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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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Digital Reading Practices and Urban Narratives: Exploring Medan’s Cityscape in Contemporary Literature Maulina, Intan; Fithriani, Rahmah; Pardi, Pardi
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1625

This study investigates how Medan’s urban identity is constructed and reimagined through both traditional literary works and digital reading practices. Grounded in the constructivist–interpretive paradigm, it analyzes texts by Titan Sadewo, Ika Natassa, Hasan Al Banna, and Lucya Chriz, along with digital platforms such as @beyondthepage.mdn and KleioBuku. The findings reveal that Medan’s cityscape is a dynamic cultural construct shaped by memory, modernity, and digital participation. Digital literary communities foster new modes of interaction, where readers and writers collaboratively reinterpret urban experiences beyond the printed page. By examining these intersections, the study expands Indonesian urban literary discourse and highlights the transformative role of digital media in shaping contemporary representations of place and identity.

Speech Acts Across Cultures: A Comparative Study of Request, Refusal, and Apology in English and Mandarin Devi Alvionita Alindra; Fithriani, Rahmah; Pardi, Pardi
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 3 (2025): Volume 5 Nomor 3 Desember 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i3.7380

This study investigates how the speech acts of request, refusal, and apology are realized across two culturally and linguistically distinct languages: English and Mandarin. Grounded in speech act theory and contemporary approaches to politeness and facework, the research examines how interactional norms, sociocultural values, and contextual expectations shape speakers’ pragmatic choices. While existing scholarship has extensively analyzed these speech acts individually, cross-cultural studies that integrate all three within a unified comparative framework remain limited. To address this gap, the present study employs a qualitative, discourse-based methodology incorporating naturally occurring spoken interactions, documentary and digital media data, and contextual commentaries. Conversation Analysis (CA) and thematic analysis are used to explore linguistic strategies, sequential organization, and culturally embedded meanings.Findings reveal systematic contrasts in directness, mitigation, sequencing, and face-management orientations. English speakers tend to favor explicit forms, efficient sequencing, and concise justification, reflecting low-context communication norms. Mandarin speakers employ greater indirectness, elaborate mitigation, relational alignment, and self-effacement, consistent with high-context communication and face-sensitive cultural orientations. However, patterns also vary by setting, social distance, power relations, and communicative medium, demonstrating that pragmatic behavior is shaped by both cultural tendencies and situational constraints.The study contributes to cross-cultural pragmatics by offering a comparative, multi-layered account of how requests, refusals, and apologies are constructed and negotiated in English and Mandarin. The findings have implications for intercultural communication, language pedagogy, and the development of pragmatic competence among speakers navigating bilingual or multilingual environments.

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.

Political Meaning-Making In Indonesian Presidential Debates: A Systematic Review Of Multimodal Discourse Analysis Sinaga, Yanti Kristina; Fithriani, Rahmah; Pardi , Pardi
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 1 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i1.1994

Political debates are critical sites of meaning-making in democratic elections, where candidates communicate policies, values, and leadership personas through multiple semiotic modes. This study systematically reviews research on multimodal discourse analysis (MDA) of Indonesian presidential debates published between 2020 and 2025, aiming to synthesize theoretical frameworks, analytical practices, and thematic patterns in political communication. Using a structured systematic literature review, peer-reviewed journal articles, conference proceedings, and book chapters were collected from Scopus, Web of Science, Google Scholar, and DOAJ. Studies were screened based on their relevance to Indonesian presidential debates, use of multimodal frameworks, and empirical rigor. The review revealed that social semiotics is the predominant theoretical framework, with verbal language, gesture, and facial expressions being the most analyzed semiotic modes. Dominant themes of political meaning-making include leadership construction, national identity and populist appeals, and interactional power negotiation, often mediated by televised and digital platforms. While multimodality enhances understanding of how meaning is co-constructed, methodological inconsistencies—including small datasets and variable transcription practices—limit comparability across studies. This review highlights the growing importance of multimodal approaches for analyzing political debates in Indonesia and identifies gaps for future research. Specifically, more balanced attention to underexplored semiotic modes, standardized transcription methods, and theoretical integration are needed to advance the field. The study contributes to political discourse research by providing a comprehensive synthesis of recent multimodal analyses, offering insights into the complex ways in which Indonesian presidential candidates communicate meaning to diverse audiences.

Exploring Deictic Expressions In The Sigale-Gale Story: A Pragmatic Analysis Simbolon, Lasyuli; Fithriani, Rahmah; Pardi, Pardi
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 1 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i1.1995

This study explores deictic expressions in the Sigale-Gale story, a traditional Batak Toba folklore, using a pragmatic approach. Deictic expressions are context-dependent linguistic elements that indicate participants, time, place, discourse, or social relationships, and they play a crucial role in constructing meaning in narrative texts. The study aims to identify and analyze the types of deixis used in the story and to explain their functions in relation to context and culture. A qualitative descriptive method was employed, with the story serving as the primary data source. Data were collected through the documentation method and analyzed using classification based on five deixis categories: person, place, time, discourse, and social deixis. The findings reveal that person deixis is the most frequently used type, particularly third-person pronouns, reflecting the narrative focus on characters and events. Place and time deixis are also significant, helping to establish spatial and temporal frameworks that guide readers’ understanding of the story. Discourse and social deixis, though less frequent, contribute to textual coherence and convey cultural norms, such as social hierarchy and kinship relations. Overall, the analysis demonstrates that deictic expressions in the Sigale-Gale story function not only as linguistic devices but also as tools for cultural representation and narrative cohesion. This study highlights the importance of pragmatic analysis in traditional folklore, offering insights into how context and culture interact in storytelling. The results may serve as a reference for further research on deixis in other local narratives.

Indonesian pre-service teachers’ readiness for inclusive education: A perspective from a State Islamic University Fithriani, Rahmah; Wahyuni, Mira; Hardiansyah, Dadang
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i1.49926

This study aims to evaluate the readiness of pre-service teachers at the Faculty of Tarbiyah and Teacher Training, State Islamic University of North Sumatra, for inclusive education. A mixed-methods approach utilizing an explanatory sequential design was employed to gain a thorough understanding of prospective teachers' knowledge, attitudes, self-efficacy, and concerns about inclusive education. The quantitative poll included 298 students across 10 academic disciplines, of whom 44 were voluntarily selected for the Focus Group Discussion (FGD) session. Quantitative data were collected using an expert-validated questionnaire and analyzed descriptively with SPSS 25.0, while qualitative data were evaluated thematically. The findings revealed that the prospective teachers had favorable attitudes and self-efficacy toward inclusive education; however, they needed to enhance their conceptual knowledge and receive institutional support to be adequately prepared for inclusive learning activities.

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): Research Articles, 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.

Improving of Students’ Reading Comprehension using Cooperative Integrated Reading and Composition (CIRC) Method at Politeknik Ganesha Medan Afri, Evan; Fithriani, Rahmah; Pardi, Pardi
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i1.8034

This study aims to determine whether the cooperative integrated reading and composition (CIRC) method has improved the reading comprehension of second-semester students at Politeknik Ganesha Medan. The researcher found that a lot of students at Politeknik Ganesha Medan had trouble reading the texts after talking to the English teacher and watching them. They can't figure out what the messages mean or what they mean. The researcher did this because she wanted to help the students with their reading comprehension problems. The researcher utilized the cooperative integrated reading and composition (CIRC) method to improve students' reading comprehension in response to the identified issue. The researcher utilized a pre-experimental design featuring a non-equivalent control group (Gay, 2006, p. 225). The group underwent a pre-test, treatment, and post-test. The research sample consisted of fifteen students. The researcher used only one type of tool, a reading test, to get information. A score will be given to each student's answer, and a formula will be used to find the average score. The scores on the posttest are higher than the scores on the pretest. Researchers could conclude that students' reading comprehension has been enhanced by utilizing the CIRC Method. One thing that helps students understand what they read better is the CIRC Method, which involves working together in groups to comprehend the material and answer questions about the stories. Some benefits of cooperative learning include positive interdependence, face-to-face interaction, individual accountability, and development of interpersonal and small group skills.

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

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

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.

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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