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Rahmah Fithriani

UNIVERSITAS ISLAM NEGERI SUMATERA UTARA

Author-ID : 2859669

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Enhancing Students’ Listening Comprehension through Interactive Multimedia Learning Using Mobile-Based Language Applications Rosalina, Afni; Fithriani, Rahmah; Pardi
PROJECT (Professional Journal of English Education) Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, MAY 2026
Publisher : IKIP Siliwangi

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This study aims to examine the enhancement of students’ listening comprehension through the integration of interactive multimedia learning in English as a Foreign Language (EFL) classrooms. A descriptive qualitative approach was employed, involving 25 secondary school students as participants. Data were collected through observations, interviews, and field notes during the learning activities. The findings reveal that the use of interactive multimedia tools, such as audio-visual materials, animations, and application-based listening tasks, significantly improved student engagement, contextual understanding, and overall listening comprehension. Students demonstrated increased accuracy in identifying main ideas, essential vocabulary, and implicit messages within spoken texts. The learning process also became more dynamic and enjoyable, which contributed to higher learning motivation. Therefore, interactive multimedia learning can be considered an effective instructional strategy for improving students’ listening comprehension in EFL contexts.

The Utilization of ZEP Quiz in an EFL Inclusive Reading Classroom: A Focus of Teacher’s Perception Alfina Salsabila, Hawa; Rahmah Fithriani
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.942

Rapid technological advancement has encouraged the integration of gamification in English language teaching to enhance student engagement. However, the effectiveness of technological tools largely depends on teachers’ perceptions and instructional decisions, particularly in inclusive learning contexts. This study aims to explore teachers’ perceptions of the use of ZEP Quiz in an inclusive English reading classroom, particularly regarding its influence on students’ motivation to develop reading skills and the challenges teachers face during its implementation. Employing a qualitative case study design, the study involved an English teacher and a shadow teacher teaching ninth-grade students in an inclusive classroom with a slow learner. Data were collected through semi-structured interviews and documentation and were analyzed thematically using the ARCS motivational framework (Attention, Relevance, Confidence, and Satisfaction). The findings indicate that, from the English teacher’s perspective, ZEP Quiz enhances students’ attention through interactive features, supports reading comprehension when combined with structured guidance, increases students’ confidence in answering reading questions, and fosters learning satisfaction through engaging and competitive elements. In contrast, the shadow teacher perceived that while ZEP Quiz could stimulate motivation and provide reading exposure for the slow learner, its effectiveness in developing independent comprehension remained limited without continuous scaffolding, emotional support, and peer assistance. Several challenges were also identified, including limited device availability, restrictive school policies regarding gadget use, unstable internet connectivity, and the need for ongoing pedagogical adaptation to accommodate diverse learner characteristics in inclusive settings.

English Teacher's Written Corrective Feedback on Students with Intellectual Disabilities' Writing Assignments: A Case Study Raja Guk Guk, Sahmiral Amri; Fithriani, Rahmah
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.

Peer Observation as a Professional Development Tool for English as a Foreign Language Teachers Susi Handayani; Rahmah Fithriani
JIE (Journal of Islamic Education) Vol. 9 No. 2 (2024): JIE: (Journal of Islamic Education) July-December
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v9i2.419

This research examines EFL (English as a Foreign Language) teachers' perceptions of peer observation as a tool for developing professionalism. This research uses a qualitative approach, a case study type at Medan High School. The subjects of this research took two EFL teachers as English teachers. Data was obtained through observation and in-depth interviews. Then the data was analyzed using the Miles & Huberman data analysis model which includes data condensation, data presentation and verification or conclusion. The research results show teachers' positive perceptions of peer observation as a tool for teacher professional development. In developing teacher professionalism, peer observation can improve the quality of learning because correlation and input from peers can provide better teaching methods and innovation. It can also support reflection and develop understanding because it builds collaboration by involving colleagues in observing each other in a reciprocal process to improve classroom teaching through self-reflection. Peer observation brings many benefits to teachers. This helps teachers solve problems they face in teaching and provides learning opportunities to acquire new teaching methods or strategies from colleagues. Therefore, this research recommends that teachers conduct peer observations to develop their professionalism. Through peer observation, teachers receive constructive feedback to improve their teaching.

EFL Students’ Perceptions and Challenges in Using Paperpal as an AI Feedback Tool for Research Paper Writing Hilyati Fitria Harahap; Rahmah Fithriani; Utami Dewi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9394

This study investigates undergraduate EFL students’ perceptions and challenges in using Paperpal as an AI feedback tool for research paper writing. Although AI-assisted writing tools are increasingly integrated into higher education, empirical research examining students’ experiences with AI-generated feedback in research-oriented writing remains limited, particularly in EFL contexts. Employing a qualitative case study design, this study involved 25 undergraduate English Education students at a state university in Indonesia. Data were collected through a descriptive questionnaire administered to all participants and semi-structured interviews with 10 selected students. Questionnaire data were analyzed using Likert-scale frequency analysis, while interview data were examined through thematic analysis. The findings indicate that students generally perceived Paperpal as a useful and accessible tool that supported grammatical accuracy, sentence clarity, academic vocabulary development, revision efficiency, and confidence during the research paper revision process. However, the study also reveals notable challenges. Students reported difficulty maintaining intended meaning and authorial control when applying AI-generated feedback, particularly in complex argumentative sections. In addition, a tendency toward over-reliance on AI feedback was identified, especially among less confident writers, which occasionally reduced critical evaluation of revisions. Overall, the study concludes that Paperpal functions most effectively as a complementary linguistic support rather than a standalone solution. Its pedagogical value depends on students’ feedback literacy and their ability to engage critically with AI-generated feedback, underscoring the need for guided and responsible integration of AI tools in EFL academic writing instruction.

The Implementation of Guided Reading Strategy in Teaching English Reading to Slow Learners in Inclusive Junior High Schools Hafifah Hasyanah Dalimunthe; Rahmah Fithriani
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.291-306

Slow learners in inclusive classrooms often struggle to understand English reading passages, so appropriate reading strategies are needed to support their learning process. This study aims to describe the implementation of Guided Reading strategies in English reading instruction for slow learners in inclusive eighth-grade junior high school classrooms. This study applies a descriptive qualitative methodology with a case study design. The study was conducted in an inclusive junior high school in Indonesia, involving an English teacher selected through purposive sampling. Data were collected through classroom observation and interviews, then analyzed descriptively. The results showed that the Guided Reading strategy was implemented through three main stages, namely pre-reading, during-reading, and post-reading. In the pre-reading stage, the teacher prepared the students by introducing the topic and vocabulary. During the reading stage, the teacher provided step-by-step reading assistance. Furthermore, in the post-reading stage, the teacher helps students understand the content of the reading through simple questions and answers and activities to retell the text. The implementation of this strategy helps slow learners follow the reading process gradually, increases engagement, and builds confidence in learning English reading in inclusive classrooms.

PRE-SERVICE TEACHERS' PERCEPTIONS OF THE USE OF GENAI AND TRADITIONAL GRAMMAR-CHECKING TOOLS FOR ENGLISH WRITING Tiara Putri; Rahmah Fithriani
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 2 (2025): Vol. 6 No. 2 September 2025
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v6i2.4984

The increasing utilization of artificial intelligence in English language learning and teaching emphasizes the necessity of understanding pre-service teachers’ perceptions on AI-writing tools. This study investigates their perspectives on the use of Generative AI (GenAI) tools such as ChatGPT and GeminiAI and traditional grammar checkers such as Grammarly and Quillbot in English writing. Employing a qualitative case study approach, data were collected from 15 pre-service English teachers through questionnaires and in-depth interviews with five selected participants. Findings reveal that GenAI tools are perceived as beneficial for idea development and providing comprehensive feedback, whereas traditional grammar checkers are valued for their grammatical accuracy and structural refinement. Accessibility is a determining factor, with GenAI favored for its unrestricted free features, while grammar checkers often necessitate paid versions for full functionality. However, challenges arise concerning the complexity of AI-generated feedback and the potential for over-reliance, which may hinder independent writing development. Ethical concerns, particularly regarding data privacy and originality, are also identified. From a pedagogical perspective, while these tools support language learning, excessive dependence may undermine critical thinking and writing autonomy. Therefore, teacher education programs should incorporate structured training on the responsible integration of AI and grammar checkers to ensure that pre-service teachers develop both technological proficiency and pedagogical strategies for fostering students’ independent writing skills.

The The Utilization of Wordwall as a Multisensory English Vocabulary Learning Tool for Slow Learners: A Case Study of Teacher Experience Rahayu Wulandari; Rahmah Fithriani
LingPoet: Journal of Linguistics and Literary Research Vol. 7 No. 2 (2026): LingPoet: Journal of Linguistics and Literary Research
Publisher : Talenta Publisher

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This study examines the utilization of Wordwall as a multisensory instructional tool for teaching English vocabulary to slow learners in inclusive EFL classrooms at the junior high school level. Slow learners often encounter difficulties in vocabulary acquisition due to slower cognitive processing, limited working memory, and challenges in retention. Consequently, instructional approaches must incorporate repetition, explicit explanation, and adaptive strategies aligned with learners’ cognitive characteristics.This research employed a qualitative case study design involving two participants: an English teacher and a shadow teacher experienced in teaching slow learners using Wordwall. Data were collected through semi-structured interviews and teacher reflective documents, and analyzed using thematic analysis to identify patterns related to multisensory instruction, pedagogical adaptation, and technology integration.The findings indicate that Wordwall functions as a complementary instructional tool that enhances learners’ motivation, engagement, and participation. Its visual, auditory, and interactive features facilitate vocabulary learning through image-word association, pronunciation support, and repeated exposure. However, vocabulary mastery remains dependent on explicit instruction, scaffolding, and continuous teacher mediation. Teachers assume critical roles as instructional designers, facilitators, motivators, and evaluators, adapting content, pacing, and task complexity to meet learners’ needs.Despite its pedagogical potential, several challenges were identified, including technological constraints, students’ limited digital literacy, the need for differentiated instruction, and concerns regarding assessment validity. Overall, the study concludes that the effectiveness of Wordwall is determined not by its technological features alone but by its integration within adaptive and pedagogically informed instructional practices.

Moral judgements and ideological positioning: A critical discourse analysis of Prabowo Subianto’s portrayal in BBC News Nina Tiya Hara; Rusdi Noor Rosa; Rahmadsyah Rangkuti; Rahmah Fithriani; Alemina Br. Perangin-angin
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

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This study examines the discursive representation of Prabowo Subianto, a prominent Indonesian political figure, within a selected corpus of news articles published by the British Broadcasting Corporation (BBC). Employing Critical Discourse Analysis (CDA) as the analytical framework, the research integrated both deductive and inductive analytical approaches. The deductive phase was grounded in Martin and White's (2005) Appraisal framework, which systematically categorized evaluative language into three attitudinal resources: affect, judgement, and appreciation. The inductive phase complemented this by uncovering hidden ideologies embedded within the news texts that may not be explicitly captured by the appraisal system alone. Data annotation was conducted using the UAM Corpus Tool to ensure systematic and replicable identification of attitudinal resources. The quantitative findings reveal that judgement constitutes the most frequently deployed attitudinal resource, accounting for 53.13% of all identified occurrences, followed by affect (30.96%) and appreciation (15.89%). Within the judgement sub-category, negative judgement of propriety, which evaluates behavior according to ethical and moral standards, dominates the discourse at 30.80%, collectively portraying Prabowo as morally problematic. Negative affect, in turn, reflects public fear and anxiety toward Prabowo's personal conduct and political candidacy, while appreciation resources highlight his strategic efforts to secure voter support. The study concludes that the predominance of negative evaluations aligns with the BBC's publicly stated commitment to universal human rights and liberal democratic values. Conversely, the presence of positive evaluations suggests a concurrent journalistic effort to maintain balance and impartiality, reflecting the inherent tension between advocacy-oriented reporting and the normative ideal of journalistic neutrality. These findings contribute to the broader understanding of how international media construct political identities in non-Western contexts and underscore the ideological underpinnings of ostensibly objective news discourse.

Teachers’ Self-Efficacy in Teaching Students with Special Needs in Inclusive Primary Schools: A Phenomenological Study Jesi Suryani Sitorus; Rahmah Fithriani; Ernita Daulay
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.v5i1.987

This study explores English teachers’ self-efficacy in teaching students with special needs within inclusive primary school classrooms through a phenomenological approach. Inclusive education requires teachers to respond to diverse learning needs; therefore, teachers’ beliefs in their instructional capabilities are critical to the successful implementation of inclusive practices. This qualitative study was conducted in an inclusive primary school in Medan, Indonesia, involving ten English teachers who taught both inclusive and regular classes. Data were collected through the Teacher Efficacy for Inclusive Practices (TEIP) questionnaire and semi-structured interviews with three selected participants. The questionnaire provided an overview of teachers’ perceived self-efficacy levels, while the interviews captured teachers’ lived experiences of self-efficacy in inclusive teaching contexts. The interview data were analysed thematically, guided by Bandura’s self-efficacy theory. The findings indicate that English teachers generally demonstrate a high level of self-efficacy, which is shaped by mastery experiences in inclusive classrooms, professional collaboration, participation in professional development, and teachers’ ability to regulate their emotional responses when facing instructional challenges. Teachers with higher self-efficacy showed greater confidence and flexibility in implementing adaptive instructional strategies and managing diverse student needs. This study contributes to the literature by providing an in-depth phenomenological understanding of how English teachers construct and experience self-efficacy in inclusive primary education contexts.

Co-Authors Abdillah, Muhammad Ghozali Adawiyah, Rabiatun Afri, Evan Ahmad Amin Dalimunthe Ahmad Husein Nst Ainun Pratiwi Alemina Br. Perangin-angin Alfina Salsabila, Hawa 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 Elsi Yunita Erlina, Dian Ernawati, Tuti Ernita Daulay Fadli, Izhar Feni Maharani Fridiyanto, Fridiyanto Ginting, Rita Seroja Hafifah Hasyanah Dalimunthe 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 Jesi Suryani Sitorus 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 Mira Wahyuni, Mira Moe, Sithu Mohd Ali, Fatin Aliya Mufida Syahnaz Nabila Widiastari Nabilla, Ega Viorenti Namira, Ade Nasution, Sofiyani Nayla Ridha Nia, Nur Ade Erma Nikmah Fadillah Nasution Nilma Zola Nina Tiya Hara Novita Herawati Nur Halimah Lubis Nur Khofifah Harahap Nur Sellyta Pardi Pardi , Pardi Pardi Pardi Pardi Pardi, Pardi Pratiwi, Anggun Siska Putri Adinda Pratiwi Rahayu Wulandari Rahma, Alleyza Rahmadsyah Rangkuti Raja Guk Guk, Sahmiral Amri Ramadhani, Ayu Sinta Rangkuti, Rahmadsyah Rosalina, Afni Rusdi Noor Rosa Sadat, M. Anwar Saiful Anwar Matondang Salmiah, Maryati Sapri Sapri Sapri, Sapri Sembiring, Elita Modesta Septiana Seroja br Ginting, Rita Sinar, T. Silvana Siregar, Mega Agnesya Siwi, Purwanto Supriadi Susi Handayani Susi Handayani Syafira, Syafira Syaniah, Azmi Ellah Syla Fadila Batubara T. Thyrhaya Zein Tambunan, Khairunnisa Tiara Putri Umar Mono Utami Dewi Vidia Irhamna Yanti Kristina Sinaga Yunisa Khairani, Rizki Putri Yusriani, Yusriani Zahra, Mutia Zanna Nurpiana

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