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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 Neuroscience Physics Social Sciences Transportation Other

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Non-Native EFL Teachers’ Beliefs and Classroom Practices in English Teaching for Young Learners: A Narrative Inquiry Yunita, Elsi; Fithriani, Rahmah; Daulay, Ernita
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1029

Teaching English to young learners poses challenges for non-native EFL teachers, particularly in balancing curriculum demands with fostering an engaging, supportive classroom environment. This study aims to explore the beliefs and classroom practices of non-native EFL teachers in teaching English to young learners. A narrative inquiry approach was employed to investigate how teachers’ experiences and beliefs influence their instructional strategies. The study was conducted at an international primary school in Medan, Indonesia, involving three experienced non-native English teachers. Data were collected through narrative interviews, classroom observations, and document analysis of lesson plans and teaching materials. Findings indicate that teachers’ beliefs are shaped by their personal teaching experiences, caregiving roles, and ongoing interactions with young learners. They prioritize creating enjoyable, emotionally supportive, and student-centered learning environments, which is reflected in practices such as games, songs, storytelling, movement-based activities, and positive reinforcement. Despite challenges posed by curriculum requirements and full-day school schedules, teachers adapt their strategies while maintaining their core beliefs. The study highlights that teachers’ beliefs are dynamic and enacted through classroom experiences, providing insights into the meaningful connection between beliefs and practices in EFL teaching for young learners.

Flashcards for Vocabulary Development in Students with Intellectual Disabilities: EFL Teachers’ Perceptions Pratiwi, Anggun Siska; Fithriani, Rahmah
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/qsrm9858

Vocabulary building is a central challenge in English as a Foreign Language classrooms, especially for students with intellectual disabilities who often experience cognitive and emotional barriers in learning new words. Visual instructional media such as flashcards are frequently used to support vocabulary learning, yet their effectiveness depends on how teachers perceive and apply them in inclusive classrooms. This study aims to explore an EFL teacher’s perception of the usefulness of flashcards in supporting vocabulary building for students with intellectual disabilities. The study employed a qualitative descriptive case study design involving one EFL teacher in an inclusive junior high school in Indonesia. Data were collected through classroom observations, semi structured interviews, and lesson plan analysis, and analyzed using thematic analysis. The findings reveal that flashcards are perceived as useful for reducing cognitive load, fostering psychological safety, and enabling adaptive instructional tempo without lowering learning expectations. In conclusion, the study suggests that the usefulness of flashcards lies in teachers’ pedagogical reasoning and adaptive use rather than in the media itself, highlighting the importance of teacher cognition in inclusive EFL instruction.

Investigating the Effectiveness of the Treffinger Learning Model in Teaching English: An Experimental Research Baihaqi Baihaqi; Rahmah Fithriani; Pardi Pardi
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8046

Teaching of narrative writing requires instructional approaches that promote creativity and higher-order thinking. The treffinger learning model, which consists of Basic Tools, Practice with Process, and Working with Real Problems, offers a structured framework for developing students’ creative thinking in writing. This study investigated the effect of the Treffinger Learning Model on students’ narrative writing skills. A quasi-experimental design was employed involving two eighth-grade classes (N = 52) from a junior high school, assigned as an experimental group and a control group. Data were collected through pretest and posttest writing assessments in the form of essay tasks. The results showed that students’ initial writing ability was relatively low, with mean pretest scores of 34.42 (experimental) and 29.12 (control). Following the intervention, the experimental group demonstrated a substantially higher improvement, achieving a mean posttest score of 84.27, compared to 71.04 in the control group. The findings indicate that the Treffinger Learning Model contributes positively to the development of students’ narrative writing skills. This study highlights the pedagogical value of creativity-based learning models in English language classrooms.

English Teacher's Written Corrective Feedback on Students with Intellectual Disabilities' Writing Assignments: A Case Study Sahmiral Amri Raja Guk Guk; Rahmah Fithriani
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.16200

Written corrective feedback plays an important role in supporting writing development, yet limited attention has been given to how it is adapted for students with intellectual disabilities in inclusive EFL classrooms. This study aims to examine the types of written corrective feedback provided by an English teacher and to explain how feedback is adapted to meet students’ cognitive and emotional needs. Employing a qualitative case study design, data were collected from eighteen writing tasks produced by three students with intellectual disabilities and one semi-structured interview with the teacher. Document analysis was conducted using Ellis’s feedback typology, while interview data were analyzed thematically to interpret pedagogical reasoning. The findings reveal a strong predominance of direct feedback, supported by selective correction, concrete modeling, and affective language. These practices reflect feedback adaptation that regulates cognitive demand, provides clear instructional support, and sustains student motivation. The study concludes that effective written corrective feedback in inclusive EFL contexts prioritizes functional meaning, clarity, and emotional safety to support meaningful participation in writing activities.

Co-Authors Abdillah, Muhammad Ghozali Adawiyah, Rabiatun Ahmad Amin Dalimunthe Ahmad Husein Nst Ainun Pratiwi Alshehari, Azzam Amirul Mukminin Anakampun, Rizky Ananda Andana, Yosi Ayumi Pratiwy Tanjung Azima, Rizki Azizah Surayya Baihaqi Baihaqi Benni Ichsanda Rahman Hz Berutu, Hotma Br. Perangin-angin, Alemina Chairuddin Chairuddin Deliana, Deliana Devika Adelita Dwi, Fadilla Stephanie Eddy Setia Eka Yuni Kurniati Erlina, Dian Ernawati, Tuti Ernita Daulay Fadli, Izhar Feni Maharani Fridiyanto, Fridiyanto Ginting, Rita Seroja Hafizah, Dinda Hafni, Astrida Harahap, Hilyati Fitria Harahap, Mukhni Rahma Wati Harahap, Nurul Apwani Hardiansyah, Dadang Hasibuan, Derliana Hasibuan, Roslina Hia, Nadia Virdhani Hilyati Fitria Harahap Hizbullah, Gilang Inaayah, Athiyyah Indah Purnamasari Intan Maulina, Intan Irhamna, Vidia Irma Suryani Kamil, Dairabi Kasinyo Harto Khairatun Nisa Khairisya, Thahira Laia, M. Yunus Lasyuli Simbolon, Lasyuli Lenny Marzulina, Lenny Lubis, Jukni Ilman Maharani, Puspita Naurah Marpaung, Nisya Rahmaini Matondang, Saiful Anwar Mira Wahyuni, Mira 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 Pardi , Pardi Pardi Pardi Pardi Pardi, Pardi Pratiwi, Anggun Siska Putri Adinda Pratiwi PUTRI, TIARA Rahma, Alleyza Ramadhani, Ayu Sinta Rangkuti, Rahmadsyah Sadat, M. Anwar Sahmiral Amri Raja Guk Guk Salmiah, Maryati Sapri Sapri Sapri, Sapri Septiana Seroja br Ginting, Rita Sinar, T. Silvana Siregar, Mega Agnesya Sitorus, Jesi Suryani Siwi, Purwanto Supriadi Susi Handayani Syafira, Syafira Syaniah, Azmi Ellah Syla Fadila Batubara T. Thyrhaya Zein Tambunan, Khairunnisa Umar Mono Utami Dewi Utami Dewi Vidia Irhamna Yanti Kristina Sinaga Yunisa Khairani, Rizki Putri Yunita, Elsi Yusriani, Yusriani Zahra, Mutia Zanna Nurpiana

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