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Rahmah Fithriani

UNIVERSITAS ISLAM NEGERI SUMATERA UTARA

Author-ID : 2859669

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PEER AND AUTOMATED WRITING EVALUATION (AWE): INDONESIAN EFL COLLEGE STUDENTS’ PREFERENCE FOR ESSAY EVALUATION Ginting, Rita Seroja; Fithriani, Rahmah
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v25i2.4879

A plethora of studies have investigated the effects of peer evaluation (PE) and automated writing evaluation (AWE) on the writing products and perspectives of English as a foreign language (EFL) students. However, few studies compare students' preferences regarding its utilization to evaluate their essays. This study aimed to determine which method EFL college students prefer for evaluating the quality of their English academic writing. For data collection, a questionnaire was distributed to determine the frequency with which students utilize feedback. Twenty students enrolled in English Education completed the questionnaire. The open-ended interview was then administered to three students in order to gain a deeper understanding of their perspectives on these two modes of evaluation. Frequency count and thematic analysis were utilized to analyze the data. The results indicate that students favor using peer feedback over Grammarly, the AWE software used in this study, for two reasons. First, they view their peers as their real audience, and second, they value their peers' comments more than Grammarly's. However, Grammarly also received positive point as the students enjoys writing with this tool. Therefore, it is believed that the combination of these two s will result in the most essay writing progress.

Indonesian EFL Students’ Experiencies in Using Alef Education For Vocabulary Learning Azizah Surayya; Fithriani, Rahmah
Journal of Learning Improvement and Lesson Study Vol. 5 No. 1 (2025): JLILS (June Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v5i1.144

Mobile game-based learning presents a potential avenue for vocabulary acquisition in English language learning, yet research on students’ perceptions of specific platforms is limited. This study focuses on investigating Grade 9 students’ perceptions of using Alef Education, an AI-based digital platform, for English vocabulary learning in North Sumatra, Indonesia. The purpose is to explore how gamification and multimodal approaches affect learning motivation and vocabulary retention. Using a descriptive qualitative method with a phenomenological perspective, data were collected through participatory observation and semi-structured interviews with ten students aged 14–15. Findings reveal that gamified features significantly enhance motivation, and the multimodal approach combining text, audio, and visuals improves vocabulary retention and application. However, technical issues and limited teacher interaction hinder effectiveness. This study highlights the importance of addressing both motivational and practical barriers in digital platforms. These insights inform strategies to optimize game-based learning for vocabulary acquisition in EFL contexts.

THE POTENTIAL IMPACT OF USING CHATGPT AS A SUPPORTING TOOL FOR DIRECT METHOD ON IMPROVING EFL STUDENTS’ SPEAKING SKILLS: TEACHERS’ PERSPECTIVES Syafira, Syafira; Fithriani, Rahmah
TELL - US JOURNAL Vol 11, No 2 (2025): New Applications and Perspectives in Teaching English as a Foreign Language (EF
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i2.9398

Artificial intelligence (AI) is growing and starting to be applied in various aspects of English language learning, including speaking skills. In the application of the Direct Method, which emphasizes communication without translation, ChatGPT has the potential to be a support tool that can improve EFL learners' speaking skills. This study analyzes teachers' perceptions of using ChatGPT to improve EFL learners' speaking skills. Using a qualitative case study approach, the study involved 10 English teachers. Data were collected using a Likert scale questionnaire and in-depth interviews, then analyzed using thematic analysis. The results showed that most teachers had positive opinions toward integrating ChatGPT in supporting the direct method to improve students' speaking skills. However, concerns were raised regarding teacher preparation, pedagogical effectiveness, and limited feedback. This study confirms that the success of AI integration depends on teachers' willingness to optimize its use. With the right strategies, ChatGPT can be an innovative tool that complements traditional teaching methods and improves students' conversational skills.

Investigating Pre-Service Teachers’ Perceptions of Native and Non-Native English Educators and Speakerism Putri Adinda Pratiwi; Rahmah Fithriani
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (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/acuity.v11i1.3963

English as a lingua franca (EFL) and World Englishes (WEs) challenge traditional English language teaching paradigms that centred around native-speaker norms, often rooted in the ideology of native speakerism, a persuasive ideology in English language teaching, often leading to biases against No-native English Speaker Teachers (NNESTs). This study aims to understand pre-service English speaker teachers' overall attitudes toward NESTs and NNESTs and explore the factors influencing pre-service English teachers’ preferences. 15 pre-service English teachers in their fifth semester participated in this descriptive qualitative method, which was collected from the questionnaires and interviews. The results show positive attitudes towards NESTs and NNESTs, with a slightly negative attitude towards NNESTs in teaching pronunciation due to native speakerism. In terms of pedagogy, NESTs are engaging and varied in approach, while NNESTs are monotonous but provide bilingual support. Culturally, NESTs provide first-hand exposure, but NNESTs highlight global English diversity. Linguistically, students prefer NESTs for genuine pronunciation of authentic language elements such as slang. These findings reveal there is a tendency for native-speakerism with evidence from participants’ responses. Further studies can expand this research by looking into ways to reduce biases and improve teamwork between NESTs and NNESTs.

“Publish or no degree”: Cultivating a scholarly writing Group for Indonesian Master’s students of English education Fithriani, Rahmah; Ichsanda Rahman Hz, Benni; Seroja br Ginting, Rita
Englisia Journal Vol 10 No 2 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.16725

In line with the increasing institutionalization of scholarly publication as a graduation requirement for graduate students around the world, the use of a community of writing practice to support students navigate their publication endeavour has begun to receive attention from academic supervisors and graduate researchers. Despite the burgeoning interest in this topic, there has been little empirical evidence on master’s students’ experiences and perspectives of working within such writing groups at an Indonesian university. This phenomenological case study intends to fill this lacuna by elaborating on the process of a writing group's establishment and development for master's students of English education and exploring their perceptions of participating in such a community of practice (COP). Findings indicate that the writing group served as a flexible and participatory COP that produced critical and enduring alterations in identity as scholarly writers amongst participants. Specifically, their perceived transition into academic writers involves three aspects: knowledge of the values of scholarly publication, construction of a scholarly identity, and demystification of the publishing endeavour. This study's findings can be utilized to inform other master's and doctorate programs, as well as academic professionals seeking interventions to assist their students' productive writing.

Evaluating Mixed Methods in The Pragmatic Analysis of The Nasi Hadap-Hadapan Tradition In Batubara, Indonesia Fadli, Izhar; Fithriani, Rahmah; Mukminin, Amirul
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 2 (2025): Volume 5 Nomor 2 Agustus 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i2.6195

The Nasi Hadap-Hadapan tradition is a significant ceremonial practice of the Batubara community in North Sumatra, Indonesia, characterized by symbolic actions and culturally embedded communication. Despite its rich communicative features, this tradition has not been thoroughly examined through a pragmatic linguistic lens, particularly using a mixed method approach. This study aims to evaluate the effectiveness of the exploratory sequential mixed method in analyzing the forms, functions, and meanings of speech acts within the Nasi Adap-Adapan tradition. The qualitative phase involved participatory observation and in-depth interviews with traditional leaders and ceremony participants to identify pragmatic patterns and sociocultural meanings. The quantitative phase analyzed 145 speech acts transcribed from video recordings, categorized into five types based on Searle’s classification: expressive, directive, representative, commissive, and declarative. The findings revealed that expressive (33.8%) and directive (28.3%) speech acts were the most dominant, emphasizing the ceremony’s function in fostering emotional bonds and guiding ritual procedures. These acts were embedded within cultural symbols, such as food offerings and customary phrases. The mixed method approach proved effective in capturing both the linguistic structure and sociocultural context of ceremonial communication. This study highlights the importance of integrated methodologies in pragmatic research, particularly in documenting and analyzing traditional oral practices within non-Western cultural contexts. Keywords: mixed method, pragmatic analysis, speech acts, cultural tradition, Batubara community

INCLUSIVE PEDAGOGY IN A MIXED-ABILITY CLASSROOM: A PHOTOVOICE STUDY OF TEACHER’S ADAPTATIONS FOR SLOW LEARNERS Maharani, Puspita Naurah; Fithriani, Rahmah
JURNAL KONFIKS Vol 12 No 1 (2025): KONFIKS
Publisher : LEMBAGA PENELITIAN DAN PENGABDIAN PADA MASYARAKAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/n6dt5685

This study examined the teaching experiences of a general English teacher working with students who are slow learners in a mixed-ability classroom. Addressing a gap in the literature on inclusive practices in under-resourced educational contexts, this research employed a reflective visual methodology to document pedagogical adaptations. Conducted as a qualitative single-case study, it involved one participant, a general English teacher at a private junior high school in Medan, Indonesia. Data were collected through semi-structured interviews, non-participant classroom observations, and photographs generated by teachers. Photovoice methodology enabled the teacher to critically reflect on real-time teaching practices while capturing visual narratives of classroom adaptations. Thematic analysis, guided by Patton’s framework, revealed three central themes. First, the Challenges of Inclusive Teaching highlighted limited teaching time and a broad range of student abilities. Second, Strategic Adaptation included the use of simplified phonics, visual aids, and flexible seating arrangements to accommodate diverse learning needs. Third, Emotional Landscape and Motivation underscored the teacher’s resilience, emotional engagement, and capacity for reflective thinking. Findings highlight the importance of differentiated teaching, scaffolded learning approaches, and sustained teacher support to realize inclusive education in mixed-ability settings. The use of photovoice not only generated rich qualitative data but also enhanced the participant’s pedagogical awareness and agency. This study contributes to the growing body of research on inclusive teaching by demonstrating the utility of reflective visual methodologies in promoting meaningful and sustainable teaching change, particularly in low-resource classrooms with learners of varied abilities.

EXPLORING EFL STUDENTS' EXPERIENCES IN USING QUIZIZZ TO ENHANCE WRITING SKILLS AND ITS IMPACT ON WRITING MOTIVATION: A QUALITATIVE STUDY Septiana; Rahmah Fithriani
International Journal of Cultural and Social Science Vol. 6 No. 3 (2025): International Journal of Cultural and Social Science
Publisher : Pena Cendekia Insani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53806/ijcss.v6i3.1161

This study explores the experiences of fifteen tenth-grade students from a secondary school in Medan, Indonesia, using the Quizizz platform to improve their English writing skills and enhance their writing motivation. A phenomenological qualitative approach was employed, with data collected through questionnaires and semi-structured interviews, then analyzed using thematic analysis. The findings indicated that Quizizz had a positive impact on students' motivation, self-confidence, and learning autonomy. The platform’s gamification features and instant feedback encouraged students to write more actively, take risks, and independently correct mistakes. However, the effectiveness of Quizizz was found to depend largely on the teacher-designed tasks and the technical conditions supporting the platform. This study suggests integrating Quizizz into well-designed, sustainable, technology-based writing lessons to foster improved writing skills and sustained motivation among students.

Exploring English Language Learning via ChatGPT: A Case Study from A Self Determination Theory Perspective Yusriani, Yusriani; Fithriani, Rahmah
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.3064-3076

This study aims to explore students' perceptions of using ChatGPT as a tool for learning English grammar, particularly in academic writing. Using a qualitative case study approach, twenty undergraduate students majoring in English education at a state university in North Sumatra were selected through purposive sampling based on their prior experience with ChatGPT, especially in completing assignments for courses like Basic Structure. Data were collected through a Likert-scale questionnaire and semi-structured interviews with four selected participants. The questionnaire data were analyzed quantitatively using frequency counts, while the interview transcripts were analyzed thematically through a three-stage coding process. The findings indicate that ChatGPT supports students’ understanding of grammar by providing instant feedback, contextual explanations, and a flexible learning environment, which in turn boosts their confidence in using English. Within the framework of Self-Determination Theory (SDT), ChatGPT fulfills the needs for competence and autonomy; however, it still falls short in addressing the need for relatedness, which requires meaningful human interaction in the learning process.

Teachers' and Students' Views on AI Writing Tools' Adverse Effects in EFL Writings Zahra, Mutia; Rahmah Fithriani
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 3 (2025)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i3.6554

This study investigated the adverse effects of AI writing tools in English as a Foreign Language (EFL) contexts and explored strategies employed by teachers and students to address these challenges. The research utilized a qualitative case study approach, involving 10 EFL students and 2 teachers from a private senior high school in Medan, Indonesia. Data were collected through classroom observations, semi-structured interviews, and document analysis over one week. Data analysis employed Braun and Clarke's six-phase thematic analysis framework, which involved thorough reading of transcripts, initial coding of relevant statements, theme identification, review and refinement of themes, defining and labeling, and final report generation. The findings revealed three significant concerns: a decline in learning autonomy and critical thinking, deterioration of genuine writing progression, and challenges in evaluation and academic integrity. Students exhibited increased dependency on AI tools, leading to standardized writing styles and diminished ability to engage in independent problem-solving. To address these issues, three primary strategies emerged: developing explicit ethical guidelines for AI tool usage, implementing activities that promote creativity and innovative thinking, and repositioning AI as an educational tool rather than a substitute for human effort. The study demonstrates that while AI writing tools offer immediate assistance, they often create a counterproductive cycle of dependency that compromises essential language learning objectives. The findings underscore the importance of maintaining a balance between technological advancement and authentic language acquisition, suggesting that AI tools, while valuable educational resources, require careful regulation to preserve the fundamental human aspects of language learning and academic development. This research contributes to the existing literature by providing comprehensive insights into the challenges and adaptation strategies within EFL environments.

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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