’s EA approach. The result of data analysis showed that MNS students made more grammatical errors than SS students did in writing narrative texts. A closer look at the data revealed interesting findings as follows: 1) both MNS and SS students made grammatical errors in six categories, noun, pronoun, verb, article, preposition, and conjunction; 2) there were five types of errors found in students’ writing including mis-selection, over inclusion, and omission as the dominant ones; and 3) MNS students produced more errors in five categories; noun, pronoun, verb, preposition, and conjunction while SS students were only in one category, namely article. These findings could be used as a proof to debunk the stereotype of MNS and SS students labeling with more preference given to MNS students who are perceived to be more dominant in academic performance.

Cultural Influences on Students’ Perceptions of Written Feedback in L2 Writing Rahmah Fithriani
Journal of Foreign Language Teaching and Learning Vol 3, No 1 (2018): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3124

One of significant topics to discuss in studies about feedback in L2 writing is the influence of students’ culturally constructed view of the feedback process. Research has shown that the cultures of hierarchical relationship and face-saving strategy have significant influence on students’ perceptions of feedback process in L2 writing, particularly in Asian societies. Aiming to investigate whether these findings resonate in Indonesian EFL context, this study collected data through writing drafts, reflective journals, questionnaires and interviews with seven students who took an after-class writing course. Findings suggested that students valued teacher feedback more than peer feedback, however they were not concerned about practicing face-saving strategies to maintain group harmony and cohesion.

CODE- SWITCHING AS AN EFL INSTRUCTIONAL STRATEGY: AN INSIGHT TO INDONESIAN LECTURERS’ PRACTICES Rahmah Fithriani
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 5, No 1: June 2021
Publisher : Universitas Islam Sumatera Utara (UISU)

Studies on code-switching (CS), particularly in Indonesian EFL context have a proclivity for the occurrences i.e., its types and forms being produced by the speakers, few on their motives of practising it. This study aims to fill the void by examining Indonesian EFL lecturers’ practices of CS in General English classes for first-year university students from typological and functional points of view. Involving participant observation and interview as the instruments for data collection, the results reveal that the two lecturers participated in this study employed three types of CS, namely inter-sentential switching, intra-sentential switching, and tag-switching (ordered accordingly from the mostly to the least used type). Furthermore, it is also found that the lecturers’ practises of CS served three pedagogical functions: 1) to enhance students’ comprehension; 2) to scaffold students’ learning; and 3) to encourage students’ participation. Findings suggest that strategic use of CS in instructional practices may enhance EFL teaching as well as maximize learning efficacy.

Post-Graduate Students’ Perceptions of Quillbot Utilization in English Academic Writing Class Eka Yuni Kurniati; Rahmah Fithriani
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(3), December 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i3.852

Academic writing is currently a worldwide concern. A plethora of studies on academic writing difficulties in higher education has been conducted. With the advancement of technology, the challenges of academic writing can be alleviated by using Quillbot, an artificial intelligence (AI)-powered digital tool. However, research on using Quillbot in post-graduate academic writing classrooms is still limited, and little is known about how students perceive it. This study investigates how post-graduate students view Quillbot as a digital tool for English academic writing. This study employed a qualitative case study design by involving 20 post-graduate students majoring in English education who were already familiar with Quillbot to participate. In investigating the participants' perspectives, a questionnaire and semi-structured interview were used as the instruments for data collection. The findings reveal that the post-graduate students in this study responded positively to using Quillbot to assist them in improving the quality of their writing. Furthermore, the use of Quillbot was found to have three benefits: enhancing students' positive attitudes toward writing, providing a variety of user-friendly writing features, and aiding students' language development. This study implies that AI-powered technology like Quillbot in writing, particularly in academic writing, has a significant role in creating high-quality writing for students.

English Instruction for Special Educational Needs: A Narrative Inquiry of a Learning Support Assistant Ramadhani, Ayu Sinta; Fithriani, Rahma
Language Circle: Journal of Language and Literature Vol 17, No 1 (2022): October 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v17i1.37880

In terms of instruction and materials, EFL for children is very different, particularly if it is taught in inclusive classes where children with Special Educational Needs (SEN) are grouped in one class and receive the same education. Therefore, students with SEN require a learning support assistant (LSA) to aid in explaining and guiding their learning. In this study, we will therefore employ a narrative inquiry methodology to describe the experience of an LSA in assisting students in the English language. The collected data were examined using content analysis. Challenges associated with the LSA profession that accompany EFL learning, differences in the educational background of the profession, as well as social relationships and interactions with the school environment are the focus of this study's findings, which are intended to provide other learning support assistants with based-on-experience information.

Gamified EFL learning: Utilizing 4 Pics 1 Word Application in Vocabulary Class Devika Adelita; Rahmah Fithriani
Journal of English Language Studies Vol 8, No 1 (2023): Available Online in March 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i1.18266

Mobile devices are widely utilized today in language classrooms across the globe, and experts have studied this phenomenon. This study examines the use of mobile devices and the 4 Pics 1 Word application (app) to support English language learning. This study seeks to investigate studentsâ€™ perceptions of 4 Pics 1 Word app utilized in vocabulary class, specifically in terms of its benefits. Using a qualitative case study design, 40 EFL students attending a junior high school in Medan participated in this study. The data were collected through questionnaires containing ten statements in which the answer options are strongly agreed, agreed, neutral, disagreed, and strongly disagree; and semi-structured interview, which was done with five students who voluntarily participated. The findings indicate that students viewed the use of 4 Pics 1 Word in vocabulary class positively. It is believed that the application is efficient and well-designed, with an exciting and enjoyable learning environment. Enhanced learning motivation and interest, increased vocabulary mastery, and a more active and enjoyable learning process are among the benefits mentioned by the students.

ENGLISH SPEAKING ANXIETY AMONG INDONESIAN JUNIOR HIGH SCHOOL STUDENTS: UNVEILING CAUSES AND SOLUTIONS Marpaung, Nisya Rahmaini; Fithriani, Rahmah
TELL - US JOURNAL Vol 9, No 1 (2023): March 2023
Publisher : Universitas PGRI Sumatera Barat

An important aspect that may hinder a foreign language learning is anxiety. This qualitative study attempts to examine the phenomena of speaking anxiety and clarify its causes and treatments. Thirty junior high school students of grade IX (nine) participated in this study. Interviews and Foreign Language Classroom Anxiety Scale (FLCAS) questionnaires were used to collect the data. The findings of this study reveal that the anxiety the students experience when speaking English falls into three distinct categories: low, moderate, and high, with the majority of the students had a high level of anxiety. Furthermore, it was also found that a lack of provisions and preparations to learn English, the fear of making pronunciation and grammatical errors, and feeling insecure around interlocutors who are more proficient in the language are the factors that cause students to feel anxious when speaking English.. In light of the findings of this study, students should continue to practice speaking English, attempt to reduce feelings of insecurity, maintain a positive outlook, and improve their drive to learn to speak English.

GENERATING IDEAS TO WRITE NARRATIVE THROUGH ILLUSTRATED POEM : INDONESIAN EFL STUDENTS’ EXPERIENCES Nabilla, Ega Viorenti; Fithriani, Rahmah
TELL - US JOURNAL Vol 9, No 1 (2023): March 2023
Publisher : Universitas PGRI Sumatera Barat

Writing has become the most important skill to learn for English as a foreign language (EFL) students. However, students often have difficulty getting ideas when writing narrative stories. This article aims to offer suggestions on using pictorial poetry to generate ideas for writing narrative texts as an innovation in learning English. Pre-tests and written assignments were used for data collection in this qualitative study. Participants' narrative texts were evaluated using adaptations from the Teaching for Better Educators Model (2019) and Advanced English Books by the Ministry of Education and Culture Research and Technology (2020) Narrative Analytical Rubric. Seven students from a state senior high school in Percut Sei Tuan, Indonesia, became the participants. The results showed that participants had difficulties in getting ideas during the pre-test but were able to come up with writing ideas after being stimulated using the pictorial poem "Unicorn." The participants' narrative texts also meet the requirements for narrative text organization, sensory details, and proof of revision and editing as described in the Narrative Analytical Rubric. However, the use of visual stimuli can only help in generating story ideas; further teaching is needed to produce qualified narrative texts. It can be concluded that pictorial poetry can be used as a learning resource for teaching narrative writing, so educators should consider this to help students learn.

EFL PRE-SERVICE TEACHERS PERCEPTION OF TECHNOLOGY INTEGRATION IN ENGLISH LANGUAGE INSTRUCTION Nayla Ridha; Rahmah Fithriani
Research and Development Journal of Education Vol 9, No 1 (2023)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/rdje.v9i1.16933

Technological developments brings a good effect on English education. Several studies have shown that the use of technology is very helpful for teachers in the process of teaching English. However, the facts on the field state that many obstacles that made it difficult for teachers to apply technology in their teaching. On this basis, researchers aimed to examined the perceptions of EFL pre-service teachers regarding the use of technology in English instruction during teaching practicums in a junior high school in Medan, Indonesia. This study employs a qualitative research method. Participant observations and interviews were used to obtain data from six pre-service teachers. The results show that the pre-service teachers frequently utilize laptops, projectors, and smartphones to access websites and applications for English instruction. This study also asserts that employing technology during English instruction has numerous advantages, such as enhancing student motivation and collaboration, and increasing pre-service teachers' creativity and technology skills. Furthermore, some challenges in integrating technology into instructional practices were also acknowledged, which include being time-consuming., lacking of facility, and making the classroom less conducive

Co-Authors Abdillah, Muhammad Ghozali Adawiyah, Rabiatun Ahmad Amin Dalimunthe Ahmad Husein Nst Ainun Pratiwi Alleyza Rahma Alshehari, Azzam Amirul Mukminin Anakampun, Rizky Ananda Andana, Yosi Athiyyah Inaayah Ayumi Pratiwy Tanjung Azizah Surayya Benni Ichsanda Rahman Hz Br. Perangin-angin, Alemina Chairuddin Chairuddin Deliana, Deliana Devika Adelita Dwi, Fadilla Stephanie Eddy Setia Eka Yuni Kurniati Erlina, Dian Ernawati, Tuti Fadli, Izhar Feni Maharani Fridiyanto, Fridiyanto Ginting, Rita Seroja Hafizah, Dinda Hafni, Astrida Harahap, Mukhni Rahma Wati Harahap, Nurul Apwani Hasibuan, Derliana Hasibuan, Roslina Hia, Nadia Virdhani Hilyati Fitria Harahap Hizbullah, Gilang Indah Purnamasari Irhamna, Vidia Irma Suryani Kamil, Dairabi Kasinyo Harto Khairatun Nisa Khairisya, Thahira Lenny Marzulina, Lenny Lubis, Jukni Ilman Maharani, Puspita Naurah Marpaung, Nisya Rahmaini Matondang, Saiful Anwar Moe, Sithu Mohd Ali, Fatin Aliya Mufida Syahnaz Nabila Widiastari Nabilla, Ega Viorenti Namira, Ade Nayla Ridha Nia, Nur Ade Erma Nikmah Fadillah Nasution Nilma Zola Novita Herawati Nur Halimah Lubis Nur Khofifah Harahap Nur Sellyta Putri Adinda Pratiwi PUTRI, TIARA Ramadhani, Ayu Sinta Rangkuti, Rahmadsyah Rizki Azima Sadat, M. Anwar Salmiah, Maryati Sapri Sapri Sapri, Sapri Septiana Seroja br Ginting, Rita Sinar, T. Silvana Siregar, Mega Agnesya Siwi, Purwanto Supriadi Susi Handayani Syafira, Syafira Syaniah, Azmi Ellah Syla Fadila Batubara T. Thyrhaya Zein Tambunan, Khairunnisa Umar Mono Vidia Irhamna Yunisa Khairani, Rizki Putri Yusriani, Yusriani Zahra, Mutia Zanna Nurpiana

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