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Rahmah Fithriani

UNIVERSITAS ISLAM NEGERI SUMATERA UTARA

Author-ID : 2859669

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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.

Gender Representation and Educational Equity: A Critical Analysis of Indonesian Senior High School English Textbooks Hia, Nadia Virdhani; Rangkuti, Rahmadsyah; Sinar, T. Silvana; Zein, T. Thyrhaya; Fithriani, Rahmah
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30878

Despite increasing global awareness of gender equity, research on how English textbooks shape students’ perceptions of gender remains limited in Indonesia. This study examines the linguistic and visual gender portrayals in two government-issued English textbooks for Grade X and XI senior high school students (revised 2017 editions), which are widely used nationwide. Using a qualitative content analysis integrated with critical discourse analysis, the study systematically analyzed all textual and visual elements, including dialogues, narratives, exercises, and illustrations, guided by established frameworks for evaluating gender representation. Quantitative coding documented frequency and types of gender representation, while discursive interpretation examined how language and images construct social meanings. Findings reveal 404 textual and 201 visual gender representations: although textual mentions in Grade X show near parity (35% male; 35% female), Grade XI reflects male predominance (43.5% vs. 33.5%), and visuals overall favor male visibility (43.7%). Female figures are disproportionately associated with domesticity, emotional expression, and limited occupations, whereas males appear in more diverse, agentive, and authoritative roles. Gendered language reinforces these patterns through masculine generics and adjectives emphasizing appearance for females and intellect for males. These findings suggest that while attempts at balance exist, textbooks continue to reproduce traditional gender ideologies. The study contributes a nuanced understanding of how school materials reflect and shape sociocultural norms and offers implications for textbook design and educational policy to foster inclusive and equitable gender representation aligned with SDG 5.

Barriers and Coping Strategies in Practicing Therapeutic Communication in English Among Second-Semester Midwifery Students Chairuddin, Chairuddin; Fithriani, Rahmah; Siwi, Purwanto
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.v5i2.6880

Therapeutic communication in English has become increasingly important in midwifery education, considering global health standards and the need for effective patient interaction across languages. Despite this, students often face barriers that hinder their ability to communicate therapeutically in English. This study investigates the internal and external barriers experienced by second-semester midwifery students in practicing therapeutic communication in English, and explores the coping strategies they employ. A qualitative descriptive design was applied with 26 second-semester midwifery students selected purposively. Data were collected through adapted questionnaires and semi-structured interviews. Thematic analysis was used to identify categories of barriers and coping strategies. The findings revealed that internal barriers included shyness, lack of confidence, low motivation, and fear of mistakes, with shyness being the most dominant. External barriers consisted of embarrassment, limited vocabulary, lack of preparation, grammatical errors, and peer judgment, with embarrassment identified as the most critical. Coping strategies involved preparation, relaxation, positive thinking, concentration, and peer support, with preparation and relaxation as the most effective. Practicing therapeutic communication in English presents multidimensional challenges for students, combining psychological, social, and linguistic difficulties. Integrating English for Specific Purposes (ESP) modules, simulation, flipped classrooms, and peer-based learning into midwifery curricula can enhance students’ confidence, communication skills, and readiness for international clinical practice.

Students' Perceptions of WordUp Utilization in Vocabulary Learning Hizbullah, Gilang; Fithriani, Rahmah
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 2 (2025): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i2.33266

Given the increasing role of mobile technology in language education, understanding students’ perceptions of gamified vocabulary applications is essential for optimizing their effectiveness in EFL contexts. This study aims to explore junior high school students’ perceptions of the WordUp application as a digital tool for enhancing vocabulary mastery and to identify its contributions to the field of mobile-assisted language learning. Employing a phenomenological approach, the research involved observations, semi-structured interviews, and documentation with 12 students from an Islamic junior high school in Sumatra, Indonesia, and the data were analyzed by thematic analysis. The findings indicate that students generally reported positive experiences, including engaging and enjoyable learning activities, gamified vocabulary practice that fosters intrinsic motivation among teenagers, authentic multimodal contexts that support comprehension, and noticeable improvement in vocabulary mastery. Nevertheless, several challenges emerged, such as information overload, which sometimes hindered retention, and limited content coverage that did not always align with students’ immediate learning needs. The study underscores the significant role of mobile applications in facilitating language learning and offers practical recommendations for improving the user experience of WordUp to better accommodate learners’ preferences. By providing empirical insights into students’ experiences, this research contributes to the understanding of how gamified mobile applications can be optimized to enhance vocabulary acquisition in English as a foreign language contexts.This study investigates junior high school students' perceptions of the WordUp application as a tool for enhancing vocabulary mastery. The research employed a phenomenological approach, involving observations, semi-structured interviews, and documentation with 12 students from an Islamic junior high school in Sumatra, Indonesia. The findings revealed that students generally had positive experiences such us fun learning, gamified vocabulary learning that triggers instrinsic motivation in teen learners, authentic multimodal context and improved vocabulary. However, challenges such as overload information and limitations in content. The study highlighted the importance of mobile applications in language learning and provides recommendations for enhancing the user experience of WordUp to better meet students' needs.

Gender and Power Relation in Margaret Atwood's Novel The Handmaid's Tale Tambunan, Khairunnisa; Deliana, Deliana; Rangkuti, Rahmadsyah; Fithriani, Rahmah; Perangin-angin, Alemina Br; Zola, Nilma
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.

Global Citizens, Language Issues, and Digital Economy: An In-quiry of Financial Technology Adoption among International Students Moe, Sithu; Mukminin, Amirul; Marzulina, Lenny; Harto, Kasinyo; Erlina, Dian; Fithriani, Rahmah; Fridiyanto, Fridiyanto; Holandyah, Muhamad; Kamil, Dairabi; Mohd Ali, Fatin Aliya; Alshehari, Azzam
International Journal of Engineering, Science and Information Technology Vol 5, No 4 (2025)
Publisher : Malikussaleh University, Aceh, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52088/ijesty.v5i4.1284

Financial Technology (FinTech) has significantly changed the landscape of Indonesia’s digital economy. On the other hand, the increasing non-domestic population in Indonesia, especially the student age group, also reflects the broadening demographic dynamics. This group plays a crucial role as a consumer in national economic growth. Despite the increasing growth of the national digital economy, the non-domestic population, especially the student age group, is doubtful about the acceptance of using FinTech. This paper investigated non-domestic students’ intention to use FinTech in Indonesia. The authors employed mixed methodology with an explanatory sequential design. Thus, this paper explored this narrative based on the technology acceptance model (TAM) and external factors such as Performance Expectancy (PE) and Social Influence (SI). Using the partial least squares (PLS) approach, data from the 75 non-domestic students in Indonesia were analyzed. In addition, this paper also utilized in-depth interviews to gather further information from participants. The thematic analysis of the semi-structured interviews was conducted to explore the non-domestic students’ experience of using Indonesian FinTech.

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 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 Pratiwi, Anggun Siska Putri Adinda Pratiwi PUTRI, TIARA Rahma, Alleyza Raja Guk Guk, Sahmiral Amri Ramadhani, Ayu Sinta Rangkuti, Rahmadsyah Sadat, M. Anwar 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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