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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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Persuasive Language Strategies in Instagram Influencer Content: A Pragmatic Analysis Dewi Wulandari; Rahmah Fithriani; Pardi Pardi
Bahtera: Jurnal Pendidikan Bahasa dan Sastra Vol. 25 No. 2 (2026): BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 25 Nomor 2 Juli 2026
Publisher : Program Studi Pendidikan Bahasa Program Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/bahtera.252.09

ABSTRACT This study aims to analyze persuasive language strategies used by influencers on Instagram from a pragmatic perspective. This research employs a qualitative descriptive design with data consisting of captions, comments, and audiovisual content containing persuasive elements. Data were collected through non-participant observation and documentation, and analyzed using an interactive model including data reduction, data display, and conclusion drawing. The findings reveal that influencers utilize various persuasive language strategies, such as directive, expressive, and assertive speech acts, as well as implicatures and credibility construction. Directive speech acts are used to encourage immediate action, while expressive acts and emotional appeals function to build a connection with the audience. In addition, implicature serves as an indirect persuasive strategy that enhances trust and authenticity. The results indicate that language in influencer content is not merely informative but also strategic in shaping audience perception, building trust, and influencing behavior. Therefore, a pragmatic approach provides deeper insights into how meaning and persuasion are constructed in digital communication. Keywords: Persuasive Language; Pragmatics; Instagram Influencers; Speech Acts; Digital Communication

Reconceptualizing the Validity of Cross-Paradigm Research through a Critical Review of Reliability, Credibility, and Trustworthiness Mohamad Yunus Laia; Rahmah Fithriani; Amirul Mukminin; Saiful Anwar Matondang
JOEY: Journal of English Ibrahimy Vol. 5 No. 1 (2026): JOEY:Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2026.v5i1.67-80

The This study aims to reconceptualize the validity of cross-paradigm research through a critical examination of the evolution of the meaning and function of reliability, credibility, and trustworthiness in the methodological literature. This study departs from the problem of conceptual fragmentation and epistemological tension that arise due to the application of validity criteria ahistorically and procedurally in various research paradigms. The method used is a non-systematic literature review of conceptually relevant Scopus indexed journal articles, with a thematic-conceptual analysis approach and cross-paradigm critical synthesis. The results of the study show that validity has shifted from technical-instrumental attributes to epistemic justification processes that are contextual, reflective, and paradigmatic. Reliability no longer serves as a universal prerequisite for validity, but rather as a technical mechanism whose relevance depends on certain epistemological assumptions. Credibility develops as an interpretive justification mechanism in qualitative research, while trustworthiness serves as a reflective evaluative framework that emphasizes transparency and accountability. This study also found epistemological tensions, conceptual inconsistencies, and theoretical limitations in the use of these three concepts across paradigms. In conclusion, the validity of research needs to be understood as a dynamic practice of epistemic justification and not reduced to a methodological checklist. This research contributes to the development of research methodology by offering a conceptual synthesis that goes beyond the classical dichotomy of validity–reliability and trustworthiness–credibility.

EFL Students’ Perceptions on Using Kahoot as a Formative Assessment Tool in Vocabulary Acquisition Rizki Putri Yunisa Khairani; Rahmah Fithriani
FOSTER: Journal of English Language Teaching Vol. 6 No. 3 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i3.258

Technology advancement has equipped vocabulary acquisition processes within an English learning environment with digital formative assessment tools, such as Kahoot. This research aims to reveal EFL students’ perception in using Kahoot as a formative assessment tool for vocabulary learning. This research employs a qualitative method and the research instruments involve questionnaires and interviews distributed and conducted to the selected participants. A purposive sampling method is applied in this research to select the research participants. The research participants consist of EFL students who are enrolled in an English course and have played Kahoot more than five times. Thematic content analysis is utilized to analyze the collected data. The findings show that most students perceive Kahoot positively. Its game like features timers, scores, and leaderboards can help increase interest, motivation, and focus. Students reported better understanding and improved quiz results. However, a few students found it less effective due to personal learning preferences. Overall, Kahoot is seen as a fun and useful tool to support vocabulary learning and can be applied more widely in English language instruction.

Applying Universal Design for Learning in Teaching English Vocabulary in Inclusive Elementary Education: A Qualitative Study Sofiyani Nasution; Rahmah Fithriani
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.403

Inclusive education aims to provide equitable learning opportunities for all students, yet many Indonesian schools still face challenges in implementing inclusive English instruction. This study explores the implementation of Universal Design for Learning (UDL) in teaching English vocabulary in teaching English vocabulary in an inclusive elementary classroom at an elementary school in Medan, Indonesia. Guided by two research questions, employing a descriptive qualitative research design, the study involved one English teacher with three years of experience teaching in an inclusive classroom. The participant was selected through purposive sampling based on her experience in teaching students with diverse learning needs. Data were collected through classroom observations conducted across four meetings, semi-structured teacher interviews, and documentation of lesson plans and learning media. The data were analyzed thematically using Braun and Clarke’s (2006) framework to identify patterns related to the teacher’s instructional strategies and perceptions of UDL implementation. The findings indicate that the teacher implemented the three principles of UDL: multiple means of representation, engagement, and expression. The teacher combined visual, auditory, and contextual representations to support vocabulary understanding, used flexible and emotionally supportive activities to enhance student engagement, and provided varied forms of assessment to allow students to demonstrate their understanding. These strategies supported vocabulary comprehension and increased participation among students with diverse learning needs. The study highlights the practical potential of UDL as an instructional framework for improving vocabulary learning and fostering inclusive practices in inclusive elementary classroom.

Gender and Power Relation in Margaret Atwood's Novel The Handmaid's Tale Khairunnisa Tambunan; Deliana Deliana; Rahmadsyah Rangkuti; Rahmah Fithriani; Alemina Br Perangin-angin; Nilma Zola
JETL (Journal of Education, Teaching and Learning) Vol 10 (2025): Special Issue
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v10i2.7830

This study examines the intersection of gender ideology and power relations in The Handmaid’s Tale, a novel by Margaret Atwood that portrays a dystopian society governed by patriarchal control. Employing Feminist Critical Discourse Analysis (FCDA) as the methodological framework, this research investigates how gender ideology is embedded and reproduced through the novel’s language and social structures. Specifically, the study addresses three research questions: (1) What elements of gender ideology are depicted in the novel? (2) How are gender ideology and power interrelated? (3) Why are these themes central to the narrative? Utilizing a qualitative approach, the analysis focuses on narrative and discursive elements to uncover representations of gender inequality and the systematic repression of women’s autonomy. The findings indicate that the novel reflects real-world patriarchal ideologies by illustrating how language and institutional norms uphold gendered power imbalances. This research contributes to feminist literary scholarship by demonstrating how literature can expose, critique, and resist oppressive social structures through discourse.

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.

Communicative Game-Based Learning in EFL Grammar Class: Suggested Activities and Students’ Perception Rahmah Fithriani
JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 2 (2018): JEELS November 2018 (Sinta 2)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v5i2.509

The role of grammar instruction is inevitably important for second and/or foreign language mastery. Unfortunately, in practice, many English teachers in foreign language contexts such as in Indonesia still teach grammar deductively; that is, learners are provided the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. This particular method of teaching is believed to produce learners who cannot use the language communicatively although they have considerable knowledge of grammar rules. It has also been seen as contributing to learners’ passive participation and negative feelings towards grammar learning. The aims of this paper are to give an alternative solution to that problem by offering some ideas of game-based activities and to investigate students’ perception of the implementation of communicative game-based grammar learning. Using pre- and post-study questionnaire, the research study was conducted with 30 adult EFL learners taking an after-class English course. The findings indicated that these activities were effective in creating a non-threatening and more relaxing grammar classes, changing students’ negative perception of grammar learning and improving their perceived communicative skills.

English Teachers' Perceptions of Technological Pedagogical and Content Knowledge (TPACK) and Its Application in English Language Teaching: Post-COVID-19 Indi Ramadhani Daulay; Rahmah Fithriani
JPP (Jurnal Pendidikan dan Pembelajaran) Vol. 31 No. 1 (2024)
Publisher : Lembaga Pengembangan Pendidikan dan Pembelajaran, Universitas Negeri Malang in Collaboration with Asosiasi Pendidik dan Pengembang Pendidikan Indonesia (APPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study explores the evolving perceptions of English teachers regarding the integration of Technological Pedagogical Content Knowledge (TPACK) and its application in English Language Teaching (ELT) in the post-Covid-19 educational landscape. Insights drawn from educators' experiences in innovatively incorporating TPACK to increase student engagement, facilitate personalized learning experiences, and improve communication. This study highlights the influence of TPACK on pedagogical strategies in response to the dynamic post-pandemic educational landscape.

Flashcards for Vocabulary Development in Students with Intellectual Disabilities: EFL Teachers’ Perceptions Anggun Siska Pratiwi; Rahmah Fithriani
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.

FUNCTIONAL MULTILINGUALISM IN DIGITAL LINGUISTIC LANDSCAPES: NEGOTIATING ISLAMIC IDENTITY AND GLOBAL ENGAGEMENT Faridah, Faridah; Fitria, Hilyati; Nasution, Sahkholid; Fithriani, Rahmah
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 10 No. 4 (2026): Volume 10, Nomor 4, August 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v10i4.57529

The digital linguistic landscape of university websites has become an important site for examining how multilingual practices reflect institutional identity and globalization. However, limited attention has been given to how multilingual language choices simultaneously negotiate Islamic identity and global engagement within digital environments. This study aims to examine how Indonesian, Arabic, and English are strategically employed in university websites to construct institutional identity and support internationalization. A qualitative research design was adopted using Critical Discourse Analysis (CDA). The data comprised 29 official State Islamic University websites selected through purposive sampling based on institutional status and multilingual accessibility. Secondary data were collected from publicly accessible websites and analyzed using descriptive categorization, percentage analysis, thematic interpretation, and CDA to identify multilingual patterns and their underlying ideological meanings. The findings reveal that only a limited number of websites consistently implement Indonesian, Arabic, and English. English predominantly serves as the language of internationalization and global communication, whereas Arabic is primarily used as a symbolic marker of Islamic identity and is applied inconsistently across website content. The study introduces the concept of functional multilingualism, demonstrating that different languages perform complementary institutional roles rather than equal communicative functions in digital environments. These findings suggest that university websites serve as ideological spaces where institutional identity and globalization are continuously negotiated. The study contributes to digital linguistic landscape scholarship by extending linguistic landscape research beyond language distribution toward ideological interpretation and offers practical implications for developing coherent multilingual language policies that balance international visibility with institutional identity.

Co-Authors Abdillah, Muhammad Ghozali Adawiyah, Rabiatun Afri, Evan Ahmad Husein Nst Ainun Pratiwi Alemina Alemina Alemina Br. Perangin-angin Alfina Salsabila, Hawa Amirul Mukminin Amirul Mukminin Anakampun, Rizky Ananda Andana, Yosi Anggun Siska Pratiwi Ayumi Pratiwy Tanjung Azima, Rizki Azizah Surayya Azzam Alshehari Baihaqi Baihaqi Benni Ichsanda Rahman Hz Berutu, Hotma Chairuddin Chairuddin Dairabi Kamil Deliana Deliana Devika Adelita Dewi Wulandari Dian Erlina Dwi, Fadilla Stephanie Eddy Setia Eka Yuni Kurniati Elsi Yunita Ernawati, Tuti Ernita Daulay Fadli, Izhar Faridah Faridah Fatin Aliya Mohd Ali Feni Maharani Fitria, Hilyati 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, Roslina Hia, Nadia Virdhani Hilyati Fitria Harahap Hilyati Fitria Harahap Inaayah, Athiyyah Indah Purnamasari Indi Ramadhani Daulay Intan Maulina, Intan Irhamna, Vidia Irma Suryani Jesi Suryani Sitorus Kasinyo Harto Khairatun Nisa Khairisya, Thahira Khairunnisa Tambunan Lasyuli Simbolon, Lasyuli Lubis, Jukni Ilman Maharani, Puspita Naurah Marpaung, Nisya Rahmaini Maryat Salmiah Mira Wahyuni Mohamad Yunus Laia Mufida Syahnaz Muhamad Holandyah Mutiara Zein Nabila Widiastari Nabilla, Ega Viorenti Namira, Ade Nayla Ridha Nia, Nur Ade Erma Nilma Zola Nina Tiya Hara Novita Herawati Nur Halimah Lubis Nur Khofifah Harahap Nur Sellyta Pardi Pardi , Pardi Pardi Pardi Pardi Pardi, Pardi Putri Adinda Pratiwi Putri Adinda Pratiwi Putri, Milia Rahayu Wulandari Rahma, Alleyza Rahmadsyah Rangkuti Rahmadsyah Rangkuti Rahmadsyah Rangkuti Ramadhani, Ayu Sinta Rangkuti, Rahmadsyah Rizki Putri Yunisa Khairani Rosalina, Afni Rusdi Noor Rosa Rusdi Noor Rosa Sadat, M. Anwar Sahkholid Nasution Sahmiral Amri Raja Guk Guk Saiful Anwar Matondang Salmiah, Maryati Sapri Sapri Sapri, Sapri Septiana Seroja br Ginting, Rita Sinar, T. Silvana Siregar, Mega Agnesya Sithu Moe Siwi, Purwanto Sofiyani Nasution Supriadi Susi Handayani Susi Handayani Syafira, Syafira Syaniah, Azmi Ellah Syla Fadila Batubara T. Thyrhaya Zein Tiara Putri Umar Mono Utami Dewi Vidia Irhamna Yanti Kristina Sinaga Yusriani, Yusriani Zahra, Mutia Zanna Nurpiana

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